Professional Documents
Culture Documents
This
Workforce
Cohesion
Toolkit
has been
prepared by
the following
parties...
W: www.co-operative.coop
Page 1
Introduction
Page 3
Page 16
Page 28
Page 33
Page 39
Summary
Page 40
Appendices
W: www.poultec.co.uk
Authors
Rachel ner Ba (Hons), MFIL, QTLS;
Ozan Erdinc Ba (Hons), MFIL;
Pam Dowling AFIL.
W: www.workforcecohesion.org
Authors
David Camp Fcipd;
Stephen Mather
Contributions to this publication have
been gratefully received from Institute of
Community Cohesion (iCoCo), Dunbia,
Greencore Cakes (Hull), Hitchen Foods,
Tulip, Speedibake and Vion Food Group Ltd.
Contents
W: www.labourproviders.org.uk
1. Introduction
Why is it a challenge?
A complex picture
Expectations
Behaviours
Standards
Operational
Tasks
Peak Demands etc
Industry Standards
H&S
Hygiene
Product quality and safety issues
Company
Mission
Values
Business Objectives
Social
There is a clear business case for promoting effective communication within the
workplace. Effective communication leads to better performance, higher productivity
and more staff buy-in. Engaging with staff and supporting their basic skills mean they
feel valued and recognised and therefore generally do more to support the business.
When assigning work tasks, establishing standards, providing health and safety
information and in promoting the companys internal values and culture, the business
need for effective communication is obvious as are the consequences when it fails.
Issues caused through problems in communication can lead to major incidents such
as:
Serious and even fatal accidents.
Product quality and safety issues.
Legal cases being brought against employers for discrimination.
Tensions and conflicts in the workforce
The potential gains of getting it right in terms of business margin and individual
performance improvement are also highly significant so improved communications
should be seen as an opportunity as well as a challenge.
The challenge of effectively communicating across the entire workforce in every
situation, in an environment where there may be limited English language skills and
where a number of different languages are spoken is also obvious, but clearly does not
reduce the critical need for it.
1
The toolkit covers many of the main issues that arise in communicating with a multilanguage workforce and looks closely at the difficulties experienced by non-English
speakers compared to the expectations held by their native speaking employer.
Internal Communication and Language policies, as the means by which a company
sets out to ensure fairness and non-discrimination and promote inclusivity at all times,
are also discussed (section 2). In addition to providing practical hints and tips on
the key features of effective communication, it gives help and advice on how cultural
differences affect communication, and how to make communications more accessible
to a migrant workforce (section 3).
This toolkit also aims to provide an insight, through the use of short case studies, into the
ways companies have successfully integrated the language needs of their workforce,
giving practical examples of how communication issues have been addressed and
how building a culture of inclusiveness has been effective. The toolkit will give hints
and tips on the day-to-day support that can be given to people with English language
needs. Looking at direct language issues in particular, topics will cover understanding
language levels (section 4) and capabilities, translation and interpretation and how to
check for understanding (section 5).
2
3. Policy participants/signatories
4. Language Policy
a. Business language and spoken Language Policy
b. Establishing the level of English required for each job at the site
c. Recruitment advertising position
e. Language and literacy testing policy and procedure
i. Recruitment
ii. Existing employees
e. Translation policy
f. Supporting workers whose first language is not English
g. Language teams policy
5. Communication channels
Channel
Purpose /
Objective
Measuring
Effectiveness
Email
Meetings
Training
Notice boards/
Posted Information
The style of communication should also be considered what skills and support are
required by those doing or responsible for the communication? In a multi-language
environment the previous points would be considered in relation to, and appropriate
for, the level of English spoken by those communicating.
Feedback Systems
Frequency
Intranet
A Communication Policy would also need to consider the current situation as well
as state intended goals. For example, current job requirements may stipulate that a
minimum level of English is required upon recruitment but there may be a number of
people in the business that do not currently speak English at that level but have been
valued employees for many years. The policy, processes and procedures need to take
this reality into account.
Assessment of
Understanding
Briefs / Verbal
Communication
Written Information
Staff Surveys
The decision about whether or not to require a minimum level of English for all workers
(including agency staff) for each role in your business should form part of your Language
Policy. This will be informed by wider business and strategic considerations such as
the availability of skilled labour with a minimum level of English, approach to sourcing
labour and management style.
The following box below identifies important legal considerations. If you choose a
minimum required level of English you will also need to decide what that level should
be. The box identifies important good practice to consider in order to avoid potentially
directly or indirectly discriminating.
When the conversation is directly related to their work or to complying with health
and safety standards, then it is likely to be proportionate for you to regulate the
languages used but only so far as is necessary to ensure that everyone concerned
understands what they and others must, or must not do.
When conversations take place during break time and are unrelated to work duties,
an English-only rule is likely to be difficult to justify.
If you choose a minimum level of English requirement the site must establish that
the English ability required from applicants, employees and agency workers is
appropriate to the job being undertaken. The English language ability should be at
a level necessary for the satisfactory and safe performance of the job and be able to
be objectively justified for each individual job role.
The person specifications of all job roles in the company should include this
appropriate English language ability level.
Candidates for employment (including native English speakers) should be tested
during the recruitment process using an English language assessment test; there
are commercially available Literacy and ESOL assessments and these should be
used by suitably qualified people as the results are usually linked to the National Core
Curriculum levels.
Where in-house English Literacy and Language selection tests are used, these
should be well designed, reliable, properly administered and professionally validated.
You may want to consult your local college or training provider to check that your
test is fit for purpose.
It could be direct discrimination to target recruitment adverts to non-English speakers
or indirect discrimination by disadvantaging people of particular non-UK nationalities
or national origins if you were to ask all applicants to complete an application form
in English or take a test which requires a higher standard of written English than the
job itself requires.
7
Where casual conversations take place during work time between operatives on a
production line, you would need to consider whether there is any need to regulate
the languages used. What would your aim be in imposing a potentially discriminatory
English-only rule and would such a rule be a proportionate way of meeting that aim?
For example, if Latvian workers while working on a production line chat to each other
in Latvian instead of English, do workers of other nationalities feel excluded? If so, is
there evidence that this affects their work performance? If not then you may not be
able to justify an English-only rule.
You may also need to consider if there are to be exceptions included in this policy,
for instance in the case of certain specialised roles where skills availability are low and
how these exceptions will be managed in relation to the individuals needs and that of
the business.
The creation of whole teams or areas who speak a single language either as part of
a policy or through common practice might appear as a way to deal with a multilanguage workplace but would leave the business open to legal challenge on the basis
that such a practice would effectively amount to segregation of the workforce.
8
Communication Channels
B. Verbal Communication
Part of your overarching Communication Policy would include the methods used to
communicate and would take into consideration your Language Policy.
This includes induction, classroom based training, web-based and on the job task
based training.
A. Structured training
This includes induction, classroom based training, web-based and on the job task
based training.
Training Think about it
Can the training be sufficiently
understood by all of those on the course?
Are the language skills of the attendees
sufficient to ensure learning takes place?
Is the training developed and delivered
in a way that is appropriate and
understandable to those on the course?
How do you measure the effectiveness
of the training including those with limited
English language skills?
Case Studies
The importance of channels of communication is recognised by many of the companies
interviewed. Tulip has regular Joint Committee meetings. The purpose of these is
to give employees a vehicle to contribute to discussions or make suggestions for
improvements. There are representatives of different language groups attending these
committee meetings.
Dunbia has TV screens in all of their main sites that display on a loop multi-language
communications that covers information from their Employee Forums, company staff
discounts and announcements reminding people of their Speak out helpline which is
run by an independent company. Employees can speak to someone in a confidential
manner in their own language, any queries are then sent to Dunbia Head Office to reply
to and feedback is translated if necessary.
Greencore Cakes (Hull) hold staff forums where workers from all nationality groups are
represented and invited to share any concerns they may have. This, together with an
open door policy, means that workers all feel included and have the confidence to
contribute.
10
C. Written Communication
This includes contracts of employment, terms and conditions, staff handbooks,
newsletters, company emails and letters.
Written Communication - Think about it...
There could be challenges to whether contract terms are legally binding by employees
of certain nationalities or national origins if they are not able to understand the terms
and conditions stated in their standard contract of employment.
You may need to use more than one method to explain basic policies and procedures
or the contents of employment contracts. For example you could provide a written
translation of a whole document or main points into relevant languages, develop a
simplified version with pictorial images to explain mutual obligations or use a buddy
system pairing the new employee or agency worker with an experienced worker
who speaks the same language and can be relied upon to translate the information
accurately.
Disciplinary, grievance and complaints procedures should be fair and in a form
and language accessible to all employees. You should take steps to ensure that
employees with limited ability to read English understand fully what constitutes a
disciplinary offence and the sanctions that can be imposed.
D. Posted Information
This includes safety notices, notice boards,
performance boards etc.
Case Study
Greencore Cakes (Hull) encourages the use of English throughout the company. This
starts at recruitment when workers sit an English assessment. The results of these
assessments have proven to be very effective and give a score for role suitability;
those with higher levels can then be considered for higher roles. This, in turn, is a
good motivation to learn English for anyone wanting to progress in the company. For
workers who are not as advanced in English, ESOL classes are held twice a week
on site and workers, permanent or agency, can join these classes from day one. All
classes are funded by Greencore and are scheduled on different work patterns.
Having a minimum standard of English has been effective for the company. Signage
and written documentation is all in English, saving costs on translations. Inductions
and training sessions are held in English and only if there is a real need to translate, is
an interpreter is provided. The company regularly asks workers to repeat back what
they have been instructed. One way this is achieved is through regular audits on the
shop floor by personnel working within the offices which includes conversations with
workers regarding the role they are carrying out, health and safety, and risks. Also,
workers that are transferred to another role within the business, have to be able to fully
demonstrate physically and verbally that they understand their new tasks before they
can be signed off to do the job.
11
12
Channel
Purpose
Intended Result
Frequency
Two way
communication with
line managers and
supervisors.
Discussion on big
issues and upward
feedback on shop floor
issues.
Twice a month
Two way
communication with all
employees
Presentation of
strategic issues
Operational briefings
Managers understand
what others are doing.
Supervisors team
meetings
Operational briefings,
work instructions.
Employee knowledge
of output targets and
order status
Daily
Common interest
group meetings
Cross cultural
communication and
the development of an
inclusive workforce.
Greater knowledge of
co-workers
Monthly as required.
Meetings
Channel
Purpose
Intended Result
Frequency
Intranet
Home Page
To keep employees up
to date on business
progress.
Daily
Department Page
To keep department
staff up to date
Daily
Daily
Information Bulletins.
Directors messages.
Company Information.
Passing information
one way.
Weekly and as
necessary.
Department summary
reports
Passing information
one way.
Employees understand
what the rest of the
organisation is doing.
Monthly
Training
Health and Safety
Training, refreshers and
updates
Food Hygiene
In accordance with
the Companys Food
Hygiene policies.
Notification of common
interest group
meetings
Cross cultural
communication and
the development of an
inclusive workforce.
Greater knowledge of
co-workers
Monthly/updated as
required.
Simple straightforward
notices conveying
information.
Weekly
To gain a measure of
employee satisfaction
and determine
issues for continuous
improvement.
Once a year.
Noticeboards
Surveys
Employee Survey
(Permanent,
temporary and agency
employees)
13
14
Implementation Tips
How will workers and worker
representatives be involved in
developing and implementing the
Policy?
You could have a Focus Group to discuss
content, making sure all relevant groups
are represented.
Will it be a jointly agreed process with
worker representatives and Trade
Unions where present?
The Focus Group could report back as a
regular agenda item.
What are worker Learning / Safety
Representatives roles in ensuring
that workers with limited English
skills are effectively communicated
with?
You should make sure that those
representatives have the skills and
understanding to carry out this role.
What training will be provided to
line managers to communicate in
accordance with the policy?
Provide training for managers and
supervisors in Cultural Awareness as well
as Language Awareness.
15
Communication Essentials
Make it clear
Make it accessible
Keep it concise
16
Is it concise?
Be concise with the information you provide. Remember it takes time to develop,
prepare, distribute, read, listen and understand information and time is money. More
complex language can often result in misunderstandings and can be counterproductive.
You can still be polite and direct with the information you give and you can achieve
this by:
The above steps of providing clear, concise and accessible information will really only
be fully effective if you follow through by checking someone has understood. This final
stage could be seen as a Critical Control Point (CCP).
Identifying the key points, ideas and in some cases just key words that you want to
convey in each bit of communication and recognise that the rest is not necessary.
You should not be abrupt, but succinct and direct. Do not hide the main message of
what you want to say in endless waffle.
Neither side should be afraid to ask questions if they do not understand or need further
details about what is being said. Remember that a conversation should be interactive
and not a one-way dialogue. For additional guidance on checking for understanding
see section 5 of this Toolkit.
It may also be valuable to give workers an open channel for feedback, which can help
to understand how the communication has been received; worker committees with
regular meetings can be organised, or make it clear to all that an open door policy
exists.
Is it accessible?
Giving clear and concise information is not enough unless it is also accessible. Some
questions to consider are:
Do you have the means to establish which language a person speaks? You could
use a Language Identification card. These are used extensively in the public sector.
(See Appendix 1).
Do you have an interpreting service available for when needed? (See Appendix 1)
Are you going to translate documents? The Association of Labour Providers provides
a low cost translation service. (See Appendix 1)
Do you have bi-lingual dictionaries that can be used to explain simple instructions?
Have you considered transferring information to pictorial images?
Have you considered providing on site ESOL classes? (for definition and information
on ESOL levels see section 4).
17
18
4. Make your survey accessible ensure that your workers understand and can access
the survey. Use simple and direct language, and translate the surveys into required
languages when possible. Consider workers with poor literacy levels; use a survey
tool which offers the option of issuing the survey by phone for those workers who
cannot read the survey questions.
Verbal Communication
5. Consider incentives for completed responses within the given timeframe research
shows incentives increase response rates. They are especially useful in a longer
survey and can be anything that will appeal to the employee demographic.
Golden Rules
6. Send reminders - survey reminders can increase your responses by another 1015% by providing an additional prompt to workers to complete the survey 7-10
days after the initial invite was sent.
7. Share results - communicate a summary of the key findings with your workers
promptly after survey completion. This will provide assurance that time and effort
spent on completing the survey was worthwhile. Furthermore, transparency will
promote worker inclusion, and reinforce loyalty and trust in the organisation.
8. Take action on findings - it is imperative that the organisation is committed to making
appropriate changes for improvement based on the findings of the survey. If no
action is taken (or seen to be taken), the survey could potentially have an adverse
effect within the organisation, promoting distrust and often reinforcing some of the
concerns raised in the workers feedback.
Three golden rules should apply when communicating with non-English speaking
nationals.
There are however, several other techniques you can use in addition to the three
Golden Rules.
Pause in between points.
Actively encourage the worker to ask questions and let you know if they do not
understand.
Check for understanding (see section 5) after every point made. Ask open questions
such as So which colour knife do you need to use for raw meat? as opposed to
Do you understand?.
A practical demonstration with the use of mime or gestures can cross many
communication barriers and aid understanding of a difficult topic - beware, though,
that cultural differences can affect intentions here.
Make sure the words you use can be understood and are not too difficult, avoiding
technical language and jargon.
19
20
Keeping it Simple
Below is a list of example words that can be very difficult to understand. Opposite
these is a suggestion of a more simplified word that can be used:
Advise tell
Belongings things
Commence start
In the event of
if
Issue you with
give you
On receipt
when you get
On request
when you ask
Per annum
a year
Prior to before
Purchase buy
Regarding about
Request ask for
Should you wish
if you want
Terminate end
There are many more examples of how to simplify language and these can be
downloaded from the Plain English Website (www.plainenglish.co.uk).
If you do need to use jargon or technical language relating to a particular job, make
sure you have explained it first. You may wish to consider having a vocabulary list
of words that are specific to your industry or their job role this way they have the
opportunity to research the words by checking with a colleague or looking the word
up. This list can be given out at induction or any training event or update meetings.
21
Written English
Much care needs to be taken with the use of written English in any document given to
a migrant worker. In fact, the skill of reading can be harder for some, especially those
who have not received any formal language training in the past. Therefore, the same
rules as for spoken instructions apply. The table on page 23 identifies some of the
techniques you can use to make written communication more effective.
Written English
22
Process
Reason or effect
Sentences
Bullet points
Vocabulary
Familiar words
No capitals
Make sure that you use active verbs as well as simpler language
you will be observed can easily be changed to He will watch
you.
Instructions in order
Be concise
Images
Allow time
When giving out forms, give plenty of time for them to be filled in.
Some learners from Arabic or Chinese speaking countries will struggle with everything
from simple signage to manuals as they are adapting to a new script, having not been
brought up using the Roman alphabet or reading from left to right. Writing in a new
script is difficult and can make a persons writing look scruffy or childish. It is easy then
to make incorrect assumptions on a persons educational background by the quality
of their written language.
Case Study
Speedibake created a cartoon baker character called PePE to help employees in their
factories recognise the correct type and specification of Personal Protective Equipment
(PPE), hence the name PePE, that is needed in any specific area.
* Verbs are active when the subject of the sentence does the action. Verbs are not active when the subject of the
sentence has the action done to it.
23
24
25
Be neutral when speaking - when talking to various nationalities it pays to be more
neutral with the tone and volume you use.
Be considerate of other peoples input into the conversation. Many cultures will not
interrupt, but wait their turn. Some cultures do interrupt and it is not considered rude,
so be tolerant of this.
Dont touch - patting a head may be considered to be a friendly or affectionate gesture
in our culture, it is considered inappropriate by many Asians to touch someone on
the head, which is believed to be a sacred part of the body. In the Middle East, the
left hand is reserved for bodily hygiene and should not be used to touch another
person or transfer objects. In Muslim cultures, touch between opposite sexes is
generally inappropriate.
Use eye contact wisely we may think that good eye contact is a demonstration of
attentiveness. In many cultures; however, including Asian and middle Eastern, eye
contact can be rude, especially between opposite sexes.
Be aware of gestures hand gestures may have a different meaning and/or be
offensive to those from other cultures. One common example is the use of a finger or
hand to indicate come here please. This gesture in some cultures is very offensive.
Pointing is also considered to be rude in some cultures and Asians typically use their
entire hand to point to something.
s
esture
g
f
o
are
e
Be aw
ay hav
m
s
e
r
u
est
/
hand g
ing and
n
a
e
m
ent
e
a differ
to thos
e
iv
s
n
ffe
or be o
ures.
er cult
h
t
o
m
fro
26
Case Study.
A lack of cultural understanding can have an effect on working relationships. A team
leader at Greencore Cakes (Hull) wondered why workers were disappearing from the
production lines at the same time each morning. A potential conflict was avoided after
a quick look at a religious calendar informed HR that their workers were probably
going off to pray. When questioned, the workers were so pleased that the employer
had taken the trouble to look this up. The company now has a dedicated prayer room
and workers have agreed with their supervisors to stagger the timings that they go to
prayer to ensure that there are always enough staff on the shop floor.
Tulip also has an outside consultant delivering regular training to every manager and
supervisor on Dignity at Work. The sessions cover topics such as how to speak
to people appropriately and cultural and religious awareness. They are currently
developing an in-house training programme to reach all employees.
To communicate effectively, you need to be aware of many different factors and the
information given is not an exhaustive list of good practice. There are many other
features to take into consideration, such as how culture and educational background
can have an effect on communications. Your main aim should be to make your working
environment as inclusive as possible and to engage with all your staff using the most
appropriate methods to make sure communications are understood.
One idea is to have a representative; a member of the training or HR team could be
nominated for liaison or advise on matters concerning the communication and training
of staff who speak English as another language. This member of staff could have
received some basic awareness training or be able to use support documents that are
available for employers.
T
hey may be in a formal interview or discussion which most people find stressful in
some way, in addition to having to perform in a second or third language.
People often do not like to admit that they cannot understand.
They may not be familiar with an accent.
The conversation may be taking place in a noisy environment.
If there are other people in the room who speak the same language they can be a
tendency to over rely on translation from a colleague, especially if there are friends/
partners who they perceive to speak better English. In addition to this, some people
feel embarrassed to speak in a foreign language in front of their peers/partners,
especially if they come from a culture of mocking people who make mistakes.
If you have a minimum language requirement, then the information must be presented
in a way that could be understood by all. This means that you need to make sure that
all your communication is not above this minimum level of language. You may need
to get assistance from your ESOL provider with setting and checking language levels
ESOL stands for English for Speakers of Other Languages and is a set of courses
designed for people whose main language is not English.
27
28
The last two levels on the scale are Level 1 and Level 2, Level 2 being the equivalent to
grades C-A* at GCSE. Levels 1 or 2 would be appropriate levels for Supervisors and
Managers to function competently, with paperwork and instructions in mind.
Speaking
Listening
Reading
Writing
ESOL is divided into six levels:
Shifting Perspective
ESOL
Pre-entry A total beginner level with no exam outcome
Entry 1
Entry 2
Entry 3
Level 1
Level 2
It is important to understand what the abilities of workers are at different ESOL levels.
See Appendix 2 to get an idea about the capabilities of ESOL learners carrying out
a common speaking task in the workplace, that of discussing absences from work.
ESOL levels in the workplace
Based on the levels of learners enrolled on workplace ESOL courses, the majority of
migrant workers in the manufacturing sectors in England are Entry 1 to Entry 2 levels;
a level which could be described as not fully competent in basic English at work.
Entry 3 is the level learners should aim to reach in order to meaningfully cope with
day-to-day language of work, procedures and understanding instructions and
generally getting on better with colleagues. Furthermore, it is a good platform
for progression, going on to study other vocational workplace courses such as
NVQs (National Vocational Qualifications) and Apprenticeships or CIEH certified
industry qualifications.
29
Imagine the scenario. You may have an experienced employee who evades attending
training sessions or has a negative attitude towards reading a form or manual. This
employee, whether their main language is English or not may have communication
issues or difficulties in reading or writing or maybe cannot read or write at all. Once
this fact is revealed their behaviour begins to make sense and steps can be taken to
support and possibly develop this persons skills.
For many migrant workers whose main language is not English, these difficulties
are there from the beginning of starting their job. An ability to effectively show their
capabilities in any role can be hindered by their lack of ability to express themselves
in English.
30
False Friends
Fabryka (Polish)
Hazard (Polish)
Agenda (Polish)
Agenda (Portuguese)
diary (English), not to be used for meeting
agenda
Avisar (Portuguese)
Injria (Portuguese)
Real(Portuguese)
Caution (French)
deposit, security or bail (English), not
caution
Eventulne (Czech)
Dislokacija (Lithuanian)
ESOL training can aid staff retention and development if they can see a path of
progression within the company. Most learners state at the end of ESOL courses in the
workplace that they can see a benefit in their work such as being able to communicate
better with their supervisor.
There are training providers who can deliver courses in the workplace directly, fitting
around shift patterns. Some of the best types of course you can offer your staff
are those that have been contextualised to the industry or job the employees are
working in.
If you are unable to find a provider in your area, you could contact your local Skills
Funding Agency. Alternatively, the National Sector Skills Councils have details of
Training Providers affiliated with their sectors (See Appendix 1).
Case Study
Try to build links with a local training provider or college which can provide ESOL
classes. The Tulip Redruth site at Cornwall is one company that established ties with
their local college and regularly has two teachers on site delivering ESOL. The training
is free to workers and available to them within their work day. Training is available for
two hours and employees are offered to finish their shift one hour early (paid) to attend.
The training has been very successful with an excellent pass rate.
Colloquialisms
He will show you the ropes rather than you fathoming it out
You mustnt use that machine till you have had the training. It is best to be on the
safe side
Theres safety in numbers
Come on; time is money
31
32
There should have been a formal or informal needs assessment after the interview
to establish his level of reading, writing, listening and speaking skills. This could have
been used to decide how to convey information.
Never assume full understanding without checking for it using appropriate methods.
Written material could have been read out for him to repeat/retell the information
or demonstrate it to confirm his understanding. All of this could have also been
recorded as proof using a company mobile phone or camera.
Karwan is from Iraq and came here 10 years ago when he was 19. He has had no
previous education either here or in his country. He is very talkative, confident and
friendly. He is fluent in English and when he speaks it is not initially obvious that English
is not his first language.
He got offered a job after his successful interview and was asked to read and sign
things during his induction to confirm that he understood. He did so as he didnt want
to lose his job. It later became clear that Karwan could hardly read and write. Therefore
he was not able to follow the written instructions, although he was good at his job and
a quick learner if somebody explained verbally what he had to do.
33
He probably didnt hear the negating word not. No bleach would have been more
effective.
He should have been given written instructions with images/real pictures as well
as verbal instructions. This wasnt done as they thought his English was not good
enough to understand written texts.
He should have been given an opportunity to demonstrate his understanding using
or showing the correct cleaning product.
34
Employers need to be sure and not just assume that their employees understand
health and safety rules, company policies and procedures, etc. Assumptions could
result in very dangerous and/or costly situations in the workplace. This danger is
recognised in the army, therefore they frequently check for understanding in their radio
communications by repeating information back to confirm it. This is also very true in
commercial operations.
When Misunderstandings Occur - Example 3
An employee used a no win no fee lawyer to sue his company after a commercial
accident. The employee had signed to confirm understanding of the health and safety
rules. The employee was then asked to read what he signed out loud in the court. He
could not read a single word.
Lesson from example 3
What lessons can we learn from this?
You should not assume full understanding, simply because the information was
provided on a piece of paper or it was signed by the employee.
35
36
This could be done in many different ways, some examples of which are:
Role-play in group settings
During induction and/or training sessions. For example, how to greet and serve
customers and use of correct customer friendly language. Scenario cards could
be created including commonly faced cases to check if the employee follows the
correct procedures.
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6. Summary
Appendix 1
Useful reading and websites
This toolkit provides some practical help for effective communication within a
multi-language workforce. The tips and hints are aimed at workers where English is not
their first language; however, you should bear in mind that many of the suggestions
and techniques covered in this Toolkit are suitable for workers with low levels of literacy
in English also.
Many of the suggestions provided in this Toolkit are simple to implement, others may
need a little more training and development of staff responsible for implementing
the communication plan. Whatever you decide to do, by far the best principle is to
work on the basis that you have a whole organisation approach to clear and effective
communication. Set an overall policy and stick to it; get all staff involved and actively
encourage the use of both written and spoken English in the workplace at all times,
from recruitment through to appraisals, but give the practical and measured support to
those workers who need it. Endeavour to have all your documentation in plain English,
with pictorial aids where necessary. Finally, remember effective communication is not
just language but also about culture. Provide cultural awareness training to all workers
and promote fairness and tolerance in the workplace at all times.
If you would like further help and advice you can access a range of resources and
practical approaches available to promote workplace skills development and integrate
them into your own practice. Links to these resources can be found in Appendix 1.
Equality legislation
Equality and Human Rights Commission
http://www.equalityhumanrights.com/legal-and-policy/equality-act/equalityact-codes-of-practice/
ESOL support
Workplace Language Literacy and Numeracy Toolkit produced by the East Midlands
Development Agency and Greater Nottingham Learning Partnership
www.thenetwork.co.uk/thetoolkit/index.html
Support for Literacy, Language and Numeracy Learning and Skills Improvement
Service http://www.excellencegateway.org.uk/sflln
For help creating a Communication Policy
CIPD (2010), Taking employee communication seriously, 2010
http://www.cipd.co.uk/hr-resources/practical-tools/hr-employeecommunication.aspx
Assistance with skills and training:
Consult your National Skills Academy for help with finding a Training Provider to help
you with your English language training needs or vocational courses:
National Skills Academy for Food and Drink
www.foodanddrink.nsacademy.co.uk
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Appendix 2
ESOL Levels
Pre-entry
At this level a learner cannot make a sentence and needs constant repetition to
understand sometimes just simple vocabulary. This level of learner doesnt know
simple vocabulary such as numbers above 10 or 20, days of the week or colours. They
would rely totally on colleagues to explain instructions or to complete forms for them.
ESOL Level 1
ESOL Entry 1
Speaking
At this level, the learner will most likely lack confidence and would probably leave it
until the last minute to request time off or phone on the day to say they are not coming
in. They will talk in short utterances or very simple sentences with the present simple
tense only. They would therefore form statements such as Today I not in. I go dentist.
or Daughter sick. They would not have got to grips with using the verb can to ask
for permission or using intonation to indicate politeness.
Listening
They would struggle to understand When will you be back in?, and would definitely
not understand When can we expect you back? or Have you been to see a doctor
and got a sick note?
Faith Calendar:
www.interfaithcalendar.org/
They would not be able to read the section of a staff handbook on absence procedures
and would need this translated or get help from a fellow language speaker. They would
be able to read some signs mainly by association of images or colours of signage
in their countries. They would need assistance to complete basic forms and would
struggle with phrases on forms such as Country of Origin.
Entry 1 level can best be described as a beginner language learner.
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ESOL Level 2
ESOL Level 3
Entry 2
Entry 3
Speaking
This typical level learner would have slightly more confidence and is likely to feel
confident enough to pop their head round the door of the Personnel office. They may
not have enough confidence or ability to phone into work as talking on the phone is still
a big barrier. They are likely able to construct the statement I am not in today because
I am go to the dentist. They are able to link statements together in one sentence
(telling work why they cant come in) therefore statements are clearer.
A learner at this level would be able to get by in most day-to-day situations with
reasonable confidence. They are typically the worker who normally speaks on behalf
of his peers, and liaise on common issues such as absence, pay issues and other
problems at work.
They would not be able to talk confidently in the past tense, so explaining a recent
absence would be difficult and be in broken English. They would, however, be able
to use more polite and appropriate language and have more of an understanding of
cultural aspects of English, e.g. I can have tomorrow off, please? They have got to
grips with Can I for permission, but are just learning more polite terms such as Could
I, and would use more intonation in polite requests.
Listening
They would be much more confident in listening and would understand more than they
are able to speak. They could cope in basic work scenarios and get the gist of most
instructions as long as they are not given in too long, complicated sentences.
Reading and writing
They would be able to read signage and get the gist, but may not understand language
for specific purposes or technical language.
Entry 2 level can best be described as an elementary language learner.
They would be able to construct a longer and clearer sentence such as Excuse me,
can you help my friend? Next week he cant come to work because he has a problem
his mother is ill in Poland and must to go home. He is flying on Sunday. The sentence
may not be totally grammatically correct, but the message is still clear and precise. A
learner at this level would be able to explain future and past actions: Sorry I am late. I
went/I have been to doctors and I must wait more than I hour. Again, mistakes exist
grammatically, but it is clear and polite.
This level would be able to understand a standard group training session in, say,
Health and Safety, but would need the assistance of a pre-translated list of terms and
a dictionary. They would also be able to describe the events of an accident or other
incident at work.
Overall, Entry 3 learners have a greater command of:
Grammar- they can talk in the past, future and maybe conditional (i.e. I would ask for
time off if it wasnt busy).
Vocabulary they have a wider knowledge of words enabling clearer and more detailed
explanations and can recognise more complex words and associate meanings from
other familiar words.
Understanding they will understand colleagues and managers instructions with
greater ease and understand some vocabulary for specific purposes (First Aid terms
or describing ailments).
Culture they should know the appropriate language to use in different situations,
therefore getting on better with colleagues.
Entry 3 learners can best be described as lower-intermediate language learners.
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