HR Professional - June/July 2008 - (Page 35)

ON ME S SAGE B Y L I S A R O S S I T E R -T H O R N T O N CORPORATE LANGUAGE TRAINING W ‘‘ hen choosing a foreign language training program, consider the context in which the language will be used by employees and the program’s curriculum. Context Determining the context in which the language will be used is important in developing a learning plan. Knowing how employees will use the language will help employers build a curriculum that models situations their employees might encounter on the job. Curricula that consider context provide another dimension to learning. In a study conducted by the Clermont Graduate School of Management, instructors expanded their curriculum with the goal of ensuring students could communicate in a foreign language within a business context. Training objectives Factors affecting short-term and long-term objectives will vary depending on the company’s current and potential national or multinational projects. In some situations, the company may need staff to achieve language ﬂuency in a short time frame but others might be able to span their staff language training program over a longer period of time. As learning a language is a process, knowing the expectation of time will also help the learner manage work and life responsibilities. Learner expectations Understanding a student’s expectations is important. Students sometimes have an unrealistic idea of what is involved in learning a language, which can be frustrating and discouraging as a beginner. Memory work and immersion are other factors affecting how fast a student can progress. If a student is learning French, the more they memorize verbs, the better they’ll be able to manoeuver in their communication. Immersion also helps students to accelerate their learning because communication needs are based on survival. Given these factors, human resources should be realistic about learning expectations for their students and set easily achievable goals to ensure program success. Language training will always have standard components such as grammar and vocabulary; but given the immense pressure for employees to build new skills and for companies to remain competitive, it is important to assess what kind of program will best facilitate the language training goals. Lisa Rossiter-Thornton, BComm, MA (lisart@language-advantage.com) is the program manager for Language Advantage Inc., a corporate language training company. J u n e / J u l y 2 0 0 8 35 Knowing how employees will use the language will help employers build a curriculum that models situations their employees might encounter on the job. The study focused on an English curriculum with students taking an hour and a half per week of instruction. To use time effectively, instructors developed a “snippet” methodology. This approach enabled them to cover topics of discussion relevant to the business experience of their students in a short amount of time. The instructors also included more opportunities for oral communication between students. These techniques increased the student’s comfort-level and enhanced their learning experience. w w w. HRT houghtLeader. c om ’’ http://www.HRThoughtLeader.com

Table of Contents Feed for the Digital Edition of HR Professional - June/July 2008

HR Professional - June/July 2008 Contents Editor's Letter Contributors Leadership Matters Upfront Legal Compensation The Broad Perspective Leading by Example On Message Strategy Talent Management HR 101 Case Study Interview with J.P. Pawliw-Fry Off the Shelf The Last Word HR Suppliers Guide 2008 Calendar of Events

HR Professional - June/July 2008

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