Report: Benchmarking of English language in the · PDF fileReport: Benchmarking of English...

Report: Benchmarking of English language in the workplace for BPO, KPO and IT Industry

British Council

November 2013

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Contents 1. Introduction ........................................................................................................................................................ 3 2. Explanation of the Common European Framework (CEF) levels ..................................................................... 3 3. Profiles for the roles benchmarked for WNS ......................................................................................................... 6 Role: General Manager ............................................................................................................................................ 7 Role: Senior Associate .............................................................................................................................................. 8 Role: Senior Group Manager, Finance and Accounting ........................................................................................... 9 Role: Lead Associate, Operations: Financial Services ........................................................................................... 10 Role: Deputy Manager, Financial Reporting ........................................................................................................... 11 Role: Group Manager, Finance ............................................................................................................................... 12 Role: Senior Associate, Finance ............................................................................................................................. 13 Role: Group Manager, UK General Insurance ........................................................................................................ 14 Role: Senior Group Manager, Legal Services ......................................................................................................... 15 Role: Group Manager .............................................................................................................................................. 16 Role: Lead Associate, Legal Services ..................................................................................................................... 17 Role: Associate, Legal Services .............................................................................................................................. 18 Role: Deputy Manager, Head of Finance, Legal Services ...................................................................................... 19 Role: Group Manager, Operations: Payments ........................................................................................................ 20 Role: Assistant Manager, Banking Operations ....................................................................................................... 21 Role: General Manager, Operations ....................................................................................................................... 22 Role: Senior Associate, Contact Centre .................................................................................................................. 23 Role: Group Manager, Operations .......................................................................................................................... 24 Role: Deputy Manager, Operations ......................................................................................................................... 25 Role: Senior Group Manager, General Legal Assurance ....................................................................................... 26 4. Conclusion ........................................................................................................................................................... 27 5. Assessing staff levels of English ......................................................................................................................... 29 Appendix One - Council of Europe (CEF) Global Scale ....................................................................................... 30

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1. Introduction

Objective of this report

To help WNS identify what levels of English language competencies are needed by its staff, based on the Common European Framework (CEF) of Reference. 1 Benchmarking methodology: We interviewed around 24 members (representing roles) of the staff at WNS. We asked questions on the 4 skills of English (Reading, Writing, Listening and Speaking) to find out:

when and why they used English at work.

what exactly they needed to communicate about.

what level of complexity the issues were that they used English to communicate in, on the basis that the more complex, the higher the level of language competence they would need.

who they used English to communicate with and what the expectations of those (internal and external customers) were – in terms of language competence.

what level of English they themselves thought were needed for their role.

2. Explanation of the Common European Framework (CEF) levels 2.1 CEF level descriptors as discussed with the respondents: I explained the levels so that respondents could readily discuss them in the context of their own roles:

A1 Has picked up and memorised a few words and phrases.

‘Hello’, “Yes”, “No”, ‘My name Ajith,’ ‘What your country?”, ‘No problem,” “How much?”, “100 rupees,’ etc

May be able to read and write a few words, but cannot hold even a short conversation. A2 Has learned some basic English.

Can greet, ask for and give simple information: what someone wants, who s/he wants to see, invite them to sit, say if someone is in or not, where to go within a building, count, tell the time, talk about prices etc.

They cannot hold long conversations without considerable strain on both parties.

They can read and write very simple emails and notes, or complete logs requiring a few routine words and phrases.

1 www.coe.int/lang-CEFR The result of over twenty years of research, the Common European Framework of Reference for

Languages: Learning, teaching, assessment (CEFR) is exactly what its title says it is: a framework of reference. It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency. It is used in Europe but also in other continents and is now available in 39 languages.

http://www.coe.int/lang-CEFR

http://www.coe.int/t/dg4/linguistic/Source/List_Cadre_traduc.doc

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B1 Is confident enough to speak, write about and understand routine matters.

Can hold conversations and write emails and texts about daily issues using simple language.

There will be lots of grammar mistakes, inaccurate choice of words, and hesitations, and the more complex or less routine the issue being discussed, the more strained, inaccurate and hesitant they will become.

It will often be necessary to change to the mother tongue sooner or later if communication is not to break down.

B2 Can communicate spontaneously and fluently on most issues, including non-routine and complex ones, without strain and without needing to revert to the mother tongue.

They will still be noticeable inaccuracies in grammar and choice of words, especially when dealing with the more complex issues; however, these will seldom prevent the message coming across.

C1 Can communicate smoothly and effortlessly on all matters in highly accurate and sophisticated language.

There may be the very occasional minor error in grammar or choice or word, (and these may in fact be the accepted norm with English usage in Sri Lanka,) but these will be virtually unnoticeable and very rarely interfere with the accuracy of the message.

C2 The same level as a well-educated native speaker.

2.2 Some typical roles for each level of English

There are dangers in making generalisations, but it can help clarify the levels by giving these examples:

A1: Cleaning or kitchen staff who very seldom need to use Eglish.

A2: Security staff or staff at reception of buildings with multiple offices.

B1 Waiters, ‘room boys’, officers and admin assistants who do not need to speak to customers.

B2 Any role requiring fluent interaction in English with colleagues, business partners or clients and customers.

C1 Any role where ‘perfect’ English is needed to expected by business partners or clients and customers.

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Or where ‘every word counts’ – as in discussions, emails or texts which could be used in court, or where carefully nuanced language is required to deliver sensitive messages, (eg disciplinary, warning or dismissal letters, or when saying ‘no’ to a customer or client.)

C2 I doubt whether any non-native speaker needs to have this level

In the next section I present the findings of the benchmarking exercise: outlining the required levels of English for each role.

3. Profiles for the roles benchmarked for WNS

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Department: Operations

Role: General Manager

Skill Proficiency level required

Speaking in English C1

Needs to express him/herself highly accurately, fluently, and effortlessly on sometimes highly complex matters

There may be the very occasional minor inaccuracy, but these will be virtually un-noticeable and not hinder communication at all.

Writing English C1

Needs to write clear, well-structured messages and texts, dealing with sometimes complex matters, in highly accurate and nuanced language and using a wide range of vocabulary

Reading English C1

Needs to understand lengthy audit reports

Needs to very accurately understand in detail lengthy, complex texts where the language used may be highly demanding.

Listening and understanding.

C1

Needs to understand in detail extended speech, discussions, presentations etc. on sometimes highly complex issues especially during teleconferences.

Needs to keep up with an animated conversation with native speakers without any effort.

Needs to be able to quickly identify the speaker’s attitude, mood, tone during phone calls and teleconferences.

Quote: “Listening is the biggest challenge and the biggest skill we need to develop”

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Department: Contact Centre

Role: Senior Associate



This role represents client company – the image of that client is in their hands.

Needs to express him/herself very accurately, fluently, and effortlessly.


Writing English C1

Emails are sent to client company’s customers. The client has raised its concerns about the accuracy and appropriateness of the language on some messages. Currently a member of staff is allocated to checking this. However, it would seem clear that it would be better if staff writing these emails had a C1 level.


Reading English B2

Needs to accurately understand all kinds of texts related to her/his work, including quite complex ones.


B2

Needs to follow discussions with native speakers over the phone and during teleconference.

Needs to generally be able to identify the speaker’s attitude, mood, tone.

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Department: Finance and Accounting

Role: Senior Group Manager, Finance and Accounting



“Sometimes has to be ‘creative’” (subtle) “with the language – when giving ‘difficult’ messages to the client / customer.”



Writing English C1


Reading English C1



C1

“Has to understand ‘between the lines’ what the client / customer is saying.



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Department: Operations: Financial Services

Role: Lead Associate, Operations: Financial Services


Speaking in English B2

Needs to use the language fluently and spontaneously on a wide range of topics.

There will be some hesitations and inaccuracies, especially in situations dealing with complex issues, but these will seldom cause serious difficulties in getting the message across.

Writing English B2

Needs to write clear, detailed messages and texts on a wide variety of work related subjects.

There will be some inaccuracies, especially when dealing with more complex matters, but these will not usually prevent the message from being understood.

If the message is ‘critical’ (i.e. there cannot be ambiguities because of choice of words etc.) it is checked by the line-manager.

Reading English B2 Needs to accurately understand all kinds of texts related to her/his work,

including quite complex ones.


C1



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Department: Financial Reporting

Role: Deputy Manager, Financial Reporting



Needs to communicate with senior managers in UK on the phone, conference calls etc.



Writing English C1

Needs to be able to write concisely answering queries from UK team and giving solutions to specific problems.

Needs to write clear, well-structured messages and texts, dealing with sometimes complex matters, in highly accurate and nuanced language and using a wide range of vocabulary.

Reading English C1

Needs to understand messages for clients on very complex issues and convey these to the team.



C1



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Department: Finance

Role: Group Manager, Finance





Writing English C1

Writes commentaries on reports for very high level UK managers.


Reading English C1



C1



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Department: Finance

Role: Senior Associate, Finance



Is part of the “most client centred team – the most involved with the client.”



Writing English C1

Needs to respond quickly to emails from the client – you have commented on inaccuracies.


Reading English C1

Needs to read and understand ‘Business Requirement Documents’.



C1



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Department: UK General Insurance

Role: Group Manager, UK General Insurance



Needs to deal with a ‘very demanding’ client: “if the message is not clear they will escalate it to a higher level.”



Writing English C1

Needs to answer client queries which involve giving “very detailed explanations of processes.”


Reading English C1

Needs to understand Audit Manuals.



C1



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Department: Legal Services

Role: Senior Group Manager, Legal Services





Writing English C1


Reading English C1

Needs to read legal contracts.



C1



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Role: Group Manager



Needs to communicate with native speakers and non-native speaking foreigners (eg from Hong Kong): in the latter case needs to be able to adopt very clear and simple English



Writing English B2

Mainly needs to complete documents based on templates Needs to write clear, detailed messages and texts on a wide variety of

work related subjects. There will be some inaccuracies, especially when dealing with more

complex matters, but these will not usually prevent the message from being understood

Reading English B2 Needs to accurately understand all kinds of texts related to her/his work,

including quite complex ones.


C1

Needs to understand non-native speaker foreigners (eg Chinese.)

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Role: Lead Associate, Legal Services



Needs to communicate highly sensitively with clients in disputes over liability with accidents.



Writing English C1

Has to write to clients to get them to understand the issues and prognoses of their cases. These could be used in court.


Reading English C1



C1

Needs to keep up with animated conversations with native speakers without any effort and to quickly identify the speaker’s attitude, mood, tone during phone calls.

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Role: Associate, Legal Services



Needs to speak to clients over compliance – and overcome their objections.



Writing English C1

Needs to write to lawyers and VIPs. Takes part in the ‘4 eye’ checks of communications to ensure complete accuracy of matter and language.


Reading English C1

Needs to read legal judgements.



C1

Needs to keep up with animated conversations with native speakers without any effort and to quickly identify the speaker’s attitude, mood, and tone during phone calls and teleconferences.

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Role: Deputy Manager, Head of Finance, Legal Services





Writing English C1

Needs to be able to write accurately to clients, as the message may be referred to in any disputes.


Reading English B2



B2

Needs to be able to understand extended conversations, discussions and talks or presentations which are quite complex in matter and language.

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Department: Operations; Payments

Role: Group Manager, Operations: Payments





Writing English B2


There will be some inaccuracies, especially when dealing with more complex matters, but these will not usually prevent the message from being understood.

Reading English B2



B2

Needs to be able to understand extended conversations, discussions and talks or presentations which are quite complex in matter and language.

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Department: Banking Operations

Role: Assistant Manager





Writing English C1


Reading English C1

Needs to very accurately understand in detail lengthy, complex texts where the language used may be highly demanding


C1

Needs to understand in detail extended speech, discussions, presentations etc. on sometimes highly complex issues.

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Role: General Manager, Operations





Writing English C1


Reading English

C1



C1


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Department: Contact Centre

Role: Senior Associate



Needs to represent the company

Needs to express him/herself highly accurately, fluently, and effortlessly when dealing with customers on the phone.


Writing English C1

Needs high level of accuracy – the client company has complained about mistakes in writing.

Needs to write clear, well-structured messages in highly accurate language and using a wide range of vocabulary.

Reading English

B2

Needs to accurately understand emails and daily reports.


C1

Needs to accurately and fully understand the customer on the phone.

“This is critical.”

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Role: Group Manager, Operations





Writing English C1


Reading English B1



C1


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Role: Deputy Manager, Operations





Writing English C1


Reading English C1



C1


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Department: General Legal Assurance Team

Role: Senior Group Manager, General Legal Assurance





Writing English B2


There may be some inaccuracies in narrative sections of financial reports, if they deal with more complex matters, but these will not usually prevent the message from being understood.

Reading English B2

Needs to accurately understand all kinds of texts but mainly financial ones.


C1


4. Conclusion

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The flow chart below gives a picture of how training would develop English skills in terms of moving from one CEF (Common European Framework) level to the next. To move from one to the next between A1 and B2 would usually need between 100 and 150 hours of learning English – in the class and through self-access.

To move from B2 to C1 is more challenging as this level is normally only acquired by those for whom English has been a real medium of communication from an early age. However, there is no doubt this is possible for others, (I came across at least one example among the respondents whose roles were benchmarked,) given a high degree of motivation, talent for language and some years of experience in an English speaking work environment.

Adapted versions below – the official summary of levels can be found in Appendix One

A1

Can say a few short memorised simple things, - greetings, asking for and giving names etc

Can read and write a few words, mainly names.

A2

Can converse in simple familiar everyday situations where only basic English is required.

Can read and understand simple instructions and short messages on familiar matters using simple words.

Can complete simple forms or logs needing words or short phrases.

B1

Can converse with some confidence and fluency in many routine situations.

Can read straightforward factual texts on subjects related to his/her work, like manuals or instructions, and understand them well enough to carry out what is required.

Can write uncomplicated emails and texts on a range of routine work matters.

B2

Can speak fluently and spontaneously to deal with a wide range of issues in a wide range of situations.

Can read all kinds of texts, including reports and articles, related to her/his work, including quite complex ones, and to be able to skim and scan to search for required information.

Can write clear, detailed texts, including reports, dealing with a wide on a variety of subjects and issues.

C1 –C2

Can express him/herself effortlessly with a very high degree of accuracy even in very complex situations.

Can read and understand in detail lengthy, complex texts, whether or not they relate to his/her own area of specialty.

Can write clear, smoothly flowing, accurate, and complex texts which will address the needs of particular readers.

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5. Assessing staff levels of English

In this report I have given a cross section of the levels of English needed by role holders in order to be able to carry out the parts of their work which are done using English. It does not give any assessment of what levels of English the people I spoke to actually have. In order to develop the English language skills of staff so that they can perform their tasks more effectively, and/or be ready for promotion, where the level of English needed may be higher, this assessment would first need to be done. British Council have the developed a quick, accurate and user-friendly assessment tool called APTIS for this purpose. This assesses the 4 skills using the CEF levels.

After this benchmarking exercise, it will be comparatively straight-forward for organisations to see where staff are in terms of English, and where they need to be.

Appendix One - Council of Europe (CEF) Global Scale

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The CEF describes language use and outlines levels of learner proficiency. The CEF describes levels of English, from beginner to advanced, in terms of what learners should be able to do at any given language level. Why is the CEF useful? If you say a learner is intermediate, that could mean just about anything. However, if you say a learner is B1 then the CEF ‘Can do’ statements will tell you exactly what that means and what they are able to do. Below are global descriptions of CEF levels – there are more detailed descriptions available for each skill: reading, writing, listening and speaking.

User

C2

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

Pro

fici

en

t

C1

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/ herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

User

B2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Ind

ep

e

nd

en

t B1

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

User

A2

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Basic

A1

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

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