Companies constantly seek methods to optimize workforce productivity and effectiveness. A powerful approach to achieving this goal is through strategic workforce planning bolstered by English language testing. This tactic not only identifies and addresses skills gaps but also reduces attrition and strengthens your workforce for both short-term and long-term success.
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A workforce is only as effective and productive as its skills. Given that these skills are continuously evolving, proactive strategic planning is essential to future-proof your business. Effective workforce planning aligns your organizational strategy with your hiring strategy, providing a safeguard against future skills shortages.
Strategic workforce planning offers numerous benefits:
By incorporating data-led English language testing into your skills gap analysis, you unlock additional advantages, such as reduced attrition rates. Confident communication is the bedrock of business success and enhances every core workplace power skill. For international businesses, effective communication hinges on English proficiency. Assessing your team’s English language skills allows you to evaluate other business competencies as well.
Here’s how to incorporate English language assessment at each stage of the employee lifecycle to reinforce your workforce planning.
English is the global language of business and technology, making it a critical skill to evaluate during the recruitment process. The first step is to test each candidate’s English proficiency during the interview stage. Using an AI-based language assessment tool such asVersant by app allows you to efficiently filter out candidates who do not meet the required proficiency level. This provides a reliable set of metrics to inform your broader workforce planning.
When hiring at scale, this approach accelerates the process and offers an unbiased, accurate picture of current language skill levels.
Once employees are onboard, ensure they can continually develop their English language skills. Workplace-relevant English language learning helps employees feel they are making regular progress, boosting their confidence and loyalty to the organization. Ongoing English language development is particularly beneficial for businesses looking to expand into international markets.
If you're investing in English language learning, it’s crucial to measure its effectiveness. Regularly assess employees' English skills to monitor their progress. Integrate these assessments into your strategic workforce planning to identify potential future skills gaps before they arise.
Incorporating language assessment into employee appraisals supports their development, enhances job satisfaction, and builds their confidence to pursue further skills and promotions.
English language proficiency serves as an effective benchmark for strengthening workforce planning, mitigating against future skills gaps, and improving employee retention. Here’s how.
Strengthen your business’s workforce planning with app Language Solutions for Work. Tools such asVersant by app offer flexible, fast and accurate language testing and certification at scale. Additionally, develop employees’ workplace-relevant language skills with Mondly by app.
Incorporating English language testing into your strategic workforce planning ensures that you’re building a resilient, adaptable, and highly skilled workforce ready to meet the challenges of today and tomorrow.
Are you ready to elevate your workforce planning? Learn more about how app Language Solutions for Work can help you identify skills gaps and develop your team’s English proficiency for sustained success.
Read our blog post 'Boost the quality of your hires with English proficiency testing'.
English is one of the most widely-spoken languages in the world, but how much do you know about the language? Here are 11 facts about Englishthat you might not know.
Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves – perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.
As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.
Teachers are focusing on these personal needs to help students achieve their actual goals. It’s likely you’ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student’s attitude towards learning the language – and it may be necessary for you to adapt your teaching strategies for different groups of learners.
Let’s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.
These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.
For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: “I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.”
A motivation like Alice’s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support – and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation – keep people like Alice engaged and motivated to achieve her language goals. “I cannot do it without them”, she says.
These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.
Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: “I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I’m easily distracted.”
Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed – that’s why learning at home works for them – but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. “I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,” Vincenzo says.
Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.
Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.
Subrasays: “I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.”
Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.
Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.
Kirsty Murray taught English for a year at a collège (the French equivalent of a secondary school) in Villers-Cotterêts: a town in the north of France known for being the birthplace of Alexandre Dumas. She taught mixed-ability groups of 11- to 16-year-olds, with classes ranging in size from 10 to 35 students. Here, she shares the five lessons she learned from the experience.
