Did you know? According to our research, employees who work for a company that provides English language training are more thantwice as likelyto say they are very satisfied at work, compared to those working in companies that do not.
To retain top talent in an increasingly competitive marketplace, all evidence points to developing communication and language skills.
showed that communication skills including English language skills are the most in-demand power skills across the board. PwC’s agrees: the top five predictors for employee turnover all had the same themes in common – communication, empathy and listening skills.
According to , a focus on developing employees’ strengths (as opposed to focusing on fixing weaknesses) can lead to a 20-73% reduction in employee attrition. That’s a startling statistic and one that has the potential to transform your business.
So, the message is clear: by investing in your employees’ existing communication and language strengths, you’re helping them refine a comprehensive range of business power skills. In turn, this will make them feel more engaged and therefore far more likely to stay with you.
Let’s explore three ways to implement an English language skills learning and development plan that underpins communication skills, refines business soft skills and makes your employees want to stay.
To tailor a culture of learning that supports the development of your employees’ language and communication skills, you’ll find it helpful to get their input first. Survey and interview your team to better understand current barriers to language-specific learning, skills gaps, preferred learning styles and current frustrations.
For example, is it speaking, listening or reading English that they currently struggle with the most? The better you understand your employees’ needs, the more consulted and engaged with the process they’ll feel.
In 2023, Forbes outlined , and perhaps unsurprisingly, reward featured strongly. Your performance management system should include a structure that acknowledges employees who are committing to achieving their objectives and developing their skills, and demonstrates the career trajectory that might be possible with improved communication and language skills.
What that looks like will differ from organization to organization, but it’s important that employees understand the potential opportunities that come with refining their language skills.
Your employees may not naturally make the link between developing language skills and career progression, so help them understand how better language skills can help them move forward in their role and how you will support them in this.
When they see that language skills have been built into their development plans, they’ll feel invested in staying with your organization and developing their skills with you.
In a world where communication-based soft skills are more valuable than ever before, the ability to confidently converse in different languages within a business context is an impressive skill that’s transferable to a multitude of other business soft skills, such as teamwork, leadership and problem-solving.
Once they understand the full range of benefits that come with developing their language skills, they’ll be grateful that you’re committed to helping them do that and will be more likely to stay.
It’s clear that when employees feel that their communication skills are improving, they feel a sense of continued progression and engagement – not only in their language abilities but also across a range of other business power skills.
The key to retaining talent lies in increasing engagement, and since higher engagement rates are linked to , according to Gallup, there really is no better way to retain a happy workforce.
Learn how Mondly by app can help you reinforce a culture of learning and retain top talent within your organization, with flexible English language learning solutions for your business.
If you liked this blog post and want to learn more,download the PDF report here.
Find out more about how language training and assessment can drive your business forward by checking out our resources for HR professionals, including articles, whitepapers and research.
Read our post 'How can language learning improve employee engagement?'.
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.
