manual for telephone training
TRANSCRIPT
MANUAL FOR
TELEPHONE TRAINING
www.ecsplicite.com / www.leveltel.com
ECSPLICITE
300 avenue du Col de l’Ange
Parc d’activités de la Plaine de Jouques – BP124
13881 GEMENOS Cedex FRANCE
+33 (0)4 42 320 000 – [email protected]
ALLEMAND – ANGLAIS – ESPAGNOL – FRANÇAIS – ITALIEN
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As ECSPLICITE trainers: we HAVE FUN!
Because we:
use the 1st cap: ACTORS all the time
use the 2nd cap: SCHOLARS of language
use the 3rd cap: BUILDERS of programs and challenges with
our participants’ involvement
Introduction: French regulations governing professional training
The French system allows French employees to have training throughout their
careers. Therefore, the training you deliver is not necessarily a reward for the
participant, not even necessarily something that they regard as an advantage for
career growth.
Bear in mind that sometimes you have to sell what we do, convincing the
participants that the training will benefit them. (not sure this sentence is clear -
sometimes trainers take the word SELL too literally and step beyond the bounds of
trainers)
At ECSPLICITE we avoid using scholastic language such as teacher, student/pupil,
class and so on. Instead, we use trainer, participant, session and so on to
highlight the fact that the participants are not engaged in an academic program
but rather in professional training like any other offered to them by their
companies.
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Table of Contents
THE ECSPLICITE METHOD: AN OVERVIEW .................................................................................................................................... 3
“FIRST” session frame..........................................................................................................................................................................10
“KICK OFF”session frame .................................................................................................................................................................... 14
“STANDARD SESSION” session frame ........................................................................................................................................... 20
“LAST”session frame ............................................................................................................................................................................. 25
ABSENCES ................................................................................................................................................................................................ 29
Description of oral communication levels ................................................................................................................................... 31
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THE ECSPLICITE METHOD: AN OVERVIEW
PEDAGOGICAL PHILOSOPHY
ECSPLICITE has been training adults in the context of their professional activity since its creation in 1991.
Our long-term customers include: AIRBUS, BNP PARIBAS, COCA-COLA, GEMALTO, LEXMARK, L'OREAL,
SANOFI AVENTIS, SIEMENS, STMICROELECTRONICS, UNILEVER, etc.
It is in this work context that we consider that a language is a tool.
Consequently, our mission is to give our participants a simple, practical and concrete tool that allows them
to do their job in the second language in the best possible conditions.
Our job is much more than just a simple delivery of KNOWLEDGE (grammar, vocabulary), which most
participants have already acquired in their initial schooling. We emphasize the KNOW-HOW (expressions,
repartee, etc...).
We therefore utilize a SITUATIONAL APPROACH which
…allows us to focus the training sessions on the essential area of need for our participants, reinforcing their
feeling of credibility.
…forms the basis from which we have created and developed our own pedagogical method.
PEDAGOGICAL RESOURCES
ECSPLICITE's first pedagogical resources are our trainers.
We have always rejected the idea of a unique miracle method that can be duplicated for all language
training needs: “suggestopedia”, “training the ear to perceive the frequencies of the target language”,
“Chinese in 90 lessons”, etc. We agree that technologies such as e-learning can be useful in language
learning, but they are not sufficient on their own. Nothing can replace a human trainer. Language is a
human science and because it is a living matter, learning a language must take into account the
communication and psychological aspects. That’s why we believe that trainers, and participants as well,
make up the heart of the training, and thus our method. In a nutshell, our pedagogical method is above all
else, human. It is complemented by a variety of tools and resources updated regularly on our website based
on the variety of participants, business activities and language levels.
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PEDAGOGICAL STEPS
ECSPLICITE's pedagogical method has 3 layers:
Expectations/Objectives (reason for taking training)
Communication Skills (which allow the participant to reach his objectives. These are divided into
groups: Operational steps, Specific Job steps and Development & Reinforcement steps.)
Challenges (linguistic activities in which a skill is developed through role play using the situational
approach)
EXPECTATIONS
ECSPLICITE's pedagogical method relies on the participant voicing his expectations of the program.
During the first session in all our training programs expectations are defined and become a sort of
pedagogical contract between the participant and the trainer.
Our team is trained to obtain operational expectations and avoid the traditional, "I want to improve my
grammar, get more vocab and be more comfortable."
A customized program is built using expectations that are SMAC (Specific, Measurable, Achievable, and
Challenging). Trainers constantly refer to the expectations to verify the participant's full "contractual"
support of the program's progress.
COMMUNICATION SKILLS/ STEPS
There are numerous and varied skills and situations that participants need to work on to reach their
objectives/expectations. Therefore, the objectives are divided into STEPS within Communication Skills.
For example, if an expectation refers to telephoning suppliers, one of the steps could focus on BASIC
PHRASES FOR PHONING SUPPLIERS.
CHALLENGES
Each step is divided into a series of challenges.
These challenges (or activities) must provoke a language reaction from the participant and help recreate the
situations the participant is confronted with on a regular basis in his professional role.
A challenge might be a call to a subcontractor in order to give her instructions.
Although grammar errors are corrected and new vocabulary is introduced during the session, challenges
open the door to techniques and tactics for improving communication.
The steps and the challenges link together to achieve, as fully as possible, the expectations expressed by
the participant at the start of her program.
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PEDAGOGICAL TECHNIQUES
ECSPLICITE expects trainers to wear one of the 3 caps at all times during a session.
THE 3 CAPS
The participant should be aware that the trainer is wearing at all times one of three "caps":
the Actor's cap
the Scholar's cap
the Builder's cap
The 1st cap - The Actor's cap
During the session, there are moments when the trainer becomes an actor and director, setting up and
simulating a situation, and asking the participant to PARTICIPATE as BOTH an actor and director.
With this cap anything goes in order to reach the objective stated by the participant. Because this cap is
clearly placed in a coherent pedagogical setting, the challenges that result can come in a range of
extremely diverse shapes and sizes.
For example, if the participant takes calls from customers and his customers complain, the trainer can use
1st cap to stretch the participant by playing the role of an angry customer who is shouting. Putting the
participant in his real conditions is extremely beneficial as the trainer can offer relevant useful language and
communication skills for the participant to use with real customers.
The 2nd cap - The Scholar's cap
At other stages in the training session, the trainer is transmitting their knowledge and expertise (grammar,
vocabulary, communication, socio-cultural elements, etc.) of the language.
The participant expects to be corrected and anticipates seeing corrections in his session notes emailed at
the end of every session. He feels reassured when a trainer can offer him appropriate vocabulary to fill the
gaps in his communication.
The 3rd cap - The Builder's cap
Trainers use the builder's cap to define objectives, set up the next challenge and check the program is
useful. We get the participant involved in developing his program to make sure that his training is always
relevant to his needs. The participant is a professional who knows the situations he faces or will face. We
don't assume we know the participant's environment; consequently we collaborate and make decisions
about the program with the participant’s input.
Our team is trained to probe, to take the pulse of the program. If a trainer suspects that the participant is
not motivated with his program or needs to change direction because his situation has changed, then the
trainer makes necessary changes to the program updating global objectives.
Using English for 3rd
cap issues is not always appropriate, especially when the participant has a poor level of
English and/or when the trainer does not have enough time to clear a point. In such instances, French-
speaking trainers MUST USE FRENCH instead.
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OBJECTIVE: MARS
ECSPLICITE trainers adhere to a state-of-mind: MARS.
Mars is what makes ECSPLICITE so different than any other language training organization in the world.
Mars is ECSPLICITE and ECSPLICITE is Mars!
Mars means to make the session take off.
Regular training guarantees a successful program and our responsibility as trainers is to maintain the
highest level of participant motivation and the trainer’s interest in the participant as possible.
The first mission of a trainer is to do everything necessary to ensure that the session is the "highlight" of the
participant's day and that the participant comes "running" back for the next session. This seemingly "light"
approach to training actually reflects a deep pedagogical belief that is put into practice with rigorous
techniques.
Our team management and the trainers' continuous internal training enforce this key pedagogical principle:
take the participants to Mars.
We have to provoke the participants to get spontaneous reactions, all the while avoiding the commonplace,
the intercultural clichés, etc. (Are you for or against the death penalty? Is it true that Americans don't eat
well?) In order to develop spontaneity, a trainer must leave the realm of the cognitive and take the road
that leads the participant to think, "I don't realize that I'm speaking English".
Our trainers dare to take pedagogical risks in order to create eccentric moments that characterize the
program in the area of challenges.
What's more, each trainer has his own brand of Mars, which the ECSPLICITE method develops and exploits
for training.
Each session must be a bright spot, the highlight, in a participant's day.
SERVICES OFFERED TO CLIENTS
Telephone training
MyCoaching – a blended solution with online resources to complete and reinforce each phone training
session. A participant taking a MyCoaching program has 50% of his training time to do independent work
online. 10 hours phone training = 10 hours work online. Trainers promote the online resources and
encourage work online. This tutoring approach is very effective to help participants get the most from their
training.
Collective and individual face-to-face training which could include phone training
Evaluations
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PROGRAM STRUCTURE
MyCoaching program follows the structure below depending on what the client ordered.
Session type Session objective
LevelFIRST Needs analysis and level evaluation.
KICK OFF Confirmation of program objective, priorities and we start the
1st challenge.
SESSION Challenge performed: skill acquisition via role-play.
SESSION as above
SESSION Sessions make up the majority of the program.
SESSION A trainer's day is largely spent delivering sessions.
SESSION etc, etc.
LAST Feedback exchange: From trainer to participant and vice versa.
LevelLAST Post-training, evaluation of participant's level
and how skills acquired in training are being applied in a real
context.
OR
FACE-TO-FACE Module completed with trainer(s) in a face-to-face context.
KICK OFF Confirmation of telephone program objective, priorities and we
start the 1st challenge.
SESSION Challenge performed: skill acquisition via role-play.
SESSION as above
SESSION Sessions make up the majority of the program.
SESSION A trainer's day is largely spent delivering sessions.
SESSION etc, etc.
LAST Feedback exchange: From trainer to participant and vice versa.
OR
FIRST Definition of program objectives and priorities
SESSION Challenge performed: skill acquisition via role-play.
SESSION as above
SESSION Sessions make up the majority of the program.
SESSION A trainer's day is largely spent delivering sessions.
SESSION etc, etc.
LAST Feedback exchange: From trainer to participant and vice versa.
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SESSION FORMAT
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SESSION TYPES- HOW TO DELIVER AND STRUCTURE EACH
SESSION
Now that we have covered the spirit of our training, the description of what we offer clients and the typical
program structure, let's focus on the session structure and how YOU deliver a session from start to finish.
(If you are a French-speaking trainer, you will be trained separately to deliver LevelFIRST and LevelLAST
sessions as well.)
For the time being, we’ll concentrate on how to deliver STANDARD SESSIONS, after which you should be
prepared to deliver FIRST, KICK OFF, and LAST session types.
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“FIRST” SESSION FRAME
A FIRST session is the most critical moment in ECSPLICITE’s pedagogical approach:
Make sure you reject non-SMAC objectives (with diplomacy and First Cap if necessary)
Make sure you get a SMAC list of situations and objectives
USE FRENCH (if you are qualified) with participants who possess a low level of English
when explaining the pedagogical approach and for any 3rd cap issue – if only to save
precious time…
Structure & Key Phrases
OPENING
OBJECTIVE
Welcome on behalf of ECSPLICITE + trainer introduction
Key phrases:
first session in your program/I’d
like to welcome you back to ECSPLICITE (for returning participants and we have many of them).
You have …hours of training on the telephone and the same number of hours on the website to do
independent work.
f the session, I’ll send you an email with a summary of your
global objectives and instructions for your next session. As well, you will find a link to the website
where you can get help to prepare for the next session. After each session, you'll receive an email with
challenge instructions, a summary of notes from the session, and links to your training account on the
website.
NEXT APPOINTMENT
OBJECTIVE
Check next appointment (s) and phone numbers
OPTIONAL: Use Book Now function if the participant has no future sessions or only one session
reserved.
Stress importance of maintaining a regular rhythm (once a week/twice a week).
Explain 30- minute and 1-hour sessions
Avoid explaining the Ecsplicite method, save precious time for today’s job: defining the
objectives.
Avoid answering many questions about the website at this point.
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Key phrases:
Before we start, let’s check your next appointment(s).
I see your next appointment is on... at... with... That’s great! And the number is the same as
today’s/Looks like you chose a mobile number for your next session. (confirm the number because
sometimes participants make mistakes selecting the phone number)
You don’t seem to have any more appointments. I strongly advise that you always schedule 2 to 4
sessions ahead. This ensures the regularity of your program.
Remember, maintaining a regular rhythm in your training is 50% of your progress. The agreed
rhythm for your training is... (45 minutes per week) 1 to 2 half-hour sessions per week.
You may choose between the standard (1/2 hour) and the double session (1hour).
A 30-minute session offers you flexibility, if you’re busy. A 1-hour session offers you more time to
develop and progress.
As well, if you have any question on how the program works, click on PARAMETRES (SETTINGS) on
the website, it’s a small blue button. You’ll find the PARTICIPANTS MANUAL that you can download.
While on the website, be sure to explore all the resources.
Program development
OBJECTIVE
Defining global objectives: Identify skills that the participant can develop during his program by
asking questions about his needs
Key Phrases:
Today, we are going to set the details for your program.
Are you ready?
When do you use English? How often?
So, what is the reason for taking English training?
(Many participants will express non-SMAC objectives (more vocabulary, fluency, grammar etc. so you
need to probe more deeply)
What do you want to be able to do more effectively in English by the end of your program?
That’s great. But WHY do you want to develop vocabulary? What situations do you face in English (or
WILL you face, or CAN YOU IMAGINE you could face)?
In the participant’s embedded panel you can now click on SITUATIONS and select relevant steps for
the participant that become priority objectives in his program.
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SUMMARIZING THE PROGRAM
OBJECTIVE
Summarize and get confirmation of the participant's objectives
Make participant aware of his role in the program.
Key Phrases
So, based on what you explained, you want to be able to…………………………………………………………………
……………………………………..
Remember this is individual training. So, you are responsible for telling us if you have any changes to
make in the global objective or the situations you would like to work on.
By clicking on the MY PROGRAM tab, you will now see the steps you have selected as part of the
participant's objectives.
NEXT SESSION INSTRUCTIONS (TELEPHONE SESSION +
INDEPENDENT WORK ON THE WEBSITE)
OBJECTIVE
Confirming the pedagogical process and involving the participant in the design of the next
session: Telephone session and independent work on the website.
Key phrases
From all the situations explored, what is your priority?
Why do you want to start your program with this?
What is the most interesting skill / competency to develop in this situation?
Key Phrases
So we have decided that you would like to work on ...(reformulate challenge)
I can also suggest that you go to the website to review key phrases, work on the grammar exercise and
prepare for your next session.
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CLOSING
OBJECTIVE
Suggesting independent work on the website.
Close with key phrase.
Key Phrases
Remember this is individual training. It's YOUR program; so, please tell us if you want to make any
changes to your program.
It has been a pleasure working with you today. So you can now go back to the website and work in
between your phone training sessions
Have a good week (weekend)
I look forward to speaking to you again soon
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“KICK OFF”SESSION
Before a KICK OFF session, the participant will have had a LEVELFIRST session in which he
expressed his objectives. The objectives and the steps defined will be visible but not a challenge.
In a KICK OFF the trainer must confirm the objectives, add extra information if needed and
develop and deliver the initial challenge in the program.
A KICK OFF session replaces a First and essentially starts the program. (Refer back to Page 6,
Section 6 - PROGRAM STRUCTURE)
Structure & Key Phrases
OPENING
OBJECTIVE
Welcome on behalf of ECSPLICITE + trainer introduction.
Key phrases:
On behalf of all of us at ECSPLICITE, I’d like to welcome you to the first session in your program.
hours of training on the telephone and the same number of hours completing
independent work on the website.)
the end of the session, I’ll send you an e-mail with instructions how to
see your notes and information to help prepare for the next session. After each session, you'll receive
an email with links to your training account on the website.
NEXT APPOINTMENT
OBJECTIVE
Check next appointment (s) and phone numbers
OPTIONAL: Use Book Now function if the participant has no future sessions or only one session
reserved.
Stress importance of maintaining a regular rhythm (once a week/twice a week).
Explain 30- minute and 1-hour sessions
Avoid explaining the Ecsplicite method, save precious time for today’s job: defining the
objectives.
Avoid answering many questions about the website at this point.
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Key phrases:
Before starting, let’s check your next appointment(s).
I see your next appointment is on... at... with... That’s great!
You don’t seem to have any more appointments. I strongly advise that you always schedule 2 to 4
sessions ahead. This ensures the regularity of your program.
Remember, maintaining a regular rhythm in your training is 50% of your progress. The agreed
rhythm for your training is 1 to 2 half-hour sessions per week.
You know you may choose between a 30-minute session and a double session (1hour).
A 30-minute session offers you flexibility, if you’re busy. A 1-hour session offers you more time to
develop and progress.
As well, if you have any question on how the program works, click on PARAMETRES (SETTINGS) on
the website, it’s a small blue button. You’ll find the PARTICIPANTS MANUAL that you can download.
While on the website, be sure to explore all the resources.
OBJECTIVE
Check the information given is correct and complete.
Key phrases:
I can see that your objectives for the training are ................(summarize the key points you see in the
global objective)
Do you want to add or make changes to your objective?
In a KICK OFF, steps should already appear in 'MY PROGRAM'. Depending on the participant’s
objectives, you may have to add or delete STEPS in his program.
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CHALLENGE INTRODUCTION
OBJECTIVE
Decide on objective for the session.
Propose correction method
Get agreement
Key Phrases
Now, let’s turn to today’s session...
What would you like to do today?/How can I help you? /What is your priority? / Where is the best
place to start?
OR
Based on what you already presented, what about trying ...........?
Through confirming the objective and the situation that is the priority for the participant, you may be
able to make a relevant suggestion of a challenge to do on the spot with the participant so approach
'B' is best.
After selecting the step requested by the participant write up a context and a challenge for your
session.
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CHALLENGE
OBJECTIVE
Kick off clearly
Stop and start to correct
Make clean transitions
Key Phrases
So, if you’re ready, let’s go.
Let’s just stop here briefly for a correction.
Let’s start again, only this time...
Okay, let’s continue, but this time with more...
CHALLENGE CONCLUSION
OBJECTIVE
Formally conclude the challenge
Recall the challenge
Get feedback
Highlight important points
Refer to notes on the e-mail
Key Phrases
That’s the end of today’s challenge.
We focused on...
What can you take away from today's session?
The important points today are...
You can check the notes when you receive the e-mail.
Before moving on, you MUST validate the level of skill acquired through the challenge in today's
session
OBJECTIVE
Define language challenge
Indicate preparation steps
Check understanding
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Key Phrases
So for your next session, what would you like to do? OR Based on what we covered today, what
about continuing with..........trying...for your next session?
Do you want to continue working on ..(name step covered today)? Or Would you like to work on....
(name other steps that are included in the participant's objectives)?
What is interesting / difficult about this situation for you?
What scenario can we create to help you practice? What role do you want your trainer to play?
I can also suggest that you go to the website to work on (name skill and guide the participant to
what will be useful) to prepare for your next session.
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CLOSING
OBJECTIVE
Ask for final comment
Confirm next appointment OR Remind them to make appointment
Key Phrases
Do you have any final comments?
So, your next appointment is on... the... at... with...
So, remember to make your next appointment right away.
It has been a pleasure working with you today
Have a good week (weekend)
I look forward to speaking to you again soon
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“STANDARD SESSION” SESSION FRAME
Structure & Key Phrases
OPENING
OBJECTIVE
Kick off with key phrase
Situate session in the program
Remind them of the current step (and even the global objective)
Key Phrases
Hello, this is... from Ecsplicite.
Are you ready for your English training?
NEXT APPOINTMENT
OBJECTIVE
Check next appointment (s)
Stress importance of regular sessions
Key Phrases
Before starting, let’s check your next appointment(s).
I see your next appointment is on... at... with... That’s great!
LAST SESSION REVIEW (TELEPHONE &INDEPENDENT WORK
ONLINE)
OBJECTIVE
Check reception of the e-mail
Get feedback on the session (telephone & independent work online)
Spot test vocabulary, grammar on session notes
Encourage personal work on website
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Key Phrases
I see you had your previous telephone session with Carol, did you receive the email after the session?
How was the session for you?
Let’s see if you have a good memory: What does the expression ‘...’ mean?
I see you also worked on the website, congratulations. You’re making great use of the resources. (If
they aren’t, encourage them to do so.)
CHALLENGE INTRODUCTION
OBJECTIVE
Decide on objective for the session
Propose correction method
Get agreement
Key Phrases
Now, let’s turn to today’s session...
What would you like to do today? How can I help you?
In your previous session with Carol, it was suggested that for today's session you could…(summarize
challenge set up in the previous session) What do you think of that?
Remember: The program offers flexibility.
The participant can change situations and skills in each session if he wishes. The participant may not
want to work on the challenge set up for today.
CHALLENGE
OBJECTIVE
Kick off clearly
Stop and start to correct
Make clean transitions
Key Phrases
So, if you’re ready, let’s go.
Let’s just stop here briefly for corrections.
Let’s start again, only this time...
Okay, let’s continue, but this time with more...
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CHALLENGE CONCLUSION
OBJECTIVE
Formally conclude the challenge
Recall the challenge
Get feedback
Highlight important points
Refer to notes on the e-mail
Key Phrases
That’s the end of today’s challenge.
We focused on...
What can you take away from today's session?
The important points today are...
You can check the notes when you receive the e-mail.
Before moving on, you MUST validate the level of skill acquired through the challenge in today's
session.
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NEXT SESSION INSTRUCTIONS (TELEPHONE & INDEPENDENT
WORK ON THE WEBSITE)
OBJECTIVE
Define language challenge
Indicate preparation steps
Check understanding
Key Phrases
So for your next session, what would you like to do?
Do you want to continue working on…(name step covered today)? OR Would you like to work on
....(name other steps which are included in the participant's objectives)?
What is interesting / difficult about this situation for you?
What scenario can we create to help you practice …(name the skill)? What role do you want your
trainer to play?
I can also suggest that you go to the website to work on (name skill and guide the participant to
what will be useful) to prepare for your next session.
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CLOSING
OBJECTIVE
Ask for final comment
Confirm next appointment OR Remind them to make appointment
Key Phrases
Do you have any final comments?
So, your next appointment is on... the... at... with...
So, remember to make your next appointment right away.
It has been a pleasure working with you today
Have a good week (weekend)
I look forward to speaking to you again soon
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“LAST”SESSION FRAME
Structure & Key Phrases
OPENING
OBJECTIVE
Kick off with key phrase
Situate session in the program
Key Phrases
Hello, this is... from Ecsplicite.
Are you ready for your English training?
Today our aim is to review your program and then discuss what you can do to maintain your level.
First we are going to work on a short challenge for your final session and then we would like to get
some feedback from you about your entire program.
LAST SESSION REVIEW (TELEPHONE &MYCOACHING)
OBJECTIVE
Check reception of the e-mail
Get feedback on the session (telephone & MyCoaching)
Spot test vocabulary, grammar on session notes
Key Phrases
I see you had your previous telephone session with Carol, did you receive the email after the session?
How was the session for you?
Let’s see if you have a good memory: What does the expression ‘...’ mean?
I see you also worked on the MyCoaching space, congratulations. You’ve been making good use of
the resources.
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CHALLENGE INTRODUCTION
OBJECTIVE
Decide on objective for the session
Propose correction method
Get agreement
Key Phrases
Now, let’s turn to today’s session...
What would you like to do today? How can I help you?
In your previous session with Carol, it was suggested that for today's session you could...(summarize
challenge set up in the previous session) What do you think of that?
Following the challenge, make a clean transition to now exchange feedback.
CHALLENGE FOR FEEDBACK
OBJECTIVE
Remind participant of global objective
Ask for feedback
Refer to different situations and skills acquired
Comment on overall progress
Make final constructive remark
Make suggestions to maintain level
Key Phrases
Let’s now review your program together.
Your global objective was...
You did different steps (name the steps)
First question: How has this training helped you?
What did you find most useful? Can you give me an example?
Which particular session do you remember most?
What difficulties did you encounter concerning this training?
How have you used what you have acquired? Has someone made a remark about your capabilities in
English?
What could be improved in this training?
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In order to give our feedback on how the participant communicates and what kind of progress he has
made,
you can read TRAINER NOTES and check assessments of his challenges in MY PROGRAM
Key Phrases
I’d like to comment:
- First you are clearly now able...
- Second you can now...
- However, you still need to...
To maintain your level, you can continue with...
Remember: the resources you can find on the MyCoaching space will help you to... ...You can
continue to use the resources until the deadline of your program which is ...(give date)
Can I suggest also that you...
CHALLENGE CONCLUSION
OBJECTIVE
Formally conclude the challenge
Recall session objective
Give positive reinforcement
Make constructive comments
Refer to notes in the e-mail
Key Phrases
So, let me repeat what we just said about your progress.
- First you think...
- Second we feel...
I wrote these comments on the e-mail. You can check them when you receive the e-mail.
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CLOSING
OBJECTIVE
Ask for final comment
Present training certificate and training report
Thank on behalf of the team
Close with key phrase
Key Phrases
Do you have any final comments?
On behalf of us all here at ECSPLICITE, I would like to wish you all the very best in your work and
your English.
It has been a real pleasure working with you.
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ABSENCES
WHEN THE PARTICIPANT IS ABSENT
FOR 30-MINUTE SESSIONS
We always call 3 times: at the appointment time, then + 5 minutes, and again + 5 minutes.
Whatever the answer (or absence of answer) we always do that except when we the participant
answers and explains he can’t be present for the session.
FOR 1-HOUR SESSIONS
We always call 4 times: at the appointment time, then + 5 minutes, and again + 5 minutes and 1
more time at +30 minutes.
Whatever the answer (or absence of answer) we always do that.
FOR BOTH TYPES OF SESSIONS
We leave a message EACH TIME.
Then we write what we did in the message box for ABSENT, stipulating the exact times we called
each and every number (write all the numbers called, check « phone number for this session »
dropdown box as well as in the ID card for additional possible numbers to try),
Finally, we click on ABSENT, but only at the very end of the session.
You must try with another phone if the line is busy or you get no answer, especially when using
free or special subscriptions. You can test your own phone line by calling HQ or the 800 number
to the Eiffel Tower.
Example: e-mail sent to the participant after an ABSENT session
Session date: Friday 21st of January 2013 at 08:30
Trainer: Jack I tried to call you for today's session at 8:30, 8:35 and then once again at 8:40. I
telephoned 01.23.45.67.89 and left a message on your voice mail. Then your assistant answered and
explained that you were ill. I called back on your mobile phone 06.88.77.55.42 and left another
message. I look forward to meeting you in the near future. Jack
Please go to www.ecsplicite.com to check your next appointment or to schedule one.
ECSPLICITE
Language Training by Phone
T 044 232 000
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WHEN YOU GET AN ANSWER BUT IT'S NOT THE PARTICIPANT.
Even if you get a colleague, or at home the husband or wife, telling you the participant is in a meeting,
or is out for lunch, or anything else, tell that person that by company rules you will call again in 5 and
10 minutes, and you apologize for any inconvenience this may cause.
We have so many examples of people answering our calls who are not aware that the participant is
actually nearby and intending to have his session. And then the participant shows up, out of breath, 2
or 3 minutes later... And then he waits for the trainer to call again... Unfortunately he doesn’t always
call headquarters to ask about why the trainer isn’t calling... He finally blames us for missing his
session.
We even have examples of some participants who programmed a transfer from their phone into a
comfortable meeting room, waiting for us to call, and then a colleague intercepted the call, telling us
the participant cannot be disturbed –he’s in a meeting!
URGENT MESSAGES FROM HQ WHEN YOU ARE ATTEMPTING TO
REACH YOUR PARTICIPANT
When you trying to contact a participant, it is sometimes necessary for HQ to send you an urgent
message to advise you that the participant has changed his number for the session or that you should
call now and not wait another 5 minutes. You will see a bright red message appear at the top of your
screen on the Trainer Control Panel. (An Urgent Message can also appear for other reasons)
Please immediately click on the message. By doing so HQ is alerted that you have indeed received the
message, otherwise panic may ensue. For example: a trainer is trying to leave a recorded message on a
participant's voicemail while HQ is trying to contact the trainer to give him another phone number to
reach the participant. Precious time is lost as no one knows if the participant is being contacted or not.
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DESCRIPTION OF ORAL COMMUNICATION LEVELS
According to the percentage mentioned on our various documents, your level corresponds to the skills
mentioned below in most cases:
BRIGHT CEF LEVELTEL CEF (Common European
Framework)
Score 120 questions
Level Level Level Overall comment
Grammar General vocabulary
General business vocabulary
Oral comprehen-sion
Oral Fluency Oral skills
5,0
5,0 C2 95
Level equivalent to a native speaker
Grammar equivalent to that of a native speaker
Everyday vocabulary equivalent to that of a native speaker
Business vocabulary equivalent to that of a native speaker
Understands as easily as a native speaker.
Expresses himself/her-self with the facility of a native speaker
Effortlessly understands practically everything he/she hears. Can gather any facts and arguments from various spoken sources while summarizing them coherently.
4,9
4,8
4,7
4,5 C1 90
Effective and nuanced communi-
cation
Nearly perfect use of grammar
Use of appropriate
vocabulary across a range of subjects
Highly proficient within a business register
Comfortable with
almost all native English speakers
Spontaneous & fluent, with appropriate intonation
Understands implicit meanings. Understands most professional situations. Understands most native speakers during meetings and conference calls.
4,6
4,5
4,4
4,3
4,2
4,0 B2+ 85 Understands the essential points whether concrete or abstract, including a technical discussion in his field of expertise. Understands professional explanations, orders over the phone, everyday conversations with native speakers.
4,1
4,0
3,9
3,8
3,7
3,5 B2
80 Easy and efficient
Communi-cation
Good grammatical
accuracy
Good knowledge of
vocabulary on a variety of topics
Good knowledge of
business vocabulary
Understands almost everything
Fluent speech; the pace and intonation can seem strange
3,6
3,5
75 3,4
3,3
3,2
3,0 B1+ 70 Efficient yet simple
Communi-cation
Efficient use of a simple range of grammatical structures
Some knowledge of
vocabulary across a range of subjects
Operational use of
business vocabulary
Understands a
careful speaker
Some ease, but frequent hesitations (for clarification)
Understands the main points when clear and standard language is used in a familiar context at work, school, in leisure activities, etc. Manages most situations when travelling where the target language is spoken.
3,1
3,0
2,9
2,8
2,7
2,5 B1 65
2,6
2,5 60
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2,4
2,3
2,2
2,0 A2+
55
Communi-cation possible in well-prepared situations
Simple grammar with frequent grammatical mistakes
Vocabulary covers
familiar topics
Basic use of business
vocabulary
Understands most of what is said provided the speaker remains alert (flow, idioms)
Speech is built from structures foreign to the target language
Understands isolated phrases and frequently used expressions related to areas of most immediate relevance (e.g. basic personal and family information, shopping, local geography, work).
2,1 50
2,0
1,9 45
1,8
1,7
1,5 A2
40
1,6 35
Communi-cation limited to isolated situations
Many grammatical
errors
Vocabulary limited to very basic 'survival'
language
Business vocabulary
limited to isolated words
Understands what is said slowly
Difficulty in producing a complete sentence.
1,5
1,4 30
1,3
1,2
1,0
A1
25
Understands and uses familiar, everyday expressions and very basic phrases in order to satisfy simple needs. Communicates simply with someone who speaks slowly, clearly and is prepared to help.
1,1
1,0 20
0,9
0,8
15 Communi-cation is
almost impossible
Almost no knowledge of grammar
Vocabulary limited to a few isolated words
Almost no knowledge of business vocabulary
Very low level of
Under-
standing
Incoherent expression - only isolated words
possible
0,7
0,5
0,6
0,5
10 0,4
0,3
0,2
0,0 -
5 Communi-cation is not possible
No knowledge of
grammar
Absence of general
everyday vocabulary
Absence of business
vocabulary
Does not understand
Cannot speak in this
language
- 0,1
- 0,0