| p>In my article, "Effective Diversity Management in the | | | | does not produce perfect English speakers, it can |
| Multicultural Workplace - The Language Challenge," I | | | | nonetheless improve language levels and employee |
| discussed the need for employers to have a language | | | | bonding, with very little investment by employers other |
| management strategy. In this article, I'm going to | | | | than the effort to motivate and encourage the peer |
| provide some tips on what needs to be included in an | | | | mentoring groups. |
| effective language management strategy. | | | | Peer mentoring groups can also be enhanced by |
| 1. Pre-Hire Language Assessment | | | | recruiting (on a volunteer basis only native |
| First, put in place an effective means of assessing | | | | English-speaking co-workers and managers to be peer |
| language ability during the pre-hiring process and | | | | mentors. The mentors can have their own support |
| determine what level of English ability is required for | | | | group, which meets when necessary to brainstorm the |
| the various jobs in the company. An accurate match | | | | language needs of the workplace and best strategies |
| between English ability and job requirements will go a | | | | for teaching that language on the job, as well as to |
| long way towards improving the workplace | | | | coordinate their efforts across the workplace. |
| environment. | | | | Peer groups are flexible and their possibilities endless. |
| 2. Peer Mentoring | | | | Use your knowledge of your workplace to decide |
| One of the big challenges for all multilingual workplaces | | | | how they can work best for you. |
| is to find a way to improve the English of their | | | | 3. Manage the Language Environment |
| non-native speakers (NNS) without disrupting the | | | | Create a supportive language-learning environment |
| workplace and affecting productivity. Instead of - or as | | | | that encourages risk-taking by NNS and provides them |
| a supplement to - an English as a Second Language | | | | with the motivation to learn and use English. Two |
| (ESL) training program, companies should encourage | | | | possibilities for doing this are: |
| the formation and maintenance of peer mentoring | | | | - Make language learning (and support for language |
| groups.Chances are that such groups are already | | | | learning) part of the team ethic and encourage people |
| operating informally in your workplace because NNS | | | | from different language backgrounds to communicate |
| tend to form these groups themselves. It is relatively | | | | with each other. For example, encourage co-workers |
| common for weak English speakers to approach | | | | and managers to reach out and learn each other's |
| strong English speakers and ask them for help. Such | | | | names and to learn set, "ritualized" phrases in each |
| groups have several advantages: | | | | other's languages, such as "Hello," "goodbye," and "how |
| - "Buy in" is not an issue since the "trainees" self-select, | | | | are you?" Such small gestures go a long way towards |
| and thus no one ends up resenting the language | | | | improving workplace relationships because they |
| training. | | | | demonstrate respect and acceptance for all |
| - As I pointed out in my previous article, the fact that a | | | | employees. |
| NNS knows English does not guarantee that s/he will | | | | - Consider offering bonuses for speaking English - not |
| USE English, primarily because of pressure from the | | | | to individuals but to entire departments or shifts. The |
| immigrant community to speak their native language. | | | | entire group has to cooperate by using English-only for |
| However, in peer mentoring groups, the NNS choose | | | | a specified amount of time. Be creative in considering |
| their own mentors and groups, so everyone has | | | | rewards for this program because money is not |
| permission to speak English. Thus, not only do the NNS | | | | always what motivates people from other cultures. |
| learn English, but they also USE it. | | | | Instead, companies can offer bus passes, access to |
| - Peer mentoring groups have continuity rather than | | | | special equipment (one sewing manufacturer offered |
| start and end dates, like ESL classes. Even if one | | | | access to sewing machines for employees' personal |
| member of the group should leave, the others remain | | | | projects), free parking, or other highly valued rewards. |
| and can accept new members. | | | | Summary |
| - The peer mentoring approach is particularly effective | | | | With creativity and commitment, there are many things |
| with speakers who are used to learning languages "on | | | | that employers with a multilingual workforce can do to |
| the street" rather than in a classroom. | | | | improve the quality of their workplace - and it can be |
| - It is inexpensive. While the peer mentoring approach | | | | done without a huge financial investment. |