Oral Communication - Workforce Training & Essential Skills ... · • The oral communication skills taught can be applied to any occupational setting, although the resource uses construction

Ginny Chiu

Claire Lloyd

Editor

Vanya Wong

Oral Communicationon the Job

A Practitioner’s Guide

Introduction

SkillPlan Oral Communication on the Jobii

Practitioners are encouraged to photocopy materials in this publication for educational purposes only. Pages may be reproduced, provided that each page used is reproduced in its entirety without modification, with all legal notices maintained. No part of this material may be modified, repackaged, reproduced or used for any commercial purpose or sold by any organization without permission in writing from SkillPlan.

Library and Archives Canada Cataloguing in Publication

Chiu, Ginny, 1977-Oral Communication on the Job: A Practitioner’s Guide / Ginny Chiu, Claire Lloyd; editor: Vanya Wong.

ISBN 978-1-926584-05-8

1.Oral communication--Study and teaching (Continuing education). 2. English language--Spoken English--Study and teaching. 3. English language--Study and teaching as a second language. 4. Communication in the building trades. I. Lloyd, Claire, 1973- II. Wong, Vanya, 1972- III. SkillPlan (Program) IV. Title.

P95.3.C45 2010 302.2'242 C2010-902779-5

Copyright © 2010SkillPlan – BC Construction Industry Skills Improvement Council

All rights reserved.

To order copies of this publication, please contact:

SkillPlan – BC Construction Industry Skills Improvement CouncilSuite 405, 3701 Hastings StreetBurnaby, BC, V5C 2H6

Order online: www.skillplan.ca

Financial assistance provided by Human Resources and Skills Development Canada.

Layout and Design by>Greater Than Graphics

Introduction

SkillPlan Oral Communication on the Job i

AcknowledgementsAppreciation is extended to all those who assisted with this resource. Special thanks to the following companies or organizations and the individuals who generously allowed us on their work sites and contributed their expertise:

• Bosa Construction and Axiom Builders: Paul Bosa, Steve Darvell, Dave Kennedy and David Ouellette

• Pacific Group of Companies: Brooks Patterson and Fraser Dunn• Construction and Specialized Workers’ Union Local 1611: Dean Homewood

and Merrick Walsh • CRAFTCentre: Joe Pyringer and Donna Wallin• Advanced Glazing: Marcus Schmieder

Our sincere thanks are extended to members of our advisory committee who represent many fields of expertise in adult education. Their insights and feedback were invaluable.

Julie Bell Laurel Madro Colette PepinPaul Holmes Phyllis Mann Lisa RobertsonHana Imai Nanci McConnell Helen ThomasCourtney Littleton Suzanne Pederson Nancy Watters

Thank you to Jeff Cunningham of Cunningham-Cheung Productions for his dedicated work on the scripts and directing the audio recordings. Thank you to Evan Montpellier, sound designer, for his contribution to the audio recordings. Thanks to the actors, voice artists and trades workers who made this resource come alive in the audio recordings and photographs used.

Our thanks go to Fern Martel and Kevin Piattelli, desktop publishers, for their hard work and valued contribution in the presentation and design of the publication. Thank you also to Niall De Burca for additional writing and editing.

The production of this resource also represents the collection of dedicated professionals at SkillPlan - Lynda Fownes, Kyle Downie and Julia Lew - who have all contributed to the final product.

About SkillPlan

SkillPlan, BC Construction Industry Skills Improvement Council, is a joint labour and management initiative of the British Columbia construction industry and was established as a not-for-profit society in 1991. The Council is the industry’s response to an evolving workplace that requires greater writing, numeracy, problem solving and oral communication skills. SkillPlan believes that a solid foundation of these skills is the VelcroTM to which all other skills stick. We recognize that these skills are part of an adult’s life not only at work but in their unions and the wider community.

Introduction

SkillPlan Oral Communication on the Jobii

For the PractitionerWe encourage you to use this resource if you work with learners who need to improve their oral communication skills. The focus of this resource is to teach the skills needed to communicate effectively in the workplace.

The emphasis in the lessons is on speaking and listening and using authentic workplace applications as a means to facilitate language acquisition. This publication is produced in the belief that learning in context is highly effective and motivating for learners. People learn more when the content is practical and useful to them personally.

This resource allows learners to practice workplace oral communication skills in a real world context: construction. Although the lessons depict what happens on a construction site, many suggestions are provided for practicing the same skills in other work settings. Ultimately, it is the communication skills that are important; the context – any context – function to make the application of those skills more real and relevant.

There are many possible uses for this publication: as a resource for developing transferable oral communication skills and as a resource for information about working in construction. As a professional, you are in the best position to determine how to use and expand on the lessons. Information about real workers doing authentic tasks will reinforce the value of the skills taught through oral communication. Practicing these skills will help learners understand how these skills contribute to preparing for work and continuing employment.

You do not need to have a background in construction or any trade to teach the contents of this resource. This resource is intended to provide you with the information you need to set the stage for authentic workplace learning. The classroom is transformed into a workplace environment as learners take on workplace roles.

Introduction

SkillPlan Oral Communication on the Job iii

ContentsFor the Practitioner ..................................................................................... iiIntroduction

Why include oral communication in instruction? ............................................... vWho is this resource for? ................................................................................... vWhat makes this resource different from others? .............................................. viHow is this resource set up? ............................................................................. viiCD Track Guide and The CD ........................................................................... xiiTeaching a Strategy for Language Acquisition ................................................ xiv

Chapter 1: First Day on the Job ........................................................................ 1Scenario 1: Employment Opportunity ................................................................ 3Scenario 2: Site Orientation ............................................................................ 17Scenario 3: Equipment Safety .......................................................................... 29

Chapter 2: Work Meetings ................................................................................ 39Scenario 1: Emergency Communication .......................................................... 41Scenario 2: Safety Meeting .............................................................................. 51Scenario 3: Risk Awareness ............................................................................. 63

Chapter 3: On the Job ........................................................................................ 75Scenario 1: Refusing Unsafe Work .................................................................. 77Scenario 2: Warnings About Danger ................................................................ 87Scenario 3: Visiting First Aid ........................................................................... 97

Chapter 4: Job Training ................................................................................... 109Scenario 1: WHMIS Training ..........................................................................111Scenario 2: Taking a Hearing Test .................................................................. 121Scenario 3: Workplace Training ..................................................................... 133

Appendices Appendix 1: Types and Purposes of Oral Communication ............................. 145Appendix 2: Types of Oral Communication in this Resource ........................ 147Appendix 3: Purposes for Oral Communication in this Resource .................. 148Appendix 4: Complexity Rating of Oral Communication ............................. 149Appendix 5: Comparison of Scales: CLB and ES Levels ............................... 151Appendix 6: Tips for Listening and Speaking .............................................. 152Appendix 7: Adapting Supplemental Resources ........................................... 154Appendix 8: Non-verbal Communication Strategies .................................... 156

Introduction

SkillPlan Oral Communication on the Jobiv

Introduction

SkillPlan Oral Communication on the Job v

IntroductionWhy include oral communication in instruction?Your learners’ ultimate goal is to keep a job, get a job or get a better job. As a practitioner, your ultimate goal is to help your learners achieve their goals. Including oral communication in instruction helps learners to become productive, safe, and employable workers. Oral communication is often the most important Essential Skill that such a worker has. Workers need to listen to and follow instructions to ensure that work is completed correctly and safely. They need to ask questions and exchange information with other workers, as well as with supervisors. Effective oral communication is an Essential Skill, as you will see in the real life situation that follows.

Dave, a supervisor at a manufacturing company, conducts monthly safety meetings to ensure that his workers are aware of all safety issues. Knowing that his workers do not have strong English skills, Dave makes an effort to be as clear and concise as possible. The workers also make an effort to focus on the message, though at times, they are unclear about certain points. However, because the workers do not have the skills or confidence in English to ask questions or obtain more information, they often do not ask for clarification. Instead they just nod, and Dave assumes that everyone understands and then moves onto the next point. From Dave’s point of view, the workers are informed, but in reality they are unclear about some points. When safety is at issue, being unclear about anything increases the risks for everyone involved.

Who is this resource for?This resource is for practitioners who work with adult learners who would benefit from work-related language acquisition and the development of transferable oral communication skills. It can also be used with learners who are interested in pursuing a career in the construction industry or in a certain trade.

The lessons in this resource can be taught to individuals, small groups or an entire class. Lessons can be geared to learners in Essential Skills upgrading programs. The content is also suitable for tutoring either employed or unemployed workers who need specific skills upgrading.

The real life examples that follow describe learners you may encounter who would benefit from instruction in oral communication skills.

John is a hard worker who moved to Canada from Korea. He is motivated to learn new skills, but one major barrier is his difficulty understanding and being understood in English. Due to his weak oral communication skills, he often struggled when listening to instructions and was consequently laid off because of a breakdown in communication. Since he wasn’t able to ask questions or show that he could understand what was said, his supervisor was concerned about his safety and that of other workers.

Introduction

SkillPlan Oral Communication on the Jobvi

Courtney is an instructor preparing a group of young people, mostly men, for work in construction. She notices a common communication pattern amongst them. Their communication style lacks the manners and decorum expected of workers, and their poor communication skills have resulted in showing up to the wrong place, not bringing the right equipment, or not completing a task because they did not clarify expectations. As a result, their records of employment are spotty at best.

Often, it is not just weak oral communication skills that hold workers back from succeeding on the job but other issues too, such as a lack of life skills or cultural considerations. By focusing on transferable oral communication skills, the content of this resource can help to give workers confidence to deal with challenges at work and in life.

What makes this resource different from others?This resource addresses communication on work sites between workers, and workers and their supervisors. The lessons in this resource are meant to simulate authentic workplace learning and language acquisition the way it happens in the real world by:

• Providing real and authentic contexts, photos, audio and background discussions with which to practice work-related oral communication skills.

• Emphasizing the audio clips and the oral communication skills that they demonstrate, rather than the transcripts that accompany them.

• De-emphasizing the pre-teaching of vocabulary, which usually does not happen in the workplace. In reality, the worker would likely hear work-specific jargon at a meeting first and then learn its meaning by asking questions afterwards.

• Using examples taken from the recordings as examples of authentic oral communication.

• Providing learners with handouts and tips that can be taken to the workplace to aid them with the challenging demands of oral communication on the job.

The resource relies on experienced and motivated practitioners to provide an authentic learning situation. It does not adhere to any particular teaching methodology and is not meant to prescribe, but only to suggest.

• Chapters do not provide lesson plans but ideas and suggestions for learning activities.

• The oral communication skills taught can be applied to any occupational setting, although the resource uses construction industry content.

• Practitioners are given resources with which they can develop the ideas and skills in the chapter. They are also provided with resource suggestions, to develop the lesson according to the needs, level and interest of their group.

Practitioners may use the resource in different ways and in different instructional settings. The resource is intended to be a flexible supplement to your curriculum.

Introduction

SkillPlan Oral Communication on the Job vii

How is this resource set up?ChaptersThis resource is divided into four chapters. The four chapters reflect typical situations that may occur throughout a worker’s career: the first day, work meetings, situations on the job itself and job training. Each chapter tells a story about a character in three scenarios. Learners follow the character as he carries out the oral communication tasks required on the job.

SkillPlan Oral Communication on the Job 1

1About this Chapter

Good oral communication skills have an important role in a worker’s success at a new job. From the moment a worker gets a phone call for employment, to the moment the job starts, the worker will need oral communication skills to obtain and understand information from co-workers and supervisors. A worker new to a job will also need oral communication skills to listen to and ask questions about policies and procedures.

When the phone rings about an employment offer, workers need to listen and respond to details such as when to start, where to go and who to meet. At the start of the job, workers may receive formal or informal orientation to the company and the workplace. During the orientation, they may learn about policies and procedures and ask questions to clarify or learn more. During on-the-job training, they may need to learn how to use new or unfamiliar pieces of equipment or perform specific procedures. The training is likely to be informal verbal instruction from a co-worker or supervisor instead of reading from a manual.

This chapter demonstrates these early employment skills in action through the story of Sukh, a first year trades apprentice who is dispatched to a construction site. A dispatcher phones Sukh and gives him instructions about where to go, who to contact, and what to bring to his new place of employment. On his first day, he attends a safety orientation and is mentored on ladder safety by a journeyperson.

Sukh’s story demonstrates the skills of listening to instructions and directions, and receiving information and feedback. These are skills which workers use in almost all occupations. His use of oral communication skills is an instructive example of how to be an effective communicator on the job.

First Day on the Job

Sukh’s first day at a new work site.

SkillPlan Oral Communication on the Job2

Chapter 1

Overview of Chapter 1

The oral communication skills listed below are demonstrated by the workers in this chapter.

Examples of similar oral communication tasks completed in other occupations:• Delivery drivers who discuss routes with co-workers and clients.• Shippers and receivers who exchange information in small staff meetings.• Heat and frost insulators who talk with the dispatcher for details about a job.• Health care aides who receive information about new health procedures.

Workplace Scenario 1

Listening and responding to an employment opportunity.• Receiving information about a job opportunity.• Receiving information about directions to the job site.


Listening to information about a site orientation.• Receiving information and instruction about job site safety and procedures.• Obtaining information and instruction about job site safety and procedures.


Listening to information about equipment safety.• Receiving information and instruction about safe equipment set up.• Obtaining information and instruction about safe equipment set up.

Every chapter starts with an overview of the oral communication skills practiced and an introduction to a character and his story.

This page is an overview of the oral communication skills taught in that chapter and has a list of other occupations that have similar oral communication tasks.

Introduction

SkillPlan Oral Communication on the Jobviii

Workplace ScenariosEach chapter contains three workplace scenarios involving the same character. The format and structure is the same for every scenario and includes the following:



Sukh is a first year apprentice. He is eager to start work, but he doesn’t have much on-the-job experience or many contacts who can offer him work. He knows that a career in the construction industry requires flexibility and mobility because most jobs, if not all, are done on a temporary basis. After one construction project is completed, he will have to move on and find work on another site or with another contractor employer. He has decided to join a union so that he can be put on a dispatch list and possibly get called for a job sooner than he could on his own.

By being on a dispatch list, Sukh will be able to keep up-to-date with current employment opportunities as soon as they come up. He visits the dispatch office to give his information and be put on the out-of-work list. When a job is available, the dispatchers at the union dispatch office call members who are either at the top of the out-of-work list, live near the job site, or have the skills, tickets or experience the contractor is looking for.

A week after Sukh’s visit to dispatch, he gets a call from Tony, the dispatcher. A contractor has called the office asking for workers for a job. Tony tells Sukh there is a job for him and asks if he is interested. He replies that he is available so Tony gives him details about the job.

apprentice: person who works with a journeyperson for a number of years

dispatch office: where union members can get work opportunities, and where employer contractors can ask for available workers

out-of-work list: list of names of available workers

Setting Up Workplace Scenario 1

• Refer to Ideas for Learning Activities on pages 5 & 6 for suggestions on how to use Workplace Scenario 1 with learners.

• Refer to Transcript: Employment Opportunity on pages 7 & 8 and CD Tracks 1 & 2: Employment Opportunity for the audio of Scenario 1.


Workplace Scenario 1: Employment Opportunity

Tracks 1 & 2

Pages 5 & 6 Pages 7 & 8

Chapter 1 - Workplace Scenario 1


Sukh: Yes, I do.Dispatcher: Okay, I’m gonna give you directions. Go north across the Ironworker’s

Memorial Bridge and take the first exit off the bridge to the right. That takes you onto Dollarton Highway. Just drive along there and you’ll come to a Tim Horton’s. Turn right at the Tim Horton’s and that’s Amherst Way, and the plant is right there. You’ll have to park in the contractor’s parking lot and ask for Gord. So, uh, I would give yourself a bit of time. If you have a chance, maybe even take a dry run just so you’re familiar with the route. But whatever you do, be there a half an hour ahead of time on your first day. The contractor doesn’t want you showing up late.

Sukh: Okay, sounds good. I’ll get a map and go over the directions.Dispatcher: Okay, a couple of additional things. You’ll need to bring photo ID and

your confined space ticket with you. Sukh: Got it.Dispatcher: Do you have any other questions about the job?Sukh: How long are the shifts?Dispatcher: The shifts are Monday to Friday, 7:30 a.m. to 5:30 p.m. That’s 10 hours

of overtime each week, so you’ll get a pretty decent paycheck. And actually there’s a plant expansion going on so if you do a good job, especially at the beginning, you could be there for a while.

Sukh: Great, let me just repeat the contact information you gave me here. The contact person is Gord, and his phone number is 778-555-6781.

Dispatcher: Yes, that’s right. Sukh: Great. So I have everything here. Thanks for the call.Dispatcher: Not a problem. Work safe out there, Sukh.Sukh: Will do. Have a good day.Dispatcher: You too.

Trac

k 2



Transcript : Employment Opportunity

Dispatcher: My name’s Tony and I’m a dispatch operator with the Labourer’s Hall 1611. When a contractor calls me looking for workers, I check the out-of-work list and I call those who are at the top of the list first. I also look for anyone who has the skills, tickets or experience that the contractor’s looking for.

Gord, who’s a foreman at Westerin Construction, just called me looking for some workers. A guy named Sukh is at the top of the list and lives pretty close by. He also has a confined space ticket which is what the contractor’s looking for. I’m gonna give him a call now.

[Tony dials the phone to call Sukh.]

Sukh: Hello?Dispatcher: Hi. This is Tony from the union dispatch office. Is Sukh there?Sukh: Yeah, this is Sukh speaking.Dispatcher: Hi, Sukh. I’m the dispatcher for the Labourer’s Hall 1611, and I have

a job opportunity for you. It starts on January 4th, that’s the Monday following New Year’s and it’s in North Vancouver. Are you available for work?

Sukh: Yes, I am available.Dispatcher: Okay, great. It involves a few things. The job itself is that you’ll be

working in a water filtration plant. The work isn’t too strenuous, but what’s really important is to pay close attention to safety issues. You have to document everything and have great record keeping. And you have to listen very carefully to what your foreman tells you to do otherwise people can get injured. So safety is a huge issue at the plant more than anything else.

Sukh: Okay.Dispatcher: Have you worked in that kind of environment before?Sukh: No, but I’m a pretty safe worker so I’ll be okay for the job.Dispatcher: Okay, good. I’m going to give you some information to write down.

Do you have a pen and paper handy?Sukh: Yes, I have one here.Dispatcher: Okay, the company you’re gonna be working for is Westerin

Construction and your foreman there is Gord. His phone number is 778-555-6781. So if you have any problems, get in touch with Gord. But what I suggest you do is find out how to get there. You live in Burnaby, don’t you?

Trac

k 1

Trac

k 2



• Use Employment Opportunity Photos on page 10 for setting the scene, stimulating ideas and role playing activities with your learners.

• Use Employment Opportunity Story on pages 11 & 12 for discussion, pair reading, information gap, and cloze activities with your learners.

Ideas for Other Work Settings

• Ask learners about experiences they had making phone calls to customers or co-workers.

• Role play a dialogue about a human resources manager calling a new employee about details on starting a job, including the location of the office.

• Role play a dialogue between one worker giving directions to another about a delivery.

Provided Resources First Day on the Job


Personal Protective Equipment (PPE)

hardhat steeltoedboots

highvisibilityvest safetyglasses

respirator workgloves



Preparing for the Job SiteWhat to wear:

steel toed boots long pants long sleeved shirt hard hat high visibility vest

What to bring with you: union membership card WHMIS ticket safety tickets hearing test card rain gear safety glasses work gloves lunch and snacks water

What to ask the job site contact person: How long are the shifts?Where can I park?Who do I report to?Who do I call if I’m running late or I’m sick?What time is lunch? Coffee break?



Giving DirectionsHere are three examples of ways to give directions: by turns, by map directions, and by landmarks.

Left and Right Turns

Give directions by describing where to turn left and where to turn right.Example Take a right turn onto the highway at ramp 105. Travel for about five kilometres and take exit 236 to the right . When you get to the traffic light, turn left . Travel four blocks and turn right onto Boundary Road. Our building is on the right about two and a half blocks further up. The address is 6339 Boundary Road.

DirectionsGive directions by using words such as north and southwest.ExampleWhen you get outside the main doors, turn right and head west . Go about three blocks heading toward Pacific. The clinic is on the northwest corner of Pacific and 128th Street. Look for the parking lot on the east side of the block. You’ll see a ramp and some steps going toward the building. Enter through that door.

LandmarksGive directions by using landmarks such as buildings or other easily visible objects.Example Once you get onto Forbes Road, take it for about 25 kilometres until it turns into gravel . About 10 kilometres later you will see a big tree beside a fence. Take the logging road that follows beside the creek. Look for an old truck at the side of the road and a pileof stones , then take the road into an open space and wait there.

Page 13 Page 14

Page 15

• Personal Protective Equipment (PPE) on page 13. Photos of common personal protective equipment (PPE).

• Preparing for the Job Site on page 14. List of what to bring on the first day, and common questions to ask the site contact person on the first day on the job.

• Giving Directions on page 15. List of expressions to use when giving directions.

Suggested Resources

• Maps to various sites• List of common telephone expressions

Page 10



Employment Opportunity Photos

Sukhleavesthedispatchoffice. TonycallsSukhwithjobinformation.

Sukhtakesnotesaboutthejob. Sukhwritesnotesaboutdirections.

ThesiteforemananswersSukh’scall.

Sukhpreparesforwork.

Pages 11 & 12



The job site foreman answers Sukh’s call.

Once Sukh knows where the job site is located, he calls the contact person, the job site foreman, to ask for the details of the job. As the foreman answers Sukh’s questions, he makes a list of what personal protective equipment to bring and writes down where the site office is. After the call to the foreman, Sukh knows what to expect and prepares for his first day on the job.



Employment Opportunity Story

Sukh takes notes about the job.




As Sukh listens to Tony, he writes down the information he needs. Tony gives him the address and specific directions to the site. Sukh also records the start time and end time for the shifts. Other information Tony tells him is what tickets he needs for this job, and the name and telephone number of the contact person on the job site.

Tony calls Sukh with job information.



Ideas for Learning Activities

Background Discussion

The following questions can be used as conversation starters with your learners to explore prior knowledge on the topic of Scenario 1.

• What did you do to prepare for your first day at a new job? Suggested answers: check bus or driving routes, set alarm clock, choose what clothes to wear and items to bring, check the company website, review special procedures for the job, make arrangements for daycare

• What details did you need to know before showing up for work? Suggested answers: social insurance number, work location, bus schedule and route, parking locations, amount of time needed to get to work, dress code, start and end time for work day

• Who did you have to contact after you arrived at work? Suggested answers: supervisor, human resources department, company receptionist, site foreman or supervisor, manager

• Play only a part of CD Track 2 and ask questions Track 2to predict what is happening in this work setting.

Activities for the Scenario

• Play CD Tracks 1 & 2 and ask learners to practice oral communication tasks similar to those in the story.

⌂

Play Track 1 to introduce the characters and set the scene and Track 2 Employment Opportunity for the conversation. Refer to Tips for Listening and Speaking on page 9 for related examples of effective oral communication.

⌂

Provide a map and ask learners to practice giving and receiving directions to travel from one location to another.

⌂

Ask learners to practice making a phone call to someone for the first time. Include making introductions and asking questions.

⌂

Ask learners to practice obtaining information about going to a new job site.

• Play the CD and discuss the meaning of the informal expressions and idioms from the transcript. Practice using these expressions.



Tips for Listening and Speaking(demonstrated in Employment Opportunity)

Use these tips for listening and speaking effectively in a situation where a worker is calling another worker about details about a new job.

Tips for good listeners:

1. Signal to the speaker that you are ready to write down information.Example: Yes, I have one [a pen] here.

2. Tell the speaker that you are listening, especially if the speaker is giving you a lot of information at one time. Use short expressions. Example: Okay, sounds good.

3. Tell the speaker that you understand the information. Example: Got it.

4. Repeat important details the speaker said. Example: Great, let me just repeat the contact information you gave me here.

5. Signal that you are ready to end the conversation and thank the speaker for the information. Example: Great. So I have everything here. Thanks for the call.

6. Signal that you will do as the speaker instructed. Example: Will do.

Tips for good speakers:

1. Introduce yourself when calling someone you don’t know or don’t know well. Include your name and the name of your company. Example: This is Tony from the union dispatch office .

2. Check if the worker is the right person for the job. Example: Have you worked in that kind of environment before ?

3. Signal when you are going to give a lot of information at one time. Example: Okay, I’m gonna give you directions .

4. Signal when you are going to give additional important information. Example: Okay, a couple of additional things .

Page 9

Tracks 1 & 2




Background Discussion

The following questions can be used as conversation starters with your learners to explore prior knowledge on the topic of Scenario 1.

• What did you do to prepare for your first day at a new job? Suggested answers: check bus or driving routes, set alarm clock, choose what clothes to wear and items to bring, check the company website, review special procedures for the job, make arrangements for daycare

• What details did you need to know before showing up for work? Suggested answers: social insurance number, work location, bus schedule and route, parking locations, amount of time needed to get to work, dress code, start and end time for work day

• Who did you have to contact after you arrived at work? Suggested answers: supervisor, human resources department, company receptionist, site foreman or supervisor, manager

• Play only a part of CD Track 2 and ask questions Track 2to predict what is happening in this work setting.

Activities for the Scenario

• Play CD Tracks 1 & 2 and ask learners to practice oral communication tasks similar to those in the story.

⌂

Play Track 1 to introduce the characters and set the scene and Track 2 Employment Opportunity for the conversation. Refer to Tips for Listening and Speaking on page 9 for related examples of effective oral communication.

⌂

Provide a map and ask learners to practice giving and receiving directions to travel from one location to another.

⌂

Ask learners to practice making a phone call to someone for the first time. Include making introductions and asking questions.

⌂

Ask learners to practice obtaining information about going to a new job site.

• Play the CD and discuss the meaning of the informal expressions and idioms from the transcript. Practice using these expressions.

















Page 9

Tracks 1 & 2

Workplace Scenario: This section presents the main scenario in story form with definitions of construction-specific vocabulary included in the sidebar.

Setting up Workplace Scenario: This section shows the practitioner where to find learning activities, the transcript and audio associated with this scenario.

Setting Up Workplace Scenario


Background Discussion: Questions to ask are suggested to prompt or engage the learners. It is also a way for the learners to demonstrate if they have prior knowledge about the topic and to share their own experiences.

Activities for the Scenario: Suggestions for practice activities are included here to reinforce the oral communication tasks found in the scenario.

Introduction

SkillPlan Oral Communication on the Job ix



• Use Employment Opportunity Photos on page 10 for setting the scene, stimulating ideas and role playing activities with your learners.

• Use Employment Opportunity Story on pages 11 & 12 for discussion, pair reading, information gap, and cloze activities with your learners.

Ideas for Other Work Settings

• Ask learners about experiences they had making phone calls to customers or co-workers.

• Role play a dialogue about a human resources manager calling a new employee about details on starting a job, including the location of the office.

• Role play a dialogue between one worker giving directions to another about a delivery.

Provided Resources First Day on the Job



hardhat steeltoedboots

highvisibilityvest safetyglasses

respirator workgloves









Giving DirectionsHere are three examples of ways to give directions: by turns, by map directions, and by landmarks.

Left and Right Turns

Give directions by describing where to turn left and where to turn right.Example Take a right turn onto the highway at ramp 105. Travel for about five kilometres and take exit 236 to the right . When you get to the traffic light, turn left . Travel four blocks and turn right onto Boundary Road. Our building is on the right about two and a half blocks further up. The address is 6339 Boundary Road.

DirectionsGive directions by using words such as north and southwest.ExampleWhen you get outside the main doors, turn right and head west . Go about three blocks heading toward Pacific. The clinic is on the northwest corner of Pacific and 128th Street. Look for the parking lot on the east side of the block. You’ll see a ramp and some steps going toward the building. Enter through that door.

LandmarksGive directions by using landmarks such as buildings or other easily visible objects.Example Once you get onto Forbes Road, take it for about 25 kilometres until it turns into gravel . About 10 kilometres later you will see a big tree beside a fence. Take the logging road that follows beside the creek. Look for an old truck at the side of the road and a pileof stones , then take the road into an open space and wait there.

Page 13 Page 14

Page 15

• Personal Protective Equipment (PPE) on page 13. Photos of common personal protective equipment (PPE).

• Preparing for the Job Site on page 14. List of what to bring on the first day, and common questions to ask the site contact person on the first day on the job.

• Giving Directions on page 15. List of expressions to use when giving directions.

Suggested Resources

• Maps to various sites• List of common telephone expressions

Page 10




Sukhleavesthedispatchoffice.

TonycallsSukhwithjobinformation.

Sukhtakesnotesaboutthejob.

Sukhwritesnotesaboutdirections.

ThesiteforemananswersSukh’scall.

Sukhpreparesforwork.

Pages 11 & 12



The job site foreman answers Sukh’s call.

Once Sukh knows where the job site is located, he calls the contact person, the job site foreman, to ask for the details of the job. As the foreman answers Sukh’s questions, he makes a list of what personal protective equipment to bring and writes down where the site office is. After the call to the foreman, Sukh knows what to expect and prepares for his first day on the job.












Transcript : Employment Opportunity

Dispatcher: My name’s Tony and I’m a dispatch operator with the Labourer’s Hall 1611. When a contractor calls me looking for workers, I check the out-of-work list and I call those who are at the top of the list first. I also look for anyone who has the skills, tickets or experience that the contractor’s looking for.

Gord, who’s a foreman at Westerin Construction, just called me looking for some workers. A guy named Sukh is at the top of the list and lives pretty close by. He also has a confined space ticket which is what the contractor’s looking for. I’m gonna give him a call now.

[Tony dials the phone to call Sukh.]

Sukh: Hello?Dispatcher: Hi. This is Tony from the union dispatch office. Is Sukh there?Sukh: Yeah, this is Sukh speaking.Dispatcher: Hi, Sukh. I’m the dispatcher for the Labourer’s Hall 1611, and I have

a job opportunity for you. It starts on January 4th, that’s the Monday following New Year’s and it’s in North Vancouver. Are you available for work?

Sukh: Yes, I am available.Dispatcher: Okay, great. It involves a few things. The job itself is that you’ll be

working in a water filtration plant. The work isn’t too strenuous, but what’s really important is to pay close attention to safety issues. You have to document everything and have great record keeping. And you have to listen very carefully to what your foreman tells you to do otherwise people can get injured. So safety is a huge issue at the plant more than anything else.

Sukh: Okay.Dispatcher: Have you worked in that kind of environment before?Sukh: No, but I’m a pretty safe worker so I’ll be okay for the job.Dispatcher: Okay, good. I’m going to give you some information to write down.

Do you have a pen and paper handy?Sukh: Yes, I have one here.Dispatcher: Okay, the company you’re gonna be working for is Westerin

Construction and your foreman there is Gord. His phone number is 778-555-6781. So if you have any problems, get in touch with Gord. But what I suggest you do is find out how to get there. You live in Burnaby, don’t you?

Trac

k 1

Trac

k 2

Transcript

Ideas for Learning Activities continuedIdeas for Other Work Settings:

Suggestions are included for learning activities that practice the same oral communication skills in other work settings.

Provided Resources: A list of additional resources, found at the end of the chapter, that enhance the oral communication tasks and learning activities in the scenario.

Suggested Resources: These resources are not provided in the chapter but are suggestions for providing further practice on the skills practiced in the scenario.

A character’s brief description of his or her occupation and introduction to what happens in the scene.

A text version of the audio dialogue.

Colour coding for the Transcript pages with CD track number.

Introduction

SkillPlan Oral Communication on the Jobx




















Sukh leaves the dispatch office.



Sukh writes notes about directions.

The site foreman answers Sukh’s call.

Sukh prepares for work.

Tips for Listening and Speaking: A handout that focuses on specific expressions from the audio that the learner can use in the workplace.

Tips for Listening and Speaking

Photos

Photos: A page of six photos based on the story.

Colour coding for the Tips for Listening and Speaking pages.

Colour coding for the Photos pages.

Introduction

SkillPlan Oral Communication on the Job xi

Story:The same story that appears in Setting Up Workplace Scenario, but meant for use as a handout.

Story













hard hat steel toed boots

high visibility vest safety glasses

respirator work gloves







Provided Resources

Provided Resources:These handouts relate to the tasks and activities found in the Scenario and provide further information, practice and discussion on the topics.

Colour coding for the Story pages.

Colour coding for the Provided Resources pages.

Introduction

SkillPlan Oral Communication on the Jobxii

CD Track GuideCD Track Title of Track Chapter

1 Intro to Track 2 12 Employment Opportunity 13 Intro to Track 4 14 Site Orientation 15 Intro to Track 6 16 Equipment Safety 17 Intro to Track 8 28 Emergency Communication 29 Intro to Track 10 2

10 Safety Meeting 211 Intro to Track 12 212 Risk Awareness 213 Intro to Track 14 314 Refusing Unsafe Work 315 Intro to Track 16 316 Warnings About Danger 317 Intro to Track 18 318 Visiting First Aid 319 Intro to Track 20 420 WHMIS Training 421 Intro to Track 22 422 Taking a Hearing Test 423 Intro to Track 24 424 Workplace Training 4

Introduction

SkillPlan Oral Communication on the Job xiii

The CDThe accompanying CD contains the audio recordings for each of the Workplace Scenarios in Chapters 1 to 4. The CD is NOT a digitized version of this resource. Transcripts of the recordings are included in the Scenarios.Each Workplace Scenario has two tracks. The first track is an introduction by one of the characters. The character introduces him or herself and describes his or her job. The second track is a recording of a dialogue involving that character in a work setting. The two tracks give flexibility and provide opportunity for the practitioner to work with the recordings in different ways, depending on the level, needs and interest of the learners.

Introduction

SkillPlan Oral Communication on the Jobxiv

Teaching a Strategy for Language Acquisition Rationale: In the workplace, vocabulary is not specifically taught to new workers; nor

is a worker likely to find opportunities to learn the unique jargon associated with workplace settings. Language in the workplace is usually just “picked up” and words and expressions are often learned after the worker carries out the occupational task at hand. Providing strategies to learners for learning workplace language for themselves is empowering.

Objective: To practice using strategies for language acquisition by simulating the reality of workplace situations.

Activities Rationale for the ActivitiesHave learners listen to one of the recordings on the CD.Ask learners to remember or write down unfamiliar words while listening to the recording.

Workers may not carry notebooks on the job and may be more comfortable remembering what they need to know. Tell the learners that correct spelling isn’t important here. They can write out the word based on how it sounds.

Have learners practice asking other learners for meanings of the words they don’t understand.

Emphasize the importance of asking other learners (co-workers) for help rather than the practitioner (supervisor).

Asking other learners takes the learners out of the “student-teacher” relationship during the role-play. It also better simulates a workplace because workers usually ask co-workers for clarification. They may not be able to or want to go to their supervisor.

Provide supportive feedback on the good examples you noticed during the role play.

Give corrective feedback on examples that could be improved.

Acknowledging what the learners did well is an important part of increasing confidence, especially if the learners are using phrases that are spoken in the workplace.

Brainstorm different ways to ask for meanings and definitions.Suggest different phrases they could use. Tip: The handout “I Don’t Understand!” on page 28 could be useful here.

Providing alternative questions and phrases increases vocabulary and flexibility with the language.

Discuss how to effectively ask and listen for meaning.

Remind learners that when they ask a co-worker for help with a new word, they need to recall when the word was introduced and in what context. This will help the co-worker recall the way the word was used.

Introduction

SkillPlan Oral Communication on the Job xv

Divide the class so that each learner knows the meaning of a select group of words or phrases. Words or phrases could also include slang or jargon, if possible.

Often the most difficult language to learn is the slang or jargon that accompanies a job. These words cannot be found in regular dictionaries or with the help of people who do not work in the industry. Co-workers are the best resource here.

Have learners ask for definitions in the same way as above.

This style of learning reinforces the activity and gives opportunity to use the new phrases the learners have been exposed to.

Activity ExtensionActivities Rationale for the ActivitiesBrainstorm other methods for learning workplace language.

Possible methods:• Carry a notebook and make

notes about new words during breaks. This could include making diagrams or pictures to illustrate the word.

• Ask your supervisor or trainer if there is a good time to discuss the words collected in the notebook.

• Look up new words in a dictionary, online, or ask co-workers for help.

• Ask your supervisor if they mind being recorded during a meeting. If they don’t, bring a small voice recorder to the meeting. Listen to the talk later and pick out new words or expressions.

Workers are often adept at finding ways to learn new vocabulary on their own at work. By brainstorming with the class, the practitioner is allowing learners themselves to pass on advice or tips they may have found effective in the learning of new workplace vocabulary.

Acquiring new vocabulary is a secondary purpose of this resource. The primary purpose is to teach a strategy for how to learn workplace language by being able to effectively ask questions.We recognize that the approach suggested may be counter-intuitive to language instruction. However, practitioners – no matter how well meaning – cannot fully prepare learners for the language requirements they will encounter on the job. Arming these learners with a transferable language acquisition strategy is one way to prepare them for learning the language of their workplace.

Documents

Oral Communication - Workforce Training & Essential Skills ... · • The oral communication skills taught can be applied to any occupational setting, although the resource uses construction