MANUAL FOR TELEPHONE TRAINING

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 as above



SESSION etc, etc.


OR

FIRST Definition of program objectives and priorities


SESSION as above



SESSION etc, etc.


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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)


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



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“STANDARD SESSION” SESSION FRAME


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.)


OBJECTIVE

Decide on objective for the session


Get agreement

Key Phrases


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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OBJECTIVE


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


Confirm next appointment OR Remind them to make appointment

Key Phrases


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



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“LAST”SESSION FRAME


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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OBJECTIVE

Decide on objective for the session


Get agreement

Key Phrases


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...


OBJECTIVE


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


Present training certificate and training report

Thank on behalf of the team

Close with key phrase

Key Phrases


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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30

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

MANUAL FOR TELEPHONE TRAINING

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