Designing ESP for Fast Food Chain Employees
In the modern world a workplace is multi-faceted and involves multitasking. As result most of job sectors are looking for skilled and knowledgeable workers who can interpret and analyze words, figures, and data and then present them in corporate meetings and communicate properly with clients. To be globally competitive and to be successful in the job, workers must have effective communication skills.
Keeping in view the diverse nature of the workplace is the emergence of communication technologies. Since the beginning of recorded history, the ability to speak clearly, eloquently, and effectively has been identified an important characteristic of an educated person. In a previous work Wierzbicka (2006) reported that in modern curriculum, an English course, which focuses on the improvement of basic communication skills as reading, writing, speaking, listening, and critical thinking, occupies a prominent place since English (in all its varieties and forms) is now considered as the global language. McArthur (2004) documented that in the last decade of the 21st century, a key concern among ESP teachers and other language professionals is how to respond, to manage, and to prepare employees for the use of English.
Training plays a major role in determining the performance of the workers as well as employees enabling them to withstand the competitive atmosphere. Training, if planned well, can improve employees’ productivity and hence increase the cash flow of the organization. Further, it can impart the element of “job satisfaction” among workers and their commitment to their workplace resulting in improved the work performance of individual employees and within teams. Ukandu and Ukpere (2013) identified that training and development at fast food outlets as a key problem to development of particular food chain; therefore, conducted a research to evaluate the effects of training and development concerning the work performance of fast food employees in Cape Town.
Furthermore, to encourage the management of fast food outlets in Cape Town, in order to implement training and development of workers in their workplaces as this will improve the work performance of their employees. The sample consisted of 200 employees from different fast food outlets, out of which 123 responded. A triangulation method was utilized to find information from the different units within the fast food outlets. The the managers, cashiers, production units and others form part of the sample. A closed-ended questionnaire was used. The results obtained proved that a majority of fast food employees in Cape Town do not receive enough training compared to what they should. However, some ex-staff members suggested that there is a need for employee training and development at fast food outlets to improve their job performances.
Reyes (2011) explored the importance of communication skills for employees and also highlighted the importance of English curriculum enhancement. Author surveyed the workplace communication skills required by various employers in Cagayan de Oro City with objectives to recommend a possible enhancement to the English curriculum to make graduates of Liceo de Cagayan University at par with the demands of the workplace and to make them globally competitive. A descriptive research design was used involving 27 job sectors within Cagayan de Oro City of which 74% employed graduates of Liceo de Cagayan University. The results revealed that the communication skills essential at workplace include: speaking, writing, listening, and reading. In terms of speaking, employers require the most the employee’s ability to handle customers/clients/patients’ complaints well. Furthermore, they require the ability to write comprehensive reports and the ability to document meetings/proceedings. As to listening; the ability to listen to the point of view of others and the ability to follow verbal instructions thoroughly are required. Whereas in reading, employers require the ability to read, understand, and follow written instructions/procedures in handling tasks. Study concluded that there is a need to review and to develop English curriculum for employees to enhance communication skill to require their respective jobs.
- McArthur, T. (2004). Singapore, grammar, and the teaching of‘internationally acceptable English’. English Today, 20(4), 13-19.
- Reyes, M. E. C. (2011). Exploring Communication Skills Requirements of Employers: Implications for English Curriculum Enhancement. Liceo Journal of Higher Education Research, 7(1).
- Ukandu, N. E., & Ukpere, W. I. (2013). Effects of Poor Training and Development on the Work Performance of the Fast Food Employees in Cape Town. Mediterranean Journal of Social Sciences, 4(14), 571.
- Wierzbicka, A. (2006). English: Meaning and culture: Oxford University Press.