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Analyzing the Language Demandsof Food Counter Attendants:

Excerpts from the Final Report of the Occupational English Language

Requirements for Food Counter Attendants Project

A Research Study and Pilot Project for

Alberta Employment and ImmigrationImmigration Policy and Programs Branch

Conducted by Hammond & Associates Inc.

February 2010

© Copyright 2010: Hammond & Associates Inc.

All rights reserved.

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Hammond & Associates Inc. 2812 – 49th St. S.W. Calgary, Alberta T3E 3Y2

Phone: 403-249-5244 Fax: 403-249-7832

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Analyzing the Language Demands of Food Counter Attendants

Many organizations and individuals contributed to this project. Special thanks to:

• Alberta Employment and Immigration and the Immigration Policy and Programs Branch for their financial support of this project.

• The members of the Industry Advisory Committee, who guided key decisions in the research and opened doors to critical information and individuals in the industry: Janice Beer, Vice President, People Potential, A&W Foodservices of Canada Inc. Louie Chong, HR Representative for Western Canada, Wendy’s Luma Hameed, International Staffing Consultant, McDonald’s Restaurants of Canada Trevor Jank, National Recruitment Manager, McDonald’s Restaurants of Canada Ltd. Chris Thomas, HR/Labour Strategies Manager, Tim Hortons (TDL Group) Mark von Schellwitz, VP Western Canada, Canadian Restaurant and Foodservices

Association Karina Crooks, Policy Analyst, Immigration Policy and Programs Branch, Alberta

Employment and Immigration Carolyn Dieleman, Manager, Language Training, Immigration Policy and Programs

Branch, Alberta Employment and Immigration David Loewen, Manager, Immigration Policy and Programs Branch, Alberta Employment

and Immigration Stephanie Peck, Policy Analyst, Temporary Foreign Worker Program, Human

Resources and Skills Development Canada Olga Rupil, Manager, Marketing and Program Development, Alberta Immigrant Nominee

Program Gayle Taylor, Settlement Officer, Citizenship and Immigration Canada Brad Trefan, Director, Alberta Immigrant Nominee Program

And most of all, thanks to the management and staff of the A&W, McDonald’s, Tim Hortons and Wendy’s restaurants who welcomed us to their places of work, participated in interviews and painted a clear picture of the work of food service counter attendants. This project would not have been possible without their cooperation.

Project Team (Hammond & Associates Inc.)

Karen Hammond Paul Holmes Lorene Anderson Tara Holmes


Introduction .........................................................................................................1

Objectives ............................................................................................................1

Methodology ........................................................................................................1

Project Team ........................................................................................................2

Research Sample ................................................................................................2

The Work of the Food Counter Attendant .........................................................3

Workplace Communication – Key Contributing Factors .................................4

Speaking/Listening Tasks Analysis...................................................................6

Reading/Writing Task Analysis ........................................................................ 15

The Language Demands of Food Counter Attendants .................................. 22

Context and Interdependency .................................................... 22

Benchmark Ranges: Routines and “Spikes” ............................ 23


Hammond & Associates Inc. 1

This report presents excerpts from the final report for a study that was originally called Occupational English Language Requirements for Food Counter Attendants. At the time, this study was the second of three pilots of a methodology being documented by Hammond & Associates Inc. under the title of Occupational English Language Requirements. The project was funded by Alberta Employment & Immigration and employer representatives and led by an Advisory Committee that included some of the primary employers of food counter attendants in Alberta: A&W; McDonald’s; Tim Hortons and Wendy’s.

Following the completion of three pilot projects in food processing, food services and construction, the title and the focus of this process changed to Analyzing the Language Demands of Occupations1. This title more appropriately represents the outcomes of the research: a summary and description of the language demands of the occupation, described in terms of the Canadian Language Benchmarks. What is “required” is a decision that will differ for every work context and every employer and depends on a range of supports that may be provided to mitigate the language demands. Defining requirements, then, is a decision that belongs to employers and other stakeholders, not to language consultants.

The objectives of this project were to: 1. analyze the English language demands of Food Counter Attendants working in an English

speaking environment 2. describe these requirements as a range of Canadian Language Benchmark levels for

reading, writing, speaking and listening skills; and 3. document the methodology and results of the research in a final report.

The methodology for this project may be summarized as follows: 1. Establish an Advisory Committee of key stakeholders from provincial and federal

departments and industry leaders to oversee the progress and outcomes of the project. 2. Consult with the Advisory Committee to confirm the objectives, resources, methodology and

deliverables of the project, review source documents and define the scope of the occupation.

3. Develop a workplan to define key milestones and deliverables. 4. Plan and develop data collection processes and tools. 5. Solicit and engage industry partners for worksite observation and data collection. 6. Analyze the English language demands of FCAs through five primary activities, providing

multiple reference points: a. Review and analyze existing occupational skills analyses for the occupation.

1 Analyzing the Language Demands of Occupations: A Guidebook, by Karen Hammond, 2011, © Hammond & Associates Inc., Funded by Alberta Employment & Immigration



b. Review and analyze the written documentation, orientation procedures and training materials provided by Corporate Head Offices or branch offices of the participating companies.

c. Conduct on-site tours and data collection of speaking/listening/reading and writing tasks in four restaurants, one from each of the participating companies, in four locations: Edmonton, Red Deer, Calgary and a rural Alberta community.

d. Conduct structured interviews with job incumbents and supervisors to define the communicative tasks of the occupation.

7. Review of a full draft of the report by the Advisory Committee. 8. Develop a final draft of the report. 9. Evaluate and report on the outcomes of the pilot project. 10. Apply lessons learned and best practices in the development of a guidebook for analyzing

the language demands of occupations.

Karen Hammond of Hammond & Associates Inc. of Calgary, Alberta led this project, assisted by a team of Paul Holmes serving as researcher and analyst and Lorene Anderson as researcher. In addition, Tara Holmes served as a consultant to the project in research design and analysis of the results.

The research sample was defined in consultation with the Advisory Committee. It was decided that:

• The research would focus on both food counter attendants and food preparers, as food counter attendants rarely work in just one role. They may start in one area and progress to another, or rotate through work stations.

• The research would focus on employees of fast food outlets, as the overwhelming majority of all FCAs coming to Alberta are employed in this type of work context.

• Four worksite visits, one in each restaurant chain, would suffice for data collection as strict standardization of products and processes mean that within one chain one restaurant would be virtually identical to the next.

• Site visits would be dispersed throughout the province, to include two large urban centres (Edmonton and Calgary); one smaller urban centre (Red Deer) and one rural location.

• Analysis of reading/writing documentation and orientation/training materials and processes would be done at a corporate level as opposed to in each restaurant, as these are standardized throughout all restaurants within one restaurant chain.



According to NOC #6641 Food Counter Attendants, Kitchen Helpers and Related Workers, workers in this occupation

prepare, heat and finish cooking simple food items and serve customers at food counters…clear tables, clean kitchen areas, wash dishes, and perform various other activities to assist workers who prepare or serve food and beverages. They are employed by restaurants, cafes, hotels, fast food outlets, cafeterias, hospitals and other establishments.2

This definition applies well to the food counter attendants interviewed and observed for this research. In each worksite, food counter attendants might work at one of three general positions or work stations:

• Food Preparation: The main function is to prepare food to fill the orders, reading the on-screen order but also listening to the customer at the till – with mere seconds to fill an order, getting started on the order before it appears on screen is optimal. Speed, cleanliness and food safety are critical factors here.

• Food Counter: The main function of this position is to take the customers’ order and serve customers. Small talk with customers is part of the work but in moderation, as fast processing of orders and customers is important. They take payment, either cash, credit or debit. If cash, they may have to make change. They must stock the counter (e.g., creamers, napkins, cutlery) and make the coffee.

• Drive-Thru: Workers in the drive-thru area have the same responsibilities as those on the food counter (greeting customers; taking/confirming orders; processing payment) but communicate with customers via the headsets and intercom. This requirement, added to a heightened need for “speed” (drive-thru customers are often in a hurry, not wanting to come inside to wait for their order) makes the work somewhat more challenging.

Daily and weekly cleaning duties at the counter and public areas throughout the whole store (seating area, entry ways, washrooms) might be assigned to workers in any of these positions.

In general, a new hire with limited work experience or more limited English language skills would start in the food preparation area and progress to work on the food counter and/or drive-thru. Workers with more experience or English language skills may start on the food counter or drive-thru straight away. While employees may be able to stay in one area or position due to personal preference or comfort level, the managers indicated that some degree of flexibility – being able to move workers into one area or another, was important.

2 NOC #6641, Food Counter Attendants, Kitchen Helpers and Related Workers



The job tasks assigned to a food counter attendant are not overly complicated. They are learned in a fairly short period, and, once mastered, are marked by repetition within routine. However, the straightforwardness of the work does not automatically imply that the daily language demands of the occupation are also simple. Due to the high customer service orientation of the work, food counter service attendants are not only required to work safely, but also with speed, as a fluid team, and in alignment with high service expectations. This requires the ability to use language to deal with unpredictable situations or problems, with diplomacy. These elements make the language demands higher than one might expect from a simple review of the job tasks alone.

Safety Safety is a key focus of orientation and training in all of the worksites. An employee must be able to listen and confirm understanding of standards and policies regarding health and safety. Especially for workers from countries where the same standards may not apply, it is essential that they can understand and meet these expectations from “day one” on the job.

How is this critical information communicated to workers? Printed materials with an overview of key points by the manager appears to be standard practice in all worksites. Two of the participating companies also present this information through online learning. The sessions feature video, a narrator and interviews with employees to coach new employees on everything from safety and policies to the main work stations and to the correct ways to prepare certain food items. The researchers were able to view one of these sessions. The season featured speakers using a slow to normal rate of speech with strategic use of pause, repetition, and review to emphasize main ideas and details. The learner had the ability to go back and check details. The food counter attendant needed to learn the content well enough to pass a quiz at the end of each of 18 modules.

Speed Speed, a vital element to the success of fast food restaurants, generates corresponding language demands. Being able to serve the customers’ food orders quickly and efficiently within set time spans especially during peak times (breakfast, lunch and dinner) allows little time for translation, explanation, repetition, or mispronunciation. Speed is a constraining factor that can complicate simple routine tasks. The only means of mitigating this is to ensure non-native speakers have above average clarification strategies that are congruent with customer service language. This skill applies to all workers – even though workers in the food preparation area do not generally converse with customers, they are in constant dialogue with their counterparts serving customers at the drive-thru and front counter to confirm or clarify orders or replenish stock, all within very tight time limits.

Work Rotation All managers indicated that while they may try to accommodate an employee’s preference to work in food preparation and avoid direct customer service, this is not always possible or optimal. Staff shortages, peak periods, the desire to keep staff engaged and motivated by rotating them into other positions or the opportunity to pick up an extra shift when a co-worker is absent all mean that a food counter attendant cannot easily avoid dealing with customers.



Teamwork Teamwork, another vital element to the success of fast food restaurants, also generates corresponding language demands. Speed and excellent customer service are founded on a team effort and therefore building rapport among members of the team is essential. In this context, “small talk” is no small matter after all. Skills in social interaction are required to build and maintain relationships, earn trust and reduce friction in a high-paced environment. Employees and supervisors interviewed reported very few staff meetings, formal or informal. This means that positive team dynamics need to be built one-on-one.

Workplace Culture The “culture” of the workplace always plays a role in defining the communication requirements for an occupation or for an entire team. While the researchers were only onsite for a very limited time, differences in workplace culture were a certain factor in workplace communication. The restaurant in the rural setting, for example, placed a high value on rapport with customers as having “regulars” is a more common and important mark of success in a small town.

Conversely, in the urban restaurants the emphasis was more on speed. This is not to say that speed is not vital in a rural context or building customer loyalty is not important in an urban setting, but it does demonstrate a difference in values that will have implications for language proficiency. Workplace cultures are often unique to each restaurant and flow down from the senior management. For example, in one urban restaurant, the emphasis was on limiting small talk on the floor. In the other, small talk was encouraged as a means to increase team cohesion and make the work more enjoyable. The culture of a workplace is never neutral and has implications for the success of non-native employees.

Customer Service Customer service is central to the success of fast food restaurants and it, too, serves to raise the bar for language demands. Workers at the food counter need to be able to generate and maintain rapport with customers, especially the “regulars”. Where there are complaints or “difficult” customers, food counter attendants may not have the option of calling in an English-speaking manager, especially on the night shift. Moreover, food counter attendants often have to provide this customer service without the benefit of a “visual” – taking orders via headset or, in the case of one restaurant, over the phone, means the listener does not have the benefit of non-verbal cues, body language or facial expression to support the communicative task, making it considerably more difficult.

This is the factor that really poses the question “How do you define competent?” If competence is defined purely as an ability to take and fill an order correctly, a much lower level of proficiency may suffice. However, if competence means making customers feel welcome; listened to, “seen” or cared about; if competence means earning customer loyalty; if competence means encouraging customers to order something extra or come back again, this is only possible with higher levels of language proficiency and intercultural competence.



Speaking and listening tasks were derived from interviews with supervisors and employees, along with workplace observations. They were then summarized in a chart under the four major competencies of the CLB Speaking and Listening framework:

1. Social Interaction 2. Instructions 3. Suasion (getting things done) 4. Information

Similar tasks were clustered together and analyzed as to what level of English would be required to complete this task adequately. A core set of common tasks was identified, along with descriptive/contextual information and sample tasks or verbatim phrases drawn from the interviews and observations in the workplace. Each task and each example was assigned a Canadian Language Benchmark or range of benchmarks, taking into account such factors as the complexity of the task, the level of detail required, the familiarity of the speakers and the risk of miscommunication. In assigning a benchmark level, it is important to note that any one task may be accomplished at many levels of proficiency: for example, the task of making a request may be accomplished with the words “(Please) give me …” (CLB 2) or “Would you mind giving me…” (CLB 5) or “I would like to discuss the options I have for taking an extended absence from work because...”(CLB 8). Similarly, a short phrase that might be at a CLB 2 level such as “Sorry, no” would be insufficient in responding to a request from a customer, for example. In this case an explanation would be required but likely not possible without greater language proficiency. Context is therefore critical, as is the expertise of the consultants, in assigning the appropriate benchmark level. Sixteen core speaking and listening tasks were identified, as follows:

Social Interaction

Task #1: Understand routine communication for routinely building rapport with customers and team members. Listening/Speaking CLB 3-5

Description/Context: Social interaction tasks build the employee’s relationships with co-workers, supervisors, trainers and customers. There is minimal interaction between non-management team members and delivery personnel, health inspectors etc. Social interaction consists mostly of becoming acquainted with team members and maintaining that rapport. It also implies building familiarity with regular customers through recognition of their order patterns or other rapport-building strategies. In addition, social interaction requires giving and receiving recognition and praise during shifts to maintain team momentum, enhance team efficiency and foster fluid teamwork. Most listening involves either team members or customers. (Certain socio-cultural competencies may need to be explained to ensure customer-service expectations are met such as how much eye contact to use, or the implications of smiling, the use of tone and inflection etc.)

• CLB 3: Identify verbal and non-verbal details of social exchanges, including styles of greetings, leave-taking and introductions (CLB 2000, pg. 11) E.g., daily greetings and exchanges with co-workers and customers



• CLB 3: Identify verbal and non-verbal details of social exchanges, including styles of greetings, leave-taking and introductions (CLB 2000, pg.23). E.g., interactions with customers and co-workers.

• CLB 4: Identify specific factual details and inferred meaning in dialogues of casual small talk, introductions, leave-taking and in short phone calls (CLB 2000, pg.25). E.g., small talk with customers and co-workers or phoning in sick or late.

• CLB 4: Open, close and respond to short, casual small talk (Companion Tables to the CLB 2000 - Speaking: Features of Social Tasks in a One-on-one Setting). E.g., greet and recognize regular customers and take their orders. Discuss recent weekend or previous evening events to build rapport with colleagues and maintain existing work relations. This might include a discussion about an interesting customer or extending or accepting an invitation to team members for an off-site team dinner.

o Hi, how are you? o Here, Henry. o Have a good day. o Good afternoon, welcome to A&W. o Hi George, you want a coffee? o Are you going to sit with Mr. Ford? o There you go, ma’am. Have a great day! o Are you hungry? (to a child) o Thank you.

• CLB 4: Identify specific factual details and inferred meanings in dialogues of casual small talk, introductions, leave-taking and in short phone calls (CLB 2000, pg. 13) E.g., small talk with co-workers on breaks, at staff Christmas party, summer barbeque, and pot lucks.

• CLB 5: Take turns to express and respond to compliments, congratulations (recognition) and small talk comments (Companion Tables to the CLB 2000 Speaking: Features of Social Tasks in a One-on-one Setting). E.g., discuss daily sales and efficiency targets with supervisors and team members during peak operational times such as lunch and dinner to encourage productivity and foster team cohesion. This might include recognizing a team member who completed a drive thru order in less then a minute-and-a-half.

o “You guys are up at 27 seconds. Good job guys!” o “Thanks. That is better than yesterday. That was crazy.” o “When are you going to Vegas?” (asks co-worker)

• CLB 5: Identify situation and relationship between speakers (CLB 2000, pg.77). E.g., dealing with disruptive or inebriated customers to avoid escalating a situation.



Task #2: Respond to customer complaints. CLB: Speaking 6-7 and Listening 5-6

Description/Context: Social interaction tasks also require an employee to handle complaints from customers in an objective and helpful manner. This may be over the phone, over a headset at the drive-thru, or face-to-face at the service counter. Typically, with a serious complaint, a manager will be required to intervene immediately and engage the customer. However, on night shifts, a manager is often not present since most restaurants run a small crew and an employee will need to deal with the situation accordingly.

• CLB 6: In a moderately demanding work context, give apologies and reasons, clarify and confirm (Companion Tables to the CLB 2000 Speaking: Features of Social Tasks in a One-on-one Setting). E.g., at the service counter, apologize to a customer for an incorrect order and confirm the correct order.

o “Sorry, I didn’t catch that. You said “to stay”? Oh, you said “to go”. Sure. Your order will be ready at the end. It will just take a few extra minutes. Sorry about that.”

o “Oh, I am sorry. We are just out of tuna. Would you like chicken instead? It is the same price”

• CLB 7: In a moderately demanding work context, respond to a complaint (Companion Tables to the CLB 2000 Speaking: Features of Social Tasks in a One-on-one Setting). E.g., on the phone, during an evening shift without a manager onsite, respond with an appropriate strategy for resolution to the customer’s complaint about a negative customer-service experience at the drive-thru.

Instructions Task #3: When asked for help, provide co-workers with instructions and/or directions to perform a specific task correctly. CLB: Speaking 2-6 (Most tasks are in the CLB 4-6 range)and Listening 4-6

Description/Context: Most instructions involve communicating directions to customers on the location of services and/or geographic bearings, or coaching-advising inexperienced co-workers.

• CLB 2: Give short common daily instructions (CLB 2000, pg.9) E.g., direct a customer to where the washrooms or public telephones are located. “The washrooms are there.” (points)

• CLB 4: Give a set of simple everyday instructions or directions (CLB 2000, pg.13) E.g., explain to a colleague where to find supplies to keep work areas well-stocked.

o (to packer) He needs knives and forks. o (to kitchen staff) Another gravy please. Put Mozza sauce on it. o Ask Dean if he heard “Mozza sauce” on it? o And no onions. o Cream and sugar is right over there. o We only have strawberry and chocolate. o Do want ketchup in the bag? o Can you pass me some orange juice? o Do you want me to do the garbage or the CVAP?



E.g., instruct customers where to receive their orders. o “Have a seat we’ll bring it to your table.” o “It (the order) will be right down at the end.”

• CLB 6: Explain how to make something or so something properly; give a short set of instructions (Companion Tables to the CLB 2000 Speaking: Features of Instructional Tasks) E.g., explain to a co-worker how to prepare a specific food item such as a grilled sandwich within the expected timeframe.

Task #4: Follow a trainer’s detailed instructions on how to perform routine tasks. CLB: Listening 4-6

• CLB 4: Follow sets of sequentially presented four to five clause everyday instructions and directions relating to movement and position in space, manner, frequency and duration (CLB 2000, pg. 25). E.g., receive training from buddy trainer on daily chores.

• CLB 4: Understand a range of spoken everyday instructions that require some visual clues, but steps follow a clear sequence and are clear and explicit (Companion Tables to the CLB 2000 - Listening: Features of Instructional Tasks) E.g., follow a trainer’s step-by-step explanation of how to prepare a sandwich.

• CLB 5: Understand a range of spoken everyday instructions on step by step procedures (CLB 2000, pg.77) E.g. Follow a trainer’s step-by-step explanation of how to prepare a sandwich using the grill: follow a buddy trainer’s directions on what to do or instructions from a General Manager who describes work needed done.

• CLB 6: Understand a set of instructions when not presented completely in point form: sequence/order must be inferred from the text (CLB 2000, pg. 79). E.g., daily duties/assignments from supervisor. E.g., taking special orders from customers with allergies. E.g., take an order by phone.

Suasion

Task #5: Request or offer assistance. CLB: Speaking and Listening 3

• CLB 3: Ask for, offer and accept assistance (CLB 2000, pg. 11). E.g., ask a customer what they would like to order.

o Bob, excuse me. o What can I get for you? o I can do that for you. o I can help you here, sir.



Task #6: Exchange details in a sales situation. CLB: Speaking and Listening 4

• CLB 4: Request, accept or reject goods or services, assistance or offer in a service or sales situation (CLB 2000, pg. 13). E.g., exchange price with customer.

o Customer: no small change, that’ all I’ve got, sorry. FCA: That’s okay. o Do you want fries with that? o Anything else? o Do you want hash browns with that? o Do you want hash browns or coffee to make it a combo? o Say “Hi” when you’re ready (Drive thru)

Task #7: Provide a reason for a course of action or for a request during a shift. CLB: Speaking 5

Description/Context: At times, an employee may need to explain why he or she chose a specific course of action, or requested a specific item or action. It will require explaining the reason for the decision. This may include why certain items were thrown out or why a void was performed on a cash register. It may also relate to issues of health and safety such as using the correct vocabulary to describe an injury or a safety concern. (Certain socio-cultural norms might need to be explained to both supervisors and non-native speakers. For example, laughter by a non-native speaker when their error is pointed out by a manager is a face-saving strategy, but is repeatedly interpreted as impolite or dismissive and has a negative effect on their relationships within the company culture.)

• CLB 5: State a reason (Companion Tables to the CLB 2000 - Speaking: Features of Suasion Tasks) E.g., explain that a certain food product was put into the garbage because of an expiration date.

o “Can you tell me why you didn’t use these eggs?” o “Because I saw that the date on the box and it had expired.” o “Did you look at the date on the bag or on the box?” o (Non-native speaker laughs.) o “What would be better to do next time?” o (Non-native speaker smiles). o “You should check the bag, as well as the box.”

E.g., explain why it was difficult to promote a specific item to customers and why targets were difficult to meet.

o “I am trying to sell…, but they won’t go for it because…” E.g., explain a reason for leaving a work station.

o “Can I go in the washroom quickly?” o “Can I go downstairs and grab stocks?”

• CLB 5: Give and get permission (CLB 2000, pg. 58) E.g., ask to leave early from work.



Task #8: Use suasion language for customer sales and service.CLB: Speaking 5

Description/Context: Suasion is mostly expected of employees who work the drive-thru and front counter. Generally, they have a responsibility to generate sales and communicate the benefits of a product clearly and concisely. At times, a customer is indecisive and may need advice on what to purchase, especially if a queue forms because quick and efficient service is a requirement for all employees. Employees will also probably need to ask permission at various times during a week to take breaks and during a month to change schedules.

• CLB 5: Use polite expressions and state reasons (Companion Tables to the CLB 2000 Speaking: Features of Suasion Tasks) E.g., ask a customer if he or she would like to purchase a promotional item; provide reasons why the item is worth buying.

o “Would you like a donut for 49 cents with that coffee?” o “Can I interest you in one of the promotional items today? We have...”

• CLB 5: Demonstrate comprehension of factual details and some inferred meanings in simple advice and suggestions, announcements and commercials. E.g., responding to questions about problem situations.

o What’s wrong with this order? o What’s wrong with this customer? o Why is the customer up front complaining? o Why isn’t the line moving? o What is the problem? o What’s holding the line?

Task #9: Advise a new co-worker on a more efficient way of meeting team expectations. CLB: Speaking and Listening 6

Description/Context: Using a persuasive approach versus an instructive or directive style is also necessary when communicating error to a co-worker, strategies to achieve sales targets, or more efficient means of performing tasks. This may be significantly more important in stores where employee incentives like profit sharing are tied to sales and customer satisfaction.

• CLB 6: Make a simple formal suggestion and provide a reason; make a simple prediction of consequence (CLB 2000, pg. 62) E.g., persuade a new co-worker to use the more efficient way of coordinating a customer’s request to avoid confusing orders between team members.

Task #10: Listen to feedback from supervisors on work performance and the subsequent expectations for development. CLB: Listening 6

Description/Context: During a shift, an employee is usually expected to seek or expect feedback from supervisors on his or her performance in meeting sales targets, time limits, as well as expectations for customer service and assigned tasks. Feedback is usually daily so that annual performance reviews have no “surprises” for the employee.

• CLB 6: Demonstrate comprehension of details and speaker’s purpose in suggestions, advice, encouragements and requests (CLB 2000, pg. 79).



E.g., during a shift, seek, listen to and incorporate feedback from supervisors on improving time limits that are set for serving customers in the drive-thru.

E.g., during a shift, seek, listen to and incorporate feedback from supervisors on selling specific food items that have been over produced.

o “Okay guys, he went a little crazy on the fries. Let’s deal with it. Can you guys up-size the fries? He went a little crazy on them.”

Task #11: Identify expressions used to ask and grant permission; advise of danger; ask for, offer and accept assistance. CLB: Listening and speaking 3

• CLB 3: Identify expressions used to ask and grant permission; advise of danger; ask for, offer and accept assistance. E.g., co-workers offer help. E.g., a customer asks to borrow a pen

Information Task #12: Ask for and provide routine information to perform daily duties. CLB: Speaking 3-5 and Listening 4-6

Description/Context: Information that needs to be requested or given includes making sure supplies are always well-stocked. This may require timely communication between the front end” and “back end” team members, or front counter and kitchen. Also, employees need to obtain the specific details of items being promoted or of new items on a menu. Following this, the precise information must be communicated to customers accordingly. At times, information also needs to be communicated between team members to complete a customer order; this may require verbally confirming an order that is normally read on a monitor.

Understanding salary, benefits and providing availability for shift schedules is also necessary. Very few staff meetings occur where information is discussed or presented. Most important updates are communicated one-on-one between the supervisor and the employee at the start of a shift, or on a notice board. (In addition, certain socio-cultural competencies may need to be explained such as initiating requests for certain important information from supervisors, customers and co-workers instead of waiting for direction).

• CLB 3: Describe briefly a person, object, situation and daily routine (Companion Tables to the CLB 2000 - Speaking: Special Features of Informational Tasks in On-on-One Settings). E.g., explain basic menu items or enquire on simple routine tasks.

o Customer: How much is the chicken? FCA: 10 pieces? Refers to chart – quotes price.

o Bacon and egger for $1.49 o It comes with mozza, mustard, relish. It’s $5.32. o Would you like cheese on it? o When was the last time someone took around coffee? o Whose order is this? o Has anyone cleaned the washroom?



• CLB 4: Express a need or request assistance in a sales situation when there is need to confirm or clarify (CLB 2000, pg. 13) E.g., ask for, provide or confirm details to team members on a customer’s request to complete an order.

• CLB 4: Express preference, satisfaction-dissatisfaction (Companion Tables to the CLB 2000 Speaking: Special Features of Informational Tasks in On-on-One Settings). E.g., discuss basic menu items with a customer.

o Customer: What’s good? FCA: Uncle Burger with mozza and bacon. o Cheese and bacon? o Onion rings and fries? Do you want a drink? o How about the Teen Burger? o How do you want your eggs cooked? o Do you want white or brown toast? o Do you need forks and knives with that?

• CLB 5: Ask for and provide information related to routine daily work activities (CLB 2000, pg. 59) E.g., ask for detailed information on promotional items from supervisors and then communicate that information to customers.

• CLB 5: Indicate non-comprehension (CLB 2000, pg. 59) E.g., ask to have an order repeated because they didn’t understand, or a misunderstanding with customer around price.

• CLB 5: Answer the phone briefly according to the situation (CLB 2000, pg. 59) E.g., take orders by phone.

• CLB 5: Participate in a small group discussion (CLB 2000, pg. 59) E.g., discuss problem and solutions to dealing with teenage customers, drunk customers, someone not doing their job, scheduling. E.g., ask questions about procedures.

o Why do we have to have service time in 1 minute? o Do you have any allergies?

Task #13: Listen to details about menu items. CLB: Listening 4-6 and Speaking 3-5

Description/Context: An employee is expected to comprehend a customer’s order through the headset for the drive thru. In addition, the employee must understand a supervisor’s detailed information on new menu items or products that are targeted for sales promotions. This might include details about ingredients, why it needs to be promoted, or the conditions attached.

• CLB 4: Demonstrate comprehension of mostly factual details and some inferred meanings in a story about obtaining goods or services (CLB 2000, pg. 25) E.g., training on basic procedures E.g., listen to co-workers requests E.g., listen to computer based training with video E.g., take orders from customers E.g., negotiate customers’ orders



o What’s in the double stack? o What comes with that? o Does this come with ___ or ___? o Can I have a salad instead? o What flavors do you have? o Anything else? o Can I have a Caesar salad instead of fries?

• CLB 5: Understand everyday and familiar details that are mostly concrete and factual (Companion Tables to the CLB 2000 Listening: General Characteristics of the Text) E.g., listen to a customer’s order over a headset at the drive through.

“I would like a homestyle biscuit instead of a bagel with my meal. Make that cheese.”

• CLB 5: Demonstrate comprehension of the gist, factual details and some inferred meaning by listening to a descriptive or narrative text (CLB 2000, pg. 59) E.g., respond to unanticipated customer requests and questions. E.g., listen to drive thru orders on headset

o Is there a bank near here? o Can I look at the Yellow pages? o Can I borrow your phone? o Umm, which is the cheeseburger?

• CLB 6: Understand everyday and familiar details that are mostly concrete and factual with some general abstract concepts and ideas (Companion Tables to the CLB 2000 - Listening: General Characteristics of the Text) E.g., listen to a supervisor explain the ingredients in “healthy choice” items on a menu and what other “healthy choice” accompanying products might be suggested to a customer.

o “When a customer orders from the nutritional menu items, you can suggestive-sell items that re similar. For example, you can suggestive-sell bottled water or a healthy choice muffin with berries or something like that when someone orders whole wheat.”

Task #14: Relate important incidents to supervisors or team members. CLB: Speaking 5

Description/Context: An employee may need to relate a specific incident that occurred in the restaurant to a manager or general manger. In particular, friction can occur between customers and employees during night shifts when the crew is minimal and customers are returning from evenings out and may have been drinking.

• CLB 5: Tell a detailed story/report of an incident (CLB 2000, pg. 59) E.g., explain to a supervisor or general manager about a problem situation with a customer or co-worker.



Task #15: Listen to expectations for performance, team work and policy during a new- employee orientation session. CLB: Listening 6-7 (Most listening will require a CLB 6 with some spikes to CLB 7)

Description/Context: Employees are required to participate in new-employee orientations that set out the expectations for work and the organization/restaurant’s general policies. Orientation sessions can be from half- to a full day and can include both face-to-face discussion-review and online training. Although the research team was unable to observe and evaluate the language requirements during an orientation session, an estimated CLB level can be reached through evaluating the reading materials for orientations and considering the data that was gathered during the onsite interviews with supervisors and employees.

• CLB 6: Obtain main ideas and important details in oral discourse in moderately demanding contexts on relevant topics with short sets of instructions and directions (Companion Tables to the CLB 2000 - Listening: General Characteristics of the Text) E.g., in a new-employee orientation, listen to the on-boarder or supervisor explain the key elements of the company’s required approach to serving food.

• CLB 7: Participate in a new-employee orientation by following formal and informal conversations on familiar topics at a descriptive level at a normal rate of speech, and follow routine work-related conversation, seeking clarification and confirmation when necessary(Companion Tables to the CLB 2000 - Listening: General Characteristics of the Text) E.g., in a new-employee orientation, listen to the on-boarder, or supervisor, and other employees discuss customer service expectations. Participate in the discussions, confirm understanding and ask questions relevant to the topic.

Social Interaction

Task #1: Read company messages on the notice board. CLB: Reading 3

Description/Context: Mostly social events planned once a month for outside working hours to foster team cohesion

• CLB 3: Get information from personal notes etc. (CLB 2000, pg.35) E.g., invitation to attend a company BBQ.

Instructions

Task #2: Read company policies and procedures. CLB: Reading 4 - 7 (Most materials are moderately complex at a CLB 6)

Description/Context: There was a range in the use of “legalese”, in cross-referencing policies, and in the depth of explanation for conduct and procedure, to communicate company expectations. Policy handbooks and guides were all formatted for visual clarity with good white space, clear headings and bulleted points. The moderately complex vocabulary and number of paragraphs would require the employee to use both a unilingual dictionary and a bilingual



dictionary to learn new terms. Despite the use of some plain language in policy and procedures, the new employee would best pre-read and familiarize him/herself with the terminology before orientation day. For online orientation, the one series that was assessed used mostly plain language, repetition, good visuals, a narrator’s voice and employee video interviews to support the learning. The quizzes were straightforward and the software very user-friendly.

• CLB 4: Follow one-to six-step common everyday instructional text (CLB 2000, pg.37) E.g., read the “Crew Commitment List” in the orientation guide to understand the basic policies and expectations for working on a team.

• CLB 5: Moderately complex everyday instructions of seven to ten procedures (CLB 2000, pg.89) E.g., read the “Health and Safety” procedures in the Policy Bulletin-Human Resources (a range of common vocabulary, mostly concrete and factual with some technical vocabulary; mostly in plain language; content is relevant within familiar background knowledge and experience; partly predictable; use of both bilingual and unilingual dictionary before training).

E.g., Read, listen to the narrator, and follow along in an online orientation session.

• CLB 6: Procedures up to ten steps not presented completely in point form so that sequence must be inferred (CLB 2000, pg. 91) E.g., read the “Employee Conduct” procedures in the Policy Bulletin-Human Resources (relatively plain language but with a fair number of abstract, conceptual and technical vocabulary).

• CLB 7: Understand main ideas, key words and most important details in texts of moderate complexity (Companion Tables to the CLB 2000 Reading: General Characteristics of the Learner) E.g., read the Policy Bulletin from Human Resources (relatively plain language with an expanded inventory of vocabulary necessary to accurately communicate preferred practice, courses of action and expectations in the company).

E.g. Sample Tasks or Texts: o Company #2

• Training manual (approximately 100 pages with mostly plain language text, much visual support, common everyday terms and some moderately complex vocabulary, formatted into bulleted and numbered sections for scanning)

• Policy handbook (15 pages of mostly plain language text) o Company #3

• Online Orientation (six sessions reviewed - participants take six sessions in the orientation plus one of up to 26 modules on specific stations). One session could take about 15-30 minutes to complete each module (mostly plain language, speech, accompanies text and is at a slow to normal rate; much repetition of key words and ideas, lots of review of key learnings along with quizzes)

o Company #4 • Training manual (53 pages without plain language text, moderately complex but

with repetition, with very little visual supports, formatted into bulleted and numbered sections for scanning)

• Abridged training manual (40 pages of factual text with clear organization, mostly plain language with concrete vocabulary but a more extended inventory of



technical terms; concise reviews of policies and practices, Workplace & Health Safety and Security).

• Interview record for periodic health and safety reviews. • Performance appraisal (9 performance factors on a scale of 1-3) • Policy guide from human resources (32 pages of dense medium to dense policy

text) • New employee orientation checklist form (1 page with 11 check boxes for

categories covered in the training and orientation).

Task #3: Read company policies for preparing food. CLB: Reading 4 - 7 (Most materials are in the CLB 5-6 range)

Description/Context: The most significant challenge in the text is the use of “brand”-specific vocabulary, health and safety tips, and vocabulary related to food preparation in a restaurant. The new employee would best pre-read and familiarize him/herself with the terminology before training occurred. Some texts had occupation-specific vocabulary clearly categorized for easy reference. New vocabulary tends to be repeated throughout the text. Main ideas and key facts are typically repeated in formatted summaries at the end of sections.

• CLB 4: Follow one-to six-step common everyday instructional text (CLB 2000, pg.37) • E.g., read the basic introduction to “Drinks” in the Crew Learning Path Manual (short, one

sentence written instructions; most of the “drinks” vocabulary is related to context-immediate everyday communication with few “brand” specific words; mostly a familiar context of experience)

• CLB 5: Language of the text is mostly concrete and factual with some technical vocabulary items (CLB 2000, pg.86). e.g., read “Drinks Training Guide” in the Crew Learning Path Manual to understand how to serve drinks to customers.

• CLB 6: Common everyday procedures up to 10 steps in length (Companion Tables to the CLB 2000 Reading: Features of Instructional Tasks). E.g., read the training guidelines for Cleanliness and Sanitation in the section on “Sandwiches” in the Crew Learning Path Manual” (not presented completely in point form so the order must be inferred).

• CLB 7: Expanded range of concrete and technical terms (Companion Tables to the CLB 2000 Reading: General Characteristics of the Text) E.g., read the training guidelines for “Sandwiches Double-sided Grill” in the” Crew Learning Path Manual” (text is moderately complex and will require some integration of information; an expanded inventory of “brand”-specific terms; 2 pages and over 5 paragraphs). E.g., Sample Tasks or Texts:

o Company #2 • Training manual (approximately 100 pages with mostly plain language text, much

visual support, common everyday terms and some moderately complex vocabulary, formatted into bulleted and numbered sections for scanning)

• Policy handbook (15 pages of mostly plain language text) • Safety handbook (8 pages mostly plain language, mostly concrete and factual

with some technical vocabulary related to safety)



o Company #3 • Online Orientation (18 sessions of which the first six were reviewed; and up to

about 26 modules in each session. One session could take about 15-30 minutes to complete each module (mostly plain language, speech, accompanies text and is at a slow to normal rate; much repetition of key words and ideas, lost of review of key learnings along with quizzes)



• Abridged training manual (40 pages of factual text with clear organization, mostly plain language with concrete vocabulary but a more extended inventory of technical terms; concise reviews of policies and practices, Workplace & Health Safety and Security).

• Interview record for periodic health and safety reviews. • New employee orientation checklist form (1 page with 11 check boxes for

categories covered in the training and orientation). • Food safety review quiz for post-training (44 multiple choice questions) • Best practices for managing food and expired items (17 pages and 8 appendixes

for reducing and maintaining food cost variance in each store, medium to dense text with some plain language)

• Food safety reference material” (12 pages medium to dense text with some plain language)

• Summary text in brochure format for hygiene, WHMIS, customer service, fire prevention, safety, and security.

Business and Service Texts

Task #4: Read company employee forms.CLB: Reading 2 - 6 (Most materials are in the CLB 3-4 range)

Description/Context: The forms are mostly in simple or basic formats requesting requisite personal information for administrative purposes. Forms that officiate policy are concise half- or one-page summaries of more complex CLB 7 reading texts on policy and procedure. If read after pre-reading dictionary work and after training, they should be straightforward to read and sign.

• CLB 2: Understand simplified, common basic forms (CLB 2000, pg.32) E.g., read to supply the required information for each section in an employee information form.

• CLB 3: Understand short, common basic forms (CLB 2000, pg.35) E.g., read to supply the required information for each section in a direct deposit authorization form of 15-20 items.

• CLB 4: Can read to complete basic formatted business forms and identify specific information on a form through locating, comparing and contrasting information (Companion Tables to the CLB 2000 Reading: Features of Business Service Texts)



E.g., read the questions on the “Orientation Write in Notes” form and the cross-reference with the corresponding sections in the “Orientation Guide” to record the key facts about the company during training (text is mostly plain language and words most words are familiar to the learner through pre-reading).

• CLB 6: Read moderately complex business forms containing requests (CLB 2000, pg. 91) E.g., read to complete employment policy forms, for example Code of Conduct or Equality (mostly plain language but a fair number of abstract, conceptual and technical vocabulary).

E.g., Sample Tasks or Texts:



• Policy handbook (15 pages of mostly plain language text) • Employment forms (Orientation checklist, uniform and appearance, availability

agreement, policies, employee information, direct deposit authorization) o Company #3

• Online Orientation (18 sessions of which the first six were reviewed; and up to about 26 modules in each session. One session could take about 15-30 minutes to complete each module (mostly plain language, speech, accompanies text and is at a slow to normal rate; much repetition of key words and ideas, lost of review of key learnings along with quizzes)

o Company #4 • Policy guide from human resources (32 pages of dense medium to dense policy

text) • New employee orientation checklist form (1 page with 11 check boxes for

categories covered in the training and orientation). • Form to acknowledge training for cash policies for register operators

Task #5: Complete company employee forms. CLB: Writing 3 - 5 (Most forms are in the CLB 3-4 range)

Description/Context: The forms are mostly in simple or basic formats requesting requisite personal information for administrative purposes, or require signature and date to agree to policy and/or to acknowledge an understanding of text.

• CLB 3: Complete a simple form such as emergency contact information (Companion Tables to the CLB 2000, Writing: Features of Business Tasks) E.g., supply the required information for each section in an employee information form.

• CLB 4: Fill out simple forms such as a direct deposit request (Companion Tables to the CLB 2000, Writing: Features of Business Tasks) E.g., supply the required information for each section in a direct deposit authorization form of 15-20 items.

• CLB 5: Reduce a page of information to a list of 7-10 points (Companion Tables to the CLB 2000, Writing: Features of Tasks Involving Reproducing Information)



E.g., read the questions on the “Orientation Write in Notes” form and the cross-reference with the corresponding sections in the “Orientation Guide” while listening to the trainer explain. Then write down the key facts about the company during training (text is mostly plain language and words most words are familiar to the learner through pre-reading).

Information

Task #6: Read Company training materials. CLB: Reading 4 - 7 (Most materials are in the CLB 5-6 range)

Description/Context: There was a significant range in the use of plain language, the content depth in the training texts, and the use of visual supports such as pictures, tables and charts. Training texts were all formatted for visual clarity with good white space, clear headings and bulleted points.

The moderately complex vocabulary and number of paragraphs in some documents would require the employee to use mostly a unilingual dictionary and at times a bilingual dictionary to learn new words. Also, the new employee would best pre-read and familiarise him or herself with the terminology before training occurred. Some texts had occupation-specific vocabulary clearly categorized for easy reference. Main ideas and key facts are typically repeated in formatted summaries at the end of sections.

Even if plain language were used throughout the training materials, they would still contain a significant inventory of higher CLB-level vocabulary tied to the role of food counter attendant. This includes the occupation-specific vocabulary such as “brand” specific terminology, food preparation terms, and health and safety language. Although many nouns are concrete and moderately complex, they occur repeatedly throughout the training manuals and once learned would be quickly visually recognized. Consequently, with plain language, the range for training materials would settle in the CLB 5-6 range.

In addition, to understand the sector’s preferred practice and emphasis on customer service , the training manuals would need to explain more on the socio-cultural expectations and their rationale e.g., context appropriate pragmatics and gestures such as smiling.

• CLB 4: get information from very basic short texts (CLB 2000, pg.31) E.g., read “Working Together” in the Orientation Guide training manual (up to 3 paragraphs per page or 7 sentences with pictures occasionally supporting text; in plain language; mostly concrete, factual and literal; may require a bilingual dictionary for some terms).

• CLB 5: Language of the text is mostly concrete and factual with some technical vocabulary items (CLB 2000, pg.86) E.g., read the “Your Safety” handbook (mostly plain language; a range of common vocabulary, mostly concrete and factual with some technical vocabulary).

• CLB 6: Can get new information about familiar topics from reading mostly factual texts with clear organization and within familiar background knowledge and experience (CLB 2000, pg.86) E.g., read “Workplace Health, Safety and Security” expectations in the Crew Handbook (mostly plain language; a range of common vocabulary, mostly concrete and factual with a fair number of technical vocabulary).



• CLB 7: Understand main ideas, key words and most important details in texts of moderate complexity (Companion Tables to the CLB 2000 Reading: General Characteristics of the Learner) E.g., read the Policy Bulletin from human resources (relatively plain language with an expanded inventory of vocabulary necessary to accurately communicate preferred practice, courses of action and expectations in the company). E.g., Sample Tasks or Texts:



• Safety handbook (8 pages mostly plain language, mostly concrete and factual with some technical vocabulary related to safety)

o Company #3 • Online Orientation (18 sessions of which the first six were reviewed; and up to

about 26 modules in each session. One session could take about 15-30 minutes to complete each module (mostly plain language, speech, accompanies text and is at a slow to normal rate; much repetition of key words and ideas, lost of review of key learnings along with quizzes)



• Abridged training manual (40 pages of factual text with clear organization, mostly plain language with concrete vocabulary but a more extended inventory of technical terms; concise reviews of policies and practices, Workplace & Health Safety and Security).

• Interview record for periodic health and safety reviews. • Food safety review quiz for post-training (44 multiple choice questions) • Best practices for managing food and expired items (17 pages and 8 appendixes

for reducing and maintaining food cost variance in each store, medium to dense text with some plain language) Performance appraisal (9 performance factors on a scale of 1-3)

• Food safety reference material” (12 pages medium to dense text with some plain language)

• Summary text in brochure format for hygiene, WHMIS, customer service, fire prevention, safety, and security.



Language competence is only one of several interrelated competencies that will together define how much English is required to work safely and competently. Furthermore, competence in each of these areas is significantly affected by the level of support provided in the workplace context. The following model suggests a framework for analyzing the language demands of an occupation3:

• Language competence – The CLB can help describe an employee’s ability to communicate in English. Their effectiveness in communicating and comprehending will be enhanced significantly through a supportive environment: e.g., sympathetic listeners (who patiently attempt to guess meaning), use of plain language in written materials so as to avoid unnecessary confusion, and ESL training.

• Intercultural competence – working effectively in a multicultural environment requires an ability to interact with others in a spirit of openness, realizing that we cannot interpret others’ behaviour apart from our own cultural perspectives. Our cultural competence is enhanced in environments where this openness and dialogue is fostered, where differences are respected, where expectations required for the sake of safety and team functioning are clearly stated.

• Technical workplace skills – to some extent these technical skills are not language-dependent. They include, in this context, experience and skills in food preparation; in preparing the type of food provided by the restaurant; in operating the grills, coffee makers and other machines in the workplace and experience in providing direct customer service. To train someone to do this work who already understands the content (e.g., how to operate

3 Model © Karen Hammond & Tara Holmes



a computerized till) requires less language than training someone without this experience and background.

Therefore, defining the required benchmarks for one work context can only be done in concert with describing these other equally important requirements.

Based on this research, the language demands of Food Counter Attendants are suggested to be in the range of:

The Language Demands of Food Counter Attendants

Major Skill

Speaking Listening Reading Writing

Task Routine Spikes Routine Spikes Routine Spikes Routine Spikes

CLB 5 6 5 6 4 5 - 6 3 4

Routine tasks are the typical, daily requirements of the job, where communication is limited to the familiar, concrete and repetitive vocabulary, topics and norms of interaction. Communication “spikes” are points/circumstances where higher levels of proficiency are required. These occur at irregular but important and often unpredictable points, including:

• new hire orientation. • training – classroom instruction or computer-based training. • medical/health concerns or emergency situations. • customer inquiries or requests that are exceptional, infrequent or unanticipated. • introduction of technical material, specialized content. • disciplinary/performance or interpersonal problems.

It is important to note here that what is routinely required may not necessarily be the best basis for defining what is minimally required. For example, one might argue that on a daily basis food counter attendants do little reading other than labels and orders, and as these are usually in a standard format using vocabulary that is highly repetitive, the minimum for reading proficiency could comfortably be set as a CLB 4. However, someone at a CLB 4 level of proficiency would NOT be able to handle the reading requirements of the training and orientation materials, which require skills in the range of CLB 5 or 6. Given the fundamental importance of this training and their focus on workplace health and safety and food safety, setting the level by the lower number may mean the worker and the employer are at risk. The lower benchmark may only be sufficient if employers understand and commit to providing clear and sufficient support for any of the contexts or tasks identified as communicative “spikes”.

“Clear and sufficient support” might include some or all of the following: • provide reading materials in advance, so participants can partially prepare for the orientation • create a glossary of key terms and pre-teach vocabulary that may be new, unfamiliar or

brand-specific • allow/encourage participants to look up unfamiliar words in a bilingual dictionary



• explain or eliminate idiomatic expressions (e.g., “now you know where you stand” or “you’re on the right track”)

• extend the time normally allocated for training and orientation • read together and discuss material that you might normally leave to self-study • break content up into smaller “chunks” and confirm understanding at numerous points along

the way • turn off the audio on a training video and speak to key points instead • in longer videos, hit the pause button at points along the way and confirm understanding

rather than waiting until the end • translate some documents that are especially important or “sensitive” (e.g., sexual

harassment policy) • check comprehension more often and in ways that demonstrate learning (vs. participants

saying they understand). For example, have participants: o demonstrate or role-play the correct procedure o answer open ended questions (e.g., “how/why/when/what questions vs. yes/no

questions) o explain, list or paraphrase key points o summarize key points in writing (individually or as a group) o draw a picture or select a picture that illustrates proper procedure o look at a picture or real example (uniform; packaged product) and identify what is

correct or incorrect o complete a brief quiz at the end of each training unit