The organization has extensive training and development programs and is committed to supporting equality and the development of employees' potential. The study is carried out within the parameters of the Constitution's multilingual language policy, the Skills Development Act of 1998 and the Equal Employment Act of 1998. The study argues that to ensure equality, all South African languages must be used.
INTRODUCTION
RESEARCH PROBLEM
Although South Africa has a multilingual language policy, there appears to be a mismatch between language policy and practice. In practice, English appears to be the dominant language, with black parents preferring to send their children to English-medium schools.
RESEARCH AIM
CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION
- E NGLISH DOMINANCE
- ENGLISH DOMINANCE IN TRADE AND INDUSTRY
- THE PLIGHT OF AFRJCAN LANGUAGES - THE CASE OF ZULU
- MISMATCH BETWEEN POLICY AND I'RACT ICE
- LANGUAGE AS A BASIC HUMAN RIGHT: ENSURIN G MUL TlLINGUALlSM
- FREEDOM OF CULTU RE, RELIGION AND LANGUAGE
- THE ROLE 01' PANSALB
- LANGUAGE AS AN ECONOMIC RESOU RCE
- LANGUAGE IN TRE WORKPLA CE
- DIVERSITY IN THE WORKPLACE
- TRAINING AND DEVELOPMENT
- SKILLS DEVELOPMENT
- LANGUAGE SK ILLS DEVELOPMENT
In light of the local and international language debate, it is important to reflect on the position of African languages. In light of the changing dynamics in the workplace, it is necessary to investigate how this has influenced language use. It is this interface that needs to be restored in the South African workplace (Ribbens and Regan 1995:290).
75 percent of workers in South Africa are not sufficiently proficient in English (LANGTAG. Managers and supervisors must also be seen to learn the workers' language.
CHAPTER THREE
RESEARCH METHODOLOGY
- RESEARCH APPROACH
- AN INTRODUCTION TO ESKOM
- DEPARTMENTAL PROFILES
- DISTRIBUTION CALL CENTRE
- LEGAL DEPA RTMENT
- SUBJECTS
- INTERVIEWEES
- LITERACY TRAINEES
- INTERVIEWS
- SURVEY QUESTIONNAIRES
- INSTRUMENTS
Call center agents are hired for knowledge of at least two official languages and sent for second language training and refresher courses. The vision of the Legal Department is that all necessary procedures and resources are in place to ensure that ESKOM can manage all its legal interfaces. Senior Staff Training and Development Adviser: Technical (KZN) Staff Training and Development Adviser (KZN).
Distribution Call Center Manager (KZN) General Manager - Legal Department (Gauteng) Senior Legal Adviser - Legal Department (Gauteng) Secretary - Legal Department (Gauteng). Semi-structured interviews were used rather than structured interviews because of the degree of flexibility involved. All efforts were made to eliminate bias on the part of the interviewer by ensuring neutrality and objectivity on the part of the interviewer throughout the interviews.
An interview guide drawn up on language policy, departmental practice and training and development was used during the interviews (Appendix I). The instructions were given in English and Zulu, and the questionnaires were administered with the help of the ABET course facilitator, an individual whom the trainees trust and know. Most of the questions took the form of grids and rating scales because the exact ability level of the subjects was not known prior to the study.
The second section will examine the results of questionnaires issued to workers attending English literacy classes.
CHAPTER FOUR
FINDINGS
SUMMMARY
REPORT ON INT ERVLEWS
- LANGUAGE POLICY AT ESKOM
- ENGLISH DOMJNANCE
- LA NGUAG ES SPOKEN BY EMPLOYE ES ANI} C LIEN TS
- MUL TILINGUALISM AND UPGRADING BLACK LANGUAGES
- LANGUAGES OF INTERNAL AND EXTERNAL COMMUNICATION : Internal and external communi cation includ e departmental meeti ngs, worksho ps and
- GENERAL COMMENTS
In the KZN Distribution Department's Call Centre, most customers spoke English, Afrikaans, Zulu and, to a lesser extent, Xhosa. Call Center agents from all four race groups in the Distribution Division's Call Center, for example, dealt directly with customer inquiries. When positions in the department were advertised, the advertisements stated that applicants had to be willing to learn other South African languages.
As mentioned earlier in this chapter, the Communications Manager (KZN) stated that communiqués would be sent in English with a footnote that documents in other languages were available if specifically requested. However, where another language was the lingua franca, for example in Venda in the Northern Province. The ABET regional manager noted that, regionally, it would actually be easier for more English speakers in the organization to learn Zulu if the majority of people in their departments spoke the language.
According to the Senior Adviser, KZN has also produced certain training manuals in English and Zulu, a practice which to his knowledge has not been followed to a large extent with regional languages in the other provinces. The Language Services Department at ESKOM is located in the Corporate Communications department and can be traced back to the late 1950s when the organization began planning a nationwide power transmission system. As mentioned earlier in the Findings, the department is also compiling a glossary of energy terms in two volumes: English/isiZulul isiXhosa and English.
In order to promote multilingualism, the department is also in the process of establishing a language laboratory for ESKOM employees who would like to learn an African language.
REPORT ON QUESTIONNAIRES ISSUED TO LITERACY TRAINEES
The call is also not only for language sensitivity, but also for cultural sensitivity.
QUESTION I: LANGUAGE PROFICIENCY 01' LITERA CY TRAINEES ·
ENG LISH PROFICIENCV
The trainees rated their English skills (reading, writing, speaking and understanding) as very good, good, not so good and not at all. 31.25% of the participants claim that they can read and write English very well, 25% claim that they speak very well, and 18.75% understand it very well.
LANGUAGES USED IN EVERVDAV SITUATIONS
All the trainees maintained that they use Zulu with their family and friends. Most (87.5%) also claim to use Zulu with their colleagues. 56.25%) claim to use Zulu with their supervisors, suggesting that their slIpclvisors. The remaining trainees can be interpreted as using the English they are able to speak if their supervisors do not speak Zulu. Half of the students use English in banks and building societies, while half use Zulu.
A large majority claimed to use Zulu when shopping (81.25%), but the question did not specify whether shopping included, for example, large department stores where English is required, or spaza shops and sidewalks where Zulu may be used not.
ON WHOSE RECOMMENDATION DID TRAINEES ATTEND LITERACY CLASSES?
IMPROVEMENT IN ENGLISH PROFICIENCV
This reason could also include other reasons such as 'getting a better job' or 'improving my qualifications'. Many trainees (68.75%) also felt it was important to get a better job and get another education in English. 6.25% commented that they felt the least important reason for taking a literacy course was to improve qualifications, while 12.25% felt the least important was to communicate in English.
QUESTIONS I AND 2: PREVIOUS TRAINING
- LANGUAGE OF TRAINING
- UNDERSTANDING THE LANGUAGE OF TRAINING
- WHO DO YOU INFORM IF YOU DON'T UNDERSTAND THE MEDIUM TRAINING IS CONDUCTED IN?
- PREFERRED LANGUAGE OF TRAINING
- THE LANGUAGE USED BY SUPERVISORS
- FI NAL COMMENTS
As a group, the trainees claimed that 56.25% of the training attended was delivered in English. Of those who attended English medium training, 31.25% understood the training and 50% understood very little. While most pupils are proactive if they do not understand the medium, it is the 25%. which only informs other workers presenting a problem.
According to the results of Section B: Question 3, Zulu is used most by the majority of the pupils in everyday situations. Moreover, although 50% of the trainees did not understand training conducted in English, it is interesting that the majority felt that they needed English. The reasons given by some of the pupils for preferring English-medium education are as follows:.
The following are some reasons for the intermediate level of Zulu training: J.Langa: 11 is ollly a language 1 .!>peak and write. It is clear that trainees have different reasons for their preferred medium of training 10 but it is clear that even if many do not understand English well, they still feel that the language is necessary. Dlomo: It's important for me to ,\peak their language and fhey mlls/ "!xak my language.
A key area of this study is the dominance of English in ESKOM, but it goes beyond the scope of this report to include a strong emphasis on Afrikaans in the study.
CHAPTER FIVE
DISCUSSION
- CONCLUS IO NS AND RECOMMENDATIONS
- LANGUAGE POLICY
- TRAINING AND DEVELOPMENT
- LANGUAGE INITIATIVES
- ABET AND LITERACY
- LIMITATIONS OF TH E STUDY
- SUGGESTIONS FOR FURTI:IER RESEARCI:I
- CONCLUS ION
It is crucial for an organization as large as ESKOM to be able to define its business practices in terms of policy. However, in order to promote multilingualism in accordance with constitutional requirements, it is important that the organization commits to promoting the use of black languages among all employees. It is therefore essential that large organizations such as ESKOM not only promote multilingualism, but ensure it.
It is therefore crucial that training programs are not viewed solely in terms of productivity. According to Oakley (1980) and van Niekerk (1982) in the HSRCfNTB Investigation (1989), employees can only benefit from training and development if it is delivered in the language that employees understand best. It is suggested that regular needs analyzes be carried out to determine whether the training actually meets the language needs of the employees.
While it is commendable that employees take literacy classes, it is equally important that supervisors also take courses in regional black languages to reduce the language gap. Half of the students indicated that they could not understand the training very well if it was given in English. It is also interesting that, according to the interns, many of the supervisors do not speak the language of the workers.
While it is important for workers to become proficient in English, it is equally important for supervisors to learn the workers' language in order to bridge the language gap.
BIBLIOGRAPHY
Human Sciences Research Council/National Training Board study on workplace communications training. Human Sciences Research Council/National Training Board study into skills training in the RSA. The integration of education and training in South Africa within the context of labor market theories and globalization.
An evaluation of the suitability of the Communication Skills I course for engineering students at technikons in Natal. Internet: a1govdocsl white --'papers/educ I.html I. Green Paper on Skills Development Strategy for Economic and Employment Growth in South Africa. Further Education Act no. National Action Plan for the Promotion and Protection of Human Rights.
34;The Economy of Language" Language Planning Report No. Pretoria: Department of Arts, Culture, Science and Technology. 34;The Effect of Language Training on Industrial Relations and Productivity" [/ltltS News, Vol.
EW GUIDE
- PERSONAL DETA ILS
- GENERAL DEPARTMENTAL QUEST IONS
- TRA I N ING AND DEVELOPM- ENT
- CONCLUDING QUESTIONS
Who are the courses aimed at (in terms of position in the company, ethnic group, etc.).
QUESTIONNAIRE
- With other workers 3. With supervi so rs/foremen
- Decided for myself 6 . Other (specifY)
- Has yo ur English improved sin ce you started attending classes?(Please tick the 1110St appropriate answer)
- I am attend ing lit eracy cl asses beca use I want to : (Tick the best answer)
- Get a better job 2. Earn more money
- Attend oth er training in Englis h 4. Better myself
In terms of ENGLISH, I am able to (Please tick the relevant column): VERY GOOD NOT SO GOOD NOT AT ALL.
I UHLULWEMIBUZO I
- Ngokwe Singisi ngikwazi (khetha kokungezansi)
- UKUBDALA 3.UKUKBULUMA
- Yituphi ulwilli oluscbezisayo uma (khetha kokugezansi)
- EBDANGE, NJALO NJALO
The knowledge required to prepare a "people change plan" that will fit with the overall transformation plan. The knowledge required to construct a relevant and convincing. The ability to choose a management style in accordance with the individual's maturity in a given task situation.
ABO 1
ABfT lfARNfR?
ACCOMMODATION AND MfAl~
FINAL RESULT: I'ASS% : TOTAL DAYS ATTENDED
LANGUAGE PROFICIENCY
ENGLISH PROFICIENCY
ENGLISH IMPROVEMENl
