By Peter Brussard, SVP of Product Management at Rosetta Stone –
Employees don’t work in a vacuum. Communicating with colleagues, clients, and partners in today’s multilingual workplace is absolutely essential in order to meet individual and company goals.
Overcoming language barriers that negatively impact employee performance is an important objective of language training. In a recent survey of Rosetta Stone® business product users, 71% of respondents said language training improved their job performance.
Confidently speaking and communicating with colleagues is a springboard for collaboration. Rosetta Stone language learning programs recognize the diverse learning needs of each employee and provide:
Lessons at the right level. Aligning online instruction with each employee’s specific proficiency level provides the right balance between doable and challenging instruction, and increases employee motivation. In the world of language teaching — this concept is referred to as “the Goldilocks principle” and is the cornerstone of keeping learning content engaging .
Rich, engaging content. Interactive technology supports a multi-layered environment with images, sounds, video, games, and activities that help employees learn and practice a new language. Called “dual coding,” this pedagogical approach ensures that knowledge is gained and remembered better because it is presented in multiple ways .
Metrics that matter. Robust analytics enable managers and administrators to know where employees’ language skills are at and how fast they are progressing toward their goals.
Access anywhere. Employees today keep their work life in sync across phones, tablets, and laptops. Language training offering that same flexibility meets employees whenever they are ready to learn.
As a trusted single source for language training, Rosetta Stone provides complete solutions that deliver powerful competitive business advantages. Keep an eye out for for our latest innovations — they are coming soon.
 Graesser, A. 2011. “Improving Learning.” Monitor on Psychology 42 (7): 58.
 Clark, J.M., and Allan Paivio. 1991. “Dual Coding Theory and Education.” Educational Psychology Review 3 (3): 149–210.