Evaluating performance

Cleaners: evaluating performance!
Teacher’s Pack
h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8

© British Council 2014
1
Cleaning: evaluating performance – teachers’ notes
Cleaning: evaluating performance
Contents
Evaluating performance: teachers’ notes
Evaluating performance: answers
Evaluating performance: transcripts
Evaluating performance: classroom materials
Copyright - please read
All the materials on these pages are free for you to download and copy for educational use
only. You may not redistribute, sell or place these materials on any other website without
written permission from the British Council. If you have any questions about the use of these
materials please email us at: esolnexus@britishcouncil.org

2
Introduction
This resource has been produced in two different formats:
 This teachers’ pack, including teachers’ notes, classroom materials, PowerPoint
presentation and an accompanying video, which can be found in the teachers’
resource page at http://esol.britishcouncil.org/cleaners/supervising-evaluating-performance
 A self-access resource for learners with online activities. This is available at:
http://esol.britishcouncil.org/cleaners/evaluating-performance
Overview
This resource Evaluating performance is part of Unit 3 of the Cleaning series of vocational
resources which aims to help learners develop the language that they will need when working
in the cleaning sector.
There are three units in this series:
Unit 1: the job aims to give learners the language needed for tasks that they are likely to
carry out every day in their jobs.
Unit 2: health and safety aims to help learners understand health and safety information
and training at work. It also aims to give learners the language they need to clarify important
safety-related details.
Unit 3: supervising is aimed at a higher level for learners who are working in a supervisor’s
role. It focuses on equipping learners with language skills that they would use in this role. It
also has a larger focus on reading and writing skills.
Level (Units 1 and 2): Entry 2/Access 3 in Scotland / CEF A2.
Level (Unit 3): Entry 3/ Intermediate 1 in Scotland / CEF B1.

3
Structure, learning hours and delivery context
Each of the 12 Cleaning lessons provides a minimum of 1 hour of learning in a classroom
context. It is made up of three topics:
Unit 1: the job
 Following instructions
 Problems at work
 Customers’ problems
 Using chemicals
Unit 2: health and safety
 Safety signs
 Fire safety
 Personal protective equipment
 Preventing and reporting accidents
Unit 3: supervising
 Customer complaints
 Accident reports
 Work orders
 Evaluating performance
The resource is suitable for whole class use in a number of settings. Timings are flexible
since teachers can adapt the resource to suit their learners and build in revision as required.
The resource consists of the following components:
In this document:
 Teachers’ notes, transcripts and answers
 Flashcards
 Classroom resources (worksheets and cut-up activities)
Available on the ESOL Nexus website:
 Accompanying PowerPoint file – Evaluating performance.ppt
 Accompanying videos
 Interactive self-access resources

4
Evaluating performance
Time: Approximately 1 hour
Aims
 To familiarise learners with giving structured feedback in appraisals
 To give learners practice speaking in a formal situation
 To give learners language needed for checking and reporting stock levels
Objectives
Learners will be able to use appropriate language to:
 Describe strengths and weaknesses
 Give instructions for improvement
 Check understanding
Learners will also be able to:
 Use an appropriate structure for a formal conversation

5
Preparation
You will need:
 an interactive whiteboard or data projector to show the accompanying PowerPoint file,
videos and interactive activities (see note below). If this is not available, flashcards can
be used for most activities.
 to download a copy of the PowerPoint file Evaluating performance.ppt
 to go to http://esol.britishcouncil.org/cleaners/supervising-evaluating-performance to
play the accompanying videos:
o Supervisor feedback 1
 to print a copy of the flashcards to use in class
 to print copies of the worksheets for learners to use in class
 to copy and cut up cards for activity 4
A note about interactive whiteboards (IWBs):
Interactive activities are available to support this resource. We have provided links to each
individual activity (these activities are also available to learners as self-access items). On
some interactive whiteboards (not all), the activities will be fully functional (i.e. you will be
able to touch the screen to drag and drop, and so on). Links for interactive whiteboards
appear in boxes throughout the resource. As part of your preparation before the session you
may wish to bookmark the activities you plan to use.

6
Introduction:
Display the Introduction slide and ask learners how they know if the cleaners they work with
are doing a good job. Check they are familiar with the term appraisal and check how many
have undertaken one as a supervisor. Get whole class feedback on how these work in their
companies and elicit from the group what they discuss in appraisals in their workplace.
Activity 1: listening for gist
Display the Activity 1 slide and explain to learners that they are going to watch four video
recordings of cleaner appraisals. Ask them to watch the first, and find out if the supervisors
are generally happy with the cleaners’ work.
Play video recording 1; pause at the end to allow learners enough time to discuss their
answers. Elicit the class’s opinions; ask learners how they know that the supervisor is happy.
If learners are unsure, highlight that the supervisor said some of your work is very good and
that there are several strengths mentioned. Play the remaining videos and again elicit
whether the supervisors are generally happy or not with the cleaners, and how learners could
tell.
Activity 2: listening for detail – strengths and weaknesses
Try to elicit any strengths or weaknesses that learners heard in the clips. Play the first clip
and elicit which issues were mentioned from the group. Give out Worksheet 1 and ask
learners to number the issues according to which clip they are in. Elicit answers from the
class and display the first Activity 2 slide for learners to check.
Display the example issues from Worksheet 1 and ask learners to work in pairs to identify
which are strengths and which are weaknesses. Encourage learners to give personalised
examples from work, and reasons why they are strengths or weaknesses, i.e. You know how
to clean. This is a real strength because it means there won’t be any complaints from clients!
Circulate and monitor for any vocabulary misunderstandings. Provide feedback by eliciting
answers from the class and displaying the second Activity 2 slide for learners to confirm.
Ask learners to work in groups to categorise the issues according to whether they relate to
the cleaners’ cleaning skills, their customer service skills and their ability to follow rules. Mark
the different categories with the letters A, B and C respectively. Monitor groups to check that
there are no problems with vocabulary. Use the final Activity 2 slide to give feedback and
discuss which issues are the most important. Support learners with any vocabulary difficulties
in this activity.
If you have access to an IWB you may want to use an interactive activity to check learners’
comprehension of the videos here. Learners have to answer multiple choice questions to
identify the weaknesses that the supervisor mentioned in each clip. Encourage the whole
class to support the learner(s) at the board answering the questions.
IWB link: http://gamedata.bcdev.org.uk/p/MTY5MjQ=

7
Activity 3: listening for solutions
Ask learners to watch the clip again to find the answers to the following questions. What
instructions for improvement does the supervisor give? What will happen if the cleaner does
not improve? Learners review problems from Worksheet 1, and try to recall the instructions
given to cleaners in the clips. Play the clips again and encourage learners to check what
instructions are given and what the consequences of non-improvement would be. You may
also want to elicit from learners how the supervisors checked that their instructions had been
understood.
Ask learners to discuss whether they think the solutions suggested are appropriate.
Encourage learners to discuss what instructions or suggestions they give to the cleaners that
they supervise.
If you have access to an IWB then you might want to try an interactive activity here. The
activity requires learners to group sections of the conversation into strengths, weaknesses
and actions and is best used as a review after learners have listened for solutions.
Encourage learners to work together to group the sentences, and allow learners to discuss
whether they have the correct answers before tapping ‘Check answers’.
IWB link: http://gamedata.bcdev.org.uk/p/MTY5MzM=
Activity 4: giving feedback
Tell learners they are going to practise giving appraisal feedback to their cleaning staff using
the lists of strengths and weaknesses on Worksheet 1. Put learners into groups of three and
ask them to choose one of three roles of cleaner, supervisor and observer. Explain that the
role of the observer is to listen carefully to the conversation between the supervisor and the
cleaner and decide whether the supervisor mentioned both strengths and weaknesses, gave
clear instructions to improve and highlighted any possible consequences.
Hand out a set of Activity 4 role cards to each group with prompts for their role. Learners
can use the strengths and weaknesses on Worksheet 1 for support. When groups finish, the
observer gives feedback to the supervisor. Learners swap roles and role cards and repeat
with different strengths and weaknesses. Circulate and monitor, checking that learners are
able to give effective feedback; support learners with any difficulties.
You may want to finish the lesson by asking one or two groups to volunteer to do a role play
for the whole class.
If you have access to an IWB you many want to use an interactive activity to introduce this
section. This activity requires learners to re-order the conversation from clip 4. The activity
works best if you get the class to work together to order the dialogue. Learners can listen to
the clip’s soundtrack to check their answers or to get support.
IWB link: http://gamedata.bcdev.org.uk/p/MTY5MzA=

8
Cleaning: evaluating performance – answers
Answers
Activity 2
Issue
Clip
number(s)
Strength
()
Weakness
()
A Has learnt very quickly how to do the
job
1, 3, 4 
A Cleaning of desks is not thorough
enough
2 
C Follows health and safety rules 2, 3 
C Has excellent timekeeping 2, 4 
B Interrupts clients after 8.30 3 
A Most cleaning is good 2 
A His/her cleaning is thorough 3, 4 
C Doesn’t use yellow sign 4 
C Never late for work 1, 2, 4 
A A lot of your work is very thorough 1, 3, 4 
B Threw away paperwork 1 
B Client is very happy 3, 4 

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Cleaning: evaluating performance – transcript
Transcript: evaluating performance
Clip 1
Anna: Hi Rene, do you have time to speak to me about how you are getting on?
Rene: Yes, that’s fine, I have time now.
Anna: OK, take a seat, thank you. Ok, so you’ve been here for two weeks now and a lot of
your work is excellent.
Rene: Thank you.
Anna: Your timekeeping is excellent; you're never late for work and you've learnt very
quickly how to do the job.
Rene: Thanks
Anna: A lot of your work is very thorough, but there are one or two things that you need to
be careful with.
Rene: Yes?
Anna: We’ve had some complaints you've thrown away some paperwork on people's desks
they've complained that they left notes for you, but you've ignored them. It's really
important and the client will get unhappy if documents get lost. Have you seen any
notes?
Rene: I think so, but I didn’t understand.
Anna: Ok, no problem, if you see a note that you don’t understand, then you need to show
it to somebody and find out what it means. Is that clear?
Rene: Yes, I will find someone to help me.

10
Anna: OK, I’m going to speak to the client again next week, but if I get any more complaints
about this then we need to have another conversation. Do you understand?
Rene: Yes, that’s OK.
Anna: OK, I mean most of your work is fine, but we do need to be careful with client’s
documents. Ok thank you for your time.
Clip 2
Anna: Hi Rene, I wanted to talk to you quickly about your work do you have time now?
Rene: Yes, that’s OK...
Anna: Ah, Excellent, you’ve been here a month now and some of your work is very good.
Rene: Thank you.
Anna: Your timekeeping is excellent;; you’re never late for work and yes... you follow all the
health and safety rules and most of your cleaning is very good.
Rene: Thanks
Anna: There's just one problem though
Rene: Yes?
Anna: Yeah, I’ve had a couple of complaints about the desks, some of them aren't cleaned
thoroughly enough;; there's a lot of dust. It’s very important that you follow our service
standards. We need to keep the clients happy. Do you remember the standards?
Rene: Erm, I’m not sure
Anna: No problem, erm tomorrow I will show you everything you need to know to clean the
desks and what the standards are.
Rene: Thank you

11
Anna: Then, I'm going to check your work everyday when you've finished. If it doesn’t get
better then I’m going to have to give you a written warning. It is really important that
we don’t get any more complaints. Is that OK?
Rene: Yes, that’s OK.
Anna: Good. Your timekeeping and most of your cleaning is great; so we just need to be
careful with this thing. Is that Ok?
Rene: Thats' OK
Anna: Thanks for your time.
Clip 3
Phil: Hi Rene, I just wanted to talk about your work quickly and see how you are getting
on, is that OK?
Rene: That's OK, I have time now
Phil: Ok, well you’ve been here two months now and a lot of your work is great. You've
learnt quickly how to do the job, your cleaning is very thorough and the client is very
happy with this. You always follow the health and safety rules, which is really
important
Rene: Thank you
Phil: That’s all good, however there is something you need to be careful with.
Rene: Yes?
Phil: Remember that you need to finish the second-floor offices by 8.30. I’ve had
complaints that you are interrupting people who are working there after that time.

12
This is really important;; we need to make sure that the customers’ staff can do their
job without being interrupted.
Do you usually clean the second floor offices first?
Rene: No, I usually start on the first floor.
Phil: OK, you can leave that one until a bit later, but the second floor needs to be finished
by 8.30 every day. I’m going to speak to the client again next week. If I hear any
more complaints about this, then we will have to meet again, is that OK?
Rene: OK
Phil: Thanks. The rest of your work is really good, but we need to work with the client.
Rene: Ok, I'll make sure I start with the second floor.
Phil: Ok, that's great, that's all - thank you for your time
Clip 4
Phil: Hi Susana, I just want to talk about your work quickly and see how you are getting
on, is that OK?
Susana: Yes, that’s fine, I have time now.
Phil: Excellent, Ok, you’ve been here two weeks now and a lot of your work is excellent.
Susana: Thank you.
Phil: Your timekeeping is excellent;; you’re never late for work. You have learnt quickly
how to do the job and your cleaning is very thorough. The client is very happy.
Susana: Yes, now it’s easier than when I started.
Phil: That’s good, however there is something you need to be careful with.
Susana: Yes?

13
Phil: I’ve had some complaints that you don’t always put out the yellow warning signs,
when you are mopping floors. This is a really important safety issue, it’s the law. If
someone had an accident we could get taken to court. Do you know where the signs
are kept?
Susana: No, I haven’t been shown where they are.
Phil: Ok, we keep them in the storage cupboards on every floor. You have to put them up
every time you use a mop. Do you understand?
Susana: Yes, when I use the mop.
Phil: Ok, for the next two weeks, I will check that you put the signs up every day. If you
don’t then we’ll have to speak again. This is really important. Is that OK?
Susana: Yes, that’s OK. I will use the signs now.
Phil: Great. Everything else that you are doing is excellent, but we need to be very careful
with health and safety. Ok, that’s all, thanks for your time.

14
Cleaning: evaluating performance – classroom resources
Worksheet 1
Issue
Clip
number(s)
Strength
()
Weakness
()
Has learnt very quickly how to do the job
Cleaning of desks is not thorough enough
Follows health and safety rules
Has excellent timekeeping
Interrupts clients after 8.30
Most cleaning is good
His/her cleaning is thorough
Doesn’t use yellow sign
Never late for work
A lot of your work is very thorough
Threw away paperwork
Client is very happy

15
Cleaning: evaluating performance – classroom resources
Activity 4 role cards
Observer
Your role is to listen and check the following:
 Did the supervisor talk about both strengths and weaknesses?
 Did the supervisor give instructions to improve?
 Did the supervisor mention any consequences
 Did the supervisor check the cleaner had understood?
Supervisor
Your role is to make sure that you:
 Talk about both strengths and weaknesses
 Give instructions for the cleaner to improve
 Explain what will happen if situation does not improve
 Check the cleaner has understood
Cleaner
Your role is to ask questions or ask for clarification to
make sure that you are completely clear about:
• Your strengths and weaknesses
• How you can improve
• What will happen if you do not improve

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