Espoir Technologies

Espoir was founded in 2005 by a team of industry professionals working with leading global companies specializing in Technology, Engineering, Human Resources, Finance, Marketing and Educational Psychology.

We realize the criticality of skill-gaps, and its grave consequences. We invested our years to invent lasting solutions that can turn ordinary into extra ordinary. We innovate new methodologies and technologies so that the result makes meaning to millions of lives.

An Espoir Worldwide Initiative

Member: American Society of Training & Development



Copyright © 2005-2017 Espoir Technologies Private Limited  Sitemap | Privacy Policy

Our Values, Our Beliefs

We are passionate about what we do. We are happy with our creations because our users are satisfied with what they could achieve in real life situations as a result of trusting our products and programs. Your input is the trigger for our innovations.

We don’t advertise. We believe, if you are really in need, you would search and find us. We also believe, ultimately, you are responsible for your future. We can sincerely help. Why not meet us on ‘About Us’ page?

Share on Facebook Share on Twitter Share on Stumble Upon


Espoir Anthem

An Espoir Worldwide Initiative

Espoir Anthem



For High-Stake Interactions &

Must-Win Examinations



…fail when it comes to a competitive demonstration of their knowledge,



When there is no awareness of incompetence, motivation to learn in that area is missing. Symptoms of ‘Unconscious Incompetence’ include certainty, righteousness, being closed to others’ views, denial and most importantly, delusional thinking.  


Delusional thinking means to hold beliefs about one’s own performance that are inconsistent with well established facts.

Surveys and studies reveal 89-92% of professional students are blissfully unaware of what they do not know.

But, who will bell the cat? Speak English Gym will.

This dangerously limits their ability & willingness to acquire what they are expected to learn. Therefore the first step should be to expose students’ ‘unconscious incompetence’. It’s a tough job.

Exposes Students’ “Unconscious Incompetence”


No sensible person ever ventures into anything unless he/she has a strong ‘Expectancy belief’ about the outcome.  

Surveys say, past experiences of attending ‘no-use’ courses holding students back from trusting any new program.

Who will provide a program that answers the question, “Will my effort lead to high performance?”. Speak English Gym will.

Builds Expectancy Beliefs & Motivation through Out-of-the-Box Methodologies.


Ken Blanchard, Management expert and author, once said, “Feedback is the breakfast of Champions.”

If that is true, surveys reveal, most students are starving. Either they refuse the breakfast, or whatever they receive leads only to malnutrition or indigestion.

Who will serve that healthy ‘breakfast’? Speak English Gym will.

Provides Convincing, Contextual & Actionable Feedback.


C. How Speak English Gym transforms ‘Conscious Competence’ to ‘Unconscious Competence’?

When they reach ‘Conscious Competence’ level, students know that they have acquired the skills and knowledge they need.

However, it is crucial for students to put their learning into practice regularly thereby gain even more confidence as they use their new skills.

Students still need to put special efforts and concentrate when they perform these activities, but, as they get more practice and experience, these activities become increasingly automatic.

Speak English Gym provides infinite number of meaningful, relevant exercises and realistic imitations so that the activities become increasingly automatic. To move successfully from ‘Conscious competence' to ‘Unconscious competence', students must look for opportunities to use their skills as often as they can. For example, they could volunteer for projects that require their new skills, or craft their job to use these skills more often in their current role.

At this level, students use your new skills effortlessly, and they perform tasks without conscious effort. Students are completely confident of success.

B. How Speak English Gym transforms ‘Conscious Incompetence’ to ‘Conscious Competence’?

When students reach ‘Conscious Incompetence’ level, they possess the knowledge that "We know that we don't have this skill"

That means by this stage, students have discovered that they need to learn new skills. They realize that others are much more competent than they are, and that many others can easily do things that they are struggling with.

To some students, this level can be demoralizing, causing students to lose confidence   or even give up on their learning efforts altogether. Therefore, it's important to stay positive at this stage.

Speak English Gym’s key features  are like affirmations to combat negative thinking. Speak English Gym’s methodologies of ‘Content-based Instruction’, ‘Practicing any number of times’ etc build ‘expectancy of success’ in students. Learning might be uncomfortable in the short term, but these skills will help them reach them goals and build a better life.

When students reach ‘Conscious Competence’ level, they possess the ‘knowledge’/’self awareness’ that "We know that we have this skill".

A. How Speak English Gym transforms ‘Unconscious Competence’ to ‘Conscious Incompetence’?

At the ‘Unconscious Incompetence’ level, students are blissfully ignorant: they have a complete lack of knowledge and skills in a specific area, and they are unaware of this.

As we see, students’ confidence therefore far exceeds their abilities.

To move out of this level, experts recommend students using tools like Personal SWOT Analysis and a Training Needs Assessment to identify their strengths and weaknesses, and to understand which skills they need to learn.

However most students refuse to appear for such assessments!  They don’t ask other people for their input, so that they can uncover weaknesses and skill needs that they might otherwise miss. How to overcome this tricky situation?

Speak English Gym creates realistic environments where students are obliged to participate - like a job interview. Student sees him/her performing. They realise what is going wrong and what is going right. Knowledge strikes! Then there is no ambiguity, "we don't know that we don't have this skill", or that "we need to learn it".

Here they reach the stage of ‘Conscious Incompetence". Whole-hearted Learning begins here.


Sam Walton, founder of Walmalt once said, “High expectations are the key to everything”. Our research among final years professional students reveals, “low expectations are the root cause of every trouble among youth”.

What motivates a student to put efforts to improve their English communication, Professional Interaction, Interview skills? A student is motivated to the degree that he or she believes that (a) effort will lead to acceptable performance (expectancy), (b) performance will be rewarded (instrumentality), and (c) the value of the rewards is highly positive (valence). As depicted below.

A. Expectancy

Expectancy is a person’s estimate of the probability that job-related effort will result in a given level of performance.

Expectancy is based on probabilities and ranges from 0 to 1. If an employee sees no chance that effort will lead to the desired performance level, the expectancy is 0. On the other hand, if the employee is completely certain that the task will be completed, the expectancy has a value of 1. Generally, employee estimates of expectancy lie somewhere between these two extremes.

B. Instrumentality

Instrumentality is an individual’s estimate of the probability that a given level of achieved task performance will lead to various work outcomes.

As with expectancy, instrumentality ranges from 0 to 1. For example, if an employee sees that a good performance rating will always result in a salary increase, the instrumentality has a value of 1. If there is no perceived relationship between a good performance rating and a salary increase, then the instrumentality is 0.

C. Valence

Valence is the strength of a student’s preference for a particular reward. Thus, better placement, higher salary, future promotions, peer acceptance, recognition by teachers and parents, or any other reward might have more or less value to individual students.

Unlike expectancy and instrumentality, valences can be either positive or negative. If a student has a strong preference for attaining a reward, valence is positive. At the other extreme, valence is negative. And if a student is indifferent to a reward, valence is 0. The total range is from -1 to +1. Theoretically, a reward has a valence because it is related to a student’s needs. Valence, then, provides a link to the need theories of motivation (Alderfer, Herzberg, Maslow, and McClelland).


Vroom suggests that motivation, expectancy, instrumentality, and valence are related to one another by the equation:

The multiplier effect in the equation is significant. It means that higher levels of motivation will result when expectancy, instrumentality, and valence are all high than when they are all low. The multiplier assumption of the theory also implies that if any one of the three factors is zero, the overall level of motivation is zero.

Motivation = Expectancy X Instrumentality X Valence

Therefore, for example, even if an employee believes that his/her effort will result in performance, which will result in reward, motivation will be zero if the valence of the reward he/she expects to receive is zero (i.e. if he/she believes that the reward he/she will receive for his/her effort has no value to him/her.


Ken Blanchard, Management expert and the author of a best selling (13 Million as in 2014) book ‘One Minute Manager’ once said, “Feedback is the breakfast of champions”.

What is ‘Feedback’ in skill building? We can safely say that feedback is ‘When a learner is offered insight into what he or she actually did as well as the consequences of his or her actions’.

If that is true, various studies say, 98% of students never ask for breakfast, 78% of the students refuse to accept it if given,  92% of them criticise the breakfast, and only 1.3% eat it.

As they say, we are supposed to eat breakfast like an emperor. At the same time, our students starve. No wonder what is visible in the present day students is malnutrition - lack of implementation of healthy inputs.

Without feedback, mistakes go uncorrected, good performance is not reinforced, and no one knows whether the competence is achieved to the desired level.

In our personal life or in an academic setting, it’s important to know how to provide feedback to others, effectively and constructively without causing offence.

Our objective here is to focus on the process of communicating with someone about something that they have done or said, with a view to changing or encouraging that behaviour. This is often called ‘giving feedback’, and when you do, you want your feedback to be effective.

As you know, 'feedback' is a term frequently used in communication theory. It is worth noting that our discussion is not about what might loosely be called ‘encouragement feedback’—the ‘yes I’m listening’-type nods and ‘uh-huhs’ which you use to tell someone that you are listening.

We spoke about feedback. Then, what is Effective Feedback?

For our purposes, we will define effective feedback as that which is clearly heard, understood and accepted. Those are the areas that are within your power. You have no control over whether the recipient chooses to act upon your feedback, so let’s put that to one side.  So how can you make sure that your feedback is effective?

Develop your feedback skills by using these few rules, and you’ll soon find that you’re much more effective.

1. Feedback should be about behaviour not personality.

The first, and probably the most important rule of feedback is to remember that you are making no comment on what type of person they are, or what they believe or value. You are only commenting on how they behaved. Do not be tempted to discuss aspects of personality, intelligence or anything else. Only behaviour.

2. Feedback should describe the effect of the person’s behaviour on you.

After all, you do not know the effect on anyone or anything else. You only know how it made you feel or what you thought. Presenting feedback as your opinion makes it much easier for the recipient to hear and accept it, even if you are giving negative feedback. After all, they have no control over how you felt, any more than you have any control over their intention. This approach is a blame-free one, which is therefore much more acceptable.

3. Feedback should be as specific as possible.

Especially when things are not going well, we all know that it’s tempting to start from the point of view of ‘everything you do is rubbish’, but don’t. Think about specific occasions, and specific behaviour, and point to exactly what the person did, and exactly how it made you feel. The more specific the better, as it is much easier to hear about a specific occasion than about ‘all the time’!

4. Feedback should be timely.

It’s no good telling someone about something that offended or pleased you six months later. Feedback needs to be timely, which means while everyone can still remember what happened. If you have feedback to give, then just get on and give it. That doesn’t mean without thought. You still need to think about what you’re going to say and how.

5. Pick your moment

There are times when people are feeling open to feedback and times when they aren’t. Have a look at our page on emotional awareness and work on your social awareness, to help you develop your awareness of the emotions and feelings of others. This will help you to pick a suitable moment. For example, an angry person won’t want to accept feedback, even given skilfully. Wait until they’ve calmed down a bit.

Tools Used:

Spoken English Simulator

Tools Used:

Theme-based English Programs

Spoken English Simulator

Tools Used:

Feedback Modules

Interactive Tests








Leads to



Three prime concepts of speakenglishgym