Intelligent Business. Advanced Level

...

,1.,1

••• .....

-PEARSON

Longman

I

The

Economist

I Irene Barrall I Nikolas Barrall I

Pearson Education Limited

Photo Acknowledgements

Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world.

The publisher would like to thank the following for their kind permission to reproduce their photographs:

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Pearson Education Limited 2011

The right of Irene Barrall and Nikolas Barall to be identified as authors of this Work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers

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First published 2011

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ISBN: 978-1-408-26795-0

Picture Research by: Kay Altwegg

Set in Economist Roman 10.5 / 12.5 Printed and bound in Slovakia by Neografia

Acknowledgements The publishers would like to thank the following people for their helpful comments on the manuscript for this book: Lut Baten (prof dr.), ILT KULeuven, Belgium; Louise Bulloch, Intercom Language Services, Hamburg; Stephen Bush; Fiona Mackie, China; Elzbieta Jendrych, Ph.D, Kozminski University, Warsaw, Poland; Sarah Quiger, France. The publishers would like to thank the following people for their help in piloting and developing this course: Richard Booker and Karen Ngeow, University of Hong Kong; Adolfo Escuder, EU Estudios Empresariales, University of Zaragoza; Wendy Farrar, Universita Cattolica del Sacro Cuore, Piacenza; Andrew Hopgood, Linguarama, Hamburg; AnnMarie Hadzima, Dept of Foreign Languages, National Taiwan University, Taiwan; Samuel C. M. Hsieh, English Department, Chinese Culture University, Taipei; Laura Lewis, ABS International, Buenos Aires; Maite Padr6s, Universitat de Barcelona; Giuliete Aymard Ramos Siqueira, Sao Paulo; Richmond Stroupe, World Language Center, Soka University, Tokyo; Michael Thompson, Centro Linguistico Universita Commerciale L Bocconi, Milan; Krisztina Tull, Eur6pai Nyelvek Studi6ja, Budapest.

©

Pearson Education

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. Illustrated by Kathy Baxendale and John Bradley

Introduction 6 Unit 1

48 Unit 10

Motivate staff 10 Unit 2

Take a stand 52

Show the way 14 Unit 3

56 Unit 12

Manage change 18 Writing 1 Unit 1

Unit 11 Do the right thing Develop skills

Memos

60 Writing 4 Coveri ng letters

Unit 4

62

Good business practice

68

Culture at work

74

CuLture profile

75

Grammar reference

86

Pairwork

Motivate staff This unit will help you review language for talking about contrast and similarity. You will also review phrases for giving feedback. Page 6.

20

Spin 24

Unit 5 Balance funds

28

Unit 6 Make contact

32

Writing 2 Formal emails

101 Audioscripts

34 Unit 7

Manage resources 38 Unit 8

Resolve conflict Unit 5

Resolve conflict This unit will help you review the keywords and phrases for presenting arguments and organising ideas. Page 24.

42

Unit 9 Communicate ideas

46

Writing 3 Mission statements

Unit 11

Do the right thing On the inside back cover of this book you will find an interactive CD-ROM with extra activities, audio files and video clips. There is also a reference section with grammar, culture notes and good business practice.

This unit will help you review language used in reporting. You will also focus on the importance of word stress to convey meaning. Page 52.

The InteLLigent Business Advanced SkiLL~ Book provides a practical approach to developing each of the core business skills: presentations, attending and leading meetings, negotiating, socialising and telephoning. The book is for advanced learners who are either already in work or studying and preparing for a career in business.

How can the book be used? The Skills Book provides all the components for a complete course. However, it can also be used in conjunction with the InteLLigent Business Advanced Coursebook. Each Skills Book unit gives further practice of language introduced in the equivalent coursebook units. There is also an InteLLigent Business Advanced Video that shows the language and business skills common to both books in practice. The Skills Book can be taught as a one-week intensive course of 30 contact hours; or it can be used for classes that attend one or twice a week over a longer period. It is designed for groups of four to eight students, but can be adapted for use with larger groups, or with one-tO-{)ne students. (See InteLLigent Business Advanced Teacher's Book for guidelines.)

What is in the units? Each unit contains two or three practical speaking tasks, which are designed to develop the skills you need to meet the objectives of the unit. After each task, you will have a short analysis session, which will help you to evaluate your performance. There are also listening activities in each unit, which provide a model of key language and will also help you to develop your listening skills. The section What do you think? gives you the chance to discuss your own experience of business. If you don't have any experience of work, you can refer to the Good business practice section at the back of the book. The CuLture at work section at the back of the book will help you to find out how other cultures approach common business situations. You can draw up your own culture profile by completing the chart on page 74. There are four writing units in the book which will give you practice in the kinds of writing that are useful in business: memos, formal emails, mission statements and covering letters. You can go to the Grammar reference for information about the main grammar points, and for exercises to help you to practise key points. The integrated CD-ROM will give you extra practice activities to do on your own. You can practise listening to the dialogues from each unit and watch short extracts from the Intelligent Business Advanced Video. We hope you enjoy using this book and find it helpful in improving your English. Good luck! Irene Barrall and Nikolas Barrall

90-120 minute block

90-120 minute block

90-120 minute block

.6

Motivate staff

Spin

Manage resources

Take a stand

. 34

. 48

Analyse an HR problem Give feedback

. 20 Explain options Give a briefi ng

Make predictions Allocate resources

Make a forecast Negotiate the best deal

Show the way

Balance funds

Resolve conflict

Do the right thing

. 10 Show leadership Unite your team

. 24

. 38

. 52

Present arguments Raise objections

Resolve conflict Influence others

Query information Report concerns

Manage change

Make contact

Communicate ideas

Develop skills

. 14

. 28

. 42

. 56

Find a compromise Analyse options

Create an opening Make a pitch Evaluate an idea

Get your idea across Evaluate choices

Identify skills Request train ing Prepare for an interview

Memos

Formal emails

Mission statements

Covering letters

. 18 Write a directive memo Write a response memo

. 32

. 46 Write a company mission statement Write a personal statement

. 60 Respond to an advertisement Enquire about an opening

Write a formal email

Good business practice

Unit 9

Communicate ideas

Culture at work / I

Culture profile Grammar reference Pairwork Audioscripts .

101

This unit will help you review key functional language used to communicate ideas and vocabulary related to marketing. You will also practise using different types of adverb. Page 42.

Analyse an HR problem

What do you think? Pdir<;

Give feedback

Benefits and rewards A recent sUlvey identified key benefits, other than salary, which British employees consider essential for happiness at work.

2

3

Look at the benefits below and tick five that you think are the most important. Discuss your choices with a partner. Now turn to page 87 to read the results of the survey. Are you surprised by any of the findings? Do you think the results would be different if the survey was carried out in your country? What other benefits can companies use to recruit and retain employees?

generous holiday entitlement creche / help towards childcare sports/social club membership luncheon vouchers free car parking personal medical insurance

D D D D D D

employee share scheme flexible working bonus company pension train season ticket loan discounts on company products

Are the factors that motivate you to join a company always the same as those that make you want to stay? What can help to make work an enjoyable experience on a daily basis (e.g. relaxed atmosphere, inspirational leadership)?

6 . Unit 1

D D D D D D

r Listenin

Which well-known English expression do you think the picture illustrates? 2 3 4

a carrot to tempt the donkey the rider uses his stick wisely the carrot and the stick approach a confused rider goes nowhere

Is there a similar expression in your country? CD 2

G:

Listen to Janet Webster, an HR manager with Horsens bank, talk about staff motivation. Make notes to complete the table.

2

CD 3 (";'

which professions do and don't respond to this approach?

Listen to part of a presentation by HR consultant Clive Harte about staff motivation. Make notes about extrinsic and intrinsic motivators. Include the following information: I

2

advantages and disadvantages of each approach. which type of motivator do many managers rely on? Why?

Compare your notes with a partner. Did they include the same key information? Are these statements true or false?

2 3 4

5

What do you think?;

Extrinsic motivators come from outside the self. Conversely, intrinsic motivation is linked to a person's inner beliefs and values. All extrinsic motivators are linked to financial gain for employees. Intrinsic motivators are generally quick to administer. Extrinsic motivators push people in a particular direction. In contrast, intrinsic motivators draw out their potential. Review meetings and appraisals can be used to discover what motivates staff.

Motivation Discuss these questions with your partner.

2 3

Is the carrot and the stick approach an example of extrinsic or intrinsic motivation? Have you ever experienced managers who used either the carrot or the stick approach? Were they effective? Do extrinsic or intrinsic motivators work best for you? Why?

Unit 1 . 7

What do you say? 1

Contrast and similarity 1

2

3 4

Match functions 1-4 with making a contrast a expressing a counter-argument b showing a similarity adding an afterthought c

sentences a-d from the listening exercises. On the other hand, if they underperform or don't hit targets, staff encounter the stick. Likewise, there can also be problems with overusing rewards. Still, extrinsic motivators can be quick and effective. d On the contrary, he or she will work best in a structured role where processes and routines are in place.

Now match these words and expressions with functions 1-4 above. by the same token mind you in contrast conversely equally in the same way nevertheless

~ G'am'Tlar eference: Contras: a~d s~milarity, page 75 Objective: Analyse an HR problem

Task 1

I Illdividudl

Step 1 You are the new General Manager in a company that reconditions computers for use by international charitable organisations. You were informed when accepting the position that there is a problem with morale and performance in the warehouse. Your predecessor has left you a short report with information about the situation. Tum to page 86. Read the report and answer the questions.

Group,> of t'1'ef

Step 2 Three managers were asked what they would do in this situation. Read their responses and identify whether the manager is recommending the use of intrinsic motivators, extrinsic motivators or the carrot and the stick. Student A: Read Howard Ashcroft's response on page 88. Student B: Read Kelly Lane's response on page 98. Student C: Read Vincent Myer's response on page 90. In your group, take turns to summarise your manager's view and compare it with your own recommendations. Listen to the summary and recommendations of other people in your group and make notes. Discuss which approach would work best in this situation.

Analysis

8 . Unit 1

Did you identify the key information in the report? Were you able to make recommendations to improve the situation? Were you able to summarise another person's ideas and contrast them with your own?

What do you say? 2

Feedback Look at the following strategies for use when giving feedback. 1

2

3

4

Open with a motivational statement I was impressed lArith your positive attitude on the team. Use open questions to encourage discussion What were the main Learning points for you on the course? Be constructive when giving criticism I appreciate the Long hours you worked, but do you feel the project was a success? Explore reasons for problems and find ways to resolve them in the future Why do you think you didn't meet the deadline? WouLd it help to have more training on the new software?

Match statements a-d with strategies 1-4 above. a b c d

Can you think of ways you could avoid similar confrontational situations working with your next team? It's great to see how your confidence in the new system has grown. What factors made you decide to change the ordering process? The first part of your presentation was excellent; I'm not sure that the second part had the same clarity and focus.

~ Good 'Juc;i'lec;s 'Jractice, page 62 ~ ( u t Are .It work, .:>age 68 Objective: Give feedback Task 2

Work with a partner and role-play two feedback meetings, one formal and one informal. After each meeting, discuss how you think it went.

Meeting 1

Meeting 2

A manager and an employee on a sales team are preparing for a difficult appraisal. Use the information to prepare and role-playa formal appraisal meeting.

The team leader and a member of a project team have been having problems with their working relationship. Read the information and role-play an informal feedback meeting.

Student A: You are the manager. Turn to page 87. Student B: You are the employee. Turn to page 88.

Student A: You are the team member. Turn to page 90. Student B: You are the team leader. Turn to page 93.

Analysis

Self-assessment

Was it more difficult to give or to receive negative feedback? Is there anything you would change if you were repeating the meetings? Was your choice of language appropriate for the situation? Think about your performance on the tasks. Were you able to: - analyse an HR problem?

yes

[1 need more practice

- give feedback?

yes

need more practice

Unit 1 . 9

Show leadership

What do you th n

Unite your team

Leadership qualities Some people want to be leaders and some find themselves having to lead. Number the qualities in the order that you value most in a leader (1 is most important, 8 is least important). Compare your list with a partner and explain your choices. courage compassIon charisma intelligence

0 0 0 0

flexibility social skills single-mindedness determination

0 0 0 0

Can you think of any other personality traits that a good leader should have? Which of these do you think you have?

~8

listening

The leader of a new project is addressing his team for the first time. Listen and answer the questions. 2

3 4

5 6

10 . Unit 2

How did Clive Davies select his team? What is the new team going to produce? Where will the products be located? Why is this contract so important? Do you think Clive Davies shows his team good leadership qualities? Why / Why not? Make a note of the problem with each of the departments.

Iwhat do you say? 1

Describing quaLities We often need to describe what someone or something is like. We can do this directly if we know the person we are speaking to well but sometimes we need to be more polite and use indirect language. Match the direct sentence with an indirect way of saying a similar thing. 2

3 4

5 6

1 think he's nuts. He thinks he's the bee's knees. He's such a loud-mouth! He can be so rude. He hasn't got a clue. He's completely spineless.

a b c d e f

His social skills leave a little to be desired. 1 think he could be a little bolder. He doesn't seem to be handling things well. He certainly seems to have a lot to say. He seems to have quite a high opinion of himself. He can be a little unconventional.

Choose one of the sentences from exercise 1 to go into each of the conversations below. Make any necessary grammatical changes. Decide whether you want the comments to be direct or indirect.

2

3

4 5 6

CO 5

e Listemng .

'Ah! My niece is doing her work experience placement in your department. How's she fitting in?' 'Actually, she's upset a few of our staff. I'm afraid _ _ __ 'Jack, look! Two of our main competitors have cut their prices by 20%.' 'You're kidding! _ _ __ This project is falling apart. That manager you put in charge is an idiot, he - - - 'Look, calm down and tell me exactly what's been going on.' The board is . They're just a bunch of cowards.' 'I couldn't agree more. They let the shareholders walk all over them.' 'Some people are saying that the sales team have got big-headed'. but they certainly get good results.' 'Well, they 'J met the head of R&D for the first time at a function yesterday. She just doesn't stop talking, does she?' 'J used to work with her. She _ _ _ _ but she's interesting, too.'

The Head of Production at Transcom is leaving. In a conversation with the person taking over her job, she explains some of the problems with the department. Listen and select the correct options.

2

3 4

Four people in the department have requested training / have recentL1j been reassigned / make avoidable errors. The team has more people than it require.') / fewer people than it requires / the right number of staff for the task. Seven people in the department show little motivation / generall1j produce good work / show little intelligence. She regards herself as someone who has an enviable job / has exceptional potential/is an example of a good leader.

Do you think she showed good people skills as Head of Production? Why / Why not?

Unit 2 _ 11

Objective: Show leadership Individuals

Step 1 You have taken over as the Head of production at Transcom. Consider the problems that your predecessor described. Decide what approach would be most suitable to get the team back on track. Should you be direct and assertive or more encouraging and supportive? Prepare a short speech introducing yourself to the department and outlining your approach.

Small groups

Step 2 Practise giving your speech to the other members of your group who will play the part of your staff. Did you get the tone right? Did your new 'colleagues' feel that the speech was effective?

What do you say? 2

Encouraging people People need to be motivated and often need to be told that they are doing well or that they are making improvements. Sometimes we can use idiomatic expressions to encourage others. Complete the sentences using words from the box. along cracked getting on grips teaching trick well wipe 2 3 4

5

6 7

8

hang

head

laugh

spot

Don't worry, we all make mistakes, the _ _ _ _ is to learn from them. I can see you're really getting to _ _ _ _ with the new system. Your public speaking skills are coming very well, aren't they? That's brilliant. You've really got the of it now. Yes, that's almost right; you just need to amend the graphs and you'll it. have You seem to be _ _ _ _ really _ _ _ _ with everyone in the team now. You'll be me how to do it next! Your report was on. It really hit the nail on the _ _ ___

Come on, you'll really enjoy it. It'll be a _ _ __ 10 Once you get going you'll the floor with the rest of us.

9

In pairs, role-play the following situations. Encourage ... a member of your staff who has recently had a series of arguments with another colleague. a colleague who has recently failed a business English exam. a member of your staff who has can't master the photocopier. a colleague who has recently made an effort to dress more smartly.

;:8J 12. Unit 2

Good business practice, page 63

Task 2

Objective: Unite your team

1-;-:

Step

1

Preparation

You are leading a new team and the members do not know each other well. You have decided that your team would benefit from an informal team-building exercise. Read the list of team-building activity ideas and add two more. Write the advantages and disadvantages of each activity. All the activities would involve a half-day out of the office.

Activities Paintballing: team up to shoot the opposing

team with paint and capture their flag . Making a TV commercial: the team write, direct

and act in a commercial. Chocolate making: the team learn how to make high-quality chocolates. Puzzle day: mental and physical challenges and activities that need intelligence and agility to complete . Abseiling and rock climbing: learn how to do these exciting activities. Murder mystery: work out the clues to solve the murder mystery. Actors play the parts of the suspects.

Paintballing

fun, exciting, cooperation needed

outdoors - so dependent on the weather, aggressive - could be divisive

Step 2

qr

Discuss the activities and agree on one to do as your team-building exercise. List the reasons for your choice. Step 3 Take turns to present your ideas to the whole group. Encourage those who object because they don't think they could do the activity. AndL

Lf-a

5

'5

m nt

Did you keep in mind the needs of the people who would be going on the day? Were you able to convince the doubters? Did you contribute your ideas to the discussion process? Think about your perforfTlance on the tasks. Were you able to: - show leadership?

yes

need more practice

- unite your team?

yes

need more practice

Unit 2 . 13

Find a compromise

r

What do 0

sa?

AnaLyse options

Reactions to change When people encounter transformations in their work or home life it is not unusual for them to experience strong reactions. Below are five stages which many people pass through before accepting a major change. Match the stages ]-5 with the phrases a-e. 2

3 4

5

I

hat do

Acceptance Anger Shock Move forward Denial

a b c d e

They didn't even consult us! I can't believe they're doing this. What's the best way to progress with this? I'm sure it won't really affect my department. I suppose we'd better just get on with it.

Coping with change Put stages 1-5 above in the order that you think most people experience them. Compare your ideas with the information on page 86. Think about a change that has happened in your work life. Did you experience any of the stages mentioned? What strategies did you use to cope with the change?

14 . Unit 3

I

CD 6

e Listening 1

Theo Wilson, a newly-recruited change management consultant, is having trouble with his first project. Listen and answer the questions. I

2 3 4 5

What is the problem? What steps did the consultan t take to resolve it? Were the steps successful? How did the manager respond? What options does he outline? What attitude does the company have to managing change?

Discuss with a partner what you think the consultant should do. CD 7

E

Now listen to Theo's colleague, Victoria Harmen, give her opinion on what strategies Theo could use. Number the recommendations in the order that she mentions them. Which one is not mentioned?

D D D

identify needs examine processes reward success bJ 1n

c;

pd

dr r f rE'n Task 1

fl

:(

communicate ideas organise feedback

D D

d fl 04

tinu

c; oelT,

g

Objective: Find a compromise Your company is having financial problems. To avoid redundancies the company needs to reduce the costs of manpower for three months whilst maximising productivity. Look at the list of potential solutions. How might each of these steps affect the workforce? cancelling all overtime introducing a four-day week cutting lunch breaks from one hour to half an hour stopping flexible working hours setting quotas for staff productivity and penalising anyone who underperforms

o gro p

Step

1

Preparation

A meeting has been arranged to negotiate which changes to implement. Managers and staff are preparing their strategy for the meeting. Students from Group A: You are managers. Turn to page 87. Students from Group B: You are staff. Turn to page 89. u

Step 2 Negotiation In a group of A and B students, role-playa meeting to discuss the proposed changes. Try to negotiate an acceptable compromise. Students from Group A: Outline the changes and explain why they are necessary. Students from Group B: Discuss which changes you are able to accept and present alternatives where necessary.

r

Ana y·s

Were you ab.e to negotiate a compromise that was acceptable to managers and staff? Unit 3 . 15

~8 8

Listening

~

Roy Dean and Carla Jenson are managers at Vantex, a wholesale supplier of electronic equipment. The company is about to make changes to its supply chain. Listen to part I of their conversation and answer the questions. 2 3

What does Carla say her company needs to do to remain competitive? What will the supplier need to do if the changes are implemented? What does Roy think the reaction to the proposal will be? In Carla's opinion, what are the benefits of doing a force field analysis?

Listen again and put the stages of the force field analysis in the order that they are mentioned.

CD 9

E'

Evaluate whether pros or cons have the higher score Give each point a score out of five, one is weak and five is strong Use the information to anticipate and respond to arguments Brainstorm ideas

0 0 0 0

Separate into a list of forces for and against change Add up the scores for forces for and against change

0 0

Listen to part 2 and put the information below into the correct place in the force field analysis. Listen again and complete the scores. a Updated facilities - increased efficiency benefits all customers b Possible increase in revenues c Warehouse extension - expensive d New delivelY schedule - guarantee long-term commitment e Dictating how business is run f Delivery changes - negative customer reaction

Force field analysis

What do you sa ? ~

1

4

2

5

3

6

Total

Tota l

Talking about advantages and disadvantages Decide if each of the words in the box is used to talk about advantages or disadvantages. advantageous beneficial benefit con drawback flawed pitfall plus point pointless pro senseless worthwhile

16 . Unit 3

Task 2

Objective: Analyse options four Natural Bounty started life as a small company producing hand-made juices, smoothies and ice-creams for restaurants and independent retailers. Until recently, the company has been making modest profits but has shown little growth. Both the co-owners and staff receive low salaries as all profits are re-invested in the company. All that has changed since the products were featured in a glossy magazine article. Now a high-profile supermarket, part of an international group with global retail outlets, wants to stock the entire range. The co-owners of the company need to analyse the pros and cons before making a decision.

Step ] Preparation The four co-owners of the company are discussing the pros and cons of working with the supermarket. Look at the points below. Choose three points and brainstorm the advantages and disadvantages. -

-

Your company would need to install a new mechanised production system to produce the volume required by the supermarkets. The supermarket wants to work closely with the company in extending the current range of products. A brand consultant would work with the company to raise the profile of both the product range and the company. The company would be likely to grow in both size and financial security. The supermarket wants an exclusivity deal which would limit other outlets where the products could be sold.

Step 2 Analysis Use some of the ideas from the brainstorming session in step 1 to carry out a force field analysis. Include any other ideas you may have. Divide the ideas into forces for change and forces against change and discuss what score each point should have (between ] and 5). Use the force field analysis to decide whether or not to do business with the supermarket. If you decide to work with the supermarket, would you try to negotiate any changes to the terms in step I?

~ Good Du

.. I

~alY~iS

Self-assessment

r

,

e"; prdctice, p1ge 4

Were you able to identify the advantages and disadvantages? How did the force field analysis help or hinder your decision making? Think about your performance on the tasks. Were you able to: - find a compromise?

yes

need more practice

- analyse options?

yes

need more practice

Unit 3 . ]7

Write a directive memo What do you think

Write a response memo

Sometimes it is necessary to decide on the most appropriate form to communicate written information. In which four situations below would you use a memo (memorandum). What might you use in the other situations? 1

2 3 4 5

6 7

8

To remind staff about an amendment to health and safety procedures To introduce yourself to a potential new client To explain that company policy regarding expense claims will change next month To summarise the outcome of a recent business trip for your line manager To ask a colleague to send you some information To give a detailed account of product testing, with graphs, visuals and recommendations To outline key action points and dates required to complete a project on schedule To say who was present at a meeting, what was discussed and what action was agreed

Choose the correct word to complete the information about memos. The tone of a memo is usually linformnl / semi-:formaL Information can be communicated in a(n) 2direct / indirect way. Contractions 3 are / are not acceptable. A greeting and signature arelnecessaYlj / not necessaYlj on most memos. A summary and bullet points can be used to organise information in a Sshorter / Longer memo.

What do you write

A directive memo states policy, procedures or changes that you want people to follow. Match the structure for ordering information in a directive memo (1-5) with the sentences a-e. 2

3 4 5

a Subject line Context statement Introduce key b information Action points c Summary d

e

18 • Writing I

As a result of the recent review of security procedures, new office access regulations are being introduced. A member of security will contact you this week to arrange photographs for your badge. Changes to security arrangements Therefore, from 15th June, no member of staff will be admitted to the building without showing a security badge. Thank you in advance for complying with this. This is to advise all staff that security badges will be introduced from Monday 15th June.

Task 1

Objective: Write a directive memo Look at ~he notes below and underline the key information. Then s,:,m~anse the points and put them in the best order to write a clear dIrective memo. It wasn't an easy decision , we've consulted all the departmental heads. But we've finally decided to offer staff flexible working hours from 30th October. Of course , not all employees will want flexible hours, they're probably perfectly happy working nine 'til five, so it's not compulsory. There are a few things that a member of staff needs to do if they are interested . They'll have to contact their line manager to discuss options, complete a flexible hours application form and then arrange an interview with Jo Harris in the HR department. You probably have a few questions, in which case you can call the HR department hotline (extension 2048). Don't get too excited though because it's not being offered to everyone . Only staff who have been with the company for more than two years can apply for the scheme .

To: From:

All Staff HR Department

SUbject:

Task 2

Objective: Write a response memo The purpose of a response memo is to answer a query. Look at the memo. below and write a response. Use the notes to help you. The follOWing phrases may be of use. Purpose: This memo responds to your request to ... Summary: We wiLL/won't be abLe to compLy with this request ... Conditions or explanations: as Long as ... / because / ALternatively

To: From:

SUbject:

Marketing Department

Finance Department Changes to personal expenses

We would like to talk to staff about changes to the company policy on ~ersonal expenses. We will be making presentations next Monday a d would llke all staff to attend. Can you confirm that this is convenient for you and your staff?

V

£:tcJ.fftraining day MondClY lo.30Clm-3.30pm Tues:dCly am. - £:tClff product meeting Wednes:day - Friday - DepalimentCl\ conference

Writing 1 . 19

Explain options

r

CD 10

e Listenin

Give a briefing

Listen to the extract from a radio news item about Vayger, a travel company, and make notes on the following: 2 3 4

The nature of the problem How the share price was affected The general state of the travel industry Which travellers are in the worst position and why

Listen again and complete the extracts. Then match the missing words with the definitions a-f.

4

The travel industry was in last night... Almost 75,000 passengers were left _ __ _ at airports ... The share price _ _ _ _ from € I8 to less than €2 overnight ... Some industry experts are predicting a

5

Vayger will be forced to file for _ _ __

6

The news follows the recent compantes ...

I

2 3

What do you think?

of travel

a b

c d e f

bankruptcy amalgamation of two companies chaos closure fell suddenly unable to move from the place where they are

Thinking about priorities What action would you take if you were one of the stranded passengers?

20 • Unit 4

What do you say?

TaLking about aLternatives We can use paired structures to talk about alternatives and options. Match the beginnings of the sentences 1-10 with the endings a-j.

2 3 4 5

Not only will this option be popular ... We have two options, either we raise taxes ... The more we spend on consultants, ... Neither the travel companies ... As well as examining policy ...

On the one hand we could make a deal ... 7 While some believe that costs will Increase, ... 8 I suppose one option is to arrange a refund, ... 9 The higher the risks, ... 10 Well, both strategies are suitable ...

a b c d

6

h

the less we have to finance the project. so which one should we choose? nor the airlines will take responsibility. the greater the potential gains. or cut services, it's as simple as that. but on the other we might get a better offer. alternatively we could offer a credit note. we should also introduce practical changes. others say they will stabilise. but it will also be cost-effective.

Underline the paired structures in the sentences. Example: Not only will this option be popular but it will also be cost-Effective.

~ Grammar Task 1

page 77

Objective: Explain options

Pairs

Step 1 Vayger has been taken into receivership. Role-play the conversation between a passenger and a clerk at a check-in desk. Change roles and role-play the conversation again. Student A: You are the passenger. Turn to page 87. Student B: You are the clerk. Turn to page 91.

Step 2 The passenger now telephones hislher customer in Bilbao to explain the situation and discuss options. Role-play the telephone conversation. Student A: You are the customer. Turn to page 92. Student B: You are the passenger. Turn to page 88.

Were you able to discuss the travel options? Was the clerk helpful or unheLpful? In what way? What option did the passenger choose? Why? Was it possibLe to rescheduLe the presentation?

Unit 4 .21

CD 11

8

Listening 2

Listen to a press conference given by Carl Winters, the CEO of Vayger. What has happened to the company now? How did the company attempt to avoid this outcome? Listen again and complete the phrases. Who says each one, the CEO or a journalist? I want to get 2

3 4

-------- to the -------that I have to -------- the -------- of both

It is with Vayger Travel and Vayger Airways. ... we have ________ trading and are in the ________ of a

How has this -------- --------? How have you suddenly gone

------? 5

It's _______ due to the _______ economic ______.

company has such action. 7 Can you that Venture Airways were to as a white ... ? -----8 I'd like to take this to apologise , both to our customers and our suppliers. 9 So, what plans can you passengers? 10 I can only ________ that customers and suppliers have our ______ 6

.,. no

Use the information in the press conference to prepare an update for 1V or radio about Vayger. Work in pairs and present your report to your partner. Consider your audience. Is it better to use formal or informal language? Should facts and figures be most important or the drama of the situation? Should you focus on the perspective of the company or its passengers? Student A: Present your report on a serious business channel. Student B: Present your report on a populist news channel. 4

Task 2

nDrRAUEL Luxurious, eco-friendly safari lodges in gorgeous surroundings In north of England, built from locally sourced, sustainable materials. Power is supplied by solar panels and wind power and the on-site restaurant uses 80% local, seasonal produce.

22 . Unit 4

Objective: Give a briefing NO Travel is an award-winning travel company which promotes its green credentials. The company's latest venture is a new eco-friendly lodge village, Sandyside EcoPark, in an area of outstanding beauty in the north of England. You work in PR as part of NO's marketing team and have been in charge of organising publicity for the project. The advertising campaign has emphasised that people can have a holiday without worrying about causing ecological damage. Just before the official opening you find that a local newspaper has uncovered evidence that the habitat of a rare sand lizard has been destroyed during the construction of the lodges. It is only a matter of hours before the web and the national press pick up on the story.

~ups of threE

Step 1 Preparation Read the newspaper article. Brainstorm potential problems for your company and ideas for damage limitation.

Gekko unfriendly! ~Green'

holiday firm destroys rare wildlife

NO Tra\·cl's lates t project, a statc-of-the-art eco-fi-ienuly hoI iday yillage, has just bcen completed and the first gucsts \\ill be arriying next month. ND has cOlllbined statc-of-the-art tcchnology \yith local materials to produce what they consider to be a blueprint f
Groups of t',-et

cco-tourism lodge yillages. Unf(wtunatcly, h(mc\·cr, the cnyironlllcnt does not appear to extend to the sand lizard (Llcer!,1 IIp;ilis). This rarc anilllal \\·as ]1rC'Yiously to hc f(lIl1ld in qllite good nllmbers in th e yalley \\·IH..'rl' thc lodges haye been bllilt. 1\0\\ concerncd cm·ironmentalists claim

that the sand lizard appears to hayc been \\·iped out fi-om the \alley f()llO\\ing the constrllction of the lodges.

Step 2 Meeting Role-playa crisis meeting, putting forward the idea on your card and any other suggestions from step 1. Agree on the best strategy to present to the media. Student A: You are the assistant project manager. Turn to page 88. Student B: You are the building contractor. Turn to page 100. Student C: You are the project manager. Turn to page 87.

"lew qro ps

Of

thre

Step 3 Press briefing Role-play the press briefing. Student A: You give a briefing to the media. Outline the problem Explain the action your company intends to take Respond to questions the press puts to you. Use appropriate body language and tone of voice. Students Band C: You are journalists. Ask questions and challenge information where appropriate.

Analysic;

Self assessment

Did you keep calm under pressure? If you were the assistant project manager, did you succeed in defending the project's reputation? If you were a journalist, were you able to ask questions and challenge information? Think about your performance on the tasks. Were you able to: - explain options?

yes

need more practice

- give a briefing?

yes

need more practice

Unit 4 . 23

Present arguments

CO 12

e

Listening

Raise objections

Listen to part of a meeting about departmental budgets and answer the questions. The board proposes that funding for technological development will .. . b decrease. a mcrease. c stay the same. 2

3

4

Tanya believes that this course of action would make it difficult to .. . a compete with rival companies. b reduce costs. c create new technologies. The company's mission statement states that innovation and technology should be .. . a demanded. b natural. c encouraged. In Claudio's opinion, they need to be ...

a apologetic.

24 . Unit 5

b realistic.

c problematic.

5

Alex assures everyone that these measures would be ... a flexible. b long-term. c short-term.

6

Tanya asserts that the impact of the proposal on all departments present would be ... a negative. b positive. c neutral.

What do you say? 1

Organising ideas Match the beginnings of the sentences ]-8 with the ends a-h to make sentences from the meeting extract you have just heard. 2

3 4

5 6

7

8

Task 1

To begin with, I'm fully aware I can see two problems here: Not only that, we also risk moving 1 don't dispute the fact that cuts are needed, You also have to consider that it's much easier to cut a budget There are a couple of things I'd like to point out: Moreover, it's not as though Not only would reducing the budget have a detrimental impact on future ventures,

than it is to increase it. away from our mission statement. R&D is being singled out. but it could also compromise some current projects. e that we're trying to reduce costs. f but I do question whether this is the right place to start. g first, as I've already stated, any reduction should be considered temporary. h firstly, R&D relies on new technology.

a b c d

Objective: Present arguments Step] Preparation You work for Stanton Holdings, a financial services company. The last quarter has been difficult for all sectors of the industry. Look at the information below and on your role card to prepare arguments as to why the sales department should or should not receive a bonus this quarter. 3.5

Sales of financial product

Market share of financial product (sales compared to competitors)

3

Morgan group 21%

Dale

~

OJ~ ..., '" 0

& Croft

~

'"::>

20%

~

AML 10%

~ ::>

O'OJ OJ

c 0

2.5 2

0.. =

Primex 17%

Vl

:=

~~

1.5

"'~ Vl

~entros

8%

0.5 0 2

3

4

Student A: You are the sales manager. Turn to page 86. Student B: You are the sales director. Turn to page 98. Step 2 Meeting Role-playa meeting between the sales manager and sales director to decide whether the bonus will be paid and, if so, how much it should be. AnaLysi

Were you able to present arguments about why the bonus should or should not be paid? Did you reach an agreement in the meeting?

Unit 5 . 25

What do you say? 2

Justifying decisions Discourse markers can provide a link between different parts of speech or act as a signal to the listener that the conversation is going to change direction or emphasis. Look at the discourse markers below and underline the one that does not belong in each group. Decide which of the other groups it belongs to. Focusing on a subject as far as ... is concerned

regarding

2

Showing a consequence no doubt therefore for this reason

3

Generalising with reference to

4

5

6

on the whole

Persuading someone look consequently

after all

Conceding a point it is true of course

such as

Giving an example for instance in particular : J' our e

CD 13

e

Listening

by and large

broadly speaking

certainly a ke c;

e 78

Edward Carr, the business affairs editor of The Economist, presents his case to defend executive pay. Listen to parts 1-4 and match the interview questions with the responses. a b c d

What are some of the hazards connected to the position of CEO? When did executives' pay start to increase? How does current executive pay compare to other high-flying jobs? Who or what is perceived to be to blame for the situation?

Part Part Part Part

0 0 0 0

Listen again and choose the correct options. 2 3

4

5

What do you t

In

Executive pay increased sharpLy / remained steady in the 1990s. When executive pay was less high, boards were more / Less independent. Average pay for executives is $7 million per annum / contract. Executives appointed from outside a company tend to be more / Less successful. The length of an executive's contract has got Longer / shorter.

Executive perks Do you agree with Edward Carr? Is high pay for executives justified? How do the figures that he mentions compare to executive pay in your country?

26 . Unit 5

Match the executive perks below to their description and discuss whether they are general practice in your country. Which do you think would be most effective in motivating an executive? 1

2 3 4

Golden parachute Golden handshake Golden handcuff" Share options

a b c d

Task 2

incentives to remain with a company the choice to own company stock to supplement salary a large amount of money paid on leaving a company - often as an incentive to retire early contract agrees that a large amount of money will be paid if the contract is terminated early

Objective: Raise objections Glover & Royal sells luxury cosmetics. The internet made the brand popular in the global market, particularly in Asia. However, the company has not achieved similar success in the USA The objective for the future of the company is to expand into the lucrative male grooming market. The present CEO is due to retire soon. The board needs to consider whether to continue with the company's traditional policy of promoting an executive from within the ranks or to appoint a CEO from outside the organisation.

Step

1

Preparation

You are on the board of directors. Look at the information about one of the candidates and prepare arguments as to why he or she should be appointed. Consider areas where fellow board members might raise objections and have a response ready. Use the notes about the rival candidate to prepare objections to his or her appointment. Student A: Turn to page 89 and look at the information about Dulcie Fry. Student B: Turn to page 92 and look at the information about Fred Hawkins.

Step 2 Meeting Take turns to summarise the reasons why your candidate is the best person to be CEO. After you have listened to your partner's presentation, raise any reservations you have about their candidate. Step 3 Negotiation Choose to be either Dulcie Fry or Fred Hawkins. Prepare the minimum terms and conditions that you require if you are to accept the position of CEO. Take turns to be one of the candidates and a senior member of the board and role-play the negotiation.

Analysis

r~~_Self-assessment

Were you able to present a case for your candidate? Were you able to raise objections about the rival candidate? Were you able to reach agreement in the negotiation? Think about your performance on the tasks. Were you able to: - present arguments?

yes

need more practice

- raise objections?

yes

need more practice

Unit 5 . 27

Create an opening

r What do you think.

Make a pitch

EvaLuate an idea

A naturaL networker? How often do you meet new people as part of your job? What types of situation do you meet them in, for example, trade fairs, meetings with other companies in your group, conferences? Find out whether you're a natural networker. Read the statements below and choose the three that most apply to you. Discuss your ideas with a partner. Look at the evaluation on page 91. Do you agree or disagree with the comments?

1

I know that it's supposed to be useful but when it comes to the crunch, I just freeze.

4

I'm not really a sociable person. I'm just the same at parties - I only talk to people I know.

2

I just start talking to people around me and before you know it I've got half a dozen business cards in my pocket.

5

3

If I've got to make some contacts for a project I'm working on, I'll target a likely gathering and talk to people until I find someone who could be useful and then try to connect.

6

28 . Unit 6

7

When I do finally manage to get chatting to someone, they're never any use as a contact. I think the whole thing is a waste of time.

I'd rather be talking than working. If I can stand around drinking coffee and chatting to new people while getting paid, great!

8

The way I see it, just one contact in twenty might be useful, but often those useful contacts have saved me an awful lot oftime down the line.

I network as a means to an end - it goes with the territory. I try to be focused and home in on whether we could be of use to each other.

9

I'm a people person - I'll talk to anyone. It's fun. You can always find something interesting about a person.

CD 14

e Listening 1

Put one word from the box into each space in the sentences below. waving excuse liaise badge pity queue remember chance field session 2 3 4

S 6 7

8

You don't know Clem Wilson by any _ _ _ _, do you? We're not really in the same _ _ __ Hi, I seem to we met at Sales & Sellers last year. Yes, you were sitting next to me at a led by that cold-calling guru. Is this the for coffee? I between our factory and our customers. I can see from your name that you're with Bossa Fruit. at me. Would you . Oh, I think my colleague is _ _ _ _ me?

Now listen to four conversations at a sales conference and check to see whether the speakers use the same words as you. Listen to the four conversations again and decide whether each one leads to successful networking. What are the reasons for the ones that are not successful?

Objective: Create an opening

Task 1 Go

Step I Networking You are at a conference and you have been asked to find contacts who might be useful for your company. Use the information on the role cards to introduce yourself to other people in your group. Ask polite questions in order to find the contact who can help you. If the person you are talking to is not someone likely to be a useful contact, make small talk and then move on. Student A: Turn to page 96. Student B: Turn to page 90. Student C: Turn to page 93. Student 0: Turn to page 99. Student E: Turn to page 100. Student F: Turn to page 89.

POI'

Step 2 Discussion Was it obvious when someone was speaking to you to find out if you were a useful contact for their company? How did it make you feel? What advice would you give to someone who wanted to make a good first impression when meeting new people? Present your ideas to another pair.

An lysis

Were you able to introduce yourself and start a conversation? What questions did you ask to find out about the other person? Were you able to make any contacts that were useful to your company? Unit 6 . 29

What do you say?

Pitching your idea Below are four stages for pitching an idea. Match the stages 1-4 with the descriptions a-d. ) 2 3 4

Engage Inform Explain Project

a b c d

talk through the process in more detail gain attention by outlining the benefits indicate the end result briefly describe the facts

Two pitches are jumbled together. Below are the opening statements for each pitch. Look at sentences a-f and identifY whether each sentence goes with pitch 1 or pitch 2. Write each pitch in the correct order, following stages 2-4 above. a b

c d e f

Task 2

Parts of our service run at a loss because of lack of volume. The unit price is considerably less than any of the other models that are currently on the market and the manufacturer has agreed to pay for a huge marketing campaign. We could be running a better, more cost-efficient service within a year. You can expect a 20% return on your investment within eighteen months. I'm starting to import a new games console from Korea. We can cut costs by restructuring and then outsourcing as far as possible, for example IT and transport.

Pitch 1

Pitch 2

I'd like to offer you an exciting investment opportunity with my company.

I have an idea that could reduce our costs by around 15% per annum.

Objective: Make a pitch Digimart is an international electronics company which is planning to develop a new digital video camera. The project is still at the concept stage and the company is planning to set up an international team to generate fresh ideas.

Step 1 Discuss concepts Look at the concepts on page 97. Which do you think would be most successful? Why? What target market would each concept appeal to? Brainstorm more ideas for a new type of digital video camera. Step 2 Make a pitch You want to work on an international project. You meet the director in charge of the international project to develop the new video camera at a company event. Take turns to be the employee and the director and role-play the conversation. Student A: You are the employee. Turn to page 90. Student B: You are the director. Turn to page 92.

rA~a~ysis 30 . Unit 6

Could you pitch your idea clearly and confidently? Did you indicate your interest in taking part in the project? Are there any parts of your pitch that could be improved?

Listening'

Present your pitch is a radio programme where entrepreneurs have a minute to pitch a business idea to a group of potential investors. The next candidate is about to begin his presentation.

~158

Listen to part I and answer the questions. 2 3 4

5

CD 16

E

What does the entrepreneur want from the investors? What is the product? How did he get the idea? How would you rate his pitch? Would you invest? Why / Why not? What would you have done differently if you had been the entrepreneur?

Now listen to part 2, the comments from one of the potential investors, and make notes about the formality, jokes, assumptions and product description in Stan's pitch.

e Task 3

d

Objective: Evaluate an idea 4

CD 17 E

Step 1 Evaluate a pitch Another candidate appears on Present your pitch. You are the panel of experts. Together you have 050,000 to invest. Listen to the presentation and discuss the following questions: -

What did you think of the candidate's pitch? Give examples of the parts that you thought were most and least effective. What did you think of the product? Do you think it has potential? Are you going to invest? If so, how much?

Step 2 Prepare a pitch Look at the information and prepare a pitch to sell your idea. Student A: Turn to page 93. Student B: Turn to page 99.

Student C: Turn to page 90. Student 0: Turn to page 97.

Step 3 Pitch to the panel Students A and B, pitch your ideas to the panel (Students C and D). The panel can choose how much money to invest in each idea. Then Students C and 0, pitch your ideas to the panel (Students A and B).

Analysis

Were you able to evaluate whether it was a good or bad pitch? Did you pitch your idea confidently?

Self-assessment

Think about your performance on the tasks. Were you able to: - create an opening?

yes

need more practice

- make a pitch?

yes

need more practice

- evaluate an idea?

yes

need more practice

Unit 6 . 31

Write a formaL email What do you write?

The tone of a formal email is similar to a business letter. However, as with all em ails, the information should be concise. Match the functions 1-6 to the parts of the email a-f.

5

Bullet point or list information Offer further assistance State when you made contact Say why you are writing Insert clear subject sentence

6

ClarifY any attachments

1

2 3 4

~I Cd'1a11

Deleto

Junk

Reply

Reply N

forw~rd

New

~'.;sag.

Note To Do

To: [email protected] From: [email protected] Subject: a Requested Autotravel information

Dear Ms Hanson, b It was a pleasure to meet you at the Tourism Expo in Milan last week. c As requested, I am sending information about Autotravel packages. I am sure that this will be of interest to your company. The Autotravel package is designed for independent travel agents like yourselves. It will streamline administrative tasks and improve the booking process for your clients. d The following information is attached: e

1. Full details of our services 2. A case study that demonstrates the system in use 3. Our current price list If you require any further information, please do not hesitate to contact me. I look forward to hearing from you . Yours sincerely, Karl Fendz Marketing Director

32 • Writing 2

Replace the underlined words in the email in exercise 1 with one of the phrases below. 2

3 4 S

What do you think

Evety day we send and receive emails. Some are informal emails to friends or colleagues, others might be more formal emails to potential customers or suppliers. Match the content 1-6 with the examples a-f. Can you think of more examples? Which of these should you avoid in a formal email? I

2 3 4

S

6

What do you write? t

As you expressed an interest in our services Kind regards, Following our conversation Please find Do let me know if you have any queries.

Abbreviations Salutation Contractions

a Yours sincerely, / Regards, b Here's some blue sky thinking for you. ~ c d I'm writing to see if you've ... e FYI (for your information) f Dear Mr Webb

.

Jargon A formal ending Emoticons

In informal emails there is usually less emphasis on correct use of English. However, it is important to check formal emails before you send them to make sure that they are accurate and that the punctuation is correct.

Look at the email below and insert paragraphs, capital letters, full stops, commas, bullet points and a colon.

CJ

0.[ Dek-te

Get 'obi!

junk

Reply

Rep y jJJ

on'l.lrd

New t-' essagt

t\ote

To 00

Search

i am contacting you to confirm that i have paid the course fees for the international finance cou rse which starts on 18th June if you could send an email confirming that payment has been received i would be grateful could you also send the following before the start of the course term dates travel directions pre-course reading list thank you for your help with this matter kind regards

Task

Objective: Write a fonnal email Write a response to Karl Fendz. Refer to his email. Express interest in the Autotravel package and request a demonstration. End politely by saying that you look forward to further contact.

Writing 2 . 33

Make predictions

Allocate resources

Avoiding waste Just as governments have to make decisions about how to ensure a continuing supply of power and resources, so companies have to work out how to avoid wasting resources and energy. What of the following do you think are the three most important actions that a company can take to avoid wasting resources and energy?

-

Use fuel-efficient company vehicles Use low-energy light bulbs Switch off PCs when not in use rather than leave them on stand-by Ensure the canteen uses local, fresh produce Avoid taking long-distance business flights

Can you think of any other measures that a company can take? Has your company adopted any of these measures?

34 . Unit 7

r CD 18

Glistening

Maeve Reynolds and Karen Palmer run a bakety and patisserie firm in the south of England. They need to replace their delivety vans. Listen to their discussion. What two environmentally-friendly measures is Karen proposing? Listen again and answer the questions. I

2

3 4 5 6

7

What do you c;ay

What is the problem with the current vans? Why does Maeve not want hybrid-engine vans? What would be the two benefits for vans delivering to London? What are the running costs of the electric van they are discussing? What reservation does Maeve express regarding electric vans? What is the range of the electric van? What is the problem with using electricity?

Suggesting changes Match the beginnings of the sentences 1-10 with the ends a-j to make suggestions. We could diversifY 2 It might be an idea to branch 3 I'm sure you'll already have 4 Perhaps it'll be necessary to scale 5 We should channel more 6 Maybe we should consider 7 Our competitors won't have agreed 8 It would be a mistake not to 9 We need to focus on the fact that 10 In a decade, will global warming really have

a

the world's resources are dwindling. b resources into projects that encourage sustainable development. c to abandon fossil-fuels. d out into service industries. e down our future building projects. f consider hydroelectric energy. g looked into possible c1imate-change strategies. h affected our industry as much as we fear? into other areas, such as biofuels. J investing more in nuclear energy.

Unit 7 _ 35

Task 1

Objective: Make predictions You are the senior management team of Pedson Holdings, a multinational company with interests in mining, energy and construction. Step] The world is changing. Make predictions about how the following global issues may affect the mining, energy and construction industries over the next decade. Global warming Increased population Scarcity of natural resources Population movement Fuel and power costs

S'lla q

Step 2 At present the company's energy interests focus on coal and gas. Suggest how the company could adapt in order to meet the chaI1enges of the future.

Were you able to make predictions about gLObal issues? Did you suggest ideas abol..t how the company could adapt~ CD 19

Listen to the news report and decide if the fol1owing statements are true or false. The government is using advice rather than legal measures to reduce energy use. 2 3

4

36 . Unit 7

The legislation will have an impact on night-shifts in most industries. Petrol and diesel tax has increased by more than 50%. Water rationing will be implemented within a week.

S

The energy minister believes that the public will generally support these measures.

(

The building of new towns has proved unpopular.

Task 2

Objective: Allocate resources Your region is suffering a water shortage and the government has introduced water rationing. You work for a courier company which has 300 employees. As well as using water for normal office hygiene, the company vans also need to be kept clean and presentable. Due to the current resource crisis, your company needs to decide where and how to make water savings. Currently the water usage is 50 litres per day for each employee in the company.

Step

1

Meeting

You have been appointed to the water efficiency committee. Your objective is to reduce your company's water usage to 12,000 litres per day (40 litres per person). Look at the ideas below and discuss which you agree or disagree with. Give reasons for your opinions. Suggest more ideas to save water. Clean the offices less frequently Install short-flush toilets Install taps that turn off automatically Run an awareness campaign <, n l 1

0 P

Step 2 Presentation Design a water awareness campaign for the company. Present the information to another group as a poster or in a short presentation.

I Analysis Self-assessment

Did you contribute your ideas to the discussion process? How did you choose to present your water awareness campaign? Think about your performance on the tasks. Were you able to: - make predictions?

yes

need more practice

- allocate resources?

yes

need more practice

Unit 7 _ 37

Resolve conflict

I

What

Influence others

do~u think? 1 Personality types Read the statements and circle the letter in each pair which is closer to your preference.

How do I prefer to direct my energy?

Extroversion (E) I prefer to direct my energy towards people things and the 'outer world'. 2

How do 1 prefer to process information?

Sensing (S) r prefer to deal with facts and what 1 know or what 1 can see. 3

Feeling (F) I prefer to be guided by my personal

values and by beliefs and my relationships.

How do I prefer to organise my life?

Judging 0) I prefer my life to be planned, stable and organised.

38 . Unit 8

Intuition (N) I prefer to deal with concepts and ideas and to look for new possibilities.

How do I prefer to make decisions?

Thinking (T) I prefer to be rational and use a logical and analytical approach. 4

Introversion (I) J prefer to direct my energy towards ideas, information and the 'inner world'.

Perception (P) I prefer to be spontaneous and flexible, to go with the flow.

Look at the analysis on pages 94-95 about your personality type (e.g. EST]). Compare your results with your partner. From the analysis, do you think you would work together well in a team? Why / Why not? Read the information about the other personality types. Which of the different personality types described would you find it easiest and most difficult to work with?

rWhat do you say"

Attitudes to conflict Look at the five different approaches to conflict ]-5 and match them with the descriptions a-e. Which is closest to your general attitude to conflict? I

2 3

4 5

a b c d e

Competing Avoiding Compromising Collaborating Accommodating

The The The The The

objective objective objective objective objective

is is is is is

to to to to to

delay. find a middle ground. yield. win. find a win- win solution.

Match the statements a-e below with the approaches ]-5 above. a b c d e

CD 20

e

Listening

Let's not be hasty, why don't we sleep on this before making a final decision? I understand that you now want the figures by the 19th but our original deadline was the 27th, so shall we agree on the 24th? Well, I think these changes could bring the project over-budget but, if you insist, then we'll do it your way. Your priority for planning this conference is cost and mine is finding an attractive location. If we opt for Slovenia we'll both be happy. These other proposals are interesting but I think my plan will help us achieve our objective more effectively, don 't you?

Team leader, Gerard Haynes, attempts to deal with conflict between two team members, Rebecca and Peter. Listen and answer the questions. Which of the approaches above would you say that Rebecca is using? 2 What concern does Gerard have about Peter and Rebecca's conflict? 3 What problem does Peter have with Rebecca? 4 Rebecca says that she and Peter agreed that she should do the presentation. How does Peter recall the situation? 5 What does Rebecca think that Peter should have done if he disagreed? 6 Who does Rebecca initially say thought of the ideas and did the research? 7 Where was she when the concept was first thought up? 8 What was Rebecca's main contribution? 9 What compromise does Gerard suggest? 10 Does this create a better atmosphere between Peter and Rebecca? What evidence is there for your answer? I

~ GJ

a ref re lee: Acti

E'

a

as"i

E'

E'

81

Unit 8 . 39

Task 1 three

Objective: Resolve conflict You work for a pharmaceutical company and are part of a team that is working on an important project which has a fixed deadline for completion in two months' time. The project has had a number of problems, both technical and interpersonal. Some of the original team that worked on the project have been replaced, including the team leader. Two of the team members are finding it difficult to work together productively and the atmosphere between them is starting to demotivate the other team members.

Read the information and role-playa meeting to attempt to resolve the conflict. Student A: You are the new team leader. Turn to page 99. Student B: You are a member of the original team. Turn to page 100. Student C: You are a new team member. Turn to page 96.

Analysis

What do you think? 2

Were you able to explain your position? Were you able to resolve the conflict?

Can conflict be positive? Look at the statements below. Decide which statement is closest to what you think. You can agree with more than one. Discuss your ideas with a partner.

2 3

Conflict is a normal way of communicating when you have different points of view; you shouldn't take it personally. Conflict is a sign that communication has failed and issues should be discussed openly even if they are uncomfortable. Conflict is damaging to relationships and should be avoided in case people get upset or embarrassed.

Can conflict have any positive aspects? What are they?

~

40 . Unit 8

C lure at

0

k page I

CO 21

e Listening ~

Ellen Brady, an assertiveness trainer, gives tips about how to deal with difficult situations in an assertive way. Listen and put the assertiveness techniques in the order that they are mentioned. I

2 3 4

5

Using 'negative enquiry' Avoiding 'you' statements Using 'negative assertion' Using 'J' statements Using the 'broken record' technique

Look at the examples from the listening and match them to the techniques. Which statement is an example of what not to say? a b c d e

Task 2

That may be true but, as I said, it would be better not to interrupt others in team meetings. Can you think of any examples when you felt that I didn't allow you to finish what you were saying? r feel as though my contribution at team meetings is undermined when my comments are interrupted. I agree that there probably have been times when I've interrupted you in team meetings. You always interrupt me at team meetings.

Objective: Influence others

G

u

Step 1 Preparation Tum to page 86. Look at the problems that are occurring with a new team member. Prioritise the issues that you wish to deal with most urgently and discuss the best way to approach the problem.

Irair

Step 2 Meeting Take turns to be the new team member and one of the team. Roleplaya conversation where the problem is discussed. Use assertiveness strategies to discuss the problem and deal with criticism.

~o group

Step 3 Presentation Write a 'team charter' to define codes of acceptable behaviour within your team. Think about behaviour that will make it more effective. Present your team charter to the other group.

Analysis

Self-assessment

Were you able to find ways to deal with the new team member? Were you able to explain the problem in a calm and assertive way? When you were the new team member, how did you deal with criticism? Think about your performance on the tasks. Were you able to: - resolve conflict?

yes

need more practice

- influence others?

yes

need more practice

J

---

Unit 8 . 41

EvaLuate choices

/ I

~ 22

e

List n·ng

Listen to six experts talking about the marketing strategies below. Number the pictures in the order that the strategies are described. b

a

c FREE DESIGNER SUNGLASSES WITH EVERY PURCHASE OF PRESCRIPTION GLASSES Jus:: bnng ttns advert to your local VISiON retailer

before 30 September and we'll do the rest!

---~

buy one get one free

f

e

d

VISION

Mol/box ..... ".eo.r.... If'Ibol:(1il Son! Oral\l\ F~,.,.,I.W

We can help your business save money. Let us tell you how.

Con'-""

-

--

Big savings on Diet drinks!

-

Let me introduce you to our miraculous

~~i~ed~r~s15tf~rS~8c~~;~,t~~~~~~ry offer .. Lose up to lkg in 14 days . . Dulls your appetite

. . Boosb energy . . Flushes woste from your

body

.. Gives you botter stin

Listen again and answer the questions. 1

2

3 4

5

42 . Unit 9

What term is used to refer to a marketing strategy that uses mass media? What word describes electronic junk mail sent to an email address? What is an advertisement that appears when you click on a webpage called? What examples of below-the-line marketing are mentioned? What is the name of a marketing message that is passed by one consumer to another, often using electronic media?

What do you thmk? 1

You the consumer How do you feel about marketing strategies such as spam, pop-ups and viral marketing? Are they an interesting way of using technology to communicate ideas to consumers or are they intrusive?

r What do you

<;ay?

Communicating ideas Match the functions 1-6 with the expressions a-f. interrupt deal with interruptions ask for clarification rephrase ask opinions check that the listener understands

2

3 4 S

6

u

a I'd just like to finish ... b Do you see what I'm getting at? c What are your thoughts on this? d If I can just add something here ... e So, are you saying that ... ? f What I'm trying to say is ...

P'lqt> 7

Objective: Get your idea across

Task 1 p

Step 1 Preparation Carlton Chocolates is a family-run company which sells chocolate to specialist retailers and supermarkets. The company wants to introduce a box of chocolates aimed at a new market. You are in the marketing team. Read the information below and prepare some ideas before taking part in the meeting.

History: The seeds of the cacao tree are the source of both chocolate and cocoa. The Mayan civilisation called cacao 'God food' and used it in ceremonies and as currency. The Aztec people drank chocolate combined with chilli peppers and the word 'chocola.~e' comes from the Aztec word 'xocalatl meaning 'bitter water'.

Markets: Chocolate is a worldwide industry with retail sales topping $50 billion. Traditionally, boxes of chocolates are marketed for sale to women. In terms of sales, packaging can be as important as the quality of the product. Premium chocolates tend to have highest sales on special holidays (such as Valentine's day).

Older children (aged 10+) are more likely to enjoy chocolate than younger children.

Trends: Ethical consumerism has had an impact on chocolate sales. Fairtrade, which guarantees farmers a fair price for their cocoa, recently saw a 24% growth in sales of its choc~late products. There has also been an Inc~ease in high-quality chocolate products With high cocoa content. Recent taste trends include adding spices, fruits and nuts and unusual flavour combinations.

Health: Chocolate can increase 'feel-good' chemical levels in the brain. Some medical studies suggest that dark chocolate contains antioxidants and has health-giving properties.

Unit 9 . 43

I Groupe; of~:-

Step 2 Marketing meeting Choose a member of the group to chair the meeting and discuss the topics below. Target market: Who will the new box of chocolates be aimed at? Concept: Design the box and brainstorm ideas for the content to fit your target market. Marketing strategy: Where will it be sold? How will you advertise and promote the product? Chairperson: You need to make sure that everyone contributes. Before the meeting starts, decide how much time you want to spend on each topic. The meeting should last no longer than 30 minutes. Team members: Put across your ideas clearly and effectively.

Group,; of

~ou

Step 3 Presentation Prepare and give a presentation about your product to another group. Be prepared to answer any questions and explain your decisions. While you are watching the other group's presentation, prepare one or two questions to ask at the end of the presentation. in ..,

l

.

ce .; e 61

I Analysi'i If you were the chairperson, were you able to make sure that everyone had a say? If you were a team member, did you get your ideas across in the meeting? Were you able to present your ideas clearly to another group?

CD 23

e Listening

Andreas Kluth, technology correspondent for The Economist, discusses the impact of new media. Which statement best summarises Andreas's ideas?

2

3

What do you thmk? 2

Media companies need to work more closely with the audience in order to find ways to advertise more effectively. The era of mass media is giving way to one of personal and participatory media. These changes will profoundly change the relationship between the media and the audience. Young people are more open to technological advances and because of this they have an advantage when competing for jobs in the media industry.

The new media Do you agree with Andreas' evaluation? Have you used, created or participated in any of the media that he mentions, such as blogs, pod casts, wikis, texts, etc? What implications could Andreas' ideas have for advertising and marketing?

44 . Unit 9

Task 2

Objective: Evaluate choices ou Blaze is a music magazine for teenagers. The publishers believe that it offers content that sets it apart from its rivals because, unlike other magazines which focus on a particular style of music, BLaze covers a wide range of tastes including rap, soul, pop, indie and world music.

Step 1 Meeting Look at your information. Have a meeting to share your information in order to answer the following questions. Market: Who are we selling to? Media: What is the best way to reach them? Message: What do we want to say? Student A: Look at the information about traditional marketing options on page 88. Student B: Look at the information about new media marketing options on page 98. Student C: Look at the information about the target market on page 97. Student D: Look at the information from the client on page 91.

Step 2 Presentation Use the information in step I to outline a marketing campaign for Blaze. Present your ideas to the client and include the following information: how you intend to promote the magazine (will you focus on abovethe-line, below-the-line, mass media or new media; be prepared to give reasons for your choices) any promotions to increase circulation when the magazine is launched what the advertisements will say You may find the following phrases useful. We beLieve that the most effective way to promote 'Blaze' is to ...

The reason we think this is ... Given our target market, we feeL a promotion wiLL/won't be usefuL because ... The message that we want to get across in the campaign is ...

Were you ab.e to summarise the options and discuss which were most useful? Did you contribute ideas to outline the campaign? Could you present your ideas clearly to the client? Think about your performance on the tasks. Were you able to: - get your idea across?

yes

need more practice

- evaluate choices?

yes

need more practice

Unit 9 . 45

•

•

.......

.. e · .

e

...

-

Wntlng 3 "'MlSSlQnsta:tements Write a company mission statement What do you think

Which of the statements below can be used to describe a press release and which can be used to describe a mission statement? 2 3 4

5 6 7

8

What do you write?

Write a personal statement

Information about a company that is usually prepared for the media Often appears in business plans or on corporate websites Announces a range of new products or services Can be used to explain or apologise for a company's action Describes a company's purpose and ideals Can help potential investors or employees understand the character of a company Announces news about the company Highlights the goals and objectives of a company

A mission statement is usually written in clear, simple language. It

should be short; a paragraph or less. Match the mission statements 1--6 with the companies a-f. To organise the world's information and make it universally accessible and useful 2 To provide a global trading platform where practically anyone can trade practically anything 3 We take pride in making a perfect pizza and providing courteous and helpful service on time all the time. Every customer says, 'I'll be back!'. We are the employer of choice offering team members opportunities for growth, advancement, and rewarding careers in a fun, safe working environment. We are accountable for profitability in everything we do, providing our shareholders with value growth. 4 We strive to lead in the invention, development and manufacture of the industry'S most advanced information technologies, including computer systems, software, storage systems and microelectronics. We translate these advanced technologies into value for our customers through our professional solutions, services and consulting businesses worldwide. 5 Our mission is to bring sustainable energy solutions home to everyone. Achieving our mission means delivering a safe, socially-responsible and competitive service that exceeds the expectations of our customers, our people, our shareholders and the communities in which we operate. 6 To bring inspiration and innovation to every athlete in the world 1

a d

46 . Writin g 3

ebay Google

b

EDF Energy

e Nike

c IBM f Pizza Hut

Task 1

Objective: Write a company mission statement Write a mission statement for your company or for a company that you know. Consider the information below. Why are you in business? (What product or service do you provide? What makes it stand out?) who is this information aimed at? (shareholders, customers, staff, the community?) What does the company believe in? (profit, corporate responsibility, customer service?) What image of your company do you want the reader to have?

What do you write? 2

A personal mission statement is a motivational statement that can be used to define professional and personal goals. It can be a useful exercise when preparing for interviews or when considering changing career. Write notes on the following.

-

Which professional or personal characteristics are you most proud of? What or who do you care about? What values or beliefs are important to you? What are your short- and long-term goals?

Use your notes to prepare a personal mission statement. The following structure can be used as a guide. I

Task 2

am ...

I care about ...

I believe that ...

I

aim to ...

Objective: Write a personal statement Some jobs and educational courses require candidates to write a personal statement. This can usually be included in the covering letter, application form or at the start of a 0/ as a personal profile. It is usually short and its aim is to highlight your attributes, skills and goals.

Look at the example of a personal statement written by a person applying for a job in a PR company. Underline the phrases that introduce information.

During my career J have successfully combined my work with studies to gain further technical and theoretical knowledge relevant to my profession. In balancing these commitments I have shown myself to be motivated, organised and capable of working under pressure. In addition, I have excellent analytical skills and a practical approach to problem solving. Even the tightest deadlines have been achieved through drive and an ability to prioritise time and resources. While I enjoy working on my own initiative, I also have a proven track record as a committed team member. To summarise, I am experienced, reliable and hardworking and I have a genuine interest in PRo

Write a personal statement about yourself for a prospective employer. Writing 3 .47

Make a forecast

Negotiate the best deal

Poor decisions 'Commitment bias' is a term that describes when we make poor decisions in the present in order to justify an initial investment (of time, money or resources). The original decision may have been rational but subsequent ones might be less so. Can you think of any examples of this in the news, in business or in your company? What are the risks associated with this type of decision making? Look at the situation below in pairs. Discuss which action (a-c) to take? Give reasons for your choice. You have both invested in a holiday property on a new development. When you first agreed to the deal the holiday rental prices in the area were high. The economic situation in the area has now changed and these have decreased by 25% in the last year. At present, your holiday rental property is still in development. You have spent {45,OOO each so far. The developers say that due to rising building costs, they will require another €30,OOO to complete the property. The contractor requires immediate payment. What do you do'? a b c

48 . Unit 10

Refuse to pay the costs and sell the property back to the developers immediately at a 50% loss. Pay the extra building costs and hope that the property and rental markets will improve making it a long-term investment. Pay the extra building costs in order to take a chance on selling the property on the open market.

CD 24

e listening

1

Business partners Lewis Granger and Martina Kovac discuss a business decision. Listen to their telephone conversation and answer the questions. 2 3 4

5 6

What is Martina's reason for calling? Is it a good time for Lewis to have the conversation? Why I Why not? What is the problem with the present location of their company? What alternatives does Lewis suggest? Why does Martina think that they need to see the property quickly? What compromise do they make?

Listen again and complete the phrases that Lewis and Martina use. 1 2

3 4 5

6 7

8

I might be able to the later today. Is this a - - - - - - - - time to --------? I'm a bit up at the ________ looking at samples. Shall 1 ________________ to you later, after we ________ up here? ________ , Lewis, I do ________ to talk to you ________ Is buying a new property the way ? Look, I've ________ to ________ , they're calling me ________ to the meeting. This isn't a -------- we can make on the -------- of the

Hang ________ a ________, don't go ________ yet. 10 I'm I really to --------

9

~ Grammar

Iwhat do you say? 1

Probability and possibility, page 83

Considering criteria When making a forecast, it is useful to consider the internal and external criteria that might affect plans. 'Internal criteria' are factors within an organisation and 'external criteria' refer to the outside market. IdentifY each of the criteria below as internal or external. customers development market staff competitors financial promotion timing

Now match phrases a-h with the criteria above. a b c d e f g h

October might be a good time to launch. We could really go for it and have a launch campaign on TV. We plan to reinvest profits to fund this project. This is more likely to be popular with men than with women. It won't be a problem to hire temporary workers. This sector has dipped recently. It's quite saturated. There aren't many players in this field. We expect R&D to complete the prototype within twelve weeks.

Unit 10.49

Task 1

Objective: Make a forecast Blue Bird Trading (BBT) makes high-quality furniture. In recent years, profits have fallen steadily as the brand's traditional designs have come to be seen as out of step with current trends. The company has been offered the opportunity to collaborate with Francis de Vere, a cutting-edge designer, to make a range of garden furniture. The partnership would be unlikely to attract the company's usual market segment and would require a large financial commitment. Before making the decision the board wants to make a forecast of the project's potential for success.

Step 1 Information gathering You have been working with a colleague to research the internal and external factors that will influence whether you go ahead with the collaboration with Francis de Vere. Look at the information and role-playa telephone call to complete the information. Student A: You want to considerations. Turn to Student B: You want to considerations. Turn to

find out information about the external page 99. find out information about the internal page 93.

Step 2 Discussion Use the information in step 1 to forecast whether it would be a good idea to go ahead with the collaboration. Groupe:: of fall

Step 3 Presentation Present your forecast to another pair. Give reasons for your decisions.

Analysis

CD 25

e

Were you able to obtain all the information that you needed to make the forecast? What factors helped you to come to your decision?

Listening 2 Lewis and Martina have decided to go ahead with the purchase of a new factory. Listen to the negotiation with the vendor and answer the questions. 2

3 4

5 6

7

8

50 . Unit 10

What impression has the agent given the vendor? What concern does Lewis raise? Does the vendor agree with his concern? Why / Why not? What doubts does Lewis raise about the two other potential buyers? Why might the vendor want a quick sale? What does Martina suggest is the advantage of doing business with herself and Lewis? What doubts does she raise about the area? What reduction do they eventually agree on?

What do you say? 2

CLosing the deaL Look at the following strategies that may be used when closing a deal. Providing counter-argument On the other hand their after-care pac/zage is more comprehensive. Offering incentives If we could agree on the principles of the contract, I'm sure we could offer a substantial discount. Finalising price Perhaps we could compromise and agree on a discount of 15%. Coming to an agreement Let's shake on that. Did Martina and Lewis use these strategies in their negotiation? Listen again and add more phrases to the headings above.

~

Task 2

CL.lture dt wurk, p q

'2

Objective: Negotiate the best deal Kentwell Services leases a fleet of twelve cars used by its sales representatives. The current rental contract is about to come to an end. The CEO has not been happy with the quality of service and wants to negotiate a better contract with another supplier.

G0

Step 1 Preparation Look at the information and prepare for the negotiation. Group A: You work for Kentwell Services. Turn to page 96. Group B: You work for CEO Auto. Turn to page 98.

l au

Step 2 Negotiation Two representatives from Kentwell Services and two from GEO Auto meet to negotiate the new contract. Try to negotiate the best terms that you can.

Analysis

Self-assessment

Which strategies did you use in the negotiation? Which areas were the most challenging to negotiate? Is there anything you would have changed?

r ~hink about your performance on the tasks. Were you able to: I -

make a forecast?

- negotiate the best deal?

yes

need more practice

yes

need more practice

Unit 10 . 51

Query information

rWhat do you th

?

Report concerns

Expense accounts Which of these items have you claimed, or would you expect to be able to claim, on company expenses? train/plane travel taxis hotel accommodation newspapers and magazines car mileage

gifts for clients restaurant bills bar bills dry cleaning telephone calls

spa treatments parking concert tickets coffee and tea haircuts

Read the information about expenses and discuss the questions with a partner. 2

3

How honest do you think people are when they claim expenses? What effects might a scandal concerning directors' expenses have on the reputation of an organisation? How can companies minimise false or exaggerated expense claims? British businesses paid out more than £lbn in bogus expenses last year. A third of Britons now think that it is acceptable to exaggerate expense claims. However, it is not just employees who are guilty of putting their hand in the company cash register. Recent high-profile cases of expenses fiddling include top company directors, Members of Parliament and media personalities.

52 . Unit 11

CD 26

Listen n

The head of sales is having a meeting with an employee to clarify queries about an expenses claim. Listen and answer the questions. 2 3 4

What is the head of sales doing with the expenses claims? What three expenses are queried on the claim? Do you think that David's responses to the queries are reasonable? Why / Why not? What repercussions does this have for David's latest business trip?

If you were the head of sales how would you handle this situation? What documentation or proof would you expect to provide with an expenses claim? Should the policy be the same for all members of staff? Why I Why not? What do you say?

Using stress to emphasise meaning In English, stress is often used to conveyor emphasise meaning. Say the sentences below aloud to hear how stressing the underlined word can subtly change the emphasis. My main priority was to get to Madrid. (rather than anyone else's)

My main priority was to get to Madrid. (rather than any other consideration) My main priority was to ~ to Madrid. (rather than stay here) My main priority was to get to Madrid. (rather than somewhere else)

Underline one word in the sentences below to convey the meaning in brackets ( ). Say the sentences aloud to check. I 2

3

5 6 7

Really, was it that much? (that's a surprise) What I meant to say was that I was entertaining some sales employees from Senor Ramirez's company. (rather than Senor Ramirez himself) There was a legitimate reason for that. (as opposed to the other things) I can see that J might not have explained that clearly. (rather than being unable to see) I was there doing business for this company. (rather than somewhere else) This claim is highly irregular. (in contrast to your other claims) This is a flagrant breach of departmental rules. (rather than any other type of rule)

Listen to the conversation again. Which word in the sentences above does the speaker stress? How does it change the emphasis of the sentence? Unit 11 . 53

Task 1 's

Objective: Quety information You are the assistant manager of your department and you are in charge while your manager is away. One of the clerical staff has asked you to authorise an order for office equipment. He/She is a relative of your manager. Look at the information and role-play the conversation. Student A: You are the employee. Look at the information on page 91. Think of good reasons why you ordered each item for your new office. Choose whether to bring your relationship with the manager into the discussion. Student B: You are the assistant manager. Look at the information on page 91. Underline any purchases that you think are excessive and query why they have been ordered. Decide whether or not to authorise the order.

Analysis

I What do you say? 2

If you were the assistant manager, were you abLe to query any purchase that looked unreasonable? If you were the employee, did you clarify information where necessary?

Reporting The choice of verb that we use when reporting what someone has said can sometimes describe the speaker's emotion or attitude. Write the verbs in the box under the correct headings. Add more verbs under each heading. advise demand

believe blame claim comment concern know reply respond tell think warn

at"I1Wttrtee

feel

beLieve

announce

advise

Complete the sentences with the correct form of a verb above.

2 3 4

5 6

54 . Unit 11

It was your fault that we missed the flight to Dubai. She me because we missed the flight to Dubai. I'm worried that our dien.t hasn't returned my calls. He's because the client hasn't returned his calls. You should reall.y contact PR btifore speaking to the media. She me to contact PR before speaking to the media. Listen, everyone, I've just heard I've got a new job in Sydney! He that he'd got a new job in Sydney. Don't expect a bonus this year, sales are down. She me not to expect a bonus because sales are down. Looh, I'm sure this data is correct. He the data was correct.

CD 27

8

Listening ~

A colleague confides information to a co-worker. Listen and answer the questions. I

2

3 4

5

What What What What What

type of contracts are some of the factory staff on? is the problem with their wages? was the supervisor's reaction? was her impression of conditions in the factory? are her concerns if the media reports the story?

Gooe bU5ine55 Task 2

pral~ke,

pdCje 61

Objective: Report concerns Step 1 Report information Your company has recently won a prestigious ethical trading award. The company is about to launch a high-profile campaign which will emphasise the good ethical practices which the organisation prides itself on using with all its employees. Report the information that you heard in the listening exercise to a director at the company. Avoid using the verb said.

I Grnup

Step 2: Meeting The director who you spoke to has taken your concerns seriously and calls a meeting. Your company has used the supplier for three years. It makes a specialist component for your company that is difficult to source elsewhere. Read the suggestions below and add one more idea to the list. Role-play the meeting to discuss how to resolve the problem.

2

3

Analysis

Self- ssessment

Speak directly with the employee: Pay the employee (in the listening exercise) a large bonus for alerting the company to the problem and arrange for her to sign a contract that would forbid her from repeating the information to the press. Change the supplier immediately. Hold a low-key investigation into the claims: In the meantime, replace the ethical practices campaign with a series of advertisements that focus on price and quality. Use this as an opportunity to demonstrate how transparent your company is: Hold a full-scale investigation into the claims and organise a press conference to report back your finding and what you intend to do.

Were you able to report the problem without using the verb said? Could you add another suggestion to the list of solutions? Which solution did your group choose? Think about your performance on the tasks. Were you able to: - query information?

yes

need more practice

- report concerns?

yes

need more practice

Unit 11 . 55

Identify skills

Task 1

Request training

Prepare for an interview

Objective: Identify skills In an interview, a candidate may be required to: show an awareness of the skills that he/she possesses. give practical examples of how they have been demonstrated. consider any areas where skills could be developed.

Step 1 Brainstorming Look at the list of skills below and brainstorm ideas about how each skill is used in everyday ]ife. Try to give an example both from work and from outside work for each one. leadership ability communication skills interpersonal skills

-

problem solving supervisory skills analytical skills

-

administrative skills organisational skills numeracy

Step 2 Skills inventory Ask each other questions to find out:

-

which three skills your partner is most confident with. if they have been able to demonstrate these in a practical way. which three skills might need developing. Explore how he/she might develop these skills further.

Were you able to identify your key skills? Were there any areas that you could develop? Did you use questiors to gam infor'llation frorr your partner? 56 . Unit 12

In business, a mentor is someone who uses hislher knowledge and experience to guide another person's professional development. Listen to psychologist Nigel Stevens talk about what makes a good mentor. Are these sentences true or false?

CD tl8

I 2 3 4 S 6 7

8

do you think? IrWhat p .

A mentor needs to pass on what they know. Mentees are often excited about the progress in their field. Mentors should always show the superiority of tried and tested ways of doing things. Mentees often have a negative view of their mentor. It's best if men tees have help in making contacts. Mentees should not be criticised by mentors. HR departments need to organise the mentoring programme. There is a risk that people will lose faith in mentoring if it is not carried out effectively.

What makes a good mentor? Discuss these questions. 2

3

at 0

What personality traits do you think are necessary in a good mentor? In your country, how common is the practice of mentoring? Have you had any experience of being mentored or being a mentor? Was it a positive or negative experience? What did you learn from it? Who would be a good role model for someone starting out in business? Give reasons for your choice.

HighLighting reasons When presenting arguments it is important to focus on facts and highlight reasons why your idea or request should be considered. Use the correct form of the verbs below to complete the sentences. advise

2

3 S

6 7

8 9

become

look

seem

take

achieve

matter

slash

try

The new mentoring programme has _ __ _ excellent results. This training is _ __ _ increasingly important for my job. A good mentor can you about career development. whether you have formal training. I don't think it really It unfair that you won't even consider my proposal. seriously. I can't help but feel that my training needs are not I'm just saying that we should _ _ _ _ into cost-effective alternatives. by the board of directors. The problem is the training budget I'm _ _ _ _ to find a compromise to suit all parties.

Unit 12 . 57

CD 29

8

Listening ~

Nathan Duffy is trying to persuade his manager to allow him to take an MBA Listen and answer the questions.

2 3 4 5

6

Task 2

Other than his own career development, what arguments does Nathan put forward for the necessity of the MBA? How does he suggest it will make him more useful to his manager? What suggestion does he have about funding? What reservations does Marie-Helene have? How does Nathan respond to her concerns? What would you decide if you were Marie-Helene? Why?

Objective: Request training Step 1 Brainstorming What training course would help you in your present job or would be beneficial in getting a job that you would like to do in the future? Step 2 Meeting Role-playa meeting between an employee and an HR manager to discuss training. Employee: You want to organise a place on the training course from step 1. Prepare reasons why you should go on the course. In the meeting, try to highlight why it would benefit both you and your company. Try not to accept any other proposals unless the HR manager presents a good argument. HR Manager: You have a very tight budget for training this year and do not want to agree to any more training courses than are essential. Try to propose other options such as mentoring. Only agree to the training if the employee presents a good argument.

AndlYSls

CD 30

e

Listenin

Were you able to present a good argument? Were you happy with the decision made at the meeting?

Chris and Melissa work for a large European fruit exporter in their UK office. Listen and answer the questions. 2 3 4

5 6

58 . Unit 12

What position is Melissa being interviewed for? Why does Melissa think that her experience in other departments is valuable to the role? What skills does Melissa say she has? What practical example does she give? What three adjectives does Melissa think would describe her? What three adjectives would you use to describe yourself?

Task 3

Objective: Prepare for an interview Your company has a fast-track career development scheme and there is a lot of competition for places. The scheme takes participants from many different professional and educational backgrounds and aims to develop skills. A candidate for the scheme has asked hislher mentor to help with preparation for the selection interview. Step 1 Preparation You are the mentor. Group A: Brainstorm how to prepare for an interview. Compare your ideas with the advice on page 97. Group B: Brainstorm questions that you think might be asked at the interview. Compare your ideas with the sample questions on page 96.

A B

Pdl

Step 2 Discussion Prioritise the ideas from step 1 and choose a maximum of seven items to share with your partner when you are the mentor. Role-play two conversations between the mentor and the mentee. Conversation I Student A: You are the mentor. Give your partner advice about the interview and ask questions about how to approach it. Student B: You are the men tee. Discuss how you intend to approach the interview. Conversation 2 Student A: You are the men tee. Discuss how you would approach the interview questions your partner introduces. Student B: You are the mentor. Give your opinion about the questions that might be asked in the interview. Ask your partner how they will approach some of these questions. Step 3 Interview Take turns to be the interviewer and the interviewee and hold a practice interview. Student A: You are the interviewee. Answer the interview questions giving examples where possible. Ask one or two questions about the scheme. At the end of the interview explain why you think you are the best candidate. Student B: You are the interviewer. Welcome your partner to the interview. Ask interview questions and encourage your partner to give examples where possible. At the end of the interview ask why he/she is the best candidate.

Analysis

r

Self-assessment

What advice did you find the most useful? Is there anything you would change if you were doing the interview again? Think about your performance on the tasks. Were you able to: - identify skills?

yes

need more practice

- request training?

yes

need more practice

- prepare for an interview?

yes

need more practice

Unit 12 . 59

Respond to an advertisement What do you h

Enquire about an opening

A good covering letter can get your C\f noticed. How long do you think

it should be? Do you think it should use descriptive language or clear, simple phrases? Task 1

Objective: Respond to an advertisement Read the job ad and write a letter in response. Say that you saw the advertisement in The Economist Mention your key skills and experience Say that you enclose your 0/ End the letter politely

H

The Henley Group

This leading global company is seeking to recruit members for its management and technical teams in a wide range of positions. Do you have experience in any of the following areas? • Accounli1g an d flnarce • Rescarcr ana developr-lenl • I r ilnd data rranagernem • HR 0" adrrlr'sl"ill) on

• Design o r' pmOl.cl lon • Englneeri1g • P)'ojecl l"ldnagement

Pre'el:ence w ill be given to canaidates who Ciln speak rno,'C tha n one language and are wiling to travel as The Henley GI-oup has branches t rroughout the world. Write a covering lette)' and send it w ith a CV to: Daw,' W ,lliilms. PO Box 8 1, Ox
A letter to a company that has not advertised a job should show that you have researched the company and considered how your particular skills could benefit their organisation. Look at the example and match the functions 1-6 with the parts of the letter a-f.

5

60 • Writing 4

Request an opportunity to follow up the contact by telephone Address the letter to a named person within the company Show how your skills have specific relevance to the company Give evidence that you have a good knowledge of the company's business activities Enquire about an opening Refer to your 0/

a Dear Ms Baccaro, b 1 was very interested to read in The Economist recently that Palmero Industries is expanding into the Asia market, in particular in South Korea. 1 am writing because 1 believe that my experience could be of assistance in this area. clam aware that your company is considering rebranding some of its key product ranges prior to launching them in Asia. For the past eight years I have worked as a project manager in Seoul for a company which specialises in branding products. While in this position 1 have worked on international teams with organisations throughout the region. With this experience 1 believe that I am ideally placed to help your company in its new venture. d As you will see from my enclosed CV, I have excellent managerial, language and organisational skills and extensive experience in co-ordinating projects between European and Asian companies. I have the highest regard for Palmero Industries and would be pleased to outline ways in which your rebranding operation could be achieved with maximum impact for your products. e I would also like to enquire whether there are any suitable positions available at this exciting time for the company. f I would be grateful if you would take a brief telephone call from me next week to see if you are interested in discussing this further. Yours sincerely,

Objective: Enquire about an opening Step

1

Make notes

Research information about a company that you are interested in and make notes. Research the company website and find out ab . . ~ook at recent news about the com ~ut Its bus mess activities. mvolved in. pany or projects that the company is Note areas where your skills and expenence . . company. might be useful to the

Step 2 Write the letter ~se

your notes to write a letter to a com m. Personalise the letter so that it sh p~ny that you are interested ows. t at you know about the company and demonstrate how use. Enquire whether they h your skIlls or experience would be of ave any openings at the moment.

Writing 4 .61

Communication Unit 1

Formal and informal feedback Fonna} feedback When conducting an appraisal it can be useful to: start with a positive statement. use open questions to encourage discussion. be constructive when giving criticism. explore reasons for poor performance and look for ways to resolve the problems. agree objectives and outline the actions needed to achieve them. Infonnal feedback When giving informal feedback it is useful to consider the following: - Time: give feedback near to the actual event. Place: positive feedback can be public or private. However, if the aim is to discuss a particular problem then it is best done in private. Language: use specific examples rather than general statements. Avoid personal comments, focus instead on the behaviour and its consequences.

Unit 8

Communication techniques Using clear, non-confrontationallanguage can help cummunication. The following techniques can be useful: Closed questions: Are useful when information is needed directly and quickly. They elicit limited responses. For example, Did you phone the client to teU him that the delivery would be late? Open questions: Are useful for eliciting a person's thoughts or feelings about a subject. For example, How did you feel when you heard that the deadline had been changed? Repetition: Repeating one or two key words to encourage the speaker to continue. It, does not indicate that you agree with what has been said, just that you are listening. For example, you feel demotivated .... Paraphrasing: Repeating what the speaker has said in your own words. This is useful for checking that you have understood correctly. For example, So, the budget cuts mean that you have to order less stoch? Clarifying responses: Asking for specific examples or interpreting attitudes. For example, Could it be that the organisational changes left you feeling unsure about your role? and Could you give me an example of when you felt the team didn't listen to your contribution? Labelling: Gives a name to the feelings coming from the speaker even if they are unspoken. It is not confrontational or overly direct. For example, I can see that you feel very strongly about this and I can still hear anger in your voice even though you say the problem is resolved. It can be useful when it is necessary to explore uncomfortable subjects or to clarifY when the speaker's words and attitude contradict each other.

62 . Good business practice

Unit 12

Giving advice We may be called on to give advice both in our professional and in our personal life. Although it may be tempting to offer advice, it is generally a good idea to wait until the person in question asks for your input. This is not always possible in work situations where your position may require you to comment on a junior colleague's actions or performance. Cultural factors will influence how advice is requested and given (for example, how direct or indirect the language is). It may be useful to consider the following:

Look at the situation from the other person's viewpoint Try to avoid 'I' statements (If I were you I would ... ). . Focus on the things that can be learnt from the situation. Is there anything that could have been done differentLy? rather than You shouldn't have done that. Let the person tell you in their own words. Try not to interrupt with your own story (That's exactLy Like the time when I ...). Show that you are listening Focus attention on the speaker, ignoring any distractions around you. Use gestures, sounds and expressions to express interest. Summarise key information to check that you have understood. (So you were disappointed with your appraisal?) Use questions to help the speaker discover information. (How do you think the project is going?) direct attention to a problem. (Why do you think team morale is low at the moment?) encourage solutions. (So, what do you think would improve this situation?)

Leadership skiLLs Unit 2

Motivating others Good leaders and managers are usually able to motivate others. On a basic level, that means communicating a shared vision so that everyone is working towards the same objective. However, motivation has many different forms. Individuals are motivated by different things: praise, money, fear, pride, status, success, career-development, a desire not to let down the team, the satisfaction of completing a task well, etc. It is important not to assume that what motivates one person (or yourself) will always motivate others. Individuals and organisations change and a good motivator will adapt to those changes. When giving someone responsibility, clarifY aims and set achievable goals. Trust the person to do the task in their own way but give support when required. Recognise and reward good performance as soon as possible. Communicate how individual performance contributes to organisational results. Show an individual or group how their efforts have made a difference.

Good business practice . 63

Unit 3

Managing change When planning change, it is important to understand where potential resistance might come from. To help people come to terms with proposed changes it is useful to: communicate how the change will benefit the person or group involved. help people to visualise what the change will look like. highlight the things that will remain unchanged. anticipate any objections that might be raised. keep people informed about progress so that they feel part of the process. manage expectations; don't promise improvements or results that are unlikely to materialise. Before implementing change consider these questions. - Why is it necessary? (Communicate clearly the reasons for the change.) - Who is affected? (Which individuals or groups need to be consulted or are likely to react negatively?) - What's in it for you? (Highlight the positive aspects of the change for the person/people involved.) - What will happen? (Choose the most appropriate way to keep people informed: email, meetings, etc.)

Presentations Unit 4

Speaking to an audience There is no better way to appear at ease in front of an audience than knowing that you are well prepared. This includes ensuring that the talk or presentation has been adequately practised, that any audiovisual equipment has been checked and that possible questions have been anticipated. However, the act of speaking in front of an audience can be improved by focusing on the following areas:

Breathing To control stress, take a few deep breaths in through the nose and out through the mouth. Gradually extend the amount of time for which the breath is inhaled. This can help to control a racing heart and other physical manifestations of stress. Body language Check that your body language is open and non-aggressive. When addressing an audience speak to the back of the room. Intermittent eye contact with the audience helps to build a connection more than fixing your gaze solely on your notes or an autocue. Keep fidgeting to a minimum in order to give an outward impression of calm. Voice Keep your tone of voice level and calm. When addressing an audience practise by recording what you are going to say. If reading from a script, underline words that you want to stress. Control the speed of your delivery, speeding up slightly when you want to increase the audience's energy and slowing down a little when emphasising important information.

64 • Good business practice

Unit 7

Presenting factuaL information To help a presentation of facts and figures have maximum impact, it is useful to consider the following:

Preparation Choose facts and figures wisely to keep complexity to a minimum. Adapt your presentation to suit the audience. Do any facts or figures need explanation, clarification or simplification? Use visual aids to highlight key information and focus audience attention. Include only key facts, figures or data on the slides or in powerpoint presentations. Provide any additional information verbally. Prepare a handout for the audience to summarise and reinforce key points. Giving the presentation Start by clearly stating the aim of your talk. Outline the main areas you intend to cover. Clarify whether questions will be taken at the end or during the talk. Repeat key information at the start and end of the presentation. Try not to overload the audience by going into unnecessary detail. Give clear verbal direction when presenting visual information to tell the audience why it is important but do not simply read what is written on the screen or slide. Summarise key points. Invite questions.

Negotiating Unit 5

Presenting arguments In meetings, presentations and negotiations how you say something can be as important as what you say.

Preparation Prepare carefully so that you can present your argument without reading from notes. Prioritise key information and structure your argument so that it is easy to follow. Use appropriate formal or informal language depending on the context and audience. DeliveryLook alert and professional. It is estimated that body language has eight times more impact than the actual words that we use to present an argument. Before speaking, take a few deep breaths. Speak in a clear, calm and confident voice. Present your argument succinctly, giving examples where appropriate. Organise information clearly (first of aU, secondly, moreover). Stress key words and avoid tentative language (e.g. might, maybe, perhaps). Emphasise the positive aspects of your argument rather than focusing on the negative points of the opposing viewpoint.

Good business practice . 6S

I

Concluding a negotiation

Unit 10

When negotiating across cultures, it is important to recognise that different styles of negotiation may be employed. These will include differing expectations of how long the negotiation will take, who will be involved in the decision-making process and contractual arrangements. The conclusion is an opportunity to end the negotiation on a positive note. The end of a negotiation is most productively seen as a time to consolidate not only the deal but the future relationship. Have patience in the final stages. Use the time to build trust. Emphasise common goals. Summarise key points. Repeat the main agreements. Identify any actions that need to be taken. Thank your host or guest for their participation even if agreement has not been reached. If appropriate, follow up agreements in writing.

Socialising Unit 6

Networking Effective communicators are open to opportunities to speak to a variety of people, not just those who are obviously 'useful' in a professional sense. Use networking situations as a chance to exchange ideas, information and experience and to build relationships. The following may be useful when you are next in a networking situation: Be the first to approach: introduce yourself clearly and confidently. When meeting new business contacts it can be useful to use an 'elevator' speech: describe who you are and what you do in ten seconds or less. Try to spend as much time listening as talking. Use open questions (what, where, why, haw, etc.) to help the conversation flow. For example, at a conference you could enquire about why the person is attending, what they are particularly interested in, how they heard about the event, what talks they hope to attend, and so on. Be sensitive to the other person; if they do not seem interested in taking part in the conversation politely move on. Even if the conversation is going well, avoid monopolising people. After eight to ten minutes excuse yourself with a pleasantry such as It was nice meeting you. Where appropriate, offer your business card and ask the other person for his or hers. Follow up any contacts that you make at an event by sending a short email to say that it was good to meet him or her.

66 • Good business practice

Meetings Unit 9

Generating ideas Brainstorming meetings require participants to come up with a number of ideas quickly. The participants do not criticise or analyse suggestions. At a later stage the ideas can be evaluated and the most useful may be implemented. However, for those who do not regularly have brainstorming meetings, it may not always be easy to think of ideas to order. Some ways to encourage creative thinking include: Create a safe environment where participants do not think that there is a 'right' and 'wrong' answer. Give a brief summary of the topic that is being brainstormed. This not only helps to focus minds, it also gives participants time to think before they respond. Make sure that every idea is noted and is clearly visible (for example, using a flipchart, blackboard or an interactive whiteboard). Encourage participation and welcome ideas. If a participant is moving away from the topic, gently guide himlher back to the subject. If certain members seem to be dominating the meeting, invite other participants to contribute (So, Jane, what do you think about ... ). Be open minded about all suggestions and be willing to consider ideas that go against your own opinions.

Unit 11

VerbaL reports Verbal reports should be brief and clear. It is a good idea to research and prepare carefully, just as you would for a written report. The following structure is useful when preparing a verbal report. Issue: Introduce the main issue at the beginning of the report. For example: I'd like to update you about a delivery problem we're having with a company called APS Supplies. Facts: Introduce factual information or examples to clarifY the issue for the listener. For example: Their deliveries have been late three times this month and it's making it dijjicult for our sales department to meet orders on time. I've spoken to their logistics manager but the problem hasn't been resolved. Options: Say what can be done, include information about benefits, costs, etc. For example: We couLd either approach other suppliers or formally discuss the problem with our current supplier. As their products are such good quality, it would be dijjicuLt to find another company that could match them at such short notice. Proposal: Say what you think should be done. For example: Their contract is up for re-negotiation early next month. So, I suggest we notif!:J them of the problem in writing and include penalties for late deliveries in the new contract. In the meantime, I'll source other suppliers in case we need to use them in the future.

Good business practice . 67

Unit 1

Culture, motivation and feedback The factors which motivate individuals can differ from culture to culture. Similarly, when performance is evaluated the method of feedback or appraisal can either encourage or demotivate staff. When deciding upon motivators and methods of feedback it is important to take the cultural context into consideration. Which is closer to your culture? Complete your culture profile on page 74.

Unit 2

~

Autonomy cultures

Consensus cultures

Motivators

A desire to achieve as an individual.

A desire to be recognised as a valuable part of the group.

Feedback style

Formal and direct. The focus is on performance and the personal strengths of the individual. Two-way communication is expected in the context of a one-to-one meeting.

Indirect. 'Face' is very important. Feedback is usually to the group rather than to the individual. The style is informal and continuous rather than in a formal meeting.

Attitudes to leadership Different cultures may have contrasting expectations about what makes a good manager or a good leader. While some might see individualism and strength as important qualities, others value a more collaborative approach. Here are some different criteria for leadership. Which is closer to your approach? Complete your culture profile on page 74.

68 • Culture at work

Individualistic

Collaborative

Attitude to employees

Should be judged and rewarded on individual performance.

Should be judged and rewarded as part of their group.

Attitude to time

Have long-term, futureoriented goals.

See how goals fit in with tradition as well as the present and the future.

Attitude to Aim is to facilitate and management role empower.

Aim is to instruct and guide.

Attitude to career development

Status is connected to factors that are linked to society as a whole.

Status may be earned through performance and achievements.

Unit 3

Attitudes to uncertainty In modern business, organisations and countries are increasingly interconnected. Although change is sometimes limited to a country or continent, it can also affect business on a global scale. This can manifest itself in shifts in financial markets, technical innovation or social developments. How society deals with change is linked to how a culture deals with events that are unusual or unstructured. Uncertainty-avoiding cultures use rules, laws and contingency plans to minimise the risk of unknown situations. Uncertainty-accepting cultures prefer to have as few rules as possible. They are generally tolerant of ideas and opinions that are different from their own. Which is closer to your culture? Complete your culture profile on page 74.

Unit 4

Uncertainty avoiding

Uncertainty accepting

New ideas and concepts can be difficult to introduce.

Innovation and experimentation is encouraged.

In business, risks are generally avoided.

In business, risk is embraced.

The country or culture often has a long history with a homogenous (rather than multicultural) population.

The country or culture often has a younger history with a diverse (multicultural) population.

-

Truth and reality How a culture determines truth and reality has an impact on how information is presented. While some cultures rely on facts and figures, others attach more importance to feelings and intuition. Look at the information below and decide which is closer the way that truth and reality is viewed in your culture. Complete your culture profile on page 74. Facts and figures

Feelings and intuition

Believe that truth is the same as facts and figures. The facts and figures may be open to different interpretations and analysis but good decision making is based on provable, measurable data.

Facts and figures only represent truth if they feel right. Intuition and emotions are as important as data.

The decision-making process is based on a combination of logic, theory and lessons learnt from practical experience.

It is not unusual for the decision-making

Presentations are structured. Formal presentations usually keep audience interaction and questions until the end.

Presentations are fluid and allow for spontaneous interaction with the audience.

process to take into account influences such as astrology and feng shui.

Culture at work . 69

Unit 5

Attitudes to presenting information The way that individuals present information in a meeting, presentation or negotiation can differ from culture to culture. Look at the information below. Which way of communicating is closer to your culture? Complete your culture profile on page 74.

Unit 6

-1

High-context communication

Low-context communication

An exchange may begin with general conversation to build the relationship.

The speaker gets down to business quickly; small talk is not encouraged.

The message is delivered non-directly.

The message is delivered directly and gets to the point quickly.

Context and background information is implied.

Context and background information is explicit.

Non-verbal communication is integral to the message being communicated.

Words carry more weight than non-verbal communication.

The listener relies on the speaker's verbal and non-verbal cues in order to interpret meaning.

The listener will focus on the information, facts and opinion being communicated.

The listener is alert to implied as well as explicit content of the message.

The listener expects meaning to be overt.

Conflict of opinion is taken personally.

Conflict of opinion is non-personalised.

Explicit conflict of ideas will be avoided or differences wiJl need to be resolved before moving on.

In situations where there is a conflict of opinion, the focus is on open discussion and the search for rational solutions.

=l

Networking etiquette Here are two areas where cultural differences can impact on networking etiquette. Look at each section and decide which is most appropriate for your culture. Complete your culture profile on page 74.

Business cards In some cultures, business cards have great importance. The presentation and viewing of the card is formal and done with care. Cards are often presented with two hands with printed information presented so that it faces the recipient. When a card is received it is read in detail. Often details may be commented upon before the card is carefully put away. In contrast, other cultures have a more informal attitude to business cards. They can be written on or they may be put in a pocket or bag without even looking at them. Another consideration is the point at which business cards are exchanged. In some cultures business cards are exchanged soon after meeting; in others they are exchanged when parting. Titles In some cultures there is an informal attitude to the use of titles. Conversations often move quickly to a stage where first names are invited. Similarly, titles such as Professor, Doctor, etc. are often used mainly in professional contexts. However, other cultures have a more formal attitude. Titles of all types (including Mr, Mrs, Miss/Ms, Doctor, Professor, etc.) have greater importance and are used when addressing the person as a sign of respect. First names should only be used when the person that you are speaking to indicates that this is their preference.

70 • Culture at work

Unit 7

Attitudes to the environment Attitudes to nature and the environment can vary according to environmental context. In a culture with an internal control orientation there tends to be an attitude that the environment can be dominated or controlled. In contrast, in a culture with an external control orientation there is more emphasis on adapting to the environment. Look at the information below and decide which orientation is closer to your culture. Complete your culture profile on page 74.

Unit 8

Internal control

External control

The goal is to control the environment.

The goal is to work with the environment.

Nature is a mechanism.

Nature is an organism.

Expertise will allow dominance over nature.

People and organisations are a product of nature.

Do not believe in luck or predestination.

Believe we are part of a greater whole.

Actions are dictated by an individual's inner will.

Actions are adapted to external circumstances.

Managing conflict Tn multicultural teams, individuals may use different approaches when dealing with conflict. Cultural issues will have an impact on the amount of co-operation within the team and whether team members focus on decisions that benefit the individual or the group. Look at the information below and decide if you are more individualist- or relationship-oriented. Complete your culture profile on page 74. Avoidance Avoidance of conflict may sometimes be used in both individualist- and relationshiporiented cultures. It may be used in individualist-oriented cultures where power is low or unequally distributed. In relationship-oriented cultures, it may be used in situations where it is important to save face and maintain relationships. Confrontation In some individualist-oriented cultures, if a problem is not resolved by referring it up the hierarchy of an organisation (avoidance) then the next step may be a strike or other forceful action (confrontation). In team situations, individualist cultures are more likely to argue a specific viewpoint, pushing for their individual ideas to be accepted by the group. There can be an emphasis on 'winning' arguments as opposed to the good of the group. In relationship-oriented cultures there is more emphasis on the good of the group. Finding a solution which accommodates all parties will usually be more important than concepts of winning or losing. Collaboration In individualist- and relationship-orientated cultures where power is shared on more equal terms, there is more likely to be an emphasis on mutual benefits and mutual gain when managing conflict situations. Concern for the maintenance of relationships will also inform how conflict is handled.

Culture at work .

7]

Unit 9

Exchanging ideas Cultural considerations need to be taken into account when participating in meetings where ideas are generated and exchanged. In collectivist cultures consensus and the harmony of the group is important, in contrast to individualist cultures where participants may compete to come up with the best idea. Similarly, in some cultures it may be acceptable to interrupt and talk across others during a meeting. In other cultures this could be considered disrespectful. Look at the information below and decide which is closer to your attitude to exchanging ideas in a meeting. Complete your culture profile on page 74. Collectivist: Emphasises 'we' Our main consideration is to be good group members. We may be reluctant to offer direct opinions in case it reflects badly on other members of our group. We try to avoid situations where we have to criticise others. We're also likely to avoid direct confrontation because we do not want to lose face with others. Individualist: Emphasises '1' In meetings I usually try to promote myself and my ideas in the best possible light. If others interrupt my ideas or disagree with me I don't take it personally; likewise, if I interrupt others or express disagreement it is not personal. When necessary I'll act competitively and deal with confrontation in order to protect my self-respect.

Unit 10

Decision making Cultural factors playa part in how decisions are made in companies. In some cultures, the power to make a decision rests in the hands of one person or a few people, in others a number of people may be involved in the process. The level of formality may also differ; for example in one company important decisions may stay inside the boardroom while in others they may be decided over lunch. Look at the information below and decide which is closer to the way that you prefer to make decisions. Complete your culture profile on page 74.

72 • Culture at work

- ---------....,

Consensus

Centralised

A number of people may contribute to the decision-making process.

Decisions are usually taken by an individual or central office.

Problem solving is seen as the responsibility of the group.

Problem solving is carried out with guidance from management.

Considered decisions are valued.

Speed of decision making is valued.

Time is taken to collect information, discuss alternatives and consult those involved.

Quick decisions are seen as a sign of determination and strong leadership.

Unit 11

Business ethics Ethics are often close to our core values and for that reason can be regarded as fixed and universal. However, definitions of right and wrong can vary between cultures. In recent years business ethics and codes of conduct have become increasingly important for companies. Many produce mission statements to allow shareholders, stakeholders, customers and suppliers to understand what they stand for. Below are two examples of different views of business ethics and how they are approached and applied. Which is closer to your culture? Complete your culture profile on page 74.

Unit 12

Universalist

Particularist

Business ethics are generally considered to be personal moral judgements based on individual responsibility and accountability.

Business ethics are generally shaped by the community rather than the values of an individual.

Business ethics are generally based on rules and regulations that apply to general circumstances and to everyone.

Business ethics are generally applied to specific circumstances.

Business ethics are generally written in the form of codes of conduct or lists of rules and regulations.

Business ethics are generally shaped by social control, so can be internal rather than written.

Attitudes to hierarchy In some cultures, a mentor has a parental role, while in others he/she is more of an equal. One aspect which contributes to this is the cultural attitude to hierarchy. Countries which display high power-distance relationships tend to have greater respect for authority figures and are generally expect to be obedient to those in a higher social position (parents, teachers, mentors, managers). In contrast, countries with low power-distance relationships are more likely to question authority and require more equality in relationships. Does your culture have high or low power-distance relationships? Complete your culture profile on page 74.

High power-distance

Low power-distance

Accept more paternalistic power structures.

Expect more democratic power structures.

People relate to one another in accordance to their position in the formal hierarchy.

People relate to one another as equals regardless of formal positions.

There is a respect for authority.

There is a respect for individuality.

Subordinates expect supervision.

Subordinates expect autonomy.

Those in power tend to emphasise their position.

Those in power tend to minimise their position.

Culture at work . 73

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74 • Culture profile

Contrast and similarity

Exercises

Single sentences

Choose words and expressions for similarity or contrast to complete the email.

In single sentences the following words and expressions are used.

o

Keywords

0.1 Cot Mail

Contrast

SeOlfCh

Rep y AI Forward

Hi Doug,

unlike (prep) in contrast to (phrase) while (conj) unalike (adj) whereas (conj) on the one hand ... on the other hand (phrase)

I understand that you are having problems with your new assistant. I had a ' similar/similarly experience a few years ago. 2Unlike/As you, I didn't have a manager that I could discuss it with . 30 n the one hand/Whereas I wanted to demonstrate that I could do my job, "while/on the other my motivation was being badly affected. My work was suffering. SOn the contrary/Nevertheless I decided to speak to the person concerned. I discovered that he felt insecure in his new job. I thought he was being unhelpful 6 whereas/in contrast to he was simply shy. 7Likewise/However, the difference in your case is that you have already tried to speak to your assistant and have had a negative response . 8Conversely/ln contrast to my situation , this is a problem where someone needs to intervene.

Similarity Like/as (prep) similarly (adv) as ... as (adv)

Reply

similar (adj) alike (adjladv)

Unlike many managers he appreciates his staff. Like many c011sultants he works freeLance. On the one hand, we need to increase training but, on the other hand, we need to keep within budget. Sonte managers use the carrot to motivate employees whereas others use the stick.

Connected sentences The following words and expressions are used to show contrast or similarity in consecutive or connected sentences.

Use the words and expressions below to connect these sentences. conversely

Keywords

however

similarly

I haven 't been on his training course, _ _ ,

Contrast nonetheLess (adv) nevertheLess (adv) converseLy (adv) however (adv) on the contrary (adv phrase)

2

Similarity

3

similarly (adv)

on the contrary

Likewise (adv)

It's true that this company offers generous benEjits.

NonethelesS/Nevertheless/However, I'm looking for a position that's more chaLLenging. A good leader wiLl inspire tlte team. Conversely/ On the contra'Y!:1, poor leadership leads to demotivation. Too little praise can be a problem. Likewise too much can make people thinl~ you aren't sincere.

4

I've heard that it's very good. We have a lot in common. I work in IT; she studied software design. I didn 't say that you performed poorly in the tests, _ _ , I said that you did very well. It is possible to bring out the best in your staff and, _ _ , it's possible to bring out the worst. A[dSJdAUO:)

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Grammar reference . 75

Continuous forms

Exercises

The present continuous has the following uses.

Match the sentences 1- 5 with the contexts a-e.

•

•

Things happening now and temporary situations

He's working as a consultant in Madrid for six months. Planned future events We're having a meeting next week to discuss the changes to the schedule.

The past continuous has the following uses. • •

To give background information We met while we were attending a course. Interrupted actions Our supplier was doing a good job but he stopped trading.

The present perfect continuous has the following uses. •

•

Events which began in the past and are continuing at the time of speaking I've been showing James the changes to payroll procedure.

2

3 4

5

a the action b the action c the action d the action action e the action

Continuous infinitive forms have the following uses. •

In the present or perfect after certain verbs such as appear, hope, seem, want Staff seem to be accepting the new production scheduLes without any concerns.

will happen in the future

Next quarter, we __ the new policy. a were implementing b 're implementing c 've been implementing

Events which are still incomplete They \Ie been carrying out a force field analysis. They should be finished soon.

To refer to temporary events that were taking place before a time in the past Then we discovered that he had been talking to other employees about confidentiaL changes.

began in the past and is unfinished was interrupted in the past is happening now took place prior to another past

Choose the best option, a, b or c, to complete the sentences.

2

Before their financial problems they _ _ to open a new plant. a 've been planning b 're planning c 'd been planning

3

We seem __ some technical problems. a to be experiencing b were experiencing c are experiencing

4

The R&D department _ _ a new model for some time now. a to be developing b have been developing c are developing

The past perfect continuous has the following uses. •

He was looking at the proposal when we got the email to say that the budget had been cut. I'm looking at the proposal after the meeting. They've been discussing the proposal for months and not made any progress. Changes to the pricing structure were announced after the proposal had been agreed. He's looking at the proposal and will let you know.

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76 • Grammar reference

Paired structures

Exercises

Correlative conjunctions

Complete the memo with correlative conjunctions.

Correlative conjunctions have the following uses. •

•

•

•

•

•

To refer to two different options, interpretations or si tuations Either we pay passengers compensation or we offer them aLternative flights. Whether they accept our offer or not wiLL depend on a number of factors. To refer to two things in the negative Neither the board nor the staff wanted tl1,e company to faiL. To refer to two things that share a common feature This course of action wiLL both/not only soLve the probLem and/but aLso improve our image. As well as interviewing the CEO the media aLso taLked to staff. To indicate contrast Some passengers have been jlolAm home, others have bee11 put up in hoteLs. To show a chronological link between two things Once we reaLised tl'Le scaLe of the probLe1'H then we were abLe to take appropriate action. To indicate a relationship of cause and effect As our reputation suffers, so do our shares.

Paired comparatives The first clause or phrase introduces a situation and the second clause expresses the consequence. The quicker we act, the more successful the outcome wiH be. Write a press reLease; the sooner the better.

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Complete the sentences with paired comparatives using the words below. complicated cold difficult soon angry simple good productive impossible intelligent happy popular

2 3 4 5

6

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Grammar reference . 77

Discourse markers

Exercises

Some discourse markers are used mainly in speech but not in writing and vice versa.

Complete the conversation with the discourse markers below.

Discourse markers have the following uses.

afterwards by the way so by and large well besides as a matter of fact first of all for instance actually

..

To enumerate and order information Writing: jirst(ly), second(Ly), etc., initially, eventuaLLy, ultimately,jinaLLy, last(ly), then, next, before, after Speaking: jirst of aLL, afterwards .. To add additional information and give examples Writing: for example, such as, i.e., moreover, furthermore, in addition Speaking: for instance, Like, on top of this, besides, too, say To signal contrasts and similarities Writing: however, nonetheless, on the other hand, although, whereas, despite, in fact, in contrast, rather, similarly, yet Speaking: as a matter of fact, actuaLLy, anyway, though .. To indicate cause and result Writing: as a result, therefore, consequently, hence, thus Speaking: so, that's why " To generalise and summarise Writing: on the whole, in general, generaLLy speaking, to conclude, in conclusion, to sum up Speaking: by and large, mostly, mainly " In conversation to indicate speakers' attitudes OK, right, actuaLLy, weLL, by the way, so

A: I told Charles that I didn't want to move.

B: A: B:

A:

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78 • Grammar reference

B:

A:

B:

A: B:

I enjoy my job and 1_ _ the journey to work is longer if I move branches. What did he say? Well, 2_ _ he wasn't happy but 3_ _ he said that he understood. But there must be someone else who could do that job. 4_ _ , David's well qualified. 5_ _ I suggested David for the job but Charles didn't seem keen. I suppose they want someone with analytical skills and,6_ _, David's experience is in financial services, isn't it? That's true. 7_ _ , strictly between you and me, I heard he could be promoted to head of financial products by the end of the year. 8_ _ he probably wouldn't consider a move at this point, would he? 9 _ _ , I suppose we'd better get back to work. I'll pop into your office later. OK. Oh, 10_ _ , can I you bring last week's financial report with you when you come?

Choose the correct discourse markers to complete the memo.

1 Generally speaking/As a result of recent meetings, there has been speculation that amendments to financial policy will have an impact on departmental budgets. 2Therefore/Yet I would like to clarify the present position. 31n general/Consequently, most budgets will remain unchanged in the short . term. 4Whereas/However, there will be some exceptions. 5For example/Such as, there will be will an immediate review before further expenditure in Marketing and Design is agreed. 6Initially/Firstly, all other departments will continue as they are but 7 ultimately/after departmental spending will be reviewed in all areas before the end of the present financial year. SAlthough/Moreover we request that any departmental expenditure exceeding $500 (9thus/i.e. training, travel, etc.) is countersigned by the Finance department.

Third conditional

Exercises

The third conditional has the following uses.

Match the beginnings of the third conditional sentences 1-6 with the endings a-f.

•

To talk about past situations or events and to speculate about the outcomes that resulted or could have resulted from them or from an alternative course of action

The clauses in conditional sentences of this type can take the following forms. •

been able to prepare a better pitch. negative

+

4

6

a b

negative

If we hadn't met at the conference, vve wouldn't have been able to worJ~ on a joint venture together. •

3

S

affirmative + affirmative

If we had had nwre time, we would have •

2

negative

c d e

If we hadn't changed the concept, we would have had more chance of sec'Uring backing.

f

negative

+

affirmative / affirmative

+

rf you hadn't told me that there would be healthy returns, ... If you had made more contacts at the trade fair, .. . We wouldn't have attended the conference if .. . They would have generated more ideas .. . We might not have been able to attend .. . If you had met him ten years ago, you .. . if they had held a brainstorming meeting first. we hadn't seen the advertisement in the trade paper. if the date of the meeting hadn't been changed. I wouldn't have invested in the company. wouldn't have recognised his entrepreneurial talents. we might have been able to send out more copies of the new brochure.

Other third conditiona fonns The third conditional is also used in association with the past modals should have, could have, might have. If they had explained their idea in a better way

they might not have lost our support.

Complete the third conditional sentences with the correct form of the verbs in brackets.

2 3 4 S

6

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Grammar reference . 79

Future perfect

Exercises

Future perfect simple

Complete the sentences with the future perfect simple form of the verb in brackets.

The future perfect has the fol1owing uses. •

To make statements and projections about events and situations in relation to a time in the future

•

To describe actions that will be completed before or at a certain time in the future

I _ _ (send) the report by next Monday. 2 How much _ _ (spend) on biofuel research by the end of the decade? j We _ _ (reach) an agreement by the end of the meeting. If scientists refuse to share knowledge, they _ _ (miss) an opportunity to find a solution. S In two years' time our company _ _ (be) in existence for a century. 6 If we each take action to reduce waste, we _ _ (try) our best to save the planet. 7 The exciting thing is that this data _ _ (not be analysed) in this context before. P These theories _ _ (not be tested) by the time we make our decision. I

The future perfect is usually associated with a clause or phrase with by, when or ifwhich situates the future time or moment in relation to which the statement or projection is being made. By the time leaders pay attention to the water shortage we will have missed several opportunities to solve the problem.

If we find an efficient alternative to fossil fuels the years of research won't have been wasted. uture perfect continuous

Choose the best option, a or b, to make future perfect simple or future perfect continuous sentences.

The future perfect continuous has the fol1owing uses. • •

To talk about anticipated events that will be happening at a given point in the future To describe an incomplete or uninterrupted activity By next year the hydroelectric plant will have been running for a decade , so we'Ll carry out a detailed assessrnent.

2

The following adverbials can be used with the future perfect. By 2025

Btifore next year In ten years' time This time next week

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80 • Grammar reference

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By next May, they _ _ the new laboratory for more the eight years. a '11 have built .) 'II have been building By six o'clock I _ _ on three different experiments. '11 have worked 'II have been working By this time next year we _ _ this research and written up our findings. '11 have completed '11 have been completing How long _ _ at this college by the time you graduate? will you have studied will you have been studying If we don't finish it by tonight we _ _ the deadline. '11 have missed '11 have been missing The energy awareness campaign _ _ for twelve months by June and it's still proving very popular. a will have run will have been running

Active and passive

Exercises

Most verbs have both active and passive forms.

In which of these sentences is the passive incorrect?

The active form has the following uses. •

To focus on the agent responsible for the action (who or what carried out the action)

Please get the plans looked by Friday. We had a new logo designed. They managed to get the agenda changed. We had the board resigned.

2 3

The passive form has the following uses.

4

•

Rewrite the sentences in the passive. Omit the person if they are not necessary to the meaning.

To focus on the result or outcome of the action (what has been done)

The passive form may be used with by if we want to give information about who performed the action in situations where we still wish to emphasise the action itself.

o 0.[

- /

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Reply

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Hi Sue,

The following active sentence structures may have a passive form. •

•

•

subject + verb + object The temn completed the project. (active) The project was completed (by the team). (passive) subject + verb + object + object The trainer taught the staff some techniques. (active) The staff were taught some techniques. (passive) subject + verb + object + complement The CEO will ask the manager to carry out an investigation. (active) The manager will be asked to carry out an investigation. (passive)

Some types of verbs (such as intransitive verbs, which do not take an object) do not have passive forms. appear, look, resign, seem, work, etc.

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I

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The causative passive The causative passive has the following uses. •

To indicate that the subject is responsible for an action but is not the person who performs it We should manage to get the plans approved before the end of the week. We had the computer problems checked (by the IT department). The verbs have and get are used in this form of the passive.

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Grammar reference . 81

. _

Word order - adverbs

Exercises

An adverb gives more information about a verb.

Read the article about e-marketing. Tick the sentences that are right and correct those that are wrong.

Adverbs of frequency •

These adverbs normally appear between the subject and the verb or at the beginning of a sentence when extra emphasis is given. The law on copyright infringement has seldom been enforced. Never before has a computer company paid so much attention to style and design.

Keywords always, ever, hardly ever,frequentLy, never, normaLLy, now, occasionally, often, periodicaLLy, rarely, seldom, sometimes, usuaLLy

Adverbs of time •

These adverbs can appear in different positions. Many smaLL businesses are not yet convinced of the potential benefits of internet advertising. Many businesses have yet to understand how they can benefit from internet advertising.

Keywords afterwards, already, at once, bfjore, bfjorehand, constantly, currently, eventuaLLy, finaLLy, immediateLy,just, late, later, shortly, soon, still, suddenly, then, today, yet

Adverbs of manner/condition/attitude •

These adverbs are normally positioned before or after the verbs they qualifY. Most adverbs of this type are formed by adding the suffix -ly to adjectives. However, some words can be both adjectives and adverbs, for example,far,fast, hard(ly), inside, next.

Adverbs of degree that modify adjectives •

Certain adverbs can be used to modifY adjectives or other adverbs by intensifYing or toning down their meanings. They are not interchangeable with all adjectives and very often form commonly used pairs of words. De~;pite being hugely popular, some social networking sites have not turned a profit.

Current trends As always, choos ing the best way t o promot e a product or service is what wi ll help it to sell good. 2 But marketing trends f requ ently change. 3 At the moment, marketing executives extreme ly are interested in e-marketing. 4 Fo r example, social networking sites are popular enormously with 18- to 24-year-olds. 5 This is a group that many campa igns are currently keen t o target. 6 However, they are easy bored and want advertising to reflect t he media t hey use. 7 Increasing ly this group wants their advertis ing to enterta in as well as to inform. 8 So, the use of viral marketing or socia l network in g sites seems logical qu ite. 9 Yet it is a mistake to think t hat a product or service will sell because simply it's being promoted using social media or e-marketing.

Traditional media or e-marketing? 10 Today, re search is as important as ever. 11 It is useful to check out always the internet sites that you are thinki ng of advertising on. 12 Look at the companies that are already advertising there. 13 Is their ta rget aud ience sim ilar t o yours or is it very different? 14 Also, bear in min d t hat it's likely that highly traditiona l ma rket ing media wil l remain popular in the future. 15 TV and magazines are a format that both consumers and cl ients feel comfortable often with. 16 Current ly there is more choice of media than ever before, both for advertisers and their clients . 17 The challenge now is to use those choices in the most appropriate way. 18 That is how successfully you wil l promote your products and services.

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82 . Grammar reference

Probability and possibility

Exercises

Modal verbs

Choose the best option, a-d, to complete the sentences.

Can and could have the following uses. •

•

•

•

Possibility or impossibility; can in the present, couLd in the past and future Can't have (+ past participle) is used to express disbelief about a situation or event. They can't have increased the rent again! CouLd have is used for possibilities that existed in the past but which were not actioned. The saLes team couLd have worked harder. CouLdn't have is used to express impossibility. We couldn't have foreseen the fan in oiL prices.

2

3

4

May and might have the following uses. • • •

May is used to talk about an event or situation that is quite likely. Might is used to talk about an event or situation that is comparatively less likely. Both can be used to express the past (may/might have + past participle). Interests rates may faLL in ApriL or the economy might improve in time to keep them stabLe. Accounts might have got the figures wrong.

Must has the following uses. •

•

Must is used to make deductions about something based on present evidence. She got the contract, she must be pLeased. Must have (+ past participle) refers to past situations which we are certain about. You must have reaLised the prices were wrong.

S

Complete the dialogue with could have, can't have, couldn't have, must have or should have. A. You I lost the insurance documents! B: I'm so sorry. I 2_ _ left them on the train. A: You ' _ _ put them in your briefcase. B: I did. But then I got them out because I "_ _ finished writing my notes without them. A: If you'd worked late yesterday you 5_ _ left the insurance documents in the office.

Choose the correct adjective or noun in italics to complete the sentences.

Will and should have the following uses.

• •

•

WiLL expresses certainty about a future outcome. ShouLd is used to express likelihood. We'll start the project next week and should finish it by May. Both wiLL and shouLd can be used to express the past. ShouLd have (+ past participle) is used for past actions that would have been preferable to those taken. You should have negotiated a better deaL

Other ways to talk about probability • •

Adjectives: bound, LikeLy, unlikeLy Our insurance is bound to cover fire and flood. Nouns: chance, LikeLihood, the odds The odds are that currency rates wiLL faLL

The delivery was late so I _ _ send out the orders yesterday. a mustn't b won't c can't d couldn't He's called an emergency meeting so it _ _ be important. a must b can c mightn't d couldn't That's strange. She left the office an hour ago so she _ _ be at the airport by now. a could b can c should d must have We know what went wrong. We certainly _ _ make the same mistake again. a mightn't b may c should d won't It's quite likely that the cost of materials will rise so we _ _ need to revise the budget. a could b may c must d should

2 3 4

S

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Grammar reference . 83

Reporting

Exercises

Reported speech has the following uses.

Tum the reported speech into direct speech.

•

He said that he didn't know where the money was. She asked him why he hadn't reported the problem. He told her that she hadn't kept the accounts up to date. They said that they would explain the problem to the shareholders. She asked why I hadn't paid my taxes.

•

To duplicate what was said. The verbs ask, say and ten are used. The manager asked him to provide receipts. She told the board to conduct an investigation. They said that the1j had done nothing wrong. Tenses are sometimes changed from present to past, from future to conditional and from past to past perfect. Modal verbs may also change from direct to indirect speech.

Reporting verbs have the following uses. •

To summarise the content of something that was said. There are different types of reporting verbs.

2 3 4

5

Tum the dialogue into reported speech. Use the reporting verb in brackets.

Verbs followed by a that clause

2

acknowLedge agree argue cLaim confirm deny feel inform mention predict repeat reveaL think

3

add announce assume commt-'nt consider expect forget maintain observe promise repLy state threaten

admit an~er

believe compLain decide expLain impLy mean persuade reaLise report suggest 'warn

Verbs that are followed by an object and an infinitive advise instruct persuade warn

ask invite remind

forbid order teLL

Verbs followed by a wh- clause decide expLain imagine remember understand

discover forget know ten wonder

discuss guess realise think

Verbs followed by a direct object and a preposition The verb following the preposition is often in the -ing form. bLame ... (for) accuse ... (oj) criticise ... (for) congratuLate ... (on) threaten ... (with) warn ... (about/oj)

84 • Grammar reference

4 5 6 7

8 9

to

Sara: Hello, Mark. Sit down. (tell) Mark: Hi Sara, why did you want to see me? (ask) Sara: You claimed a lot on expenses on your last trip. (observe) Mark: That's because of the conference in Rio. (explain) Sara: It's much higher than the rest of your team. (state) Mark: That's not true. (deny) Sara: You wasted the company's money. (accuse) Mark: OK, I did spend too much. (admit) Sara: This is a serious matter, Mark. (warn) Mark: It won't happen again, Sara. (promise) ·U1B~B

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Verb patterns

Exercises

Intransitive verbs (subject + verb)

There are extra words in some of the pairs of sentences. Tick the sentences that are correct and cross out the words that are not necessaty.

• • •

Have a subject but do not require an object May be followed by a prepositional phrase Cannot be used in the passive

The quality oj leadership has deteriorated. The problem arose during the presentation.

2

Transitive verbs (subject + verb + object)

3

• •

Involve a subject and an object that is affected III some way Can be transformed into the passive Candidates win receive an application Jorm.

which shouLd be completed and returned.

Verbs with transitive and intransitive forms

a The human resources manager retired. b I know it. a Can you manage to carry? b Yes, I prefer to carry my own cases, thanks. a Do sit down the chair. b I'll sit here. a Did your package arrive it? b Yes it arrived this morning.

4

Are these sentences transitive (T) or intransitive (I)? Underline the object in the transitive sentences.

Some verbs have both transitive and intransitive forms. These verbs can have two distinct meanings.

Have you managed to find som.eone to replace your PA? (intransitive) The CEO has managed this company Jor a long time. (transitive)

2 3 4

5

Verb patterns The following patterns are used with verbs. •

subject + verb

The president retired. •

subject + verb + object Staff will receive training.

•

subject + verb + complement

•

subject + verb + object + object

The board seemed pLeased with the results.

6 7

8 9 10

The problem vanished overnight. The CEO influenced the changes, it's true. The quality of candidates fluctuated widely. The interviewer persisted in asking difficult questions. The agency specified that a degree was necessary. She slept well the night before the interview. They included a brochure with the application form. She bought new furniture for her office. He ceased waiting for the perfect job to come along. She finally received a letter responding to her application.

We sent aLl participants a questionnaire.

•

subject + verb + object + complement We persuaded the department to attend the course.

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Grammar reference . 85

Unit 8

Task 2 page 41

You are working with a multinational team which has recently been joined by a new member. The new team member reacts badly to criticism. He/She has lots of creative ideas but expects the rest of the team to do the more boring tasks to make the ideas work. He/She also refuses to be accountable when things go wrong and openly runs down other members of the team. There is also a problem in team meetings where the new member tends to dominate and is confrontational when faced with viewpoints that he/she does not agree with. You have noticed that other team members are becoming less willing to put forward ideas. Recent team meetings have also been disrupted because this team member is often late and you have to spend time repeating key information.

Unit 5

Task 1 page 25

Student A: Sales Manager Try to get the best deal you can for your sales team. Use your own arguments or some of those listed below. Your aim is to get a bonus equal to one month's salary for each member of the team. Your compromise position would be two weeks' salary. Your own bonus will be the same as whatever you win for your team. • Although the sales team did not meet their quotas, they did achieve high sales. • The sales quotas were unrealistic; they were set last year when economic conditions were more favourable. • The last quarter has been difficult in all financial sectors. • The team out-sold rival companies. • They worked long hours and over weekends to try to meet targets. • Morale will be damaged if no bonus is received. • You may lose some of your best sales people.

86 • Pairwork

Unit 1

Task 1 Step 1 page 8

Read the report, highlight the key information and then answer the questions. 1 What do you think are the main problems? What are possible reasons for the problem? 2 What action would you recommend to motivate the warehouse staff and improve the situation? The warehouse team The team consists of twelve employees who check the computers and carry out basic maintenance before sending them to charitable organisations. All new staff complete a two--day technical training course and have a manual they can refer to if they have problems. Team members receive a bonus for hitting targets for the number of computers that are sent out. Performance A high percentage of the computers that are sent out to organisations are later returned because they are defective. This is often due to the fact that they have not been reconditioned to a high enough standard. A number of team-building events have been attempted to try to improve performance (staff barbeques, quiz nights, etc.). However, returns remain high so other planned departmental events have been cancelled. Recommendations In light of the continuing problems with performance, productivity and quality control, it is recommended that the team should not receive a staff bonus th is year. There is also the possibility of terminating contracts. However, this is problematic due to the fact that the salary that we currently offer is not competitive and we are therefore unlikely to attract suitable new staff.

Unit 3

What do you think? page 14

Suggested order: 3, 5, 2, 1, 4

Unit 3

Task 1 page 15

Unit 4

Task 2 page 23

Group A: Managers

Student C: Project Manager

The board is relying on you to persuade staff to agree to as many of the changes on the list as possible. Look at the list on page 15 and identifY which strategies you think will be most unpopular. Discuss the best way to explain the problem and possible solutions in order to get people to accept the changes.

You relied on your assistant project manager to liaise with the contractor. Find out if the correct environmental checks were carried out and, if not, why not. Now that this unfortunate event has occurred you think that your company should be honest and accept responsibility. Suggest that you have a press conference on behalf of the company to say that you are horrified that this has happened and that you intend to import some sand lizards from another area and recreate the colony in the valley in order to minimise any ecological damage. If the correct checks have not been made by the contractor you intend to mention this.

Unit 1

Task 2 page 9

Meeting 1: Student A You are a manager. You are about to give an appraisal to a new member of the sales team. You feel that he/she is underperforming. The main areas of concern are that: • he/she frequently makes mistakes in the monthly sales reports • hislher individual sales targets have not been met for the last two months. Try to find out why these problems are occurring and discuss how to improve hislher performance. Your goals are to: • gain an assurance that things will have improved before a follow-up appraisal in three months' time • avoid committing to training as there is a spending freeze in your department at present.

Unit 4

Task 1 Step 1 page 21

Student A: Passenger You are a passenger on a Vayger Airways' flight at the airport. You absolutely must get to Bilbao, Spain today to give a sales presentation at 3pm to a very important customer who is thinking of changing suppliers. Ask to speak to someone from Vayger Travel. Stress to the person that you speak to that it is vital that you get to your destination today. Try to persuade himlher to help you. Discuss the options available and ask questions so that you have all the information that you need to make the best decision. It is now 1Oam.

Unit 1

What do you think? 1 page 6

Findings from YouGov Employee Happiness Index, July 2007 Employees who responded to the survey listed these as the top five (listed in order of importance): • • • • •

bonus personal medical insurance flexible working discounts on company products company pension (final salary or occupational) The following were considered as 'nice to have' but not essential. • employee share scheme • free car parking • train season ticket loan • sports/social club membership The survey found that the following were considered of low importance: • creche / help towards childcare • generous holiday entitlement • luncheon vouchers

Pairwork • 87

Unit 4

Task 2 page 23

Unit 1

Task 2 page 9

Student A: Assistant Project Manager

Meeting 1: Student B

You discover that the correct environmental audits were not carried out by the contractors. You assumed that they would automatically do these but your project manager never specifically told you to check that they had been completed. The project deadlines were tight so it was an easy mistake to make. Point out that the lizards are not a rare or endangered species and so any media interest will soon die down. The lodges are aimed at guests who want to have a holiday where they do not increase their carbon footprint; they won't care about a few sand lizards. This whole unfortunate event should be played down. It will not have any lasting impact on your company's green reputation.

You are the newest member of the sales team. Each month you prepare a sales report for your manager. In addition, team members have also given you responsibility to prepare three other monthly analytical reports for different departments. Each report requires a large amount of research and preparation. You often work late and through your lunch hour but still find that you do not always have enough time to check the reports as much as you would like. It is also making it difficult to meet your quota of sales calls. You have not had any training and team members are too busy to give advice on how to prepare the reports more efficiently. Listen to your manager's comments and respond to any criticism. Try not to agree to any new goals without an assurance that you will be given training or that your workload will be reduced.

Unit 9

Task 2 page 45

Student A Traditional marketing options: • Giving away a free CD or music download with the magazine • Advertising on prime-time 1V during a talent show that is popular with teenaged viewers; estimated cost: $435,000 for a 3D-second advertisement slot • Think of another idea to suggest

Unit 4

Task 1 Step 2 page 21

Student B: Passenger Telephone your customer. Your presentation was scheduled for 3pm today. The presentation is very important for your company. Your manager will be very unhappy if it is cancelled. • Explain what has happened and the travel option you have decided to take. • Let the customer know if you are going to be late. • You need to fly to New York on business tomorrow afternoon and will not be back in Europe for a week.

88 . Pairwork

Unit 1

Task 1 Step 2 page 8

Student A: Howard Ashcroft The previous manager seemed to see this team as a problem group rather than as individuals. In my opinion, the two main problem areas seem to be quality control and staff morale. The new manager should get the warehouse team together and discuss the problem because the previous manager might not have communicated that information clearly. Then the manager could arrange one-to-Dne feedback sessions with each member of the team in order to hear their ideas and find out what rewards are likely to motivate them; a bonus scheme may not work for everyone. Finally, the manager needs to involve the team in setting measurable goals and making changes to existing procedures to improve quality. If the staff are involved in the process they are more likely to make the changes work.

Unit 5

Task 2 page 27

Student A Use the information below to prepare an argument as to why Dulcie Fry should be appointed. Dulcie Fry is Canadian and is 38 years old. Her supporters say: Dulcie is an inspirational leader and isn't afraid of taking risks. She has the experience and skill to take any company and turn it into a global brand. She is increasingly in demand - there are whispers that she is the top choice to head a global pharmaceutical company when their CEO retires next year. Her detractors say: Fry isn't afraid of taking chances with shareholders' money. That means that even if things go wrong she will have worked out a deal where she walks away with a big fat pay cheque. Career highs

Career lows

First executive role: Lindmann Telecom group Her global branding experience raises the company profile and share prices increase by 60%. Fry reportedly earns more than $6 million per annum.

Second executive role: Barsoux Cosmetics Leaves after less than a year. Rumoured that her lack of experience in the retail industry contributed to loss of shareholder confidence. Under her the company launches a new range of perfumes which is not a success. She leaves after repeated clashes with the board, reportedly with a $4 million payoff.

Third executive role: Divine pic Fry rebrands and expands this luxury fashion brand and is credited with using her contacts to get the label featured on the cover of American Vogue. Orders and share prices soar.

Use the information below to raise objections to Fred Hawkins' appointment. Fred Hawkins is Irish and is 54 years old. Experience: Has worked for Glover & Royal for 28 years; has been on the board since 2002. His detractors say: The new CEO needs to have the vision and drive to guide the company through this difficult transition period. Hawkins is a valuable board member but has done nothing to demonstrate that he has the exceptional qualities required to make him a strong leader. Career lows: Was passed over for the position of CEO when it last came up in 2005. Attempted to launch a range of Glover & Royal products in the US in 2006 but it failed to make an impact.

Unit 3

Task 1 page 15

Unit 6

Task 1 page 29

Group B: Staff

Student F

Someone has leaked information about the changes. Look at the list on page 15 and discuss which changes you think are acceptable and which are unacceptable. Suggest alternatives for any suggestions that you do not want to accept.

You are managing director of Lonlow Telecomms. You need on-site catering for your 60 staff.

Pairwork • 89

Unit 1

Task 2 page 9

Unit 6

Task 1 page 29

Meeting 2: Student A

Student B

You are a member of an international project team. The team leader has a similar position to yours in the company but has been with the organisation for less time. The project requires important negotiations, an area in which you have wide experience. However, you are frustrated that your role so far has mainly involved paperwork and administration, which bores you. There is also a communication problem. He/She fills up your in-box daily with long emails and documents which you have no time to read, yet there are very few phone meetings, which you would prefer. You have lots of ideas for the project but do not feel that your suggestions are wanted. Sometimes you find the team leader's instructions unclear so you complete tasks the best way you can. There is no system for feedback on the project so you find it difficult to know whether you are doing a good job. Respond to the team leader's comments and make suggestions about how things could improve.

You are a senior recruitment executive at MD Recruitment. Your company is expanding and needs new office premises.

Unit 6

Task 3 page 31

Unit 1

Task 1 Step 2 page 8

Student C: Vincent Myer The previous manager was giving mixed messages. When he arranged departmental events like barbeques, staff probably thought that they were being rewarded for doing a good job. Then when the events stopped the team would have been demotivated. The new manager needs to use clear positive and negative reinforcement. First, communicate that quality control has to improve and tell staff how many computers they will be expected to send out each week. Then make it clear that if individuals meet their targets to the expected standard they will get a bonus. If the computers they worked on are returned then their bonus will be cut. It's as simple as that. Finally, if they consistently underperform then they will be sacked. Performance will soon improve, believe me.

Student C Look at the information below and develop the idea into a pitch for the panel. You can add any information that you wish. • You have developed an electronic book which has pages just like a real book. • The pages look and feel like paper. • The contents and cover of the book changes to reflect the title that you have loaded on to the device. • You have tested it in universities and the feedback from users has been very positive. • You developed it because you like new technology but you think that many people like the experience of turning pages as they read.

90 . Pairwork

Unit 6

Task 2 Step 2 page 30

Student A: Employee • • • •

Introduce yourself to the director and start a conversation. Make polite enquiries about how the digital video camera project is progressing. Pitch the best idea(s) from step 1 about the new digital video camera. Indicate that you are interested in joining the international team. Confidently highlight any skills that you have that might be of use (e.g. language skills, an interest in new technology, etc.).

Unit 4

Task 1 Step 1 page 21

Student B: Clerk You work for the airport authority and have been put on the check-in desk of Vayger Airways, which has just gone into receivership. All Vayger's flights are cancelled and no Vayger staff or management are available because they are currently in a redundancy meeting. You are authorised to offer a refund but otherwise your instructions are simply to give out the bad news and to give information about the travel alternatives. You can choose how much information to give the customer and how helpful or unhelpful you wish to be. It is now lOam. Here is the latest travel information: • Two other airlines offer flights to destinations near Bilbao, leaving at 1l.45am. Seats on both these airlines are now selling out quickly: - Lion Air to Santander, Spain (distance from Bilbao lOOkm/60 miles) - FastJet to Biarritz, France (distance from Bilbao 117km/72 miles) • Customers will then need to either book a hire car or use alternative public transport to get to Bilbao. • Information has also just come through that LMK Airlines may put on extra flights to Bilbao this afternoon, leaving at l.30pm (flight duration approximately 2 hours). Passengers would be able to use their Vayger tickets to travel. This flight has not yet been confirmed by the airline.

Unit 9

Task 2 page 45

Student D The publisher of the magazine wants the campaign to highlight the following ideas: • The magazine is fresh and different from any other music magazine • New musicians and bands will be as important as famous names • Use your own ideas to add another way that the magazine content could be different from rival publications

Unit 6

What do you think? page 28

Calculate how many points you scored. Statements 2, 5 and 9 score 3 points each. Statements 3, 6 and 8 score 2 points each. Statements 1, 4 and 7 score 1 point each. Analysis 3--4 points: You sound as though you could be someone who would rather do anything other than network. Try to relax when you find yourself in a networking situation and start off by doing lots of listening and showing interest in what the other person has to say. Don't pressurise yourself into feeling you have to talk shop straightaway. 5-7 points: You seem to be someone who gets on with networking because you see it as part of the job. It doesn't terrifY you but maybe it's not the part of your job you enjoy most. Be careful to be sensitive to the person you're chatting with so that they don't feel 'used'. 8-9 points: You're probably someone who loves chatting, which is a great asset for a networker. You're probably great at getting to know new people, too, but don't forget that the point of all the chat is to make contacts.

Unit 11 Task 1 page 54 Purchase requisition form Items: Office furniture and equipment Item

Code

Quantity

Standard issue bookcase

W452

2

Price €38

Leather topped desk

0687

1

€760

Standard printer table

0989

1

€34

Leather adjustable chair executive model

T4

1

€220

Printer

Y381

1

€69

Laptop computer

H928

1

€1050

Designer's Guild lamp

S29

2

€185

Wall shelves

P827

2

€43

Sofa (small leather)

P732

1

€320

Filing cabinet (large)

F73

1

€46

Filing cabinet (small)

F79

1

€24

Coffee table (glass and metal)

U689

1

€145

Wall art prints

L78

2

€19

Pairwork . 91

Unit 5

Task 2 page 27

Student B

Use the information below to prepare an argument as to why Fred Hawkins should be appointed. Fred Hawkins is Irish and is 54 years old. His supporters say: He eats, sleeps and breathes this company and knows it inside out. There is no safer pair of hands to make decisions and choices to take us into the future. His detractors say: The new CEO needs to have the vision and drive to guide the company through this difficult transition period. Hawkins is a valuable board member but has done nothing to demonstrate that he has the exceptional qualities required to make him a strong leader. Career highs

Career lows

He was instrumental in getting the board to commit to expanding into the Asian market, resulting in huge profits for the company.

He thought he would be appointed CEO in 2005 when the position was last available, but the board passed him over.

He has overseen the development of the male grooming range and is in talks with Todd Lescaux, a famous American football player, to be the face of the range when it is launched in the us.

Attempted to launch a range of Glover & Royal products in the us in 2006 but it failed to make an impact.

Use the information below to raise objections to Dulcie Fry's appointment. Dulcie Fry is Canadian and is 38 years old. Her detractors say: Fry isn't afraid of taking chances with shareholders' money. That means that even if things go wrong she will have worked out a deal where she walks away with a big fat pay cheque. Career lows: Fry's second executive role, with Barsoux Cosmetics. She leaves after less than a year. It is rumoured that her lack of experience in the retail industry contributed to loss of shareholder confidence. Under her the company launches a new range of perfumes which is not a success. She leaves after repeated clashes with the board, reportedly with a $4 million payoff.

Unit 4

Task 1 Step 2 page 21

Unit 6

Task 2 Step 2 page 30

Student A: Customer

Student B: Director

You receive a call from a prospective supplier who is scheduled to give a presentation this afternoon. Discuss the problem and decide whether to: • cancel the presentation • reschedule the presentation to a later time today • postpone the presentation to another date. Explain the reasons for your choice.

You are in charge of organising the international team to develop a new digital video camera. At the moment the project is progressing slowly and needs fresh ideas. You are on the look-out for enthusiastic employees who can speak English to be part of the international team to develop the new digital video camera. You are particularly interested in those who have an interest in new technology.

92 • Pairwork

Unit 6 .

Task 3 page 31

Unit 10

Task 1 page 50

Student A

Student B

Look at the information below and develop the idea into a pitch for the panel. You can add any information that you wish. • You have developed a covering which allows electronic devices (cameras, laptops, etc.) to be used underwater. • It works on devices that are not waterproof. • You had the idea after you destroyed an expensive palmtop computer while out sailing on holiday. • It is inexpensive to produce. • Sailing companies have expressed an interest.

Your partner is going to telephone you. Use the information below to answer questions about the external considerations and possible advantages of the collaboration.

Unit 1

Task 2 page 9

Meeting 2: Student B

You are leading an international project team. One of the team members seems to have problems with your authority. When you give instructions he/she often seems to ignore the information and instead carries out the task in hislher own way. His/Her role at present is mainly administrative while you work out what hislher skills are and how best they can be used. You want team members to put forward ideas and suggestions but when you email information about new developments in the project he/she does not respond. This is an important and pressurised project and everyone must perform to their best ability. Try to find a way to improve the team member's motivation and performance. You have the authority to drop himlher from the team but this should be as a last resort.

Unit 6

Information about external considerations • Customers: de Vere is popular with the 1uxu ry market • Garden furniture market: strong at the moment but shows signs of weakening • Competitors: competition from cheap imports • Promotion: the designer attracts a lot of free publicity (features in magazines, etc. but may also want a high profile ad campaign) Advantages of the collaboration • It presents an opportunity to attract a younger audience. • If the collaboration works it could open the way to future celebrity designer projects. • It is an opportunity for the company to diversify into the garden furniture market. Now ask questions about: • how the collaboration will be financed. • how the project will be staffed. • the length of time the range will take to be developed. • when the range will be launched. • the possible disadvantages of the collaboration. When you have completed the information, finish the call politely because you have an appointment to attend.

Task 1 page 29

Student C

You are a senior buyer at Foley Caterers. You need to widen your range by using some new, deluxe ingredients in your meals.

Pairwork . 93

Unit 8

What do you think? 1 page 38

Different personality types have different strengths and weaknesses.

ENT)

+ focuses on the task to be achieved and keeps

EST)

+ works efficiently to ensure that the team + + -

completes tasks by the deadlines set contributes practical organisational skills applies logical arguments to problems can be too direct when giving criticism may be insensitive to the feelings of others may not encourage others to experiment

ESTP

+ + -

+ has the energy to make things happen and has

+ + -

a 'can-do' attitude focuses on practical issues and maintains an awareness of factual information takes charge in a crisis and organises others may have a tendency to act quickly before thinking things through may be insensitive to the feelings of others may turn to a new task without completing the first

ENTP

+ uses creative ideas to approach tasks + is energetic and enthusiastic and creates new + -

ESF)

+ makes everyone in the team feel valued and

+ +

-

maintains good relationships builds team spirit through enthusiastic organisation of social activities asks for contributions from all members, keeps the team informed and seeks consensus in decision making may sometimes assume he/she knows the needs of others may appear to be reluctant to try out new ideas and attempts to avoid conflict may not pay enough attention to own needs

ESFP

+ involves everyone in discussion and decision

+

+ -

94 •

Pairwork

making and encourages team members to contribute uses enthusiasm and a sense of humour to build a friendly atmosphere focuses on practical ideas and factual information in discussions may sometimes take criticism personally may focus too much on the current task may over-use humour in some situations

the team on track makes sure that everyone knows what to do and provides a drive to complete the task on time and to a high quality uses analytical and critical skills to solve problems may not always consult others sufficiently or explain the reason for decisions has the potential to dominate the team and may be insensitive to the feelings of others may be tempted to introduce too much change, too quickly

-

ideas from confrontations encourages the team to achieve more than they thought they could may initiate too many projects and not be able to deliver on all of them may appear competitive or unappreciative of the contribution of others may leave others to do the routine work

ENF)

+ encourages contributions from all team

+ -

members by asking questions focuses on areas of agreement and builds on others' proposals may sometimes take criticism personally may not criticise others when it is needed in order to avoid conflict may focus on interpersonal issues more than practical considerations

ENFP

+ is enthusiastic and energetic and encourages

+ + -

change focuses on areas of agreement and builds on the proposals of others is creative and includes others in the process of developing ideas and decisions may sometimes lose sight of the main purpose of the discussion may want to pursue ideas without fully thinking through the consequences may have a tendency to initiate too many projects and too much change

1ST]

INT]

+ is efficient, hard working and good at keeping

+ helps to find ways to solve practical problems

to deadlines keeps the team focused on objectives has good organisational skills may focus too much on the current task rather than on longer-term goals may be overly serious may not encourage others to experiment

and turns ideas into action produces high quality work encourages the team to maintain a clear sense of direction may sometimes be stubborn and may not delegate tasks may not always appreciate the contribution that others make may appear to make decisions without sufficiently considering the facts

+ + -

ISTP + analyses situations and comes up with practical solutions to problems + encourages the team to think before acting + is calm in a crisis and uses logical arguments - may take shortcuts or move on to a new task without completing the first - may focus on the current task at the expense of long-term issues [SF]

+ works hard and efficiently to complete tasks +

+ -

by the deadlines set builds good relationships with other team members and makes others feel valued is skilled in organising people may not criticise others when it is needed in order to avoid conflict may not express hislher own needs or achievements

ISFP

+ solves problems, especially those concerning +

+ + -

people promotes co-operation and helps team spirit with a sense of fun is accurate and observant with facts has hislher own ideas but is considerate of other points of view may be more concerned with group harmony than practical considerations may avoid criticising others in order to avoid conflict

+ + -

INTP

+ uses analytical skills to solve problems and + + -

views information objectively takes into account short- and long-term goals focuses the team's attention can find flaws in others' solutions if they are not perfect may have a tendency to look at problems too in tellectually may stick to principles at the expense of group harmony may not take into account others' feelings may solve problems but leave others to implement the solutions

INF]

+ listens carefully to different viewpoints and + + -

identifies areas of agreement contributes creative ideas is trustworthy and consistent may not include others when developing ideas may not express disagreement when it is needed may pursue more creative ideas without considering cost or practical issues

[NFP

+ is a good listener and generally enthusiastic + contributes well thought out ideas and builds + -

on the proposals of others encourages the team to find agreement when there are areas of disagreement may be too idealistic may spend too much time thinking may disregard facts if he/she finds them unacceptable may avoid criticising others in order to avoid conflict

Pairwork • 95

Unit 12

Unit 8

Task 3 page 59

Task 1 page 40

I

Group B

Student C: The new team member

Possible questions • Why do you want to take part in the career development scheme? (Tip! Be enthusiastic and confident. Explain why you want this particular challenge.) • What do you think are your strongest skills? (Tip! Focus on two to four skills areas in detail rather than listing every skill on your CV.) • Can you give examples of when you have demonstrated these skills? (Tip! These do not need to be examples from work.) • How would you describe yourself? How would others describe you? (Tip! Use positive, dynamic adjectives.) • What is your greatest success? How did you achieve it? (Tip! You can use examples from outside the world of work but explain how these would translate to the workplace, e.g. 'I climbed a mountain to raise money for charity. This required good organisational and fundraising skills, as well as motivation and determination.') • What motivates you? (Tip! Use positive language and try to give reasons.) • Do you have any weaknesses? (Tip! Focus on things that you have overcome, e.g. 'I used to find pubic speaking difficult but] took a course to develop this skill.') • Why do you think we should choose you? (Tip! This is your chance to sell yourself Focus on what qualities and skills you can bring to the scheme and areas that you think the scheme would help you to develop.)

The last team that you worked on had an informal atmosphere so it has taken some time to adjust to the more formal attitude of this team. However, you have now settled in and you think it is a good team and an exciting project. You were unaware of any hierarchy when you first joined the team but you have become aware of the fact that this team member seems to take it personally if you offer a viewpoint that disagrees with his/ her ideas. In your last team an enthusiastic exchange of ideas was encouraged and you think that it is essential in helping to test and build on suggestions. You have no wish to upset the team member but feel hislher serious attitude is harming the atmosphere in the team. You have spoken to other team members and they are open to trying creative new ways of energising the team, for example, having meetings in places outside the office, such as cafes. You think this will help build team spirit. You also think it is possible to take the project seriously but also to build relationships by joking and chatting.

Unit 6

Task 1 page 29

Student A You are a marketing manager at Cox Food Imports which specialises in Italian and Japanese fine foods. You need to find someone who can transport your produce from ship to warehouse.

96 • Pairwork

Unit 10

Task 2 page 51

Group A You work for Kentwell Services. Your company will pay you a £500 bonus if you can negotiate a contract that is more than lO% lower than your existing car lease. However, the CEO also wants to cut the duration of the lease to 2-3 years and wants to retain the present amount of maintenance cover. There would be a 40% loss of bonus for each criterion that is not met. Present supplier contract: Rental cost: £295 per car per month Lease duration: 5 years Maintenance: Free annual car service for all cars and the company will supply a temporary vehicle if the lease car requires repairs Deposit: Three months' rental value per car

Unit 12

Task 3 page 59

Unit 6

Task 3 page 31

Group A

Student 0

Possible advice • Begin the interview in a positive way. (Tip! Smile, introduce yourself, respond politely to any small talk the interviewer may use to help you to relax.) • Check your body language. (Tip! If you are tense it will show in the way you sit and carry yourself) • Listen carefully to questions and take time to think before answering. (Tip! Ask yourself 'Why are they asking this question?' and 'What information is the interviewer trying to find out?'.) • Be enthusiastic and positive. (Tip! Use positive language.) • Give examples. (Tip! When responding to questions try to give an example from your college or work experience to illustrate your answer.) • Be yourself (Tip! The interview is a chance to show who you are.) • Speak calmly and clearly. (Tip! If you are nervous, take a breath before speaking.) • End the interview on a positive note. (Tip! Smile, thank the interviewer and, if appropriate, shake hislher hand.)

Look at the information below and develop the idea into a pitch for the panel. You can add any information that you wish. • You have developed a sun cream bottle which will play music to tell you when you need to re-apply your sun cream. • Many people, including children, suffer sunburn because they do not apply sun cream often enough during the day. • When you use the sun cream you press a button on the top of the bottle. It will then play music when it is time for you to put on more. • The first bottle costs €12 but the bottle can then be reused so it is also environmentally friendly; manufacturers have expressed interest. • You thought of the idea when you got sunburnt on holiday last year because you forgot to re-apply sun cream.

Unit 9

Task 2 page 45

Student C Infonnation about the target market: • Teenagers today use a wide range of different media, for example, in the US teenagers spend around 17 hours a week on the internet • In the US teenagers spend approximately $150 billion a year and also influence their parents' spending • Use your own ideas to add another point about teen behaviour

Unit 6

Task 2 Step 1 page 30

Concept 1 Produce a pocket-sized video camera that is small and very simple to use. The target consumers would be users who make films for their own website and networking sites. Research shows that this is a growing market. It would be economic to develop and the retail price would be lower than any of the products currently on the market.

Concept 2 The Seoul office has developed technology which would allow the company to produce a high-specification camera with editing functions that would allow movie-quality films to be made at home. It would be expensive to produce and the retail price would be at the high end of the market, however, it would be technically superior to any rival product.

Pairwork • 97

Unit 1

Task 1 Step 2 page 8

Student B: Kelly Lane The problems with quality and morale are directly linked to the fact that the warehouse staff are not receiving adequate training. They get a two-day training course at the start but there is no further training to update or refresh their skills. They are not being rewarded for quality. On the contrary, if they take the time to check the manuals or query problems then this will mean that their quotas are down and they won't receive their bonus. The way to improve quality is to make training a priority and have systems in place so that staff know exactly what to do if there is a problem. I'm also concerned that the bonus is exactly the same for all employees. I think that in this situation it might be better if it was performance related, linked to clear achievable goals connected to quality as well as productivity. The warehouse team then need to be given the support that they need to improve their performance.

Unit 5

Task 1 page 25

Student B: Sales Director You have been directed by the board to cut bonuses wherever possible. Use your own arguments or some of those listed below. Your aim is to give no bonus to the sales team. Your compromise position would be one week's salary. Anything over one week will be deducted from your own bonus. • The sales team did not meet their quotas. • Sales quotas were agreed last year. • The last quarter has been difficult and your company needs to make cuts where possible. • Rival companies pay lower basic salaries than this organisation. • The team may have worked hard but they did not achieve results. • Cutting the bonus will send out the message that they need to try harder. • You could consider paying a small bonus only to top performers.

98 • Pairwork

Unit 10

Task 2 page 51

Group B You work for GEO Auto. Your company will pay you a € lOOO bonus if you sell a Gold contract and €SOo for a Silver contract. You have the authority to negotiate a higher or lower price and amend the duration of the contract and the maintenance cover in the Bronze, Silver and Gold categories. However, each item that is less than the guide information will result in a loss of 40% of your potential bonus. The average deposit is three months' rental value per car. You can lower the rental cost if a higher deposit is agreed on (this would not lose you any of your bonus). Bronze Rental cost: €180 per car per month Lease: S years Maintenance: No free maintenance Silver Rental cost: €29S per car per month Lease: 3 years Maintenance: annual free service Gold Rental cost: €3S0 per car per month Lease: 2 years Maintenance: Free annual car service for all cars and the company will supply a temporary vehicle if the lease car requires repairs

Unit 9

Task 2 page 45

Student B New media marketing options: • Sponsor a music competition to find new talent • product placement on popular internet gaming sites such as 'Second life' • Think of another idea to suggest

Unit 6

Task 3 page 31

Unit 10 Task 1 page 50

Student B

Student A

Look at the information below and develop the idea into a pitch for the panel. You can add any information that you wish. • You have developed a product that can be worn on the wrist to stop static electricity. • Many computers are harmed by a build up of static electricity because of manmade materials used in furnishings and clothes. • You had the idea because you often get static shocks in your office. • A company that sells office equipment has placed a large order.

You start the call. Explain that you need more information to complete your research into the de Vere project. Ask questions about: • the types of customer de Vere is popular with. • the strength of the market for garden furniture. • the competitors in this market. • the way the range will be promoted. • the advantages of the collaboration. Now answer your partner's questions about the internal considerations and possible disadvantages of the collaboration.

Unit 8

Task 1 page 40

Student A: Team Leader

Open the conversation by commenting on the problems that you think the atmosphere is causing for the team. ClarifY what is causing the conflict and listen to both sides' point of view. Try to discourage the team members from interrupting each other. Encourage each person to suggest ways of resolving the problem or agreeing on a compromise. If they are unable to do so then you should provide suggestions to improve their working relationship. Check that both are committed to improving the situation for the sake of the team. If no solution is found, give a time within which you expect to see positive improvements and say what you will do if this is not met.

Unit 6

Information about internal considerations • Financial: cut bonuses and reinvest the money in the project • Staff: pay existing staff overtime • Development: twelve months • Timing: next spring Disadvantages of the collaboration • Cutting-edge designs may alienate your current customers (age range 50+). • De Vere has a reputation for being temperamental and difficult to work with. • Projects often go over on budget and deadlines. • The focus on a celebrity designer may confuse your brand image which highlights classic, well--crafted furniture for the house rather than the garden.

Task 1 page 29

Student 0

You are the general manager of All grove Transport, a road haulage company using all types of truck, large and small. You urgently need to recruit some agency workers for administrative positions.

Pairwork . 99

Un;t 6

Task 1 page 29

Student E You are a customer account manager with Jayson Commercial Property. You need a new, state-of-the-art phone system.

Un;t 4

Task 2 page 23

Student B: Building contractor You were never told to carry out any environmental checks. Your workers reported seeing a few lizards on site and you mentioned this at the last project meeting but no one took much notice. The project had a tight deadline and budget and your objective was to complete the work on time. Point out that the environmentalists have little proof that the lizard colony was actually there. A straight denial to the national press should do the trick. You could suggest to the media that a few locals are trying to stir up trouble for the ecopark and have made up the whole thing. You want to go on the offensive!

100 • Pairwork

UnH8

Task 1 page 40

Student B: The member of the original team You feel that the other team member is trying to undermine your position in the group. In the original team you were treated with respect and the team members adopted most of your suggestions without question. The new team member often offers a contradictory viewpoint to your ideas in a way that you find disrespectful. You also think that he! she tries to be funny at inappropriate times, often making jokes during team meetings and spending time chatting about non-work related matters. As a result you feel that he! she is not taking the project seriously. He!She has now suggested that the team should try having occasional meetings outside the office, in places such as cafes. This idea is popular with the other team members but you hate the idea. You are concerned that the hardworking, serious-minded team atmosphere is disappearing and that this will have a detrimental effect on the project.

Listening page 7 (CD track 2) There ar.e lots of useful theories about motivating staff but 111 practIce a lot of the managers that I meet tend to work on a more basic level. Do you know that old expression about the carrot and the stick? Yep, the one where the farmer makes the donkey move forward by using a stick as punishment if it's too slow. Meanwhile, the carrot is held out in front of it as encouragement and reward. Well, in quite a few other business sectors managers sometimes seem to think of their staff as some kind of donkey because they regularly use the carrot and the stick approach as a standard motivation tool. The carrot is the reward staff get when they do well, often in the form of perks or an annual bonus. Or there are also non-monetary rewards like praise and recognition for a job well done. On the other hand if they underperform or don't hit targets, staff encounte; the stick. That could be in the form of negative feedback, criticism, losing out on a bonus, even the threat of getting the sack. This sort of motivator is particularly effective in target-clriven or performance-clriven professions. Sales and production are two areas that spring to mind. In contrast, if you try to use this technique with people in creative professions, say design, staff are less likely to respond well. So what I'm trying to say is that it isn 't effective for all professions. Also, managers need to be careful with this approach. I think we can probably all think of managers that we know who are, erm , more likely to use the stick than the carrot. Pretty obviously. that can cause real staff m.orale problems. But, likewise, there can also be problems wlt.h overusing rewards. If a manager gives regular bonuses or IS ov~r-generous with praise, then it can set up unrealistic expectatIons. If the bonus or praise suddenly stops for some reason , then staff become demotivated and it can affect performance. So, yes, the carrot and the stick approach is very SImple and there is little doubt that it can be effective but managers definitely need to get the right balance.

Listening page 7 (CD track 3) OK, so let's move on to our next topic: staff motivation . Well, if staff motivation was straightforward, all managers would be getting it right. But, of course, they aren't, are they? I want to start by looking at the two main types of motivator: extrinsic and intrinsic. Extrinsic motivators come from outside ourselves; they consIst of rewards or punishments that push folk in a certain direction. Now, what happens is that many managers tend to rely too heavily on th is type of motivator because it. doesn't require a great deal of effort or creativity; you Just gIve a bonus or take a bonus away, give praise or give criticism, it's as simple as that. Still, extrinsic motivators can be quick and effective. Staff are able to see immediate rewards or sanctions and their performance changes accordingly. But managers need to be aware that results can be short-lived. In contrast, intrinsic motivators are more complex, but they can offer longer-lasting results. This is because intrinsic motivators reflect a person's inner belief, their core value system. The problem is that they demand effort on the part of a manager. It means working on an individual basis with your staff or team to work out what makes them tick, what

makes them perform to their highest potential. Let me give you an example: a worker who believes in the importance of order and systems won't respond well to a task that doesn't have clear goals and deadlines. No, on the contrary, he or she will work best in a structured role where processes and routines are in place. Conversely, an employee who is creative and enjoys innovation will feel constrained in a role that is too structured and will probably work best in a role that lets them work more spontaneously and, erm, reactl,,:ely. So, as you can see, it takes a bit more thought and effort on the part of the manager. But the reward is that tapping into intrinsic motivators often tends to bring out the best in employees and improves staff retention levels. A good place to start is a review meeting or an appraisal. That gives managers a chance to ask questions to help find out what makes an employee tick and find out what sort of rewards and recognition they respond to and, conversely, what brings them down or has a negative effect on morale for them personally. To sum up, keep both intrinsic and extrinsic approaches 111 m111d and use a combination of these to motivate your team. OK, let's move on to the next topic which is ...

Listening 1 page 10 (CD track 4) Right, thanks for coming here today and thank you also for being on time. For those of you who don't know me, my name is Clive Davies and I will be leading and overseeing this particular project. I chose you for this team either because I know you personally or because I took a long, hard look at your Of before I asked your department head if you could be seconded onto the project. I know that we have the potential to be a fi:mtastic team and do a fantastic job. The reason we were given the contract to develop the stateof-the-art streetlights for the city's new waterfront park and leisure complex is mostly because we have the experience and expertise but the city is also aware that we are a significant local employer and there is that element, too. So the fantastic job we are going to do will be in our own backyard. If it goes as well as we expect, it will reflect well on us. EvelY time someone walks through the park to the new sports centre of an evening, it's our lights that will be lighting their way. So, we have the expertise and we know how important the project is. Ultimately, it's down to me to make sure we get it right. And that is the reason I want to address the issues that some departments and sections have had in the past. I'm not mentioning any names but, as I'm sure the Design department could tell you, communication can break down sometimes, just as it did on their project with the RJ40 solar-powered lamp, so, put all that behind you, Design. Now, Production , the problems and misunderstandings that you had with those government contracts in Latin America have also got to be a thing of the past. Just make sure you agree deadlines this time, OK? Because we don't want any repeats of that, do we? Marketing, we know the difficulties that you had were largely down to the previous marketing dIrector but I'll be expecting tighter control of budgets from you lot on this project, all right? Now if anyone has anything to say, let's get it over with now. No? OK ...

Audioscripts . 101

lIB

listening 2 page 11 (CD track 5)

... And another thing, there are four people in this department who are completely out of their depth. They should never have been assigned to this unit because they don't have the right training. The result is that they make mistakes when they should know better, meaning I spent valuable time clearing up problems caused by their inefficiency. Still, it's too late in the day to move them now as the department's well into a number of new projects and short on manpower. There are seven others in the department who I know are bright but who just don't live up to their potential. Occasionally, when I've had time to stand over them and force them, they've actually been capable of producing good work but most of the time they can't seem to be bothered. They just sit at their desks looking bored and playing computer games when they think I'm not looking. I can't see why as I believe I've shown exemplary leadership during my time as Head of Production. Finally, there are a couple of individuals who believe that the job of department head should've been theirs and who will resent you, an outsider, having been appointed in their place. They're basically frustrated because they don't feel they have enough responsibility. But I deliberately kept them away from any supervisory roles because, well. in my opinion, they're power hungry and will just try and take over. There's only room for one boss in a department, right? The problem you'll find with the whole department is they'll moan on and on to each other but won't have the guts to say anythi ng to you face to face. To be honest, it's a relief knowing I won't have to put up with them anymore. Oh, is that the time? Look. I've got to be on my way. Well, it was nice talking to you. All I can say is good luck in your new position and watch your back. Bye.

_ _ listening 1 page 15 (CD track 6) A director of an international company recently brought me in to work on a project which involves implementing change to processes across a variety of departments. It came to my attention that one of the senior managers had been badmouthing the proposed changes. I was concerned that this might damage morale, so I had an informal word with the person concerned. We discussed his concerns and parted company with what I thought was an amicable understanding. But it turns out that I was mistaken to think he was now on board with the project. A colleague says that he's continuing to run down the changes. Now the negative atmosphere is beginning to spread to his peers and his staff. Is it worth speaking to him again? But if I tackle him and he continues doing this then it just gives him ammunition. I suppose I could go to the director but I'm not sure if I would do my reputation much good. I'd also look bad to the departments that I'm working with if they think I'll be running to the board telling tales. It's quite a hierarchical organisation and the directors have quite a hands-off attitude to managing change, preferring to bring in outside contractors like myself as facilitators. However, there's obviously a communication problem here and if the situation isn't addressed we'll be storing up problems for the future.

102 . Audioscripts

_ _ listening 1 page 15 (CD track 7) I can sympathise with Theo because I had a similar experience on one of my first projects. Because change can trigger feelings of anxiety, fear and other strong emotions, it's necessary to take a step back from the situation and identify exactly what the source of the problem is. So what's happening here? Well, in this situation it would be easy to focus on the manager who is obviously creating a negative atmosphere. But in fact the real problem is about communication. The director isn't taking responsibility for the implementation of these changes, so he hasn't taken the time to explain to the staff exactly why they're necessary. As Theo has identified, this situation is potentially creating problems for the future. Good communication is at the heart of the success of any project, especially those that deal with change. So the first thing to do is to find the best way to communicate information about the changes; the reason they're necessary, the time scale involved and clear information about who is responsible for what. When explaining this it's a good idea to work on the principle of 'What's in it for me?'. By that I mean focus on concrete examples rather than abstract ideas. In this case it's important to highlight what benefits the changes will bring to employees. Once people have had a little time to consider the changes, the next step is to organise meetings for small groups so that people can give feedback, express their opinions and ask questions. That's really important because if people don't feel that they're being heard then they can get frustrated and angry and they won't support the changes. Next, identify what staff require to implement the changes effectively. For example, will they need new skills? If so, then training should be organised. Once again, this should be communicated to everyone so that they know that they'll have the support to do the job well. Finally, recognise success. If the changes are carried out smoothly then those involved should receive praise and, where appropriate, rewards. The manager who's currently causing the problems is only able to do so because other staff must be feeling the same way. If the steps I recommend are taken, the manager will no longer have a negative impact on morale bccause the majority of people will understand why the changes are needed. You never know, the troublesome manager might even come round and support the changes himself.

_ _ Listening 2 page 16 (CD track 8) Part 1 Ro So you really think that if we don't implement these changes we'll be in serious trouble, is that right? Carla: You've seen the figures, Roy. We need to increase volume to keep our prices competitive. Demand for our products isn't a problem. We could easily fill our order books twice over but when I spoke to Production they said that they don't have enough components to increase output. If we don't fulfil demand, one of our competitors will step in and take our market share away from us. R\ The drawback is that to cope with the volume of extra components we're going to need, one of our top supplicrs will have to agree to extend their warehouse facilities. I'm not disputing the facts but we're bound to meet resistance on this.

Carla: I take it you're referring to Redricks? Roy: That's right. It'll be a disaster if we lost them. No one can match them for quality and price. Carla : All right. Let's start by doing a quick force field analysis. That'll help us anticipate any areas they're likely to have problems with. Roy: You've been dying to try this since they showed us force field analysis on the last training seminar, haven't you? All right, let's see if I can remember it. It's where you work out the advantages and disadvantages, isn't it? Carla : Yeah, first you brainstorm ideas and then you divide them into a list offorces for change and forces against change. Roy: OK, so you list the pros and cons and then you give each idea a score between one and ten or something like that? Carla : Well, I do it between one and five. One is weak and five is strong. So if you think something is a major disadvantage you'd give it five. Roy: OK, then what? Carla: You just add up the scores for forces for and against change and see whether it's the advantages or disadvantages that have the higher score. If forces against gets a higher score then it's a warning that there's likely to be resistance to the changes. Roy: But we already know that Redricks are going to be resistant to these changes. Carla: Sure, but if we do a force field analysis it'll help us highlight the areas that Redricks are likely to have problems with. If we can anticipate their arguments then we stand a better chance of being able to respond to their concerns. Who knows, we might even be able to show that the changes could be beneficial to their future business with all their customers.

Listening 2 page 16 (CD track 9) Part 2 Carla: Look, I can tell you're not convinced but humour me. Think of some advantages and disadvantages from Redricks' point of view. Roy: OK, let's start with the cons because they're easier. Firstly, Redricks will need to extend their warehouse facilities and that's going to be expensive. Secondly, they might feel that we're dictating terms to them, telling them how to run their business. They won't like that. Carla: And also we'll need more flexible deliveries. They'd need to change their existing delivery schedule and that could be a problem for them. Roy: Yeah , it might get a negative reaction from their other customers if they have to move delivery schedules around. Carla: And have you thought of any forces for change? Rov: Obviously one benefit is that they'll have the increased revenues from their sales to us. Carla: And updating their facilities may make their business more efficient. They might find that other customers increase their orders, too, and they could even attract new custom.

RO\: Ah, I've just thought of another one. The new delivery schedule you mentioned could work to Redricks' advantage. I was talking to Ken in their Logistics department the other day about deliveries. He let slip that there'd been some discussion about expanding their delivery fleet but it didn't go through because they couldn't guarantee that customer orders would remain at a level that would justifY it. If we stress that the increase in our orders will be a long-term commitment, it could help to give them the confidence to take a step that they're already considering. Carla: Right, good. Well, let's give each of these points a score. I think the expense of the warehouse extension is a big one. What do you reckon, shall we give that five? Rov: Hmm, I'd say it's more like a four myself But similarly on the pro side, I'd say that the benefit that the updated facilities will bring to all their customers is a four as well. C.,arla: Hang on, you're getting a bit ahead there. OK, four for expense in 'forces against change' and four for the benefits of updated facilities in 'forces for change', is that right? Now, what about your concern that Redricks'll think we're dictating how to run their business? Ruy: I'm confident that we can emphasise that that's not the case. We could score that pretty low, a two maybe? Carla: OK. And what about customer reactions to their delivery changes? I think that's a one because if they do expand their fleet of delivery vans it won't be a problem. R< I think you're right. Now on the plus side, the increased revenues should go down well. I'd give that a five. Carla: I don't think it'll be as high as that, more like a three. Redricks like to maintain a wide client base rather than trust in one big client. I think they'll like the extra sales but it won't be their main deciding factor. Rov' Hmm, OK. I still think it should be higher. What about four? C-,arla: No, I really think three for this one. Roy: OK, have it your way. Well. what about the delivery changes? If we guarantee a long-term commitment it should be at least a three. Carla: Now that one I think should be higher, five, probably. Because, judging from your conversation with Ken, they're actually keen to expand the fleet anyway and this is a great opportunity for them to do that. Roy: Well, let's compromise on that one and say four then. Carla: OK, that's a four. So the total for forces against change is seven and for forces for change is eleven. So when we go into a negotiation with Redricks we'll be able to emphasise these positive points and anticipate where they'll have reservations. Rn. Yeah, having discussed the pros and cons, I actually feel more positive that they'll agree to the changes now. I can see how it could benefit them as well as us. rll give them a call then, set up a meeting, shall I? Carla : Great. thanks, Roy. See, force field analysis turned out to be useful after all, didn't it? Roy: Yep, you're right as always, Carla. Now, do you think you could pass the phone, please?

Audioscripts . 103

ilia

Listening 1 page 20 (CD track 10)

The travel industry was in turmoil last night following the collapse of one of the largest European tou r operators, the Vayger Travel group and Vayger Airways. Almost 75,000 passengers were left stranded at airports around the globe. The share price plummeted from {18 to less than {2 overnight and the board of directors remain locked in emergency crisis talks in an attempt to save the company. Some industry experts are predicting a merger between Vayger and an unnamed international travel company which would rescue both travellers and shareholders. However, others believe that it is already too late and that Vayger will be forced to file for insolvency. The news follows the recent demise of travel companies in Australia, France, China and the United States. This is a trend which has witnessed not only small firms but also international travel giants falling victim to both rising oil prices and lower consumer demand. Market experts warn that the more aviation fuel prices rise unchecked, the greater the risk of travel companies going under. The stranded passengers are not only those booked on package holidays but also those flying on scheduled flights with Vayger Airways. Aviation companies are working together to lay on 85 extra flights to bring home 62,000 passengers in 26 airports across Europe, Asia and North America. However, more than 12,000 travellers who booked flighHmly deals will have to make their own way home as they are not covered by civil aviation authority regulations. Vayger's CEO Carl Winters is expected to give a press conference later today. Meanwhile, stranded travellers are advised to call the 24-hour helpline on 0895 631 442.

ilia

Listening 2 page 22 (CD track 11)

CEO: Right, ladies and gentlemen, thank you for coming here today. I want to get straight to the point. It is with regret that I have to announce the closure of both Vayger Travel and Vayger Airways. As of this morning, at 11 o'clock, we have ceased trading and are in the hands of a receiver who has cancelled all our flights, bookings and travel arrangements. Journalist I: How has this come about? How have you suddenly gone bust? CEO: it's simply due to the current economic climate. The more costs and competition have increased, the less profit we've made. The recent increases in the price of aviation fuel have left us no choice. We couldn't afford to continue operating at a loss. Journalist 2: Yeah, but there's been no warning of this and no other company has taken such drastic action. Why didn't you warn passengers before now? People were still booking flights and holidays yesterday and your company was happy to take their money. CEO: Until this morning we were negotiating a deal that we hoped would save the company ... Journalist 1: Are you saying that yesterday's rumours were true? Can you confirm that Venture Airways were expected to act as a white knight and take over the company? CEO: As I said, we were hoping to secure a deal but I'm sorry to report that it fell through at the last moment. I'd like to take this opportunity to apologise unreservedly, both to our customers and our suppliers but we really did have no other choice.

104 • Audioscripts

Journalist I: SO, what contingency plans can you offer passengers? CEO: I'm afraid that under the terms of our insolvency, we're unable to do anything for our passengers. They will unfortunately have to make their own alternative arrangements unless they have taken out travel 1I1surance. Journalist 2: In other words you're abandoning all the travellers who booked with you? CEO: I can only repeat that customers and suppliers have our greatest sympathy but we did everything we could to find a solution. We truly believed that we had found one but this morning the offer was withdrawn.

_ _ Listening 1 page 24 (CD track 12) AlL\: Shall we move on to the most important item on the agenda : review of departmental budgets? Erm, as you all know, there's been some discussion at board level about reducing the amount that we spend on technological development this year. Tanya, as R&D will be one of the departments affected, do you have any thoughts on this? Tanya: To begin with, I'm fully aware that we're trying to reduce costs right across the organisation. But I can see two problems here: firstly, R&D relies on new technology. If we cut back in this area it'll be extremely difficult to keep up with our competitors. Not only that, we also risk moving away from our mission statement which, as you know, is 'nurture innovation and creativity'. Claudio: It's all very well talking about nurturing innovation and creativity, Tanya, but we have to be pragmatic. In the first place, let me tell you about ... \ Sorry to cut in Claudio but can I just check with Alex whether this reduction we're talking about would be regarded as permanent"? Alex: No, no, no. We're talking temporalY here. It would be reviewed at the next, erm, next meeting for departmental funding. Tanya: Again, I don't dispute the fact that cuts are needed, but I do question whether it's the right place to start. There's no doubt in my mind that this'll cause difficulties in my department. And Alex, you also have to consider that it's much easier to cut a budget than it is to increase it. Ale ": There are a couple of things I'd like to point out: first. as I've already stated, any reduction should be considered temporary. Moreover, it's not as though R&D is being singled out, Tanya. \ Sure, other departments will be affected just as badly. Speaking for IT. it's going to present real problems for our future projects. Tanya : Claudio, would this have any impact on Production? Claudio: Of course. We've just started work on au tomating the plant. I imagine completion will be postponed now. Tanya: So, let's get this straight. Not only would reducing the budget have a detrimental impact on future ventures, but it could also compromise some current projects. Surely this is bad news for each of our departments? Shouldn't we at least explore some alternatives before we agree to this? \ Tanya's got a point, you know, Alex.

_ _ Listening 2 page 26 (CD track 13) Part I Well, you're right, on the face of it something amazin g happened to executives' pay in the 1990s. Having been basically flat, compared with average pay, they rocketed up. So, they went from say between 40 to 20 times average workers' pay - that'd gone on for 40 years - they went up to something like 120 times average workers' pay. Thafs amazing and, on the face of it, it looks like a case of pure greed. However, J don't think that's what really explains what happened. There were a complex series of factors that went towards increasing executives' pay.

A"

B:

No, well, nice to meet you anyway. Yes, bye.

Con 'ersation 2 C:

D: C: D:

c..: D: C

Hi , I seem to remember we met at Sales & Sellers last year. No, I don't think so. Yes, you [were I sitting next to me at a session led by that cold-calling guru. No, I don't think I attended a session on cold calling. Yes, we talked about football. You remember? No, sorry. [ think I'd remember. Oh , well never mind. I'm Johann ...

Part 2

Conversation 3

Well, most people think that it is a case of the executives dominating their boards, that the people who are supposed to decide an objective and reasonable rate of pay really weren't taking an arms-length decision at all but they were somehow under the sway of executives. I think, when you look in detail at what happened to boards, that's a hard argument to sustain. For one thing, boards are probably now more independent than they ever were before when executives weren't being paid as much. For another, the job of executives has changed in all sorts of ways. Ifs less secure now, the executive tenure's decreased. Companies more often go outside to look for a new executive. And, if you think about it, if you're someone who wants to be appointed by another company, that tends to make the market for executive pay more of a market - there's more than one buyer for your talents.

E: F:

Part 3 If you look at median pay for executives it's something around $7 million a year. Now that's a lot of money, don't get me wrong. That is a lot of money. But it's not tha t much money when you compare it with other people in similar professions, so lawyers, traders, hedge fund managers - if you look at the inflation in their salaries over the same period, they've actually even outpaced executives.

Part 4 When an executive leaves a high-paying a nd successful career in company A to go and become chief executive of company B - which is quite a risky shift given that executives coming from outside often fail: the typical life tenure of an executive is now quite short, it's fallen to about six years. In order to take on all of that risk, executives look for some guarantees. Now, if you cut the generosity of some of those guarantees then the people who are coming to take on these risky new jobs will look for other compensations elsewhere. So, I think you could, you know, have legislation or whatever to get rid of these big payoffs, I don't think it would accomplish much for shareholders.

_ _ Listening 1 page 29 (CD track 14) Conversation I A: B: A: B:

Oh, I see you're with Dam Mart. You don't know Clem Wilson by any chance, do you? Clem? Oh, yes, Clem in Transport. Yes, I do. Not well, but we both go to the same meetings occasionally. Ab, right. I met Clem when he came to visit us last year. Oh, well, as I say, I only meet Clem now and again. We're not really in the same field.

[.

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Is this the queue for coffee? Yes. At least [ hope it is! Wasn't that last presentation on sales techniques good? Well, ifs not really my area but it did seem very interesting. Oh, what field are you in, then'? production. Oh, I'm in technical support. I liaise between our factory and our customers.

Convenoation 4 G:

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Hi, I'm Stella McGovern . I'm in Design at KLC Packaging. I can see from your name badge that you're with Bossa Fruit. Yes, I'm in Accounts with Bossa Fruit. Oh , Accounts. And where are you based? Our headquarters are in Kent, thafs where I work, and we've also got offices in Guyana, Southern Spain and Argentina. Oh , you must get to travel to some nice places. No, not really. Pity. Oh, I think my colleague is waving at me. Would you excuse me? Yes, sure.

Listening 2 page 31 (CD track 15) Par I Hi everyone, my name's Stan and I'm here today to try to get an investment of €:so,OOO in my company. Now, I haven 't known you long, but I get the impression that you're all quite careful with your money and so it's going to need a really great idea to get you to open your wallets and purses and make an investment today. Oh, was that a moth I saw flying away'? Hah, hah . Anyway, when I was a kid, I'd spend my whole day playing football, if I could. I'm a great football fan, as you can see by the football shirt I'm wearing today. But one of the problems was that the ball was forever going over fences and walls. Now, I don't know if any of you ladies played football when you were kids but, if you didn't, you probably watched your brothers so you'll know what I'm talking about. Girls played netball mostly, as I remember. Anyway, what I really hated was when I'd have to go and knock for the ball if I'd kicked it over the fence. It was OK if there was a small kid in the group because you could send them over but otherwise you'd have to go yourself So, anyway, here it is, the Football Retriever. Now, any questions?

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1m

Listening 2 page 31 (CD track 16)

Part 2 Well, that didn't go very well did it? I realise that it can be nerve wracking pitching an idea to a group of strangers but there really is no excuse for being that badly prepared. What would I have done differently if I'd been in his situation? Where do I start? OK. If I'd been in Stan's shoes, I'd have started much more formally. As he said, he didn't know us, so he should have said, Good morning, and given us his full name, Stan Smith or whatever, so we'd have had more idea who we were dealing with. Another mistake in his opening was the joke about us being mean and moths flying out of our wallets because we hadn't opened them for so long. I mean, come on, you don't make jokes like that to people you've barely known for five minutes, especially if you want them to invest money with you. If I'd been Stan, I'd also have avoided gender assumptions about whether girls play football or not. I often had a kick-about with my brother and his friends and my cousin, Fiona, was in a team. Comments like that just put people's backs up. It's not a good idea to make assumptions about what your audience thinks. Stick to facts rather than personal opinions. However, the biggest change I'd have made to Stan's pitch would have been to improve the product description. It's vital to describe clearly what it is and what it does very early in the pitch. If he'd given us a few more deta ils, we'd have had some idea how the Football Retriever actually worked but instead he digressed with tales of his childhood. I think the product was some sort of extending grabber but it was very difficult to follow his explanation. Anyway none of us invested in his idea. His pitch was too disorganised and we had no real idea about what his product was or what it did. I mean, would you have invested in it?

1m

Task 3 page 31 (CD track 17)

Hello. Thank you very much for inviting me to talk about my products. My name's Mark Wilson and I'm here to demonstrate an idea I call the Aqua Roll. Before I show you the product I'd like to give you a little background information. Clean, fresh water is something that it's easy to take for granted but did you know that over 6 million people in the world have to walk over 3 kilometres to reach clean drinking water? As you can imagine this involves carrying very heavy containers when taking water back home. I witnessed this first hand when I worked for a charity in Malawi and I wanted to find a way to help make life easier for people who have to do this every day. Of course, in an ideal world everyone would be able to have running water or easy access to a well nearby but this isn't always possible and it can be expensive or impractical in very remote villages. So the idea that I thought of was the Aqua Roll. This is a large plastic container that folds flat so that it's easy to carry when empty. Attached to the container are three small, strong wheels and a comfortable handle. That means that instead of being carried on the return journey, the container can be pulled along. There's a small and large version - the small one holds ten litres and the large one holds twenty litres - and every part of the product is made from recycled materials. I'm pleased to be able to report that three international charities have already expressed interest in purchasing large orders. Thank you very much for listening. It's been a pleasure meeting you today.

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_ _ Listening 1 page 35 (CD track 18) M',c c: Right, so, you think we can save money with these green measures. I'm afraid I just don't see how it'll work practically. And won't it mean making a big commitment from our working capital? Karen: In the short term, maybe. But in the long term, I believe it'll actually save us money, I really do. Have you had time to read my notes? M'lt !f.' Mmm, I've had a quick look. Can we go through the ideas one by one? Karen: Yes, OK. First off, our four delivery vans. They're highly polluting and getting pretty unreliable. They badly need replacing. Maeve: I couldn't agree more but these hybrid vehicles you mention in the notes cost an absolute fortune. Karen : They don't have to be hybrids. What about electric? I've looked into it and there would be all sorts of savings. I'm totally convinced. Not just fuel, we'd also avoid the congestion charge on the London run. plus we wouldn't disturb people when we make early morning deliveries because they're really quiet. Running costs are low: about 15p per mile for the one I've been looking at. You just plug them in at night. plus it'd be great publicity. We could launch it and get the local press in. Everyone will have got one in a few years time, so we'll be ... ~at 'C Yeah, but they can only go a few miles before they run out of power, can't they? The last thing we need is our bread not being delivered because our electric van's run out of steam. Karen: Run out of electricity, don't you mean? ~i L 'e: Oh how witty! Karen: OK, seriously. Our furthest delivery is a 38-mile round trip and these vans have a range of 55 miles without needing recharging ... M L Yes, but what about the electricity bill? It's not very green if we have to use tonnes of electricity, which is made by burning fossil fuels. Karen: Ah! I thought you might bring that up. Well, I've thought about this a bit and I've got two words for you : solar panels. M, c"c.: You are kidding me! Karen: No, really! We can put solar panels on the roof of the bakery to provide the electricity for the van. ',eVL Won't that look weird? Karen: No it won't. It'll show our customers how committed we are to saving energy. Soon everyone will be copying us. We'll be cutting edge. M v(' Oh, I don't know. Look, getting back to the electric vans, what are they like to drive? Are they as straightforward as a normal van? Karen: Funny you should ask that! You'll find out this afternoon. I've booked us on a test drive!

_ _ Listening 2 page 36 (CD track 19) Here is the news. In response to the recent crisis with energy and resources, the government has today brought in a raft of legislation relating to energy and the environment that will affect both homes and businesses throughout the Eastern region. There will be electricity black-{)uts in private

homes between lOam and noon each working day for the next three months. There will be similar blackouts in most businesses between the hours of 8pm and 4am throughout the week. Only hospitals and other public services and businesses designated as essential will be exempt. The measures have been introduced in order to safeguard supplies as fuel prices continue to rise. Rising fuel costs are also behind the move to increase petrol and d iesel tax by 40%. In addition , the government proposes to introduce a maximum speed limit on all roads of 90 kilometres per hour. By the end of this month water rationing will have been introduced in most cities. In recent years, following the economic recovery, several new towns have been built to cope with increases in the local population . Environmental experts argue that it is this widely-criticised building programme which has put a strain on resources, particularly water supplies. In response to fears that homes and businesses could be left with insufficient water, the government has unveiled plans to introduce water rationing by the end of this month. In a statement the energy minister said, 'I am totally convinced that these measures are vital and will be widely accepted by the public once they realise that the alternative is far worse'. Our economics reporter, Eddie Little, is at a local business park to comment on how these measures will affect industry ...

_ _ listening 1 page 39 (CO track 20) CAr" rd: Listen, I've noticed an atmosphere between you two over the last week. Can we talk about it because I'm concerned it's starting to affect the other members of the team . Rebecca: I don't know what you're talking about, Gerard. There's no problem between us is there, Pete'? Peter: No, I suppose not. C:.crard: You don't sound very sure, Peter? Peter: It's nothing important. (Jt;rdrd' I'd like this out in the open so we can clear it up. I'm sure Rebecca would, too. Rebecca: I really don't think there's anything to actually clear ... Peter: OK, it's about the presentation next week. I was the one that did all the research and came up with the concept and then suddenly Rebecca hijacks the idea and decides that she's going to do the presentation. I don't suppose it has anything to do with the fact that the client is based in Miami. Rebecca: That's got nothing to do with it and you know it. It was agreed between us that I was the best person to make the presentation. Peter: I don't recall agreeing any such thing. All my arguments were over-ridden or ignored. You simply kept pushing your point of view until I gave in out of exhaustion. Rebecca: Well surely a stronger presentation of arguments would have been better than just giving up? l3ut instead of defending your corner you gave in so easily that I thought it didn't matter much to you. I'm not a mind reader you know. Anyw'ay, you have to admit that my interpersonal skills are better than yours and they'll be essential for a successful presentation. Peter: What's that supposed to mean, exactly?

Gerard: please. Backbiting like this is getting us nowhere. Rebecca, the initial ideas and research were carried out by Peter, correct? Rebecca: Personally. I'd say it was more a group effort. Peter: Oh sure, it was a real group effort when most of the ideas were put together when you were off work with flu. Rebecca: OK, I may not have had much input in the initial stages but my energy and drive were what got the client to agree to hear the presentation . C;CY~rd' Would you agree with that, Peter? Peter: Well , I admit that I hadn't had time to approach clients. I was too busy getting the concept into shape. Gerard: Well, from an objective point of view it sounds like we wouldn't have got this far without both of your input. You've both worked equally hard in different ways to get this project off the ground. Rebecca, would it help the presentation to have Peter explain the technical side of the projecf? Rebecca: Well, yes. That would be really useful. G ,rc. And Peter are you happy with Rebecca carrying the rest of the presentation? Peter: Yes that's fine with me. Gtra d: OK then, let's say that you'll both go to Miami. Rebecca will introduce the project and Peter will present the technical specifications. And try to remember you're both working on the same side here. Peter: Thanks, Gerard. It was good to clear the air. I ... erm ... I appreciate you arranging the appointment with the client, Rebecca. Rebecca: No problem. Do you want to run over the presentation after lunch? Peter: Sure, I'll meet you in your office. I've got a few ideas and ... Rebecca: Great. Now I think the best way to approach this is if we ... Peter: There you go again. Rebecca: What? What is it now?

listening 2 page 41 (CD track 21) As I'm sure you all know, there's a big difference between being aggressive and being assertive. Aggression will usually make a difficult situation escalate into a bad situation very quickly. The opposite, being passive, means that you hand over control to other people. In contrast, assertiveness will allow you to get your point across without being confrontational. Briefly, here are a few tips for dealing with difficult situations, and by that I mean difficult people, in a calm and assertive manner. First, avoid 'you' statements such as 'You always interrupt me at team meetings'. That immediately puts people on the defensive. Instead, try to use']' statements to describe how the situation makes you feel. So instead you could try 'I feel as though my contribution at team meetings is undermined when my comments are interrupted'. The next technique is called the 'broken record'. It's where you stop someone bullying you into a course of action by repeating the same information in slightly different ways. The aim here is to use a calm tone of voice but keep repeating your stance without being deflected by the other person trying to manipulate you or make you feel guilty. So, a possible response to the person defending the interrupting might be 'That may be true but,

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as I said, it would be better not to interrupt others in team meetings'. When you're on the receiving end of criticism there are a couple of useful techniques which can avoid conflict. The first is called 'negative assertion'. It's where you accept and acknowledge that there may be some truth in the criticism without getting defensive or confrontational. At the same time you aren't immediately accepting that your course of action was wrong. So you'd respond to criticism about interrupting with something like 'Yeah, I agree that there probably have been times when I've interrupted you in team meetings.' There's another technique that works well with this. It's called 'negative enquiry' and you use it for clarification and to ask for specific examples. So, once again, if the person was complaining that you interrupt then you'd say 'Can you think of any e.xamples when you felt that [ didn't allow you to finish what you were sayingt. By doing this you're giving the other person an opportunity to express any negative feelings. Both these ways of dealing with criticism have the effect of reducing hostility and opening up communication.

Speaker 6 While business-to-customer advertising is seen as diverse, there can be the mistaken perception that business-tobusiness marketing is all about junk mail, direct mail and telemarketing. But in reality there's no reason the strategies shouldn 't be just as creative as those used in business-tocustomer campaigns. It's a similar principle of positioning your organisation so that it can communicate effectively within the market segment it wants to target.

_ _ Listening 1 page 42 (CD track 22)

_ _ Listening 2 page 44 (CD track 23)

Speaker 1

'e This era of participatory media, [ mean, could you describe what this involves? Andreas: One way to do it is to think of it in terms of what it is no longer, so what it is contrasted with. The era of mass media we're familiar with it. We're so familiar with it, we no longer think of its main sociological features which are, it is by nature one way from a media company to an audience. That audience is likely to be large and passive. It is presumed to be passive: it cannot talk back. The audience will not talk amongst each other. They are essentially held captive during the, for instance, broadcast so that the media company can serve advertising during its broadcast. All of those features that I've just pointed out will be turned on their heads in the era of participatory media. So, in the participatory era media is no longer delivered one way from a media company to an audience but two way and, in fact, will be delivered by audience members to other audience members. So the distinction between creators of med ia content and audiences that consume it, if you will. first gets blurry and then disappears completely. So, everybody becomes a creator, everybody is still the audience and what happens then is, instead of media being delivered as a sermon or a lecture, it becomes a conversation among these people in the audience, which is why the survey is called 'Among the audience'. It ~ L <- So what evidence is there of this already happening? Andreas : It is happening first among younger people, teenagers especially, in America, in South Korea. Thi s is a matter in some ways of culture and habit, of text savviness. Obviously older people who are used to turning on the news, let's say in America for the broadcast evening news at 6pm at night, they will not change their habits overnight. Which is why [ say again and again, this is a gradual thing. But, if you look at younger people, they already have their blogs. About 60% of American teenagers have created content this past year already in 2005. So they have video blogs, blogs, pod casts. Hundreds of thousands have contributed to the Wikipedia. Hundreds of thousands more contribute to smaller wikis in their companies or in their universities or their high school. These are

Traditionally, our customers respond best to above-theline marketing strategies. So when we launched our new confectionery range we ran an advertising campaign in the media using the national press and a few selected TV slots.

Speaker 2 There are certain goods and services that people prefer to think carefully about, for example a mortgage to buy a house, things that people want to shop around and think carefully about in order to get the best deal. But other purchases are more spontaneous and it's this sort of buying decision that most spam mail targets. Typically, the average spam mail offers pharmaceutical products or watches. But for most people spam is simply an annoying daily problem that fills up their inbox with offers for strange things that they really don't want or need. Speaker 3 I find it really annoying when [ click on a website and an ad pops up out of nowhere. Pop up ads can be quite well produced and some of them look technologically advanced but it's the fact that I didn't ask to see it that irritates me. Embarrassingly, [ have to admit that I do actually click on them sometimes when they're promoting something that interests me, so [ guess they must be pretty effective.

Speaker 4 Basically below-the-line marketing includes most advertising that doesn't use mass media such as TV, radio, newspapers or magazines. Price promotions are a standard below-theline marketing strategy. In those the consumer gets more of the product for the same price, and often what's known as a BOGOF promotion at the point of sale. These buyone-get-one-free promotions are tremendously popular at supermarkets. Other examples include direct mail, competitions, money-off coupons and free gifts. It depends on what will make the product or service stand out and appeal to your particular target market. Speaker 5 A lot of younger people are suspicious of traditional advertising campaigns, so viral marketing strategies can be effective. Although it's associated with modern technology, there is actually an element of old-fashioned word-{)fmouth in viral marketing because the marketing message

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is passed on from person to person. Probably one of the most successful examples of this is the Nike ad with the footballer, Ronaldinho. It was viewed by over 23 million people on YouTube alone. That's the kind of exposure that most brands dream of Yet it isn't a conventional advertisement. Instead it looks as if someone has filmed it on their mobile phone and the main focus is Ronaldinho demonstrating great football skills It was forwarded from friend to friend and colleague to colleague because people thought it was interesting and fun to watch.

It

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all ways of contributing, erm, getting media baths and of conversing with each other in these sort of organic communities that happen . So this is all around us, and for, for older listeners now or older readers of the survey, who are sceptical, as I by the way myself was when [ started to research, the best place to look is, is younger people.

Listening 1 page 49 (CD track 24) Lev'ls' Hello, Lewis Granger speaking. Martina: Hi Lewis. It's Martina here. Lev'ls: Hi Martine!. How are things back at the office? Martina: It's all fine here. Is it going well in Boston? Le 'I~: It looks as if I might be able to close the deal later today so should be able to fly back first thing tomorrow morning. Martina: That's great. Is this a good time to talk? Lev'ls, Well, we're taking a short break but I'm a bit tied up at the moment looking at samples. Shall [ get back to you later, after we wrap up here'? Martina: Actually, Lewis. I do need to talk to you urgently. I've just had a call from the estate agents. Apparently the North Street factOlY has come on the market again. Do you remember me mentioning it? LeVvls: Yeah. I know you've been keen on th,1( place for a while now. Martina: It just seems like such a good opportunity. We don't have the space to expand in our current location. You know as well as I do that we could attract twice the number of clients if we had the machinery and staff to fulfil the orders. As well as the factory, this place has great warehouse facilities. LeWIS: But is buying a new property the best way forward? Martina: Well, what do you suggest'? LeWIS: I don't know ... erm, I expect we could rent somewhere bigger. Then we could see if the extra orders actually materialise before committing ourselves to buying. Martina: We've discussed this before. Renting would just be throwing money away. Anyway, the commercial rent in that area is much higher than buying. LcVvIS: OK, I get it. You're not keen on renting. So maybe we could look at outsourcing some of the work'? Financially, it makes sense and I have contacts in Asia we could speak to. Martina: We'd have far greater quality control using our own premises. Le\ 'is: Look. I've got to run, they're calling me back to the meeting. This isn't a decision we can make on the spur of the moment, Martina. Martina: Lewis, hang on a minute, don't go just yet. The agent says that they've already had two potential buyers expressing interest in the factory. It's bound to go if we don't put in a bid quickly. LeWIS: Agents always say that sort of thing to try to panic you into making an offer. I'm not going to be pressurised into making a decision. First, we need to look at possible alternatives and forecast how any move might affect the company. Martina: OK, I'll get to work on the forecast and research alternatives if you agree to come with me to look over the property. Deal?

Le\ IS: OK. But I'm not promising anything. Look, Martina, I'm afraid I really have to go, they're about to start. Martina: I won't keep you any longer, Lewis. r11 phone the estate agent and make an appointment for when you get back. LL I' Fine. Bye, Martina.

_ _ Listening 2 page 50 (CD track 25) Martina: Thanks for meeting with us at such short notice. Vendo r: The agent tells me that you're keen for everything to go through as quickly as possible. Lc On the contralY, there's no particular hurry. But we're keen to make sure that we're making a wise decision. Vendor: Well, from what your partner tells me, this property's ideal for your needs. Martina: Yes it is. The space and the location are exactly what we've been looking for. L. That's quite true but I'm a little concerned that we'll have more work to do here than we initially planned. Vendor : No, the building'S in excellent order. Both the interior and exterior had extensive work completed only a year ago. Le I' I took the precaution of having my own surveyor look over the property. He says that while it's generally sound, we can still expect to pay to update the warehouse area and some of the offices. Vendor: But that's purely cosmetic. The price that we're selling at is under its full market value and we think it's a fair price. Martina: Of course, nobody's saying that it isn't a good price but I do understand my colleague's concern. The cost of updating these areas weren't taken into account when we initially spoke about price. Vendo r: Well , I'm sure the agent has mentioned that there are two other potential buyers who are happy to pay the full price. Lc I~ Yes but I understand that one of those potential buyers would need to sell their premises first and of course that would take time. The other may go ahead but from what I hear they've already pulled out of two similar deals at the velY last moment. Martina: Whereas we'd be happy to make a decision immediately. I hear that you are travelling back to New Zealand at the end of next week. Vendor: That's right. I moved there with my family six months ago. I came back to tie up some loose ends and supervise the sale myself. u ': Very wise, I mean it's totally up to you. You may well get the full price from one of the other potential buyers. Martina: But, on the other hand, if we could agree a deal here and now we could transfer the money to your account as soon as the contracts are exchanged. Vendor: What sort of deal are we talking about here? IS: Let's say a 10% reduction on the asking price to cover the renovations that we'd need to make before moving our machinery and stock in . Vendor: No, 10% is unrealistic. The changes that you mentioned wouldn't cost nearly that amount.

Audioscripts . 109

Martina: Oh, I think they would. Anyway, it also reflects the fact that prices in this area are predicted to fall over the coming year. Vendor: They're just as likely to rise. The market's pretty volatile at the moment. There's no firm evidence to suggest which way they'll go. Lewis: No but you can see why we'd be nervous of paying full market price. It really is a buyer's market at the moment. I think the other potential buyers may well try to negotiate a far greater drop in price. Martina: But we want to offer a fair price. We know that this is a good location for us. If the price is right we're willing to close the deal today. Vendor: Look, I'd really like to accommodate you but let's look at something more realistic. Would you consider 5%'(

Martina: We could meet you half way. How about 7.570? Vendor: OK, I can live with that. I'll call the agent and we'll get the contract sorted out. Lewis: It's been a pleasure doing business with you.

m.

Listening 1 page 53 (CD track 26)

David: Hi Charles, I just got a message that you wanted to see me urgently about something. Charles: Ah yes, that's right David. Take a seat, please. David: Would it be OK to pop back in a moment? I just need to phone a client to arrange a product demonstration in Brussels tomorrow. Charles: No. I'd rather clear this up now if you don't mind. It shouldn't take long. David: Oh, OK. What's it about exactly? Charles: I've been going through the expense claims. As you know, we've been attempting to cut departmental costs. So I thought it would be a good idea to do a spot-check on what members of the sales department are spending on their business trips. David: Uh huh? Charles: And while I was looking at your expenses I found one or two things that I need a little more information to clarifY. For example, on your last sales trip to Madrid, you spent £278 in the hotel bar. Is that correct? David: Really, was it that much? Charles: Yes, it was. Now, in your notes you say that you were entertaining one of our clients, Senor Ramirez. That puzzled me a little as I met Senor Ramirez at a corporate dinner last year and I seem to remember that he doesn't drink and dislikes bars. David: Um, let me think. Ah yes, I remember now. What I meant to say was that I was entertaining some sales employees from Senor Ramirez'S company. I recall now that he wasn't present himself. Charles: And these employees were involved in the negotiation? David: I assumed that they were. Perhaps I was misinformed. Charles: Hmm. Well I'm assuming that you have detailed receipts. David: Um, yes, I'm sure I have them somewhere. Charles: Well give them to my PA. And I'd also like a list of who was present. Now, let's look at my next query.

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What's this about you upgrading your flight to first class? DaVId: Ah, yes, there was a legitimate reason for that. My scheduled flight was cancelled and I booked at the airport with another airline and the only seat they had available was in first class. Charles: Didn't it occur to you to phone the office to see if they could organise something more appropriate ... and less expensive? Or surely you could have rescheduled the meeting? David: Well, no. My main priority was to get to Madrid. It took a lot of effort to arrange that meeting in the first place; S6ior Ramirez is a very busy man . But, if the same problem occurs again, I'll make sure that I notifY the office to see if they can help book an alternative flight. Charles: Good. Now, more worrying is this amount for £620. It's just labelled 'accommodation'. What exactly do you mean by that? David: Ah, yes. I can see that I might not have explained that clearly. Um, if I recall that was because I stayed in Madrid for two extra days over the weekend and the £620 was for an apartment that I rented. My hotel room was only booked 'til Friday, you see, and they didn't have any free rooms available for the weekend. Charles: Let me see if I've got this right. You stayed in Madrid for the weekend and rented an apartment. Could you clarify why you did that? D
Listening 2 page 55 (CD track 27) Is it all right if I have a quick word? You see I've seen something that I think might cause problems for the company and I'm not sure what to do. Last month I was on a business trip to one of our main suppliers. While I was there I got talking to one of the workers and it seems that a lot of the factory staff are on short-term contracts and are getting paid well below the minimum wage. As soon as the supervisor saw me talking to the employee he came over and interrupted the conversation. The member of staff I'd been talking to looked nervous and hurried off. I could tell the supervisor wasn't at all happy that we'd been chatting. A bit later, I went for a walk round and I took the opportunity to have a quick look in the factory. When I glanced in I noticed that there were hardly any windows in there and the light was bad. It looked as if there were lots of machines without proper safety equipment and some of the workers operating them looked really young. Then someone came over and escorted me back to the main office section. I didn't say anything. I mean, after all it wasn't anything to do with me really. But it does seem a bit odd, doesn't it? I'm concerned it could damage our image if this ever got into the press. I know you're seeing the director today. Do you think you could mention it when you see him?

m.

Listening 1 page 57 (CD track 28)

A mentor is someone who shares both their professional expertise and their knowledge of how an organisation works with a colleague, often a new colleague; that's it in a nutshell for me. I'd say a good mentor really needs to be prepared to share what they know. That's key. It seems simple but some people like to keep little bits of knowledge to themselves. It's a self-preservation reflex really. Also they need to be really enthusiastic and into their job and their field of expertise. It's not enough to have learnt it all ten years before. You have to have kept your knowledge up to date if you want to keep up with a men tee who may be fresh out of college with all the latest theories. It can be velY disheartening for a mentee to enthusiastically talk about cutting-edge ideas only to be told these ideas are no good by a stick-in-the-mud mentor. You see, mentees will generally look up to their mentor. The mentor has got to be a role model and so needs to show a really good attitude in the workplace, be positive, have earned the respect of their colleagues. They need to have good contacts to be able to help their men tee to network. They also have to establish a relationship with the men tee and care about what happens to them . That doesn't mean that they can't criticise or make comments but feedback needs to be in a positive and constructive context. They've also got to be prepared to listen to the men tee. One final thing; mentors need to be organised in their mentoring. They can't leave it up to HR or whoever. They need to set goals and have a clear idea of where the mentoring relationship is going to lead; what outcomes they'd like to see. It's actually a pretty demanding role and organisations need to think about how they arrange and carry out mentoring so they need to be given time to do the job properly, otherwise people will lose faith in mentoring.

Listening 2 page 58 (CD track 29) Mane· Htienc. Good afternoon, Nathan. I gather you wanted to discuss something with me. Nathan: That's right, Marie-Helene. Thanks for seeing me. I know you're busy with preparations for the Tokyo conference at the moment. Mane Hdenc:: Yes, it is a little cra zy but we're almost done. Now, what can I do for you? athan: Well, as my mentor, J wanted to talk to you about the possibility of doing my MBA Mane-Ilelenc:: Nathan, I'm aware that this is important to you but, as you know, the training budget's been frozen for the foreseeable future. This has nothing to do with your abilities. I'm just not convinced this is the right time. Nathan: Just hear me out. The MBA isn't just important for my career development, it's also becoming increasingly important in my day-to-day role in the department. Most of my current clients are based in other countries and I'm already working on international projects with a multinational team. An MBA with a focus on international business will really enhance my global management skills and that will make me more useful for you and for the department. M< 1"lC-llei..:nc: Explain how you foresee it making you more useful. Natha n: Well, you've mentioned that you would like to cut down on the amount of business travel that you currently do. Mc ric-Helene: And? Nathan : And with the help of this training I'd be more effective with our global clients. That means that you'll be able to rely on me to take on more responsibility with the Asian and South American accounts. Mc.ncHcJu e: OK, that makes sense but sadly that doesn't alter the fact that the training department are not going to agree to this. Nathan: That's why I thought we could come to an arrangement without needing to involve the training department. This means a great deal to me and I really think it will be of practical use from a very early stage. In fact, I'm so convinced that I'm willing to finance the MBA myself. Marie·Helene: Ah! Well, that certainly alters things. Nathan: But naturally, it involves taking on not only the expense but an increased workload. So, since I'm demonstrating my commitment, would you be willing to allow me to take one day a week as study leave. Manc.-Helene: Hmm, I'm not sure, Nathan. That sounds likely to cause problems for other members of the department. And what about your clients? If they call with an emergency we can't simply say that you're doing your homework and can't be disturbed, can we? Nathan: My assistant, Lydia, has been asking for more challenging opportunities for some time. She's ready to take on more responsibility and if we don't give it to her then we risk losing her. This way, I'll train her myself to work on my accounts and that in turn will assure her that we take her career development seriously. In addition, I'll have calls from all our important clients routed to my home telephone and I'd be available to deal with any problems. It won't cause extra work for anyone else in the department.

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Marie-Helene: Hmm, you certainly have thought this through, haven't you? Nathan: Yes. [ have. This way everyone stands to gain. And when I pass my MBA and can demonstrate that it has been of practical help then that would naturally be reflected in my bonus. Mane-Helene: Well, we're getting a little ahead of ourselves there. But I'll certainly give your proposal serious thought, Nathan. [ can see how it might help. rIl try to get back to you later today with a response. Nathan : Thanks, Marie-Helene. rll let you get on with the arrangements for Tokyo now. Thanks for hearing me out. Mam-He e'1c: No problem. ['11 speak to you later.

_ _ Listening 3 page 58 (CD track 30) Chris: Hi Melissa, take a seat. I'm glad you decided to apply for the position of Logistics Manager. Melissa: Thanks, Chris. It's a very exciting post. Thanks for considering me. Chris: OK, well, let's start by asking why you think you're right for this post. Melissa: I'm pleased you asked that. Since [ started with the company two years ago, I have worked closely with the logistics department. When Carla was on maternity leave, [ was given the opportunity to take on the role of Acting Manager. That allowed me to gain first-hand experience of running the department. At the same time my experience in other areas of the company means that I can see the bigger picture. [ can see where and how Logistics interacts with other departments. [ believe that would allow me to implement company policy more effectively.

112 • Audioscripts

Chris: Yes. you've certainly gained wide experience and I can see how that would benefit the role. Tell me, what do you see as your greatest strengths? Melissa: Well, [ have a wide skills base. Although my degree was in economics, I have also worked in departments where I've had to use creativity and think on my feet. That means that [ can be both organised and spontaneous. I also have strong interpersonal skills and I believe I'm a good communicator. That's vital in a demanding department like Logistics. ChrL: Can you think of any examples where you've shown effective organisational and interpersonal skills? Melissa: That's a good question. Well, the most recent example [ can think of that demanded both of those skills was when I was asked to organise a seminar for the sales, purchasing and logistics departments. I was aware that most people work in close teams so people from the departments might not know each other. So I put a lot of emphasis on inter-departmental activities that would allow people to mix outside of their normal social groups. The feedback was very positive and one of the initiatives that came out of that was a monthly inter-departmental meeting to brief everyone about goals, achievements and challenges for individual teams. c.. " Yes, I heard that's working well. So, Melissa, how do you think your colleagues and line manager would describe you? Melissa: Well, I hope that they would say that I was motivated, ambitious and approachable. I don't believe that a manager should close the door and leave the team to sort out problems on their own. I'm very hands-{)n and I want to create an atmosphere where new ideas are encouraged. CI r '': Uh-huh. Now, tell me a bit about your ...

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