Business English Pair Work Part I
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Transcript of Business English Pair Work Part I
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EnglishPair Work ISteve Flinders and Simon Sweeney
Illustrated by Nevllle Swalne
S E R I E S E D I T O R : N I C K B R I E G E R
In memory of Frunk Zappa (1940-93)
P E N G U I N B O O K S
ContentsIntroduction
Teachers'Notes
Pair work ActivitiesActivity Student A Student B Activity Student A Student B
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Ice breakerAdvertisingAgendasBank chargesBudget presentationBusiness anecdoteBusiness etiquetteBusiness giftsBusiness initialsBuying and sellingCashflow problemsCompany of the yearCompany organizationCompany presentation
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Company tour 4ICompany visit 42Corporate culture 43Corporate sponsorship 44Costs and reducing overheads 46Customer care 47Customer complaint 48Customs holdup 50Employee morale 51Entertaining visitors 52Environmentally friendly office 53Equal opportunities 54Franchising 55Health and safety 56ln-house magazine 57Interview techniques 58Job application 59Large versus small companies 61Late payment of invoice 62
Management and leadershipskills for womenManagement qualitiesMarket researchMarket surveyMeeting arrangements
Mission statementPay versus benefitsPerformance appraisalPresenting informationPress and public relationshoduct endorsementProduction delayshofit and loss accountProject management
QualityQuiz 1
Qaiz2Raising financeRecruitmentRecyclingRelocation
Sales targetsSmall talk 1Small talk 2Spare partsTeam buildingTime managementTraining prioritiesTransportationWork environmentWork rotasWorks council
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Glossary
A-Z of Language Functions
Communication Skill Table
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Teachers'notes
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1 lce breaker
Introducti.on'Ice breakers' are short exercises for use with a newclass to help people to get to know each other.
Lead-inAsk why it is important for business people to be ableto:r 'break the ice'with strangers. ask polite questions to find out more about business
contactso be able to say clearly and concisely who they are,
what they do and where they come from.
Methodo With a group class, divide students into As and Bs.
There are two possible methods. Either Bs ask alltheir questions, then As question Bs. Or studentstake it in tums to ask a question.
r If the group is not too large, get students to walkaround so that all the As interview all the Bs andvice versa.
Follow-upI Get selected students to tell the whole group in one
or two sentences:- their name- their job title and main responsibility- their company, company activity (if necessary) and
company location.You may wish to provide a model, for example: ,My
name is Sylvia Smith and I'm a language trainerresponsible for business English training at ABCPharmaceuticals, based in Berlin.'
Explain rhat this is a vital skill which everyone inthe group must be able to perform with ease by theend of the course. If some students are unsure abouttheir job titles, get others to make suggestions. Ifuncertainty persists in any case, suggest that bothyou and the student try to get more informationbefore your next meeting.
2 Get students to write short personal and professionalprofiles of their partners, for example as in a jobapplication form.
2 Advertising
IntroductionThis role play revolves around how to allocate moneyavailable for advertisins.
Lead-in
Questions:o what methods of advertising are there?o what methods would be suitable for advertisins
sports equipment?
Method1 Direct student A to state an initial position. B should
respond with some general comments and observa-tions - on football sponsorship, for example. A needsto choose between a broadly-based package centredon athletics sponsorship, or a n.urower campaign ledby TV advertising. Student B has to change A'smind - away from football sponsorship.
2 Make sure learners come to an agreement on a totalpackage and that all points in their roles are includedin the discussion.
Follow-upAfter giving feedback, noting the positive achieve-ments of the negotiation, suggest an exchange of letterssummarizing the agreement.
3 Agendas
IntroductionThe activity involves a discussion on the telephoneabout planning an agenda for a meeting.
Lead-inI Discuss the theme of quality:
- what is quality?- how do companies raise and maintain quality stand-
ards?2 Then elicit comments on agendas:
- should all business meetings have agendas?- are written agendas always necessary?- the answer could be that all meetings need clear
objectives, but they may not always be writtendown.
Teachers'notes
Method1 After the introductory discussion above, students
prepare their roles and B starts, reminding A abouthis/her letter and making some general criticalremarks together with suggestions.
2 T\ey should reach agreement on a new agenda butpostpone some discussion to the meeting itself. Notethat the final agenda depends on other people's com-ments too.
Follow-ipThey should produce a new agenda together.
4 Bank charges
IntroductionThis activity is essentially about customer service in afamiliar context: a bank.
Lead-inI Ask students to discuss what they think of banks and
the quality of service they provide. They may recallsome personal experiences, good and not so good.
2 Move discussion on to the nature of customer serviceand why the concept is important.
Method ./A begins the role play by ringing with a complaint. Bhas to decide how to respond. The role play is poten-tially highly conflictive, much depending on howstudent B, the bank employee, decides to resolve thetwo problems involved. There are several possibleways to resolve the difficulties, depending on thebank's keenness to provide a customer-friendly service.
Follow-upHave students work together to create a short dialoguebased on handling a complaint to a bank. Reverse theroles so B is making the complaint. Altematively getthem to change the context from banking to anotherservice industry.
5 Budget presentation
IntroductionThe activity provides practice in presenting informa-tion and in listening to a presentation and asking forexplanations.
Lead-inCheck students' understanding of key vocabulary, suchas budget, sales budget, cost of sales and cost of selling.
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MethodExplain the two roles - A as presenter, B as a listenerwho needs to understand precisely what A is saying andto question any part of the budget that is not totally clear.
Follow-upSome leamers may choose to present some other infor-mation relating to their own work or interests andinvite questions from their partners. This would be agood opportunity to reverse the roles of presenter andlistener.
6 Business anecdote
IntroductionThis activity can be used to finish off a lesson or acourse, or as a break between two more extended,intensive activities.
Lead-inIs it important for business people to be able to tellanecdotes? Why is it important for business people tobe able to tell them clearly and CONCISELY?
Method1 Tell students that there are six stages. Tell them how
long you would like them to spend on each one.(l-ltlz minutes per stage.)
2 Signal to students when the time for each stage is up.Be firm about the changeover.
3 Listen in to each pair. Be ready to prompt studentswho have difficulty coming up with ideas.
4 When the exercise is over, get students, still in pairs,
to go over the story again in order to improve andpolish it.
5 Invite selected pairs to report their stories to thewhole group.
Follow-up1 Get students in pairs to tell each other their own
business anecdotes. Get partners to report back to thegroup the anecdotes they have just heard. Again,encourage clarity and conciseness at every stage.
2 Get students to write down the anecdote they haveinvented or their own anecdote.
3 Language analysis and feedback.
7 Business etiquette
IntroductionThis activity encourages students to reflect upon every-day business behaviour, to formulate rules for their
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bad-in\\hat aspects of business etiquette are important in thesrudents' own culture? What happens if you break therules.r
.llethodI Even' student has five different areas to cover. Tell
-{s and Bs that they are going to take it in turns to.Je:cnbe certain aspects of business behaviour toeach other.
I .\s and Bs should read their copies. Give them a littleIune to think about the rules goveming their ownbehaviour for each area listed on their own sheets.
-: Get .{s to lead with Shaking hands. As tell Bs whatthe conventions for shaking hands are in their coun-tn'icompany/department as appropriate. Bs shouldthen comment on the differences between what Ashave described and their own experience.
-1 Get Bs to do the same with Business cards and con-tirue alternation until the end.
Follow-upI General reporting back. Get each A to report on a B
area and vice versa, leading into general discussion.I lnvite opinions about other areas of everyday busi-
ness life, for example, punctuality, the status ofdeadlines, smoking at work.
3 .{sk whether any of these areas are codified oru'hether any of them should be.
8 Business gifts
IntroductionThe activity is based on an internal discussion to for-mulate policy on employees receiving gifts from sup-pliers or customers.
I*ad-inTo introduce the theme, ask:o what is the purpose of business gifts?. are gifts common in your country?. can they cause problems or conflict?r what sort of things could be presented as gifts?
MethodStudents should engage in a wide-ranging discussion,bringing in all the points on their role cards. Get themto reach a generally agreed new policy on gifts.
Teachers'notes
Follow-upA jointly produced memo stating company policy onreceiving gifts.
9 Business initials
IntroductionLike the quizzes, this can be treated as a quite light-hearted exercise to round off a lesson or a course.There is nevertheless a serious and useful pedagogicalobjective. It is important for business people to be ableto read the international business press. Unfamiliar setsof initials are often a barrier to understanding whenreading in a foreign language. This activity includessome of the more common sets of initials from theworlds of business, politics, economics, computing, etc.
Method1 Get Bs to test As on sets of initials l-16. Bs should
give the correct answer after each attempt by As;where necessary they should explain each answer asfar as they can, and score their partners out of 16.
2 Now reverse roles and get As to test Bs.3 Pairs report back to the group with teacher clarifying
any remaining problem sets. Ask students if theircompany has a VP for HR or R&D, what their com-pany's USP is, or whether their company runs a TQAprogramme.
Follow-upI Ask students to provide their own sets of initials in
English to test the rest of the class.2 Provide newspapers/news magazines for the group
and ask them to identify either as many sets of initialsas possible from the quiz; or other sets of initials forfurther quiz work.
AnswersMD Managing Director. The manager with overall
responsibility for the day-to-day running of thecompany (British English).
VP Vice-President. Usually with a departmental orgeographical responsibility, for example: Vice-hesident in charge of Human Resources or Vice-President Sales, Central and South American Reeion(American English).
R&D Research and Development. The division of acompany doing the technical or scientific workneeded to find new products.
PA Personal Assistant. A senior executive's helper.PAs are usually thought to be more than secretariesbut less than managers.
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MBA Master in Business Administration. The mostimportant business school or university qualificationin business. Some students do the MBA straightafter their first degree; others get a few years'jobexperience first.
EU European Union. The political and economicgroup whose current members are Austria, Belgium,Denmark, Eire, Finland, France, Germany, Greece,Netherlands, Italy, Luxembourg, Portugal, Spain,Sweden and the United Kingdom.
GATT General Agreement on Tariffs and Trade. Themain international free trading agreement betweennations, aiming to reduce as far as possible the bar-riers to trade across national frontiers. The mostrecent GAff was eventually signed in 1994 afterlengthy negotiations known as the Uruguay Round.
IBM International Business Machines. Still theworld's biggest computer company.
SAS Scandinavian Airline Systems. The airline com-pany for the Nordic countries.
WP Word Processing. Typing and editing text on acomputer.
RAM Random Access Memory. The dynamic systemmemory of a computer that holds programmes anddata while they are being worked on.
AGM Annual General Meeting. The meeting, forexample, of a company's shareholders, which takesplace once a year.
GNP Gross National Product. The measure of thewealth created by a country in a year, includingmoney earned from abroad.
VAT The general tax applied at each point ofexchange of goods or services.
The 4 Ps Price, homotion, Packaging, Place. These arethe main components of the Marketing Mix, the mostimportant factors in the marketing of a product.
LO Intemational Labour Organization. A UnitedNations Agency concemed with the rights, protec-tion and health and safety of workers worldwide.
CEO Chief Executive Officer. The manager withoverall responsibility for the day-to-day running ofthe company. (More commonly used in AmericanEnglish).
VIP Very Important Person. Rich, famous, or power-ful people who receive special treatment. Major air-ports, for example, often have a VIP lounge.
HR Human Resources. The management of suchthings as pay and conditions for all people whowork in a company.
PR Public Relations. The job of Public Relations is toensure that the public image of a company is as pos-itive as possible.
PhD Doctor of Philosophy. The doctorate can, how-ever, be in any of a wide range of subjects, not justphilosophy.
ECU European Currency Unit. A currency which isan average of a certain number of other Europeancurrencies and possibly the future single cunencyfor all the members of the European Union (EU).
OECD Organization for Economic Cooperation andDevelopment. An economic research and forecast-ing agency funded by the rich industrialized nationsand based in Paris, whose aim is to encourage eco-nomic growth, high employment and financial sta-bility among its members.
ABB Asea Brown Boveri. A major Swiss-Swedishengineering company.
JAL Japan Airlines. The main Japanese airline com-pany.
DTP Desk Top Publishing. The computer-basedactivity which produces text with integrated graph-ics and varied layout, for example for a newsletter,CY or home-produced magazine.
CPU Central Processing Unit. The brain of a computer.
AOB Any Other Business. The last item on theagenda of a meeting.
GDP Gross Domestic Product. The measure of thewealth created by a country in a year, excludingmoney eamed from abroad.
USP Unique Selling Proposition. What every com-pany should have - a unique reason why customersshould buy from them rather than from any other.
TQA Total Quality Assurance. An approach to seek-ing to achieve the highest quality of product or ser-vice provided by getting everyone in the organiza-tion to focus on quality all the time.
IMF Intemational Monetary Fund. A fund set up in1947 and to which most of the countries in theworld belong, which exists to lend money to coun-tries in financial difficulties, particularly to help withbalance of payments problems. The IMF often with-holds loans to govemments if it does not approve oftheir economic policy plans.
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10 Buying and selting
IntroductionNegotiation is an important skill not only for peopleinvolved in the kind of lengthy discussion needed, forexample, to set up this kind of agency agreement; butalso in informal everyday situations like persuadingsomeone to stay on late at work or changing a holidaydate. This activity can be useful practice for both for_mal or large-scale negotiation and informal or small-scale negotiation.
Lead-inIn what situations are negotiating skills necessary? Arethese skills relevant only in the workplace?
MethodI Give students plenty of time to read their activity
sheets. Calculators could be useful.2 Set a clear time limit - 20 or 25 minutes should be
enough - for the activity, and give students two orthree minutes'waming before you stop them.
3 Get students to start with some small talk beforegoing into the main body of the negotiation.
4 Get each pair to summarize the main points of theiragreement so that each participant is clear aboutwhat has been agreed.
Follow-upI Get selected pairs to talk through the stages in their
negotiation in order to analyse the reasons for theirparticular result.
2 Get students to write down the terms of their agree-ment.
11 Cashflow problems
IntroductionThe activity is a fairly complex face-to-face discussionbetween a cautious finance manager and an ambitiousmarketing manager reluctant to turn away a major order.
Lead-inAs a lead-in, discuss the meaning, causes and implica-tions of cashflow problems.
MethodI Both sides need a few minutes to prepare their roles
and absorb the information they have.2 B should start by outlining the order and asking how
much cash is available. A is pessimistic about thecashflow situation.
Teachers'notes
3 In discussion, both sides need to reach agreement onexactly what is possible and what steps need to betaken next.
Follow-upI Together both students could work out a letter to the
customer offering a unit price discount but request-ing tight payment terms.
2 They could also work out a revised cash budget onthe basis of the order and a possible bank loan.
12 Company of the year
IntrodactionThis activity can help students ro focus, albeit in apotentially lighthearted way, on the perennial problemof how to make small businesses grow. If necessary,the situation could be adapted to the context of adepartment or profit centre if participants all work inlarge organizations.
Lead-inIn what situations are companies given prizes? What typeof prizes are given? What companies have won prizes?
MethodI If you suspect that students may not be very forth-
coming about imagining their own company intoexistence, brainstorm an example with the wholeclass before the activity begins.
2 Note that the list of preferences for A and B are dif-ferent.
Follow-upDuring feedback, find out what the students'own ideaswere and list them on the board. See whether any pattememerges from the choices made by the different pairs.
13 Company organization
IntroductinnThe activity is based on a face-to-face discussionwhere both sides need to resolve a problem: how todesign a new organization for their companies who areplanning to merge.
Lead-inStart by asking:o why companies have hierarchieso why companies have structured organizationr if there are alternatives to traditional company struc-
tures.
Teachers'notes
Methodo Each side needs to explain its primary objectives and
to outline its concems. There will be some trade offbetween the two.
o Students can sit side by side and actually draw up afresh organization chart based on their preferredoptions and what they can agree on.
Follow-upAjoint presentation of the new structure using a boardor OHP.
14 Company presentation
IntroductionIntroducing oneself and one's work is a common com-munication need in intemational business. This activitygives an oppornrnity to practise a relatively formalpresentation.
Lead-inTo introduce the theme, discuss the function of tradefairs and what goes on at such events.
MethodThis is a two-part activity in which students both pre-
sent a fictitious company and hear about one.1 Ask A to present Conta Inc. B intemrpts with
requests for clarification and/or further information.B can also take notes.
2 Next, B presents Edile S.p.A. and the roles are there-fore reversed.
Follow-upAsk learners to present their own or another real com-pany that they know well. Suggest they include sayingwho they are and what their responsibilities are. A fur-ther follow-up is to try a similar presentation, but muchmore informally.
15 Company tour
IntroductionIt is important for business people to be able to talkclearly and concisely about their company's products,
history and organization, as well as being able to guide
visitors round the workplace.
Lead-inWhich companies receive visitors? Are there any spe-cial security arrangements? Are there any special risksabout showing visitors around?
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guidelines for A, who will need time to prepare thepresentation. The preparation could be done before
the lesson.2 Encourage Bs to prepare lots of questions so that the
activity is as interactive as possible. Discourage
monologues from As.
Follow-upI Repeat the activity with the roles reversed.2 Get As and Bs to write follow-up letters to the visit:
- As saying they are hoping for business from Bs- Bs saying whether or not they have decided to do
business with As.
16 Gompany visit
IntroductionThis is an information gap exercise which also
provides practice in numbers and spelling and checking
information. It can thus be used with lower level
students.
Lead-inAsk the students if:o they have any problems with spelling foreign nameso they have any problems with understanding numberso if the! have any special strategies for spelling and
counting.
Method1 Get students to write down any information, e'g. car
registration or telephone numbers, that they give to
their partners.2 At the end of the activity, get students to check that
all the information has been correctly transferred.
Follow-upRepeat the activity with the roles reversed. Partners
now know what information they have to give so
should give a more polished performance'
17 Corporate culture
IntroductionThe main aim of this activity is to provoke discussion
so don't be too concemed if the students fail to come
up with a coherent policy by the time you call thegroup together.
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bad-inAsk srudents if they know any companies with theiro*n special culture. What are the characteristics of cor-porate culrure? Does it help employees to work bettertogether?
MethdEncourage students to add ideas in the same spirit tothe list.
Follow-upI In the group discussion following the activity, get
srudents to identify the assumptions underlying thevarious possible policies on the list, e.g. that compan-ies are too hierarchical, that there are not enoughwomen in top management, etc. and find out if theyagree with these assumptions or not. Which ones dothey think are nonsensical? Why?
2 Get the group to brainstorm their own equallyunorthodox policy suggestions.
18 Corporate sponsorship
IntroductionThe activity is designed to encourage extensive discus-sion. Students may wish to invent details of the com-pany they both represent and such details may influencethe final choice. Otherwise, there is no obviously rightanswer.
I*ad-inWhy do companies offer sponsorship? What types ofevents do they sponsor? What benefits does each sideget?
MethodSince this activity involves quite a lot of reading, allowtime for this before beginning the activity or distributethe activity sheets before the lesson begins.
Follow-upI Systematize feedback from the group by asking for
the strong and the weak points of each file and writ-ing them up on the board.
2 Get students to write a letter of acceptance to thesponsorship recipient and of rejection to the othertwo causes.
19 Costs and reducing overheads
IntroductionThe activity involves a fairly detailed face-to-face
Teachers'notes
negotiation in which each participant will have to com-promise in order to reach the desired objective. Seealso Activity 27 on franchising.
Lead-inTo introduce the theme, check students'understandingof cosfs, cost of sales and cost of selling.
MethodEach player in the negotiation approaches the problemfrom a rather different perspective: A is more conser-vative in terms of defending employees' interests, whileB is more inclined to defend shareholders and seekimproved productivity. Consequently, compromise andbargaining will be required. Encourage students tobegin by stating their agreed objectives (to find savingsof l0%o) and to find issues on which they agree beforegoing into detail on more problematic areas. As a gen-eral principle, suggest that they should only compro-mise where they get something in retum - in otherwords, in conceding a point they should gain a conces-sion in another area. This may involve looking at twoor three points together - a common negotiatingapproach.
Follow-upSet up a similar negotiation involving more particip-ants, so that the negotiation involves teams.
20 Customer care
IntroductionThis activity emphasizes the importance of lookingafter your customers - those who buy a product as wellas those who buy a service.
Lead-inIn your introduction to this activity, ask about the dis-tinction between internal customers (other employeeswithin the same organization whom you serve) andextemal customers (those outside the company whopay you to provide them with a product or service).Ask students how far they serve internal as opposed toexternal customers in their work; and ask them whetherthey should be more focused on extemal customers.
MethodAfter the Bs have administered the questionnaire to theAs, the partners can reverse roles.
Follow-upI The group can prioritize the different features ofcus-
tomer care listed in the questionnaire. One technique
Teachers'notes
for getting a large group to arrive at a final list is:a) to get each pair to agree on a list of priorities; thenb)to get two pairs together to agree on a common
list; thenc) to get two groups of four to agree on a common
list, etc.2 Get detailed feedback on how well your students feel
their organizations serve their intemal and theirexternal customers, and how these two kinds of ser-vice cogld be improved.
21 Customer complaint
IntroductionThis activity practises two important communicationand business skills. As have to turn an unhappy cus-tomer into a happy one. Bs have to avoid being fobbed
off with less than what they regard as their proper due.
Lead-inAsk students:r in what situations they have made complaints over
the last few monthso whether their complaints have been well handledo why it is important for companies to be able to deal
efficiently with complaints.
Method1 Allow adequate time for the heavier reading input or
distribute the activity sheets before the session begins.2 Ensure that both partners are clear about the final
outcome of the discussion by getting them to write
notes on the agreement reached and compare notes.
Follow-up1 Get each pair to report back on their agreement and
tabulate all the agreements on the board.2 Get feedback on how the encounter between Bs'
firmness and As' desire to win over the customer
swayed the discussion one way or the other.
Brainstorm language gambits which As and Bs
might have used.3 Get students to write A's letter apologizing for the
inconvenience, summari zing the agreement reached,etc.
22 Customs holdup
IntroductionThis is a telephone conversation between two people
with verv different concems.
Lead-inTo set up the theme, ask:r what causes delays at frontierso what documents are neededo how can delays be kept to a minimumr if the problems at frontiers are the same everywhereo if the solutions to the problems are the same every-
where.
Be tactful about the issue of corrupt officials - in someplaces mention of comrption may be acceptable only if
it refers to other countries!
MethodStudents have a reasonable amount of freedom in how
to resolve the problem here. The discussion is led by A
stating the problem and asking how it may be resolved.
B responds and together the two positions are brought
closer - or not, depending on the degree of obduracy
held by the official, B, or rectitude held by A.
Follow-upSome students might like to role play a face-to-face
meeting at the frontier, with other students playing
related roles, including the driver.
23 Employee morale
IntroductionThis activity begins with an exchange of information,
followed by discussion. It is important for the students
to complete the first part satisfactorily before they start
the second.
Lead-inAsk the students in what way morale affects the way
people work. What are the possible results of poor
employee morale?
Method1 Before the students begin, make it clear to As and Bs
that they have different lists of suggestions for
increasing company morale on their activity sheets.
Underline the fact that they are not expected to com-pete by shortlisting more of their own key actions
than their parmers'. The objective is simply to get what
they both agree is the best possible policy defined.
2 You could encourage them to simulate formal meet-
ings with Bs and then As making short presentations
of the ideas listed. They will need extra time to pre-
pare this. This should then be followed by an open
discussion of the merits of each idea in tum.
3 Students may wish to add their own ideas.
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Follow-upI Brainstorm students'own additional ideas.2 Discuss how far there is a group consensus and why
some, if any, of the ideas are generally considered tobe more feasible than others.
3 Get students to write a short report recommending aplan of action to the company's top management.
24 Entertaining visitors
IntroductionThis is a fairly extensive telephone conversation inwhich two new business associates get to know eachother a little and discuss possible entertainment for oneof them, who is planning to visit the other.
Lead-inAsk:o what types of entertainment companies could pro-
vide for business associates in your countryr what sort of entertainment you would like if you
were visiting other countries.
Methodo Much of the content here needs to be genuinely
based on students'interests and preferences and onlocal entertainment available.
o An interesting way to do this is for A to explain to Bwhat is available by referring to a local 'What's On'guide or newspaper.
r The conversation has three main parts after the initialintroduction:i) outlining possible entertainment on offerii) B's preferences and interestsiii) planning an entertainment itinerary for B's visit.
Follow-upo A fax from A confirming ideas and/or arrangements.o Reversing roles: B should return the invitation and
try to fix up entertainment that A would like.r Repeat the activity placing emphasis on either very
formal or very informal types of hospitality.
25 Environmentally friendly office
IntroductionThis activity can be particularly interesting with groupsof students from different companies, different sectorsand different countries.
Teachers'notes
Lead-inAsk students first of all what national laws exist on, forexample, packaging, air and water pollution, etc. and askif they know how legislation differs in any other country.
MethodBefore the activity begins, you may wish to present orelicit some of the language which students may use inprioritizing the ideas, particularly comparative formsoccurring in such expressions as: 'Oh no, I think usingrecycled paper is much more important than . . .'
Follow-upI Find out how many people feel this is a relevant and
useful topic and how many do not think that safe-guarding the environment is important.
2 Get feedback on students'own ideas. Additional sug-gestions might be:- tuming off computers and other office equipment
when not in use- avoiding unnecessary chemicals by, for example,
using vegetable-based glues, pump-action contain-ers rather than aerosols
- using refillable laser printer cartridges- using scrap paper for notes rather than brand new
memo pads- using electronic mail where possible rather than
paper.3 Questions for the group:
- what environmentally friendly steps do you take inyour own offices? What more could you and yourcolleagues do?
- how environmentally conscious do you think yourcompany is as a whole? What more could yourcompany do?
26 Equal opportunities
IntroductionThis is a straightforward collaborative discussion basedon prioritizing a series of points.
Lead-inDiscuss the meaning of equal opportunities and theimportance of the issue, with reference to students'own country/countries and/or experience.
MethodThe objective of the activity is to prioritize a series ofinitiatives following discussion comparing the relativemerits of different proposals. As each student has thesame list of points, they should discuss the merits ofeach one, then decide on an order of importance.
Teachers'notes
Follow-upo Leamers can suggest initiatives which could be
introduced in their own working environment toimprove equal opportunities.
. Students can discuss what measures have alreadybeen taken and decide how effective they have been.
27 Franchising
IntroductioiThe activity is a face-to-face negotiation where both
sides will need to compromise in order to reach an
agreement.
Lead-inIntroduce the theme by asking students to name famous
franchisors. Examples are McDonald's, Benetton,Hertz, Kentucky Fried Chicken. Ask:o how franchises operateo what is the relationship between franchisor and franch-
isee.
MethodOnce students have read and understood their roles, A,
the franchisee, should start by outlining some general
objectives and by talking about the present situation. B,
the franchisor, will need to be conciliatory. If the dis-
cussion follows the negotiating principle of 'only make
a concession if you get something in retum', then the
result should be a lively exchange of offers and counter
offers, but compromise will be necessary'
Follow-upI An exchange of letters outlining the basis for con-
tinued collaboration.2 A jointly prepared statement explaining what they
have agreed.
28 Health and safety
IntroductionThe activity is based on a face-to-face discussionbetween colleagues, one more radical and more pro-
gressive than the other. Consequently, some persuasion
will be required.
Lead-inDiscuss the issues involved in health and safety. How
are these issues treated in the students'country/coun-tries? How are thev discussed and checked?
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Method1 B should start with a general outline of the health
and safety position and some ideas on how to
improve matters. A replies with comments on B's
remarks but proposes more radical changes.
2 Encourage students to paraphrase each other with
expressions like 'So you think. . .'and 'What you're
saying is . . .' before suggesting a slightly different
emphasis.
Follow-upA jointly-produced plan of action to present to other
colleagues in the form of a short talk.
29 In-house magazine
IntroductionDiscussing the contents of an in-house magazine gives
the students an opportunity to discuss the type of infor-
mation that should be included in such amagazine.
Lead-inAsk:r if their company has an in-house magazineo ifthe] read ito how do they rate ito how would they improve it.
Methodo There are really two parts to this activity' The full
version involves drawing up a business plan for the
magazine (see the section beginning: Identify the
objectives of the magazine. . .) as well as deciding
on the content. This version is likely to take up con-
siderably more time.o For students with less business experience or less
time or both, the activity can centre on deciding on
content alone.
Follow-upAfter getting feedback on the various models of cor-
porate communication proposed by students, widen the
discussion to include other tools of internal commun-
ication:o how do you make intemal communication effective?r how do you make intemal communication two-way?
etc.
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30 lnterview techniques
IntroductionThe activity is a collaborative discussion, studying andsharing opinions before making an assessment.
Lead-inlntroduce the topic of interviewing by asking studentsabout their experience of interviews and about what kindof questions they would expect to get in a job interview.
MethodSrudents sit side by side. There are three parts to theactivity. First, students study the job advertisement,then classify the questions, then assess their usefulnessin a job interview. In this last part they should jointly
_eive a reason for their decision.
Follow-upI Use the questions as a framework for interviewing
other students (or each other) for the job in question.2 Study other job advertisements, work out likely
questions for an interviewing panel, and set up inter-views with other students.
31 Job application
IntroductionAlthough students may appreciate the fantasy elementin the activity, they should nevertheless be encouragedto treat it as a serious exercise in recruitment. Therespective partners should make initial assessments ofthe job or of the applicant, as appropriate.
Lead-inAsk students:o what types of job application forms they have filled ino what the purpose of a form iso whether a form is more effective than an open ap-
plication.
MethodThe procedure is as follows.I B (the applicant) calls A (the current PA who is leav-
ing the job) to find out what has happened to his/herapplication.
2 A apologizes - has been very busy.3 B asks A questions about the post while, altemately,4 A asks B questions about his/her experience, tan-
guages, etc.5 A should take the initiative to bring the call to an
end, tell B what will happen next and say goodbye.
Teachers'notes
If appropriate telephones are not available, get pairs tosit back-to-back.
Follow-upI During the activity, monitor in particular the way the
call starts and ends, and comment on the authenticityof these stages for the various pairs. Get good pairsto simulate model openings and closings for theothers.
2 Discuss how the recruitment process might go onafter this stage.
3 Get students to write a short letter from either the PAor the applicant, following on from this call.
32 Large versus small companies
IntroductionLarge companies can be very powerful; small compan-ies can be very flexible. So what are the advantagesand disadvantages of each?
Lead-inAs a short lead-in, and before distributing the activitysheets, ask students whether they prefer working in alarge or small organization. Elicit just one or twoadvantages and disadvantages for each.
MethodI This exercise should be approached as a debate: A
has to argue the advantages of working in a smallcompany; B has to speak in favour oflarge organiza-tions. Warn students that they may find themselvesbeing asked to express opinions that they do notnecessarily hold. Point out that this is good debatingpractice.
2 Roles can be reversed to see if further additionalideas are generated.
Follow-upAn A and a B from different pairs can be asked todebate again in front of the group.
33 Late payment of invoice
IntroductionThis is a relatively short and simple activity, where twosides have conflicting interests. The topic relates tocustomer service: the creditor does not wish to upset ac\s\orner. but at the sarne titne is keen to reee\\R, \hamoney owed as soon as possible.
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Lead-inAsk:r why late payment is a problemo wh! do companies delay payment.
Method1 A, the creditor, telephones B. Students should not sit
face-to-face for telephoning tasks. If possible, use anintemal phone line for a more effective role play.
2 A should secure a promise of when payment will bemade.
Follow-upRepeat the activity, reversing roles. See if the outcomeis any different.
34 Management and leadership skillsfor women
IntroductionThis activity is useful for training personnel as wellof general interest to women, in particular thosemanagement or supervisory positions.
Lead-inAsk students:r if they think men and women have similar manage-
ment skills. if they think men and women have equal opportunit-
ies in the workplace in their country/countries.
MethodAlthough experienced trainers may be interested inspending the time necessary to devise training ideas forall five areas, most students will probably be happy toconcentrate on discussing one problem area and devisinga training idea for this area only. In this case pairs should:1 discuss which area to concentrate on2 discuss how best to handle the problem3 devise a training idea.
Follow-upI Pairs give feedback to the group of the training
ideas. If time permits, pairs can take over leadershipof the group to try out the training idea they havedevised.
2 Students who (rightly) point out that the problemareas are relevant to men just as much as to women,can be told that these areas were in fact identified fora successful real-life training programme aimedspecifically at women. The legitimacy of identifyingsuch areas can, ofcourse, be debated.
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35 Management qualities
IntroductionThe activity is an informal face-to-face discussion whichinvolves reading a list of points and prioritizing them.
Lead-inAs an introduction to the theme, ask students to brain-storm ideas on the qualities of a good manager and theattributes required in a management team.
Method1 Students should first discuss the points listed and
make sure they understand them all; then set aboutprioritizing them and come to a negotiated agree-ment on the right order.
2 If disagreements occur, compromise or trading ofideas may be necessary to reach an agreed order.
Follow-upo Individual pairs can report reasons for their decisions
and/or report any disagreements they had and howthey were resolved.
o Some students may like to assess themselves on thebasis of some of the qualities listed.
36 Market research
IntroductionThe activity is a discussion between two people, one ofwhom has provided a service with which the other isnot happy.
Lead-inIntroduce the theme by asking if students have anyexperience of market research and what they see as theadvantages of market research for producers and ser-vice providers and for consumers. A possible answer isthat the results of market research help producers toprovide products or services which match consumerneeds and wants.
MethodI Preparation is vital. Monitor the preparation: it may
be necessary, during the preparation, to prompt A,the hotelier, towards a set of demands to resolve thedifficulty.
2 Once the discussion begins, A raises various objec-tions to the survey technique and reporting. B, inassuring that the research is preliminary, avoids theissue and potentially fuels A's dissatisfaction, sincemarket research is very expensive.
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Follow-upEach side should write a letter to the other summariz-ing opinion and stating what should happen next.
37 Market survey
IntroductionThis is a question and answer activity involving a ques-tionnaire. It could be completed very quickly, though avariation could be that the respondent does not likesome of the questions and challenges the design of thequestionnaire!
Lead-inBegin by prompting discussion on the purpose of mar-ket research and the importance of market surveys forcompanies.
MethodSimple questions and answers, with the interviewernoting the answers. B can give genuine responses.
A variation could be that B plays a role where therespondent really likes to talk a great deal around thequestions, so delaying the (impatient) interviewer.
Follow-upReverse the roles and repeat the activity. Get studentsto repeat the activity several times with other studentsor teachers, in order to collect data for a group ofpeople.Students could also design their own questionnaire on adifferent topic of their choosing.
38 Meeting arrangements
IntroductionThe activity involves a telephone call and makingarrangements to meet but each individual has a differ-ent attitude. B (the agent) is fairly reluctant to devotetime to A's products - or a meeting. The objective is toagree on a meeting.
Lead-inDiscuss the role of agents and the nature of the manu-facturer-agent relationship. When is the relationshipproblematic? One possible answer is when the agent isnot effective or when he/she has other priorities or sellscompeting products.
Teachers'notes
MethodI As with other telephoning activities, use an internal
line, or seat students back-to-back. They should havea pencil to take notes.
2 Remind students that good telephoning techniqueincludes summarizing any agreement at the end ofthe call to confirm that everything is clear.
3 Give feedback and repeat the exercise if necessary,specifi cally to improve telephoning technique.
Follow-up1 Write a fax confirming details of the arrangement.2 Reverse the roles and repeat the exercise, or set up a
similar situation perhaps based on students' actualcommitments.
39 Mission statement
IntroductionThis is a potentially difficult and time-consuming activ-ity which requires the exercise of a variety of differentskills, including note-taking and writing. Students'efforts will, however, be rewarded in having giventhought to some fundamental questions about the natureand raison d'dtre of their own business organization.Have available some mission statements from realcompanies to show to students either at the activity orat the feedback stage.
Lead-inAsk students:. if their company has a mission statementI 3trd, if so, what it isr what its purpose iso ifit is useful.
MethodI Before starting, discuss with the group the kind of
language in general and the typical structures associ-ated with mission statements. Write suggestions onthe board for reference during the exercise, forexample: we want to. . ., we need. . ., we believein. . ., we believe that. . .
2 Students in pairs will move from discussion, throughnote-taking, to drafting and redrafting their ownstatements. Give as much help as possible. If avail-able, provide students with word processing facilitieswhile working towards the final draft.
Follow-up1 Ask pairs to read out their own drafts. Look for com-
mon threads to develop in the discussion phase.
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Teachers'notes
2 Ask students:o what mission statements achieveo who should write themo how much the personnel of the company as a
whole should be consulted during the draftingstages.
40 Pay versus benefits
IntroductiilnThis activity can be of general interest to all managersand of specific professional interest to managersinvolved in human resources and personnel.
Lead-inAsk students how companies that they know remuner-ate their employees.
MethodPresent the activity in general terms and go through thedetails of the current package with the group to ensurethe terms are clear, before handing out the activitysheets. Notes:o PRB. The manager earned a performance-related
bonus of f10,650 out of a possible maximum off20,000 last year.
o Long-term disability cover. This is a form of insur-ance which provides the manager with an income inthe event of his/her being unable to work for anextended period through accident or illness. (The
cover is private because the govemment of the coun-try in which both the students work does not makeadequate provision for this.)
o Parking. The company curently pays for the man-ager to park in a city centre car park every day whenhe/she comes to work. The company does not haveits own car park and cheap parking is impossible tofind.
r Annual health screenins. A detailed medical exam-ination.
Follow-up1 Get feedback on the results of each negotiation.
Clearly, a figure close to f40,000 is good for A (thepersonnel manager) while B will have aimed to getmore. Find out how close to the total of f40,000each pair were.
2 Ask whether the fact that the manager (B) only man-aged to eam just over 5OVo of his potential PRB lastyear reflects well or badly on him/her. Can we drawany conclusions about his/her quality as a manager?
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formance-related pay and how they feel about it.
41 Performance appraisal
IntroductionThe activity is an internal discussion meeting, thereforeinformal, leading to a decision on a problematic
employee.
Lead-inDiscuss the meaning of performance appraisal and ask:r what its purpose iso if performance appraisal is used in the students'
country.
MethodB should start by introducing the purpose of the discus-
sion and outlining the problem. The discussion should
move from general observations and opinions to spe-
cific decisions and agreement.
Follow-upo Joint preparation of a memo outlining the agreement
reached.o There is also scope for general class discussion of
the issues involved in problems such as those outlinedin the activity.
42 Presenting information
IntroductionThe activity is an opportunity to present information in
a well-structured manner and to respond to questions'
See also Activity 14 on Company presentation.
Lead-inTo introduce the theme, ask students to brainstorm the
most important characteristics of good presentation
technique. Possible answers include: well prepared,
well organized, appropriate and relevant, clear, enthusi-astically presented and supported by good visuals.
MethodTwo minutes is very little preparation time and three
minutes is a very short talk. Offer a model as an exam-ple. The key objective is to get over a limited amountof information in a well structured and coherent fash-ion, with an introduction, a middle and an end. After
each presentation, the partner and other students (and
you) can ask questions.
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business or study related, or concern personal inter-EStS.
r Allow extra preparation time for the inclusion of avisual support.
43 Press and public relations
IntroductionThe activity is a potentially highly conflictive inter-vie'*'. A has to be very calm under pressure from boththe siruation and from aggressive questioning by thepress.
l*ad-inDiscuss the importance of public relations and the rela-tionship between PR and corporate image (see intro-duction rn activity section).
Ilethod-\ tace-to-face interview. It would be fun to videorecord this if possible, and play it back as part of ane\r's extract or documentary on pollution.
Follov-upErtend the video idea to build the interview into a dis-cussion of the problem of industrial pollution. A furtherpossibiliry would be to bring in other roles, such asenvironmental campaigners, employees, relatives ofemployees, other managers, local residents, etc., andhave a wider debate in the shape of a public meeting.
44 Product endorsement
IntroductionMichael Jackson and Pepsi became a famous doubleact. But who benefited in the end?
Lead-inLead in by asking for examples of product endorse-ments by famous people and discussing briefly theadvantages and disadvantages of this form of productpromotion.
MethodThis activity is essentially a preliminary negotiationinvolving an information gap. Students should preparea strategy before they begin the negotiation and shouldtry to anticipate the arguments of the other side as partof their preparation.
Teachers'notes
Follaw-up1 Get feedback from each pair on the development and
outcome of each negotiation.2 Discuss the advantages and disadvantages ofproduct
endorsement in more detail. If necessary, point outthat sometimes the arrangement can backfire, forexample if the pop star endorsing your product isaccused of child abuse or the athlete endorsing yourrunning shoes consistently fails to win races.
45 Production delays
IntroductionThis is a telephone activity based on serious organiza-tion problems in a subsidiary.
Lead-inAsk:r what the relationship is between a head office and a
subsidiaryo when problems ariseo how problems can be resolved.
MethodA, at the head office, telephones the subsidiary to knowwhat is going on. A may choose to insist on visiting thesubsidiary. As usual with telephone activities, promptstudents to summarize any agreement at the end.
Follow-up. A should write a confirmatory fax, outlining main
points of the discussion.. B should write a memo to an English-speaking col-
league in Portugal.o The situation could be extended to a face-to-face
meeting.
46 Profit and loss account
IntroductionThe activity is basically a telephoned informationtransfer between colleagues, though explanations arerequired to support the details.
Lead-inAs a lead-in to the subject, check that students under-stand what a profit and loss account is. Ask them to sayif the following statements are true (T) or false (F):o it shows the health of a company at a given moment (F)o it shows the trading performance of a company in a
particular time period (T)
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o it shows the principal costs a company has to meet(r)
o it shows forecast sales for the coming year. (F)
MethodI B asks a series of questions to complete information
required on the latest profit and loss account for asister company. He/she also asks a series of ques-tions in order to clarify certain aspects.
2 B should paraphrase or repeat certain answers tomake sure there are no mistakes in the transfer of theinformation or in understanding the answers to thefurther questions.
Follow-upFind other examples of profit and loss accounts andassess the strength of companies'trading positions.
47 Proiect management
IntroductionThe activity is based on an informal face-to-face meet-ing between a project leader and his/her assistant.There is a strong disagreement, so diplomacy and tactare important qualities for both sides.
Lead-inDiscuss the purpose of project planning and its import-ance in industry.
MethodIn group meetings an assistant would be unlikely tociticize his or her boss's plans. Remind students that inthis case, the meeting is private and informal and thedisagreements are real. They must, however, reachagreement. This discussion may be lengthy, since thereare several points to raise and to agree on.
Follow-upTogether they may prepare a joint plan to present toother members of the team.
48 Quality
IntroductionIncreasingly, companies compete on quality, but qual-ity cannot be achieved without the involvement of thewhole workforce. So a good quality programme willinvolve people - often people who were previouslysceptical about such programmes.
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Lead-inWhat does quality mean? What effect does poor qualityhave on customers? How important is quality for com-peting in the market place?
MethodGetting each pair to choose the six most desirablefeatures for their quality programme may require agenerous time allowance. Start by getting each pair toeliminate the features that neither member wants toretain.
Follow-upI Compare the shortlists drawn up by the different
pairs. How similar are they?2 Discuss how such quality programmes can be imple-
mented.3 Ask students what experience they have had of qual-
ity assurance programmes both as employees and asconsumers (noticing a conspicuous improvement in acompany's products or services).
49 Quiz 1
IntrodactionThis activity can last as long or as short a time as youwant, so make a clear decision in advance on the timelimit you want to set and whether you are going tointroduce it as a quick end-of-lesson quiz lasting tenminutes or a main activity involving lots of discussionand supplementary questioning.
Method. As can ask Bs all the questions and then reverse
roles. This can also be good listening practice if Bsare not shown the sheet.
. As and Bs can ask each other questions in turn.r As can ask Bs the questions in Quiz I and then Bs
can ask As the questions in Quiz 2.
FolLow-upLots of possibilities for discussion and a real opportun-ity for members of a group to leam more about eachother and to get to know each other better.
50 Quiz 2
See Quiz I
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51 Raising finance
IntroductionThe activity is based on a friendly meeting between a;trmpan]' executive and an independent financial adviser.
Lead-inTo Lnrroduce the topic, discuss raising finance, ensuringthat srudents understand the various ways a companymar choose to do this as explained in the students'Lntroductions.
.llethod- Thoroueh preparation is important: students need to
undentand the balance sheet.i -\. representing the company, outlines the present
prrsition of the company. He/she wants advice on thehlielihood of raising finance.
-: B responds by asking for more information and thenans\\ ers. giving reasons for his/her opinions.
-l Encourage students to check their understanding ofuhat the other says by paraphrasing. Elicit/suggestphrases like 'So, you're saying .' and 'So whatrou mean is . . . '
Follolc-upLook at examples of balance sheets from companyrepons. Identify the key figures to assess the health orother$ ise of the companies involved.
52 Recruitment
IntroductionThis activity involves finding the most suitable can-didate for the job.
Lead-inr Discuss recruitment procedures experienced by your
students, either as job applicants or as employmentproviders.
. Give some practice in paraphrasing information sothat students do not read out the file cards verbatim.
MethodJudge whether students are able to structure the tele-phone meeting without help or whether you shouldadvise them to postpone discussion until all the candid-ates have been described. Encourage genuine summar-izing and paraphrasing rather than reading out the filecards verbatim. Give an example of how to do it.
'Scex
Teachers'notes
Follow-upI Get feedback from all the pairs on which applicant
was preferred and why.2 Discuss the advantages and disadvantages of differ-
ent stages in the conventional recruitment process:- are references reliable? Is testing reliable?- can a potential employer really leam anything
from an interview?- how well do interviewers interview?
53 Recycling
IntroductionThe activity involves an informal face-to-face discus-sion between colleagues. The essential objective is toagree on priorities and on a plan of action.
Lead-inDiscuss recycling, its purpose and value and students'experience of it.
MethodThe activity has two parts. Students should decide onthe three key advantages of recycling and any draw-backs involved. They should then formulate a policyfor the company involved.
Follow-upCombine this activity with other environment-relatedstudies from other sources. (Activity 43 also con-cems an environmental issue.)Students may also comment on recycling policies incompanies or institutions they are familiar with, aswell as domestic recycling.Design a questionnaire to find out the extent of re-cycling and people's views on the subject.
54 Relocation
IntroductionThis is a difficult activity because the positions of thetwo parties are initially quite far apart. You shouldmonitor the process by which the students succeed infinding - or fail to find - a solution to a problem whichhas no obvious solution.
Lead-inBriefly discuss the notions of win-win, win-lose andlose-lose in negotiation and ask the students todescribe business situations in which it is better not tocompromise.
t 7
Teachers'notes
MethodBe prepared for the activity to last only a short time (in
the case of neither party being willing to compromise)or quite a long time (where there is readiness to com-promise). If some pairs finish the activity quickly, get
them to write each other follow-up letters.
Follow-up1 Get feedback on the outcomes for the different pairs
in the group and the process by which the outcomeswere arriyed at.
2 Ask students if they have ever been involved innegotiating a problem where the two sides were sofar apart that there seemed little chance of agree-ment. Discuss different strategies in such a situation.
3 Get students to write formal letters to each other asA or B with their versions of the decisions reached.
55 Sales targets
IntroductianThis activity is a straightforward exchange of figuresbetween the two partners. It may therefore last ratherless time than a first glance suggests. Pocket calcu-lators will be useful.
Lead-inAsk:o why setting targets is importanto what happens if targets are not met.
MethodThere are two sets of figures to exchange:o each partner has a couple of figures missing for the
other regionso each partner has only his/her own revised figures, so
the procedure might be:a) exchange the missing fourth quarter figures for
the other regionsb) calculate and agree on the totals for the other
regionsc) calculate own revised total (strictly speaking it is
not necessary to exchange all the revised figuresunless each wants to check the other's figures indetail)
d) add the two revised totals and compare with theother regional totals
. as you can see from the figures below, your studentshave indeed won the pize - but don't give the game
awav: let them find out for themselves.
r8
Follow-up1 Reproduce the table on the board and get students to
fill in the missing figures.2 Discuss figures central to the students'own work.
3 Discuss this kind - and other kinds - of incentive for
sales people and others.
Figures North West South Eastin $US
Firstquarter 93,137 94,005 85,21 | 93' 140
Secondquarter l0 | , 104 98,776 85,439 99,505
Thirdquarter 103,771 99,422 87,624 102,099
Fourthquarter 95,106 100,471 89,423 102'500
Totaf 393,068 392,174 347,697 397,344
Figures West West East East Centralin $US Central Central Central Central Revised
lnitial Revised lnitial Revised Total
Firstquarter 46,0 | 0 46,9l0 47 ,194 47 ,668 94'578
Secondquarter 48,763 48,963 51,309 5l'309 100'772
Thirdquarter 49,345 49,727 5l,499 51,699 l0l '426
Fourthquarter 49,557 50,847 51,446 50'230 l0l '077
Totaf 193,675 196,447 201,148 200'906 397'353
56 Small talk 1
IntroductionThis is difficult but the activity practises a very import-
ant skill - steering the conversation' Each box contains:
r four nounso three verbsr three adjectives
MethodTen minutes for the activity. Compare scores and ex-periences at the end: which were the easiest and which
were the most difficult words to elicit and why? Then
reverse the roles.
Follow-upI Discuss the importance of taking the initiative and
steering the conversation.
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57 Small talk 2
IntrductionTell lour srudents that they have the opportunity totemporarill' ,rssume a new persona. Encourage them torn\.ent interesting ones.
L.od-in. Lead in u ith brainstorming on ways of opening a
!-onversation in a plane.r Encourage srudents to use realistic gambits to open.. Talli about balance between the two members: you
do not want to hear one talking a lot more than theerther. lbu expect to hear lots of questions from bothpartners.
.llethodi Srudens fill in the form.I Srudents talk to each other for ten minutes.
Follov-upCrt t-eedback from all members of the group, for example:o \r hat \r'as the most interesting thing you heard?. $'hat was the most surprising thing you heard?. what future do you predict for the person you met?
58 Spare parts
IntroductionThe activity is a telephone dialogue, based on informa-tion transfer. Both sides have information that theyneed to convey. As purchaser and supplier they need toreach agreement on an urgent order.
Lead-inDiscuss:r the relationship between purchaser and suppliero the importance of spare parts for certain types of
equipment.
MethodSame procedure as in other telephone activities. Bothsides need to refer to the information they have, citingneeds and production schedules respectively. The con-versation will realistically include pauses while thesupplier checks information and the purchaser consid-ers what he/she is told. Stalling language, space fillingand supporting silence is important in telephoning. In
Teachers'notes
feedback, suggest improvements - thinking in particu-lar about these aspects of language.
Follow-upA fax confirming the order from both sides.
59 Team building
IntroductionWe used to have leaders; now we have teams. Successdepends more and more on picking and developing awinning team.
Lead-inThis exercise is designed to help students understandthat colleagues may work in very different ways, yeteach may make a vital contribution to meeting sharedobjectives. Ask students about their experiences ofworking together with people who have a differentapproach from their own.
MethodI Students may wish to define what kind of project it is
that they are working on. This in turn will influencewhat kind of people they need to carry it through.Parameters for the project could include:o objectiveo time scaleo budgeto overall size ofteamo functions of key team members.
2 Students can discuss: \o the functions (jobs) needed for the project as a wholeo the roles they themselves will playo the roles to be played by two or more other people
to be recruited to the team.
Follow-up1 Find out where students feel they might be on the
wheel and what kind of person they feel is requiredfor the job they currently do.
2 Discuss whether the wheel could be a useful tool increating balanced teams.
3 Get students to write a job advertisement for one ofthe missing team members, describing the character-istics of the person they are looking for.
60 Time management
IntroductionEverybody in employment will have an opinion on thisissue. The fairly simple matching exercise is intended
19
Teachers'notes
as a preliminary to discussion within each pair of moredetailed and additional ways of managing one's timemore successfully.
Lead-inAsk students about the importance of:o deadlineso scheduleso keeping appointmentse time-management systems e.g. filofaxes.
MethodI A presents problem 1 to B. B chooses the most
appropriate solution from the four alternatives - a, b,c and d - and proposes this to A. Note that both thelist of problems and the list of solutions for A and Bare different.
2 A continues with problems 2, 3 and 4 with B sug-gesting the best remaining solution each time. If Bhas chosen wrongly, it will finally become apparent.A and B can now sort out any mistakes in selection
- together.3 Roles are now reversed and B presents a new prob-
lem 1 to A, etc.
Follow-upI Elicit the time management problems that students
have and the solutions that thev recommend to eachother.
2 Get the group as a whole to formulate some goldenrules for time management. These might be alongthe lines of:- do it now- getridofclutter- plan your day.
61 Training priorities
IntroductionThis is a short activity based on working together tostudy a list of options and to agree on their relative values.
Lead-inAsk leamers what kind of training they think is mostuseful for companies working in intemational business.They should draw up a list of options which could thenbe compared with the training types presented in thisactivity.
MethodI To prepare for the activity, both students should fully
understand the information on the companyinvolved.
20
2 Then there are two stages: first to prioritize the ninedifferent training options, then to eliminate the leastuseful. They may also decide that others could bepostponed until later.
Follow-upPrepare a short presentation to the board of directors,outlining key training needs, requesting full financialresources, time and full backing from the trainingdepartment. The presentation should explain why thetraining is so important.
62 Transportation
Introduction
Quite a challenging role play, involving a sales pitchfrom one side and an important comparison of two offersfollowed by a decision from the prospective purchaser.
Lead-inAsk:o what types of transport are used for what types of
goods?o what problems face transportation companies?o what problems face companies using transportation
services?
MethodThe activity requires a good level of preparation andunderstanding of their roles from both sides.Essentially A has to listen to B trying to sell a particu-lar transportation service and at the same time compareit with an offer already on the table from a Greek com-pany. A's role is the more complicated one, and he/sheis also the decision maker. When readv. B calls with aprepared sales pitch.
Follow-upBoth sides can write a letter confirming their require-ments (A) or their offer (B).
63 Work environment
IntroductionThe activity is a face-to-face discussion, involving asharing of both information and opinions. The atmo-sphere should be constructive and positive.
Lead-inIntroduce the theme by talking about good and badworking conditions and their consequences forproductivity, morale, staff tumover and sickness.
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ing the employees' representative of the company'sconcerns, while also not wanting to raise expecta-tions too high. Note the low budget available.
2 T\e objective is to reach a satisfactory position,where both sides feel they have achieved something.
3 Students should note what they agree and summarizeit.
Follow-upo A can write a glowing account of improvements
being made, either for company notice boards or foran in-house magazine.
o B can write a letter supporting the improvements butpointing out other areas where progress should bemade and requesting a longer term commitment tothese further improvements.
64 Work rotas
IntroductionA fairly straightforward conflict in this face-to-faceinformal meeting over holiday plans and productionschedules. There might just be room for compromise,or else B will simply refuse - but must explain whyand get A to understand the position.
Lead-inIntroduce the theme by asking about potential conflictof interest over holiday plans and company require-ments. Family holidays and school holidays may co-incide with companies' busiest times. How can suchdifficulties be resolved?
MethodA, the boss, has a meeting with B, a line supervisor, tosee if he/she can change holiday plans. A shouldexplain why and offer some compensation or altemat-ive deal. B may simply refuse or enter into some kindof negotiation. Of course, a further problem will be topresent the family with the changed holiday arrange-ments, which might be disastrous.
Follow-upo Discuss the responsibility of a manager to think of
employees' general well-being, including family cir-cumstances. Ask what would happen if the companydecided to pay the holiday cancellation fee and toinsist on the supervisor changing plans.
o Discuss the extent to which company needs prevailover personal or family needs in a given culture.
Teachers'notes
65 Works council
IntroductionA fantasy activity for general discussion for all cat-egories of business personnel. Tell students that theycan choose more than one option but that they mustdecide clearly how all the money is to be spent.
Lead-inAsk students about joint decision making in their com-panies. Ask if there is a works council and in whatareas there is consultation between employer andemployees.
MethodOpen discussion within each pair.
Follow-up1 Get feedback from the group. Alternatively use the
method described in the Teachers' notes to Activity20, Follow-up 1, to get the whole group to reach acollective decision.
2 Get feedback on students' own ideas. Which of theideas given did they think were best and which wereworst?
3 Get students to write to the rest of the staff on behalfof the works council, explaining how the money is tobe spent and giving reasons.
21
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1 ICE BREAKER Student A(lntroducing self and others; questioning)
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Find out your partner's:
o l101Tl0o COlTlpilll!r cofilpafl!'s activity (in one sentence). job title. department. job responsibilities (in one sentence). office location.
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2 ADVERTISING Student A(Measuring and calculating; negotiating; urging)
Advertising is one aspect of promotionat activity used by companies to increase consumer awareness ofthe company and its products, and to improve sales pertormance.
You work in the marketing department of a sports shoe manufacturer. You have contacted anadvertising agency and asked for suggestions for a campaign to promote your brand, Sporto. Youwant to *1u campaign within a budget of f250,000 - no more.
YOU:
sponsored the local football team last year but the team performed badly and received veryIittle national television coverage
think the football team will do well this year - they have a rich chairman, five new playersand a new manager
want the brand name Sporto to be promoted nationally
have little interest in a specifically local market
think international recognition would be a good bonus
want some guarantee in terms of increased sales
want to be involved in planning the details of any advertising campaign
think TV advertising is too expensive.
YOU START.
26 @ Peneuin Books 1996
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3 AGENDAS Student A(Ag reeing/d isagreeing ; iudging)
An agenda cons,bfs of the points that will be discussed in a meeting, in order to reach agreed objective:^lot all meetings have written agendas, but everyone should understand the objectives of a meeting an.<tow what r.ssues will be discussed, within an agreed time.
-.h project leader for a new quality programme, you have sent the following agenda to various: -,lleagues and have asked for comments. One of them telephones you to discuss the planned.genda.
llepartmental Ouality Development Group
Agenda for Meeting
Time: 9.30 - 11.00Date: January 14,19-.
Place: Head Office. Room 2*17.
1. Customer feedback2. lnternal suggestions3. Quality standards
Gomments welcome - Please call
IYOU:
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; . think quality improvement is the key element for business successI
I o ?r€ working hard to create a total quality ethos in the company
= . welcome ideas on quality but you are sure that a separate publication or newsletter is notr- nEOeSSary.I
:= YOUR PARTNER WILL START.
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4 BANK CHARGES Student A(Measuring and calculating; correcting; obliging;regretting)
Bank charges are the fees paid to banks for the various seruices they provide. Banks charge interest onthe money they lend, but also charge fees for setting up loans and overdrafts, or for assisting in funds,transfers, currency exchange, the provision of references, advice and a wide range of financial seruices.
Your bank has sent you the following notification of a funds transfer from a Chinese customer. Younotice that you have been credited with only f 1,995 when it should have been f2,020less a f,10handling charge. You call the bank.
CREDIT BAI\K INTERNAIIONAL
King's Cross Branch Datei 24 June l9-.
Please note that we have credited your account.
Your ref. Lee Pen & Co - China
lnvoice dated 2 May I9-. lnvoice total f,2.020.00
To F. Petersson S.A. Accountnumber: 00878654
AM0UNT f t,ee|.00p
For Credit Bank InternationalHLT
YOU START.
28 @ Peneuin Books 1996
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Budgeting involves combining sales forecasts with expected costs. Effective planning requires accuratebudgeting and also a clear understanding of the effects of variations in any particular figure, from rawmaterialcosfs to unit price or promotional costs.
At a finance meeting you have to present the following sales budget for an existing product, a mobiletelephone called the CX20.
Invite intermptibns and questions. If you cannot give all the information that you are asked for,promise to provide that information at a future meeting.
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One 200 Iwo:350 Ihree 375 Four:25 |otol = 1,000
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Soles: fl 50,000 fl60,875
Iohl cosl of soles: 150,000 r50,000(ost of selling: t78,000 t78,000
Totol costs: fl28,000 fl 28,000
Gross profit: f22,000
Estimoted effed of l0% unil pri(e inffeose would be o 2.5% drop in soles.
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@ Penguin Books 1996 29
5 Budget Presentation (continued) Student A
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One:195 Two:341 Ihree: 367 lourzf2 fslsl = 915
Note:
The cost of selling covers all promotional activity, including advertising, sales commissions, feesto agents and distributors, distribution, and storage and transport. The cost of sales includesfixed overheads (rent, heating, wages and salaries) and variable costs (raw materials, overtimepayments).
YOU:
. think market share is not going to be greatly affected by a small price increase
. have cut costs but cannot do so any more
. think the market is rather price sensitive and that sales will fall, but that a temporary loss insales will not be significant in the long term
. feel that improved profits now will help to boost sales in the future
. do not think competitors will lower their prices.
YOU START.
30 @ Penguin Books 1996
6 BUSINESS ANECDOTE(Telling ; sequencing ; emphasizing)
Student A
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An anecdote is a short story which you tell, usualty about something which happened toyou or to someone you know. Being able to tell a story is a very useful skitt, both generallyand in business: when talking to the person sitting nert b you during a ptane journey, forexample. This activity gives you the chance to practise telling a story in a businesscontext.
You and your partner are going to tell each other a story about a company. You willbegin the story using the first sentence below, then your partner will take over, thenyou will take over again, and so on. Try to talk for about one and a half minutes eachtime before handing over.
1 When Jo Batsoukis and Les Chan leftbusiness school, they immediatelyfounded a company making . . .
3 But they were beginning to havefinancialproblems....
5 Then one morning came a telephonecall from the President of . . .
YOU START.
@ Penguin Books 1996
7 BUSINESS ETIQUETTE Student A(Agreeing/disagreeing ; questioning)
Busrness etiquette - forms of polite behaviour - can vary not just from one country to another, but alsofrom one profession to another, from company to company, even from department to department. Thisexercise will help you measure how far you and your partner follow different codes of etiquette.
Five areas of business etiquette are listed below. In each case, tell your partner what the rules orconventions are in the company where you work, using the questions to help you. Then get yourpartner to tgll you how his or her conventions differ from yours and discuss the differences.
I Shoking honds: do you shoke honds wilh people:. when you first meet fiem?o ovor| lime you meel ftem?. when you hoven'l seen fiem for a long time?. when you soy goodbye lo them?o llgVOI?
Are fie rules different for men ond for women?
l{omes: do you:coll people you know by fteir first nome or by fteir fomily nome (using Mr, Mrs, Miss or Msl?coll people you hove iust met by their first nome or by fteir fomily nome (using Mr, Mts, Miss or Ms)?
Men's dress:whol do men weor lo work?ore ftere ony rules telling men whol they musl weor?do men olwoys hove lo weor o lie?does whol lhey weor chcnge o((ordlng lo fie weofier?would it be posible for men lo weor shorb in very hol weother?
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5 Conplimenls:. do femole work colleogues complimenl eorh ofter on fieh dress or generoloppeoron(e?. do mole work colleogues (omplimenf eoch other on fteir dress or generol oppeoronce?. do femole work colleogues (ompliment mole colleogues on fteir dress or generol oppeolon(e?
Now your partner will ask you about five other areas of business etiquette.
YOU START.
@ Penguin Books 1996
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BUSINESS GIFTS Student A(Agreeing/disagreeing; emphasizing; permitting ;vetoing)
Business gifts are sometimes sent to customers or clients in the hope that they build goodwiil - and hetpsecure business. ln many cases the activity is pertectty reasonable and open - but in some cases thepractice of offering and receiving gifts is connected to dubious behaviour, malpractice or itlegal activities.
You are one of two purchasing directors in a large manufacturing company with a $ZOm turnover.One of your purthasers has been sent a case of Grand Cru Bordeaux wine by a supplier. Some ofvour management colleagues feel he should not have accepted this gift. At present the company hasno policy on receiving grfts.
Together with your partner, decide on a new company policy on receiving grfts.
Prior to your meeting you draw up the following options:
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All gifto ehould be pooled and used a6 ?rizeo in the com?anyChrietmae raffre.
YOU:
. tend to think that gifts compromise your colleagues - they are more likely to buy fromcompanies who supply the best gifts, not those offering the best products and the bestservice.
YOUR PARTNER WILL START.
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9 BUSINESS INITIALS Student A
(Knowing; correcting)
When reading the press in a foreign language, understanding the initials can sometimes create almost
as many problems as understanding the words.
Here is a quizto test and increase your knowledge of some basic - and not so basic - sets of initials
which you could meet when reading the business press in English. First test your partner on what
the foliowing sets of initials stand for. Then your partner will give you a similar test. Then compare
scores. Warning: each test gets harder as you go along!
I MD (Managing Director)
7 YP (Vice-President)
3 R&D (Research and DeveloPment)
4 PA (Personal AssistanVPer Annum)
5 MBA (Master in Business Administration)
6 EU (EuroPean Union)
7 GAIT (GeneralAgreement onTariffs andTrade)
I IBM (lnternational Business Machines)
9 SAS (Scandinavian Airline Systems)
lO WP SNord Processor or word processing)
| | RAM (Random Access MemorY)
l7 AGM (Annual General Meeting)
l3 GNP (Gross National Product)
14 VAT (Value AddedTax)
l5 The 4 Ps (Price, Promotion, Packaging, Place)
l6 ILO (lnternational Labour Organization)
YOUR PARTNER WILL START.
3.+ @ Penguin Books 1996
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1O BUYING AND SELLING Student A(Negotiating; urging; declining; reiecting)
3,wng and selling a product or seruice, especially abroad, often involves negotiation - an agreement''lugh discussion of the terms of the buying and selling arrangement.
r-- u are an import-export agent specializing in high-tech consumer products. You want to negotiater:. agreement with the foreign manufacturer of an exciting new computer game. You are now going. . rave a meeting with this person (your partner). Using the table below, negotiate an agreement- ,';ering:
. th€ number of units that you will agree to take: although you think it's a good product, you arecareful about committing yourself too much to a small, unknown company
. the terms of payment
. your discount on the standard price.
Ouontity Distount
10,000 90 doys 30%Score:25 points Score:Z5 points Score:25 points
20,000 60 doys 20%Score:Z0 poinls Score:20 points Score:Z0 points
30,000 3Odoys 15%Score: 15 poinls Score: 15 paints Score: 15 points
40,000 Holf in odvonre ll%oHolf wifiin 30 doys
kore: l0 points Score: I0 points Score: l0 points
50,000 ln odvonre 5o/oScore:S points Score:S points Score:S points
YOU would also like the manufacturer to provide:
. a CD-Rom version of the software as soon as possible. There is huge demand for CD-Rom-based games in your country. Score 5 points for delivery of a CD-Rom version in 6 months, 10points for delivery in 4 months, 15 points for delivery in 2 months
c D€w packaging adapted to the local market: score 5 points if the manufacturer agrees. promotional literature in the main language of your region: score 5 points if the manufacturer
agrees.
\egotiate an agreement with the manufacturer. Aim to get as many points as possible but do not:er-eal your scoring system to your partner. At the end of the negotiation, summarize your,sreement under all six headings (quantity, terms, discount, adaptation, packaging and literature):nd compare your score with your partner's. Remember: your objective is to get as many points aspossible but also to carry on doing business with the manufacturer after the negotiation is finished.
YOUR PARTNER WILL START.
@ Penguin Books 1996 35
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11 CASHFLOW PROBLEMS Student A(Forecasting; judging ; urging ; negotiating)
Cashflow problems occur when a company has insufficient funds available to meet existing operatingcosfs. A company may have full order books, but still suffer from funding problems while they wait forcustomers to pay.
You work in the finance department of a company which has received an urgent order for 150trailers from the government of a Gulf state. The trailers must be custom-built to meet highlyspecific reqtirements and must be delivered in only three months.
Your existing production budget is not able to meet this order on top of present cost commitments.To raise the necessary funds would involve a 25Vo increase in expenditure to buy the materials andto hire workers and a further f,200,000 in other costs, making a total increase of f,550,000. This iswell above the estimated closing cash balance for the year.
You have a meeting with a colleague in the marketing department to discuss the order. You have todecide what to do. Here is a copy of the cash budget for the present year:
Opening cash balance ({)Add rcraintc
Collections from customers(Sales less f | 80,000 increase in debtors)
Total cash available
Less paymentsFor materials(Purchases less {80,000 increase in creditors)For selling expensesFor direct labourManufacturi ng overheadsFor capital equipmentFor general expenses
Total cash needed
Closing cash balance
220,500
2,400,000
2,620,500
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2,272,000
398,500
YOU:
. think that the 9550,000 required to meet the order cannot be raised within the existing cashbudget
o hs€d to know the time schedule for paymento would want the following terms: 25o/o palment with order + 25o/o on delivery + the balance
within three months, i.e. payment completed within six monthse USUsll) schedule payments for your products over twelve months from the order. This would
be unacceptable. wonder if other sources ol finance could help you to meet this order.
YOUR PARTNER WILL START.
36 @ Pensuin Books 1996
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12 COMPANY OF THE YEAR Student A(Agreeing/disagreeing ; emphasizing; judging; urging)
3ne way of encouraging smallbusrnesses to grow is to organize competitions with prizes for young:ompanies with special entrepreneurialflair. A money prize can be very usefulfor a company withznbitions to expand but limited finance to do so. The only danger for competitors, successful and-''rsuccessful, is for them to spend more time on the competition than on doing business!
\,:,u and your partner together run a successful small business. You have just won a regional young::--iness competition sponsored by the local press, television,local government and the local:hamber of commerce.
Frrst decide on the following:
Company activity:
Main markets:
Turnover:
Net profit margin:
Number of employees:
\orr decide how you are going to spend the f100,000 first prrze. Some suggestions are given below.Share your ideas with your partner and agree on a common plan. You should decide which options:o go for and how much of the money to spend on each. Draw up a final investment plan for the'.i-hole sum of monev.
YOU would like to:
. organize a well-earned and much needed holiday for both managing partners
. lease new offices (since you feel that your existing offices are not very good for your image)
r S?ve (some of) it
o upgr?d€ the company's computer system
. buy a market survey from an agency to research new markets
o cotlltnission a management consultancy to do a full audit of your company's finances andmanagement procedures
. buy management training for you and your partner so that you are both ready for the nextstep in your company's growth.
List your own ideas.
YOU START.
@ Peneuin Books 1996 ) t
13 COMPANY ORGANIZATION Student A(Declining/rejecting; iudging; liking and preferring)
Company organization is sometimes described in an organization chaft or organigram, often a simplified =diagram showing areas of responsibility for key personnel.
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Your company, Altman Kopp, is involved in negotiations with a competitor, KEP Ltd, over a possible Fmerger. In an informal meeting, you discuss ways to combine the two businesses into a single -organization, allowing for the following facts: f-
Present Structure of Altmon KoPP:
Managing Director ( f )
Chemicals Div is ion Medical Products Div is ion
Finance ( f )Sa les ( f )
Marketing (f)
F inance ( f )Sa les ( f )
Marketing (f)
Administrat ion & Personnel (f )Corporate Planning (f )
Present Structure of KEP Ltd:
Managing Director ( f )Chairman of the Board ( f )
Board of Directors
Human Resources ( f )Marketing (f )F inance ( f )Administrat ion (f)
Produc t ion (Fer t i l i se rs ) ( f )Produc t ion (Chemica ls ) ( f )
Corporate Planning (f)
YOU:
o w?rt to keep the basic structure of your present company, but would like to enlarge it totake in the new product areas that your potential partners specialize in
o plan to reduce the number of Altman Kopp directors from the present eight to five or six
o woht approximately equal representation on the new board but would accept fewer boardmembers if the Chairman of the Board is from your company
o wort to reduce your present Marketing and Sales Departments to a single department
o wort to create a new Logistics Department instead of Corporate Planning
. know that the Head of Personnel and Administration, who is also on the Board, is retiring.
YOU START.
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14 COMPANY PRESENTATION Student A(Questioning ; sequencing)
Trade fairs are opportunities for individuals and companies to make contacts with potentialcustomersand other professionals in the industry. While many companies hope to sign up orders for goods, mostare happy to improve consumer awareness of the company and to promote the corporate image.
lbu are at a trade fair. Introduce your company to someone who visits your stand. Use the followingprofile as a source of key facts about your company.
Roberlo/a ZoflDeputy Vice-President - Marketing
C0NTA (Florida) Limited Roosevelt Building
120-124 24th Street Tampa F133660-0047
Tel (1) 813 54679900
Name:Sector:Markets:
199- Sales:Hotel/leisure:Management services:Engineering:Property trading:ProperU investment:
C0NTA lnc.Property developmentJapan, South Korea, Singapore, Malaysia, Taiwan,Philippines, USA.$93.3m$20.25m (21.7%)$7.sm (8.0%)$15.05m (16.1%)$1.45m (1.6%)$49.05m (52.6D
l-l Gross sales
I Net profit
@ Peneuin Books 1996 39
14 Company Presentation (continued)
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number of overseas subsidiaries (eigfttl a"a the numberof direct employees (890)' -
tfr"r, ask the other person about his/her company' Ask about: E
o GOtnp?hy name' turnover, markets' salesgrowth
r flaffie/location of American subsidiary
. number of emPloYees in USA
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. if the company was recently involved in a maior
takeover.
Internrpt to ask for clarification or additional information whenever you like'
Note:As an alternative' present your own company'
YOUR PARTNER WILL START.
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15 COMPANY TOUR Student A(Greetings and farewells; sequencing; questioning,welcoming)
Showing a visitor round your company can be a usefulway of winning customers as well as promotingthe image of your company.
You work for a manufacturer of sweets and chocolates, a subsidiary of a major US food company. Youare going to show an important potential client (your partner) round your company. Before you goround, make a'short presentation of the main features of the tour, using the plan below. Your visitor,your partner) has a copy of the same plan.
Start by telling your visitor very briefly about the company's main products, its history and itsorganization. Then talk through the tour which you are about to make. You want to impress yourrisitor with the quality of your products, the sophistication of your technolory and the good moraleofyour staff.
This is where you are now: the product range.A million Munchy Crunchies (chocolate-coated biscuits) per day produced here.Your medium-range box of milk chocolates - Lotsachocs - produced and packed here.Warehouse: in the process of being fully automated.Computer centre: company's local area networks and direct links with the US managed fromhere.Personnel: includes mini-hospital, managed by company doctor, and company health and fitnesscentre; you are very proud of your policies on health, safety and welfare.Very active: numerous sports clubs and leisure time activities for employees, their families andretired members.
Tell your partner that you'll be happy to answer questions during your talk. Remember that this isonly an introduction to the tour you are about to make.
YOU START.
@ Penguin Books 1996 4 l
16 COMPANY VISIT Student A
(Questioning ; regretting)
Before you visit a company, it is usefulto check with the person you are visiting about how to get in.
Some companies, for'exaipte those involved in defence, can have strict security procedures which you
need to know about in advance.
you work in a large company which sometimes does top secret research for the government. At the
moment there are worries aLout losing these contracts and about sPFng, and security is tight. You
are looking forward to receiving a visii tomorrow from someone you met recently at a trade fair and
have already sent the fax below. You are about to call your contact for the information you need
when you receive a call.
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. whot kind of identitication your contact will bring: passport, identity card . . . (it has to have aphoto) and the number.
you are embarrassed about having to ask for all these details. Say you'll fax the number of theparking space bY the end of the daY.
YOUR PARTNER WILL START.
A ' @ Peneuin Books 1996
17 CORPORATE CULTURE Student A(Ag reei n g/d isag reei n g ; f orecasti n g ; hesitati ng)
-.e culture of a company is the set of beliefs, valLtes, attitudes and organizationat characteristics which-ake it unique. Some managers and business obseruers believe that changing the culture of an
:'Eanization is the best way to significantly improve its business pertormance.
': :,,u and your partner woke up this morning to find yourselves joint heads of a large international: - mpany. Unfortunately, it is losing a lot of money. You both feel that a major transformation of the:"lture of the company is needed and you have brainstormed ten possible policies below. Now go:::rough the list and decide together which ones you will implement.
I You - fie loinl monoging dhectors - should give up your bigoffices on fie lop floor snd e$oblhh your bose by the moinphotocopier on fie ground floor.
2 Abolish individuol poy, infioduce poy bosed 0n teompeilormonce.
3 Aim for 50% of monogers to be women within fie next twoyeors. (Al |he momenl 60% of your employees ond 5% of yoursenior monogers ore women.l
4 Abolhh 'senior' monogemenf. Reduce the number of loyers in|he orgonizolion 0s for 0s possible.
5 Abolhh fie Personnel Deportment.
6 Moke oll monogers fly economy dos.
7 Abolish (ompony (ors. Poy people 0n ollowonce when fiey hoveto drive on (ompony busines.
E Moke oll employees - yourselves induded - weor 0 (omponyuniform.
9 Moke meelings shorler, hove everyone stund up.
l0 In$eod of monogers opproising subordinoles, get subordinoteslo opproise monogers.
-:--,u may come up with your own ideas as well.
YOU START.
@ Penguin Books 1996 43
18 CORPORATE SPONSORSHIP Student A
(Forecasting; judging; urging; negotiating)
Corporate sponsorship is big business. Companies give money to sporting, culturaland charitable
organizations as a way of biinging the company's name and products to the attention of a wider public.
your company has decided to spend a large sum of money on some kind of sponsorship. Yoy-an-d
your partner have been made responsibl" for t".o-mending the bestoption to the Board. You have
,rro"tiirt"a three possible organizations you could sponsor. The cost of each option is approximately
the same. Yori are now in a meeting with your partner to decide on the best option.
FILE TThe football club in the city where your company is based has just
lost its sponsor after going down from the national frrst to the
second division at the end of the last season.Norr the club is
desperately looking for a replacement.The manager has been
sacked and replaced by a well-kno\Mn ex-international player with
no previous managerial er<perience. There are no new players in
the team. The club has large debts. Advanced sales of season
tickets are poor and some people €Ire saying that the number of
spectators next season could be 20%o down on last ye.rr. Hovvever'
sponsorship would give your company excellent opportunities for
advertising the company logo on the team shirt, in the weekly
match progrramme and around the ground.You can expect two or
three home matches to be televised live during the season.There
are also good opportunities for corporate hospitality at home
matches.
fILE 2The gwernment has reduced the grrant it normally gives to your
locJcity orchestra which as a result will have to disband if it is
unable to find money from another source.In fact, you have
already been approached by a committee of local art lovers,
including some representatives from the city council, seekingyour help. The orchestra currently does not have a perm€Inent
conductor.The average age of the players (who are emplqled on
a part-time basis) is 49.The orchestra normally gives six to eight
concerts per year, almost always in the Tovrn Hdl and another two
or tluee during the city's annual cultural festival. one or two of
these concerts might be broadcast on national radio each year.
The orchestra has a reg:ional rather than a national reputation but
has traditionally been central to local cultural life. some people
say its progTarnmes are too conservative: it rarely plays twentieth
century music' sponsorship would put )rour comp'rny name on
concert plogrranrmes and on all promotional literature.You would
have free tickets for all concerts to offer to clients and prospective
customers.
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YOUR PARTNER WILL START.
@ Penguin Books 1996 45
19 COSTS AND REDUCINGOVERHEADS(Judging ; emphasizing ; forecasting)
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You wqrk for a subsidiary of an international company. Your head office has sentinstructions that costs should be reduced by l|Vo next year.
Discuss the following options with a colleague and decide which options you wouldintroduce to meet the required savings.
. loy off I 00 workers od of o totol of 1,000 (5% sovingl
. loy off 50 workers (2.5% soving)
. imporl more row moleriok in$eod of buying from domestic suppliels (2% soving)o use lOw energy lighting in non-essenliol oreos of fte ploil (l% soving). reduce heofing fiom 25"( to22'((2% soving). obondon plons lo upgrode exisling suc(essful plodud ronge (3.5% soving). (d dividend to shoreholders by | % (2% soving). employ (ontrodors lo moinloin equipmenl (2% sovingl.
YOU:
are very keen to develop the company in the medium and long term
know that the market is very competitive and customers are easily attracted tocompetitors' products
are sensitive to employees'opinions and wishes
think that the company should not reduce its workforce
think the company should not change to using contractors for routine work,especially where maintenance is concerned and safety could be affected
realize you will have to compromise on some of these ideas.
YOUR PARTNER WILL START.
46 @ Penguin Books 1996
20 CUSTOMER CARE(Questioning ; iudging)
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Customer care is knowing your customers, knowing what they want, reacting to theirchanging needs, and keeping close to them. lt is important for all members of businessorganizations to think about who their customers are and how they can improve theirsruice to them.
\bur partner is a work colleague who is part of a special task force set up by topmenagement to improve customer care throughout the company. The first job of theta-.k force is to find out how customer-conscious staffmembers think the company isat the moment. (Later on, employee perceptions of customer attitudes will becompared with customer attitudes themselves. )
lbur partner is going to ask you questions from a customer attitude survey to find outtrow _vou think customers rate your organization's current performance.
YOU:
r ?rrSrv€r the questions with reference to your own organization.
YOUR PARTNER WILL START.
@ PenguinBooks 1996 47
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21 CUSTOMER COMPLAINT Student A(Blaming; judging; negotiating; declining/rejecting)
When a customer complains, it is important to resolve the problem as quickly and courteously as possible.
You are the customer relations manager for a British company offering package skiing holidays. Youhave received a letter of complaint from a dissatisfied customer.
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c k i ' i n o h r o a k s " o v t r p m a T r r d - i q n n n n i n t o d r ^ r ' i t h \ z n 1 r r . o m n : n v ' q
s e r v i c e f o r t h e f o l l o w i n g r e a s o n s .1 T h e t w o - s t a r h o t e l d e s c r i b e d i n y o u r b r o c h u r e a s a
" c o m f o r t a b l e f a m i l y - r u n h o t e l " i n f a c t o f f e r e d o n l yb a s i c f a c i l i t i e s a n d w a s d i r t y . T h e f o o d w a s p o o r .
2 Y o u r b r o c h u r e a l s o s a y s t h a t " i f i n s u f f i c i e n t s n o w i ny o u r r e s o r t c a u s e s l i f t s a n d l o r s k i s c h o o l t o c 1 o s e ,w e ' 1 1 d o o u r b e s t t o a r r a n g e f r e e c o a c h t r a n s p o r t t oa n o t h e r r e s o r t w h e r e s k i i n g i s p o s s i b l e . " A l t h o u g hs k i i n g c o n d i t i o n s w e r e s o p o o r o n t h r e e d a y s o u t o fs i x t h a t t h e s k i i n g w a s u n s a f e , a s y o u r o w n 1 o c a lr e p r e s e n t a t i v e h i m s e l f a d m i t t e d , w e w e r e n o t p r o v i d e dw i t h t h e t r a n s p o r t a t i o n p r o m i s e d .
T h e a r r a l i t v o f + L . : ̂ L ^ 1 . : r ^ - - - - a S S o b a d t h a t I f e e l t h a tL r r f D r r v f a u 4 y w
y o u s h o u l d r e f u n d m e t h e w h o l e c o s t o f t h e h o l i d a y . Is h o u l d t h e r e f o r e b e g r a t e f u l i f y o u w o u l d a r r a n g e f o r m et o r e c e i v e t h e s u m o f 8 6 9 1 . 4 0 a s s o o n a s p o s s i b l e . I f Id o n o t r e c e i v e a s a t i s f a c t o r y r e p l y w i t h i n s e v e n d a y s , Is h a l l t a k e 1 e g a 1 a d v i c e .
Y o u r s f a i t h f u l l v
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48
C a m e r o n
@ Peneuin Books 1996
21 Customer Complaint (continued) Student A
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\bu have talked to the local representative who says:
1 that the hotel is indeed family-run and is usually appreciated for its friendliness.This usually compensates for its fairly basic facilities. Unfortunately there was aserious flu epidemic in February which led to staff shortages - hence the problemsrrith the food. The customer did not mention hotel problems to the rep.
2 although the snow was not good, there was no question of the lifts or ski schoolclosing. Most of the other holiday makers would have missed half or one day'sskiing at most because of the conditions. Your rep. denies admitting that theconditions were very poor on three days out of six.
Call the customer (your partner) to resolve the problem.
YOU:
. feel that the claim for a total refund of 8691.40 is unjustified although you areprepared to pay some compensation
r woht to satisty your customer's demands and convince him/her of youroommitment to good customer relations - at minimum cost to your company.
YOU START.
@ Peneuin Books 1996 49
22 CUSTOMS HOLDUP(Questioning; urging; expressing amazement;regretting)
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Frontier delays are usually caused by errors in the documentation accompanying goods.Occasionally other problems arise where the goods in a particular consignment do notmatch the description given to customs authorities.
You are a director of a manufacturing company,Allen Deal Inc. One of your drivershas been arrested at an international frontier with a consignment of printed circuitboards and other components that he was bringing to your factory. The delivery isvital for a major contract that is already behind schedule. Contact the customsauthority at the frontier and find out:
. the reason for the delayo what is happening to the drivero when the lorry can continue its journey.
YOU:
. desperately need the components to be allowed to continue the iourney at once -
a massive $1.5m contract is dependent on work being completed within a tewdays. A holdup will make this impossible
o cohhot leave your office today - you are due to meet an important customer thisafternoon
. know that the managing director went into hospital last week, suffering fromstress
. know that if the company does not complete the order on time, the contract willbe lost and the company will have to sack 100 workers
. have heard that this country frequently stops lorries at its frontier and there is arumour that the customs officials are corrupt. You don't know if this is true . . .
YOU START.
50 @ Peneuin Books 1996
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Many companies are reducing the size of the workforce, while at the same time expecting-= their emptoyees to provide a high level of customer care. Maintaining the morale of the
= staff is both difficult and necessary, and is becoming more and more a centralmanagement challenge.
= You and your partner, in the Human Resources department of a company which is in
> the process of reducing its workforce by 20Vo, meet to devise a strategy to ensure that- employee morale remains as high as possible during the period of downsizing.
= Tell your partner about the following list of five strategic actions which you havedrawn up. Your partner will also tell you about the points which he or she has noted.
= Then, together, choose the five key actions for your strategy in order of priority.
-YOU want to:
--+ 1 introduce an annual employee opinion survey with responsibility tor analysis of!- results and implementation of actions held by the Director of Human Resources-q
L 2 introduce weekly team briefing systems for all employeesr'
3 create a suggestions scheme with attractive financial rewards for prize-winning
= suggestions
> 4 have all staff attend a series of seminars led by senior management explainingt the business obiectives of the company
= 5 provide an in-house counselling service to deal with problems of employee> stress.-
= YOUR PARTNER WILL START.
5 l@ Penguin Books 1996
J-
24 ENTERTAINING VISITORS(Greetings and farewells;questioning ; welcoming ;
Student Aintroducing self and others;sequencing)
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Corporate entertainment is often an important part of building good rektions withbusiness partners. Enteftainment may be formal and highly planned, involving prominentpeopte from the company or the region; in other cases, entertainment may be morepersonaland informal.
You hre about to receive a visitor from another city or country who has come to your
home town for the first time. You telephone himlher to plan a fairly detailedentertainment package,lasting three days. After this time, you plan to begin someinformal business discussions.
YOU:
. should outline some ideas on how your visitor could spend the three days
. find out what would interest your visitor
. learn what he/she likes to do to relax
. try to work out a fairly detailed itinerary with your visitor.
Remember - after three days you have to start informal discussions about business.
YOU START.
When you have finished, your partner invites you to visit his/her home town in
return. You accept!
YOUR PARTNER WILL START.
52 @ Peneuin Books 1996
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25 ENVIRONMENTALLY FRIENDLY Student AOFFICE(Sequencing; urging; agreeing/disagreeing)
More and more companies are becoming concerned about the effect their activities have on the naturalenvironment. Some companies are carrying out environmental audits, others are publishingenvironmental accounts which try to measure this impact. There is no doubt that this will become a majoractivity of companies in the future.
-\ part of a campaign to make your company more environmentally friendly, you and your colleaguehave been made responsible for improving the environmental balance in the office block where youboth work.
Look together at the following suggestions and prioritize them.
I Seporole wosle bins for poper ond plosfics.
2 Seporole woste bins for boileries (before recyding).
3 Seporole woste bins for newspopers ond mogozines (before recyding).
4 Seporofe wo$e bins for gloss (before recyding).
5 Use of recyded poper fff fte phofocopier.
6 An indoor plonl on every desk.
7 A doily record sheet for oll phobcopies mode.
8 A doily phohcopying qu0l0 per depodmenl lo reduce by 250/, fie number ofphobcopies mode.
9 A policy of tuming off oll electric lights in uno(cupied r00ms.
| 0 Punishmenf of employees who leove lights on in unoccupied rooms.
| | Use of low energy light bulbs firoughout the building.
l2 Redudion of fie lemperolure by 5'( firoughod fie building.
| 3 In$ollofion of double glozing firoughoul.
| 4 Incenlives lo encouroge employees to trovel lo work by publk fionsporl rofier fionby cor.
l5 Any other suggeslions which you ond your porlner con offel lo moke your officesm01e envilonmenlolly fiiendly ploces.
YOU START.
@ Penguin Books 1996 ) J
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26 EQUAL OPPORTUNITIES Student A(Agreeing/disagreeing; correcting ; liking and preferring)
Equatopportunities,s an area where many companies and many sfates have rules or legislationdesigned to protect specific groups from discrimination or unfair treatment. Such areas as terms ofcontract, wages and salaries, career prospects, job security and working conditions are affected by equaloppo rtu n ities pol icies.
You are part of a discussion group which must produce recommendations to the Board on ways toimprove the.position of women in the company.
Note that:
. 58o/o of the 400 company employees are women
o onl! 5o/o ol management positions are held by women
. th€ company has no policy on encouraging women to return to work after maternity leave,consequently only a very small number do return
. th€ Chairman has said he wants to improve the position of women in the company.
In discussion with a colleague, prioritize the following suggestions (from the most important to theleast important) to create an enlightened and progressive policy for employment.
. Aclively encouroge women lo relurn to work ofter fuking molemifi leove.
. lmprove inlernol troining opporlunilies, en(ouroging women lo opply for inlernol promolions.
. [ncouroge more porl{ime w0*, iob+hodng, etc. with full employee ilghts.
. lnfioduce flexible timerobling (flexilime).
. Provide a6che focilities.
. lmprove molernity leove wilh full iob security.
. Sel o qu0l0 for femole represenfolion in monogement posilions.
. (orporole sfolemenl 0n sexuol horossmenl to be induded in employment conditions.
. A promise from monogemenf lo inve$igole reports of sexuol horossmenl immediotely.
. More liberol ofiilude lowords woment choice of dothing.
EEEEEEtlTnE
YOUR PARTNER WILL START.
54 @ Peneuin Books 1996
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27 FRANCHISING Student A(Judging; knowing; hesitating; correcting;declining/rejecting)
tranchising is running a business which appears to be part of a chain of similar businesses, each with3e same name, image and ethos, similar products and a similar marketing strategy. Afranchisee pays a+anchisor a fee and in return gets advice and support on how to run the business.
\bu are the manager of a franchised fast food outlet in a medium-sized town. Your relationship with:he franchisor, Eet Up, is not very good. You have scheduled a meeting with an Eet Uprepresentative to try to sort out some problems.
In preparation for the meeting you have written the following letter, which lists key points in order:t importance to you. You should aim to achieve some, but not all, of the improvements listed. Yourrand-r*ritten notes to yourself are added, showing your thoughts.
A . C o o kA r e a M a n a g e r ( F r a n c h i s e A g r e e m e n t s )E e t U pP a r k G r o v e- o n d o n S W 1 5 2 R T 2 2 N o v e m b e r 1 9 -
) e a r M r C o o k ,f o l l o w i n g o u r r e c e n t c o n v e r s a t i o n , I w r i t e t o c o n f i r m t h ep o i n t s f o r d i s c u s s i o n a t o u r m e e t i n g n e x t m o n t h . I w o u l d l i k et o t a l k a b o u t t h e f o l l o w i n g c h a n g e s t o o u r p r e s e n t a g r e e m e n tw h i c h i s d u e f o r r e n e w a l i n t h e S p r i n g o f n e x t y e a r :
- a r e d u c t i o n i n t h e f r a n c h i s e f e e f r o m t h e p r e s e n t $ S O , O O Oper year $40^6,ooo -kev poinLll l
q n 0 / t o w a r d s t h e c o s t s o f d t r v p l o n i - ^ + L ^ ^ j + ^a J w l o 5 ! d r r L L u w d f u b L r r e u L _ _ - _ r J _ I I B L I l e s _ L L g .
TncraneinT satinqfrwn 121gfe 2a0.- f r e e d o m - t o b u y i - n g r e d i e n t s 1 o c a 1 1 y . S a U e 1 0 %- E e t U p t o r u n m o r e o n - s i - t e s t a f f t r a i - n i n g . I t ' s b e n b a d- p r e p a r a t i o n o f a q u a r t e r l y b u s i n e s s r " p o f a t o E e t U p ,
n o t m o n t h l y .- E e t U p t o s p o n s o r s p e c i a l p r o m o t i o n s , s u c h a s
c o m b i n a t i o n s w i t h t h e a t r e s , c i n e m a s , c 1 u b s , e t c .- E e t U p t o s e n d m o r e i n f o r m a t i o n o n m a r k e t t r e n d s .
L o o k i n g f o r w a r d t o a s u c c e s s f u l m e e t i _ n g ,
B e s t r e g a r d s ,
YOU:
r w?Dt to remain with Eet Up. think the expansion of your business should bring more benefits to you, rather than to the
franchisor.
YOU START.
@ Penguin Books 1996 55
28 HEALTH AND SAFETY Student A(Obliging; permitting; emphasizing; urging)
Companies are controlled by legislation affecting health and safety. ln addition, many have their ownpolicies to ensure that health and safety rssues are constantly monitored and improved where necessary.
Your company has a very bad record on health and safety. Employee representatives andgovernment officials have demanded immediate improvements;otherwise the company may beforced to close.
You have a'meeting with a colleague to discuss ways to improve the situation.
The following is an extract from a report on incidents concerning health and safety in recentmonths.
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C a s u a L w o r k e r e t e c t r o c u t e d b y f a u L t yw i r i n g .F o r k L i f t a c c ' i d e n t w o r k e rh o s p i t a L i z e d . T h e o p e r a t o r w a s n o tq u a t i f i e d t o u s e a f o r k L i f t .W o r k e r f a L L s o f f a r o o f w h i t e c a r r y i n go u t a r e p a i r .C h e m i c a t I e a k f r o m a f a u I t y w a s t e p i p e .C h e m i c a t t e a k : u n d i L u t e d c h I o r i n ea g e n t s p o t t u t e d n e a r b y r i v e r .R o o f b I o w n o f f s t o r a g e d e p o t i n as t o r m . T w o w o r k e r s i n j u r e d .F i r e o n a r u b b i s h t i p .N i g h t s e c u r i t y m a n a t t a c k e d b yi n t r u d e r . N o t d i s c o v e r e d f o r t w o h o u r s .R e c e i v e d h o s p i t a t t r e a t m e n t .L o r r y c r a s h e s i n d e s p a t c h a r e a .W i t n e s s e s s a y d r i v e r u t a s g o i n g t o of a s t . A I o t o f d a m a g e c a u s e d t ov e h i c L e : d r i v e r u n h u r t .
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o w?rt immediate decisions on what must be done and a firm date for implementing any changes. think that cost is not the issue as failure to improve matters will result in the closure of the
factory. know that the government is planning much stricter rules on health and safety, including
powers to fine companies which allow accidents to happeno w?ht an end to using untrained, casual labouro wort a detailed training programme established to improve workers'awareness of safety issues. think that a better trained, full-time workforce would improve both safety and productivity. think that maintenance and house-keeping on site could be improved without incurring maior
costs, e.g. by improving disposal of waste products.
YOUR PARTNER WILL START.
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=56 @ Penguin Books 1996
29 IN.HOUSE MAGAZINE(Agreeing/disagreeing ; liking and preferring ;measuring and calculating)
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You and your partner are members of a small task force formed to upgrade your com-pany's in-house journal. You have been given a free hand to draw up a set ofrecommendations to submit to senior management.
You must:
. identify the objectives of the magazine
. decide on how often the magazine should appear
. decide on the page size, number of pages and general look
. think of a name
. draw up a budget for a magazine with a circulation of 5,000 (editorial, design andproduction costs).
For the content, decide which of the following you think should or should not appearin each issue:
o o hesSsge from the Chairman of the company
o rec€|rt sales figures
. other financial information relating to the company's performance
r n€wS and photographs of new recruits
o hews and photographs of recent retirements
. features presenting individual employees
. features presenting the work of individual departments
o colrlp?hy sports news, social club news, news from the company's various clubsand associations
. interviews with senior executives
. trade union news
o ? sulrllrlary of coverage of the company and its products in the national andspecialized press
. future plans for expanding or contracting the workforceo reGerlt acquisitions, ioint venture agreements
r rec€ht product launches, news of future product plans.
Can you think of anything else which should be included?
YOU START.
@ Penguin Books 1996 57
30 INTERVIEW TECHNIQUES(Judging ; ag reei ng/d isagreei ng)
lnteruiewing technique affects both the styte of an interuiew and the type of questions asked' Many
interuiews use a combination of approaches b discover as much as possible about the applicant'
Look at the following job advertisement:
MARKEilNG MAilAGER
An exponding young softwore developmenl componywilh 950 employees, wifi its heod office in London
ond wifi production sites in London, Rotlerdom ond
Poris, is looking for o dynomic, ombitious groduote
wift experience in dired selling ond $rolegicplonning, preferobly in o relevonl seclor.
Telephone 0800 5656 ond osk forFreephone Professionol for furtherdetoils ond on oPPlitotion form.
with your partner, classify the following interview_questions into three groups: Personav
psychological (pp), Academic and Profe-ssional Background (AP), Hypothetical (H)' Then assess
them on a scale of L to 5: where 1 = most useful in ajob interview' and 5 = rot useful at all' Give
reasons for your assessments.
1 Can you give an example of a situation where you have been in conflict with colleagues in your
presentjob or in a Previous job?
2 bo you enjoy working alone or do you prefer teamwork?
B How does your op"ri"rr." until now pi"p."" you fol the work in this company?
4 How does your family feel about your relocation to London?
5 Given your lack of experience in software development - your backgtound is in the food sector - is
this likely to be a Problem?6 What do you do when you need to relax?
7 If aproduct you were responsible for was obviously failing in a particular market, what would you
do to resolve the situation?8 How do you see the future of the computing industry in ten years'time?-
9 Can you describe a particul., pro5".lit at y:ou have Leen closety involved with in your present job?
YOU START.
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@ Penguin Books 1996
31 JOB APPLICATION(Questioning; urging)
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A job apptication is a formal request for a job. You usually make an application by replyingto an adveftisement. People who apply for a iob are iob applicants.
You are the personal assistant to a well-known film director, planning to leave for as'ell-earned rest after five years in the post. You placed the job advertisement below inthe national press and received several good applications, including a very interestingone from your partner. Although you acknowledged this some weeks ago, you havebeen too busy to invite him/her to interview. You now receive a call from him/her tofind out what is happening and to get more information about the job. You can tell theapplicant (your partner) about:
. travel: you travel constantly, to all parts of the world, and are away on locationsometimes for months at a time
. hours: from 0 to 24 hours per day - there are no typical working hours
r po|: the base salary is nothing special, the performance-related element isrelated to the success of the latest film
o problems: living out of suitcases, the director's terrible temper, actors andactresses who fall ill, etc. . . .
You can invent other details about the job but you are not at liberty to reveal thedirector's name.
In turn, you would like some more information about this applicant:
. languages spoken?
. typing?
. driving licence?
. tough?
. adaptable?o coh get on wellwith all sorts of people?. experience?. available as from when?o plus other questions of your own.
HELP! MY PA IS LEAVING ME!
In fact, we're parting on good terms after flve
years but I need a replacement FAST lf you've
got what it takes to be PA to a well-known film
director; write to BoxXPA14T5 at this newsPaPer
now Good salary (performance-related).
No previous film industry experience required.
@ Penguin Books 1996 59
31 Job Application (continued) Student A
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MEGA MEDIA ENTERTAINMENT
7l Gracechurch StreetLondon N1 1QA
Tel:0171 2227548 Fax: 0171 358 6037
Berlin - London - Paris - New York - Rome - San Franciscor l 1 . r n n 1 . r z n t f n r 1 1 6 1 1 r r t r e e n t A r - - l - i ̂ - + i ^ * € ^ - t h e- L n a n K y o u r o r y o u r r e c e n t a p p l l - c a l L o n r o ra d v e r t i s e d p o s t . Y o u w i l l h e a r f r o m u s v e r ysho r t l y
Y o u r s s i n c e r e l y ,
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YOUR PARTNER WILL START.
60 @ Penguh Books 1996
32 LARGE VERSUS SMALLCOMPANIES(Liking and preferring; judging; correcting)
Student A
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A company's workforce may range in size from one employee to tens of thousands ofpeople. Some people prefer to work in small companies, others prefer to be part of a largeorganization.
In this activity, you are going to debate with your partner the advantages of workingfor large and small companies. You prefer small companies, your partner preferslarge. Use the arguments below to help you win the argument. Add your ownarguments to the discussion.
YOU believe the following arguments:
1 In a small company, you know everyone. Small companies are friendlier.It's good tobe able to get to know the people you work with really well.
2 In small companies, you can sort out problems face-to-face.
3 There's more variety to your work in a small company. You have to be ready to turnyour hand to more or less anything.
4 You are more independent in a small company. When you want to do something, youdon't have to wait for permission from all kinds of people above you.
5 When you work for a small company, you feel proud of making a direct contributionto the success of the organization.
6 People who work in big companies are too ready to conform.
7 You know where you are in a small company: you're not afraid that you'll suddenlylose your job without warning.
8 The advantages of working in a small company are freedom, flexibility andopenness.
9 You've got more chance of realizing your full potential in a small company.
You also think that . . .
YOUR PARTNER WILL START.
6 l@ Penguin Books 1996
Student A
(Urging; emphasizing; negotiating)
Cashftow considerations may sometimes create difficulties where naturally one company wantsimmediate payment but the other prefers to delay as long as possible.
It is now January 7th. Your company sent the following invoice five weeks ago, plus a reminder a
week ago. You have still not received payment.
KWAN SERVICES
450-58 Jalan Bukit Bintang55100 Kuala LumPur, MalaYsia
Tefephone (03) 77878779 Fax (03) 77878562
INVOICE
Arndale Promotions112 Depot RowPO Box 4567Auckland, New Zealand
2 December 199-
Ref. Your order dated 24 SeptemberSingapore Market Analysis Consultancy Report
Fee: $us4'oooExpenses: $US 567
TorAL Now DUE $us4'567
Bank details:KWAN Seruices Current account No. 70852406Branch Sorting Code: 20-99-56Credit Bank International,Jelan Melaka200, Kuala Lumpur, Malaysia'Terms:30 days from date of invoice.
Telephone Arndale Promotions.
YOU:
. have a serious cashflow Problemr ur$entl| need paymento remird your partner of the terms stated on your invoice.
YOU START.
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ICE BREAKER(lntroducing self and others; questioning)
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Get the following information about your partner. One of you can ask all the questionsfirst or you can take it in turns to ask each question.
1 Professional
Find out your partner's:
o 110fi10o C0lTlpilll!o c0rTrp?n!'s activity (in one sentence). job title. department. job responsibilities (in one sentence). office location.
2 Personal
Find out about your partner's:
. home
. family
. journey to work
. leisure time activities
. favourite holiday location
. favourite restaurant.
YOUR PARTNER WILL START.
@ Penguin Books 1996 r0 l
2 ADVERTISING Student B(Measuring and calculating; negotiating; urging)
Advertising is one aspect of promotional activity used by companies to increase consumer awareness ofthe company and its products, and to improve sales pertormance.
You work for an advertising agency. You specialize in the sportswear sector. You have received thefollowing letter:
You prepare the following notes:
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REGIS & BENNETT SPORTS COMPANY
9-10 Houchen Industrial Estate
Coventry CY3 2TH
Telephone 01203 542181 Fax 01203 542281
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You prepare the following notes:
halvertise us.tltiWqa-etLetc{-'c ̂ amu-chtafel
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2. runrtisnq n sP(stYaqazu-rds - tarqelsWortsddinsts.+ W esAtruIt-tf5,0n
3. TV adYuhlsnq' ettputsi re,W-WWTnqeaseitt&Ntunef atilM€neSS.t Cost esttrral!.:€2oQ 060
+ fuin*er adttqtistnq n6CMuL1I4S r
No b fofubatl spqnsoY*up-too o'wnsir'4@-ortutctltA. urdtoo_ . '
YOU:
o cohhot give any guarantee on increased sales but you can guarantee increased Gonsumerawareness of the brand name, Sporto, if your client agrees to your suggestions
. have useful contacts with famous Olympic athletes - they are looking for sponsorsr c?nrot, of course, be sure that they willwin gold medalso ?cc€pt that TV advertising is expensive - but it is the most effectiveo would like your client to agree to spend more than 8250,000 - perhaps up to 8100,000 more.
YOUR PARTNER WILL START.
t02 @ Penzuin Books 1996
LFLI . r r Ar .' AuENDAS StUdENt Bl-I
f (Agreeing/disagreeing; judging)
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i An agenda cons,bts of the points that will be discussed in a meeting, in order to reach agreed objectives.- \ot all meetings have written agendas, but everyone should understand the objectives of a meeting and: <now what rssues will be discussed, within an agreed time.s
<nuw wrrat rSuues wilt ue (Jr$cu5.5ect, wtuuIl an agteeu urIle.
L=lL \bur company is planning a new quality programme. You are new to the company and you feel that
F ,rcmmunications within the company are not very good. You have received the following agenda.L
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Departmental Ouality Development Group
Agenda lor Meeting
Time: 9.30 - 11.00Date: January 14,19-.
Place: Head 0ffice. Room 2-17.
1. Customer feedback2. Internal suggestions3. Ouality standards
Gomments welcome - Please call
-= Ring the project leader with your questions and./or suggestions for ways to improve the agenda.
I! YOU:I! . leel that the agenda is too vague - it should be more explicit. Make suggestionsI . think the order of the three items is wrong - the question of standards is the most important so
r-_ . believe that communications within the company would be improved by having an internal1 quality newsletter
f . insist that your suggestion is discussed in the meeting.
-YOU START.
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@ Penguin Books 1996 103
4 BANK CHARGES Student B(Measuring and calculating; correcting; obliging;regretting)
_Bank charges are the fees paid to banks for the various seruices they provide. Banks charge interest onthe money they lend, but aiso charge fees for setting up loans and overdrafts, or for assisting in funds Ftransfers, currency exchange, the provision of references, advice and a wide range of financial seruices. <
You are a clerk for Credit Bank International. A small business customer calls with a query about a !-
funds transfer that you have handled. Here is a copy of the notification of the funds transfer: =
CREDIT BAI\K INTERNAIIONAL
King's Cross Branch Date:24 June I9-.
Please note that we have credited your account.
Your ref. Lee Pen & Co - China
lnvoice dated 2 May I9-. lnvoice total f.2,020.00
To F. Petersson S.A. Accountnumber: 00878654
AM0UNT {t ,e95.00p
For Credit Bank InternationalHLT
Below is an extract from the agreement between the bank and the customer regarding internationalfunds transfers.
16. International Funds TranslersCBI will levy a standing charge 0f t10 on all internationalfunds transfers. In addition, transfers from cer-tain countries may be liable to an additional charge of 2% of the invoice total. Countries so affectedinclude China, lran, lraq, Japan, North Korea, South Korea, Malaysia and several African states. Pleasecontact the bank for the complete list.
YOU:
o realiz€ that the t25 deduction was wrong - it should have been 810r realize that because the transfer was from China, the bank should have charged an extra 2o/o ot
the invoice total (t40.40)o calculate that the customer should only have been credited with t2O2O less t10 less t40.40 =
t1,969.60p. explain the mistakes to the customer and decide whether to debit the customer's account for a
further €25.40p.
YOUR PARTNER WILL START.
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Budgeting involves combining sales forecasts with expected costs. Effective ptanning requires accuratecudgeting and also a clear understanding of the effects of variations in any particutar figure, from rawnaterialcosfs to unit price or promotionalcosts.
\bw partner presents a sales budget for an existing product, a mobile telephone called the CX20, toa finance meeting. He/she is proposing a unit price increase of t\Vo.He/sh" o."r the followingillustrations to show the effects of the price increase:
tig. I torecosl soles over four quorfers
One:200 Iwo:350 Three: 375 Four:75 lotol = 1,000
Fig. 2 Unil soles forerosl over four quorters
lstimoted effed of l0% unil price inaeose
Unil price: fl50 f l65
Soles: fl50,000 fl 60,875Totol cosl of soles: f50,000 t50,000[osl of selling: t78,000 t78,000Totol cosls: fl 28,000 fl28,000
Gross profit: 822,000
Estimoted effec of | 0% unit price increose would be o2.50/o ilop in soles.
832,875
@ Pensuin Books 1996 105
5 Budget Presentation (continued) Student B
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Discuss the price rise. Ask the following:
r wh! is the cost of selling so high?
. how important do you think market share is?
o dr€ there other ways to make the return on this product greater, instead of raising the price?
. how price sensitive is the market?
r ?re there ways to increase the price without losing sales?
o could sales be increased?
o wh?t if competitors lowered their prices during the year?
YOUR PARTNER WILL START.
106 @ Penguin Books 1996
6 BUSINESS ANECDOTE(Telling ; sequencing ; emphasizing)
Student B
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You andyour partner are going to tell each other a story about a company. Yourpartner will begin the story and then, after two or three minutes, you will take over,using the first sentence below. Then your partner will take over again, then you willtake over again, and so on. Try to talk for about one and a half minutes each timebefore handing over.
2 The big breakthrough came when . . .
4 Jo and Les began to have differentideas about how the company should ber u n . . .
6 Now Jo and Les are
YOUR PARTNER WILL START.--
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7 BUSINESS ETIQUEfiE Student B
(Ag reeing/d isag reei ng ; questioning)
Business etiquette - forms of polite behaviour - can vary not iust from one country to another, but also
from one pro;,fession to another, from company to company, even from department to department. This
exercise wilt hetp you measure how far you and your partner follow different codes of etiquette.
your partner is going to tell you about five areas of office etiquette. In each case' your partner will
first tell you how peJple behave in his or her company or department and will then ask you what
the rules or conventiorr, ."" in the company or department where you work. Discuss the differences.
Now do the same for the five areas below. First tell your partner how people behave in your company
or department, then ask him or her about his or her workplace, then discuss the differences.
I Business cords: do you presenl your business cord t0 0 new business conlod:c 05 S00fl 0s yOU meef?
. during your meeting?
. ol fie end of your meeting?
2 Kissing:. is il ever sociolly o(ceptuble lo kiss work colleogues? lf so, when?. do you evel emblo(e or hug work colleogues?. do women kiss other women more thon they kiss men?. do men ever kiss ofier men?
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3 Sociolizing: do you meel colleogues outside fie workploce:. for lunch?. for drinks ofier work?. in fie evening in your own home or in fie home of c colleogue?. ol the weekends?. for music, cinemo, fieolre ff some olher sporling 0r cultulol ocfivity?
4 Hours: do people in your compony lend fo:. sloil eorly ond leove eorly?o slorl lote ond leove loh?. slorl eorly ond leove lole?o sloil lote ond leove eorly?Whol is'eorly'? Whol h'loh'?
5 Businers ot lumh: when lunching wifi busines (onlocls, do you:. tolk business firoughod |he lunch?. tolk business only towords the end of the meol?. tolk busines ofier the meol?. nof folk business ol oll?
YOUR PARTNER WILL START.
108 @ Penguin Books 1996
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Business gifts are sometimes sent to customers or clients in the hope that they build goodwilt- and helpto secure business. ln many cases the activity is perfectly reasonable and open - but in some cases thepractice of offering and receiving gifts is connected to dubious behaviour, malpractice or illegat activities.
You are one of two purchasing directors in a large manufacturing company with a $70m turnover.One of your punchasers has been sent a case of Grand Cru Bordeaux wine by a supplier. Some ofvour management colleagues feel he should not have accepted this gift. At present the company hasno policy on receiving grfts.
Together with your partner, decide on a new company policy on receiving gfts.
Prior to your meeting you draw up the following options:
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YOU:
o persor?lly like the idea of gifts - you have received some good ones in the past
o received a case of Grand Cru from the same company last year - but you didn't tell anyone
. think you and your colleagues would only iudge suppliers on purely objective and factualconsiderations.
YOU START.
@ Penguin Books 1996 109
9 BUSINESS INITIALS(Knowing; correcting)
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When reading the press in a foreign language, understanding the initials can sometimes create almostas many problems as understanding the words.
Here is a quiz to test and increase your knowledge of some basic - and not so basic - sets of initialswhich you could meet when reading the business press in English. First test your partner on whatthe following sets of initials stand for. Then your partner will give you a similar test. Then comparescores. Warning: each test gets harder as you go along!
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(Chief Executive Offi cer)
(Very lmportant Person)
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(European Currency Unit)
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(Asea Brown Boveri)
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(Gross Domestic Product)
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fl-otal Quality Assurance)
(lnternational Monetary Fund)
YOU START.
t 1 0 @PenguinBooks 1996
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10 BUYING AND SELLING Student B(Negotiating; urging; declining; reiecting)
Buying and selling a product or seruice, especially abroad, often involves negotiation - an agreementthrough discussion of the terms of the buying and selling arrangement.
You are the owner of a small company manufacturing computer games. You have just designed anexciting new game which you want to sell abroad. You have arranged a meeting with a potentialagent (your partner), who operates in a region where there is a good market for new games. Usingthe table below,.negotiate an agreement covering:
. the number of units that the agent will agree to take
. th€ terms of payment: you are a small company and have the usual cashllow problems
. the discount on the standard price which you agree to pay the agent.
0uontity Terms Disrount
10,000 90 doys 30%Score: 5 points Score: 5 points Score:S paints
20,000 60doys 20%Score: l0 points ftore: l0 points kore: l0 points
30,000 30 doys 15%Score: 15 points Score: 15 paints kore: 15 points
40,000 Holf in odvonce l0%Holf wilhin 30 doys
Score:2|points Score:2?points Score:20pints
50,000 In odvonce 5%Score:25 points Score:Z5 points Score:25 painls
The agent may also ask you to provide:
. a CD-Rom version of your sottware. The current version is on disk and is |BM-compatible, and,although you have begun the adaptation, you don't expect it to be ready for at least sixmonths: score 15 points for delivery of a CD-Rom version in 6 months, 10 points for delivery in4 months, 5 points for delivery in 2 months
o Dew packaging adapted to the local market: score 5 points if you resist
r promotional literature in the target language: score 5 points if you resist.
Negotiate an agreement with the agent. Aim to get as many points as possible but do not revealyour scoring system to your partner. At the end of the negotiation, summarize your agTeementunder all six headings (quantity, terms, discount, adaptation, packaging and literature) and thencompare your score with your partner's. Remember: your objective is to get as many points aspossible but also to carry on doing business with your agent after the negotiation is finished.
YOU START.
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Cashflow problems occur when a company has insufficient funds available to meet existing operatingcosfs. A company may have full order books, but still suffer from funding problems while they wait forcustomers to pay.
You work in the marketing department of a company which has received an urgent order for 150trailers from the government of a Gulf state. The trailers must be custom-built to meet hightyspecific requirements and must be delivered in only three months.
Your colleague is in the finance department and is not keen on the order because the present cashbudget cannot accommodate it. Discuss the order and the present cash situation and decide what todo. Find out from your colleague:
. how much cash is available
. the estimated cost of completing the order.
YOU:
. believe your company should accept the order - it could be a good lead-in to other business
. think that the existing cash budget should be redrafted to take into account income from thesale of a further 150 trailers - remind your colleague of this
o estimate that the order could add t700,000 to sales
. think your company should ask the bank for a short-term loan (about t250,000) to meet thecosts of production
. think there would be no practical problem in meeting the order if support from the bank can bearranged quickly
. imagine that the customer would accept a tight payment schedule in exchange for a discounton the unit price - you can promise to negotiate this with the client
. think that a discount on the unit price would help secure the contract, if you can guarantee athree month delivery.
YOU START.
tt2 @ Penguin Books 1996
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12 COMPANY OF THE YEAR Student B(Agreeing/disagreeing; emphasizing; iudging; urging)
t- )ne way of encouraging smatl businesses to grow is to organize competitions with prizes for young. :tmpanies with special entrepreneurialflair. A money prize can be very usefulfor a company with! =nbitions to expand but limited finance to do so. The only danger for competitors, stJccessful and- -lsuccessful, is for them to spend more time on the competition than on doing business!l-ttI
i Yru and your partner together run a successful small business. You have just won a regional young
L -.:siness competition sponsored by the local press, television,local government and the local
,1 :tamber of commerce.i
tq First decide on the following:
Company activity:
Main markets:
Turnover:
Net profit margin:
Number of employees:
1 \ow decide how you are going to spend the f,100,000 first prize. Some suggestions are given below.-_ Share your ideas with your partner and agree on a common plan. You should decide which options-- to go for and how much of the money to spend on each. Draw up a final investment plan for the
Z u'hole sum of moneY.
-- YOU would like to:
= . expand the workforce (how many people? who?)
-_ . establish an office in your main foreign marketI
L . pay off the company's overdraft (t27,000)-
. put the money into a special fund for eventually buying out your maior local competitor'4 . organize a marketing trip to a part of the wortd which was previousty too far and so too
= expensive to visit
> . give a special bonus to all members of staff-
. boost the training budget to provide all staff with increased training.4 List your own ideas.
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@ Pensuin Books 1996 1 1 3
13 COMPANY ORGANIZATION Student B(Declining/rejecting ; iudging; liking and preferring)
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Marketing (f ) Human Resources ( f )F inance ( f )Administrat ion (f)
Production (Fert i l isers) (f )Production (Chemicals) (f )
Corporate Planning (f)
Present Structure of Altmon KoPP:
Managing Director (f )
Chemicals Division
F inance ( f )Sa les ( f )
Marketing (f)
Finance (f )Sa les ( f )
Marketing (f )
Administrat ion & Personnel (f )Corporate Planning (f )
YOU:
o walrt to reduce your Board from eight to four members
. believe that your company should be a separate financial and cost centre
. already intend to merge Finance and Administration
o plsn to abolish the Sales Department, incorporating it into Marketing
. for the purposes of the organization chart, you plan to merge your production activities, witheverything under one director
o woht to abolish Corporate Planning, bringing it under the Marketing Department.
YOUR PARTNER WILL START.
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14 COMPANY PRESENTATION Student B(Questioning ; sequencing)
rrade fairs are opportunities for individuals and companies to make contacts with potentialcustomersand other professionals in the industry. While many companies hope to sign up orders for goods, mostare happy to improve consumer awareness of the company and to promote the corporate image.
\bu are at a trade fair. You visit the stand of a company called Conta Inc. You talk to someone therea'oout Conta. Ask in particular about:
. where the company is basedo ov€rS€&ssubsidiaries. number of employees.
Intermpt to ask for clarification or additional information whenever you like.
Then talk about your own company, Edile S.p.A., using the following profile as a source of key facts.
THEO/A MARTINSales & marketing Department
Edile I nternational ( Singapore ) Limited48 Tannery Row, Cencon Building,
Singapore 1336Tel747 7676Fax747 7688
Name:
Sector:Markets:
199- Sales:
Edile S.p.A.Property development
Italy, Europe, South East Asia, United States, Argentina.
$373m.
100
@ Penguin Books 1996 1 1 5
14 Company Presentation (continued) Student B
Include any of the following additional information:
Head ffice: Milan,ItalY'
Subsidiaries: Edile International in France, Germany' UK' Argentina'
Singapore, United States of America (Chicago and New
York) and (planned for next year) Brazil and Japan'
WorTdwide employees: more than 4,000'
Current major project: new Space Research Centre in Houston, Texas.
Recent takeover of Bab Ltd (UK).
Note:As an alternative, present your own company.
YOU START.
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15 COMPANY TOUR Student B(Greetings and farewells; sequencing; questioning,welcoming)
S"owing a visitor round your company can be a usefulway of winning customers as well as promoting:-e mage of your company.
: : u are a potential client of a manufacturer of sweets and chocolates, a subsidiary of a major US:,--d company. You are at the main plant of the company and one of its managers (your partner) is::,rng to show you.round the site.
3efore you start, the manager is going to make a short presentation of the main features of the tour,--:urg the plan below. He/she will tell you about the company's main products, its history and its,rganization. Then he/she will talk through the tour which you are about to make.
YOU:
are looking for a company which:
. manufactures quality products
. is technologically sophisticated
. has progressive human resources policies.
ask for as much detail as you can on:
. the company's products
. its computer and telecommunications systems
. its health, safety and welfare policies
while you listen to your partner's initial presentation.
YOUR PARTNER WILL START.
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16 COMPANY VISIT Student B(Question i ng ; regretting)
Before you visit a company, it is usefulto check with the person you are visiting about how to get in.Some companies, for example those involved in defence, can have strict security procedures which youneed to know about in advance.
You are planning to visit a contact whom you met at a trade fair and who works in a large companywhich has recently tightened up its security because of industrial espionage. Your contact has faxedyou a plan of the premises but the bottom half of the page of the fax was eaten by your machine. Themeeting is tomorrow. Telephone your contact to ask how to get inside.
YOU:
explain that there was a problem with the fax
find out where your contact's office is
find out where to park
tind out which gate to use.
YOU START.
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n8 @ Penguin Books 1996
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F 17 CORPORATE CULTURE\-r{
t_ (Agreeing/disagreeing; forecasting; hesitating)
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3 Aim for 50% of monogers lo be women wilhin the nexl lwoyeors. (At fie momenf 60% of youl employees ond 5% of yourseniff monogels ore women.)
4 Abolish 'senior' monogemenl. Reduce fie number of loyers infte orgonizolion 0s for 0s possible.
5 Abolish the Penonnel Deporlment.
z 6 Moke ollmonogers fly economy dos.
r- 7 Abolhh (ompony (ors. Poy people 0n ollowonce when fiey hove' 't to drive on iompony business.
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it 8 Moke oll employees - yourselves included - weor 0 (omponyE uniform.J
t_1 9 Moke meelings shorler, hove evetyone shnd up.I
= | 0 In$eod of monogers opproising subordinoles, gel subordinofesI
5 lo oPProise monogers'
-l-- You may come up with your own ideas as well.-
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18 CORPORATE SPONSORSHIP Student B(Forecasting; judging; urging; negotiating)
Corporate sponsorship is big business. Companies give money to sporting, cultural and charitableorganizations as a way of bringing the company's name and products to the attention of a wider public.
Your company has decided to spend a large sum of money on some kind of sponsorship. You andyour partner have been made responsible for recommending the best option to the Board. You haveshortlisted three possible organizations you could sponsor. The cost of each option is approximatelythe same. You are now in a meeting with your partner to decide on the best option.
FILE TThe football club in the city where )rour company is based has justlost its sponsor after going down from the national first to thesecond division at the end of the last season. Now the club isdesperately looking for a replacement.The manager has beensacked and replaced by a well-knorrn ex-international player withno previous managerial experience.There €rre no new players inthe team. The club has large debts. Advanced sales of seasontickets are poor and some people are saying that the number ofspectators next season could be 2Oo/o dovrn on last year. However,sponsorship would give your company excellent opportunities foradvertising the company logo on the team shirt, in the weeklymatch programme and around the grround.You can e:rpect two orthree home matches to be televised live during the season.Thereare also good opportunities for corporate hospitality at homematches.
FILE 2The government has reduced the gnant it normally gives to yourlocal city orchestra which as a result will have to disband if it isunable to find money from another source.In fact, you have alreadybeen approached by a committee of local art lovers, includingsome representatives from the city council, seeking your help. Theorchestra currently does not have a permanent conductor.Theaverage age of the players (who are employed on a part-timebasis) is 49. The orchestra normally gives six to eight concerts peryear, almost always in the Toum Hall and another two or threeduring the city's annual cultural festival. One or two of theseconcerts might be broadcast on national radio each year.Theorchestra has a regional rather than a national reputation but hastraditionally been central to local cultural life. Some people say itsprogrrammes €Ire too conservative: it rarely plays twentiethcentury music. Sponsorship would put your company name onconcert prograrnmes and on all promotional literature.You wouldhave free tickets for all concerts to offer to clients and prospectivecustomers.
r20 @ Penguin Books 1996
18 Corporate Sponsorship (continued) Student B
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FILE 3Your city is the base for a young troupe of dancers who, in a shortperiod of time, have gained a reputation for excitingchoreography and irurovative technique. One national newspapercritic hailed them as'the most exciting development in modernballet in the last twenty years.'The troupe is especially popularwith young people: some of their most enthusiastic fans had neverpreviously been to a performance of ballet. So far they have
. managed on a shoestring budget but are now receiving invitationsto perform elsewhere in the country and even abroad, and theyneed money to invest in rehearsal rooms, to pay an administrationmanager; and so on.At the moment they have no permanentheadguarters. The troupe are novv actively looking for a sponsorand would be willing to incorporate the sponsor's name into theirown name.Their activities are not, however, without contrwersy:there have been complaints about political bias in the themespresented in the dancing and some people have been shocked atwhat they see on the stage.You knor that one of the Boardmembers is unhappy about his teenage children attending theirperformances. On the other hand, you have been advisedprivately that the troupe could have an international reputationwithin the next ten years.
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19 COSTS AND REDUCINGOVERHEADS(Judging ; emphasizing ; forecasting)
Student B
Cosfs include production costs and the costs of selling. Allaspects of a company'sexpenditure should be recorded as costs and good management aims to keep costs to aminimum within an agreed budget.
You.work for a subsidiary of an international company. Your head office has sentinstructions that costs should be reduced by LUVo nextyear.
Discuss the following options with a colleague and decide which options you wouldintroduce in order to meet the required savings.
. loy off I 00 workers out of 0 lotol of 1,000 (5% soving)
. loy off 50 workers (2.5% soving)
. imporl more row moleriols in$eod of buying from dome$ic suppliels (2% soving|
. use lOw energy lighfing in non-essenfiol oreos of fte plonl (l % soving)
. reduce heoting from 25"( to22C(2% soving)
. obondon plons to upgrode exisling su(cessful produd ronge (3.5% soving)
. rut dividend to shoreholders by l% (2% soving)
. employ conlrodors lo moinloin equipmenf (2% sovingl.
YOU:
. think the company can save money now before a maior investment in newventures in two years'time
. think your market share is very safe and that customer loyalty is high
o ore sensitlve to shareholders'opinions and wishes
. think that the company genuinely does need to reduce its workforce
. think usang outside contractors could be usefulfor many (but not all)maintenance tasks
. think safety would not be affected
o realize you will have to compromise on some of these ideas.
YOU START.
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20 CUSTOMER CARE(Questioning ; iudging)
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You are part of a special task force set up by top management to improve customercare throughout the company. Your first job is to find out how customer-conscious yourcolleagues think the company is at the moment so that later on you can compareemployee perceptions of customer attitudes with customer attitudes themselves.
YOU:
. explain the rating system below to a fellow employee (your partner), then
o ?sk the questions in the customer attitude survey below to find out how he/shethinks customers rate his/her company's current performance.
For any rating lower than excellent, what can your company do to improve the waycustomers see the company?
YOU START.
RATII{GS: Excellenl 5Good 4Sotisfocfory 3Disoppoinling 2Unoccepfoble I
How do you think your (uslomers role your (ompony in lems of:
I produc quolity
2 ofter-soles service
3 efficiency
4 friendlines ond courlesy
5 frequency of conloct
6 undentonding of cuslomen'needs
7 personolized service
8 flexibility
9 building long-ferm porlnenhip, loyolty to curlomers
| 0 onlicipolion of cuslomers' future needs
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21 CUSTOMER COMPLAINT
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Student B(Blaming; iudging; negotiating; declining/rejecting)
When a customer complains, it is impoftant to resolve the problem as quickly and courteously aspossible.
You have just returned from a skiing holiday and have written the following letter of complaint tothe company which organized the package.
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I h a v e j u s t r e t u r n e d f r o m o n e o f y o u r s o - c a 1 1 e d " F e b r u a r y
s k i i n g b r e a k s " e x t r e m e l y d i s a p p o i n t e d w i t h y o u r c o m p a n y ' ss e r v i c e f o r t h e f o l l o w i n g r e a s o n s .1 T h e t w o - s t a r h o t e l d e s c r j - b e d i n y o u r b r o c h u r e a s a
" c o m f o r t a b l e f a m i l y - r u n h o t e l " i n f a c t o f f e r e d o n l yb a s i c f a c i l i t i e s a n d w a s d i r t y . T h e f o o d w a s p o o r .
2 Y o u r b r o c h u r e a l s o s a y s t h a t " i f i n s u f f i c i e n t s n o w i ny o u r r e s o r t c a u s e s l i f t s a n d / o r s k i s c h o o l t o c 1 o s e ,w e ' 1 1 d o o u r b e s t t o a r r a n g e f r e e c o a c h t r a n s p o r t t oa n o t h e r r e s o r t w h e r e s k i i n g i s p o s s i b l e . " A l t h o u g hs k i i n g c o n d i t i o n s w e r e s o p o o r o n t h r e e d a y s o u t o fs j - x t h a t t h e s k i i n g w a s u n s a f e , a s y o u r o w n 1 o c a lr e p r e s e n t a t i v e h i m s e l f a d m i t t e d , w e w e r e n o t p r o v i d e dw i t h t h e t r a n s p o r t a t i o n p r o m i s e d .
T h e a r r a l i t v o f + L . : ^ L ^ 1 j r - - . , , a S s o b a d t h a t I f e e l t h a ty u q r r L J L r I I D l r v f f u a J w
y o u s h o u l d r e f u n d m e t h e w h o l e c o s t o f t h e h o l i d a y . Is h o u l d t h e r e f o r e b e g r a t e f u l i f y o u w o u l d a r r a n g e f o r m et o r e c e i v e t h e s u m o f 8 6 9 1 . 4 0 a s s o o n a s p o s s i b l e . T f Id o n o t r e c e i v e a s a t i s f a c t o r y r e p l y w i t h i n s e v e n d a y s , Is h a l l t a k e l e g a l a d v i c e .
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r ?re unhappy because you had really needed a break lrom a very stressfuljob andfound the hotel and the skiing conditions below your expectations
. definitely felt that it was unsafe to ski at least half the time you were there
e would settle for less than you have claimed in your letter, but want SuperSkibreak to offer significant compensation for the inconvenience you have beencaused.
YOUR PARTNER WILL START.
@ Penguin Books 1996 t25
22 CUSTOMS HOLDUP(Questioning ; urging ; expressing amazement;
Student B
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Frontier delays are usually caused by errors in the documentation accompanying goods.
Occasionatty other problems arise where the goods in a particular consignment do notmatch the description given to customs authorities.
You are a customs official at a frontier check. A lorry from Allen Deal Inc. has beenstopped. The lorry is carrying electronic components and printed circuit boards. Thedriver has been arrested and is now in police custody. The lorry has been held forfurther examination of the cargo.
YOU:
discovered that the electronic components involved required an export licenceand the driver did not have one
intend to search the lorry to examine the cargo in detail in the next few days. Youare very busy at the moment
do not know where the driver is - the police have taken him away
will not release the lorry untilyour boss says you can. This process sometimestakes several months
cannot discuss the possibility of speeding up the release of the vehicle over thephone, although you could be willing to arrange a face-to-face meeting.
YOUR PARTNER WILL START.
126 @ Penguin Books 1996
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Student B(Urging ; sequencing ; agreeing/disagreeing)
=l-_ Many companies are reducing the size of the workforce, while at the same time expecting9 their emptoyees to provide a high level of customer care. Maintaining the morale of the
-- management challenge.
Z You and your partner, in the Human Resources department of a company which is in
!_ the proces.s of reducing its workforce by 20Vo, meet to devise a stratery to ensure that,1 employee morale remains as high as possible during the period of downsizing.
U Tell your partner about the following list of five strategic actions which you have- drawn up. Your partner will also tell you about the points which he or she has noted.
- Then, together, choose the five key actions for your stratery in order ofpriority.
4 YoU want ro:
Z 1 introduce full consultation with the trade unions on future redundanciesI
Z 2 introduce performance-related pay for all staff
-_ 3 promise training-for-all and training-for-life programmes for all staff-
> 4 create career development plans for all staff involving full consultation with eachI individual staff member
7 5 increase funding for the Communications Department, in particular for the in-house magazine.
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24 ENTERTAINING VISITORS(Greetings and farewells; introducing self andothers; questioning; welcoming; sequencing)
Student B
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You are visiting a business partner for the first time. It is the first time you have goneto his/rer home town.
Your partner telephones you to discuss a three day social programme, before youfinally begin to talk about business.
YOU:
o ?hSWer your partner's questions.
YOUR PARTNER WILL START.
Some weeks later, you telephone your partner to invite him/her to your home town.Plan a single day's formal entertainment for your guest. Offer some top qualitycorporate entertainment, including a private concert by local musicians sponsored byyour company.
Check that your guest is pleased with your ideas. Change any aspects of theprogramme that your partner is not happy about.
YOU START.
r28 @ Penguin Books 1996
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25 ENVIRONMENTALLY FRIENDLY Student BOFFICE(Sequencing ; urging ; agreeing/disagreeing)
More and more companies are becoming concerned about the effect their activities have on the naturalenvironment. Some companies are carrying out environmental audits, others are publishingenvironmental accounts which try to measure this impact. There is no doubt that this will become a majoractivity of companies in the future.
As part of a campaign to make your company more environmentally friendly, you and your colleaguehave been made responsible for improving the environmental balance in the office block where youboth work.
Look together at the following suggestions and prioritize them.
I Seporole wo$e bins for poper ond plosfics.
2 Seporole wo$e bins for botteries (before reryding).
3 Seporofe wosle bins for newspopers ond mogozines (before lecyding).
4 Seporote woste bins for gloss (before reryding).
5 Use of recyded poper for the phohropier.
6 An indoor plonl on every desk.
7 A doily record sheet for oll photocopies mode.
8 A doily photocopying quolo per deporlment lo reduce by 25%the number ofpholocopies mode.
9 A policy of turning off oll electric lights in uno(cupied r00ms.
| 0 Punishmenl of employees who leove lights on in unoaupied rooms.
| | Use of low energy ligh bulbs throughod fie building.
12 Reduction of the lemperofure by 5"( ftroughout the building.
| 3 In$ollofion of double glozing ftroughouf.
| 4 Incenlives lo encouroge employees lo frovel lo work by public fionsporl rofter ftonby ror.
| 5 Any ofter suggeslions whkh you ond your portner con offer lo moke your officesm0re environmentolly friendly pl0(es.
YOUR PARTNER WILL START.
@ Peneuin Books 1996 r29
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Equat opportunities is an area where many companies and many states have rules or legislationdesigned to protect specific groups from discrimination or unfair treatment. Such areas as terms ofcontract, wages and salaries, career prospects, job security and working conditions are affected by equalopportu n ities pol icies.
You are part of a discussion group which must produce recommendations to the Board on ways toimprove the.position of women in the company.
Note that:
. 58o/o of the 400 company employees are women
o onf| 5o/o of management positions are held by women
. the company has no policy on encouraging women to return to work after maternity leave,consequently only a very small number do return
. the Chairman has said he wants to improve the position of women in the company.
In discussion with a colleague, prioritize the following suggestions (from the most important to theleast important) to create an enlightened and progressive policy for employment.
. Actively en(ouroge women lo relurn lo work ofler loking molernity leove.
. lmprove inlernol fioining opportunilies, encouroging women lo opply for internol promolions.
. [ncouroge more porl{ime work, iob-shoring, elc. wilh fullemployee dghts.
. Iniloduce flexible fime{obling (flexilime}.
. Provide crdche fodlifies.
. lmprove molernily leove wifi full iob secudty.
. Sel o qu0l0 for femole represenlolion in monogemenf posilions.
. (orporole slolemenl 0n sexuol hotossmenl to be induded in employment condifons.
. A promise from monogemenl l0 inve$igole reporls of sexuol horossmenl immediotely.
. More liberol ottitude lowords woment choice of dofiing.
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YOU START.
130 @ Penguin Books 1996
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27 FRANCHISING Student B(Judging; knowing; hesitating; correcting;declining/rejecting)
;ranchising is running a business which appears to be part of a chain of similar businesses, each with:ne same name, image and ethos, similar products and a similar marketing strategy. A franchisee pays a',anchisor a fee and in return gets advice and support on how to run the business.
\bu are an area manager for a franchising company, Eet Up, which has over 300 fast food outlets.\bu have a meeting with the manager of one of them, in a medium-sized town. You need to sort outsome problems.
\bu have received the following letter - you have added some points showing your thoughts. Yourealize you will have to compromise on some issues, but do not want to give much away.
A . C o o kA r e a M a n a g e r ( F r a n c h i s e A g r e e m e n t s )E e t U pP a r k G r o v eL o n d o n S W 1 5 2 R T 2 2 N o v e m b e r L 9 -
D e a r M r C o o k ,F o l l o w i n g o u r r e c e n t c o n v e r s a t i o n , I w r i t e t o c o n f i r m t h ep o i n t s f o r d i s c u s s i o n a t o u r m e e t i n g n e x t m o n t h . I w o u l d l i k e
t o t a l k a b o u t t h e f o l l o w i n g c h a n g e s t o o u r p r e s e n t a g r e e m e n t
w h i c h i s d u e f o r r e n e w a l i n t h e S p r i n g o f n e x t y e a r :- a r e d u c t i o n i n t h e f r a n c h i s e f e e f r o m t h e p r e s e n t
$so, ooo per year . Av pre*vrt sizc, no rduottbn po*ible.( ^ 0 / ^ e ^ h + t o w a r d s t h e C o s t s o f d e v p l o n i . . ^ + L ^ ^ : + ^
a J W / O E ! 4 I r L L V W A I U D L I I g U V o L r u u v u r v l / f l r B L I I E D I L s .
llow wcln exbra, seating? Grqnt poosible.lhen 5'1ooh lessfee - depeMe on size.
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- f r eedom to buy i ng red ien ts 1oca11y . I npxe ibb l : g rand
idenbi\ and unifprnity is e*enbial!- E e t U p
- t o r u n m o r e o n - - s i t e s t a f f t r a i n i n g . O k y
- h r ^ n a r a + j n n n f n n l l a T | , a r l r r l r r r c i n o q e r o n ^ r t t n E e t T I nP ! E P d r 4 L f v I I v ! s y u s ! L U ! f J ! u p v ! L L v ! u u u y '
n o t m o n t h l y . N o l- F ^ + T T ^ + ^ ^ - ^ ^ j ^ ' 1 n r o m o t i o n S . S r r c h a S! E L U P L V D P V I T D V f D P E L J A J p ! V r u V L J V T l D , D u
c o m b i - n a t i o n s w i t h t h e a t r e s , c i n e m a s , c l u b s , e t c . P o s o i b l e t- E e t U p t o s e n d m o r e i n f o r m a t i o n o n m a r k e t t r e n d s . O . r c .
L o o k i n g f o r w a r d t o a s u c c e s s f u l m e e t i n g ,
D ^ ^ + - ^ - ^ - ) ^! e D L r E B 4 r U D
S t o r r o R n ' i I o r r
YOUR PARTNER WILL START.
@ Penguin Books 1996 1 3 1
28 HEALTH AND SAFETY Student B
(Obliging; permitting; emphasizing; urging)
Companies are controlled by legistation affecting heatth and safety. ln addition, many have their own
poticies to ensure that heatth and safetyissues are constantty monitored and improved where necessary.
Your company has a very bad record on health and safety. Employee representatives and
gorr"rr*urrt officials have demanded immediate improvements; otherwise the company may be
forced to close.
You have a meeting with a colleague to discuss ways to improve the situation.
The following is an extract from a report on incidents concerning health and safety in recent
months.
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C a s u a I w o r k e r e L e c t r o c u t e d b y f a u t t yw i r i n g .F o r k t i f t a c c i d e n t w o r k e rh o s p i t a L i z e d . T h e o p e r a t o r l l a s n o tq u a t i f i e d t o u s e a f o r k L i f t .t t o r k e r f a I t s o f f a r o o f w h i I e c a r r y i n go u t a r e P a i r .C h e m i c a L t e a k f r o m a f a u L t y H a s t e p i p e '
C h e m i c a L L e a k : u n d i t u t e d c h L o r i n ea g e n t s p o L t u t e d n e a r b Y r i v e r -R o o f b L o w n o f f s t o r a g e d e P o t i n as t o r m . T w o t r o r k e r s i n j u r e d -F i r e o n a r u b b i s h t i P .N i g h t s e c u r i t y m a n a t t a c k e d b Yi n t r u d e r . N o t d i s c o v e r e d f o r t w o h o u r s 'R e c e i v e d h o s p i t a I t r e a t m e n t -L o r r y c r a s h e s i n d e s P a t c h a r e a -
W i t n e s s e s s a y d r i v e r u t a s g o i n g t o of a s t . A L o t o f d a m a g e c a u s e d t ov e h i c t e : d r i v e r u n h u r t .
YOU:
. basically agree that maior improvements are necessaryo ?re not keen on spending a lot of money. think casuat labour and fart-time labour is much cheaper than employing full'time, trained
workerse or€ prepared to make radical changes it there could be improvements in productivity which
cover the increased Gostso or€ reluctant to make many short-term commitments on improvements in working conditions
or training.
YOU START.
Lr32 @ Pensuin Books 1996
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29 IN.HOUSE MAGAZINE(Agreeing/disagreeing ; liking and preferring ;
F measuring and calculating)t-IL1t An in-house magazine can be an important toolfor internal communication. lt can serue toe inform staff members of important company devetopments and encourage them to identifyf_ with corporate objectives.I
1 You and your partner are members of a small task force formed to upgrade your com-!- pany's in^house journal. You have been given a free hand to draw up a set ofI- recommendations to submit to senior management.
I You must:
= . identify the objectives of the magazine
!- . decide on how often the magazine should appearI>. . decide on the page size, number of pages and general lookI - . think of a name'1 . draw up a budget tor a magazine with a circulation of 5,000 (editorial, design and
i production costs).
! For the content, decide which of the following you think should or should not appearI in each issue:
= o ? trless?ge from the Chairman of the company
! r teC€ht sales figuresI> o other financial information relating to the company's performance-
. news and photographs of new recruits
V o news and photographs of recent retirements
Z . teatures presenting individualemployees
i . features presenting the work of individual departments
> o colrlp?lly sports news, social club news, news from the company's various clubsI and associations
= . interviews with senior executives
V . trade union news
L o ? sulrllrlary of coverage of the company and its products in the national and- specialized press
= . future plans for expanding or contracting the workforce
o r€Ger|t acquisitions, ioint venture agreements4
: r roGeht product launches, news of future product plans-
L Can you think of anything else which should be included?
4L YOUR PARTNER WILL START.-4
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Student B
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30 INTERVIEW TECHNIQUES(Judg i ng ; ag reei ng/d isagreei ng)
tnteruiewing technique affects both the styte of an interuiew and the type of questions asked. Many
interuiews use a combination of approaches to discover as much as possible about the applicant.
Look at the following job advertisement:
MARKEIING IUIAI{AGER
An exponding young sofhvore developmenl componywilh 950 employees, wift ib heod office in Londonond wifh produclion siles in london, Rofierdom ondPoris, is looking for o dynomic, ombitious groduole
wilh experience in direcl selling ond sfiolegicplonning, preferobly in o relevont seclor.
Ielephone 0800 5656 ond osk lorFreephone Professionol for luilherdetoils ond on opplkotion form.
With your partner, classify the following interview questions into three groups: PersonaVpsychologicat (PP),Academic and Profes-sional Background (AP), Hypothetical (H). Then assess them
ona scale of 1 to b: where 1 = most useful in a job interview, and 5 = Dot useful at all. Give reasons
for your assessments.
1 Can you give an example of a situation where you have been in conflict with colleagues in your
present job or in a previous job?
2 bo yon enjoy working alone or do you prefer teamwork?3 How does yoot "*p"rience until to* p""pure you for the work in this company?
4 How does your family feel about your relocation to London?
b Given your lack of experience in software development - your background is in the food sector -
is this likely to be a problem?What do you do when you need to relax?If a product you were responsible for was obviously failing in a particular market, what would
you do to resolve the situation?i{ow do you see the future of the computing industry in ten years'tfme_?
Can you-describe a particular project that y6u have been closely involved with in your present job?
YOUR PARTNER WILL START.
134
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31 JOB APPLICATION
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Student B(Questioning; urging)
A iob application is a formal request for a job. You usually make an apptication by replying to anadvertisement. People who apply for a job are job appticants.
You saw the following job advertisement in the newspaper five weeks ago and immediately sentyour letter of application. Since then you have heard nothing apart from the acknowledgementbelow. Call the current personal assistant (your partner) to find out what has happened to yourapplication. You also want to know more about the job:
. travel: how much and where to?
. hours: typicalworking hours?o p?|: bonuses depend on what?o wh?t are the main problems?r the name of the director!. ary other details you would like to have.
And remember: this is the chance of a lifetime - sell yourself !o |ou speak your own language, English and one other language fluenilyo |ou can type, and have good word processing experienceo |ou have a clean driving licenceo |oU are hard-working, flexible and have good communication skillso |ou can start tomorrow.
HELP! MY PA IS LEAVING ME!In fact, we're parting on good terms after five years but I need a replacementFAST lf you've got what it takes to be PA to a well-known film directo; writeto Box XPAl475 at this newspaper now. Good salary (performance-related),No previous film industry experience required.
MEGA MEDIA ENTERTAINMENT
7I Gracechurch StreetLondon N1 lQA
Tel: 0171 2227548 Fax: 0171 358 6037
Berlin - London - Paris - New York - Rome - San Francisco
T h a n k y o u f o r y o u r r e c e n t a p p l i c a t i o n f o r t h ea d v e r t i s e d p o s t . Y o u w i l l h e a r f r o m u s v e r ys h o r t l y .
L i n d a D e v i t o
YOU START.
@ Penguin Books 1996 135
32 LARGE VERSUS SMALLCOMPANIES(Liking and preferring; iudging; correcting)
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A company's workforce may range in size from one employee to tens of thousands ofpeopte. Some people prefer to work in smatt companies, others prefer to be part of a large
organization.
In this activity, you are going to debate with your partner the advantages of workingfor large and small companies. You prefer large companies, your partner prefers
small. Use the arguments below to help you win the argUment. Add your ownarguments to the discussion.
YOU believe the following arguments:
1 In a big company, there are more people to meet. It's more stimulating.
2 Inabig company, if you don't get on with one group of people, you can get a transferto another department.
3 There's more opportunity for specialization in a big company. And there's moremobility within the organization.
4 People in big companies earn more money.
5 You feel proud of belonging to a company which has a national or even aninternational reputation.
6 People who work in big companies are not afraid of competing with large numbers
ofother able and talented people.
7 Big companies are stronger during downturns in business. You're less likely to loseyour job because the company is less likely to go bust.
8 The advantages of working in a big company are more resources, biggerresponsibilities, more opportunities.
9 You've got more chance of realizing your full potential in a big company'
You also think that . . .
YOU START.
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33 LATE PAYMENT OF INVOICE
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Student B(Urging; emphasizing ; negotiating)
Cashflow considerations may sometimes create difficutties where naturally one company wantsimmediate payment but the other prefers to delay as long as possible.
It is now January 7th. You have not paid the following invoice for services received in November.The creditor calls to ask about your intentions regarding the payment.
KWAN SERVICES
450-58 Jalan Bukit Bintang55100 Kuala Lumpur, Malaysia
Telephone (03) 77878779 Fax (03) 77878562
INVOICE
Arndale Promotions112 Depot RowPO Box 4567Auckland, New Zealand
2 December 1 99-
Ref. Your order dated 24 SeptemberSingapore Market Analysis Consultancy Report
Fee: $Us4,oooExpenses: $US 567
TOTAL NOW DUE $US4.567
Bank details:KWAN Services Current account No. 70852406Branch Sorting Code: 20-99-56Credit Bank International,Jefan Melaka200, Kuala Lumpur, Malaysia.Terms:30 days from date of invoice.
YOU note that:
r |ou have cashflow problems. th€ report supplied by KWAN came two weeks later than they promisedo |ou have a policy of paying 60 days from invoice date (but sometimes you agree to pay before
60 days).
YOUR PARTNER WILL START.
@ Penguin Books 1996 t3'7
