new insights into business teachers book (835558), страница 4
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Remind students that articles are used in Englishbefore jobs, for example He is a journalist. I am theMarketing Director of IBM. Point out that the gerundform is used after prepositions, for example in charge ofdoing something, responsible for doing something. Studentscould also describe part-time or temporary jobs theyhave done or what they imagine their future jobs willbe like.1 and 2 KEY/TAPESCRIPT:When I first started working in Guinness 4 wasemployed as a general worker.
For three years 2Iworked in the bottling plant as a machine operator.3The next position I held was for a period of sevenyears in the engineering department as a maintenanceassistant. This involved working with technically skilledpersonnel in maintaining plant and equipment. In bothjobs 4I reported directly to a supervisor. Since then,however, the structure of the company has significantlychanged and the supervisor layer no longer exists.General workers now report to a plant manager. sl wasthen promoted to the position of laboratory officer inthe quality assurance laboratory. 6This job involvedcarrying out a wide range of analyses on all aspects ofthe brewing process.
For the past year 7l've worked inthe personnel department as an Industrial RelationsManager. 8ln this role I report directly to the PersonnelManager of the company.3 The purpose of this exercise is to train students tolisten for general comprehension. Allow students time3■ Unit 1 Company Structuresto read the questions and check they have understoodthem. They can then predict the answers.
They mayneed to listen to the tape a few times to get enoughinformation to answer the questions.In addition, there has been a significant reduction in thenumber of people directly employed by the company.TAPESCRIPT:My transition from general worker to a managerialposition came about as a result of my involvement inindustrial relations as an active trade union member forseveral years, as well as studies I undertook in my sparetime. In fact I've recently completed a Masters inBusiness Studies at University College, Dublin.While my current job title is 'Industrial RelationsManager', my role at present is more concerned vyithmanpower planning.
This involves tailing with l i ne "managers to identity1the manpower requirements ofthe company over the next three to four years. I'm alsoresponsible for recruiting and drawing up contracts fortemporary personnel as well as redeployment ofpermanent employees to new positions within thecompany. One of the consequences of major structuralchange like that which has taken place in Guinness isthat job titles don't always reflect actual roles. In manyrespects Guinness isygoing through a period oftransition where new roles are still evolving. If you wereto ask me what, above all else, is the key competencyfor managers today, I would have to say it is the abilityto manage change.1 This short role-play activity is designed to recyclelanguage from Listening 1.
It also provides anopportunity to revise the questions that are usuallyasked when introducing oneself at a meeting. Asstudents prepare their list of questions, make sure thata wide variety of structures are being thought of inorder to obtain information, such as How old are you?How much money do you earn? What kind of company doyou work for? and Where did you study? instead of Whatis your age? What is your salary? What is your company?What is your background? etc. If necessary, you couldrevise question forms here. Students in work could dothis about themselves.Make a list of common errors and correct them afterthe exercise.KEY:1 He was an active trade union member and hecompleted an MBA in his spare time.2 manpower planning and recruiting3 talking to line managers and drawing up contracts4 the ability to manage change4 Here students may need to listen several times inorder to provide a complete answer to the question.TAPESCRIPT:During the time I've been with Guinness the companyhas undergone several programmes of change involvingthe introduction of new technology and the contractingout of non-core activities such as security, catering andmajor maintenance projects.
And this in turn has led toa significant reduction in the number of people directlyemployed by the company. I should add, however, thatthis was achieved without any industrial unrest.Guinness has always sought, has always sought toachieve major structural change through consultationand negotiation with trade unions. The age profile inthe company was quite high and the necessarypersonnel reductions were achieved through earlyretirement rather than compulsory redundancies..Speaking2 This is a similar activity, but focuses on companyhistory rather than personal history. Each studentshould spend about ten minutes reading the profile oftheir company and should then ask their partner forthe information needed in order to fill in the chart.
Asstudents work in pairs, make sure that they ask eachother questions and exchange information rather thansimply re-read the profiles. It may be useful to elicitadditional structures that can be used to ask forinformation in the chart, such as Where is the companybased? Where are the company's headquarters? How manypeople does the company employ? in addition to Howmany people work for the company? etc. Students in workcould do this about their own company.KEY:Name of companyHeadquartersChairmanBusiness activitiesMain marketsKEY:The company has changed due to the introduction of newtechnology and the contracting out of non-core activities.Sales in 1999VirginLondonRichard Bransoncinema, hotels,communication,financial services,hotels,investments, retailand travelMotorolaChicagoC.
Galvinadvancedelectronic systems,components andservices, two-wayradios, pagingand datacommunications,automotive,defence and spaceelectronics andcomputersthe United States,the UnitedKingdom,ContinentalEurope, Australiaand Japan£3 billionit conductsbusiness on sixcontinents$30.2 billionWritingThis activity can be done either in class, in pairs orsmall groups, or used as an individual homeworkassignment.
If students have access to the Internet,they could also provide similar profiles of othercompanies by visiting their websites. Tell students thatif they do not know the website address of a companythey can try:www. the company name.comor: www.the company name.netor: www.the company name, orgFor a UK based company, they could also try:www.the company name.co.ukOr they could use search engines which are systems onthe Internet that will search for any key word, such as'Guinness'. Some of the main search engines are:www.yahoo.comwww.Lycos.comw w w .Infoseek.go.com w w w .dogpile.comwww.GoTo.comwww.altavista.comKEY:Tesco is a company based in the UK since 1924. TheChairman is John Gardiner.
The company's businessactivities include; superstores and hypermarkets, personalfinance, e-commerce and an Internet service provider.Their main markets are the UK, Ireland, France, CzechRepublic, Hungary, Poland, Slovakia, South Korea andThailand. They also have plans for stores in Malaysia andTaiwan. Sales in 1999 were £18.5 billion.5unit 2RecruitmentKey vocabularyBring 'Appointments' pages and sections fromnewspapers or magazines to the class. Brainstorm otherheadings and titles that are sometimes used in thesesuch as 'job offers', 'situations vacant', etc. Ask studentswhat they already know about the recruitment processand the different stages that are involved in getting a jobin their country/countries.
You may then want to readthrough the Key vocabulary section. There is aphotocopiable gapped version of the recorded text onpage 66. It is important to make sure that students havegrasped the major differences that exist between BritishEnglish and American English vocabulary in this field.You may also want to draw their attention to the manyderivative forms of key words like apply - application applicant-application form, recruit-recruiter-recruitmentand interview - interviewer - interviewee.Lead-in1 This activity can be conducted either individually orin pairs. Check that students understand thevocabulary used and, as an introduction to the nextactivity, draw their attention to the style which isdesigned to make it as appealing as possible.KEY:1 Movie tickets ...2 Tokens for pinball games ...3 Plane tickets ...4 President's Awards ...2 This short section focuses attention on the personalqualities required for working at the company.
It alsoencourages students to think about the best methods toevaluate whether or not candidates actually possessthese. It is probably best to use this as input materialwhich will contribute to the discussion phase at theend of the Lead-in. Avoid opening up the subject toclassroom debate at this stage.KEY:Answers will depend on outcomes of discussions in pairs.There will probably be disagreement.3 These are examples of recruitment techniques usedin different parts of the world and illustrate how muchrecruitment processes can vary.
They form a goodstarting point for group discussions as students'opinions will be very different. Before or after thisdiscussion phase, ask students if they know of anyother selection methods such as assessment centres, orany of the more marginal recruitment techniques thatare sometimes used like morpho-psychology (whichtries to determine personality from facial features), orastrology and numerology.
By the end of the Lead-in,6students should have a clear idea of what they think isan acceptable approach to recruiting personnel andthey will then be able to contrast this with the viewsthat are presented in the text that follows. If there istime, with a more advanced class it may be possible toask students to actually perform the two tasks of tellinga joke and making a five-minute presentation.ReadingThis text from the New York Times presents recentdevelopments in the recruitment of business executivesin the US, and shows how much more selective anddemanding this has become through the use of testing.Students may have difficulties with the followingidiomatic expressions:mind over matter (title) bring the wrong person on board(line 45) about as common as a ten-dollar bill (line 74-75)play the interview game (line 76)Ask students to read the statements first, then set thema time limit to read the text and complete the activity.You may want to ask them to justify their answers andperhaps correct the false statements.KEY:IT2 F3 T4 F5 TDictionary skillsBeing able to use an English-English dictionary is animportant skill for learners.
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