new insights into business teachers book (835558), страница 6
Текст из файла (страница 6)
What is most important...One of the most important things about interviewing acandidate is the/chemistry ^between somebody,between the two people in the interview, em, it's veryvery important - he hasAo have a sparkj you have tofeel as though that guy is qoinq/to contributejthatguy's going to be good and you're going to getsomething out of that person and he has to showhimself to be not just/Yes sir, thank you very much. YesI agree with that, I agree with that.' $ometimes I laydummy questions in which I want a 'no' answer and ifhe continues to say 'yes' then he/qoes down, jInterviewer:What would your advice be to a candidate, er, going toan interview.
How would you advise him?Personnel Manager:Uh, the first thing I would say to him is first of all tolisten, secondly, to ask the right questions, and thirdly,perhaps the most important, is to create the rightrelationship which is, I guess, an adult-to-adultrelationship with the interviewge or the interviewer. It isvery important and that's what I said before is whenyou get a yes-man in front of you, or a yes-woman,then that person is obviously .not creating an adult-toadult conversation. He's creating/an ariulr-ro-chijdjconversatiorTancTin most cases, managers are not, ifthey're good and they know what they want, they'renot going to be interested in employing a child.KEY:1 b the qualities a candidate must have2 d the kinds of things a candidate is expected to know3 a the mistakes a candidate can make in an interview4 c his advice to intervieweesNotes: (these are suggestions only)Qualities: an ability to react quickly, be intelligent, besuitable for the position.
The person should be wellpresented, pleasant and tidy.Things he/she is expected to know: He/she shouldhave fairly good knowledge of what the company does,what he/she is expected to do, who he/she is going toreport to.The mistakes a candidate can make in an interview: tosay 'yes' and agree with everything the interviewer says.His advice to interviewees: listen, ask the rightquestions, create a good relationship with the interviewer.2 Invite students to predict the missing stages beforethey listen and complete the task.TAPESCRIPT:Personnel Manager:The interview normally takes place by me beinginformed that the candidate has arrived, in which case,um, I leave my office and go and greet him in thereception area and bring him personally into my officeand sit him across the desk, or across my office desk tome, and we proceed, uh, from there ...
I normally startby asking the candidate to tell me what he ... since he'sbeen probably through two or three other interviewsprevious ... what the job is th^t he's being expected to•) do, just to make sure that h fs jjnderstands fully. Then I' ask him to tell me a little bit about the company thatwe're working for, that I'm working for anyway, so thathe's at least understood exactly what we do or thebasics of what we do anyway ... er then I normallyjevievy^his CV, and, in particular e ither his previousemployment or hisfcurrent employment.which is veryimportant.
Basically this is done to try^to draw thecandidate(6ut/>ee how good he is at expriilmghimself, and to see what kind of character he is. Then Inormally give him my views of what the position is thatwe're recruiting for and also my view about thecompany, then I normally give him a period of 5 to 10minutes to ask some questions. Then I go back to himand just talk about him, and maybe then when he'sfully relaxed, or more relaxed, put in a few of thef trick 7questions, not a few, I would say usually normally oneor maybe two maximum.As I said in a previous question, it normally lasts aminimum of 45 minutes if the candidate is up toscratch and can go on for about an hour.9■ Unit 2 RecruitmentKEY:1 The interviewer is informed that the candidate hasarrived2 The interviewer greets the candidate and brings him intothe office3 The candidate is asked what he/she knows about thejob and the company4 The interviewer reviews the CV5 The interviewer gives the candidate his views on thejob and the company6 The candidate asks questions for about 5 or 10 minutes7 The interviewer asks more general questions about thecandidate's life, and adds one or two trick questions at theend of the interview3 After completing this activity, you may want tobrainstorm other expressions and questions whichcould be used during the different stages in 2 above.KEY:a7b 4c3d 2e7f4g7h 6SpeakingThis simulation exercise provides students with anopportunity to use vocabulary and structures theystudied in this unit through a role-play of an actualinterview situation.
The activity involves quite detailedpreparation so enough time should be allowed for this.Students divide into pairs.The A students meet as a group to decide how they willconduct their interviews and what questions they willask. They can use the flowchart from Listening 2 tohelp them. Check that they have well formulatedquestions corresponding to each of the sections thatthey wish to include.
Encourage them to prepare oneor two trick questions like Can you tell me when you lastlost your temper?, How do you deal with difficult people? orWhat is your biggest defect as a person? etc. Studentsshould try to anticipate the questions that the Вstudents may ask about the job and the company.The В students can use this time to familiarisethemselves with key details in their CVs that they willneed to emphasise. They will also need to anticipatethe questions that they may be asked about theirexperience, education, skills, etc. Since some studentsmay never have been interviewed for a job, you mayneed to help students to prepare a list of questions toask their interviewer about the job and the company.During the interviews check that Student A is usingcorrectly formulated questions such as I see here thatyou worked during the summer holidays at a summer camp.Could you tell me a little more about this? and notquestions like What is your work experience? It is alsoimportant that Student В does not simply read fromthe CV.
You may want to invite students to observeeach other's role-play and offer feedback.10unit 3RetailingKey vocabularyThis section provides a simplified description of the retailsector in the United Kingdom. This can be introduced bybuilding up a diagram on the board to show thedifferent types of outlets. You can ask students to giveexamples of each type from their own country.
You maywish to give students additional retailing terminologyand explain what is meant by such terms as w holesafe^(the sale of goods in large quantities to retailerTand n o tto consumers), co-operatives (a retail organisation whoseaim is not to make profits but to provide benefits tomembers) and v6sh ап^саЫ' (a business that sells goodsat discount on(randitj9 D^fiat buyers pay cash and carrythe goods awaythemselves). Turn to page 67 for aphotocopiable, gapped version of this activity and/or usethe cassette version.Lead-in1 Students may want to make notes first in order toprepare. Encourage them to use the pictures for ideas.Various trends have emerged over the last few years inmost countries such as the increase in the number ofmultiple retailers operating from large-scale outlets orthe growth of electronic commerce (e-commerce) overthe Internet.2 Get students to discuss possible differences that theythink may exist between UK and US retailing.
Oncethey have looked at the logos ask them how many ofthese they recognise. Do they know what productseach company sells?In the interview, Janet Moore, who is a professor ofretail studies, describes some of the reasons behind thesuccess or failure of UK retailers to penetrate the USmarket.Websites of companies:Habitat: www.habitat/international.comThe Virgin Group: www.virgin.comThe Body Shop: www.bodyshop.co.ukNext: www.next.co.ukTAPESCRIPT:Well, if you look at what has happened in recent years,it's fairly clear that, overall, British retailers have beenunsuccessful in their efforts to sell into the US market.
Imean there are, of course, exceptions and someretailers now have very profitable businesses - TheVirgin Group is a good example of this. But there is alsoa long list of companies who have found the experiencean expensive one and who have either been forced towithdraw from t he US altogether, like Habitat and Next,or who have had to join up with American operationsin order to stay in business, which is what was done, forinstance, by The Body Shop.KEY:1 The Virgin Group2 The Body Shop3 Next, Habitat3 Go through the list first and check that studentsunderstand any difficult vocabulary such as assume,taste, invest, react.Students should be able to identify some of the moreobvious sources of problems such as 1 and 2.Encourage them to explain their choices. Check theiranswers with the recording.KEY:yes /yes /no4 no5 yes /6 no7 no8 yes /TAPESCRIPT:I think that there are several reasons for this.
One of themain ones has been that UK retailers don't seem tounderstand the basic differences that exist in the marketand they tend to assume that just because people inboth countries speak the same language they therefore yshare the same tastes and will like the same products?And that just isn't the case. I mean what can beperceived as traditional, high quality merchandise in theUK may in fact appear to be just old-fashioned and outof touch when it gets to the other side of the Atlantic.So that's definitely one thing.Another difference lies in the whole structure of theindustry and the way that outlets are organised.
In theUS, the market is dominated by the malls and so youreally have to develop a pres£nce„there which, ofcourse, means that if you're going to do that thenyou're going to need a big budget behind you. Somaybe UK retailers have failed to grasp Ijhe size factorand haven't been able to adapt frdm ^ feirlyvsmalldomestic market to the huge US one.Underestimating t he competition has also been another\Veak point.
American retailers are aggressive players,their consumers are bargain hunters and the wholeindustry changes much more quickly than in the UK. Soyou've got to be well prepared to face your competitorsand be ready to move quickly when you have to.Lastly there is the problem of choosing the right placesto open your stores. Some of the UK firms have donethis by opening in the expensive town centre locationsand then found out that they weren't selling enough topay the rent! So, you know, I think it's really acombination of all of these things that has made itdifficult for the UK companies.11■ Unit 3 RetailingReading1 As an introduction you may choose to write thename 'Richer Sounds' on the board and to ask studentsto guess what the two words imply about the companyand the products that it sells.Using the headline and the short introduction,students should be able to understand both that RicherSounds has a unique approach to communicating withits customers and also that it has a unique sellingstrategy.
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
