market_leader_3e_-_intermediate_-_teachers_book (852197), страница 24
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Go round andassist where necessary.69Human resources••.\1 •AT A G LANCE�)>G"lr)>z('"\mLesson 1Each lesson (excluding casestudies) is about 45 to 60minutes. This does not includetime spent going throughhomework.Lesson 2Lesson 3.·���A•,m�r,. llol>"'fl�••-� •-.. - ·Class� or k - Course Book�..'"'.;...t:,., •·- � • 1 _Further work..�StartingupStudents look at the factors that are important i ngetting a job and their relative importance.Vocabulary: Employing the right peop l eStudents look at words used to talk aboutrecruitment and words used to describecandidates and workers.Practice FileVocabulary (page 32)Reading: Women at workStudents read about the situation for women atwork in Vietnam and Japan.Text bank(pages 142-145)Listening: Fi n din g a jobStudents listen to a professional recruiter'sadvice about finding a job and the latest trendsin the job market.Resource bank: Listening{page 195)Language review: -ing forms and infinitivesStudents look at and work on those verbs thatare followed by -ing forms and those that arefollowed by infinitives.Skills: Getting information on the tele honeStudents look at language for obtaininginformation on the phone and practise using it ina role play.Lesson 4Each case study is about11h to 2 hours.)�-Case st_!!Qy : Fast FitnessPeople apply for the job of turning round a chainof gym clubs.
Students discuss the candidates,listen to their job interviews and appoint thebest one.i-Giossary (DVD-ROM)Course Book Listening(DVD-ROM)Practice FileLanguage review(page 33)ML Grammar and UsageResource bank: Speaking(page 1 83)Resource bank: Writing(page 2 1 1)Practice FileWriting (pages 34-35)Case study commentary(DVD-ROM)For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections.For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individualstudents.
Where this is not the case, alternative procedures are given.70UNIT 8 .... HUMAN RESOURCESHuman resources (HR), formerly known as Personnel, is the Cinderella of company departments.Production managers manage production, sales directors head u p their sales teams, but H Rdirectors do not, strictly speaking, direct employees. They act more a s facilitators for otherdepartments: they deal with recruitment in conjunction with departmental managers, theyadminister payment systems in tandem with accounts, they are perhaps present at performanceappraisal reviews when employees discuss with their managers how they are doing, they maybe responsible for providing training; in industrial relations, they are involved in complaints anddisputes procedures, and they often have to break the news when people are dismissed.Human resources management specialists may be involved in:• introducing more 'scientific' selection procedures: for example, the use of psychometrictests to see what people are really like and what they are good at, rather than how they comeacross in interviews.• implementing policies of empowerment, where employees and managers are given authorityto make decisions previously made at higher levels.• employee training and, more recently, coaching (individual advice to employees on improvingtheir career prospects) and mentoring: when senior managers help and advise more juniorones in their organisation.• diversity: actions to eliminate racial and sexual discrimination in hiring and promotionand to fight harassment in the workplace (such as bullying and sexual harassment) andto encourage the idea that an organisation benefits when it has employees from differentbackgrounds and cultures.• incentive schemes to increase motivation through remuneration systems designed to rewardperformance.But their services may also be required when organisations downsize and delayer, eliminatinglevels of management to produce a leaner or flatter organisation, trying to maintain the moraleof those that stay and arranging severance packages for employees who are made redundant,sometimes offering outplacement services, for example putting them in touch with potentialemployers and advising them on training possibilities.Professional people who are made redundant may be able to make a living as freelancers or,in modern parlance, portfolio workers, working for a number of clients.
They hope to be o n thereceiving end when companies outsource activities, perhaps ones that were previously donein-house.This is all part of flexibility, the idea that people should be ready to change jobs more often, beprepared to work part time and so on. The message is that the era of lifetime employment is overand that people should acquire and develop skills to maintain their employability.Human resources and your studentsIn-work students will, of course, know at first hand employment issues such as job interviews andpayment systems. They may be unfortunate enough to have experience of complaints proceduresand dismissal or redundancy. Discussing these things will obviously require sensitivity and tact.Pre-work students will be less familiar with these areas, but may be about to enter the world ofwork. Allow for their lack of direct experience of employment issues.Read onWayne Cascio: Managing Human Resources, McGraw Hill, 7th edition, 2005Michael Armstrong: A Handbook of Human Resource Management Practice, Kogan Page,10th edition, 2006Derek Torrington, Stephen Taylor, Laura Hall: Human Resource Management, FT Prentice Hall,7th edition, 200771UNIT 8...HUMAN RESOURCESWarmer• As a quick-fire whole-class activity, get students tobrainstorm all the ways of getting a job that they canthink of, e.g.
looking at job advertisements, askingfriends, writing to companies, being headhunted,starting your own company. Write the suggestions onthe board.rITIVlVl0zz�IT1VlEl - 11 �))) CD2.4Do Exercise A as q uick-fire whole-class activities.Explain any difficulties.•Exercise A1curriculum vitae (CV) /resume2application formOverview3covering letter• Tell students they will be looking at the subject ofjobs and employment.4interview5psychometric test6probationary period•Go through the overview panel at the beginning ofthe unit, pointing out the sections that students willbe looking at.Quotation• Ask your students if they agree with the quote.(Students may come u p with counter-examples,such as chess-playing computers that beat worldchampions. If interested, they can find out moreabout H u bbard on Wikipedia.)•Get students to match the verbs with the nouns inExercise B and decide on a possible order.• Play the recording and get students to listen out forthe word partnerships in Exercise A (you could getthem to raise their hands each time they hear one)and check their answers to Exercise B.Exercise B1eStarting upStudents look a t t h e factors that are i m portant i ngetting a job a n d their relative importance.a• With the whole class, get students to look throughthe list and explain any difficulties.
(Don't besurprised by some of the factors. Blood group is veryimportant in Japan, for example, and handwritinganalysis is a priority in France. Ask your studentsparticularly about these.)•Get students to suggest other factors. These couldinclude behaviour o r manners and accent or way oftalking. If they don't mention these, ask studentsabout them.11- 11•Put students in pairs and get them to ask each otherabout their best and worst jobs, boss, etc., and todiscuss the statements in Exercise C.
Go round theroom and help where necessary.• With the whole class, get students to talk abouttheir neighbour's experiences and opinions, ratherthan their own. Of course, be tactfu l - especially, forexample, if an in-work student says that their currentboss is the worst they have ever had!2c3a4bSf6dPoint out that other partnerships are possible(e.g. assemble the candidates), but that the onesabove are the most likely.Possible order: 3, 2, 4, 6, 5, 1Exercise CWell, what usually happens is that an employer willadvertise a vacancy or new post - sometimes bothinside and outside the company.
Then, after they havereceived all the applications, they will screen them - gothrough and shortlist the candidates for interviewchoosing those who appear to meet the criteria forthe job. Next, they will assemble an interview panel,: which is perhaps as many as four or five people in somecases, and then call the candidates to interview. Someemployers choose to check references at this stage toavoid delays later, while others wait until after theinterview when they have chosen one of the candidates.Provided the panel is happy, the employer will makea job offer, and the successful candidate starts work.Often he or she will attend induction sessions or begiven a mentor who helps to train new staff.•Give students the example of employers looking forpeople who are honest, loyal, etc.Vocabulary: Employing the right people• Get students to work in pairs to come up with otherqualities.
You could get them to use good bilingualdictionaries or good monolingual ones, like LongmanDictionary of Contemporary English if they get stuck.Students look at vocabulary used to talk aboutrecruitment and words used to describe candidates andworkers.• Go round the room and help where necessary. Getstudents to start thinking about using the words incontext.• With the whole class, elicit some ideas.72UNIT 8DoGet students, again in pairs, to rank the qualities.eThen, with the whole class, get pairs to give theirran kings and compare them with those of other pairs.e>With the whole class, get students to match themeanings as a quick-fire activity.1g9b2i 3f10 d4j5e6a7c4 practical5 am.bitious6 enthusiastic7 methodical8 analytical9 aMQtable10 reliableGGet students to discuss the questions in pairs orthrees.oDiscuss the findings of the different groups with thewhole class.oIf there is time and interest, you could get studentsto do this task.
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