English Business Book

What do you say? 2 CLosing the deaL Look at the following strategies that may be used when closing a deal. Providing counter-argument On the other hand their after-care pac/zage is more comprehensive. Offering incentives If we could agree on the principles of the contract, I'm sure we could offer a substantial discount. Finalising price Perhaps we could compromise and agree on a discount of 15%. Coming to an agreement Let's shake on that. Did Martina and Lewis use these strategies in their negotiation? Listen again and add more phrases to the headings above. ~ CL.lture dt wurk, p q '2 Task 2 Objective: Negotiate the best deal G0 Kentwell Services leases a fleet of twelve cars used by its sales representatives. l au The current rental contract is about to come to an end. The CEO has not been happy with the quality of service and wants to negotiate a better contract with another supplier. Step 1 Preparation Look at the information and prepare for the negotiation. Group A: You work for Kentwell Services. Turn to page 96. Group B: You work for CEO Auto. Turn to page 98. Step 2 Negotiation Two representatives from Kentwell Services and two from GEO Auto meet to negotiate the new contract. Try to negotiate the best terms that you can. Analysis Which strategies did you use in the negotiation? Which areas were the most challenging to negotiate? Is there anything you would have changed? rSelf-assessment ~hink about your performance on the tasks. Were you able to: I - make a forecast? yes need more practice - negotiate the best deal? yes need more practice Unit 10 . 51

Query information Report concerns rWhat do you th ? Expense accounts Which of these items have you claimed, or would you expect to be able to claim, on company expenses? train/plane travel gifts for clients spa treatments taxis restaurant bills parking hotel accommodation bar bills concert tickets newspapers and magazines dry cleaning coffee and tea car mileage telephone calls haircuts Read the information about expenses and discuss the questions with a partner. How honest do you think people are when they claim expenses? 2 What effects might a scandal concerning directors' expenses have on the reputation of an organisation? 3 How can companies minimise false or exaggerated expense claims? British businesses paid out more than £lbn in bogus expenses last year. A third of Britons now think that it is acceptable to exaggerate expense claims. However, it is not just employees who are guilty of putting their hand in the company cash register. Recent high-profile cases of expenses fiddling include top company directors, Members of Parliament and media personalities. 52 . Unit 11

CD 26 Listen n The head of sales is having a meeting with an employee to clarify queries about an expenses claim. Listen and answer the questions. What is the head of sales doing with the expenses claims? 2 What three expenses are queried on the claim? 3 Do you think that David's responses to the queries are reasonable? Why / Why not? 4 What repercussions does this have for David's latest business trip? If you were the head of sales how would you handle this situation? What documentation or proof would you expect to provide with an expenses claim? Should the policy be the same for all members of staff? Why I Why not? What do you say? Using stress to emphasise meaning In English, stress is often used to conveyor emphasise meaning. Say the sentences below aloud to hear how stressing the underlined word can subtly change the emphasis. My main priority was to get to Madrid. (rather than anyone else's) My main priority was to get to Madrid. (rather than any other consideration) My main priority was to ~ to Madrid. (rather than stay here) My main priority was to get to Madrid. (rather than somewhere else) Underline one word in the sentences below to convey the meaning in brackets ( ). Say the sentences aloud to check. I Really, was it that much? (that's a surprise) 2 What I meant to say was that I was entertaining some sales employees from Senor Ramirez's company. (rather than Senor Ramirez himself) 3 There was a legitimate reason for that. (as opposed to the other things) I can see that J might not have explained that clearly. (rather than being unable to see) 5 I was there doing business for this company. (rather than somewhere else) 6 This claim is highly irregular. (in contrast to your other claims) 7 This is a flagrant breach of departmental rules. (rather than any other type of rule) Listen to the conversation again. Which word in the sentences above does the speaker stress? How does it change the emphasis of the sentence? Unit 11 . 53

Task 1 Objective: Quety information 's You are the assistant manager of your department and you are in charge while your manager is away. One of the clerical staff has asked you to authorise an order for office equipment. He/She is a relative of your manager. Look at the information and role-play the conversation. Student A: You are the employee. Look at the information on page 91. Think of good reasons why you ordered each item for your new office. Choose whether to bring your relationship with the manager into the discussion. Student B: You are the assistant manager. Look at the information on page 91. Underline any purchases that you think are excessive and query why they have been ordered. Decide whether or not to authorise the order. Analysis If you were the assistant manager, were you abLe to query any purchase that looked unreasonable? If you were the employee, did you clarify information where necessary? I What do you say? 2 Reporting The choice of verb that we use when reporting what someone has said can sometimes describe the speaker's emotion or attitude. Write the verbs in the box under the correct headings. Add more verbs under each heading. advise at\"I1Wttrtee believe blame claim comment concern demand feel know reply respond tell think warn beLieve announce advise Complete the sentences with the correct form of a verb above. It was your fault that we missed the flight to Dubai. She me because we missed the flight to Dubai. 2 I'm worried that our dien.t hasn't returned my calls. He's because the client hasn't returned his calls. 3 You should reall.y contact PR btifore speaking to the media. She me to contact PR before speaking to the media. 4 Listen, everyone, I've just heard I've got a new job in Sydney! He that he'd got a new job in Sydney. 5 Don't expect a bonus this year, sales are down. She me not to expect a bonus because sales are down. 6 Looh, I'm sure this data is correct. He the data was correct. 54 . Unit 11

8CD 27 Listening ~ A colleague confides information to a co-worker. Listen and answer the questions. I What type of contracts are some of the factory staff on? 2 What is the problem with their wages? 3 What was the supervisor's reaction? 4 What was her impression of conditions in the factory? 5 What are her concerns if the media reports the story? Gooe bU5ine55 pral~ke, pdCje 61 Task 2 Objective: Report concerns I Grnup Step 1 Report information Your company has recently won a prestigious ethical trading award. The company is about to launch a high-profile campaign which will emphasise the good ethical practices which the organisation prides itself on using with all its employees. Report the information that you heard in the listening exercise to a director at the company. Avoid using the verb said. Step 2: Meeting The director who you spoke to has taken your concerns seriously and calls a meeting. Your company has used the supplier for three years. It makes a specialist component for your company that is difficult to source elsewhere. Read the suggestions below and add one more idea to the list. Role-play the meeting to discuss how to resolve the problem. Speak directly with the employee: Pay the employee (in the listening exercise) a large bonus for alerting the company to the problem and arrange for her to sign a contract that would forbid her from repeating the information to the press. Change the supplier immediately. 2 Hold a low-key investigation into the claims: In the meantime, replace the ethical practices campaign with a series of advertisements that focus on price and quality. 3 Use this as an opportunity to demonstrate how transparent your company is: Hold a full-scale investigation into the claims and organise a press conference to report back your finding and what you intend to do. Analysis Were you able to report the problem without using the verb said? Could you add another suggestion to the list of solutions? Which solution did your group choose? Self- ssessment Think about your performance on the tasks. Were you able to: - query information? yes need more practice - report concerns? yes need more practice Unit 11 . 55

Identify skills Request training Prepare for an interview Task 1 Objective: Identify skills 56 . Unit 12 In an interview, a candidate may be required to: show an awareness of the skills that he/she possesses. give practical examples of how they have been demonstrated. consider any areas where skills could be developed. Step 1 Brainstorming Look at the list of skills below and brainstorm ideas about how each skill is used in everyday ]ife. Try to give an example both from work and from outside work for each one. leadership ability - problem solving - administrative skills communication skills - supervisory skills - organisational skills interpersonal skills - analytical skills - numeracy Step 2 Skills inventory Ask each other questions to find out: which three skills your partner is most confident with. if they have been able to demonstrate these in a practical way. - which three skills might need developing. Explore how he/she might develop these skills further. Were you able to identify your key skills? Were there any areas that you could develop? Did you use questiors to gam infor'llation frorr your partner?

CD tl8 In business, a mentor is someone who uses hislher knowledge and experience to guide another person's professional development. Listen to psychologist Nigel Stevens talk about what makes a good mentor. Are these sentences true or false? I A mentor needs to pass on what they know. 2 Mentees are often excited about the progress in their field. 3 Mentors should always show the superiority of tried and tested ways of doing things. 4 Mentees often have a negative view of their mentor. S It's best if men tees have help in making contacts. 6 Mentees should not be criticised by mentors. 7 HR departments need to organise the mentoring programme. 8 There is a risk that people will lose faith in mentoring if it is not carried out effectively. IrWhat do you think? What makes a good mentor? p. Discuss these questions. What personality traits do you think are necessary in a good mentor? 2 In your country, how common is the practice of mentoring? Have you had any experience of being mentored or being a mentor? Was it a positive or negative experience? What did you learn from it? 3 Who would be a good role model for someone starting out in business? Give reasons for your choice. at 0 HighLighting reasons When presenting arguments it is important to focus on facts and highlight reasons why your idea or request should be considered. Use the correct form of the verbs below to complete the sentences. advise become look seem take achieve matter slash try The new mentoring programme has _ __ _ excellent results. 2 This training is _ __ _ increasingly important for my job. 3 A good mentor can you about career development. I don't think it really whether you have formal training. S It unfair that you won't even consider my proposal. 6 I can't help but feel that my training needs are not seriously. 7 I'm just saying that we should _ _ _ _ into cost-effective alternatives. 8 The problem is the training budget by the board of directors. 9 I'm _ _ _ _ to find a compromise to suit all parties. Unit 12 . 57

8CD 29 Listening ~ Nathan Duffy is trying to persuade his manager to allow him to take an MBA Listen and answer the questions. Other than his own career development, what arguments does Nathan put forward for the necessity of the MBA? 2 How does he suggest it will make him more useful to his manager? 3 What suggestion does he have about funding? 4 What reservations does Marie-Helene have? 5 How does Nathan respond to her concerns? 6 What would you decide if you were Marie-Helene? Why? Task 2 Objective: Request training Step 1 Brainstorming What training course would help you in your present job or would be beneficial in getting a job that you would like to do in the future? Step 2 Meeting Role-playa meeting between an employee and an HR manager to discuss training. Employee: You want to organise a place on the training course from step 1. Prepare reasons why you should go on the course. In the meeting, try to highlight why it would benefit both you and your company. Try not to accept any other proposals unless the HR manager presents a good argument. HR Manager: You have a very tight budget for training this year and do not want to agree to any more training courses than are essential. Try to propose other options such as mentoring. Only agree to the training if the employee presents a good argument. AndlYSls Were you able to present a good argument? Were you happy with the decision made at the meeting? eCD 30 Listenin Chris and Melissa work for a large European fruit exporter in their UK office. Listen and answer the questions. What position is Melissa being interviewed for? 2 Why does Melissa think that her experience in other departments is valuable to the role? 3 What skills does Melissa say she has? 4 What practical example does she give? 5 What three adjectives does Melissa think would describe her? 6 What three adjectives would you use to describe yourself? 58 . Unit 12

Task 3 Objective: Prepare for an interview Your company has a fast-track career development scheme and there is a lot of competition for places. The scheme takes participants from many different professional and educational backgrounds and aims to develop skills. A candidate for the scheme has asked hislher mentor to help with preparation for the selection interview. Step 1 Preparation You are the mentor. Group A: Brainstorm how to prepare for an interview. Compare your ideas with the advice on page 97. Group B: Brainstorm questions that you think might be asked at the interview. Compare your ideas with the sample questions on page 96. A B Pdl Step 2 Discussion Prioritise the ideas from step 1 and choose a maximum of seven items to share with your partner when you are the mentor. Role-play two conversations between the mentor and the mentee. Conversation I Student A: You are the mentor. Give your partner advice about the interview and ask questions about how to approach it. Student B: You are the men tee. Discuss how you intend to approach the interview. Conversation 2 Student A: You are the mentee. Discuss how you would approach the interview questions your partner introduces. Student B: You are the mentor. Give your opinion about the questions that might be asked in the interview. Ask your partner how they will approach some of these questions. Step 3 Interview Take turns to be the interviewer and the interviewee and hold a practice interview. Student A: You are the interviewee. Answer the interview questions giving examples where possible. Ask one or two questions about the scheme. At the end of the interview explain why you think you are the best candidate. Student B: You are the interviewer. Welcome your partner to the interview. Ask interview questions and encourage your partner to give examples where possible. At the end of the interview ask why he/she is the best candidate. Analysis What advice did you find the most useful? Is there anything you would change if you were doing the interview again? r Self-assessment Think about your performance on the tasks. Were you able to: - identify skills? yes need more practice - request training? yes need more practice - prepare for an interview? yes need more practice Unit 12 . 59

Respond to an advertisement Enquire about an opening What do you h A good covering letter can get your C\\f noticed. How long do you think Task 1 it should be? Do you think it should use descriptive language or clear, simple phrases? Objective: Respond to an advertisement Read the job ad and write a letter in response. Say that you saw the advertisement in The Economist Mention your key skills and experience Say that you enclose your 0/ End the letter politely H The Henley Group This leading global company is seeking to recruit members for its management and technical teams in a wide range of positions. Do you have experience in any of the following areas? • Accounli1g an d flnarce • Design o r' pmOl.cl lon • Englneeri1g • Rescarcr ana developr-lenl • P)'ojecl l\"ldnagement • I r ilnd data rranagernem • HR 0\" adrrlr'sl\"ill) on Pre'el:ence w ill be given to canaidates who Ciln speak rno,'C tha n one language and are wiling to travel as The Henley GI-oup has branches t rroughout the world. Write a covering lette)' and send it w ith a CV to: Daw,' W ,lliilms. PO Box 8 1, Ox<ord. OXLJ<I 8JG. UK A letter to a company that has not advertised a job should show that you have researched the company and considered how your particular skills could benefit their organisation. Look at the example and match the functions 1-6 with the parts of the letter a-f. Request an opportunity to follow up the contact by telephone Address the letter to a named person within the company Show how your skills have specific relevance to the company Give evidence that you have a good knowledge of the company's business activities 5 Enquire about an opening Refer to your 0/ 60 • Writing 4

a Dear Ms Baccaro, b 1 was very interested to read in The Economist recently that Palmero Industries is expanding into the Asia market, in particular in South Korea. 1 am writing because 1believe that my experience could be of assistance in this area. clam aware that your company is considering rebranding some of its key product ranges prior to launching them in Asia. For the past eight years I have worked as a project manager in Seoul for a company which specialises in branding products. While in this position 1 have worked on international teams with organisations throughout the region. With this experience 1 believe that I am ideally placed to help your company in its new venture. d As you will see from my enclosed CV, I have excellent managerial, language and organisational skills and extensive experience in co-ordinating projects between European and Asian companies. I have the highest regard for Palmero Industries and would be pleased to outline ways in which your rebranding operation could be achieved with maximum impact for your products. e I would also like to enquire whether there are any suitable positions available at this exciting time for the company. f I would be grateful if you would take a brief telephone call from me next week to see if you are interested in discussing this further. Yours sincerely, Objective: Enquire about an opening Step 1 Make notes mReaskeaernchoteins.formation about a company that you are interested in and R~oeosekaracthretcheenct onmewpasnaybowuetbtshitee and find out ab~ut . . activities. com Its bus mess mvolved in. pany or projects that the company is cNoomtepaanreya.s where your skills and expen.ence mi.ght be useful to the Step 2 Write the letter ~ms.ePyeorusornnaolitsees tthoewlertitteerasolettthearttiot sahcomp~ny that you are interested company and demonstrate how ows. t at you know about the use. Enquire whether they have aynoyuorpseknIlilnsgosraetxtpheerimenocme ewnotu. ld be of Writing 4 .61

Communication Unit 1 Formal and informal feedback Fonna} feedback When conducting an appraisal it can be useful to: start with a positive statement. use open questions to encourage discussion. be constructive when giving criticism. explore reasons for poor performance and look for ways to resolve the problems. agree objectives and outline the actions needed to achieve them. Infonnal feedback When giving informal feedback it is useful to consider the following: - Time: give feedback near to the actual event. Place: positive feedback can be public or private. However, if the aim is to discuss a particular problem then it is best done in private. Language: use specific examples rather than general statements. Avoid personal comments, focus instead on the behaviour and its consequences. Unit 8 Communication techniques Using clear, non-confrontationallanguage can help cummunication. The following techniques can be useful: Closed questions: Are useful when information is needed directly and quickly. They elicit limited responses. For example, Did you phone the client to teU him that the delivery would be late? Open questions: Are useful for eliciting a person's thoughts or feelings about a subject. For example, How did you feel when you heard that the deadline had been changed? Repetition: Repeating one or two key words to encourage the speaker to continue. It, does not indicate that you agree with what has been said, just that you are listening. For example, you feel demotivated .... Paraphrasing: Repeating what the speaker has said in your own words. This is useful for checking that you have understood correctly. For example, So, the budget cuts mean that you have to order less stoch? Clarifying responses: Asking for specific examples or interpreting attitudes. For example, Could it be that the organisational changes left you feeling unsure about your role? and Could you give me an example of when you felt the team didn't listen to your contribution? Labelling: Gives a name to the feelings coming from the speaker even if they are unspoken. It is not confrontational or overly direct. For example, I can see that you feel very strongly about this and I can still hear anger in your voice even though you say the problem is resolved. It can be useful when it is necessary to explore uncomfortable subjects or to clarifY when the speaker's words and attitude contradict each other. 62 . Good business practice

Unit 12 Giving advice We may be called on to give advice both in our professional and in our personal life. Although it may be tempting to offer advice, it is generally a good idea to wait until the person in question asks for your input. This is not always possible in work situations where your position may require you to comment on a junior colleague's actions or performance. Cultural factors will influence how advice is requested and given (for example, how direct or indirect the language is). It may be useful to consider the following: - Look at the situation from the other person's viewpoint Try to avoid 'I' statements (If I were you I would ...). . Focus on the things that can be learnt from the situation. Is there anything that could have been done differentLy? rather than You shouldn't have done that. Let the person tell you in their own words. Try not to interrupt with your own story (That's exactLy Like the time when I ...). Show that you are listening Focus attention on the speaker, ignoring any distractions around you. Use gestures, sounds and expressions to express interest. Summarise key information to check that you have understood. (So you were disappointed with your appraisal?) Use questions to help the speaker discover information. (How do you think the project is going?) direct attention to a problem. (Why do you think team morale is low at the moment?) encourage solutions. (So, what do you think would improve this situation?) Leadership skiLLs Unit 2 Motivating others Good leaders and managers are usually able to motivate others. On a basic level, that means communicating a shared vision so that everyone is working towards the same objective. However, motivation has many different forms. Individuals are motivated by different things: praise, money, fear, pride, status, success, career-development, a desire not to let down the team, the satisfaction of completing a task well, etc. It is important not to assume that what motivates one person (or yourself) will always motivate others. Individuals and organisations change and a good motivator will adapt to those changes. When giving someone responsibility, clarifY aims and set achievable goals. Trust the person to do the task in their own way but give support when required. Recognise and reward good performance as soon as possible. Communicate how individual performance contributes to organisational results. Show an individual or group how their efforts have made a difference. Good business practice . 63

Unit 3 Managing change When planning change, it is important to understand where potential resistance might come from. To help people come to terms with proposed changes it is useful to: communicate how the change will benefit the person or group involved. help people to visualise what the change will look like. highlight the things that will remain unchanged. anticipate any objections that might be raised. keep people informed about progress so that they feel part of the process. manage expectations; don't promise improvements or results that are unlikely to materialise. Before implementing change consider these questions. - Why is it necessary? (Communicate clearly the reasons for the change.) - Who is affected? (Which individuals or groups need to be consulted or are likely to react negatively?) - What's in it for you? (Highlight the positive aspects of the change for the person/people involved.) - What will happen? (Choose the most appropriate way to keep people informed: email, meetings, etc.) Presentations Unit 4 Speaking to an audience There is no better way to appear at ease in front of an audience than knowing that you are well prepared. This includes ensuring that the talk or presentation has been adequately practised, that any audiovisual equipment has been checked and that possible questions have been anticipated. However, the act of speaking in front of an audience can be improved by focusing on the following areas: Breathing To control stress, take a few deep breaths in through the nose and out through the mouth. Gradually extend the amount of time for which the breath is inhaled. This can help to control a racing heart and other physical manifestations of stress. Body language Check that your body language is open and non-aggressive. When addressing an audience speak to the back of the room. Intermittent eye contact with the audience helps to build a connection more than fixing your gaze solely on your notes or an autocue. Keep fidgeting to a minimum in order to give an outward impression of calm. Voice Keep your tone of voice level and calm. When addressing an audience practise by recording what you are going to say. If reading from a script, underline words that you want to stress. Control the speed of your delivery, speeding up slightly when you want to increase the audience's energy and slowing down a little when emphasising important information. 64 • Good business practice

Unit 7 Presenting factuaL information To help a presentation of facts and figures have maximum impact, it is useful to consider the following: Preparation Choose facts and figures wisely to keep complexity to a minimum. Adapt your presentation to suit the audience. Do any facts or figures need explanation, clarification or simplification? Use visual aids to highlight key information and focus audience attention. Include only key facts, figures or data on the slides or in powerpoint presentations. Provide any additional information verbally. Prepare a handout for the audience to summarise and reinforce key points. Giving the presentation Start by clearly stating the aim of your talk. Outline the main areas you intend to cover. Clarify whether questions will be taken at the end or during the talk. Repeat key information at the start and end of the presentation. Try not to overload the audience by going into unnecessary detail. Give clear verbal direction when presenting visual information to tell the audience why it is important but do not simply read what is written on the screen or slide. Summarise key points. Invite questions. Negotiating Unit 5 Presenting arguments In meetings, presentations and negotiations how you say something can be as important as what you say. Preparation Prepare carefully so that you can present your argument without reading from notes. Prioritise key information and structure your argument so that it is easy to follow. Use appropriate formal or informal language depending on the context and audience. Delivery- Look alert and professional. It is estimated that body language has eight times more impact than the actual words that we use to present an argument. Before speaking, take a few deep breaths. Speak in a clear, calm and confident voice. Present your argument succinctly, giving examples where appropriate. Organise information clearly (first of aU, secondly, moreover). Stress key words and avoid tentative language (e.g. might, maybe, perhaps). Emphasise the positive aspects of your argument rather than focusing on the negative points of the opposing viewpoint. Good business practice . 6S

Unit 10 Concluding a negotiation I When negotiating across cultures, it is important to recognise that different styles of negotiation may be employed. These will include differing expectations of how long the negotiation will take, who will be involved in the decision-making process and contractual arrangements. The conclusion is an opportunity to end the negotiation on a positive note. The end of a negotiation is most productively seen as a time to consolidate not only the deal but the future relationship. Have patience in the final stages. Use the time to build trust. Emphasise common goals. Summarise key points. Repeat the main agreements. Identify any actions that need to be taken. Thank your host or guest for their participation even if agreement has not been reached. If appropriate, follow up agreements in writing. Socialising Unit 6 Networking Effective communicators are open to opportunities to speak to a variety of people, not just those who are obviously 'useful' in a professional sense. Use networking situations as a chance to exchange ideas, information and experience and to build relationships. The following may be useful when you are next in a networking situation: Be the first to approach: introduce yourself clearly and confidently. When meeting new business contacts it can be useful to use an 'elevator' speech: describe who you are and what you do in ten seconds or less. Try to spend as much time listening as talking. Use open questions (what, where, why, haw, etc.) to help the conversation flow. For example, at a conference you could enquire about why the person is attending, what they are particularly interested in, how they heard about the event, what talks they hope to attend, and so on. Be sensitive to the other person; if they do not seem interested in taking part in the conversation politely move on. Even if the conversation is going well, avoid monopolising people. After eight to ten minutes excuse yourself with a pleasantry such as It was nice meeting you. Where appropriate, offer your business card and ask the other person for his or hers. Follow up any contacts that you make at an event by sending a short email to say that it was good to meet him or her. 66 • Good business practice

Meetings Unit 9 Generating ideas Brainstorming meetings require participants to come up with a number of ideas quickly. The participants do not criticise or analyse suggestions. At a later stage the ideas can be evaluated and the most useful may be implemented. However, for those who do not regularly have brainstorming meetings, it may not always be easy to think of ideas to order. Some ways to encourage creative thinking include: Create a safe environment where participants do not think that there is a 'right' and 'wrong' answer. Give a brief summary of the topic that is being brainstormed. This not only helps to focus minds, it also gives participants time to think before they respond. Make sure that every idea is noted and is clearly visible (for example, using a flipchart, blackboard or an interactive whiteboard). Encourage participation and welcome ideas. If a participant is moving away from the topic, gently guide himlher back to the subject. If certain members seem to be dominating the meeting, invite other participants to contribute (So, Jane, what do you think about ...). Be open minded about all suggestions and be willing to consider ideas that go against your own opinions. Unit 11 VerbaL reports Verbal reports should be brief and clear. It is a good idea to research and prepare carefully, just as you would for a written report. The following structure is useful when preparing a verbal report. Issue: Introduce the main issue at the beginning of the report. For example: I'd like to update you about a delivery problem we're having with a company called APS Supplies. Facts: Introduce factual information or examples to clarifY the issue for the listener. For example: Their deliveries have been late three times this month and it's making it dijjicult for our sales department to meet orders on time. I've spoken to their logistics manager but the problem hasn't been resolved. Options: Say what can be done, include information about benefits, costs, etc. For example: We couLd either approach other suppliers or formally discuss the problem with our current supplier. As their products are such good quality, it would be dijjicuLt to find another company that could match them at such short notice. Proposal: Say what you think should be done. For example: Their contract is up for re-negotiation early next month. So, I suggest we notif!:J them of the problem in writing and include penalties for late deliveries in the new contract. In the meantime, I'll source other suppliers in case we need to use them in the future. Good business practice . 67

Unit 1 Culture, motivation and feedback The factors which motivate individuals can differ from culture to culture. Similarly, when performance is evaluated the method of feedback or appraisal can either encourage or demotivate staff. When deciding upon motivators and methods of feedback it is important to take the cultural context into consideration. Which is closer to your culture? Complete your culture profile on page 74. Autonomy cultures ~Consensus cultures Motivators A desire to achieve as an A desire to be recognised as a individual. valuable part of the group. Feedback style Formal and direct. The Indirect. 'Face' is very important. focus is on performance Feedback is usually to the group and the personal strengths rather than to the individual. of the individual. Two-way The style is informal and communication is expected continuous rather than in a in the context of a one-to-one formal meeting. meeting. Unit 2 Attitudes to leadership Different cultures may have contrasting expectations about what makes a good manager or a good leader. While some might see individualism and strength as important qualities, others value a more collaborative approach. Here are some different criteria for leadership. Which is closer to your approach? Complete your culture profile on page 74. Attitude to Individualistic Collaborative employees Should be judged and rewarded Should be judged and as part of their group. Attitude to time rewarded on individual performance. See how goals fit in with tradition as well as the present Have long-term, future- and the future. oriented goals. Aim is to instruct and guide. Attitude to Aim is to facilitate and Status is connected to factors that are linked to society as a management role empower. whole. Attitude to career Status may be earned development through performance and achievements. 68 • Culture at work

Unit 3 Attitudes to uncertainty In modern business, organisations and countries are increasingly interconnected. Although change is sometimes limited to a country or continent, it can also affect business on a global scale. This can manifest itself in shifts in financial markets, technical innovation or social developments. How society deals with change is linked to how a culture deals with events that are unusual or unstructured. Uncertainty-avoiding cultures use rules, laws and contingency plans to minimise the risk of unknown situations. Uncertainty-accepting cultures prefer to have as few rules as possible. They are generally tolerant of ideas and opinions that are different from their own. Which is closer to your culture? Complete your culture profile on page 74. Uncertainty avoiding Uncertainty accepting - New ideas and concepts can be difficult Innovation and experimentation is to introduce. encouraged. In business, risks are generally avoided. In business, risk is embraced. The country or culture often has a long The country or culture often has history with a homogenous (rather than a younger history with a diverse multicultural) population. (multicultural) population. Unit 4 Truth and reality How a culture determines truth and reality has an impact on how information is presented. While some cultures rely on facts and figures, others attach more importance to feelings and intuition. Look at the information below and decide which is closer the way that truth and reality is viewed in your culture. Complete your culture profile on page 74. Facts and figures Feelings and intuition Believe that truth is the same as facts Facts and figures only represent truth if and figures. The facts and figures may they feel right. Intuition and emotions be open to different interpretations and are as important as data. analysis but good decision making is based on provable, measurable data. It is not unusual for the decision-making process to take into account influences The decision-making process is based such as astrology and feng shui. on a combination of logic, theory and lessons learnt from practical experience. Presentations are fluid and allow for spontaneous interaction with the Presentations are structured. Formal audience. presentations usually keep audience interaction and questions until the end. Culture at work . 69

Unit 5 Attitudes to presenting information The way that individuals present information in a meeting, presentation or negotiation -1High-context communication can differ from culture to culture. Look at the information below. Which way of communicating is closer to your culture? Complete your culture profile on page 74. Low-context communication An exchange may begin with general The speaker gets down to business conversation to build the relationship. quickly; small talk is not encouraged. The message is delivered non-directly. The message is delivered directly and gets to the point quickly. Context and background information is Context and background information is implied. explicit. Non-verbal communication is integral to = lWords carry more weight than non-verbal the message being communicated. communication. The listener relies on the speaker's verbal and non-verbal cues in order to interpret The listener will focus on the meaning. information, facts and opinion being communicated. The listener is alert to implied as well as The listener expects meaning to be overt. explicit content of the message. Conflict of opinion is taken personally. Conflict of opinion is non-personalised. Explicit conflict of ideas will be avoided In situations where there is a conflict of or differences wiJl need to be resolved opinion, the focus is on open discussion before moving on. and the search for rational solutions. Unit 6 Networking etiquette Here are two areas where cultural differences can impact on networking etiquette. Look at each section and decide which is most appropriate for your culture. Complete your culture profile on page 74. Business cards In some cultures, business cards have great importance. The presentation and viewing of the card is formal and done with care. Cards are often presented with two hands with printed information presented so that it faces the recipient. When a card is received it is read in detail. Often details may be commented upon before the card is carefully put away. In contrast, other cultures have a more informal attitude to business cards. They can be written on or they may be put in a pocket or bag without even looking at them. Another consideration is the point at which business cards are exchanged. In some cultures business cards are exchanged soon after meeting; in others they are exchanged when parting. Titles In some cultures there is an informal attitude to the use of titles. Conversations often move quickly to a stage where first names are invited. Similarly, titles such as Professor, Doctor, etc. are often used mainly in professional contexts. However, other cultures have a more formal attitude. Titles of all types (including Mr, Mrs, Miss/Ms, Doctor, Professor, etc.) have greater importance and are used when addressing the person as a sign of respect. First names should only be used when the person that you are speaking to indicates that this is their preference. 70 • Culture at work

Unit 7 Attitudes to the environment Attitudes to nature and the environment can vary according to environmental context. In a culture with an internal control orientation there tends to be an attitude that the environment can be dominated or controlled. In contrast, in a culture with an external control orientation there is more emphasis on adapting to the environment. Look at the information below and decide which orientation is closer to your culture. Complete your culture profile on page 74. Internal control External control The goal is to control the environment. The goal is to work with the environment. Nature is a mechanism. Nature is an organism. Expertise will allow dominance over People and organisations are a product of nature. nature. Do not believe in luck or predestination. Believe we are part of a greater whole. Actions are dictated by an individual's Actions are adapted to external inner will. circumstances. Unit 8 Managing conflict Tn multicultural teams, individuals may use different approaches when dealing with conflict. Cultural issues will have an impact on the amount of co-operation within the team and whether team members focus on decisions that benefit the individual or the group. Look at the information below and decide if you are more individualist- or relationship-oriented. Complete your culture profile on page 74. Avoidance Avoidance of conflict may sometimes be used in both individualist- and relationship- oriented cultures. It may be used in individualist-oriented cultures where power is low or unequally distributed. In relationship-oriented cultures, it may be used in situations where it is important to save face and maintain relationships. Confrontation In some individualist-oriented cultures, if a problem is not resolved by referring it up the hierarchy of an organisation (avoidance) then the next step may be a strike or other forceful action (confrontation). In team situations, individualist cultures are more likely to argue a specific viewpoint, pushing for their individual ideas to be accepted by the group. There can be an emphasis on 'winning' arguments as opposed to the good of the group. In relationship-oriented cultures there is more emphasis on the good of the group. Finding a solution which accommodates all parties will usually be more important than concepts of winning or losing. Collaboration In individualist- and relationship-orientated cultures where power is shared on more equal terms, there is more likely to be an emphasis on mutual benefits and mutual gain when managing conflict situations. Concern for the maintenance of relationships will also inform how conflict is handled. Culture at work . 7]

Unit 9 Exchanging ideas Cultural considerations need to be taken into account when participating in meetings where ideas are generated and exchanged. In collectivist cultures consensus and the harmony of the group is important, in contrast to individualist cultures where participants may compete to come up with the best idea. Similarly, in some cultures it may be acceptable to interrupt and talk across others during a meeting. In other cultures this could be considered disrespectful. Look at the information below and decide which is closer to your attitude to exchanging ideas in a meeting. Complete your culture profile on page 74. Collectivist: Emphasises 'we' Our main consideration is to be good group members. We may be reluctant to offer direct opinions in case it reflects badly on other members of our group. We try to avoid situations where we have to criticise others. We're also likely to avoid direct confrontation because we do not want to lose face with others. Individualist: Emphasises '1' In meetings I usually try to promote myself and my ideas in the best possible light. If others interrupt my ideas or disagree with me I don't take it personally; likewise, if I interrupt others or express disagreement it is not personal. When necessary I'll act competitively and deal with confrontation in order to protect my self-respect. Unit 10 Decision making Cultural factors playa part in how decisions are made in companies. In some cultures, the power to make a decision rests in the hands of one person or a few people, in others a number of people may be involved in the process. The level of formality may also differ; for example in one company important decisions may stay inside the boardroom while in others they may be decided over lunch. Look at the information below and decide which is closer to the way that you prefer to make decisions. Complete your culture profile on page 74. Consensus Centralised - ---------...., A number of people may contribute to Decisions are usually taken by an the decision-making process. individual or central office. Problem solving is seen as the Problem solving is carried out with responsibility of the group. guidance from management. Considered decisions are valued. Speed of decision making is valued. Time is taken to collect information, Quick decisions are seen as a sign of discuss alternatives and consult those determination and strong leadership. involved. 72 • Culture at work

Unit 11 Business ethics Ethics are often close to our core values and for that reason can be regarded as fixed and universal. However, definitions of right and wrong can vary between cultures. In recent years business ethics and codes of conduct have become increasingly important for companies. Many produce mission statements to allow shareholders, stakeholders, customers and suppliers to understand what they stand for. Below are two examples of different views of business ethics and how they are approached and applied. Which is closer to your culture? Complete your culture profile on page 74. Universalist Particularist Business ethics are generally considered Business ethics are generally shaped by to be personal moral judgements the community rather than the values of based on individual responsibility and an individual. accountability. Business ethics are generally applied to Business ethics are generally based on specific circumstances. rules and regulations that apply to general circumstances and to everyone. Business ethics are generally shaped by social control, so can be internal rather Business ethics are generally written in than written. the form of codes of conduct or lists of rules and regulations. Unit 12 Attitudes to hierarchy In some cultures, a mentor has a parental role, while in others he/she is more of an equal. One aspect which contributes to this is the cultural attitude to hierarchy. Countries which display high power-distance relationships tend to have greater respect for authority figures and are generally expect to be obedient to those in a higher social position (parents, teachers, mentors, managers). In contrast, countries with low power-distance relationships are more likely to question authority and require more equality in relationships. Does your culture have high or low power-distance relationships? Complete your culture profile on page 74. High power-distance Low power-distance Accept more paternalistic power Expect more democratic power structures. structures. People relate to one another in People relate to one another as equals accordance to their position in the formal regardless of formal positions. hierarchy. There is a respect for authority. There is a respect for individuality. Subordinates expect supervision. Subordinates expect autonomy. Those in power tend to emphasise their Those in power tend to minimise their position. position. Culture at work . 73

Ilfflil. Culture, motivation and feedback I Ilffli', Attitudes to leadership I Ilffli'. Attitudes to uncertainty I IlfflilJ Truth and reality I Ilfflil' Attitudes to presenting information I Ilffli'l Networking etiquette I Ilfflin Attitudes to the environment I Ilffli':' Managing conflict Ilffliil Exchanging ideas I Ilfflille' Decision making I Ilfflil\" Business ethics I IlffljlfJ Attitudes to hierarchy I 74 • Culture profile

Contrast and similarity Ex e rci ses Single sentences Choose words and expressions for similarity or contrast to complete the email. In single sentences the following words and expressions are used. o Keywords 0.1 Contrast Cot Mail Reply Rep y AI Forward SeOlfCh unlike (prep) in contrast to (phrase) Hi Doug, unalike (adj) while (conj) I understand that you are having problems with your new assistant. I had a ' similar/similarly whereas (conj) experience a few years ago. 2Unlike/As you, I didn't have a manager that I could discuss it on the one hand ... on the other hand (phrase) with . 30 n the one hand/Whereas I wanted to demonstrate that I could do my job, \"while/on the Similarity other my motivation was being badly affected. My work was suffering. SOn the contrary/Nevertheless Like/as (prep) similar (adj) I decided to speak to the person concerned. I similarly (adv) alike (adjladv) discovered that he felt insecure in his new job. as ... as (adv) I thought he was being unhelpful 6whereas/in contrast to he was simply shy. 7Likewise/However, Unlike many managers he appreciates his staff. the difference in your case is that you have already tried to speak to your assistant and have Like many c011sultants he works freeLance. had a negative response . 8Conversely/ln contrast to my situation, this is a problem where someone On the one hand, we need to increase training needs to intervene. but, on the other hand, we need to keep within budget. Sonte managers use the carrot to motivate employees whereas others use the stick. Connected sentences Use the words and expressions below to connect these sentences. The following words and expressions are used to show contrast or similarity in consecutive or conversely on the contrary however similarly connected sentences. I haven't been on his training course, _ _ , Keywords I've heard that it's very good. 2 We have a lot in common. I work in IT; Contrast she studied software design. 3 I didn't say that you performed poorly in the nonetheLess (adv) nevertheLess (adv) tests, _ _ , I said that you did very well. 4 It is possible to bring out the best in your staff however (adv) converseLy (adv) and, _ _ , it's possible to bring out the worst. on the contrary (adv phrase) A[dSJdAUO:) to AH!llUO::> d\\.(l uo £ A[JB[!WIS Z JdAdMOlj 1 'l aSp.laX3 Ol Aa)l Similarity OJ jSBljUO::> U\\ 8 ldAdMOH L SBdldljM 9 SSd[dljlldAdN S similarly (adv) Likewise (adv) JdljlO dljl uo to pm?lj dUO dljl uo £ d~![Un Z lBI!W!S I It's true that this company offers generous benEjits. 1 aSp.laX3 Ol Aa)l NonethelesS/Nevertheless/However, I'm looking for a position that's more chaLLenging. A good leader wiLl inspire tlte team. Conversely/ On the contra'Y!:1, poor leadership leads to demotivation. Too little praise can be a problem. Likewise too much can make people thinl~ you aren't sincere. Grammar reference . 75

Continuous forms Exercises The present continuous has the following uses. Match the sentences 1- 5 with the contexts a-e. • Things happening now and temporary situations He was looking at the proposal when we got He's working as a consultant in Madrid for six the email to say that the budget had been cut. months. 2 I'm looking at the proposal after the meeting. 3 They've been discussing the proposal for • Planned future events months and not made any progress. We're having a meeting next week to discuss 4 Changes to the pricing structure were the changes to the schedule. announced after the proposal had been agreed. 5 He's looking at the proposal and will let you The past continuous has the following uses. know. • To give background information a the action began in the past and is unfinished We met while we were attending a course. b the action was interrupted in the past c the action is happening now • Interrupted actions d the action took place prior to another past Our supplier was doing a good job but he stopped trading. action e the action will happen in the future The present perfect continuous has the following uses. Choose the best option, a, b or c, to complete the sentences. • Events which began in the past and are continuing at the time of speaking Next quarter, we __ the new policy. I've been showing James the changes to payroll a were implementing procedure. b 're implementing c 've been implementing • Events which are still incomplete They \\Ie been carrying out a force field 2 Before their financial problems they _ _ to analysis. They should be finished soon. open a new plant. a 've been planning The past perfect continuous has the following b 're planning uses. c 'd been planning • To refer to temporary events that were taking 3 We seem __ some technical problems. place before a time in the past a to be experiencing Then we discovered that he had been talking b were experiencing to other employees about confidentiaL changes. c are experiencing Continuous infinitive forms have the following 4 The R&D department _ _ a new model for uses. some time now. a to be developing • In the present or perfect after certain verbs such b have been developing as appear, hope, seem, want c are developing Staff seem to be accepting the new production scheduLes without any concerns. qt e£ :lZ ql 'Z ;)SpJ;)X3. Ol A;))l :l'.; pt e( ;)Z ql I ;)SpJ;)X3. Ol A;))l 76 • Grammar reference

Paired structures Exercises Correlative conjunctions Complete the memo with correlative conjunctions. Correlative conjunctions have the following uses. We have talked to all the parties concerned and • To refer to two different options, interpretations _ _ _ the staff nor the unions are willing to or si tuations Either we pay passengers compensation or we accept our offer. 2 it became clear that no offer them aLternative flights. Whether they accept our offer or not wiLL agreement was possible then we looked for other depend on a number offactors. solutions, The options are that we 3 offer • To refer to two things in the negative our clients alternative holiday dates or we give them Neither the board nor the staff wanted tl1,e company to faiL. a full refund. Initial research suggests that 4_ _ _ • To refer to two things that share a common people will agree to these arrangements but others feature will seek compensation . This puts us in a difficult This course of action wiLL both/not only soLve position, 5 , the financial implications will the probLem and/but aLso improve our image. As well as interviewing the CEO the media anger our shareholders but, on the other, any bad aLso taLked to staff. press could damage our company, As our reputation • To indicate contrast Some passengers have been jlolAm home, others suffers, 6 do our shares. 7 we survive have bee11 put up in hoteLs. this crisis or not will depend on how we handle this • To show a chronological link between two things situation. A rapid response will 8 reassure our Once we reaLised tl'Le scaLe of the probLe1'H then customers but also save our company. we were abLe to take appropriate action. Complete the sentences with paired • To indicate a relationship of cause and effect comparatives using the words below. As our reputation suffers, so do our shares. complicated cold difficult soon angry simple good productive impossible Paired comparatives intelligent happy popular The first clause or phrase introduces a situation As we discovered in the meeting, _ _ the and the second clause expresses the consequence. problem, __ the solution, unfortunately. The quicker we act, the more successful the outcome wiH be. 2 Let's act quickly. The _ _ we resolve this, the Write a press reLease; the sooner the better. _ _ it will be for our share price. 3 From experience, I've found the _ _ the journalist, the __ the questions. 4 We believe in motivation, the we can make the team, the _ _ they will be. 5 We find that in winter, the _ _ it gets, the _ _ tropical destinations become. 6 The airport staff announced the cancellations and the _ _ the passengers became, the _ _ it was to help them. a\\q!ssodw! a.lOW 'la!l~m? 9 lB\\ndod alOW 'lap\\OJ S aAIPnpOld alOW 'lalddBl[ t l\\nJ8::JIP alOW 'lUa~malUJ alOW £ laHaq 'lauoos Z palBJ!IdwoJ alOW al[l 'la[dw!s al[l 1 'l asp.laX3 Ol Aa)J AIUO lOU 8 lal[ldl[M L os 9 pUBl[ auo al[l uo S awos t lal[lld £ aJUO Z lal[llau 1 1 asp.laX3 Ol Aa)J Grammar reference . 77

Discourse markers Exercises Some discourse markers are used mainly in speech Complete the conversation with the but not in writing and vice versa. discourse markers below. Discourse markers have the following uses. .. To enumerate and order information afterwards by the way so by and large well besides as a matter of fact first of all Writing: jirst(ly), second(Ly), etc., initially, for instance actually eventuaLLy, ultimately,jinaLLy, last(ly), then, next, before, after A: I told Charles that I didn't want to move. Speaking: jirst of aLL, afterwards I enjoy my job and 1_ _ the journey to work .. To add additional information and give is longer if I move branches. examples Writing: for example, such as, i.e., moreover, B: What did he say? furthermore, in addition A: Well, 2_ _ he wasn't happy but 3_ _ he said Speaking: for instance, Like, on top of this, besides, too, say that he understood. II To signal contrasts and similarities B: But there must be someone else who could do Writing: however, nonetheless, on the other hand, although, whereas, despite, in fact, in that job. 4_ _, David's well qualified. contrast, rather, similarly, yet A: 5_ _ I suggested David for the job but Charles Speaking: as a matter offact, actuaLLy, anyway, though didn't seem keen. .. To indicate cause and result B: I suppose they want someone with analytical Writing: as a result, therefore, consequently, hence, thus skills and,6_ _, David's experience is in Speaking: so, that's why financial services, isn't it? \" To generalise and summarise A: That's true. 7_ _, strictly between you and Writing: on the whole, in general, generaLLy me, I heard he could be promoted to head of speaking, to conclude, in conclusion, to sum financial products by the end of the year. up B: 8_ _ he probably wouldn't consider a move Speaking: by and large, mostly, mainly at this point, would he? \" In conversation to indicate speakers' attitudes A: 9_ _, I suppose we'd better get back to work. OK, right, actuaLLy, weLL, by the way, so I'll pop into your office later. B: OK. Oh, 10_ _, can I you bring last week's 'J'! 6 lJAOJlOW 8 AIJlBW!lln L AIIB!l!UI 9 JldwBXJ 10.1 S financial report with you when you come? lJAJMOH t IB1JUJ~ UI £ JlO]JDLJl Z JO llnSJl B SV 1 Choose the correct discourse markers to Z ;}SP.l;}X3 Ol A;})l complete the memo. ABM JLJl Aq 01 IJJM 6 1Generally speaking/As a result of recent meetings, OS 8 lJBJjO lJnBW B SV/AnBnpV L there has been speculation that amendments to J~lBJ pUB Aq 9 AnBnPYlPBJ JO lJnBW B SV S financial policy will have an impact on departmental JJUBlSU! lOd t SplBMlJijB £ liB JO lSJY Z SJp!SJq 1 budgets. 2Therefore/Yet I would like to clarify the present position. 31n general/Consequently, 1 ;}SP.lJX3 Ol AJ)l most budgets will remain unchanged in the short . term. 4Whereas/However, there will be some exceptions. 5For example/Such as, there will be will an immediate review before further expenditure in Marketing and Design is agreed. 6Initially/Firstly, all other departments will continue as they are but 7ultimately/after departmental spending will be reviewed in all areas before the end of the present financial year. SAlthough/Moreover we request that any departmental expenditure exceeding $500 (9thus/i.e. training, travel, etc.) is countersigned by the Finance department. 78 • Grammar reference

Third conditional Exercises The third conditional has the following uses. Match the beginnings of the third conditional sentences 1-6 with the endings a-f. • To talk about past situations or events and to speculate about the outcomes that resulted rf you hadn't told me that there would be or could have resulted from them or from an healthy returns, ... alternative course of action 2 If you had made more contacts at the trade fair, .. . 3 We wouldn't have attended the conference if .. . The clauses in conditional sentences of this 4 They would have generated more ideas .. . type can take the following forms. S We might not have been able to attend .. . 6 If you had met him ten years ago, you .. . • affirmative + affirmative a if they had held a brainstorming meeting first. Ifwe had had nwre time, we would have b we hadn't seen the advertisement in the trade been able to prepare a better pitch. paper. • negative + negative c if the date of the meeting hadn't been changed. d I wouldn't have invested in the company. If we hadn't met at the conference, vve e wouldn't have recognised his entrepreneurial wouldn't have been able to worJ~ on a joint venture together. talents. • negative + affirmative / affirmative + negative f we might have been able to send out more If we hadn't changed the concept, we would copies of the new brochure. have had more chance of sec'Uring backing. Complete the third conditional sentences Other third conditiona fonns with the correct form of the verbs in brackets. The third conditional is also used in association If we had worked later last night, we _ _ with the past modals should have, could have, (finish) the presentation by now. might have. 2 It would have been better if you _ _ (speak) to the person in charge. If they had explained their idea in a better way 3 If they had spent longer on the concept stage, they _ _ (not lose) the potential backers. they might not have lost our support. 4 If you had introduced yourself at the seminar, I'm sure he _ _ (want) to discuss your ideas. S They wouldn't have contacted me if I _ _ (not send) them some of my designs. 6 The company might not have imported the games if they _ _ (know) more about the suppliers' working conditions. UMOU:>[ PB4 9 lUdS l,UpB4 S p;JlUBM ;JAB4 PlnoM y lsol ;JAB4 l,uPlnoM I: u;J:>[ods PB4 Z P;J4S1U1j ;JAB4 prnoM I 'l ;}SP.l;}X3 Ol A;})J ;J9 :JS By ql: ]Z PI I ;}SP.I;}X3 Ol A;})J Grammar reference . 79

Future perfect Exercises Future perfect simple Complete the sentences with the future The future perfect has the fol1owing uses. perfect simple form of the verb in brackets. • To make statements and projections about I I _ _ (send) the report by next Monday. events and situations in relation to a time in 2 How much _ _ (spend) on biofuel research the future by the end of the decade? • To describe actions that will be completed j We _ _ (reach) an agreement by the end of before or at a certain time in the future the meeting. The future perfect is usually associated with a If scientists refuse to share knowledge, they clause or phrase with by, when or ifwhich situates _ _ (miss) an opportunity to find a solution. the future time or moment in relation to which the S In two years' time our company _ _ (be) in statement or projection is being made. existence for a century. By the time leaders pay attention to the water 6 If we each take action to reduce waste, we shortage we will have missed several opportunities _ _ (try) our best to save the planet. to solve the problem. 7 The exciting thing is that this data _ _ (not be analysed) in this context before. If we find an efficient alternative to fossil fuels the P These theories _ _ (not be tested) by the time years of research won't have been wasted. we make our decision. uture perfect continuous Choose the best option, a or b, to make The future perfect continuous has the future perfect simple or future perfect fol1owing uses. continuous sentences. • To talk about anticipated events that will be By next May, they _ _ the new laboratory for happening at a given point in the future more the eight years. a '11 have built • To describe an incomplete or uninterrupted .) 'II have been building activity 2 By six o'clock I _ _ on three different By next year the hydroelectric plant will have experiments. been running for a decade , so we'Ll carry out a detailed assessrnent. '11 have worked 'II have been working The following adverbials can be used with the By this time next year we _ _ this research future perfect. and written up our findings. '11 have completed By 2025 '11 have been completing Btifore next year How long _ _ at this college by the time you In ten years' time graduate? This time next week will you have studied will you have been studying q9 es qt e£ ez qI If we don't finish it by tonight we _ _ the 1: <lSP.l<lX3 Ol A<l)f deadline. '11 have missed P<llS<ll U<l<lq <lAelj l,UOM 8 '11 have been missing p<lShjeUe U<l<lq <lAelj l,UOM L € The energy awareness campaign _ _ for twelve months by June and it's still proving P<lUl <lAelj ]]1M 9 very popular. U<l<lq <lAelj 11!M S a will have run P<lSS!W <lAelj ]]1M t will have been running p<lljJe<ll <lAelj 111M £ lU<lds U<l<lq <lAelj ]]1M Z lU<lS <lAelj 111M T I <lSP.l<lX3 Ol A<l)f 80 • Grammar reference

Active and passive Exercises Most verbs have both active and passive forms. In which of these sentences is the passive incorrect? The active form has the following uses. Please get the plans looked by Friday. • To focus on the agent responsible for the action 2 We had a new logo designed. (who or what carried out the action) 3 They managed to get the agenda changed. 4 We had the board resigned. The passive form has the following uses. Rewrite the sentences in the passive. Omit the • To focus on the result or outcome of the action person if they are not necessary to the meaning. (what has been done) o The passive form may be used with by if we want to give information about who performed -/ 0.[ the action in situations where we still wish to Reply Re;Jly ~ Forwa rd emphasise the action itself. Get 'Jail The following active sentence structures may Hi Sue, have a passive form. Belaw are details af the training caurse. • subject + verb + object The temn completed the project. (active) Clara will give yau the directians. ._ The project was completed (by the team). 2 The ather participants will meet yau at the venue. (passive) 3 The trainer asks that all the team wear name badges • subject + verb + object + object throughaut the day. The trainer taught the staff some techniques. 4 The hatel manager has arranged a buffet lunch (active) The staff were taught some techniques. far 1.30pm. (passive) 5 Yau need to. bring a natepad and pen for the • subject + verb + object + complement The CEO will ask the manager to carry out an afternaan seminar. investigation. (active) 6 Yau can find the learning abjectives an the trainer's The manager will be asked to carry out an investigation. (passive) website\" Some types of verbs (such as intransitive verbs, which 7 Yau can cantact her at her affice to. answer do not take an object) do not have passive forms. appear, look, resign, seem, work, etc. any queries. The causative passive 8 She requ ires all participants to. camplete a feedback The causative passive has the following uses. farm at the end af the caurse. • To indicate that the subject is responsible for 9 Yau shauld get sameane to. sign the expenses form an action but is not the person who performs it We should manage to get the plans approved befare leaving. before the end of the week. We had the computer problems checked (by I 10 Yau shauld farward this email to. the rest af yaur team. the IT department). ·WE;)l The verbs have and get are used in this form of the maA Ja lS;)l ;)IF Ol p;)plEMlaJ ;)q Plnal{s I!EW;) S!l{1. OI passive. '~U!J\\E;)1 ;)laJ;)q P;)U~!S uuaJ s;)su;)dx;) ;)l{l p~ Plnal{s not\\. 6 \";)smaJ ;)l{l Ja PU;) ;)lP lE wlaJ :>jJEqp;);)J E ;)l;)ldwaJ al p;)l!nb;)l ;)lE SlUEd!J!llEd IIV 8 'S;)u;)nb AUE l;)MSUE al ;)JIJJG 1;)l{ lE P;)PElUOJ ;)q UEJ ;)l{S L ·;)l!Sq;)M S,l;)U1Ell ;)l{l UG punGJ ;)q UEJ S;)J\\!P;)(qG ~U!UlE;)1 ;)l{1. 9 ·lEUlW;)S UGGU];)1jE ;)l{l 10.] P;)P;);)U ;)lE u;)d pUE pEd;)lOU V S \"wdOn 10J P;)~UEllE U;);)q SELf l{Junl l;)Bnq V t \"AEP ;)l{l mGl{~nOll{l S;)~pEq ;)WEU lE;)J\\>\\ Gl P;):>jSE ;)lE WE;)l ;)l{1. £ m·SlUEd!J!llEd l;)l{lG ;)l{l Aq ;)nU;)J\\ ;)l{l lE l;)W ;)q M nGA Z ·ElEIJ Aq nGA Gl U;)J\\!~ ;)q IEM SUG!P;)l!P ;)l{1. I l <\"lSp.l<\"lX3: Ol A<\"l)l ·lJ;)llOJU! ;)lE f7 pUE I S;)JU;)lU;)S I <\"lSp.l<\"lX3 Ol A<\"l)l Grammar reference . 81

Word order - adverbs Exercises An adverb gives more information about a verb. Read the article about e-marketing. Tick the sentences that are right and correct those that Adverbs of frequency are wrong. • These adverbs normally appear between the Current trends subject and the verb or at the beginning of a sentence when extra emphasis is given. As always, choos ing the best way t o promot e The law on copyright infringement has seldom a product or service is what wi ll help it to sell been enforced. good. Never before has a computer company paid so much attention to style and design. 2 But marketing trends f requ ently change. 3 At the moment, marketing executives extreme ly Keywords always, ever, hardly ever,frequentLy, never, are interested in e-marketing. normaLLy, now, occasionally, often, periodicaLLy, rarely, seldom, sometimes, usuaLLy 4 Fo r example, social networking sites are popular enormously with 18- to 24-year-olds. Adverbs of time 5 This is a group that many campa igns are • These adverbs can appear in different positions. currently keen t o target. Many smaLL businesses are not yet convinced of the potential benefits of internet advertising. 6 However, they are easy bored and want Many businesses have yet to understand how advertising to reflect t he media t hey use. they can benefit from internet advertising. 7 Increasing ly this group wants their advertis ing to Keywords enterta in as well as to inform. afterwards, already, at once, bfjore, bfjorehand, constantly, currently, eventuaLLy, finaLLy, 8 So, the use of viral marketing or socia l immediateLy,just, late, later, shortly, soon, still, network in g sites seems logical qu ite. suddenly, then, today, yet 9 Yet it is a mistake to think t hat a product Adverbs of manner/condition/attitude or service will sell because simply it's being promoted using social media or e-marketing. • These adverbs are normally positioned before or after the verbs they qualifY. Most adverbs of Traditional media or e-marketing? this type are formed by adding the suffix -ly to adjectives. However, some words can be both 10 Today, re search is as important as ever. adjectives and adverbs, for example,far,fast, 11 It is useful to check out always the internet sites hard(ly), inside, next. that you are thinki ng of advertising on. Adverbs of degree that modify adjectives 12 Look at the companies that are already • Certain adverbs can be used to modifY advertising there. adjectives or other adverbs by intensifYing or toning down their meanings. They are not 13 Is their ta rget aud ience sim ilar t o yours or is it interchangeable with all adjectives and very very different? often form commonly used pairs of words. De~;pite being hugely popular, some social 14 Also, bear in min d t hat it's likely that highly networking sites have not turned a profit. traditiona l ma rket ing media wil l remain popular in the future. Keywords a little, a lot, enormously, extremely, greatly, 15 TV and magazines are a format that both highly, hugely, quite, reaLLy, very, widely consumers and cl ients feel comfortable often with. 16 Current ly there is more choice of media than ever before, both for advertisers and their clients . 17 The challenge now is to use those choices in the most appropriate way. 18 That is how successfully you wil l promote your products and services. AlllljsSdJ:ms IPM nOA 81 /' Ll /' 91 l.jl!M dlqe:j.l0jilloJ Jd;:)j UdljO ~I lel./l AP)j!I All./~Il./ 1'1 /' £1 /' II Illjdsn SAeMle II /' 01 dSneJdq Aldill!S 6 IeJ!~OI dlmb 8 /' L Apsed ~ 9 /' ~ lelndod AlsnoilllOud l' PdlS;:)l;:)lUl APW;:)llXd ;:ue £ /' I lPM ~ 1 [ ;)Sp..;)X3 Ol k»)I 82 . Grammar reference

Probability and possibility Exercises Modal verbs Choose the best option, a-d, to complete the sentences. Can and could have the following uses. The delivery was late so I _ _ send out the • Possibility or impossibility; can in the present, orders yesterday. couLd in the past and future a mustn't b won't c can't d couldn't 2 He's called an emergency meeting so it _ _ • Can't have (+ past participle) is used to express be important. disbelief about a situation or event. a must b can c mightn't d couldn't They can't have increased the rent again! 3 That's strange. She left the office an hour ago so she _ _ be at the airport by now. • CouLd have is used for possibilities that existed a could b can c should d must have in the past but which were not actioned. 4 We know what went wrong. We certainly _ _ The saLes team couLd have worked harder. make the same mistake again. a mightn't b may c should d won't • CouLdn't have is used to express impossibility. S It's quite likely that the cost of materials will We couldn't have foreseen the fan in oiL prices. rise so we _ _ need to revise the budget. a could b may c must d should May and might have the following uses. Complete the dialogue with could have, can't • May is used to talk about an event or situation have, couldn't have, must have or should have. that is quite likely. A. You I lost the insurance documents! • Might is used to talk about an event or situation that is comparatively less likely. B: I'm so sorry. I 2_ _ left them on the train. • Both can be used to express the past A: You '_ _ put them in your briefcase. (may/might have + past participle). Interests rates may faLL in ApriL or the economy B: I did. But then I got them out because I \"_ _ might improve in time to keep them stabLe. finished writing my notes without them. Accounts might have got the figures wrong. A: If you'd worked late yesterday you 5_ _ left Must has the following uses. the insurance documents in the office. • Must is used to make deductions about Choose the correct adjective or noun in something based on present evidence. italics to complete the sentences. She got the contract, she must be pLeased. There is no likeLy/unlikely/likelihood that • Must have (+ past participle) refers to past share prices will improve before October. situations which we are certain about. 2 The data suggests that things are LikeLy/chance/ You must have reaLised the prices were wrong. W<.eLihood to get worse for a time. 3 Looking at these figures, there is a good bound/ Will and should have the following uses. likely/chance that we will meet our targets. • WiLL expresses certainty about a future outcome. 4 I've been studying the market and the chancel • ShouLd is used to express likelihood. odds/likelihood are that prices will increase. S We started late, so I'm afraid we're unLikeLy/ We'll start the project next week and should bound/likely to finish on time. finish it by May. • Both wiLL and shouLd can be used to express the AI;J~llun S sppo t ;JJUP.lP £ AJd~!1 'l p0041J;J~!1 r past. ShouLd have (+ past participle) is used for past actions that would have been preferable to £ asp.IaX',3\" Ol f\\a)J those taken. You should have negotiated a better deaL ;JAP.4 PlnOJ s ;JAP.4 l,uPlnOJ t Other ways to talk about probability ;JAE4 Plno4s £ ;JAE4 lsnw 'l ;JAE4 l,UEJ L • Adjectives: bound, LikeLy, unlikeLy 'l aSp.I;JX3 01 f\\a)J Our insurance is bound to cover fire and flood. qs pt J£ E'l PL • Nouns: chance, LikeLihood, the odds The odds are that currency rates wiLL faLL 1 as!:>.I;JX',3\" 01 f\\;J)J Grammar reference . 83

Reporting Exerci ses Reported speech has the following uses. Tum the reported speech into direct speech. • To duplicate what was said. The verbs ask, say He said that he didn't know where the money and ten are used. was. The manager asked him to provide receipts. 2 She asked him why he hadn't reported the She told the board to conduct an investigation. problem. They said that the1j had done nothing wrong. 3 He told her that she hadn't kept the accounts up to date. • Tenses are sometimes changed from present to 4 They said that they would explain the problem past, from future to conditional and from past to the shareholders. to past perfect. Modal verbs may also change 5 She asked why I hadn't paid my taxes. from direct to indirect speech. Tum the dialogue into reported speech. Use Reporting verbs have the following uses. the reporting verb in brackets. • To summarise the content of something that was Sara: Hello, Mark. Sit down. (tell) said. There are different types of reporting verbs. 2 Mark: Hi Sara, why did you want to see me? (ask) 3 Sara: You claimed a lot on expenses on your Verbs followed by a that clause last trip. (observe) acknowLedge add admit 4 Mark: That's because of the conference in Rio. agree announce argue assume an~er (explain) cLaim commt-'nt 5 Sara: It's much higher than the rest of your confirm consider believe deny expect compLain team. (state) feel forget decide 6 Mark: That's not true. (deny) inform maintain expLain 7 Sara: You wasted the company's money. (accuse) mention observe impLy 8 Mark: OK, I did spend too much. (admit) predict promise mean 9 Sara: This is a serious matter, Mark. (warn) repeat repLy persuade to Mark: It won't happen again, Sara. (promise) reveaL state reaLise think threaten report ·U1B~B suggest 'warn UaddBLJ l,uPlnOM l! lBLJl (P.lP.S/lal{) paS!WOld ~lBW/aH 01 Verbs that are followed by an object and 'laHBUl SnO!laS P. SBM II lBLJl ~lBW/Ul!LJ paUlBM BJBS/aLJS 6 an infinitive 'LJJnw OOl lUdds pBLJ aLJ lBLJl paH!WpB ~JP.W/aH 8 advise ask forbid instruct invite order ·AaUOW persuade remind teLL SfiUBdwOJ aLJl ~UllSBlY\\ JO ~.IBW/Ulllj paSnJJB P.1BS/;}ljS L warn 'aDll SBM lBLJVll lBljl palUap ~JBW/aH 9 Verbs followed by a wh- clause ·WBalSILJ decide discover discuss JO lSal alJl UBlJl nljS!t{ t{JnUl SBM l! lBlJl palBlS B1BS/;}lJS S expLain forget guess 'OJ~ U! ;}JUalaJUOJ imagine know realise remember ten think ;}ljl JO aSnBJaq SBM II lBt{l paU!BldX;} ~lBW/;}H t understand wonder 'dUl lSBI S!t{ uo sasuadX;} Verbs followed by a direct object and a uo lOI P. paWIP.IJ pBt{ ;}LJ lBLJl pai\\.I;}SqO P.1P.S/ at{S £ preposition ·Ullt{ aaS Ol palUP.M B1BS/;}4S At{M P;}~SP. ~lBw;aH Z The verb following the preposition is often in the -ing form. 'UMOP l!S Ol ~lP'W/WJt{ Pial aLJS 1 'l ;)SP.l;)X3 Ol A;))I accuse ... (oj) bLame ... (for) congratuLate ... (on) criticise ... (for) ZSaXBl mOA pmd nOA l,Uai\\Blj AtIM S threaten ... (with) warn ... (about/oj) ·sl;}PI04;}lBt{S alJl Ol UlalqOld atIl U~Bldx;} IL;}M t ·;}lBP Ol dn slUnOJJB ;}t{l lda~ l,U;}i\\BLJ DOA £ ZUlalqOld at{l llOdaJ nOA l,UplP AtIM Z 'SI AaUOUl alp alaLJM MOU)j l,UOP I 1 I ;)SP.l;)X3 Ol A;))I 84 • Grammar reference

Verb patterns Exercises Intransitive verbs (subject + verb) There are extra words in some of the pairs of sentences. Tick the sentences that are correct • Have a subject but do not require an object and cross out the words that are not necessaty. • May be followed by a prepositional phrase • Cannot be used in the passive a The human resources manager retired. b I know it. The quality oj leadership has deteriorated. 2 a Can you manage to carry? The problem arose during the presentation. b Yes, I prefer to carry my own cases, thanks. 3 a Do sit down the chair. Transitive verbs (subject + verb + object) b I'll sit here. 4 a Did your package arrive it? • Involve a subject and an object that is affected b Yes it arrived this morning. III some way Are these sentences transitive (T) or • Can be transformed into the passive intransitive (I)? Underline the object in the Candidates win receive an application Jorm. transitive sentences. which shouLd be completed and returned. The problem vanished overnight. Verbs with transitive and intransitive forms 2 The CEO influenced the changes, it's true. 3 The quality of candidates fluctuated widely. Some verbs have both transitive and intransitive 4 The interviewer persisted in asking difficult forms. These verbs can have two distinct meanings. Have you managed to find som.eone to replace questions. your PA? (intransitive) 5 The agency specified that a degree was The CEO has managed this company Jor a long time. (transitive) necessary. 6 She slept well the night before the interview. Verb patterns 7 They included a brochure with the application The following patterns are used with verbs. form. 8 She bought new furniture for her office. • subject + verb 9 He ceased waiting for the perfect job to come The president retired. along. • subject + verb + object 10 She finally received a letter responding to her Staff will receive training. application. • subject + verb + complement The board seemed pLeased with the results. 13H3! ']. 01 I 6 ;llm!Ulllj ']. 8 • subject + verb + object + object 3JnlpOlq ']. L I 9 ;}3J~3p ']. 5 I t r £ S;}~UlllP ']. Z I I We sent aLl participants a questionnaire. 'l ;)SpJ;)X3 Ol A;})I • subject + verb + object + complement We persuaded the department to attend the .I' q t!\" f? t course. .I' q l!IllP ;}lP f? £ .I' q ~ f? Z t!\" q .I' f? I I ;}SpJ;)X3 Ol A;))I Grammar reference . 85

Unit 8 Task 2 page 41 Unit 1 Task 1 Step 1 page 8 You are working with a multinational team Read the report, highlight the key which has recently been joined by a new information and then answer the questions. member. The new team member reacts badly to criticism. He/She has lots of creative ideas 1 What do you think are the main but expects the rest of the team to do the problems? What are possible reasons for more boring tasks to make the ideas work. the problem? He/She also refuses to be accountable when things go wrong and openly runs down other 2 What action would you recommend to members of the team. There is also a problem motivate the warehouse staff and improve in team meetings where the new member the situation? tends to dominate and is confrontational when faced with viewpoints that he/she does The warehouse team not agree with. You have noticed that other The team consists of twelve employees team members are becoming less willing who check the computers and carry out to put forward ideas. Recent team meetings basic maintenance before sending them have also been disrupted because this team to charitable organisations. All new staff member is often late and you have to spend complete a two--day technical training course time repeating key information. and have a manual they can refer to if they have problems. Team members receive a Unit 5 Task 1 page 25 bonus for hitting targets for the number of computers that are sent out. Student A: Sales Manager Performance Try to get the best deal you can for your sales A high percentage of the computers that are team. Use your own arguments or some of sent out to organisations are later returned those listed below. Your aim is to get a bonus because they are defective. This is often due to equal to one month's salary for each member the fact that they have not been reconditioned of the team. Your compromise position would to a high enough standard. A number of be two weeks' salary. Your own bonus will be team-building events have been attempted to the same as whatever you win for your team. try to improve performance (staff barbeques, quiz nights, etc.). However, returns remain • Although the sales team did not meet high so other planned departmental events their quotas, they did achieve high sales. have been cancelled. • The sales quotas were unrealistic; they Recommendations were set last year when economic conditions were more favourable. In light of the continuing problems with performance, productivity and quality control, • The last quarter has been difficult in all it is recommended that the team should financial sectors. not receive a staff bonus th is year. There is also the possibility of terminating contracts. • The team out-sold rival companies. However, this is problematic due to the fact that the salary that we currently offer is not • They worked long hours and over competitive and we are therefore unlikely to weekends to try to meet targets. attract suitable new staff. • Morale will be damaged if no bonus is Unit 3 What do you think? page 14 received. Suggested order: 3, 5, 2, 1, 4 • You may lose some of your best sales people. 86 • Pairwork

Unit 3 Task 1 page 15 Unit 4 Task 2 page 23 Group A: Managers Student C: Project Manager The board is relying on you to persuade staff You relied on your assistant project manager to agree to as many of the changes on the to liaise with the contractor. Find out if the list as possible. Look at the list on page 15 correct environmental checks were carried and identifY which strategies you think will out and, if not, why not. Now that this be most unpopular. Discuss the best way to unfortunate event has occurred you think that explain the problem and possible solutions in your company should be honest and accept order to get people to accept the changes. responsibility. Suggest that you have a press conference on behalf of the company to say Unit 1 Task 2 page 9 that you are horrified that this has happened and that you intend to import some sand Meeting 1: Student A lizards from another area and recreate the colony in the valley in order to minimise any You are a manager. You are about to give an ecological damage. If the correct checks have appraisal to a new member of the sales team. not been made by the contractor you intend You feel that he/she is underperforming. The to mention this. main areas of concern are that: • he/she frequently makes mistakes in the Unit 1 What do you think? 1 page 6 monthly sales reports Findings from YouGov Employee • hislher individual sales targets have not Happiness Index, July 2007 been met for the last two months. Employees who responded to the survey Try to find out why these problems are listed these as the top five (listed in order of occurring and discuss how to improve hislher importance): performance. Your goals are to: • gain an assurance that things will have • bonus • personal medical insurance improved before a follow-up appraisal in • flexible working three months' time • discounts on company products • avoid committing to training as there is • company pension (final salary or a spending freeze in your department at present. occupational) The following were considered as 'nice to Unit 4 Task 1 Step 1 page 21 have' but not essential. • employee share scheme Student A: Passenger • free car parking • train season ticket loan You are a passenger on a Vayger Airways' • sports/social club membership flight at the airport. You absolutely must The survey found that the following were get to Bilbao, Spain today to give a sales considered of low importance: presentation at 3pm to a very important • creche / help towards childcare customer who is thinking of changing • generous holiday entitlement suppliers. Ask to speak to someone from • luncheon vouchers Vayger Travel. Stress to the person that you speak to that it is vital that you get to your destination today. Try to persuade himlher to help you. Discuss the options available and ask questions so that you have all the information that you need to make the best decision. It is now 1Oam. Pairwork • 87

Unit 4 Task 2 page 23 Unit 1 Task 2 page 9 Student A: Assistant Project Manager Meeting 1: Student B You discover that the correct environmental You are the newest member of the sales team. audits were not carried out by the contractors. Each month you prepare a sales report for You assumed that they would automatically your manager. In addition, team members do these but your project manager never have also given you responsibility to prepare specifically told you to check that they had three other monthly analytical reports for been completed. The project deadlines were different departments. Each report requires tight so it was an easy mistake to make. a large amount of research and preparation. Point out that the lizards are not a rare or You often work late and through your lunch endangered species and so any media interest hour but still find that you do not always will soon die down. The lodges are aimed have enough time to check the reports as at guests who want to have a holiday where much as you would like. It is also making they do not increase their carbon footprint; it difficult to meet your quota of sales calls. they won't care about a few sand lizards. This You have not had any training and team whole unfortunate event should be played members are too busy to give advice on how down. It will not have any lasting impact on to prepare the reports more efficiently. Listen your company's green reputation. to your manager's comments and respond to any criticism. Try not to agree to any new Unit 9 Task 2 page 45 goals without an assurance that you will be given training or that your workload will be Student A reduced. Traditional marketing options: Unit 1 Task 1 Step 2 page 8 • Giving away a free CD or music Student A: Howard Ashcroft download with the magazine • Advertising on prime-time 1V during a The previous manager seemed to see this team as a problem group rather than as individuals. talent show that is popular with teenaged In my opinion, the two main problem areas viewers; estimated cost: $435,000 for a seem to be quality control and staff morale. 3D-second advertisement slot The new manager should get the warehouse • Think of another idea to suggest team together and discuss the problem because the previous manager might not have Unit 4 Task 1 Step 2 page 21 communicated that information clearly. Then the manager could arrange one-to-Dne feedback Student B: Passenger sessions with each member of the team in order to hear their ideas and find out what Telephone your customer. Your presentation rewards are likely to motivate them; a bonus was scheduled for 3pm today. The scheme may not work for everyone. Finally, the presentation is very important for your manager needs to involve the team in setting company. Your manager will be very unhappy measurable goals and making changes to if it is cancelled. existing procedures to improve quality. If the • Explain what has happened and the travel staff are involved in the process they are more likely to make the changes work. option you have decided to take. • Let the customer know if you are going to be late. • You need to fly to New York on business tomorrow afternoon and will not be back in Europe for a week. 88 . Pairwork

Unit 5 Task 2 page 27 Student A Use the information below to prepare an argument as to why Dulcie Fry should be appointed. Dulcie Fry is Canadian and is 38 years old. Her supporters say: Dulcie is an inspirational leader and isn't afraid of taking risks. She has the experience and skill to take any company and turn it into a global brand. She is increasingly in demand - there are whispers that she is the top choice to head a global pharmaceutical company when their CEO retires next year. Her detractors say: Fry isn't afraid of taking chances with shareholders' money. That means that even if things go wrong she will have worked out a deal where she walks away with a big fat pay cheque. Career highs Career lows First executive role: Lindmann Telecom group Second executive role: Barsoux Cosmetics Her global branding experience raises the company Leaves after less than a year. Rumoured that profile and share prices increase by 60%. Fry her lack of experience in the retail industry reportedly earns more than $6 million per annum. contributed to loss of shareholder confidence. Under her the company launches a new Third executive role: Divine pic range of perfumes which is not a success. She Fry rebrands and expands this luxury fashion leaves after repeated clashes with the board, brand and is credited with using her contacts reportedly with a $4 million payoff. to get the label featured on the cover of American Vogue. Orders and share prices soar. Use the information below to raise objections to Fred Hawkins' appointment. Fred Hawkins is Irish and is 54 years old. Experience: Has worked for Glover & Royal for 28 years; has been on the board since 2002. His detractors say: The new CEO needs to have the vision and drive to guide the company through this difficult transition period. Hawkins is a valuable board member but has done nothing to demonstrate that he has the exceptional qualities required to make him a strong leader. Career lows: Was passed over for the position of CEO when it last came up in 2005. Attempted to launch a range of Glover & Royal products in the US in 2006 but it failed to make an impact. Unit 3 Task 1 page 15 Unit 6 Task 1 page 29 Group B: Staff Student F You are managing director of Lonlow Someone has leaked information about Telecomms. You need on-site catering for your the changes. Look at the list on page 15 60 staff. and discuss which changes you think are acceptable and which are unacceptable. Suggest alternatives for any suggestions that you do not want to accept. Pairwork • 89

Unit 1 Task 2 page 9 Unit 6 Task 1 page 29 Meeting 2: Student A Student B You are a member of an international You are a senior recruitment executive at project team. The team leader has a similar MD Recruitment. Your company is expanding position to yours in the company but has and needs new office premises. been with the organisation for less time. The project requires important negotiations, an Unit 1 Task 1 Step 2 page 8 area in which you have wide experience. However, you are frustrated that your role Student C: Vincent Myer so far has mainly involved paperwork and administration, which bores you. There is The previous manager was giving mixed also a communication problem. He/She messages. When he arranged departmental fills up your in-box daily with long emails events like barbeques, staff probably thought and documents which you have no time to that they were being rewarded for doing a read, yet there are very few phone meetings, good job. Then when the events stopped the which you would prefer. You have lots of team would have been demotivated. The ideas for the project but do not feel that your new manager needs to use clear positive and suggestions are wanted. Sometimes you find negative reinforcement. First, communicate the team leader's instructions unclear so you that quality control has to improve and complete tasks the best way you can. There tell staff how many computers they will be is no system for feedback on the project so expected to send out each week. Then make you find it difficult to know whether you it clear that if individuals meet their targets are doing a good job. Respond to the team to the expected standard they will get a leader's comments and make suggestions bonus. If the computers they worked on are about how things could improve. returned then their bonus will be cut. It's as simple as that. Finally, if they consistently Unit 6 Task 3 page 31 underperform then they will be sacked. Performance will soon improve, believe me. Student C Unit 6 Task 2 Step 2 page 30 Look at the information below and develop the idea into a pitch for the panel. You can Student A: Employee add any information that you wish. • Introduce yourself to the director and start • You have developed an electronic book a conversation. which has pages just like a real book. • Make polite enquiries about how the • The pages look and feel like paper. digital video camera project is progressing. • The contents and cover of the book • Pitch the best idea(s) from step 1 about the changes to reflect the title that you have new digital video camera. loaded on to the device. • Indicate that you are interested in joining • You have tested it in universities and the international team. Confidently the feedback from users has been very highlight any skills that you have that positive. might be of use (e.g. language skills, an interest in new technology, etc.). • You developed it because you like new technology but you think that many people like the experience of turning pages as they read. 90 . Pairwork

Unit 4 Task 1 Step 1 page 21 Unit 6 What do you think? page 28 Student B: Clerk Calculate how many points you scored. You work for the airport authority and Statements 2, 5 and 9 score 3 points each. have been put on the check-in desk of Vayger Airways, which has just gone into Statements 3, 6 and 8 score 2 points each. receivership. All Vayger's flights are cancelled and no Vayger staff or management are Statements 1, 4 and 7 score 1 point each. available because they are currently in a redundancy meeting. You are authorised to Analysis offer a refund but otherwise your instructions are simply to give out the bad news and to 3--4 points: You sound as though you could be give information about the travel alternatives. someone who would rather do anything other You can choose how much information than network. Try to relax when you find to give the customer and how helpful or yourself in a networking situation and start unhelpful you wish to be. It is now lOam. off by doing lots of listening and showing Here is the latest travel information: interest in what the other person has to say. Don't pressurise yourself into feeling you have • Two other airlines offer flights to to talk shop straightaway. destinations near Bilbao, leaving at 1l.45am. Seats on both these airlines are 5-7 points: You seem to be someone who gets now selling out quickly: on with networking because you see it as part - Lion Air to Santander, Spain of the job. It doesn't terrifY you but maybe (distance from Bilbao lOOkm/60 miles) it's not the part of your job you enjoy most. - FastJet to Biarritz, France Be careful to be sensitive to the person you're (distance from Bilbao 117km/72 miles) chatting with so that they don't feel 'used'. • Customers will then need to either book a 8-9 points: You're probably someone who hire car or use alternative public transport loves chatting, which is a great asset for a to get to Bilbao. networker. You're probably great at getting to know new people, too, but don't forget that • Information has also just come through the point of all the chat is to make contacts. that LMK Airlines may put on extra flights to Bilbao this afternoon, leaving at l.30pm Unit 11 Task 1 page 54 (flight duration approximately 2 hours). Passengers would be able to use their Purchase requisition form Vayger tickets to travel. This flight has not yet been confirmed by the airline. Items: Office furniture and equipment Unit 9 Task 2 page 45 Item Code Quantity Price Standard issue bookcase W452 2 €38 Student D Leather topped desk 0687 1 €760 Standard printer table 0989 1 €34 The publisher of the magazine wants the Leather adjustable chair campaign to highlight the following ideas: executive model T4 1 €220 Printer • The magazine is fresh and different from Laptop computer Y381 1 €69 any other music magazine Designer's Guild lamp H928 1 €1050 Wall shelves S29 2 • New musicians and bands will be as Sofa (small leather) P827 2 €185 important as famous names Filing cabinet (large) P732 1 €43 Filing cabinet (small) F73 1 • Use your own ideas to add another way Coffee table F79 1 €320 that the magazine content could be (glass and metal) €46 different from rival publications Wall art prints U689 1 €24 L78 2 €145 €19 Pairwork . 91

Unit 5 Task 2 page 27 Student B Use the information below to prepare an argument as to why Fred Hawkins should be appointed. Fred Hawkins is Irish and is 54 years old. His supporters say: He eats, sleeps and breathes this company and knows it inside out. There is no safer pair of hands to make decisions and choices to take us into the future. His detractors say: The new CEO needs to have the vision and drive to guide the company through this difficult transition period. Hawkins is a valuable board member but has done nothing to demonstrate that he has the exceptional qualities required to make him a strong leader. Career highs Career lows He was instrumental in getting the board to He thought he would be appointed CEO in 2005 commit to expanding into the Asian market, when the position was last available, but the resulting in huge profits for the company. board passed him over. He has overseen the development of the male Attempted to launch a range of Glover & Royal grooming range and is in talks with Todd Lescaux, a famous American football player, to products in the us in 2006 but it failed to make be the face of the range when it is launched in an impact. the us. Use the information below to raise objections to Dulcie Fry's appointment. Dulcie Fry is Canadian and is 38 years old. Her detractors say: Fry isn't afraid of taking chances with shareholders' money. That means that even if things go wrong she will have worked out a deal where she walks away with a big fat pay cheque. Career lows: Fry's second executive role, with Barsoux Cosmetics. She leaves after less than a year. It is rumoured that her lack of experience in the retail industry contributed to loss of shareholder confidence. Under her the company launches a new range of perfumes which is not a success. She leaves after repeated clashes with the board, reportedly with a $4 million payoff. Unit 4 Task 1 Step 2 page 21 Unit 6 Task 2 Step 2 page 30 Student A: Customer Student B: Director You receive a call from a prospective supplier You are in charge of organising the who is scheduled to give a presentation this international team to develop a new digital afternoon. Discuss the problem and decide video camera. At the moment the project is whether to: progressing slowly and needs fresh ideas. • cancel the presentation You are on the look-out for enthusiastic • reschedule the presentation to a later time employees who can speak English to be part of the international team to develop the new today digital video camera. You are particularly • postpone the presentation to another date. interested in those who have an interest in Explain the reasons for your choice. new technology. 92 • Pairwork

Unit 6 . Task 3 page 31 Unit 10 Task 1 page 50 Student A Student B Look at the information below and develop Your partner is going to telephone you. Use the idea into a pitch for the panel. You can the information below to answer questions add any information that you wish. about the external considerations and • You have developed a covering which possible advantages of the collaboration. allows electronic devices (cameras, laptops, Information about external considerations etc.) to be used underwater. • It works on devices that are not • Customers: de Vere is popular with the waterproof. 1uxu ry market • You had the idea after you destroyed an expensive palmtop computer while out • Garden furniture market: strong at the sailing on holiday. moment but shows signs of weakening • It is inexpensive to produce. • Sailing companies have expressed an • Competitors: competition from cheap interest. imports Unit 1 Task 2 page 9 • Promotion: the designer attracts a lot of free publicity (features in magazines, Meeting 2: Student B etc. but may also want a high profile ad campaign) You are leading an international project team. One of the team members seems to have Advantages of the collaboration problems with your authority. When you give instructions he/she often seems to ignore the • It presents an opportunity to attract a information and instead carries out the task younger audience. in hislher own way. His/Her role at present is mainly administrative while you work out • If the collaboration works it could open what hislher skills are and how best they the way to future celebrity designer can be used. You want team members to put projects. forward ideas and suggestions but when you email information about new developments • It is an opportunity for the company to in the project he/she does not respond. This diversify into the garden furniture market. is an important and pressurised project and everyone must perform to their best ability. Now ask questions about: Try to find a way to improve the team • how the collaboration will be financed. member's motivation and performance. You • how the project will be staffed. have the authority to drop himlher from the • the length of time the range will take to team but this should be as a last resort. be developed. • when the range will be launched. • the possible disadvantages of the collaboration. When you have completed the information, finish the call politely because you have an appointment to attend. Unit 6 Task 1 page 29 Student C You are a senior buyer at Foley Caterers. You need to widen your range by using some new, deluxe ingredients in your meals. Pairwork . 93

Unit 8 What do you think? 1 page 38 Different personality types have different ENT) strengths and weaknesses. + focuses on the task to be achieved and keeps EST) the team on track + works efficiently to ensure that the team + makes sure that everyone knows what to do completes tasks by the deadlines set + contributes practical organisational skills and provides a drive to complete the task on time and to a high quality + applies logical arguments to problems + uses analytical and critical skills to solve problems - can be too direct when giving criticism - may be insensitive to the feelings of others - may not always consult others sufficiently or explain the reason for decisions - may not encourage others to experiment - has the potential to dominate the team and ESTP may be insensitive to the feelings of others + has the energy to make things happen and has - may be tempted to introduce too much a 'can-do' attitude change, too quickly + focuses on practical issues and maintains an ENTP awareness of factual information + uses creative ideas to approach tasks + takes charge in a crisis and organises others + is energetic and enthusiastic and creates new - may have a tendency to act quickly before ideas from confrontations thinking things through + encourages the team to achieve more than they - may be insensitive to the feelings of others thought they could - may turn to a new task without completing - may initiate too many projects and not be the first able to deliver on all of them ESF) - may appear competitive or unappreciative of the contribution of others + makes everyone in the team feel valued and maintains good relationships - may leave others to do the routine work + builds team spirit through enthusiastic ENF) organisation of social activities + encourages contributions from all team members by asking questions + asks for contributions from all members, keeps + focuses on areas of agreement and builds on the team informed and seeks consensus in decision making others' proposals - may sometimes assume he/she knows the - may sometimes take criticism personally needs of others - may not criticise others when it is needed in - may appear to be reluctant to try out new order to avoid conflict ideas and attempts to avoid conflict - may focus on interpersonal issues more than - may not pay enough attention to own needs practical considerations ESFP ENFP + involves everyone in discussion and decision + is enthusiastic and energetic and encourages making and encourages team members to change contribute + focuses on areas of agreement and builds on + uses enthusiasm and a sense of humour to build a friendly atmosphere the proposals of others + is creative and includes others in the process + focuses on practical ideas and factual of developing ideas and decisions information in discussions - may sometimes lose sight of the main purpose - may sometimes take criticism personally of the discussion - may focus too much on the current task - may want to pursue ideas without fully thinking through the consequences - may over-use humour in some situations - may have a tendency to initiate too many projects and too much change 94 • Pairwork

1ST] INT] + is efficient, hard working and good at keeping + helps to find ways to solve practical problems and turns ideas into action to deadlines + keeps the team focused on objectives + produces high quality work + encourages the team to maintain a clear sense + has good organisational skills of direction - may focus too much on the current task rather - may sometimes be stubborn and may not than on longer-term goals delegate tasks - may be overly serious - may not always appreciate the contribution - may not encourage others to experiment that others make ISTP - may appear to make decisions without sufficiently considering the facts + analyses situations and comes up with INTP practical solutions to problems + encourages the team to think before acting + uses analytical skills to solve problems and + is calm in a crisis and uses logical arguments views information objectively - may take shortcuts or move on to a new task + takes into account short- and long-term goals without completing the first + focuses the team's attention - can find flaws in others' solutions if they are - may focus on the current task at the expense of long-term issues not perfect - may have a tendency to look at problems too [SF] intellectually + works hard and efficiently to complete tasks - may stick to principles at the expense of group by the deadlines set harmony + builds good relationships with other team - may not take into account others' feelings members and makes others feel valued - may solve problems but leave others to + is skilled in organising people implement the solutions - may not criticise others when it is needed in INF] order to avoid conflict + listens carefully to different viewpoints and - may not express hislher own needs or identifies areas of agreement achievements + contributes creative ideas ISFP + is trustworthy and consistent - may not include others when developing ideas + solves problems, especially those concerning - may not express disagreement when it is needed people - may pursue more creative ideas without + promotes co-operation and helps team spirit considering cost or practical issues with a sense of fun [NFP + is accurate and observant with facts + is a good listener and generally enthusiastic + has hislher own ideas but is considerate of + contributes well thought out ideas and builds other points of view on the proposals of others + encourages the team to find agreement when - may be more concerned with group harmony than practical considerations there are areas of disagreement - may avoid criticising others in order to avoid - may be too idealistic conflict - may spend too much time thinking - may disregard facts if he/she finds them unacceptable - may avoid criticising others in order to avoid conflict Pairwork • 95

Unit 12 Task 3 page 59 Unit 8 Task 1 page 40 Group B I Possible questions Student C: The new team member • Why do you want to take part in the The last team that you worked on had an career development scheme? (Tip! Be informal atmosphere so it has taken some enthusiastic and confident. Explain why time to adjust to the more formal attitude you want this particular challenge.) of this team. However, you have now settled in and you think it is a good team and an • What do you think are your strongest exciting project. You were unaware of any skills? (Tip! Focus on two to four skills hierarchy when you first joined the team but areas in detail rather than listing every you have become aware of the fact that this skill on your CV.) team member seems to take it personally if you offer a viewpoint that disagrees with his/ • Can you give examples of when you have her ideas. In your last team an enthusiastic demonstrated these skills? (Tip! These do exchange of ideas was encouraged and you not need to be examples from work.) think that it is essential in helping to test and build on suggestions. You have no wish • How would you describe yourself? How to upset the team member but feel hislher would others describe you? (Tip! Use serious attitude is harming the atmosphere positive, dynamic adjectives.) in the team. You have spoken to other team members and they are open to trying creative • What is your greatest success? How new ways of energising the team, for example, did you achieve it? (Tip! You can use having meetings in places outside the office, examples from outside the world of work such as cafes. You think this will help build but explain how these would translate team spirit. You also think it is possible to to the workplace, e.g. 'I climbed a take the project seriously but also to build mountain to raise money for charity. This relationships by joking and chatting. required good organisational and fund- raising skills, as well as motivation and Unit 10 Task 2 page 51 determination.') Group A • What motivates you? (Tip! Use positive language and try to give reasons.) You work for Kentwell Services. Your company will pay you a £500 bonus if you • Do you have any weaknesses? (Tip! Focus can negotiate a contract that is more than lO% on things that you have overcome, e.g. 'I lower than your existing car lease. However, used to find pubic speaking difficult but] the CEO also wants to cut the duration of took a course to develop this skill.') the lease to 2-3 years and wants to retain the present amount of maintenance cover. • Why do you think we should choose you? There would be a 40% loss of bonus for each (Tip! This is your chance to sell yourself criterion that is not met. Focus on what qualities and skills you can bring to the scheme and areas that Present supplier contract: you think the scheme would help you to develop.) Rental cost: £295 per car per month Unit 6 Task 1 page 29 Lease duration: 5 years Student A Maintenance: Free annual car service for all cars and the company will supply a You are a marketing manager at Cox Food temporary vehicle if the lease car requires Imports which specialises in Italian and repairs Japanese fine foods. You need to find someone who can transport your produce from ship to Deposit: Three months' rental value per car warehouse. 96 • Pairwork

Unit 12 Task 3 page 59 Unit 6 Task 3 page 31 Group A Student 0 Possible advice Look at the information below and develop • Begin the interview in a positive way. (Tip! the idea into a pitch for the panel. You can add any information that you wish. Smile, introduce yourself, respond politely • You have developed a sun cream bottle to any small talk the interviewer may use to help you to relax.) which will play music to tell you when • Check your body language. (Tip! If you are you need to re-apply your sun cream. tense it will show in the way you sit and carry yourself) • Many people, including children, suffer • Listen carefully to questions and take sunburn because they do not apply sun time to think before answering. (Tip! cream often enough during the day. Ask yourself 'Why are they asking this question?' and 'What information is the • When you use the sun cream you press interviewer trying to find out?'.) a button on the top of the bottle. It will • Be enthusiastic and positive. (Tip! Use then play music when it is time for you to positive language.) put on more. • Give examples. (Tip! When responding to questions try to give an example • The first bottle costs €12 but the from your college or work experience to bottle can then be reused so it is also illustrate your answer.) environmentally friendly; manufacturers • Be yourself (Tip! The interview is a chance have expressed interest. to show who you are.) • Speak calmly and clearly. (Tip! If you are • You thought of the idea when you got nervous, take a breath before speaking.) sunburnt on holiday last year because you • End the interview on a positive note. forgot to re-apply sun cream. (Tip! Smile, thank the interviewer and, if appropriate, shake hislher hand.) Unit 6 Task 2 Step 1 page 30 Unit 9 Task 2 page 45 Concept 1 Student C Produce a pocket-sized video camera that is small and very simple to use. The target Infonnation about the target market: consumers would be users who make films • Teenagers today use a wide range of for their own website and networking sites. Research shows that this is a growing market. different media, for example, in the US It would be economic to develop and the teenagers spend around 17 hours a week retail price would be lower than any of the on the internet products currently on the market. • In the US teenagers spend approximately $150 billion a year and also influence Concept 2 their parents' spending • Use your own ideas to add another point The Seoul office has developed technology about teen behaviour which would allow the company to produce a high-specification camera with editing functions that would allow movie-quality films to be made at home. It would be expensive to produce and the retail price would be at the high end of the market, however, it would be technically superior to any rival product. Pairwork • 97

Unit 1 Task 1 Step 2 page 8 Unit 10 Task 2 page 51 Student B: Kelly Lane Group B The problems with quality and morale are directly linked to the fact that the warehouse You work for GEO Auto. Your company will staff are not receiving adequate training. pay you a € lOOO bonus if you sell a Gold They get a two-day training course at the start contract and €SOo for a Silver contract. You but there is no further training to update have the authority to negotiate a higher or refresh their skills. They are not being or lower price and amend the duration of rewarded for quality. On the contrary, if they the contract and the maintenance cover take the time to check the manuals or query in the Bronze, Silver and Gold categories. problems then this will mean that their However, each item that is less than the guide quotas are down and they won't receive their information will result in a loss of 40% of bonus. The way to improve quality is to make your potential bonus. The average deposit is training a priority and have systems in place three months' rental value per car. You can so that staff know exactly what to do if there lower the rental cost if a higher deposit is is a problem. I'm also concerned that the agreed on (this would not lose you any of bonus is exactly the same for all employees. I your bonus). think that in this situation it might be better if it was performance related, linked to clear Bronze achievable goals connected to quality as well Rental cost: €180 per car per month as productivity. The warehouse team then Lease: S years need to be given the support that they need Maintenance: No free maintenance to improve their performance. Silver Unit 5 Task 1 page 25 Rental cost: €29S per car per month Lease: 3 years Student B: Sales Director Maintenance: annual free service You have been directed by the board to cut Gold bonuses wherever possible. Use your own Rental cost: €3S0 per car per month arguments or some of those listed below. Your Lease: 2 years aim is to give no bonus to the sales team. Maintenance: Free annual car service for Your compromise position would be one all cars and the company will supply a week's salary. Anything over one week will be temporary vehicle if the lease car requires deducted from your own bonus. repairs • The sales team did not meet their quotas. Unit 9 Task 2 page 45 • Sales quotas were agreed last year. Student B • The last quarter has been difficult and New media marketing options: your company needs to make cuts where • Sponsor a music competition to find new possible. talent • Rival companies pay lower basic salaries • product placement on popular internet than this organisation. gaming sites such as 'Second life' • The team may have worked hard but they • Think of another idea to suggest did not achieve results. • Cutting the bonus will send out the message that they need to try harder. • You could consider paying a small bonus only to top performers. 98 • Pairwork

Unit 6 Task 3 page 31 Unit 10 Task 1 page 50 Student B Student A Look at the information below and develop You start the call. Explain that you need more the idea into a pitch for the panel. You can information to complete your research into add any information that you wish. the de Vere project. Ask questions about: • You have developed a product that can be • the types of customer de Vere is popular worn on the wrist to stop static electricity. with. • Many computers are harmed by a build • the strength of the market for garden up of static electricity because of man- furniture. made materials used in furnishings and • the competitors in this market. clothes. • the way the range will be promoted. • You had the idea because you often get • the advantages of the collaboration. static shocks in your office. Now answer your partner's questions about • A company that sells office equipment the internal considerations and possible has placed a large order. disadvantages of the collaboration. Unit 8 Task 1 page 40 Information about internal considerations • Financial: cut bonuses and reinvest the Student A: Team Leader money in the project Open the conversation by commenting on the • Staff: pay existing staff overtime problems that you think the atmosphere is • Development: twelve months causing for the team. ClarifY what is causing • Timing: next spring the conflict and listen to both sides' point of view. Try to discourage the team members Disadvantages of the collaboration from interrupting each other. Encourage • Cutting-edge designs may alienate your each person to suggest ways of resolving the problem or agreeing on a compromise. If current customers (age range 50+). they are unable to do so then you should • De Vere has a reputation for being provide suggestions to improve their working relationship. Check that both are committed temperamental and difficult to work with. to improving the situation for the sake of • Projects often go over on budget and the team. If no solution is found, give a time within which you expect to see positive deadlines. improvements and say what you will do if • The focus on a celebrity designer may this is not met. confuse your brand image which highlights classic, well--crafted furniture for the house rather than the garden. Unit 6 Task 1 page 29 Student 0 You are the general manager of Allgrove Transport, a road haulage company using all types of truck, large and small. You urgently need to recruit some agency workers for administrative positions. Pairwork . 99

Un;t 6 Task 1 page 29 UnH8 Task 1 page 40 Student E Student B: The member of the original team You are a customer account manager with Jayson Commercial Property. You need a new, You feel that the other team member is trying state-of-the-art phone system. to undermine your position in the group. In the original team you were treated with Un;t 4 Task 2 page 23 respect and the team members adopted most of your suggestions without question. The new Student B: Building contractor team member often offers a contradictory viewpoint to your ideas in a way that you You were never told to carry out any find disrespectful. You also think that he! environmental checks. Your workers she tries to be funny at inappropriate times, reported seeing a few lizards on site and you often making jokes during team meetings mentioned this at the last project meeting but and spending time chatting about non-work no one took much notice. The project had a related matters. As a result you feel that he! tight deadline and budget and your objective she is not taking the project seriously. He!She was to complete the work on time. Point out has now suggested that the team should try that the environmentalists have little proof having occasional meetings outside the office, that the lizard colony was actually there. A in places such as cafes. This idea is popular straight denial to the national press should with the other team members but you hate do the trick. You could suggest to the media the idea. You are concerned that the hard- that a few locals are trying to stir up trouble working, serious-minded team atmosphere for the ecopark and have made up the whole is disappearing and that this will have a thing. You want to go on the offensive! detrimental effect on the project. 100 • Pairwork