- •Definition of management
- •2. Work in pairs. Read the text again and find the manager’s functions.
- •3. Divide the managerial functions, you have just listed, into four groups.
- •Vocabulary
- •1. A) Match the word ‘aim’ and ‘result’ with the verbs given below.
- •2. Complete the sentences with an appropriate word.
- •3. Match the synonyms.
- •4. Match the words to make phrases.
- •1. What levels of management do you know? Give their main characteristics.
- •2. Decide what level of management these positions could be referred to.
- •1. A) Read the text and complete it, using the correct form of the verbs below. Top Management
- •2. A) What are the advantages and disadvantages of making a mission statement?
- •Company structures
- •Vocabulary
- •1. Look at the chart below and complete the paragraph, using the correct form of the words in the box.
- •2. Complete the management hierarchy chart with the correct form of an appropriate word or phrase from the box.
- •3. A) Read the whole text and then complete the organization chart:
- •4. A) Work in pairs. Prepare a list of departments which are typical for most of the companies. Think of the functions that different departments carry out.
- •1. Someone is giving a visitor a tour of a company.
- •2. Choose a company you are familiar with. Present its structure, describing the hierarchy and activities of the departments. Management qualities and skills
- •Vocabulary
- •1. Prepare a list of positive and negative qualities of a boss.
- •3. Jack Welsh is Chief Executive Officer of General Electric. In the extracts bellow he talks about qualities of a good leader. Read the text and summarise these qualities.
- •4. Complete column 2 of the table with opposite meanings. Use the prefixes in-, ir-, un-, il- or dis-. Then complete column 3 with the noun forms.
- •5. A) In the grid below, eleven words connected with management qualities are hidden horizontally, vertically or diagonally. Find them.
- •6. Fill in the gaps using the words below.
- •The qualities of a successful manager
- •7. A) Complete the columns in the questionnaire.
- •8. Comment on the following statements. Which of them do you agree with?
- •9. Fill in the gaps using the words below. Define the genre of this text.
- •10. Read the letter.
- •Leadership and management styles
- •1. Read the description of the five different types of manager. Put the numbers 1-5 on the line, then compare in small groups.
- •The Big Three Management Styles
- •Directing Style
- •Discussing Style
- •Delegating Style
- •5. Check the following word partnerships. Find the odd one in each group.
- •Vocabulary through the context
- •1. Find the synonyms to make pairs.
- •2. Match the sentence beginnings with the correct endings.
- •3. Complete the crossword with the correct forms of words, given in the vocabulary list.
- •1. Discuss the question in small groups.
- •2. Read the paragraphs of two articles. What is the main point made by the writer in each case?
- •4. Find words in the articles with the following meanings.
- •2 Tackling problems
- •3 Body language
- •4. According to the text, which of these phrases are typically used by men and which by women?
- •5. Work in groups and discuss the questions. Prepare a poster to present your ideas.
- •1. Douglas Ivester is Chief Executive Officer of Coca-Cola. Before you read the article about him, discuss what qualities you expect him to have.
- •2. Now read the article and complete the fact sheet given after the text. Focus on Douglas Ivester, ceo of Coca-Cola
- •3. Answer these questions about the article.
- •5. Discuss these questions.
- •Elements of success
- •1. Read the article about the Ikea company, the home furnishings retail giant, and its founder. Which of the following statements about Ingvar Kamprad
- •The bolt that holds the Ikea Empire together
- •2. Read the article again and make notes about Mr. Kamprad.
- •3. Find words or phrases in the article that match these definitions.
- •4. Using the information from the table above,
- •Motivation
- •1. Read the text and continue your list of job priorities.
- •2. Choose your top five and rank them in order of priority. Explain your choice.
- •3. Divide all these criteria into groups.
- •Vocabulary through the context
- •I like the team work
- •I want to make a contribution
- •1. Complete this table with the related forms.
- •2. Complete the sentences with expressions from vocabulary.
- •3. The aircraft engineer talks about his work. Complete his statements with necessary expressions.
- •4. A) Five people talk about their jobs. Match the jobs (1-5) to the people (a-e) and put the words in brackets into the correct forms.
- •Vocabulary 2
- •1. Match the items which are similar in meaning.
- •4. Using different sources, find information about basic theories of motivation. Prepare the summary of their main ideas.
- •5. A) Complete the passage about job satisfaction with five appropriate words from the box.
- •Factors contributing to job satisfaction
- •1. Read the article and formulate its main idea in 2-3 sentences. Perks that work
- •2. Look through the article again. In which lines are these ideas mentioned?
- •3. Look in the article to complete these word partnerships.
- •4. Complete these sentences with word partnerships from Exercise 3.
- •5. Discuss these statements.
- •1. A) Look at the headline of the article. What do you think it could be about?
- •Dirty business, bright ideas
- •2. Work in two groups. Group a completes the information file on Liisa Joronen. Group b completes the information file on her company, sol. When you have finished, check each other’s files.
- •3. Which of these statements are true? Correct the false ones.
- •4. Read these extracts from the article. Which word is similar in meaning to the underlined word in each extract?
- •5. Discuss these questions.
- •Team building
- •1. Think of at least two advantages and disadvantages of working in a team.
- •2. How well could you work in a team? For each category in the quiz below, tick the three statements that most apply to you. Comment on the results.
- •What sort of team player are you?
- •3. Meredith Belbin has identified these types of team members or team players.
- •4. A) Study typical stages of team life.
- •Vocabulary
- •1. Match the prefixes of the words 1-10 to their meanings.
- •2. Complete the text below using some of the words in exercise 1 in the correct form.
- •3. In each group, cross out the word which does not begin with a prefix.
- •4. Complete the sentences with the appropriate words remaining in exercise 3.
- •5. Discuss the following questions.
- •1. Read the article. Then match these headings with the sections marked 1-6.
- •Team building involves more than throwing a few people together
- •2. Discuss these questions.
- •3. There are a number of fixed phrases in English joined with and. These are called fixed pairs.
- •Working hours
- •Vocabulary through the context
- •1. Which person (1-5) is most likely to do each of the five things (a-e)?
- •2. Read what people talk about their jobs. Think what type of job or working hours they mean.
- •3. Complete the text with appropriate prepositions.
- •1. Read the text and fill in the gaps with suitable words from the box. Working conditions
- •2. Match up the following words and expressions into logical pairs:
- •Satisfied companies and employees expand the world of telecommuting.
- •5. A) Read the magazine article about advantages and disadvantages of working from home. Put each quotation in the correct category in the chart below. The first one has been done for you.
- •Working from home
- •6. A) Find in the article words and phrases which mean the same as:
- •Vocabulary through the context
- •1. Xavier and Yvonne are talking about Xavier's new job as a photocopier salesman. Complete the conversation, using words from a opposite.
- •2. Which expressions from vocabulary could be used to continue each of these newspaper extracts?
- •1. Match up the following words with the underlined words in the text. Remuneration
- •2. Look at the set expressions given below, and decide if they refer to earning a high or a low salary?
- •Building relationships and communication
- •1. Discuss these questions.
- •2. Answer the questions in the quiz. Suppose how good you are at building relationships.
- •Vocabulary
- •1. The verbs below are often used with the word relations. Use them to complete the table.
- •2. Choose the correct verb in each sentence.
- •3. Match the following sentence halves. Then make five more sentences with the verbs in Exercise 1 and 2.
- •4. Two managers are talking about building relationships with agents. Put the conversation in the correct order.
- •5. Work in pairs and role play these situations.
- •2.What do the following numbers in the article refer to?
- •4. According to the article what are the main factors responsible for aig’s success in Asia?
- •5. Read the article again and answer these questions.
- •7. Discuss these questions.
- •Communication
- •1. What makes a good communicator? Choose the three most important factors.
- •2. Discuss these questions.
- •3. A) Which words below apply to good communicators? Which apply to bad communicators?
- •4. Complete this talk by a communication expert with the verbs from the box.
- •5. Think of a good communicator you know. Explain why they are good at communicating.
- •1. What are the advantages and disadvantages for companies of using e-mail?
- •2. Select three of the items below which, in your opinion, best contribute to improving communication
- •Communication – it’s much easier said than done
- •3. Read the article again and answer these questions.
- •5. Discuss these questions.
- •Crisis management
- •1. Discuss the following.
- •2. Crisis management experts have identified the following key steps for companies in a crisis. Use them to complete the chart below. Then discuss your answers.
- •1. Read the text of the interview with Mike Seymour, an expert on crisis management. What three crisis areas does he mention?
- •Keeping your client relationship afloat
- •2. The writer provides guidelines for dealing with a crisis. Read the article again and complete the guidelines with words from the following box.
- •3. A) Match words from each column to make word partnerships, adding the word of if necessary. For example, action plan, admission of liability.
- •4. Answer these questions.
- •Effective Risk Management
- •1. Which item in each of the categories below carries the most and the least risk? Explain why.
- •2. Are you a risk-taker? What risks have you taken?
- •3. What risks do businesses face? Note down three types.
- •Vocabulary
- •1. The verbs in the box are used to describe risk. Check their meanings and put them under the appropriate heading.
- •2. Match these halves of sentences from newspaper extracts.
- •4. In pairs, talk about the risks facing one of the following:
- •2. The following risks are of concern to senior executives. Where do you think they fit into the table below?
- •The dangers of not looking ahead
- •Vocabulary
- •1. Read the information below. Complete your sentences with the words in bold.
- •2. A) Match the verbs 1 to 6 to the nouns a) to f) to make word partnerships.
- •4. A) Which of these words would you use to describe yourself in a work or study situation? Add any other useful words.
- •5. Choose the correct alternatives to complete the text below.
- •How to select the best candidate and avoid the worst
- •1. Read the text below and decide if the following statements are true (t) or false (f).
- •Fit for hiring? it’s mind over matter
- •2. Discuss the following questions in pairs.
- •1. You will read the interview given by David Smyth, the Personnel Manager of a major European insurance company, answering questions about the way he interviews and selects candidates.
- •In the first extract he talks about the four points listed below. Read and number them in the order in which he mentions them. Comment each point then.
- •Interviewer:
- •Interviewer:
- •Interviewer:
- •Interviewer:
- •2. Read the second extract, David Smyth talks about the stages of an interview. Read what he says and complete the following chart.
- •3. Look at the questions that David Smyth uses during an interview. In which section of the interview would each question appear?
- •4. Work with a partner.
- •Headhunting
- •1. Read the article from the Financial Times about the headhunting profession, then answer the questions below. Poacher turned tv star – do headhunters deserve their bbc image?
- •2. Dr. Simon Kingston works for the international executive search consultants Heidrick and Struggles. Read his interview and complete the chart below. M ethods for identifying candidates
- •Interviewer:
- •1. Read the two case studies below and answer these questions.
- •2. Discuss these questions
- •3. Match the adjectives in column a to the nouns in column b.
- •4. Now complete these sentences with word partnerships from the list.
- •5. Read the advertisement, then read about candidates, choose the best candidate. Discuss your choice in groups. Personal Assistant
- •Interviewer’s notes
How to select the best candidate and avoid the worst
READING
1. Read the text below and decide if the following statements are true (t) or false (f).
1) Traditionally, candidates for executive positions have been evaluated on their technical skills.
2) The principal aim of testing is to find out how candidates have performed in the past.
3) Today, choosing the wrong person for a position can have more serious consequences than 10 years ago.
4) Most interviewers select candidates for their professional abilities.
5) Candidates are now better prepared for interviews than they were in the past.
Fit for hiring? it’s mind over matter
By Judith H. Dobrzynski
NEW YORK – Members of America’s professional and managerial classes have always left college confident of at least one thing: they had taken their last test. From here on, they could rely on charm, cunning and/or a record of accomplishment to propel them up the corporate ladder.
But that’s not necessarily true any longer. A growing number of companies, from General Motors Corp to American Express Co., are no longer satisfied with traditional job interviews. Instead, they are requiring applicants for many white-collar jobs – from top executives down – to submit a series of paper and pencil tests, role-playing exercises, simulated decision-making exercises and brainteasers. Others put candidates through a long series of interviews by psychologists or trained interviewers.
The tests are not about mathematics or grammar, nor about any of the basic technical skills for which many production, sales or clerical workers have long been tested. Rather, employers want to evaluate candidates on intangible qualities: Is she creative or entrepreneurial? Can he lead and coach? Is he flexible and capable of learning? Does she have passion and a sense of urgency? How will he function under pressure? Most important, will the potential recruit fit the corporate culture?
These tests, which can take from an hour to two days, are all part of a broader trend. ‘Companies are getting much more careful about hiring,’ said Paul R. Ray Jr., chairman of the Association of Executive Search Consultants.
Ten years ago, candidates could win a top job with the right look and the right answers to the question such as ‘Why do you want this job?’ Now, many are having to face questions and exercises intended to learn how to get things done.
They may, for example, have to describe in great detail not one career accomplishment but many – so that patterns of behavior emerge. They may face questions such as ‘Who is the best manager you ever worked for and why?’ or ‘What is your best friend like?’ The answers, psychologists say, reveal much about a candidate’s management style and about himself or herself.
The reason for the interrogations is clear: many hires work out badly. About 35 percent of recently hired senior executives are judged failures, according to the Center for Creative Leadership in Greensboro, North Carolina, which surveyed nearly 500 chief executives.
The cost of bringing the wrong person on board is sometimes huge. Searching and training can cost from $5000 for a lower level manager to $250,000 for a top executive. Years of corporate downsizing, a trend that has slashed layers of management, has also increased the potential damage that one bad executive can do. With the pace of change accelerating in markets and technology, companies what to know how an executive will perform, not just how he or she had performed.
‘Years ago, employers looked for experience – has a candidate done this before?’ said Harold P. Weinstein, executive vice-president of Caliper, a personnel testing and consulting firm in Princeton, New Jersey. ‘But having experience in a job doesn’t guaranty that you can do it in a different environment.’
At this point, most companies have not shifted to this practice. Some do not see the need or remain unconvinced that such testing is worth the cost. But human resource specialists say anecdotal evidence suggests that white-collar testing is growing in popularity. What has brought so many employers around to testing in a sense of the limitations in the usual job interview? With so little information on which to base a decision, most people hire people they like, rather than the most competent person’, said Orv Owens, a psychologist in Snohomish, Washington, who sizes up executive candidates. Research has shown, he said, that ‘most decision makers make their hiring decision in the first five minutes of an interview and spend the rest of the time rationalizing their choice.’
Besides, with advice on how to lend a better job about as common as a ten-dollar bill, many people are learning to play the interview game.
Even companies that have not started extensive testing have toughened their hiring practices. Many now do background checks, for example, looking for signs of drug use, violence or sexual harassment. But the more comprehensive testing aims to measure skills in communications, analysis and organization, attention to detail and management style; personality traits and motivations that behavioral scientists say predict performance.