communicative actvities for teaching business english

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English
Pair Work I
Steve Flinders and Simon Sweeney
Illustrated by Nevllle Swalne
S E R I E S E D I T O R : N I C K B R I E G E R
In memory of Frunk Zappa (1940-93)
P E N G U I N B O O K S

2. Contents
Introduction
Teachers'Notes
PairworkActivities
Activity StudentA StudentB Activity StudentA StudentB
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Ice breaker
Advertising
Agendas
Bank charges
Budgetpresentation
Businessanecdote
Businessetiquette
Businessgifts
Businessinitials
Buying andselling
Cashflowproblems
Companyof theyear
Companyorganization
Companypresentation
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Companytour 4I
Companyvisit 42
Corporateculture 43
Corporatesponsorship 44
Costsandreducingoverheads 46
Customercare 47
Customercomplaint 48
Customsholdup 50
Employeemorale 51
Entertainingvisitors 52
Environmentally friendly office 53
Equal opportunities 54
Franchising 55
Health and safety 56
ln-house magazine 57
Interview techniques 58
Jobapplication 59
Large versussmall companies 61
Late paymentof invoice 62
Managementandleadership
skills for women
Managementqualities
Market research
Market survey
Meeting arrangements
Mission statement
Payversusbenefits
Performance appraisal
Presentinginformation
Pressandpublic relations
hoduct endorsement
Productiondelays
hofit andlossaccount
Project management
Quality
Quiz 1
Qaiz2
Raising finance
Recruitment
Recycling
Relocation
Salestargets
Small talk 1
Small talk 2
Spareparts
Teambuilding
Time management
Training priorities
Transportation
Work environment
Work rotas
Works council
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Glossary
A-ZofLanguageFunctions
CommunicationSkillTable
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3. Teachers'notes
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1 lce breaker
Introducti.on
'Ice breakers'are short exercisesfor use with a new
classto helppeopleto getto know eachother.
Lead-in
Ask why it is importantfor businesspeopleto be able
to:
r 'breaktheice'with strangers
. askpolite questionsto find out moreaboutbusiness
contacts
o be able to say clearly and conciselywho they are,
whattheydo andwheretheycomefrom.
Method
o With a group class,divide studentsinto As and Bs.
There are two possiblemethods.Either Bs ask all
their questions,then As questionBs. Or students
takeit in tumsto aska question.
r If the group is not too large, get studentsto walk
around so that all the As interview all the Bs and
viceversa.
Follow-up
I Get selectedstudentsto tell the whole group in one
or two sentences:
- theirname
- theirjob title andmainresponsibility
- their company,companyactivity (if necessary)and
companylocation.
You may wish to providea model,for example:,My
name is Sylvia Smith and I'm a languagetrainer
responsiblefor businessEnglish training at ABC
Pharmaceuticals,basedin Berlin.'
Explain rhatthis is a vital skill which everyonein
the group must be ableto perform with easeby the
endof the course.If somestudentsareunsureabout
their job titles, get others to make suggestions.If
uncertaintypersistsin any case,suggestthat both
you and the student try to get more information
beforeyournextmeeting.
2 Get studentsto write shortpersonalandprofessional
profiles of their partners,for example as in a job
applicationform.
2 Advertising
Introduction
This role play revolvesaroundhow to allocatemoney
availablefor advertisins.
Lead-in
Questions:
o whatmethodsof advertisingarethere?
o what methods would be suitable for advertisins
sportsequipment?
Method
1 Direct studentA to stateaninitial position.B should
respond with some generalcommentsand observa-
tions- on football sponsorship,for example.A needs
to choosebetweena broadly-basedpackagecentred
on athleticssponsorship,or a n.urowercampaignled
by TV advertising.Student B has to changeA's
mind- awayfrom football sponsorship.
2 Make surelearnerscometo an agreementon a total
packageandthatall pointsin their rolesareincluded
in thediscussion.
Follow-up
After giving feedback,noting the positive achieve-
mentsof thenegotiation,suggestanexchangeof letters
summarizingtheagreement.
3 Agendas
Introduction
The activity involves a discussionon the telephone
aboutplanninganagendafor a meeting.
Lead-in
I Discussthethemeof quality:
- whatis quality?
- how do companiesraiseandmaintainquality stand-
ards?
2 Thenelicit commentson agendas:
- shouldall businessmeetingshaveagendas?
- arewritten agendasalwaysnecessary?
- the answercould be that all meetingsneedclear
objectives,but they may not alwaysbe written
down.

4. Teachers'notes
Method
1 After the introductory discussionabove, students
preparetheir roles and B starts,remindingA about
his/her letter and making some general critical
remarkstogetherwith suggestions.
2 Tey shouldreachagreementon a new agendabut
postponesomediscussionto themeetingitself. Note
that the final agendadependson other people'scom-
mentstoo.
Follow-ip
They shouldproducea new agendatogether.
4 Bankcharges
Introduction
This activity is essentiallyaboutcustomerservicein a
familiar context:a bank.
Lead-in
I Ask studentsto discusswhattheythink of banksand
the quality of servicethey provide.They may recall
somepersonalexperiences,goodandnot sogood.
2 Move discussionon to thenatureof customerservice
andwhy theconceptis important.
Method ./
A beginsthe role play by ringing with a complaint.B
hasto decidehow to respond.The role play is poten-
tially highly conflictive, much depending on how
studentB, the bank employee,decidesto resolvethe
two problems involved. There are several possible
ways to resolve the difficulties, depending on the
bank'skeennessto providea customer-friendlyservice.
Follow-up
Have studentswork togetherto createa shortdialogue
basedon handlinga complaintto a bank.Reversethe
roles so B is making the complaint.Altematively get
them to changethe context from banking to another
serviceindustry.
5 Budgetpresentation
Introduction
The activity providespracticein presentinginforma-
tion and in listening to a presentationand asking for
explanations.
Lead-in
Checkstudents'understandingof key vocabulary,such
asbudget,salesbudget,costof salesandcostof selling.
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Method
Explain the two roles- A aspresenter,B asa listener
who needsto understandpreciselywhatA is sayingand
to questionanypartof thebudgetthatis not totally clear.
Follow-up
Someleamersmay chooseto presentsomeotherinfor-
mation relating to their own work or interestsand
invite questionsfrom their partners.This would be a
good opportunityto reversethe roles of presenterand
listener.
6 Businessanecdote
Introduction
This activity can be usedto finish off a lessonor a
course, or as a break betweentwo more extended,
intensiveactivities.
Lead-in
Is it important for businesspeopleto be able to tell
anecdotes?Why is it importantfor businesspeopleto
beableto tell themclearlyandCONCISELY?
Method
1 Tell studentsthattherearesix stages.Tell themhow
long you would like them to spendon each one.
(l-ltlz minutesperstage.)
2 Signalto studentswhenthetime for eachstageis up.
Be firm aboutthechangeover.
3 Listen in to eachpair. Be readyto prompt students
who havedifficulty comingup with ideas.
4 Whentheexerciseis over,get students,still in pairs,
to go over the story againin order to improve and
polishit.
5 Invite selectedpairs to report their stories to the
wholegroup.
Follow-up
1 Get studentsin pairs to tell each other their own
businessanecdotes.Getpartnersto reportbackto the
group the anecdotesthey have just heard.Again,
encourageclarity andconcisenessateverystage.
2 Get studentsto write down the anecdotethey have
inventedor theirown anecdote.
3 Languageanalysisandfeedback.
7 Businessetiquette
Introduction
This activity encouragesstudentsto reflectuponevery-
day businessbehaviour,to formulate rules for their
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otherpeople'sbehaviour.
bad-in
hat aspectsof businessetiquetteareimportantin the
srudents'own culture?What happensif you breakthe
rules.r
.llethod
I Even' studenthas five different areasto cover.Tell
-{s and Bs that they are going to take it in turns to
.Je:cnbecertain aspectsof businessbehaviour to
eachother.
I .s andBs shouldreadtheircopies.Give thema little
Iune to think about the rules goveming their own
behaviourfor eacharealistedon theirown sheets.
-: Get .{s to lead with Shakinghands.As tell Bs what
the conventionsfor shakinghandsarein their coun-
tn'icompany/departmentas appropriate.Bs should
then commenton the differencesbetweenwhat As
havedescribedandtheirown experience.
-1Get Bs to do the samewith Businesscards andcon-
tirue alternationuntil theend.
Follow-up
I Generalreportingback.Get eachA to reporton a B
areaandvice versa,leadinginto generaldiscussion.
I lnvite opinionsaboutother areasof everydaybusi-
ness life, for example, punctuality, the status of
deadlines,smokingat work.
3 .{sk whether any of these areas are codified or
u'hetheranyof themshouldbe.
8 Businessgifts
Introduction
The activity is basedon an internaldiscussionto for-
mulatepolicy on employeesreceivinggifts from sup-
pliersor customers.
I*ad-in
To introducethetheme,ask:
o whatis thepurposeof businessgifts?
. aregifts commonin your country?
. cantheycauseproblemsor conflict?
r whatsortof thingscouldbepresentedasgifts?
Method
Studentsshouldengagein a wide-rangingdiscussion,
bringing in all the pointson their role cards.Get them
to reacha generallyagreednewpolicy on gifts.
Teachers'notes
Follow-up
A jointly producedmemo statingcompanypolicy on
receivinggifts.
9 Businessinitials
Introduction
Like the quizzes,this can be treatedas a quite light-
heartedexerciseto round off a lesson or a course.
Thereis neverthelessa seriousandusefulpedagogical
objective.It is importantfor businesspeopleto be able
to readtheinternationalbusinesspress.Unfamiliar sets
of initials are often a barrier to understandingwhen
reading in a foreign language.This activity includes
some of the more common setsof initials from the
worldsof business,politics,economics,computing,etc.
Method
1 GetBs to testAs on setsof initials l-16. Bs should
give the correct answerafter each attemptby As;
wherenecessarythey shouldexplaineachansweras
far astheycan,andscoretheirpartnersout of 16.
2 Now reverserolesandgetAs to testBs.
3 Pairsreportbackto thegroupwith teacherclarifying
any remaining problem sets.Ask studentsif their
companyhasa VP for HR or R&D, what their com-
pany'sUSPis, or whethertheir companyrunsaTQA
programme.
Follow-up
I Ask studentsto provide their own setsof initials in
Englishto testtherestof theclass.
2 Provide newspapers/newsmagazinesfor the group
andaskthemto identifyeitherasmanysetsof initials
aspossiblefrom thequiz; or othersetsof initials for
furtherquiz work.
Answers
MD Managing Director. The managerwith overall
responsibility for the day-to-day running of the
company(British English).
VP Vice-President.Usually with a departmentalor
geographical responsibility, for example: Vice-
hesident in chargeof Human Resourcesor Vice-
PresidentSales,CentralandSouthAmericanReeion
(AmericanEnglish).
R&D Researchand Development.The division of a
company doing the technical or scientific work
neededto find newproducts.
PA PersonalAssistant.A senior executive'shelper.
PAsareusuallythoughtto be more thansecretaries
butlessthanmanagers.
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Teachers'notes
MBA Master in BusinessAdministration.The most
importantbusinessschoolor universityqualification
in business.Some studentsdo the MBA straight
after their first degree;othersget a few years'job
experiencefirst.
EU European Union. The political and economic
groupwhosecurrentmembersareAustria,Belgium,
Denmark,Eire, Finland, France,Germany,Greece,
Netherlands,Italy, Luxembourg, Portugal, Spain,
SwedenandtheUnitedKingdom.
GATT GeneralAgreementon Tariffs and Trade.The
main internationalfree trading agreementbetween
nations,aiming to reduceasfar aspossiblethe bar-
riers to trade acrossnational frontiers. The most
recentGAff was eventually signedin 1994 after
lengthynegotiationsknown astheUruguayRound.
IBM International Business Machines. Still the
world's biggestcomputercompany.
SAS ScandinavianAirline Systems.The airline com-
panyfor theNordic countries.
WP Word Processing.Typing and editing text on a
computer.
RAM RandomAccessMemory.The dynamicsystem
memory of a computer that holds programmesand
datawhile theyarebeingworkedon.
AGM Annual General Meeting. The meeting, for
example,of a company'sshareholders,which takes
placeoncea year.
GNP Gross National Product. The measureof the
wealth createdby a country in a year, including
moneyearnedfrom abroad.
VAT The general tax applied at each point of
exchangeof goodsor services.
The4 Ps Price,homotion, Packaging,Place.Theseare
themaincomponentsof theMarketingMix, themost
importantfactorsin themarketingof aproduct.
LO Intemational Labour Organization. A United
NationsAgency concemedwith the rights, protec-
tion andhealthandsafetyof workersworldwide.
CEO Chief Executive Officer. The manager with
overall responsibilityfor the day-to-dayrunning of
the company.(More commonly used in American
English).
VIP Very ImportantPerson.Rich, famous,or power-
ful peoplewho receivespecialtreatment.Major air-
ports,for example,oftenhaveaVIP lounge.
HR Human Resources.The managementof such
things as pay and conditions for all people who
work in a company.
PR PublicRelations.Thejob of PublicRelationsis to
ensurethatthepublic imageof a companyis aspos-
itiveaspossible.
PhD Doctor of Philosophy.The doctoratecan,how-
ever,be in any of a wide rangeof subjects,not just
philosophy.
ECU EuropeanCurrencyUnit. A currencywhich is
an averageof a certainnumberof other European
currenciesand possibly the future single cunency
for all themembersof theEuropeanUnion (EU).
OECD Organizationfor Economic Cooperationand
Development.An economicresearchand forecast-
ing agencyfundedby therich industrializednations
andbasedin Paris,whoseaim is to encourageeco-
nomic growth, high employmentand financial sta-
bility amongits members.
ABB Asea Brown Boveri. A major Swiss-Swedish
engineeringcompany.
JAL JapanAirlines. The main Japaneseairline com-
pany.
DTP Desk Top Publishing. The computer-based
activity which producestext with integratedgraph-
ics and varied layout,for examplefor a newsletter,
CY orhome-producedmagazine.
CPU CentralProcessingUnit. Thebrainof acomputer.
AOB Any Other Business.The last item on the
agendaof a meeting.
GDP Gross Domestic Product.The measureof the
wealth createdby a country in a year, excluding
moneyeamedfrom abroad.
USP Unique Selling Proposition.What every com-
pany shouldhave- a uniquereasonwhy customers
shouldbuy from themratherthanfrom anyother.
TQA Total Quality Assurance.An approachto seek-
ing to achievethe highestquality of productor ser-
vice providedby getting everyonein the organiza-
tion to focuson quality all thetime.
IMF IntemationalMonetary Fund. A fund set up in
1947 and to which most of the countries in the
world belong,which existsto lend moneyto coun-
triesin financialdifficulties,particularlyto helpwith
balanceof paymentsproblems.The IMF oftenwith-
holdsloansto govemmentsif it doesnot approveof
their economicpolicy plans.
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10 Buyingandselting
Introduction
Negotiationis an important skill not only for people
involved in the kind of lengthydiscussionneeded,for
example,to setup this kind of agencyagreement;but
also in informal everyday situationslike persuading
someoneto stayon late at work or changinga holiday
date.This activity can be usefulpracticefor both for_
mal or large-scalenegotiationand informal or small-
scalenegotiation.
Lead-in
In what situationsarenegotiatingskills necessary?Are
theseskillsrelevantonly in theworkplace?
Method
I Give studentsplenty of time to read their activity
sheets.Calculatorscouldbeuseful.
2 Set a cleartime limit - 20 or 25 minutesshouldbe
enough- for the activity, and give studentstwo or
threeminutes'wamingbeforeyou stopthem.
3 Get studentsto start with some small talk before
goinginto themainbodyof thenegotiation.
4 Get eachpair to summarizethe main pointsof their
agreementso that each participant is clear about
whathasbeenagreed.
Follow-up
I Get selectedpairsto talk throughthe stagesin their
negotiationin order to analysethe reasonsfor their
particularresult.
2 Get studentsto write down the terms of their agree-
ment.
11 Cashflowproblems
Introduction
The activity is a fairly complexface-to-facediscussion
betweena cautiousfinancemanagerand an ambitious
marketingmanagerreluctantto turn awayamajororder.
Lead-in
As a lead-in,discussthe meaning,causesandimplica-
tionsof cashflowproblems.
Method
I Both sidesneeda few minutesto preparetheir roles
andabsorbtheinformationtheyhave.
2 B shouldstartby outlining theorderandaskinghow
much cashis available.A is pessimisticabout the
cashflowsituation.
Teachers'notes
3 In discussion,both sidesneedto reachagreementon
exactly what is possibleand what stepsneedto be
takennext.
Follow-up
I Togetherboth studentscould work out a letterto the
customeroffering a unit price discountbut request-
ing tight paymentterms.
2 They could also work out a revisedcashbudgeton
thebasisof theorderandapossiblebankloan.
12 Companyof theyear
Introdaction
This activity can help studentsro focus, albeit in a
potentiallylightheartedway, on the perennialproblem
of how to make small businessesgrow. If necessary,
the situation could be adaptedto the context of a
departmentor profit centreif participantsall work in
largeorganizations.
Lead-in
In whatsituationsarecompaniesgivenprizes?Whattype
of prizesaregiven?Whatcompanieshavewon prizes?
Method
I If you suspectthat studentsmay not be very forth-
coming about imagining their own company into
existence,brainstorm an example with the whole
classbeforetheactivity begins.
2 Note that the list of preferencesfor A andB aredif-
ferent.
Follow-up
During feedback,find out whatthe students'ownideas
wereandlist themontheboard.Seewhetheranypattem
emergesfrom thechoicesmadeby thedifferentpairs.
13 Companyorganization
Introductinn
The activity is based on a face-to-facediscussion
where both sidesneedto resolve a problem: how to
designa new organizationfor their companieswho are
planningto merge.
Lead-in
Startby asking:
o why companieshavehierarchies
o why companieshavestructuredorganization
r if therearealternativesto traditionalcompanystruc-
tures.

8. Teachers'notes
Method
o Eachsideneedsto explainits primaryobjectivesand
to outline its concems.Therewill be sometradeoff
betweenthetwo.
o Studentscan sit sideby sideandactuallydraw up a
fresh organization chart based on their preferred
optionsandwhattheycanagreeon.
Follow-up
Ajoint presentationof the new structureusinga board
or OHP.
14 Companypresentation
Introduction
Introducingoneselfandone'swork is a commoncom-
municationneedin intemationalbusiness.This activity
gives an oppornrnity to practise a relatively formal
presentation.
Lead-in
To introducethe theme,discussthe function of trade
fairs andwhatgoeson at suchevents.
Method
This is a two-part activity in which studentsboth pre-
senta fictitiouscompanyandhearaboutone.
1 Ask A to present Conta Inc. B intemrpts with
requestsfor clarificationand/orfurther information.
B canalsotakenotes.
2 Next, B presentsEdile S.p.A.andtherolesarethere-
forereversed.
Follow-up
Ask learnersto presenttheir own or anotherreal com-
panythat they know well. Suggestthey includesaying
who they areandwhat their responsibilitiesare.A fur-
therfollow-up is to try a similarpresentation,but much
moreinformally.
15 Companytour
Introduction
It is important for businesspeopleto be able to talk
clearly and conciselyabouttheir company'sproducts,
history andorganization,aswell asbeingableto guide
visitorsroundtheworkplace.
Lead-in
Which companiesreceivevisitors?Are thereany spe-
cial securityarrangements?Are thereany specialrisks
aboutshowingvisitorsaround?
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Method
1 The notesbelow theplan on A's sheetareonly brief
guidelinesfor A, who will needtime to preparethe
presentation.The preparationcould be done before
thelesson.
2 EncourageBs to preparelots of questionssothatthe
activity is as interactive as possible. Discourage
monologuesfrom As.
Follow-up
I Repeattheactivity with therolesreversed.
2 GetAs andBs to write follow-up lettersto thevisit:
- As sayingtheyarehopingfor businessfrom Bs
- Bs sayingwhetheror not they havedecidedto do
businesswith As.
16 Gompanyvisit
Introduction
This is an information gap exercise which also
providespracticein numbersandspellingandchecking
information. It can thus be used with lower level
students.
Lead-in
Ask thestudentsif:
o theyhaveanyproblemswith spellingforeignnames
o theyhaveanyproblemswith understandingnumbers
o if the! have any specialstrategiesfor spelling and
counting.
Method
1 Get studentsto write down any information,e'g. car
registrationor telephonenumbers,that they give to
their partners.
2 At the end of the activity, get studentsto check that
all the information hasbeencorrectly transferred.
Follow-up
Repeatthe activity with the roles reversed.Partners
now know what information they have to give so
shouldgive a morepolishedperformance'
17 Corporateculture
Introduction
The main aim of this activity is to provokediscussion
so don't be too concemedif the studentsfail to come
up with a coherentpolicy by the time you call the
grouptogether.
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bad-in
Ask srudentsif they know any companieswith their
o*n specialculture.Whatarethecharacteristicsof cor-
porateculrure?Doesit help employeesto work better
together?
Methd
Encouragestudentsto add ideasin the samespirit to
thelist.
Follow-up
I In the group discussionfollowing the activity, get
srudentsto identify the assumptionsunderlyingthe
variouspossiblepolicieson thelist, e.g.thatcompan-
ies are too hierarchical,that there are not enough
womenin top management,etc. andfind out if they
agreewith theseassumptionsor not. Which onesdo
theythink arenonsensical?Why?
2 Get the group to brainstorm their own equally
unorthodoxpolicy suggestions.
18 Corporatesponsorship
Introduction
The activity is designedto encourageextensivediscus-
sion. Studentsmay wish to invent detailsof the com-
panythey both representandsuchdetailsmay influence
the final choice.Otherwise,thereis no obviouslyright
answer.
I*ad-in
Why do companiesoffer sponsorship?What types of
eventsdo they sponsor?What benefitsdoeseachside
get?
Method
Sincethis activity involvesquitea lot of reading,allow
time for this beforebeginningthe activity or distribute
theactivity sheetsbeforethelessonbegins.
Follow-up
I Systematizefeedbackfrom the group by askingfor
the strongandthe weakpointsof eachfile andwrit-
ing themup on theboard.
2 Get studentsto write a letter of acceptanceto the
sponsorshiprecipient and of rejection to the other
two causes.
19 Costsandreducingoverheads
Introduction
The activity involves a fairly detailed face-to-face
Teachers'notes
negotiationin which eachparticipantwill haveto com-
promise in order to reach the desiredobjective. See
alsoActivity 27 on franchising.
Lead-in
To introducethe theme,checkstudents'understanding
of cosfs,costof salesandcostof selling.
Method
Eachplayerin the negotiationapproachesthe problem
from a ratherdifferent perspective:A is more conser-
vativein termsof defendingemployees'interests,while
B is more inclined to defend shareholdersand seek
improvedproductivity.Consequently,compromiseand
bargaining will be required. Encouragestudentsto
beginby statingtheir agreedobjectives(to find savings
of l0%o)andto find issueson which they agreebefore
going into detail on moreproblematicareas.As a gen-
eral principle, suggestthat they shouldonly compro-
mise where they get somethingin retum - in other
words,in concedinga point they shouldgaina conces-
sion in anotherarea.This may involve looking at two
or three points together - a common negotiating
approach.
Follow-up
Set up a similar negotiationinvolving more particip-
ants,sothatthenegotiationinvolvesteams.
20 Customercare
Introduction
This activity emphasizesthe importanceof looking
afteryour customers- thosewho buy a productaswell
asthosewhobuy a service.
Lead-in
In your introductionto this activity, askaboutthe dis-
tinction betweeninternal customers(other employees
within the same organizationwhom you serve) and
extemal customers(those outside the company who
pay you to provide them with a product or service).
Ask studentshow far they serveinternalasopposedto
externalcustomersin theirwork; andaskthemwhether
theyshouldbemorefocusedon extemalcustomers.
Method
After theBs haveadministeredthequestionnaireto the
As, thepartnerscanreverseroles.
Follow-up
I Thegroupcanprioritizethedifferentfeaturesofcus-
tomercarelistedin thequestionnaire.Onetechnique

10. Teachers'notes
for gettingalargegroupto arriveata final list is:
a)to geteachpair to agreeon alist of priorities;then
b)to get two pairs togetherto agreeon a common
list; then
c)to get two groupsof four to agreeon a common
list,etc.
2 Getdetailedfeedbackon how well your studentsfeel
their organizationsserve their intemal and their
externalcustomers,andhow thesetwo kinds of ser-
vice cogldbeimproved.
21 Customercomplaint
Introduction
This activity practisestwo important communication
and businessskills. As have to turn an unhappycus-
tomerinto a happyone.Bs haveto avoidbeingfobbed
off with lessthanwhattheyregardastheirproperdue.
Lead-in
Ask students:
r in what situationsthey have madecomplaintsover
thelastfew months
o whethertheir complaintshavebeenwell handled
o why it is importantfor companiesto be ableto deal
efficientlywith complaints.
Method
1 Allow adequatetime for theheavierreadinginput or
distributetheactivitysheetsbeforethesessionbegins.
2 Ensurethat both partnersare clear about the final
outcomeof the discussionby gettingthem to write
noteson theagreementreachedandcomparenotes.
Follow-up
1 Get eachpair to reportback on their agreementand
tabulateall theagreementson theboard.
2 Get feedbackon how the encounterbetweenBs'
firmnessand As' desire to win over the customer
swayed the discussion one way or the other.
Brainstorm language gambits which As and Bs
might haveused.
3 Get studentsto write A's letter apologizingfor the
inconvenience,summarizing the agreementreached,
etc.
22 Customsholdup
Introduction
This is a telephoneconversationbetweentwo people
with verv differentconcems.
Lead-in
To setup thetheme,ask:
r whatcausesdelaysatfrontiers
o whatdocumentsareneeded
o howcandelaysbekeptto a minimum
r if theproblemsatfrontiersarethesameeverywhere
o if the solutionsto the problemsarethe sameevery-
where.
Be tactful aboutthe issueof corruptofficials- in some
placesmentionof comrptionmay be acceptableonly if
it refersto othercountries!
Method
Studentshavea reasonableamountof freedomin how
to resolvetheproblemhere.Thediscussionis led by A
statingtheproblemandaskinghow it may beresolved.
B respondsandtogetherthe two positionsarebrought
closer- or not, dependingon the degreeof obduracy
heldby theofficial, B, or rectitudeheldby A.
Follow-up
Some studentsmight like to role play a face-to-face
meeting at the frontier, with other studentsplaying
relatedroles,includingthedriver.
23 Employeemorale
Introduction
This activity beginswith an exchangeof information,
followed by discussion.It is importantfor the students
to completethe first part satisfactorilybeforethey start
thesecond.
Lead-in
Ask the studentsin what way morale affectsthe way
people work. What are the possible results of poor
employeemorale?
Method
1 Beforethestudentsbegin,makeit clearto As andBs
that they have different lists of suggestionsfor
increasingcompanymoraleon their activity sheets.
Underlinethefact thatthey arenot expectedto com-
pete by shortlistingmore of their own key actions
thantheirparmers'.Theobjectiveis simplyto getwhat
theybothagreeis thebestpossiblepolicy defined.
2 You could encouragethem to simulateformal meet-
ingswith Bs andthenAs making shortpresentations
of the ideaslisted.They will needextratime to pre-
parethis. This shouldthen be followed by an open
discussionof themeritsof eachideain tum.
3 Studentsmaywish to addtheirown ideas.
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agreedbeforecallingahalt.
Follow-up
I Brainstormstudents'ownadditionalideas.
2 Discusshow far thereis a groupconsensusandwhy
some,if any,of the ideasaregenerallyconsideredto
bemorefeasiblethanothers.
3 Get studentsto write a shortreportrecommendinga
planof actionto thecompany'stop management.
24 Entertainingvisitors
Introduction
This is a fairly extensivetelephoneconversationin
which two new businessassociatesget to know each
othera little anddiscusspossibleentertainmentfor one
of them,who is planningto visit theother.
Lead-in
Ask:
o what types of entertainmentcompaniescould pro-
vide for businessassociatesin your country
r what sort of entertainmentyou would like if you
werevisiting othercountries.
Method
o Much of the content here needsto be genuinely
basedon students'interestsandpreferencesand on
localentertainmentavailable.
o An interestingway to do this is for A to explainto B
what is availableby referringto a local 'What's
On'
guideor newspaper.
r Theconversationhasthreemainpartsaftertheinitial
introduction:
i) outliningpossibleentertainmenton offer
ii) B's preferencesandinterests
iii) planninganentertainmentitineraryfor B's visit.
Follow-up
o A fax from A confirmingideasand/orarrangements.
o Reversingroles: B shouldreturn the invitation and
try to fix up entertainmentthatA would like.
r Repeatthe activity placing emphasison eithervery
formal or very informaltypesof hospitality.
25 Environmentallyfriendlyoffice
Introduction
This activity canbeparticularlyinterestingwith groups
of studentsfrom differentcompanies,different sectors
anddifferentcountries.
Teachers'notes
Lead-in
Ask studentsfirst of all whatnationallawsexiston,for
example,packaging,air andwaterpollution,etc.andask
if theyknowhow legislationdiffersin anyothercountry.
Method
Beforethe activity begins,you may wish to presentor
elicit someof the languagewhich studentsmay usein
prioritizing the ideas,particularly comparativeforms
occurringin suchexpressionsas: 'Oh no, I think using
recycledpaperis muchmoreimportantthan. . .'
Follow-up
I Find out how manypeoplefeel this is a relevantand
useful topic and how many do not think that safe-
guardingtheenvironmentis important.
2 Getfeedbackon students'ownideas.Additionalsug-
gestionsmight be:
- tuming off computersand other office equipment
whennot in use
- avoiding unnecessarychemicalsby, for example,
usingvegetable-basedglues,pump-actioncontain-
ersratherthanaerosols
- usingrefillablelaserprintercartridges
- using scrappaperfor notesratherthanbrandnew
memopads
- using electronicmail where possiblerather than
paper.
3 Questionsfor thegroup:
- whatenvironmentallyfriendly stepsdo you takein
your own offices?What morecould you andyour
colleaguesdo?
- how environmentallyconsciousdo you think your
companyis as a whole? What more could your
companydo?
26 Equalopportunities
Introduction
This is a straightforwardcollaborativediscussionbased
onprioritizinga seriesof points.
Lead-in
Discussthe meaning of equal opportunitiesand the
importanceof the issue, with referenceto students'
own country/countriesand/orexperience.
Method
The objectiveof the activity is to prioritize a seriesof
initiatives following discussioncomparingthe relative
merits of different proposals.As eachstudenthas the
samelist of points, they shoulddiscussthe merits of
eachone,thendecideon anorderof importance.

12. Teachers'notes
Follow-up
o Leamers can suggestinitiatives which could be
introduced in their own working environment to
improveequalopportunities.
. Studentscan discusswhat measureshave already
beentakenanddecidehow effectivetheyhavebeen.
27 Franchising
Introductioi
The activity is a face-to-facenegotiationwhere both
sides will need to compromisein order to reach an
agreement.
Lead-in
Introducethethemeby askingstudentsto namefamous
franchisors. Examples are McDonald's, Benetton,
Hertz,KentuckyFriedChicken.Ask:
o how franchisesoperate
o whatis therelationshipbetweenfranchisorandfranch-
isee.
Method
Oncestudentshavereadandunderstoodtheir roles,A,
the franchisee,shouldstartby outlining somegeneral
objectivesandby talking aboutthepresentsituation.B,
the franchisor,will needto be conciliatory.If the dis-
cussionfollows thenegotiatingprincipleof 'only make
a concessionif you get somethingin retum', then the
resultshouldbe a lively exchangeof offersandcounter
offers,but compromisewill benecessary'
Follow-up
I An exchangeof lettersoutlining the basisfor con-
tinuedcollaboration.
2 A jointly preparedstatementexplaining what they
haveagreed.
28 Healthand safety
Introduction
The activity is based on a face-to-facediscussion
betweencolleagues,one more radical and more pro-
gressivethanthe other.Consequently,somepersuasion
will berequired.
Lead-in
Discussthe issuesinvolved in healthand safety.How
aretheseissuestreatedin the students'country/coun-
tries?How arethevdiscussedandchecked?
l0
Method
1 B should start with a generaloutline of the health
and safety position and some ideas on how to
improve matters.A replies with commentson B's
remarksbutproposesmoreradicalchanges.
2 Encourage studentsto paraphraseeach other with
expressionslike 'So you think. . .'and
'Whatyou're
saying is . . .' before suggestinga slightly different
emphasis.
Follow-up
A jointly-producedplan of action to presentto other
colleaguesin theform of a shorttalk.
29 In-housemagazine
Introduction
Discussingthe contentsof an in-housemagazinegives
the studentsanopportunityto discussthetypeof infor-
mationthatshouldbeincludedin suchamagazine.
Lead-in
Ask:
r if theircompanyhasanin-housemagazine
o ifthe] readit
o how do theyrateit
o how would theyimproveit.
Method
o There are really two parts to this activity' The full
versioninvolvesdrawing up a businessplan for the
magazine(see the section beginning: Identify the
objectivesof the magazine.. .) as well as deciding
on the content.This versionis likely to takeup con-
siderablymoretime.
o For studentswith less businessexperienceor less
time or both, the activity can centreon decidingon
contentalone.
Follow-up
After getting feedbackon the variousmodelsof cor-
poratecommunicationproposedby students,widenthe
discussionto include other tools of internal commun-
ication:
o how do you makeintemalcommunicationeffective?
r how do you makeintemalcommunicationtwo-way?
etc.
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30 lnterviewtechniques
Introduction
The activity is a collaborativediscussion,studyingand
sharingopinionsbeforemakinganassessment.
Lead-in
lntroducethe topic of interviewingby askingstudents
abouttheirexperienceof interviewsandaboutwhatkind
of questionstheywouldexpectto getin ajob interview.
Method
Srudentssit side by side.There are threepartsto the
activity. First, studentsstudy the job advertisement,
thenclassifythe questions,thenassesstheir usefulness
in a job interview.In this last part they shouldjointly
_eivea reasonfor theirdecision.
Follow-up
I Use the questionsas a framework for interviewing
otherstudents(or eachother)for thejob in question.
2 Study other job advertisements,work out likely
questionsfor aninterviewingpanel,andsetup inter-
viewswith otherstudents.
31 Jobapplication
Introduction
Although studentsmay appreciatethe fantasyelement
in the activity,they shouldneverthelessbe encouraged
to treat it as a seriousexercisein recruitment.The
respectivepartnersshouldmakeinitial assessmentsof
thejob or of theapplicant,asappropriate.
Lead-in
Ask students:
o whattypesofjob applicationformstheyhavefilled in
o whatthepurposeof a form is
o whethera form is more effective than an open ap-
plication.
Method
Theprocedureis asfollows.
I B (theapplicant)callsA (thecurrentPAwho is leav-
ing thejob) to find out what hashappenedto his/her
application.
2 A apologizes- hasbeenvery busy.
3 B asksA questionsaboutthepostwhile, altemately,
4 A asks B questions about his/her experience, tan-
guages,etc.
5 A shouldtake the initiative to bring the call to an
end,tell B whatwill happennextandsaygoodbye.
Teachers'notes
If appropriatetelephonesarenot available,getpairsto
sit back-to-back.
Follow-up
I During theactivity,monitorin particulartheway the
call startsandends,andcommenton theauthenticity
of thesestagesfor the variouspairs.Get goodpairs
to simulate model openings and closings for the
others.
2 Discusshow the recruitmentprocessmight go on
afterthis stage.
3 Get studentsto write a shortletterfrom eitherthePA
or theapplicant,following on from thiscall.
32 Largeversussmallcompanies
Introduction
Largecompaniescanbe very powerful; smallcompan-
ies can be very flexible. So what are the advantages
anddisadvantagesof each?
Lead-in
As a shortlead-in,and beforedistributingthe activity
sheets,ask studentswhetherthey prefer working in a
large or small organization.Elicit just one or two
advantagesanddisadvantagesfor each.
Method
I This exerciseshouldbe approachedas a debate:A
has to arguethe advantagesof working in a small
company;B hasto speakin favouroflarge organiza-
tions. Warn studentsthat they may find themselves
being askedto expressopinions that they do not
necessarilyhold. Pointout that this is gooddebating
practice.
2 Roles can be reversedto see if further additional
ideasaregenerated.
Follow-up
An A and a B from different pairs can be askedto
debateagainin front of thegroup.
33 Latepaymentof invoice
Introduction
This is a relativelyshortandsimpleactivity,wheretwo
sides have conflicting interests.The topic relatesto
customerservice:thecreditordoesnot wish to upseta
csorner. but at the sarnetitne is keen to reeeR,ha
moneyowedassoonaspossible.
1 l

14. Teachers'notes
Lead-in
Ask:
r why latepaymentis aproblem
o wh! do companiesdelaypayment.
Method
1 A, the creditor,telephonesB. Studentsshouldnot sit
face-to-facefor telephoningtasks.If possible,usean
intemalphoneline for a moreeffectiverole play.
2 A shouldsecurea promiseof whenpaymentwill be
made.
Follow-up
Repeatthe activity,reversingroles.Seeif the outcome
is anydifferent.
34 Managementandleadershipskills
for women
Introduction
This activity is usefulfor trainingpersonnelaswell
of generalinterest to women, in particular those
managementor supervisorypositions.
Lead-in
Ask students:
r if they think men andwomenhavesimilar manage-
mentskills
. if they think menandwomenhaveequalopportunit-
iesin theworkplacein their country/countries.
Method
Although experiencedtrainers may be interestedin
spendingthetime necessaryto devisetrainingideasfor
all five areas,most studentswill probablybe happyto
concentrateondiscussingoneproblemareaanddevising
atrainingideafor thisareaonly.In thiscasepairsshould:
1 discusswhich areato concentrateon
2 discusshow bestto handletheproblem
3 deviseatrainingidea.
Follow-up
I Pairs give feedbackto the group of the training
ideas.If time permits,pairscantakeover leadership
of the group to try out the training idea they have
devised.
2 Studentswho (rightly) point out that the problem
areasarerelevantto menjust asmuch asto women,
canbetold thattheseareaswerein fact identifiedfor
a successfulreal-life training programme aimed
specificallyat women.The legitimacyof identifying
suchareascan,ofcourse,bedebated.
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35 Managementqualities
Introduction
Theactivityis aninformalface-to-facediscussionwhich
involvesreadinga list of pointsandprioritizing them.
Lead-in
As an introductionto the theme,askstudentsto brain-
stormideason thequalitiesof a goodmanagerandthe
attributesrequiredin a managementteam.
Method
1 Studentsshould first discussthe points listed and
make surethey understandthem all; then set about
prioritizing them and come to a negotiatedagree-
ment on theright order.
2 If disagreementsoccur, compromiseor trading of
ideasmaybenecessaryto reachanagreedorder.
Follow-up
o Individualpairscanreportreasonsfor theirdecisions
and/orreport any disagreementsthey had and how
theywereresolved.
o Somestudentsmay like to assessthemselveson the
basisof someof thequalitieslisted.
36 Marketresearch
Introduction
Theactivity is a discussionbetweentwo people,oneof
whom hasprovideda servicewith which the other is
nothappy.
Lead-in
Introduce the theme by asking if studentshave any
experienceof marketresearchandwhatthey seeasthe
advantagesof marketresearchfor producersand ser-
vice providersandfor consumers.A possibleansweris
that the resultsof market researchhelp producersto
provide productsor serviceswhich match consumer
needsandwants.
Method
I Preparationis vital. Monitor the preparation:it may
be necessary,during the preparation,to prompt A,
the hotelier,towardsa setof demandsto resolvethe
difficulty.
2 Oncethe discussionbegins,A raisesvariousobjec-
tions to the survey techniqueand reporting. B, in
assuringthat the researchis preliminary,avoidsthe
issueandpotentiallyfuelsA's dissatisfaction,since
marketresearchis very expensive.
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tionsbreakingoff in a somewhathostileatmosphere.
Follow-up
Eachsideshouldwrite a letter to the other summariz-
ing opinionandstatingwhatshouldhappennext.
37 Marketsurvey
Introduction
This is a questionandansweractivity involving a ques-
tionnaire.It could be completedvery quickly,thougha
variation could be that the respondentdoes not like
someof the questionsandchallengesthe designof the
questionnaire!
Lead-in
Begin by promptingdiscussionon thepurposeof mar-
ket researchandthe importanceof marketsurveysfor
companies.
Method
Simple questionsand answers,with the interviewer
notingtheanswers.B cangivegenuineresponses.
A variation could be that B plays a role where the
respondentreally likes to talk a greatdeal aroundthe
questions,sodelayingthe(impatient)interviewer.
Follow-up
Reversethe roles and repeatthe activity. Get students
to repeatthe activity severaltimes with other students
or teachers,in orderto collectdatafor agroupofpeople.
Studentscouldalsodesigntheirown questionnaireon a
differenttopicof their choosing.
38 Meetingarrangements
Introduction
The activity involves a telephonecall and making
arrangementsto meetbut eachindividual hasa differ-
ent attitude.B (the agent)is fairly reluctantto devote
time to A's products- or a meeting.The objectiveis to
agreeon a meeting.
Lead-in
Discussthe role of agentsandthe natureof the manu-
facturer-agentrelationship.When is the relationship
problematic?Onepossibleansweris whentheagentis
not effectiveor whenhe/shehasotherprioritiesor sells
competingproducts.
Teachers'notes
Method
I As with othertelephoningactivities,usean internal
line, or seatstudentsback-to-back.They shouldhave
apencilto takenotes.
2 Remind studentsthat good telephoningtechnique
includessummarizingany agreementat the end of
thecall to confirmthateverythingis clear.
3 Give feedbackand repeatthe exerciseif necessary,
specifically to improvetelephoningtechnique.
Follow-up
1 Write a fax confirmingdetailsof thearrangement.
2 Reversetherolesandrepeattheexercise,or setup a
similar situationperhapsbasedon students'actual
commitments.
39 Missionstatement
Introduction
This is apotentiallydifficult andtime-consumingactiv-
ity which requiresthe exerciseof a variety of different
skills, including note-taking and writing. Students'
efforts will, however, be rewarded in having given
thoughtto somefundamentalquestionsaboutthe nature
and raison d'dtre of their own businessorganization.
Have available some mission statementsfrom real
companiesto showto studentseitherat the activity or
atthefeedbackstage.
Lead-in
Ask students:
. if theircompanyhasa missionstatement
I 3trd,if so,whatit is
r whatits purposeis
o ifit is useful.
Method
I Before starting,discusswith the group the kind of
languagein generalandthetypical structuresassoci-
atedwith mission statements.Write suggestionson
the board for reference during the exercise, for
example:we want to. . ., we need.. ., we believe
in. . .,webelievethat. . .
2 Studentsin pairswill movefrom discussion,through
note-taking, to drafting and redrafting their own
statements.Give asmuch help aspossible.If avail-
able,providestudentswith word processingfacilities
while working towardsthefinal draft.
Follow-up
1 Ask pairsto readout their own drafts.Look for com-
monthreadsto developin thediscussionphase.
13

16. Teachers'notes
2 Ask students:
o whatmissionstatementsachieve
o who shouldwrite them
o how much the personnelof the company as a
whole should be consulted during the drafting
stages.
40 Payversusbenefits
Introductiiln
This activity canbe of generalinterestto all managers
and of specific professional interest to managers
involvedin humanresourcesandpersonnel.
Lead-in
Ask studentshow companiesthat they know remuner-
atetheiremployees.
Method
Presenttheactivity in generaltermsandgo throughthe
detailsof the currentpackagewith the groupto ensure
the terms are clear, before handing out the activity
sheets.Notes:
o PRB. The managerearned a performance-related
bonus of f10,650 out of a possiblemaximum of
f20,000 lastyear.
o Long-termdisability cover.This is a form of insur-
ancewhich providesthe managerwith an incomein
the event of his/her being unable to work for an
extendedperiod through accidentor illness. (The
coveris privatebecausethegovemmentof thecoun-
try in which both the studentswork doesnot make
adequateprovisionfor this.)
o Parking.The companycurently pays for the man-
agerto parkin a city centrecarparkeverydaywhen
he/shecomesto work. The companydoesnot have
its own car park andcheapparking is impossibleto
find.
r Annual health screenins.A detailedmedical exam-
ination.
Follow-up
1 Get feedback on the results of each negotiation.
Clearly,a figurecloseto f40,000 is goodfor A (the
personnelmanager)while B will haveaimedto get
more. Find out how close to the total of f40,000
eachpair were.
2 Ask whetherthefact thatthemanager(B) only man-
agedto eamjust over5OVoof his potentialPRB last
yearreflectswell or badly on him/her.Canwe draw
anyconclusionsabouthis/herquality asamanager?
l4
3 Ask how manyof the grouphaveexperienceof per-
formance-relatedpayandhow theyfeel aboutit.
41 Performanceappraisal
Introduction
Theactivity is aninternaldiscussionmeeting,therefore
informal, leading to a decision on a problematic
employee.
Lead-in
Discussthemeaningof performanceappraisalandask:
r whatits purposeis
o if performanceappraisalis used in the students'
country.
Method
B shouldstartby introducingthepurposeof thediscus-
sion and outlining the problem.The discussionshould
move from generalobservationsand opinionsto spe-
cific decisionsandagreement.
Follow-up
o Jointpreparationof a memooutlining the agreement
reached.
o There is also scopefor generalclassdiscussionof
theissuesinvolvedin problemssuchasthoseoutlined
in theactivity.
42 Presentinginformation
Introduction
The activity is an opportunityto presentinformationin
a well-structuredmannerand to respondto questions'
SeealsoActivity 14on Companypresentation.
Lead-in
To introducethe theme,askstudentsto brainstormthe
most important characteristicsof good presentation
technique.Possible answersinclude: well prepared,
well organized,appropriateandrelevant,clear,enthusi-
asticallypresentedandsupportedby goodvisuals.
Method
Two minutesis very little preparationtime and three
minutesis a very shorttalk. Offer a modelasanexam-
ple. The key objectiveis to get over a limited amount
of informationin a well structuredand coherentfash-
ion, with an introduction,a middle and an end.After
eachpresentation,the partnerand other students(and
you)canaskquestions.
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r Allow longerpreparationtime for slightly longertalks.
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businessor studyrelated,or concernpersonalinter-
EStS.
r Allow extra preparationtime for the inclusion of a
visualsupport.
43 Pressandpublicrelations
Introduction
The activity is a potentially highly conflictive inter-
vie'*'.A hasto be very calm underpressurefrom both
the siruationand from aggressivequestioningby the
press.
l*ad-in
Discusstheimportanceof public relationsandtherela-
tionship betweenPR and corporateimage (seeintro-
ductionrnactivitysection).
Ilethod
- tace-to-faceinterview. It would be fun to video
record this if possible,and play it back as part of a
ner'sextractor documentaryon pollution.
Follov-up
Ertend thevideo ideato build the interviewinto a dis-
cussionof theproblemof industrialpollution.A further
possibiliry would be to bring in other roles, such as
environmentalcampaigners,employees,relatives of
employees,other managers,local residents,etc., and
havea wider debatein theshapeof apublic meeting.
44 Productendorsement
Introduction
Michael Jacksonand Pepsibecamea famous double
act.But who benefitedin theend?
Lead-in
Lead in by asking for examplesof product endorse-
ments by famous people and discussingbriefly the
advantagesand disadvantagesof this form of product
promotion.
Method
This activity is essentiallya preliminary negotiation
involving an informationgap.Studentsshouldprepare
a strategybeforetheybeginthenegotiationandshould
try to anticipatethe argumentsof the othersideaspart
of theirpreparation.
Teachers'notes
Follaw-up
1 Getfeedbackfrom eachpair on thedevelopmentand
outcomeof eachnegotiation.
2 Discusstheadvantagesanddisadvantagesofproduct
endorsementin more detail. If necessary,point out
that sometimesthe arrangementcan backfire, for
exampleif the pop star endorsingyour product is
accusedof child abuseor the athleteendorsingyour
runningshoesconsistentlyfails to win races.
45 Productiondelays
Introduction
This is a telephoneactivity basedon seriousorganiza-
tion problemsin a subsidiary.
Lead-in
Ask:
r what the relationshipis betweena headoffice and a
subsidiary
o whenproblemsarise
o how problemscanberesolved.
Method
A, at theheadoffice,telephonesthesubsidiaryto know
whatis goingon.A maychooseto insiston visiting the
subsidiary.As usual with telephoneactivities,prompt
studentsto summarizeanyagreementattheend.
Follow-up
. A should write a confirmatoryfax, outlining main
pointsof thediscussion.
. B shouldwrite a memoto an English-speakingcol-
leaguein Portugal.
o The situation could be extendedto a face-to-face
meeting.
46 Profitandlossaccount
Introduction
The activity is basically a telephonedinformation
transferbetweencolleagues,though explanationsare
requiredto supportthedetails.
Lead-in
As a lead-into the subject,checkthat studentsunder-
standwhata profit andlossaccountis.Ask themto say
if thefollowing statementsaretrue(T) or false(F):
o it showsthehealthof acompanyatagivenmoment(F)
o it showsthe tradingperformanceof a companyin a
particulartime period(T)
t5

18. Teachers'notes
o it shows the principal costs a company has to meet
(r)
o it showsforecastsalesfor thecomingyear.(F)
Method
I B asksa seriesof questionsto completeinformation
requiredon the latestprofit and loss accountfor a
sistercompany.He/shealso asks a seriesof ques-
tionsin orderto clarify certainaspects.
2 B should paraphraseor repeat certain answersto
makesurethere areno mistakesin thetransferof the
information or in understandingthe answersto the
furtherquestions.
Follow-up
Find other examplesof profit and loss accountsand
assessthestrengthof companies'tradingpositions.
47 Proiectmanagement
Introduction
The activity is basedon an informal face-to-facemeet-
ing between a project leader and his/her assistant.
Thereis a strongdisagreement,so diplomacyandtact
areimportantqualitiesfor bothsides.
Lead-in
Discussthepurposeof projectplanningandits import-
ancein industry.
Method
In group meetingsan assistantwould be unlikely to
citicize his or herboss'splans.Remindstudentsthatin
this case,the meetingis private and informal and the
disagreementsare real. They must, however, reach
agreement.This discussionmay be lengthy,sincethere
areseveralpointsto raiseandto agreeon.
Follow-up
Togetherthey may preparea joint plan to presentto
othermembersof theteam.
48 Quality
Introduction
Increasingly,companiescompeteon quality,but qual-
ity cannotbe achievedwithout the involvementof the
whole workforce. So a good quality programmewill
involve people - often people who were previously
scepticalaboutsuchprogrammes.
t6
Lead-in
Whatdoesqualitymean?Whateffectdoespoorquality
haveon customers?How importantis quality for com-
petingin themarketplace?
Method
Getting each pair to choosethe six most desirable
featuresfor their quality programmemay require a
generoustime allowance.Startby gettingeachpair to
eliminate the featuresthat neither member wants to
retain.
Follow-up
I Comparethe shortlists drawn up by the different
pairs.How similararethey?
2 Discusshow suchquality programmescanbe imple-
mented.
3 Ask studentswhatexperiencetheyhavehadof qual-
ity assuranceprogrammesboth asemployeesandas
consumers(noticinga conspicuousimprovementin a
company'sproductsor services).
49 Quiz1
Introdaction
This activity canlast aslong or asshorta time asyou
want, somakea cleardecisionin advanceon the time
limit you want to set and whetheryou are going to
introduceit as a quick end-of-lessonquiz lasting ten
minutesor a main activity involving lots of discussion
andsupplementaryquestioning.
Method
. As can ask Bs all the questionsand then reverse
roles.This can alsobe good listeningpracticeif Bs
arenot shownthesheet.
. As andBs canaskeachotherquestionsin turn.
r As can ask Bs the questionsin Quiz I and then Bs
canaskAs thequestionsin Quiz 2.
FolLow-up
Lots of possibilitiesfor discussionanda real opportun-
ity for membersof a group to leam more abouteach
otherandto getto know eachotherbetter.
50 Quiz2
SeeQuiz I
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51 Raisingfinance
Introduction
The activity is basedon a friendly meetingbetweena
;trmpan]'executiveandanindependentfinancialadviser.
Lead-in
To Lnrroducethetopic,discussraisingfinance,ensuring
that srudentsunderstandthe various ways a company
mar chooseto do this as explainedin the students'
Lntroductions.
.llethod
- Thorouehpreparationis important:studentsneedto
undentandthebalancesheet.
i -. representingthe company,outlines the present
prrsitionof thecompany.He/shewantsadviceon the
hlielihoodof raisingfinance.
-: B respondsby askingfor moreinformationandthen
ansers.giving reasonsfor his/heropinions.
-l Encouragestudentsto checktheir understandingof
uhat the other saysby paraphrasing.Elicit/suggest
phraseslike 'So, you're saying .' and 'So what
rou meanis . . .'
Follolc-up
Look at examplesof balancesheetsfrom company
repons.Identify the key figuresto assessthe healthor
other$iseof thecompaniesinvolved.
52 Recruitment
Introduction
This activity involves finding the most suitablecan-
didatefor thejob.
Lead-in
r Discussrecruitmentproceduresexperiencedby your
students,either asjob applicantsor as employment
providers.
. Give somepracticein paraphrasinginformation so
thatstudentsdo not readoutthefile cardsverbatim.
Method
Judgewhetherstudentsare able to structurethe tele-
phone meeting without help or whether you should
advisethemto postponediscussionuntil all thecandid-
ateshavebeendescribed.Encouragegenuinesummar-
izing andparaphrasingratherthan readingout the file
cardsverbatim.Give anexampleof how to do it.
'Scex
Teachers'notes
Follow-up
I Get feedbackfrom all the pairs on which applicant
waspreferredandwhy.
2 Discussthe advantagesand disadvantagesof differ-
entstagesin theconventionalrecruitmentprocess:
- arereferencesreliable?Is testingreliable?
- can a potential employer really leam anything
from aninterview?
- how well do interviewersinterview?
53 Recycling
Introduction
The activity involves an informal face-to-facediscus-
sion betweencolleagues.The essentialobjectiveis to
agreeonprioritiesandon aplanof action.
Lead-in
Discussrecycling,its purposeandvalueandstudents'
experienceof it.
Method
The activity hastwo parts.Studentsshoulddecideon
the three key advantagesof recycling and any draw-
backsinvolved. They shouldthen formulate a policy
for thecompanyinvolved.
Follow-up
Combinethis activity with otherenvironment-related
studiesfrom other sources.(Activity 43 also con-
cemsanenvironmentalissue.)
Studentsmay alsocommenton recyclingpoliciesin
companiesor institutionsthey are familiar with, as
well asdomesticrecycling.
Design a questionnaireto find out the extentof re-
cycling andpeople'sviewson thesubject.
54 Relocation
Introduction
This is a difficult activity becausethe positionsof the
two parties are initially quite far apart. You should
monitor the processby which the studentssucceedin
finding- or fail to find - a solutionto a problemwhich
hasno obvioussolution.
Lead-in
Briefly discussthe notionsof win-win, win-lose and
lose-lose in negotiation and ask the students to
describebusinesssituationsin which it is betternot to
compromise.
t7

20. Teachers'notes
Method
Be preparedfor theactivity to lastonly a shorttime (in
the caseof neitherparty beingwilling to compromise)
or quite a long time (wherethereis readinessto com-
promise).If somepairs finish the activity quickly, get
themto write eachotherfollow-up letters.
Follow-up
1 Get feedbackon the outcomesfor the differentpairs
in the groupandthe processby which the outcomes
werearriyedat.
2 Ask studentsif they have ever been involved in
negotiatinga problem wherethe two sideswere so
far apart that there seemedlittle chanceof agree-
ment.Discussdifferentstrategiesin sucha situation.
3 Get studentsto write formal lettersto eachotheras
A or B with theirversionsof thedecisionsreached.
55 Salestargets
Introductian
This activity is a straightforwardexchangeof figures
betweenthe two partners.It may thereforelast rather
less time than a first glance suggests.Pocket calcu-
latorswill beuseful.
Lead-in
Ask:
o why settingtargetsis important
o whathappensif targetsarenot met.
Method
Therearetwo setsof figuresto exchange:
o eachpartnerhasa coupleof figuresmissingfor the
otherregions
o eachpartnerhasonly his/herown revisedfigures,so
theproceduremight be:
a) exchangethe missing fourth quarter figures for
theotherregions
b) calculateand agreeon the totals for the other
regions
c) calculateown revisedtotal (strictly speakingit is
not necessaryto exchangeall the revisedfigures
unlesseachwantsto checkthe other'sfiguresin
detail)
d) add the two revisedtotals and comparewith the
otherregionaltotals
. asyou canseefrom the figuresbelow,your students
haveindeedwon the pize - but don't give thegame
awav:let themfind out for themselves.
r8
Follow-up
1 Reproducethetableon theboardandget studentsto
fill in themissingfigures.
2 Discussfigurescentralto thestudents'ownwork.
3 Discussthiskind - andotherkinds- of incentivefor
salespeopleandothers.
Figures North West South East
in $US
First
quarter 93,137 94,005 85,21| 93'140
Second
quarter l0|,104 98,776 85,439 99,505
Third
quarter 103,771 99,422 87,624 102,099
Fourth
quarter 95,106 100,471 89,423 102'500
Totaf 393,068392,174347,697397,344
Figures West West East East Central
in $US Central Central Central Central Revised
lnitial Revised lnitial Revised Total
First
quarter 46,0|0 46,9l0 47,194 47,668 94'578
Second
quarter 48,763 48,963 51,309 5l'309 100'772
Third
quarter 49,345 49,727 5l,499 51,699 l0l '426
Fourth
quarter 49,557 50,847 51,446 50'230 l0l '077
Totaf 193,675196,447201,148200'906 397'353
56 Smalltalk1
Introduction
This is difficult but theactivity practisesa very import-
antskill - steeringtheconversation'Eachboxcontains:
r four nouns
o threeverbs
r threeadjectives
Method
Ten minutesfor the activity. Comparescoresand ex-
periencesat the end:which werethe easiestandwhich
werethe most difficult words to elicit and why? Then
reversetheroles.
Follow-up
I Discussthe importanceof taking the initiative and
steeringtheconversation.
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57 Smalltalk2
Intrduction
Tell lour srudentsthat they have the opportunity to
temporarill',rssumea new persona.Encouragethemto
rn.entinterestingones.
L.od-in
. Lead in u ith brainstormingon ways of opening a
!-onversationin a plane.
r Encouragesrudentsto userealisticgambitsto open.
. Talli aboutbalancebetweenthe two members:you
do not want to hearone talking a lot more than the
erther.lbu expectto hearlots of questionsfrom both
partners.
.llethod
i Srudensfill in theform.
I Srudentstalk to eachotherfor tenminutes.
Follov-up
Crt t-eedbackfrom all membersof thegroup,for example:
o rhatr'asthemostinterestingthing you heard?
. $'hatwasthemostsurprisingthing you heard?
. whatfuturedo you predictfor thepersonyou met?
58 Spareparts
Introduction
The activity is a telephonedialogue,basedon informa-
tion transfer.Both sides have information that they
needto convey.As purchaserandsuppliertheyneedto
reachagreementon anurgentorder.
Lead-in
Discuss:
r therelationshipbetweenpurchaserandsupplier
o the importanceof spareparts for certain types of
equipment.
Method
Sameprocedureas in other telephoneactivities.Both
sidesneedto refer to the informationthey have,citing
needsandproductionschedulesrespectively.The con-
versation will realistically include pauseswhile the
supplierchecksinformationand the purchaserconsid-
erswhat he/sheis told. Stalling language,spacefilling
and supportingsilenceis importantin telephoning.In
Teachers'notes
feedback,suggestimprovements- thinking in particu-
lar abouttheseaspectsof language.
Follow-up
A fax confirmingtheorderfrom bothsides.
59 Teambuilding
Introduction
We usedto haveleaders;now we haveteams.Success
dependsmore and more on picking and developinga
winning team.
Lead-in
This exerciseis designedto help studentsunderstand
that colleaguesmay work in very different ways, yet
eachmay makea vital contributionto meetingshared
objectives.Ask studentsabout their experiencesof
working together with people who have a different
approachfrom theirown.
Method
I Studentsmay wish to definewhatkind of projectit is
that they areworking on. This in turn will influence
what kind of peoplethey needto carry it through.
Parametersfor theprojectcouldinclude:
o objective
o time scale
o budget
o overallsizeofteam
o functionsof key teammembers.
2 Studentscandiscuss:
o thefunctions(jobs)neededfor theprojectasawhole
o therolestheythemselveswill play
o therolesto beplayedby two or moreotherpeople
to berecruitedto the team.
Follow-up
1 Find out where studentsfeel they might be on the
wheeland what kind of personthey feel is required
for thejob theycurrentlydo.
2 Discusswhetherthe wheelcould be a usefultool in
creatingbalancedteams.
3 Get studentsto write a job advertisementfor one of
themissingteammembers,describingthe character-
isticsof thepersontheyarelookingfor.
60 Timemanagement
Introduction
Everybodyin employmentwill havean opinionon this
issue.The fairly simple matchingexerciseis intended
19

22. Teachers'notes
asa preliminaryto discussionwithin eachpair of more
detailedand additional ways of managingone's time
moresuccessfully.
Lead-in
Ask studentsabouttheimportanceof:
o deadlines
o schedules
o keepingappointments
e time-managementsystemse.g.filofaxes.
Method
I A presentsproblem 1 to B. B choosesthe most
appropriatesolutionfrom thefour alternatives- a, b,
c andd - andproposesthis to A. Note that both the
list of problemsandthelist of solutionsfor A andB
aredifferent.
2 A continueswith problems2, 3 and4 with B sug-
gestingthe bestremainingsolution eachtime. If B
haschosenwrongly,it will finally becomeapparent.
A and B cannow sort out any mistakesin selection
- together.
3 Rolesarenow reversedand B presentsa new prob-
lem 1to A, etc.
Follow-up
I Elicit the time managementproblemsthat students
haveandthe solutionsthat thev recommendto each
other.
2 Get the group asa whole to formulatesomegolden
rules for time management.Thesemight be along
thelinesof:
- do it now
- getridofclutter
- planyour day.
61 Trainingpriorities
Introduction
This is a short activity basedon working togetherto
studyalist of optionsandto agreeontheirrelativevalues.
Lead-in
Ask leamerswhat kind of training they think is most
usefulfor companiesworking in intemationalbusiness.
They shoulddrawup a list of optionswhich couldthen
be comparedwith the training typespresentedin this
activity.
Method
I To preparefor theactivity,bothstudentsshouldfully
understand the information on the company
involved.
20
2 Thentherearetwo stages:first to prioritize the nine
differenttraining options,thento eliminatethe least
useful. They may also decidethat otherscould be
postponeduntil later.
Follow-up
Preparea shortpresentationto the board of directors,
outlining key training needs,requestingfull financial
resources,time and full backing from the training
department.The presentationshouldexplain why the
trainingis soimportant.
62 Transportation
Introduction
Quite a challengingrole play, involving a salespitch
from onesideandanimportantcomparisonof two offers
followedby a decisionfrom theprospectivepurchaser.
Lead-in
Ask:
o what types of transportare usedfor what types of
goods?
o whatproblemsfacetransportationcompanies?
o what problemsface companiesusing transportation
services?
Method
The activity requiresa good level of preparationand
understanding of their roles from both sides.
EssentiallyA hasto listento B trying to sell a particu-
lar transportationserviceandatthe sametime compare
it with an offer alreadyon thetablefrom a Greekcom-
pany.A's role is themorecomplicatedone,andhe/she
is alsothe decisionmaker.Whenreadv.B calls with a
preparedsalespitch.
Follow-up
Both sidescan write a letter confirming their require-
ments(A) or their offer (B).
63 Workenvironment
Introduction
The activity is a face-to-facediscussion,involving a
sharingof both information and opinions.The atmo-
sphereshouldbeconstructiveandpositive.
Lead-in
Introduce the theme by talking about good and bad
working conditions and their consequencesfor
productivity,morale,stafftumoverandsickness.
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concerns,while also not wanting to raise expecta-
tionstoo high.Notethelow budgetavailable.
2 Te objective is to reach a satisfactoryposition,
wherebothsidesfeel theyhaveachievedsomething.
3 Studentsshouldnote what they agreeand summarize
it.
Follow-up
o A can write a glowing account of improvements
beingmade,eitherfor companynoticeboardsor for
anin-housemagazine.
o B canwrite a lettersupportingtheimprovementsbut
pointing out other areaswhere progressshould be
madeand requestinga longer term commitmentto
thesefurtherimprovements.
64 Workrotas
Introduction
A fairly straightforwardconflict in this face-to-face
informal meeting over holiday plans and production
schedules.Theremight just be room for compromise,
or else B will simply refuse- but must explain why
andgetA to understandtheposition.
Lead-in
Introducethe themeby askingaboutpotentialconflict
of interestover holiday plans and companyrequire-
ments.Family holidays and schoolholidays may co-
incide with companies'busiesttimes.How can such
difficultiesberesolved?
Method
A, theboss,hasa meetingwith B, a line supervisor,to
see if he/she can change holiday plans. A should
explainwhy andoffer somecompensationor altemat-
ive deal.B may simply refuseor enterinto somekind
of negotiation.Of course,a further problemwill be to
presentthe family with the changedholiday arrange-
ments,which might bedisastrous.
Follow-up
o Discussthe responsibilityof a managerto think of
employees'generalwell-being,includingfamily cir-
cumstances.Ask what would happenif the company
decidedto pay the holiday cancellationfee and to
insiston thesupervisorchangingplans.
o Discussthe extentto which companyneedsprevail
overpersonalor family needsin a givenculture.
Teachers'notes
65 Workscouncil
Introduction
A fantasy activity for generaldiscussionfor all cat-
egoriesof businesspersonnel.Tell studentsthat they
can choosemore than one option but that they must
decideclearlyhow all themoneyis to be spent.
Lead-in
Ask studentsaboutjoint decisionmakingin their com-
panies.Ask if there is a works council and in what
areas there is consultation between employer and
employees.
Method
Opendiscussionwithin eachpair.
Follow-up
1 Get feedbackfrom the group.Alternatively use the
methoddescribedin the Teachers'notesto Activity
20, Follow-up 1, to get the whole group to reacha
collectivedecision.
2 Get feedbackon students'own ideas.Which of the
ideasgiven did theythink werebestandwhich were
worst?
3 Get studentsto write to therestof thestaff on behalf
of theworkscouncil,explaininghow themoneyis to
be spentandgiving reasons.
21

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. languages.
. YOUSTART.
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. jobtitle
. department
. jobresponsibilities(inonesentence)
. officelocation.
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(Measuringandcalculating;negotiating;urging)
Advertisingis one aspectof promotionatactivity used by companiesto increaseconsumerawarenessof
the companyand itsproducts,and to improve salespertormance.
Youwork in the marketing department of a sports shoemanufacturer. You have contacted an
advertising agencyand asked for suggestionsfor a campaign to promote your brand, Sporto.You
want to *1u campaignwithin a budget of f250,000 - no more.
YOU:
sponsoredthe localfootballteamlastyearbut the teamperformedbadlyand receivedvery
Iittlenationaltelevisioncoverage
thinkthefootballteamwill do wellthisyear- theyhavea richchairman,fivenewplayers
anda newmanager
wantthe brandnameSportoto be promotednationally
havelittleinterestin a specificallylocalmarket
thinkinternationalrecognitionwouldbea goodbonus
wantsomeguaranteein termsof increasedsales
wantto be involvedin planningthedetailsof anyadvertisingcampaign
thinkTVadvertisingis too expensive.
YOUSTART.
26 @PeneuinBooks 1996

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(Agreeing/disagreeing; iudging)
Anagendacons,bfsof the pointsthatwillbe discussedin a meeting,in ordertoreachagreedobjective:
^lotallmeetingshavewrittenagendas,buteveryoneshouldunderstandtheobjectivesof a meetingan.
<tow whatr.ssueswillbe discussed,withinanagreedtime.
-.hprojectleaderfor a newquality programme,youhavesentthe followingagendato various
:-,lleaguesandhaveaskedfor comments.Oneofthem telephonesyouto discussthe planned
.genda.
llepartmentalOualityDevelopmentGroup
AgendaforMeeting
Time:9.30- 11.00
Date:January14,19-.
Place:HeadOffice.Room2*17.
1. Customerfeedback
2. lnternalsuggestions
3. Qualitystandards
Gommentswelcome- Pleasecall
I
YOU:
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i- welcomesuggestionson improvingthis oneI
; . thinkqualityimprovementisthekeyelementfor businesssuccess
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= . welcomeideasonqualitybutyouaresurethataseparatepublicationor newsletterisnot
r- nEOeSSary.
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(Measuringandcalculating;correcting;obliging;
regretting)
Bankchargesarethe feespaidto banksforthevariousseruicestheyprovide.Bankschargeintereston
themoneytheylend,but alsochargefeesforsettingup loansandoverdrafts,or for assistingin funds,
transfers,currencyexchange,theprovisionof references,adviceanda widerangeof financialseruices.
Yourbank hassentyouthe followingnotificationof a fundstransfer from a Chinesecustomer.You
noticethat youhavebeencreditedwith onlyf 1,995whenit shouldhavebeenf2,020lessa f,10
handlingcharge.Youcall the bank.
CREDIT BAIK INTERNAIIONAL
King'sCross Branch Datei24Junel9-.
Pleasenotethatwehavecreditedyouraccount.
Yourref. LeePen& Co- China
lnvoicedated2MayI9-. lnvoicetotal f,2.020.00
To F.PeterssonS.A. Accountnumber:00878654
AM0UNTf t,ee|.00p
ForCreditBankInternational
HLT
YOUSTART.
28 @PeneuinBooks1996

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(Questioning;judging; hesitating; forecasting)
Budgeting involves combining sales forecasts with expected costs. Effective planning requires accurate
budgeting and also a clear understanding of the effects of variations in any particular figure, from raw
materialcosfs to unit price or promotional costs.
At a finance meeting you have to present the following salesbudget for an existing product, a mobile
telephonecalledthe CX20.
Invite intermptibns and questions. If you cannot give all the information that you are asked for,
promise to provide that information at a future meeting.
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Fig.I Foreco$solesoverfourquorfers
One200 Iwo:350 Ihree375 Four:25 |otol= 1,000
Fig.2 Unilsolesforecostoverfourquorlers
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Unilprice: fl50 fl65
Soles: fl 50,000 fl60,875
Iohlcoslofsoles: 150,000 r50,000
(ostofselling: t78,000 t78,000
Totolcosts: fl28,000 fl 28,000
Grossprofit: f22,000
Estimotedeffedofl0%unilpri(einffeosewouldbeo2.5%dropinsoles.
t12,875
@PenguinBooks1996 29

29. 5 BudgetPresentation(continued) StudentA
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Note:
Thecostof sellingcoversall promotionalactivity,includingadvertising,salescommissions,fees
to agentsand distributors,distribution,and storageandtransport.Thecostof salesincludes
fixedoverheads(rent,heating,wagesand salaries)andvariablecosts(raw materials,overtime
payments).
YOU:
. think marketshareis not goingto be greatlyaffectedby a smallpriceincrease
. havecut costs but cannotdo so any more
. thinkthe marketis ratherpricesensitiveandthatsaleswill fall,butthata temporarylossin
saleswill not besignificantin the longterm
. feelthat improvedprofits nowwill helpto boostsalesin the future
. do notthinkcompetitorswill lowertheirprices.
YOUSTART.
30 @PenguinBooks 1996

30. 6 BUSINESSANECDOTE
(Telling; sequencing; emphasizing)
StudentA
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An anecdoteis a shortstorywhichyou tell,usualtyaboutsomethingwhichhappenedto
youor tosomeoneyouknow.Beingableto tella storyis a veryusefulskitt,bothgenerally
andin business:whentalkingto thepersonsittingnert b youduringa ptanejourney,for
example.Thisactivitygivesyouthechancetopractisetellinga storyin a business
context.
Youandyour partner aregoingto tell eachother a storyabouta company.Youwill
beginthe storyusingthe first sentencebelow,then your partner will take over,then
youwill take overagain,and soon.Try to talk for aboutoneand a half minuteseach
time beforehandingover.
1 When Jo Batsoukis and Les Chan left
businessschool,they immediately
founded a company making . . .
3 But they were beginning to have
financialproblems....
5 Then one morning came a telephone
call from the President of . . .
YOUSTART.
@PenguinBooks1996

31. 7 BUSINESSETIQUETTE StudentA
(Agreeing/disagreeing; questioning)
Busrnessetiquette- formsofpolitebehaviour- canvarynotjust fromonecountrytoanother,butalso
fromoneprofessiontoanother,fromcompanytocompany,evenfromdepartmenttodepartment.This
exercisewillhelpyoumeasurehowfaryouandyourpartnerfollowdifferentcodesof etiquette.
Fiveareasofbusinessetiquettearelistedbelow.In eachcase,tell yourpartnerwhat the rulesor
conventionsarein the companywhereyouwork,usingthe questionsto helpyou.Thengetyour
partner to tgll youhowhis or her conventionsdiffer from yoursand discussthe differences.
I Shokinghonds:doyoushokehondswilhpeople:
. whenyoufirstmeetfiem?
o ovor|limeyoumeelftem?
. whenyouhoven'lseenfiemforalongtime?
. whenyousoygoodbyelothem?
o llgVOI?
Arefierulesdifferentformenondforwomen?
l{omes:doyou:
collpeopleyouknowbyfteirfirstnomeorbyfteirfomilynome(usingMr,Mrs,MissorMsl?
collpeopleyouhoveiustmetbytheirfirstnomeorbyfteirfomilynome(usingMr,Mts,MissorMs)?
Men'sdress:
wholdomenweorlowork?
oreftereonyrulestellingmenwholtheymuslweor?
domenolwoyshoveloweorolie?
doeswhollheyweorchcngeo((ordlnglofieweofier?
woulditbeposibleformenloweorshorbinveryholweother?
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whotdowomenweoltowork?
orefiereonyrulestellingwomenwhot|heymusfweur?
orewomenfreeloweoronyiewellerytheylike?
dowomenolwoyshoveloweor$ockings0rfights?
doeswholfieyweorchongeo((ordinglofteweofter?
5 Conplimenls:
. dofemoleworkcolleoguescomplimenleorhofteronfiehdressorgeneroloppeoron(e?
. domoleworkcolleogues(omplimenfeochotheronfteirdressorgeneroloppeoronce?
. dofemoleworkcolleogues(omplimentmolecolleoguesonfteirdressorgeneroloppeolon(e?
Now your partner will ask you about five other areasof businessetiquette.
YOU START.
@PenguinBooks 1996

32. =
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(Agreeing/disagreeing;emphasizing;permitting;
vetoing)
Businessgifts are sometimes sentto customersor clientsin the hope that they build goodwiil - and hetp
secure business.ln many casesthe activityis pertecttyreasonableand open - but in some casesthe
practice of offeringand receivinggifts is connectedto dubiousbehaviour,malpracticeor itlegal activities.
You are one of two purchasing directors in a large manufacturing company with a $ZOmturnover.
One of your purthasers has beensent a caseof Grand Cru Bordeauxwine by a supplier.Someof
vour managementcolleaguesfeel he should not have acceptedthis gift. At present the companyhas
no policy on receivinggrfts.
Together with your partner, decideon a new company policy on receiving grfts.
Prior to your meeting you draw up the following options:
MEMO
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- Nogifto ehouldbeaccepted.
- Onlyqifto uplo a certainaqreedvalueohouldbeaccepted.
Allgifto ehouldbepooledanduseda6 ?rizeointhe com?any
Chrietmaeraffre.
YOU:
. tendto thinkthatgiftscompromiseyourcolleagues- theyaremorelikelyto buyfrom
companieswhosupplythe bestgifts,notthoseofferingthebestproductsandthe best
service.
YOURPARTNERWILLSTART.
@PenguinBooks 1996 J J

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(Knowing;correcting)
Whenreadingthe pressin a foreignlanguage,understandingthe initialscan sometimescreate almost
as manyproblems as understandingthe words.
Here is a quizto test and increase your knowledge of somebasic - and not sobasic - sets of initials
which you could meet when reading the business press in English. First test your partner on what
the foliowing sets of initials stand for.Then your partner will give you a similar test. Then compare
scores.Warning: eachtest gets harder as you go along!
I MD (ManagingDirector)
7 YP (Vice-President)
3 R&D (ResearchandDeveloPment)
4 PA (PersonalAssistanVPerAnnum)
5 MBA (MasterinBusinessAdministration)
6 EU (EuroPeanUnion)
7 GAIT (GeneralAgreementonTariffsandTrade)
I IBM (lnternationalBusinessMachines)
9 SAS (ScandinavianAirlineSystems)
lO WP SNordProcessoror wordprocessing)
| | RAM (RandomAccessMemorY)
l7 AGM (AnnualGeneralMeeting)
l3 GNP (GrossNationalProduct)
14 VAT (ValueAddedTax)
l5 The 4 Ps (Price,Promotion,Packaging,Place)
l6 ILO (lnternationalLabourOrganization)
YOURPARTNERWILLSTART.
3.+ @PenguinBooks1996

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(Negotiating;urging;declining;reiecting)
3,wng and sellinga product or seruice,especiallyabroad, often involvesnegotiation- an agreement
''lugh discussionof the terms of the buying and sellingarrangement.
r--u are an import-export agent specializing in high-tech consumer products.You want to negotiate
r:. agreement with the foreign manufacturer of an exciting new computer game.You are now going
. . rave a meeting with this person(your partner). Using the table below,negotiatean agreement
-,';ering:
. th€ number of units that you will agreeto take: although you think it's a good product, you are
carefulabout committing yourself too much to a small, unknown company
. the terms of payment
. your discount on the standard price.
Ouontity Distount
10,000 90doys 30%
Score:25points Score:Z5points Score:25points
20,000 60doys 20%
Score:Z0poinls Score:20points Score:Z0points
30,000 3Odoys 15%
Score:15poinls Score:15paints Score:15points
40,000 Holfinodvonre ll%o
Holfwifiin30doys
kore:l0 points Score:I0points Score:l0 points
50,000 lnodvonre 5o/o
Score:Spoints Score:Spoints Score:Spoints
YOUwouldalsolike the manufacturerto provide:
. a CD-Romversionof thesoftwareas soonas possible.Thereis hugedemandfor CD-Rom-
basedgamesin yourcountry.Score5 pointsfor deliveryof a CD-Romversionin 6 months,10
pointsfor deliveryin 4 months,15pointsfor deliveryin 2 months
c D€wpackagingadaptedto the localmarket:score5 pointsif the manufactureragrees
. promotionalliteraturein the mainlanguageof your region:score5 pointsif themanufacturer
agrees.
egotiate an agreementwith the manufacturer.Aim to get asmanypointsaspossiblebut donot
:er-ealyour scoringsystemto your partner.At the endofthe negotiation,summarizeyour
,sreementunderall sixheadings(quantity,terms,discount,adaptation,packagingandliterature)
:nd compareyourscorewith your partner's.Remember:yourobjectiveis to getasmanypointsas
possiblebut alsoto carryondoingbusinesswith the manufacturerafterthe negotiationis finished.
YOURPARTNERWILLSTART.
@PenguinBooks1996 35

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(Forecasting;judging; urging; negotiating)
Cashflow problems occur when a company hasinsufficient funds available to meet existing operating
cosfs. A company may have full order books, but stillsuffer from funding problems while they wait for
customers to pay.
You work in the finance department of a company which has received an urgent order for 150
trailers from the government of a Gulf state. The trailers must be custom-built to meet highly
specificreqtirements and must be delivered in only three months.
Your existing production budget is not able to meet this order on top of present cost commitments.
To raise the necessaryfunds would involve a 25Voincrease in expenditure to buy the materials and
to hire workers and a further f,200,000in other costs,making a total increaseof f,550,000.This is
well abovethe estimated closing cash balance for the year.
You have a meeting with a colleaguein the marketing department to discussthe order.You have to
decidewhat to do.Here is a copy of the cashbudget for the present year:
Openingcashbalance({)
Add rcraintc
Collectionsfrom customers
(Saleslessf |80,000increasein debtors)
Totalcashavailable
Lesspayments
Formaterials
(Purchasesless{80,000 increasein creditors)
Forsellingexpenses
Fordirectlabour
Manufacturingoverheads
Forcapitalequipment
Forgeneralexpenses
Totalcashneeded
Closingcashbalance
220,500
2,400,000
2,620,500
400,000
380,000
600,000
500,000
2s0,000
92,000
2,272,000
398,500
YOU:
. think that the 9550,000requiredto meetthe ordercannotbe raisedwithinthe existingcash
budget
o hs€dto knowthe time schedulefor payment
o wouldwantthe followingterms:25o/opalmentwith order+ 25o/oon delivery+ the balance
withinthreemonths,i.e.paymentcompletedwithinsix months
e USUsll)schedulepaymentsfor your productsovertwelvemonthsfrom the order.Thiswould
be unacceptable
. wonderif othersourcesol financecould helpyou to meetthis order.
YOURPARTNERWILLSTART.
36 @PensuinBooks1996

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(Agreeing/disagreeing; emphasizing;judging;urging)
3ne way of encouragingsmallbusrnesses to grow is to organizecompetitionswithprizes for young
:ompanies withspecial entrepreneurialflair.A moneyprize can be very usefulfor a company with
znbitions to expandbut limited finance to do so. The only danger for competitors,successfuland
-''rsuccessful,is for them to spend more time on the competitionthan on doing business!
,:,u and your partner together run a successfulsmall business.You havejust won a regional young
::--iness competition sponsoredby the local press,television,local governmentand the local
:hamber of commerce.
Frrst decideon the following:
Companyactivity:
Mainmarkets:
Turnover:
Netprofitmargin:
Numberofemployees:
orr decidehow you are going to spendthe f100,000 first prrze.Somesuggestionsare given below.
Share your ideas with your partner and agree on a common plan. You should decidewhich options
:o go for and how much of the money to spend on each.Draw up a final investment plan for the
'.i-holesum of monev.
YOUwould like to:
. organizea well-earnedand much neededholiday for both managingpartners
. lease new offices (since you feel that your existing offices are not very good for your image)
r S?ve(some of) it
o upgr?d€the company'scomputersystem
. buya marketsurveyfrom an agencyto researchnewmarkets
o cotlltnissiona managementconsultancyto do a full auditof yourcompany'sfinancesand
managementprocedures
. buy managementtrainingfor you andyour partnerso that you areboth readyfor the next
stepin yourcompany'sgrowth.
List yourownideas.
YOUSTART.
@PeneuinBooks1996 ) t

37. 13 COMPANYORGANIZATION StudentA
(Declining/rejecting;iudging;likingandpreferring)
Companyorganizationis sometimesdescribedinan organizationchaftor organigram,oftena simplified =
diagramshowingareasof responsibilityforkeypersonnel.
=
Your company,Altman Kopp, is involved in negotiations with a competitor, KEP Ltd, over a possible F
merger. In an informal meeting, you discussways to combine the two businessesinto a single -
organization, allowing for the following facts: f-
PresentStructureof AltmonKoPP:
ManagingDirector (f )
Chemicals Division Medical Products Division
Finance(f)
Sales(f)
Marketing(f)
Finance(f)
Sales(f)
Marketing(f)
Administration& Personnel(f )
CorporatePlanning(f )
PresentStructure of KEPLtd:
ManagingDirector (f )
Chairman of the Board (f)
Board of Directors
HumanResources(f)Marketing(f )Finance(f)
Administration(f)
Production(Fertilisers)(f )
Production(Chemicals)(f )
CorporatePlanning(f)
YOU:
o w?rt to keepthe basicstructureof your presentcompany,but would liketo enlargeit to
takein the newproductareasthat your potentialpartnersspecializein
o planto reducethe numberof AltmanKoppdirectorsfrom the presenteightto five or six
o wohtapproximatelyequalrepresentationon the newboardbut wouldacceptfewerboard
membersif the Chairmanof the Boardis from your company
o wort to reduceyour presentMarketingandSalesDepartmentsto a singledepartment
o wort to createa newLogisticsDepartmentinsteadof CorporatePlanning
. knowthatthe Headof PersonnelandAdministration,who is alsoon the Board,is retiring.
YOUSTART.
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(Questioning; sequencing)
Tradefairsareopportunitiesforindividualsandcompaniestomakecontactswithpotentialcustomers
andotherprofessionalsin theindustry.Whilemanycompanieshopetosignupordersforgoods, most
arehappytoimproveconsumerawarenessof thecompanyandtopromotethecorporateimage.
lbu areat a tradefair. Introduceyour companyto someonewhovisits your stand.Usethe following
profileasa sourceof keyfactsaboutyour company.
Roberlo/aZofl
DeputyVice-President- Marketing
C0NTA(Florida)LimitedRooseveltBuilding
120-12424thStreetTampaF133660-0047
Tel(1)81354679900
Name:
Sector:
Markets:
199-Sales:
Hotel/leisure:
Managementservices:
Engineering:
Propertytrading:
ProperUinvestment:
C0NTAlnc.
Propertydevelopment
Japan,SouthKorea,Singapore,Malaysia,Taiwan,
Philippines,USA.
$93.3m
$20.25m(21.7%)
$7.sm(8.0%)
$15.05m(16.1%)
$1.45m(1.6%)
$49.05m(52.6D
l-l Grosssales
I Netprofit
@PeneuinBooks1996 39

39. 14 CompanyPresentation(continued)
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Be prepared to add other information about the location of head office (osaka)' the -
number of overseassubsidiaries (eigfttl a"a the numberof direct employees(890)' -
tfr"r, ask the other person about his/her company'Ask about: E
o GOtnp?hyname'turnover,markets'sales
growth
r flaffie/locationof Americansubsidiary
. numberof emPloYeesin USA
r sal€Sof USAsubsidiary
. if the companywas recentlyinvolvedin a maior
takeover.
Internrpt to askfor clarificationor additionalinformationwheneveryoulike'
Note:
As an alternative'presentyour owncompany'
YOURPARTNERWILLSTART.
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15 COMPANYTOUR StudentA
(Greetingsandfarewells;sequencing;questioning,
welcoming)
Showinga visitorroundyour companycan be a usefulway of winning customersas well as promoting
the image of your company.
You work for a manufacturer of sweetsand chocolates,a subsidiary of a major US food company.You
are going to show an important potential client (your partner) round your company.Before you go
round, make a'short presentation of the main features of the tour, using the plan below.Your visitor
,your partner) has a copyof the sameplan.
Start by telling your visitor very briefly about the company'smain products, its history and its
organization. Then talk through the tour which you are about to make. You want to impress your
risitor with the quality of your products, the sophistication of your technolory and the goodmorale
ofyour staff.
This is where you are now: the product range.
A million Munchy Crunchies(chocolate-coatedbiscuits) per day producedhere.
Your medium-range box of milk chocolates- Lotsachocs- produced and packed here.
Warehouse:in the processof being fully automated.
Computer centre: company'slocal area networks and direct links with the US managed from
here.
Personnel:includes mini-hospital, managedby companydoctor,and companyhealth and fitness
centre;you are very proud of your policieson health, safety and welfare.
Very active: numerous sports clubs and leisure time activities for employees,their families and
retired members.
Tell your partner that you'll be happy to answer questions during your talk. Remember that this is
only an introduction to the tour you are about to make.
YOU START.
@PenguinBooks 1996 4l

41. 16 COMPANYVISIT StudentA
(Questioning; regretting)
Beforeyou visita company,it is usefulto check with the personyou are visitingabout how to get in.
Somecompanies,for'exaipte thoseinvolvedin defence,can have strictsecurityprocedures whichyou
need to know about in advance.
you work in a large company which sometimes doestop secret research for the government. At the
moment there are worries aLout losing these contracts and about sPFng, and security is tight. You
are looking forward to receiving a visii tomorrow from someoneyou met recently at a trade fair and
have already sent the fax below.You are about to call your contact for the information you need
when you receivea call.
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1 Gate A
2 Gate B
3 Gate C
4 Gate D
YOUNEEDTOKNOW:
o lour contact'sfull nameandcompanyname
. th€ car registrationnumberandtypeof car so that you can reservea space
. whot kind of identiticationyour contactwill bring: passport,identitycard . . . (it hasto havea
photo)andthe number.
you areembarrassedabouthavingto askfor all thesedetails.Sayyou'll fax the numberof the
parkingspacebYthe end of the daY.
YOURPARTNERWILLSTART.
A ' @PeneuinBooks1996

42. 17 CORPORATECULTURE StudentA
(Agreeing/disagreeing; forecasting; hesitating)
-.e
cultureof a company is the setof beliefs, valLtes,attitudesand organizationatcharacteristicswhich
-ake it unique.Some managersand businessobseruersbelieve that changing the culture of an
:'Eanization is the best way to significantlyimprove its businesspertormance.
':
:,,uand your partner woke up this morning to find yourselvesjoint heads of a large international
: -mpany.Unfortunately, it is losing a lot of money.You both feel that a major transformation of the
:"lture of the company is neededand you have brainstormed ten possiblepolicies below.Now go
:::rough the list and decidetogether which onesyou will implement.
I You- fieloinlmonogingdhectors- shouldgiveupyourbig
officesonfielopfloorsnde$oblhhyourbosebythemoin
photocopieronfiegroundfloor.
2 Abolishindividuolpoy,infioducepoybosed0nteom
peilormonce.
3 Aimfor50%ofmonogerstobewomenwithinfienexttwo
yeors.(Al|hemomenl60%ofyouremployeesond5%ofyour
seniormonogersorewomen.l
4 Abolhh'senior'monogemenf.Reducethenumberofloyersin
|heorgonizolion0sfor0spossible.
5 AbolhhfiePersonnelDeportment.
6 Mokeollmonogersflyeconomydos.
7 Abolish(ompony(ors.Poypeople0nollowoncewhenfieyhove
todriveon(omponybusines.
E Mokeollemployees- yourselvesinduded- weor0(ompony
uniform.
9 Mokemeelingsshorler,hoveeveryonestundup.
l0 In$eodofmonogersopproisingsubordinoles,getsubordinotes
loopproisemonogers.
-:--,u
may comeup with your own ideas as well.
YOUSTART.
@PenguinBooks1996 43

43. 18 CORPORATESPONSORSHIP StudentA
(Forecasting;judging;urging;negotiating)
Corporate sponsorshipis big business.Companiesgive money to sporting,culturaland charitable
organizationsas a way of biinging thecompany'sname and products to the attentionof a widerpublic.
your company has decidedto spend a large sum of money on somekind of sponsorship.Yoy-an-d
your partner have been made responsibl" for t".o-mending the bestoption to the Board. You have
,rro"tiirt"a three possible organizations you could sponsor.The cost of eachoption is approximately
the same.Yori are now in a meeting with your partner to decideon the best option.
FILE T
The football club in the city where your company is based hasjust
lost its sponsor after going down from the national frrst to the
second division at the end of the last season.Norr the club is
desperately looking for a replacement.The manager has been
sacked and replaced by a well-knoMnex-international player with
no previous managerial er<perience.There are no new players in
the team.The club has large debts. Advanced salesof season
tickets are poor and some people €Iresaying that the number of
spectators next seasoncould be 20%odown on last ye.rr.Hovvever'
sponsorship would give your company excellent opportunities for
advertising the company logo on the team shirt, in the weekly
match progrrammeand around the ground.You can expect two or
three home matchesto be televised live during the season.There
are also good opportunities for corporate hospitality at home
matches.
fILE 2
The gwernment has reduced the grrantit normally gives to your
locJcity orchestra which as a result will have to disband if it is
unable to find money from another source.In fact,you have
already been approached by a committee of local art lovers,
including some representatives from the city council, seeking
your help. The orchestra currently does not have a perm€Inent
conductor.The average age of the players (who are emplqled on
a part-time basis) is 49.The orchestra normally gives six to eight
concerts per year, almost always in the TovrnHdl and another two
or tluee during the city's annual cultural festival. one or two of
these concerts might be broadcast on national radio each year.
The orchestra has a reg:ionalrather than a national reputation but
has traditionally been central to local cultural life. some people
say its progTarnmesare too conservative: it rarely plays twentieth
century music' sponsorship would put )rourcomp'rny name on
concert plogrranrmesand on all promotional literature.You would
have free tickets for all concerts to offer to clients and prospective
customers.
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