UNIT 1 Corporate Culture
Cambridge University Press978-0-521-67296-2 - Business Benchmark Advanced Teacher’s Resource BookGuy Brook-HartExcerptMore informationUNIT1Corporate cultureThis unit teaches language and vocabulary connected with company culture, phrasal verbs and definingand non-defining relative clauses.Although none of the tasks in the unit exactly replicate exam questions, some are designed to givestudents the skills and practice needed to deal with them (see table below).BECBULATSTalking point: Aspects of corporate cultureSpeaking Part 1Speaking Part 1Listening: Aspects of corporate cultureListening Part 2Listening Part 3Reading: Creating a corporate cultureReading Part 2Talking point: Creating a corporate cultureSpeaking Part 3Speaking Part 3Photocopiable activity 1Speaking Parts 1 & 2Speaking Parts 1 & 2Notes on unitGetting startedAs a further extension, you can get students tobrainstorm other typical characteristics of corporateculture.You could also discuss the relationship betweennational cultures and corporate cultures if you think yourstudents have the background to do this.Talking point: Aspects of corporateculturePre-service students who have no close acquaintancewith a company can be asked to talk about the culture ofa college or school where they have studied.Listening: Aspects of corporate cultureAll audio material in this book is intended to be listenedto twice.If students are new to this type of listening activity,allow them to check their answers by looking at thetranscript for Track 2 to see how the activity works.If you wish to make the activity more challenging,Exercise 1 can be done after, rather than before,Exercise 2.When students do Exercise 3, they should read thewhole text again when they have finished to make surethat it reads logically.As an alternative approach to this and other tasks, youcan discuss the best approach with students and get theirideas. Different students, or different groups of students,can try different ways, e.g. reading the list of sentencescarefully first and then finding gaps for them, or readingto the first gap and then looking through the list ofsentences, etc. They can then compare which methodwas most effective.Vocabulary: Creating a corporate cultureIf your students have a copy of the Personal Study Book,you can point out that it contains exercises which recyclevocabulary and grammar encountered in the unit and, insome units, gives extra reading and writing tasks.You can also point out that the Personal Study Bookcontains a Word list which they can consult when doingvocabulary exercises.Photocopiable activityThis activity is intended as an ice-breaker at thebeginning of the course (perhaps before students havehad time to buy their course books) and will take aboutan hour of class time.Reading: Creating a corporate cultureAs a warmer before the reading passage, ask students todo Exercises 1 and 2.8 Cambridge University PressUNIT 1 Corporate culturewww.cambridge.org
Cambridge University Press978-0-521-67296-2 - Business Benchmark Advanced Teacher’s Resource BookGuy Brook-HartExcerptMore informationPhotocopiable activityTime managementGetting startedTime management is about managing your time efficiently so that you achieve the most effectiveuse of your working day, and also have time for free-time activities and interests. Courses in timemanagement are also offered in many universities to help students manage their time efficiently.This activity is intended to analyse how you spend your day and suggest some time-managementmethods.Work with a partner and complete this questionnaire for each other. (Ask each other completequestions to obtain the information, e.g. How long is your working day?)Job/Occupation/Studies:Summary of duties and responsibilities / What course consists of:Length of working day / time each day spent in class or studying:Starts work/studies at:Length of lunch break:Finishes work/studies at:Time per day spent travelling to work/college/university:How time spent while travelling to work/college/university (e.g. reading the newspaper):Takes work home? Yes/NoIf Yes, give details:Works/Studies at weekends? Yes/NoIf Yes, give details:Working time spent in meetings/classes/tutorials:Working time spent on phone:Time spent per day on enjoyable non-work/non-study activities:Time spent per day on household chores, childcare, etc.:Do you think you make efficient use of your time? Yes/NoIf Yes, give details:UNIT 1From Business Benchmark Advanced/Higher by Guy Brook-Hart Cambridge University Press 2007 Cambridge University PressPHOTOCOPIABLE9www.cambridge.org
Cambridge University Press978-0-521-67296-2 - Business Benchmark Advanced Teacher’s Resource BookGuy Brook-HartExcerptMore informationPhotocopiable activityTime managementTalking pointTime management experts list a number of common activities or circumstances which wastepeople’s time. These are often called time thieves.Work in groups of three. Discuss these questions.1 How do the time thieves listed below waste people’s time?2 Which ones waste your time?3 How can people reduce their vulnerability to these time thieves?Time thieves Telephone interruptions Interruptions from visitors Meetings Not delegating tasks Crisis management (i.e. spending your daydealing with problems that arise) Poor communication Lack of trainingUnclear objectivesPoor planningStress and fatigueInability to say ‘No’An untidy desk/computer filing systemBeing a perfectionistReading1 Work in groups of three. You will each read a different text giving advice on how to manage time better.2 Read your text and make brief notes on the main points.3 Talk to your partners and explain the main advice and the reasons for it. When speaking, refer toyour notes rather than the original text.4 When you have finished, discuss which were the best pieces of advice.Writing Work with a partner. Write one more piece of advice for good time management like the ones you havejust read.ASPEND TIME PLANNING AND ORGANISING. Using time to think and plan is time well spent. Infact, if you fail to take time for planning, you are, in effect, planning to fail. Organise in a way thatmakes sense to you. Some people need to have papers filed away; others get their creativeenergy from their piles. So forget the ‘shoulds’ and organise your way.SET GOALS. Goals give your life, and the way you spend your time, direction. When asked thesecret to becoming so rich, one of the famous Hunt brothers from Texas replied, ‘First, you’ve gotto decide what you want.’ Set goals which are specific, measurable, realistic and achievable. Youroptimum goals are those which cause you to ‘stretch’ but not ‘break’ as you strive forachievement. Goals can give creative people a much-needed sense of direction.PRIORITISE. Use the 80–20 rule originally stated by the Italian economist Vilfredo Pareto, whonoted that 80 per cent of the reward comes from 20 per cent of the effort. The trick to prioritisingis to isolate and identify that valuable 20 per cent. Once identified, prioritise time to concentrateyour work on those items with the greatest reward.USE A ‘TO-DO’ LIST. Some people thrive using a daily ‘to-do’ list which they construct either lastthing the previous day or first thing in the morning. Such people may combine a ‘to-do’ list with acalendar or schedule. Others prefer a ‘running’ ‘to-do’ list which is continuously being updated.10From Business Benchmark Advanced/Higher by Guy Brook-Hart Cambridge University Press 2007 Cambridge University PressPHOTOCOPIABLEUNIT 1www.cambridge.org
Cambridge University Press978-0-521-67296-2 - Business Benchmark Advanced Teacher’s Resource BookGuy Brook-HartExcerptMore informationPhotocopiable activityBTime managementBE FLEXIBLE. Allow time for interruptions and distractions. Time management experts oftensuggest planning for just 50 per cent or less of one’s time. With only 50 per cent of your timeplanned, you will have the flexibility to handle interruptions and the unplanned ‘emergency’. Whenyou expect to be interrupted, schedule routine tasks. Save (or make) larger blocks of time for yourpriorities. When interrupted, ask Alan Lakein’s crucial question, ‘What is the most important thing Ican be doing with my time right now?’ to help you get back on track fast.CONSIDER YOUR BIOLOGICAL PRIME TIME. That’s the time of day when you are at your best.Are you a ‘morning person’, a ‘night owl’, or a late-afternoon ‘whiz’? Knowing when your besttime is and planning to use that time of day for your priorities (if possible) is effective timemanagement.DO THE RIGHT THING RIGHT. Noted management expert Peter Drucker says ‘doing the rightthing is more important than doing things right’. Doing the right thing is effectiveness; doingthings right is efficiency. Focus first on effectiveness (identifying what is the right thing to do), thenconcentrate on efficiency (doing it right).ELIMINATE THE URGENT. Urgent tasks have short-term consequences, while important tasks arethose with long-term, goal-related implications. Work towards reducing the urgent things youmust do so you’ll have time for your important priorities. CPRACTISE THE ART OF INTELLIGENT NEGLECT. Eliminate from your life trivial tasks or thosetasks which do not have long-term consequences for you. Can you delegate or eliminate any ofyour ‘to-do’ list? Work on those tasks which you alone can do.AVOID BEING A PERFECTIONIST. In the Malaysian culture, only the gods are considered capableof producing anything perfect. Whenever something is made, a flaw is left on purpose so thegods will not be offended. Yes, some things need to be closer to perfect than others, butperfectionism, paying unnecessary attention to detail, can be a form of procrastination.LEARN TO SAY ‘NO’. Such a small word – and so hard to say. Focusing on your goals may help.Blocking time for important, but often not scheduled, priorities such as family and friends can alsohelp. But first you must be convinced that you and your priorities are important – that seems tobe the hardest part in learning to say ‘no’. Once convinced of their importance, saying ‘no’ to theunimportant in life gets easier.REWARD YOURSELF. Even for small successes, celebrate achievement of goals. Promiseyourself a reward for completing each task, or finishing the total job. Then keep your promise toyourself and indulge in your reward. Doing so will help you maintain the necessary balance in lifebetween work and play. As Ann McGee-Cooper says, ‘If we learn to balance excellence in workwith excellence in play, fun, and relaxation, our lives become happier, healthier and a great dealmore creative.’From Thirteen timely tips for more effective personal time management by Kathy Prochaska-CueUNIT 1From Business Benchmark Advanced/Higher by Guy Brook-Hart Cambridge University Press 2007 Cambridge University PressPHOTOCOPIABLE11www.cambridge.org
Cambridge University Press978-0-521-67296-2 - Business Benchmark Advanced Teacher’s Resource BookGuy Brook-HartExcerptMore informationAnswer keyTranscriptStudent’s Book activities2Getting started1 1b 2g 3e4d 5f 6c 7a2 1 mentor 2 dress code 3 goals 4 autocratic5 bonuses 6 do things by the book7 vision8 entrepreneurialAspects of corporate cultureListening1 1g 2j 3a 4i 5d 6e 7c 8b10 h2 Candela: 5 Henry: 4 Sonia: 7 Omar: 3Vocabulary1 out 2 through 3 up with6 getting 7 down4 to9f5 turnCreating a corporate cultureReading1 1 The board of directors2 It can affect ethics, risk-taking and bottom-lineperformance.3 Board members often lack an understanding ofcorporate culture.3 1G 2F 3D 4C 5A 6EVocabulary1b 2g 3c4a5d6f7eGrammar workshop: defining and non-definingrelative clauses1 How should a director think about the “corporateculture” of the company on whose board he orshe serves?2 Consult a management text on organizationalculture and you’ll find a chapter or more ofdefinition which/that boils down to somethinglike “a pattern of shared basic assumptions.”3 Every organization has a culture which/thatmanifests itself in everything fromentrepreneurship to risk-taking all the way downto the dress code.4 An understanding of corporate culture is one ofthe main things missing on boards, but they reallyneed it if they’re going to monitor what’s goingon inside the corporation.5 Nucor’s culture, which he describes as“extraordinarily powerful, effective, and unique,”can be traced back to the values and vision of itslegendary founder, F. Kenneth Iverson.12 Cambridge University PressListening page 11Omar:So, Candela, what’s it like working for a large carmanufacturer?Candela: You’d be surprised, actually. You hear so muchabout cut-throat competition amongst managersin my type of company, but in fact, as someonestarting out on the management ladder, I get a lotof back-up from senior staff. We have twiceweekly get-togethers where we talk through ourdifficulties and come up with ideas and solutions.It’s great. I don’t get the feeling that it’s ‘sink orswim’ at all.Omar:And you, Henry?Henry: Well, as you’d expect working in hospitaladministration, there’s plenty of red tape. Wehave to stick to the rules fairly carefully becauseat the end of the day, people’s health’s involved,and we’re publicly accountable. But that doesn’tmean there’s no room for inventiveness. We’realways looking for ways of streamliningprocedures and making efficiency gains.Omar:And saving taxpayers’ money.Henry: That’s right.Omar:Now, Sonia, what’s it like working for a dotcom?Sonia:It’s not exactly a dotcom. As a matter of fact, it’smore a software developer. And it really suits me,you know, I nearly always turn up at workwearing jeans and a T-shirt, which is great for amanager, and everyone talks to everyone else in areally relaxed way. There’s none of that ‘themand-us’ feeling between management and staffthat you get in other industries. I mean, in mostways the staff are more expert than the managers!And what about you, Omar?Omar:My company, as you know, is a consumerproducts company, and we’re all organised indivisions, and the divisions in teams, and we’reall competing against each other. Our pay isperformance-related, and nobody gets the same.Getting ahead and even keeping your job dependson your performance.Sonia:Um, and how’s performance measured, Omar? Isthere a yardstick?Omar:Not really. In the end, it boils down toperformance in comparison with other teams anddivisions.Henry: Sounds quite a rat race.Omar:For me, that’s business!UNIT 1 Corporate culturewww.cambridge.org
Cambridge University Press978-0-521-67296-2 - Business Benchmark Advanced Teacher’s Resource BookGuy Brook-HartExcerptMore informationUNIT2Leaders and managersThis unit studies language and vocabulary related to the functions and qualities of leaders and managers.It revises the grammar of as and like and teaches a number of management collocations.Although none of the tasks in the unit exactly replicate exam questions, some are designed to givestudents the skills and practice needed to deal with them (see table below).BECBULATSGetting startedSpeaking Part 2Speaking Part 2Reading: Great leaders and great managersReading Part 3Reading Part 2 Section 5Listening: Great leaders and great managers Listening Part 1Listening: Managing staffListening Part 1Talking point 2: Managing staffSpeaking Part 3Notes on unitGetting startedGiving short talks of this type is a useful business skill:business people are often asked to talk in meetings abouttheir ideas, activities or projects.If you want to extend the discussion, you can: ask students about well-known business leaders fromtheir country ask which qualities are most valued by businessleaders and managers in their country, or if some ofthese qualities are not considered important in theircountry.Talking point: Great leaders and greatmanagersAs an alternative task, ask your students to work in smallgroups. Tell them each to: pick out three sentences from the text whose ideasmade an impression on them read each sentence to the others in their group, whothen give their reaction to it if appropriate, ask them to compare Branson’s attitudeto managing people with the attitudes in thecompanies where they work.Listening: Great leaders and greatmanagersThe task tip suggests students should try to predict thetype of information they will need to complete the notes.You can help them by eliciting:UNIT 2 Leaders and managers Cambridge University PressSpeaking Part 1Speaking Part 3 gap 1: Do you think you need a noun, verb, adjective orwhat? What qualities might help the business progress? gap 2: What part of speech do you need? What is theessential difference between managers and leaders, andwhat is their relationship?, etc.Vocabulary 2: Great leaders and greatmanagersAs a follow-up to this activity, you can: ask students if they can identify two different types ofcollocation with management (answer: types orcategories of management, and things which aremanaged) ask them to brainstorm two or three other collocationsfor each category.Talking point 1: Managing staffIf you have pre-service students, ask them: if teachers fill a similar role to managers what teachers can do to optimise the performance oftheir students what aspects of their education might prepare them formanagement roles.Photocopiable activityThis is intended as a fun approach to some peoplemanagement issues and practises related vocabulary.Encourage students to give reasons for their answers.When they come to score their answers, encourage themto disagree with the interpretations if they wish, sincethese are intended to be mildly provocative.This activity will take more than an hour of class time.13www.cambridge.org
Cambridge University Press978-0-521-67296-2 - Business Benchmark Advanced Teacher’s Resource BookGuy Brook-HartExcerptMore informationPhotocopiable activityManagement problemsReadingWhat sort of people manager are you / would you be? Do the quiz to find out.1 Work in pairs. Read each question and then tell each other: the answer you would choose the reason why you would choose that answer.2 When you have finished, add up your partner’s score and give him/her the appraisal which follows. How to score1 a1 b7 c1 d3Even if he’s a brilliant and valuable worker, you’re not doing hima favour letting him get away with working in an undisciplinedway – and it’s bad for the morale of other staff, who might feelhe’s being treated too kindly.2 a5 b5 c1 d6If she’s been in the department for 20 years, she probably hasmore ‘ownership’ of the job than you. On the other hand, shemay benefit from a change of scene. The personal interview isbrave, but may be counter-productive.3 a1 b5 c1 d1All options except (b) may show weakness on your part. Atleast (b) shows a constructive approach to a human problem.4 a1 b5 c2 d0More money won’t solve work-related stress. The only sensiblesolution is (b), though you will have to justify it to your boss.5 a6 b2 c1 d3The only sensible option is (a).6 a3 b7 c1 d7If your team is doing well, it reflects the fact that you are a goodleader. The only absurd reaction is (c). Although taking thekudos is a very natural reaction in an ambitious manager, it canhave a damaging effect on staff motivation.7 a0 b0 c6 d3Option (c) is reasonable, but (d) is possible in somecircumstances; some customers are wrong and need to be toldso. Loyalty to your staff is also a good quality in a manager.8 a5 b1 c0 d4Surely this is none of your business unless passions startaffecting productivity.9 a0 b3 c0 d4Your team’s poor performance can reflect badly on your boss aswell as on yourself, so the best answer is to get her involved inactively finding a solution.10 a 8 b 3 c 0 d 0See how he manages with more challenge before doinganything else. You can’t move everyone every time theycomplain. Results1–18: You may not be cut out to be a manager and perhaps a little more management training would beuseful.19–35: As a manager your skills are average. You may well get to the top of
12 UNIT 1 Corporate culture Answer key Student’s Book activities Getting started 1 1 b 2 g 3 e 4 d 5 f 6 c 7 a 2 1 mentor 2 dress code 3 goals 4 autocratic 5 bonuses 6 do things by the book 7 vision 8 entrepreneurial Aspects of corporate culture Listening
a. Culture building b. Values c. Organizational socialization d. Attitudes Ans: (a) Que: 5 Types of corporate culture are _ a. Clan culture and Adhocracy culture b. Market culture and hierarchy culture c. Both (a) & (b) d. None of these Ans: (c) Que: 6 The practices of a
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Effectiveness of a Corporate Culture The most effective cultures are the ones best adapted to succeed in their environment. Large organizations must have had an effective corporate culture at one time. A specific corporate culture developed and evolved because it contributed to the success of the organization.
An essential difference between folk culture and popular culture is the speed at which diffusion occurs. 9 *a. True b. False (p. 32) 44. Popular culture is synonymous with mass culture. a. True *b. False (p. 32) 45. Mass culture refers to the consumption of culture, while popular culture refers to
of different cultures within a culture (e.g. youth cultures, cultures of migrants, regional cultures, business culture, soccer culture, alternative culture etc.) German culture, for the purposes of this class, refers to this multi-layered understanding of culture. !
AP Statistics. AP Chinese Language and Culture. AP French Language and Culture. AP German Language and Culture. AP Italian Language and Culture. AP Japanese Language and Culture. AP Latin. AP Spanish Language and Culture. AP Spanish Literature and Culture * Not all exams are offered at
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