lingua tests

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PRACTICE TESTS FOR THE LINGUA EXAMINATION

(Business English)

Author: Emilia Plcintar

CONTENTS

To the Candidate 2

1. Professional Communication 3

2. Management 9

3. Business Meetings 15

4. Professional Presentations 20

5. Recruitment 24

6. Marketing 28

7. Advertising 32

8. Finance and Accounting 36

9. Banking 42

10. Insurance 50

11. International Trade 54

12. Information Technology in Business 59

13. Business Travel 64

14. Business Ethics 69

15. Intercultural Awareness 73

Writing Reference 78

Answer Key 100

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TO THE CANDIDATE

The idea of this collection of tests originates in the questions asked by many final-year students about

the structure and content of the LINGUA graduation exam in English, which is a prerequisite for the

BA exam proper. The book is therefore grounded realistically in the requirements of this exam and is

targeted principally at students in Economics and Business Administration, International Relations

and European Studies, Management of European Institutions, and Public Administration of Babe-Bolyai University.

The LINGUA exam for language proficiency is made up of the written and the oral

components. In the interview, you will have to speak about two topics, each of which is marked with

6 points. For the first speaking task, you have to make a personal comment on a business-related

situation or a more general issue. Examples of this question could be: What government service would

you like to see improved in Romania? or Supposing you wanted to set up your own business, what

aspects would you consider in your business plan? or Should the state subsidise higher education / the

arts? For this first topic, you are given some thinking time to prepare a very brief answer that should

address exactly the points in the question. The second subject is related to one of the themes included

herein. This time, you will have to respond spontaneously to the examiners specific questions. For example, if you pick the subject Management, the examiner may ask you: What are the key tasks of

managers? or Mention some attributes of an effective manager.

The exam paper comprises four sections, and the different types of question that may be included

in each section are described below.

- Listening (6 points) - Note making and blank filling: Complete the notes with an appropriate word or short phrase.

- Multiple-choice questions: Decide which of the choices (A, B, C or D) is the correct answer.

- True/False statements: Are these statements true or false, according to the recording?

There is a sample listening task in Test 15.

- Reading (6 points) - Gapped text: Choose the best sentence from the list to complete each gap in the text.

- Multiple-choice questions: Answer the questions by choosing the appropriate answer (A, B, C

or D).

- True / False statements: Decide whether the following statements are true or false, according to

the text.

- Use of English (30 items 6 points) All these four task types are included. - Open-vocabulary cloze: For each blank, think of the word that best fits in the context.

- Multiple-choice vocabulary cloze: Decide which of the options (A, B, C or D) best completes

each gap.

- Error correction: For each sentence, find the underlined part (A, B, C or D) that contains a

mistake.

- Word formation/derivation: Use the word given in CAPITALS at the end of each gapped line to

derive a word that fits in the space.

- Writing (6 points) tasks may include the production of formal letters for various purposes, memos, reports or essays. The two main aspects taken into account in the assessment of your

answer are use of language (accuracy of language, range of vocabulary and structure), and task

achievement (inclusion of all the points given in the input, logical transition between ideas, and

appropriate register). Tests 1 and 2 contain a sample writing task each.

The 18 theme-based tests in this new edition are designed with a double purpose in mind, namely to

familiarise you with the exam format and to provide you with thematic content and vocabulary for the

interview. The extensive writing reference section attached to the collection is intended to help you

with the special characteristics of the various text types you are asked to produce.

Good luck!

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TEST 1 PROFESSIONAL COMMUNICATION INTRODUCTION

To communicate is to convey a message (information, thoughts or feelings) so that it is satisfactorily received

and understood by the receiver.

Professional communication covers the use of written and spoken language in work-related contexts,

between professionals, as representatives of an institution, or between professionals and lay persons, both parties

being interested in fulfilling their practical tasks and goals. It follows that institutional communication is

primarily purpose oriented. That is why whatever communication task is undertaken, asking the following six

questions before we start will give our communication a better chance of success and make the task easier:

- Why? (purpose) Why am I communicating? What am I hoping to achieve? - Who? (audience) Who exactly is my audience (personality, age, status)? What do they need to

know? How are they likely to react to my message?

- Where and When? The answers to these questions will help us find answers to

- What? (content) What exactly do I want to say? What do I need to say? What do they need to know? What information can I omit? What information must I include in order be clear, concise,

correct, and complete?

- How? What tone and style should I engage to sound courteous and constructive? Business communication comprises four areas of competencies: (i) oral interpersonal skills, (ii) business

writing skills, (iii) basic English skills, and (iv) other business communication abilities. The skills involved in

effective business communication are specified in this table.

Oral interpersonal skills Writing skills - analyse the audience before, during, and after the

interaction

- listen effectively

- maintain eye contact

- use voice effectively and strategically for emphasis

- establish rapport with the audience

- use appropriate body actions in interpersonal

communication

- ask appropriate questions and give appropriate

responses

- use appropriate register conversational or formal - present information objectively

- organise presentations, conduct and participate in

meetings, interviews, and negotiations

- use audio-visual aids professionally

- write well clearly, concisely, correctly, completely - write naturally and on the readers level - organise info into effective sentences and paragraphs

- provide effective transition between ideas

- use subordination and emphasis techniques

- write persuasively

- use psychological factors in writing positive words, you concept, service attitude, goodwill - select an indirect or direct approach based on the

situation

- use jargon in appropriate situations

- write routine letters order, acknowledgement, inquiry, etc.

- write special types of letter sales, applications, complaints/grievances, business proposals, etc.

- word process/compose at the keyboard

Basic English skills Other business communication skills - spell and punctuate documents correctly

- use correct grammar

- use appropriate/correct business vocabulary

- apply ethics, and values in business situations to

determine sociable responsible actions

- understand personal values and show sensitivity to

the values of others

- assess own needs and behaviour

- use principles of time management to organise work

efficiently

- locate outside sources of information to improve

knowledge and skills

- collect, classify, and analyse information about

business situations

- use creative thinking in developing solutions; select

effective solutions

- exhibit leadership by influencing and persuading

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- know the importance of feedback in the

communication cycle

- apply knowledge of intercultural differences to

communication situations

Oral versus written communication

The most evident differences between speech and writing derive from the fact that they use different channels of

communication. In general, by comparison with spoken style, written style is

- less colloquial, with less slang, fewer shortened forms, interjections, etc.; - more correct, in terms of grammar and syntax; - more concentrated, with fewer fillers and roundabout ways of expressing things; - more complete, with more complex sentences including subordinate clauses; - less complex, with no non-verbal signals (tone of voice, gestures, facial expression) to help in the

interpretation of the message.

Writing also involves the following elements that are not relevant to spoken style: spelling, abbreviations,

punctuation, visual and tactile elements, such as neatness, signals for emphasis and reference, paper quality,

use of colour and design, etc., which are important in establishing a professional and congenial look.

Oral business communications include interviews, presentations, negotiations, and meetings, while

written communications comprise letters, proposals, reports, memos, faxes, emails, questionnaires, CVs, etc.

READING

Read this extract from How to Steer Clear of Pitfalls in Cross-Cultural Negotiation by Andrew Rosembaum. Decide whether the following statements (1-6) are true (T) or false (F).

1) The negotiation discussion between Henry and Hiroshi came to a deadlock because the

negotiators had different expectations of the negotiation process.

2) A negotiation between an American and a Japanese manager may be a long process because

the Japanese manager is less resolute than his American counterpart.

3) It is crucial for the first stage of the negotiation that the partners engage the problem-solving

style with caution.

4) Experts say that some cultures some cultures follow a certain protocol in the initial stage of a

negotiation in order to develop some rapport with the partner.

5) Western negotiators engage a more indirect and expressive communicative style than Asians

negotiators.

6) The author contends that while our partners culture cannot possibly be avoided, we should ultimately adapt to the specific communicative style of each negotiating partner.

Tips for Avoiding Misunderstandings when Negotiating Cross-Border Deals by Andrew Rosenbaum

Henry in Los Angeles and Hiroshi in Tokyo both like Armani suits, baseball, Mozart, and good

Bordeaux. But Henry recently spoke for days with Hiroshi, his potential business partner, and yet the

barriers between them were never broachedand the deal didnt get inked. The problem had to do with different conceptions of the negotiation process itself and

misinterpretations of the others behavior. For Henry, negotiation is about pushing through a deal, period. When Henry didnt think their discussion was moving forward as quickly as he thought it should, his arguments became increasingly forceful. Because Hiroshi read this as disrespect, the

negotiation essentially ended days before their talks did.

Although globalized communications and marketing have made the world smaller in many ways,

deep differences between cultures remain. Despite similar tastes, Henry and Hiroshi each approach

negotiation in a way heavily conditioned by his national culture. Because they sat down at the table

without understanding the others assumptions about the negotiation process, all they ended up with was an impasse.

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Negotiation is always a delicate business, requiring determination and diplomacy in equal

measure. But finessing a cross-cultural negotiation is a particular challenge. Here are some tips that

can help you put together a deal with a foreign partner.

Understand expectations

Your negotiating partners expectations of the negotiation may well be very different from yours. Like you, he will want to succeed, but success may not mean the same thing to him and his co-nationals as

it does to you.

Decision-making styles may be different, too. American managers usually make decisions by

themselves, while Japanese managers tend to make decisions by consensus, a practice that can add

time to the negotiation process. Americans place a high value on flexibility, whereas once a Japanese

manager has reached a decision, he believes it is shameful to change it, says Tokyo-based

management consultant Mitsugu Iwashita, director of the Intercultural and Business Communication

Center. Understanding these underlying attitudes helps you see what your potential partners priorities are, and you can then adapt your strategy accordingly.

Establish common ground and choose your style

Find anything that will allow your foreign colleague to share something with you. This can help you

get past people problemsego wars, saving face, and so onwhich is a good tactic because these problems can crop up where you may least expect them.

Now the real work can begin. Youll need to choose which of the two classic negotiating styles youll adopt: contentious or problem-solving. The contentious negotiator, a tough, demanding guy who makes few compromises, can be a great success given the right conditions. He either wins or

loses, but never comes to a conditional agreement. The problem-solving negotiator takes a broader

view, attempting to get as much as he can without handing out a deal breaker. He establishes common

ground wherever he can find it and approaches negotiations on a step-by-step basis.

While one has to be careful about generalizing across cultures, experts agree that a problem-

solving approach to cross-cultural negotiations is prudent. (Indeed, many would say its the right choice for almost any negotiation.) The problem-solving approach helps to avoid blunders, says

Elaine Winters, co-author of Cultural Issues in Business Communication. But there are limits to this

approach. In many cultures, negotiation is ritualized, especially in its early stages. It is obviously

important to learn these negotiating rituals for a given culture, even if your foreign partner turns out

not to require them. Germans, for example, often need to spend a large part of the initial negotiations

in number crunching. All the facts and figures must be agreed upon, and woe betide* the negotiator

who makes a mistake! This German trait is not really about number crunching, however; it is a

confidence-building ritual in which two potential partners run through a series of routine checks just

to display trustworthiness. So the problem-solving approach, which would try to find common ground

quickly, could prove threatening for the ritual negotiators.

When confronted with cultural differences in negotiating styles, we need to be aware of the potentially adverse effects of a flexible, mixed style, says Willem Mastenbroek, director of the Holland Consulting Group (Amsterdam) and professor of organizational culture and communication

at the Free University of Amsterdam. If it is not understood, people may perceive it as smooth and suave behavior and resent it. Because they are not able to counter it with equal flexibility, they may

feel clumsy and awkward, in some way even inferior. It may also become difficult for them to believe

in the sincerity of the other side. They may see it as an effort to lure them into a game defined by

established groups which will put them at a disadvantage.

Manage the negotiation

Lets assume that you have passed successfully through the initial stages of the negotiation and that you have agreed upon common ground with your prospective partner. The game of tactics now

broadens. It is at this stage, in which the actual issues go back and forth between participants, that

your awareness of negotiating behavior typical to your potential partners culture can be put to use.

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Italian negotiators, for example, will often try to push through this stage quite quickly, repeatedly

insisting on their terms to tire out their opponents. Knowing this, a foreign negotiator may find a good

tactic is to display no great hurry to dealchange the subject, digress, etc. On the other hand, Chinese negotiators usually make one offer after another at this point to test

the limits of a possible deal. According to Winters, nonverbal communication in negotiations with a

Chinese businessman can be quite important. He may say little in response to your questions, and

expect you to garner what you need to know from his gestures and from the context of whatever he

does say. More demonstrative Western cultures can find this conduct very difficult to work with, but

the application here of patience and deductive reasoning can take you a long way.

Most Europeans wont break off discussions unless they are deeply offended, but Asian negotiators are often happy to drop the project if they are uncomfortable with some aspect of the

negotiations. If this happens, try to backtrack and fix the problem.

But in focusing on your potential partners culture, dont lose sight of him as an individual. Its always best to learn as much as you can about his personality and communication style. Personalize negotiation methods and approaches, Winters says. Dont ignore culture (impossible anyway!), try to treat it as background; focus on the capabilities of the specific individuals at the table. This is

frequently successful because a new, mutually agreed-upon culture is being created just for this

effort. (http://www.mce.be/knowledge/315/46)

*woe betide (used in making threats) there will be trouble for

USE OF ENGLISH

Questions 1-10 For each blank (1-10), think of the word that best fits in the context. Use only one word in each space.

Confused messages cause operational chaos. If we dont listen to our people and our customers, and __1__ not sensitive to their feelings and expectations, theres not __2__ hope for constructive dialogue. In __3__ case, more than 60% of our time __4__ spent communicating. The need __5__

good communications is a classic motherhood statement!

Perhaps the first clue for improvement is to understand __6__ the sender-receiver relationship.

Theres an ancient riddle __7__ goes Is there sound in the forest if a tree crashes down but no one is present to hear __8__? Certainly there are measurable sound waves but there is no meaningful sound __9__ a listener. Take the case of a finance director casually referring to debt/equity ratios and

discounted cash flows when talking to junior managers. The words are clearly expressed but no

meaning is conveyed __10__ they are outside the vocabulary of the listeners.

Questions 11-20 For each blank (11-20), decide which of the options A, B, C or D is best. Only one answer is correct.

The essence of good communications is the __11__ of meaning. The language must be __12__ and

the receiver switched on. Positive listening is crucial. Too many managers are __13__ anxiously

waiting to make their own brilliant __14__ that they dont hear what is said to them. The sender-receiver __15__ is also influenced by __16__ of trust. If I have no trust in you as a person I may

__17__ what you communicate, no matter how well that is __18__ technically.

Confusion often __19__ because of dissonance between body language and words. A scowling

expression with friendly words __20__ the clarity of communication.

11 A change B shift C transaction D exchange

12 A conceivable B apprehensive C comprehensible D comprehensive

13 A so B much C too D such

14 A participation B control C contribution D part

15 A connection B correlation C association D relationship

16 A layers B levels C heights D planes

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17 A refuse B reject C resist D refute

18 A done B made C told D said

19 A rises B raises C arises D arouses

20 A imparts B impairs C impacts D impeaches

Questions 21-25 In each of the following (groups of) sentences (21-25), find the underlined part A, B, C or D that contains a mistake. There is always one incorrect segment in each paragraph.

21) It is essential (A) to get feedback to know if messages (B) are both received and understood. Most

actors prefer the immediate response from a live audience (C) to performing before a camera. We tend

to be preoccupied with sending messages (D) as clear and as well as we can.

22) Commendable though that (A) it is, the same creativity (B) should have been addressed to finding

out if (C) the desired change or response to the message (D) has taken place.

23) Systematic questions, (A) careful listening and observation have (B) its part. A genuine open door policy (C) encourages feedback. Small group briefings (D) remove misunderstandings and generate common purpose.

24) That is true (A) for our own staff and (B) equally true for our customers. (C) Overzealous sellings

may lead to the neglect of listening to (D) customer dissatisfactions and new needs.

25) The communication gap (A) is often only recognised when a customer is lost. In both cases, (B)

the most successful communication style is participative rather than commanding and directive. We have this quality problem with product A. What (C) we can do together to overcome it? gives everyone a chance (D) to openly communicate their views and experience. When an action plan

follows, everyone owns it.

Questions 26-30 Use the word given in CAPITALS at the end of each gapped line (26-30) to derive a word that fits in

the space.

The most important influence of communications within an

organisation is that of information technology. Computers,

telecommunications, graphics and more combine to produce

radically new communications __26__. CAPABLE

Speed, relevance, __27__ and exciting visual presentation ACCESS

are typical __28__. If there is a down side it is the reduction of COME

one-to-one human contact. __29__ success will go to companies COMPETE

who understand how to reshape their organisation to these new

communications and information developments and yet retain the

__30__ of human interchange, with all its rich and subtle STRONG

potential for understanding and motivation.

(http://www.mce.be/knowledge/315/46)

WRITING

Write a letter to be sent to a number of local employment agencies informing them about your companys one-day courses and self-help training packs on business communication skills. The list of business communication

competencies in the introduction above and the following extracts from recent newspaper articles will give you

some ideas. Make up any further appropriate details. (See suggested solution in the Answer Key section.)

- According to a survey published yesterday, recent school-leavers are worse at spelling than any age group educated since the war.

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- Many young people are ruling themselves out of the labour market through their poor spelling. The unemployed are 50% more likely to make mistakes than those in work.

Under the slogan Language is Power, the Ministry of Education and Research has initiated and funded the Be a Better Communicator campaign, which aims to emphasise the link between communication skills and job prospects.

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TEST 2 MANAGEMENT INTRODUCTION

Management refers to the process of leading and directing all or part of an organisation, often a business,

through the deployment and manipulation of resources (human, financial, material, intellectual or intangible).

One can also think of management functionally, as the action of measuring a quantity on a regular basis and of

adjusting some initial plan, and as the actions taken to reach ones intended goal. Peter Drucker, the minence grise of management theory, speaks about five main tasks of a manager:

- to set objectives - to organise the activities by delegating responsibilities among employees - to motivate and communicate - to measure the performance of employees - to develop people Modern management as a discipline began as a branch of economics in the 19th century. Classical

economists such as Adam Smith and John Stuart Mill provided a theoretical background to resource allocation,

production, and pricing issues. About the same time, innovators like Eli Whitney, James Watt, and Matthew

Boulton developed technical production elements such as standardisation, quality control procedures, cost

accounting, interchangeability of parts, and work planning.

By the middle of the 19th century, Robert Owen, Henry Poor, and M. Laughlin introduced the human

element with theories of worker training, motivation, organisational structure and span of control.

The first comprehensive theories of management appeared around 1920 when Henri Fayol and

Alexander Church described the various branches of management and their inter-relationships. In the early 20th

century, Ordwat Tead, Walter Scott and J. Mooney applied the principles of psychology to management, while

other writers, such as Elton Mayo, Mary Parker Follett, Chester Barnard, and Max Weber approached the

phenomenon of management from a sociological perspective.

In 1946, Peter Drucker wrote Concept of the Corporation, a book on applied management. He went

on to write 32 books, many in the same vein.

Some of the more recent developments include the theory of constraints, reengineering, and various

information-technology driven theories, such as software development.

The theory of constraints approach describes management decision-making as a continuous cycle of

the following three basic questions: What to change? To what to change? How to make the change happen?

Towards the end of the 20th century, management came to consist of a number of separate branches, including:

- Human resource management - Operations or production management - Strategic management (see below) - Marketing management - Financial management - Information Technology management

In the 21st century, we find it increasingly difficult to subdivide management into categories in this way,

as more and more processes simultaneously involve several categories.

Strategic management is the process of specifying an organisations objectives, developing policies and plans to achieve these objectives (i.e. strategy formulation), and allocating resources so as to implement the

plans (i.e. strategy implementation). It is the highest level of managerial activity, usually performed by the

companys Chief Executive Officer (CEO) and executive team. It provides overall direction to the whole enterprise.

Strategy formulation involves (i) doing a situation analysis, (ii) setting objectives, and (iii) suggesting a

strategic plan in line with the situation assessment.

Strategy implementation includes (i) allocating sufficient resources, (ii) establishing a chain of command, (iii)

assigning responsibility of specific tasks or processes to individuals or groups, (iv) managing the process of

monitoring results, and (v) making adjustments to the process as necessary.

An organisations strategy must be appropriate for its resources, circumstances, and objectives. The process involves matching the companies strategic advantages to the business environment the organisation faces. One objective of an overall corporate strategy is to put the organisation into a position to carry out its

mission effectively and efficiently. A good corporate strategy should integrate an organisations goals, policies, and action sequences / tactics into a cohesive whole.

(adapted from http://en.wikipedia.org/wiki/Management)

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READING

Read the article about the importance of interpersonal skills in management. The topic sentence (i.e.

the sentence that introduces the main idea/thought) in each paragraph has been removed. Choose

from the list (A-N) the best sentence to fill each of the blanks (1-12). There is one extra sentence,

which does not belong in any gap. There is an example at the beginning (0 J).

A At its core, this dimension is about forging connections with groups of people through visual

and verbal imagery.

B Individuals who score high in this dimension need to see and interact with other people very

frequently to feel satisfied.

C While people who score high in influence can be found in any function and any industry,

weve discovered that individuals with deal-intensive roles in financial services and sales tend to stand out in this dimension.

D Its important to note that the four relational dimensions are not discrete types. E Although relational creativity in business is most commonly used for persuading customers to

buy and investors to invest, it is different from the influence dimension.

F This is the dimension many people first think of when they think people person. G Weve analyzed psychological tests of more than 7,000 business professionals, and our

findings challenge the limited traditional notion of who people people are. H Clearly, people people are not interchangeable. I Consider Alicia DiGiavonni, the internal medicine unit manager at a Boston-area HMO.

J The truth, however, is much more nuanced than that.

K Most of us dont have much occasion to interact with people who stand out in this dimension, although chances are we have coworkers with this strength that we don't know about because

it has no outlet in their daily jobs.

L Professionals who earn a high score in this dimension enjoy developing and extending their

sphere of interpersonal influence.

M The skill of resolving conflict in a department or company (as a leader, a manager and a

visionary) is invaluable in maintaining work processes, meeting deadlines, staying profitable

and, ultimately, keeping morale in check.

N The difference between individuals who score high in team leadership and those who do so in

the influence dimension is their interest in managing people.

Leveraging Your Teams Interpersonal Skills by Timothy Butler and James Waldroop

What does it really mean to be good with people? This Harvard Business Review excerpt examines

the relational aspect of business.

Most executives assume they know who their people people are. Theyre the team players, the ones who know whats going on in their colleagues personal lives, the ones who can smooth over interpersonal conflicts. Theyre usually found in human resources or sales. [___0 J___]

Interpersonal savvy is critical in almost every area of business, not just sales and HR. In fact, it

comprises aptitudes that are more varied than a lot of people might think. Recently, weve conducted extensive research on the people side of doing business - what we call the relational factor. After more

than eighteen years of studying how the deeply embedded life interests of business professionals

develop into career roles, we know that individuals do their best work when it most closely matches

their underlying interests. Managers, therefore, can boost productivity by using their employees relational interests and skills to guide personnel choices, project assignments, and career development.

[___1___] Using factor analysis, a method of statistical analysis, we have identified four distinct

dimensions of relational work: influence, interpersonal facilitation, relational creativity, and team

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leadership. In this article, well explain each component and show how knowledge of all four can help managers hire the right employees, make the best work assignments, reward performance, and

promote career development (others and their own).

The four dimensions To maximize the interpersonal capacity of your organization, you must understand all four areas of

relational work - because when you match employees interests and skills to their responsibilities, everybody gains.

Influence [___2___] They take pleasure in persuasion, negotiation, and the power of holding valuable

information and ideas. This dimension of relational work is all about changing the point of view or the

behavior of others. An old expression, He could talk a dog off a meat truck, aptly describes high scorers here. Whether to a customer or to a colleague - and whether they're talking about a product, a

service, or an idea - these people live to sell. Think of the manager in your firm who is always able to

get more resources for his projects than anyone else can. Or picture that former boss of yours who

could always get people fired up for the next challenge, regardless of how tired they were from the

last one.

[___3___] Jeffrey Manning (all names of people cited as examples in this article are

pseudonyms), for instance, the managing partner of a very successful venture capital firm,

was running his own fund at age thirty-one. Some would argue that his success was a

function of good timing - he entered the world of high-technology investing in the mid-1990s

- but those who have done business with him have a different explanation: Jeff is a natural at

deal-intensive finance. He's a born networker. Whether he's on the golf course or at the

annual dinner for a prominent charitable organization, his talent for meeting people and

inspiring their confidence is indisputable. Jeff is not a salesperson, nor is he a team-focused

manager. He's an alliance builder and negotiator. He can locate and gather key players to

participate in deals that optimize value for all parties involved.

Interpersonal facilitation [___4___] Individuals with high scores here are keenly attuned to the interpersonal aspects of a work

situation. They intuitively focus on others experiences and usually work quietly behind the scenes to keep their colleagues committed and engaged so that projects don't get derailed. They naturally ask

themselves questions like What group will work together best to get this job done? and Why is Joe being overcritical in meetings and underperforming in general? and What sort of assignment does Miriam need to grow and feel more competent? These types of issues rarely show up in reports, but as every seasoned manager knows, handling them effectively is essential to organizational success.

[___5___] She has an MBA and is a focused, task-oriented operating manager, but

her success comes from her effectiveness as the organization's unofficial psychologist. Alicia

has done more in the way of counseling, conflict resolution, coaching, and informal

personality assessment than many of the therapists who work in the mental health unit. Staff

members frequently confide in her when there is disabling friction within a work team, when

they need career advice, or when theyre struggling with personal issues. She is an expert at recognizing hidden agendas at meetings and identifying the problems that workers are

reluctant to share with senior managers. She knows which combinations of people on a

project team would yield great synergy and which would be disastrous. On countless

occasions, Alicia has kept projects on track through skillful, behind-the-scenes interventions.

Relational Creativity [___6___] This is the relational work being done when an advertising account team conceives of a

campaign, when a marketing brand manager develops a strategy to reach a particular consumer

segment, when a speechwriter crafts the presidents next address, and when a senior manager

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develops a motivational theme that will focus and inspire her employees.

[___7__] Professionals skilled in influence convince others on a person-to-person

basis, whereas people talented at relational creativity use images and words to arouse

emotions and create relationships with groups. This dimension is not a measure of creativity

in generalonly in the interpersonal realm. Someone whos creative in an analytical area of business work (such as designing new investment instruments) can still have low interest in

relational creativity; similarly, an artist (such as a composer or a painter) can lack skill in this

domain. [___8___] For an example of someone with outstanding skills in relational creativity, look at

Diane Weiss, a senior editor for a major magazine. Whether the question is which illustration to use,

how best to express data graphically, what title to give an article, or what image to put on the cover,

Diane is the one to ask: She has an unerring sense of what will pull readers in. But she is not known

for her easy management style or her ability to "read" people. In fact, even her most ardent fans will

agree that she can be exceedingly difficult to work with. For understanding the masses, though, Diane

is as good as you can get. She is a bona fide people person - with the emphasis on the plural.

Team leadership [___9___] Conversely, the more time they spend in front of a computer screen, the worse they feel -

and perform. Professionals with a high level of interest in team leadership love managing high-energy

teams in busy service environments and enjoy working both with the team and with the customer.

Their ideal job might be overseeing a busy resort or a retail store.

[___10___] High scorers in team leadership always want to work through a group. Theyre the embodiment of the player-coach role. People who score high in influence are interested in the

outcome of an interaction the closed deal - whereas those scoring high in team leadership focus more on the interpersonal and managerial processes. Compare the managing director of mergers and

acquisitions at an investment bank (excelling in influence) with the sales manager at a large

automobile dealership (strong in team leadership). Not all team leaders - even effective ones - have

high scores in this dimension, however. It is quite possible for team leaders in areas such as

production, research and development, and information technology to show little interest in this

particular relational skill. But we consistently see high scores here for leaders of teams that have a

strong customer focus. [] [___11___] A person can have great interest and skill in two or more of these areas or in none

of them. And scoring high in more dimensions isnt necessarily better; some are irrelevant or even detrimental to certain types of work. Above, weve offered examples of people who are stars in one dimension, but some of them score high in other areas as well.

[___12___] Put Diane where you should have Alicia, and the results will be disastrous. Thats why its so important to align your employees relational talents with their job responsibilities. Keep the four dimensions in mind when youre hiring new employees, assigning tasks, rewarding employees for their contributions, and developing the people in your organization, including yourself.

(from Understanding People People, Harvard Business Review, June 2004 http://hbswk.hbs.edu/item.jhtml?id=4187&t=leadership&noseek=one)

USE OF ENGLISH


Managing conflict is __1__ learning to ride a bicycle its easy when you get __2__ help balancing, and practice, practice, practice! The difficulty most of us run __3__ is that we expect __4__ to be

good conflict managers without having learned the skills, then we __5__ mad at ourselves for doing

the same thing over and over __6__, getting the same predictable results. We react habitually because

we dont know any __7__ way. We didnt take conflict management in school __8__ with science and math. Our role models may not have __9__ great skills either, so we end up dealing with conflict the

way our parents __10__, or vowing to take the opposite approach.

13


In other words, we muddle __11__, doing the best we can, getting the same __12__ results, not

understanding why we get caught and not having __13__ to do it differently. Its important to understand this so we dont become frustrated with ourselves, and expect __14__ change.

Good conflict management is a learned __15__. In many instances it goes against our basic

__16__ of flight or fight. First we need to __17__ the pain conflict brings into our life and be willing to let go of ineffective habits and knee-jerk reactions. Then we can concentrate on applying

new behaviors. Often when we decide to change ourselves, we want others to change as well, so its important to __18__ a live and let live approach.

One of the best arenas for practicing conflict management is in our relationships with others,

particularly those were __19__ to, because thats where we __20__ into the most difficulty. Below are Seven Strategies for Success, which I find very useful.

11 A along B through C in D about

12 A sad B hopeless C grievous D woeful

13 A means B devices C tools D utensils

14 A direct B urgent C instant D current

15 A skill B craft C knowledge D experience

16 A behaviour B reaction C attitude D approach

17 A acknowledge B declare C approve D adopt

18 A improve B produce C develop D grow

19 A most intimate B nearest C fondest D closest

20 A get B are C come D go


21) (A) Notice your body language and tone of voice. Are you projecting (B) what do you intend to?

Listen, and then listen again. Listen (C) with your eyes and ears. Listen to what the person (D) is not

saying.

22) Listen with your heart. (A) Lets go of the inner judge - that part of you (B) that criticizes and attacks. Banish your fault-finder by taking a deep breath and (C) substituting a positive thought

instead. This process is never ending, so youll have (D) plenty of opportunities to practice!

23) Deal (A) with the present situation only (B) no passed examples to score points! Ask yourself: Do I want (C) to be right or happy? Then decide. After all, youre the one (D) who gets to live with the consequences of your choice.

24) (A) Omit words like NEVER, SHOULD and ALWAYS (B) from your communication. These

words (C) tend to escalating conflicts. (D) Take full responsibility for the communication.

25) This means doing whatever (A) it is necessary to ensure that (B) you are creating an inclusive

dialogue (C) in which each person (D) feels seen, heard and understood.


the space.

14

Youve __26__ no doubt, that these strategies are all for you, and not NOTE the other person. Thats because youre the one reading this article, so if you want change, be the change you want to see happen! When

we use these tools, the Strategies for Success, we get to understand

and appreciate our human differences, which in turn __27__ VITAL

and __28__ our relationships. STRONG

As the __29__ goes, what goes around comes around, so give SAY the very best of yourself and be prepared to receive the best from

others. __30__ practicing! JOY

(from Managing Conflict by Angela Jackson, http://www.mce.be/knowledge/316/46)

WRITING

Describe the characteristics of an exceptional manager by examining someone whom you have

observed or with whom you have worked. Illustrate how his or her management style has influenced

you. (See suggested solution in the Answer Key section.)

15

TEST 3 BUSINESS MEETINGS

INTRODUCTION

Meetings are an essential tool of management and supervision. Although some people feel that meetings are a

waste of time, when they are at their best, they are a place where people can be creative together, and where

everyones perspective, knowledge and experience can be integrated. Meetings can be an important part of a process of coming up with innovative solutions to problems and

new and better ways of doing things. To make every meting pay off it is essential that everyone play their role

conscientiously.

Thus, the responsibilities of the Chair are to

decide the item of business to be discussed;

define the limits of discussion;

keep people to the point and ensure that one person speaks at a time;

try to be as impartial as possible and at all costs avoid arguing with members;

make sure the rest of the group understand what is going on. In a problem-solving context, the Chair should

identify the subject/problem, state it clearly and repeat it at intervals, if necessary;

exchange and develop ideas; get the evidence and interpret it before getting ideas for the solution to the problem;

evaluate the alternative by identifying the range of choices available; predict the consequences of each (time, cost, resources, political considerations);

select a course of action, preferably by consensus and make sure everyone knows what their responsibilities are.

To stimulate discussion, the Chair should

phrase questions to avoid yes or no answers;

keep questions brief and straightforward;

use simple words;

use questions directly related to the topic;

use questions that cover a single point. Participants in a meeting are expected to resist negative feelings about meetings and develop an

attitude of open-mindedness and consideration for others. They should ensure that they are properly prepared

and informed on the topic, as the quality of a meeting depends on the quality of information possessed by the

group members.

The characteristics of an effective meeting participant are:

a consideration of the other people involved;

a recognition that interaction must be a flexible two-way process;

an awareness of communication barriers and a desire to overcome them;

an ability to think logically and analytically;

an ability and desire to speak clearly, to the point and in a language adapted to others;

a sense of proper timing in terms of when and how to speak;

a desire to co-operate and conciliate in order to achieve group goals;

an understanding of the need for attentive listening. The secretary or minutes writer has the duty to

obtain the materials from previous minutes or new sources;

draft the agenda to a logical order of priorities;

agree with the chairperson;

circulate notice of meeting and agenda;

write the minutes (an official written record of what is said at a meeting and what decisions are taken there).

(adapted from D. Nickson and S. Siddons Business Communications and N. Stanton Mastering Communication)

16

READING

Read the article about the use of video in meetings. Choose the best sentence from the list below (A-

H) to fill each gap (1-6). There is one sentence that you do not need. There is an example at the

beginning (0 - A).

A Say your company is having a big meeting focusing on soft quarterly results.

B A short video can be worth a thousand PowerPoint slides at your next meeting.

C But with video you can take everyone in the meeting to places they couldnt otherwise go. D The video can reinforce key points made over a multi-day meeting or leave one or two

resonant images in the minds of the audience. E It doesnt matter whether you want to explain how to fill out a form, show how to operate a

machine, or detail the benefits of a product.

F Let the professionals do it; there are seasoned video production teams in most towns of any

size.

G A brief word or two from an expert, a customer, or someone at your company could present a

point of view or deliver a message that would be difficult to do otherwise.

H Visual aids such as Microsofts PowerPoint too often merely increase the audiences fatigue.

Lights, Camera, Presentation! Liven Up Boring Meetings with Video by Robert M. Goodman

Theres something uniquely powerful about the moving image: the combination of sound and action grips an audience like nothing else can. Todays technology means that this power can reach beyond TV and movie audiences right into the conference room.

Think of how a speaker tells a joke to warm up an audience. A video can do this even better.

[___0 A___] Show a video that highlights the companys real or perceived foibles* to begin a discussion about how to improve the companys performance.

Visual metaphors are a great way to motivate or inspire. If teamwork is a theme of your meeting,

try playing a short video in which a team of mountain climbers conquers a mountain. Or show a video

that demonstrates how an Indy 500 pit crew contributes to the drivers success. Putting together a compelling video is easier than you might think. Whats more, its quite

affordable. Heres how to make video work for you.

Set the stage

Open the meeting with a video program that sets the tone for the rest of the proceedings. This visual

and aural medium excels at evoking an emotional response from an audience. After watching the

program, everyone will be in the same frame of mind, and the business of the meeting can flow

forward from this shared moment.

Eliminate barriers

Most of us have seen the earth from the moon, penguins on an Antarctic beach, and the colossal

figures on Easter Island - on television. Gaining access to a high-tech clean room, seeing your

companys secure servers, or having a birds-eye view of company headquarters is equally beyond the reach of most people. [___1___]

If it would help everyone understand the situation, show them the inside of the factory or a

news report about unrest in a faraway country that will have an impact on your company's

performance.

Video also allows you to bring people into your meeting who would be unavailable because

of budgetary or time constraints. [___2___] This may be the best approach to enhance credibility,

deflect anger, or tout an accomplishment. Video provides the advantage of being able to select the

right person rather than just whoever happens to be available at the time to make the presentation.

17

Provide the best view

Video gives everyone at the meeting the best view of the subject at hand. [___3___] Everyone shares

the same view and has equal access to the information. A moving picture is worth more than a

thousand words.

A camera can peer into an electron microscope, hover over a vat of molten steel, or go under a

cars engine to reveal carefully composed images that convey meaning quickly. Its easy to focus the audiences attention by isolating a particular area on screen to help them see what you want them to see.

Video can demonstrate behaviors you wish others to model. A carefully edited version of a sales

call can teach more in minutes than hours of mentoring may accomplish. The demonstration remains

consistent no matter how many times the video is played.

An added benefit of video is that copies of the program can be made available to the

audience so they can watch it again later for reinforcement.

Alternate channels

An unbroken procession of speakers can be tiring. [___4___]

Break up that succession of speakers with a short video that has movement, color, and music. Its an opportunity to change the mood, switch subjects, or inject some fun. In a minute or two, you can

have your audience laughing, speculating on the future, or visiting the plush resort your company has

selected as an incentive for its top performers.

Sum everything up

Too many meetings drag to a close; end your meeting with color and action. By closing the

meeting with a video, you can motivate the audience to sell more, seek success, or solve

challenges. [___5___]

A common way to build camaraderie over multi-day sales meetings is to tape the

attendees participating in the different events. Try this with your team.

At the close of your meeting, show the final program and distribute copies. Not only will the

video commemorate a shared experience; more importantly, it will further cement the participants sense of community and their commitment to meeting common goals.

What does it cost? Plan to spend anywhere from $1,000 to $2,000 per minute of finished

video depending on how many bells and whistles you want. [___6___] To find a good one,

inquire at local TV stations. Most contract with independent teams on a regular basis, and

will know who the reliable ones are.

(http://hbsworkingknowledge.hbs.edu/item.jhtml?id=3331&t=career_effectiveness&noseek=one)

*foible weakness, failing, fault, imperfection

USE OF ENGLISH


If you think you and your colleagues __1__ attending more meetings than ever __2__, its probably not your imagination. In the old command-and-control days, people __3__ not need to gather in

meeting rooms that __4__. But as the workplace __5__ become more collaborative and democratic,

experts say, organizations have needed __6__ meetings to share information, receive peoples input, and make group decisions. __7__, mergers and alliances have increased the need __8__ more

interorganization meetings in __9__ to those taking place __10__ companies.


18

But while meetings at their best can make crucial contributions to your companys success, __11__ in mind that meetings at their worst represent not only a lost __12__ but also wasted money. Time is

__13__; when one factors in the hours employees fritter __14__ at meetings instead of using the time

to complete work at their desks and in the field, companies are wasting enormous amounts of money.

The Web site EffectiveMeetings.com, operated by the Calgary-based SMART Technologies,

offers a meetings cost calculator that can help you determine the cost of meetings based on a set of

__15__. For example, the typical weekly management team meeting can cost a work group $390 each

time it assembles - or more than $20,000 a year - assuming that the group consists of five members

averaging $70,000 a year in salary and that the meetings last about two hours. Add to that dollar

amount the __16__ taken by the accumulated stress and discontent of staffers who return from back-

to-back-to-back meetings to an avalanche of messages and a deferred to-do list that __17__ by the

day.

I have clients telling me they are completely overwhelmed by this meeting mania happening at many companies, says Peggy Klaus, a consultant in Berkeley, Calif. In this new meeting culture, managers sometimes feel they have to hear everyones __18__ before they make a decision. But it can become such a time drain that its ridiculous.

Below are some practical ideas for managers __19__ on having meetings that enhance, rather

than __20__, their organizations success.

11 A have B hold C put D keep

12 A event B possibility C opportunity D time

13 A defined B finite C definite D definitive

14 A away B off C up D down

15 A varieties B variations C variables D classes

16 A toil B damage C loss D toll

17 A rises B grows C mounts D increases

18 A knowledge B experience C testimony D input

19 A intended B intense C intent D intensive

20 A hinder B delay C resist D hold


Dont always have a meeting 21) (A) The solution to an unproductive meeting might be (B) as simple as not having it. As experts

explain, meeting mania is fueled (C) in large parts by the use of meetings to take care of business better handled (D) by other means.

22) Before calling the troops together yet again, managers (A) should have asked themselves

whether the purpose of the meeting might be fulfilled (B) some other way. If the point is to

share information - which is all too frequently the case in organizations (C) plagued by bad

meetings - e-mail, memos, and informal conversations (D) will probably work better.

23) The best reason (A) to have a meeting is that you really need interaction between the people (B)

who are attending. You need people to share (C) opinions and knowledges, and build a common

integrated thought-line about the issue at hand. Then a meeting (D) if done well - is perfect for that.

24) In a few cases, information sharing might also be a legitimate purpose (A) for scheduling a

meeting but only (B) if you need the immediate spontaneous give-and-take thats possible when (C) everyone are together in real time. Otherwise, e-mail or voicemail (D) will probably suffice.

19

25) Before calling a meeting, (A) youve really got to ask yourself, What is the point? (B) What it is that, when youre done, you (C) want people to do or think or feel? Ask yourself: (D) Do I really have to have this meeting?


the space.

Spend time to save time

Terrence, the communications director of a health services company,

grumbles about all the meetings he attends. Yet when the senior

management team made a decision on his turf, Terrence was furious

about not being invited to the meeting at which the matter was discussed.

His behavior is not as __26__ as it may appear. Terrences CONSIST problem with meetings is that most he attends are inefficient,

unfocused time drains. Worse yet is that the meetings where

the companys real business gets accomplished are not managed with __27__ skill to ensure that the right players are there. SUFFICE

Terrence from the example above would not have missed the one

meeting he did care aboutand where his presence would have been most __28__if his company better prepared for and BENEFIT communicated about meetings. Even if the presidents executive assistant had forgotten to invite Terrence, if she had __29__ ROUTINE

circulated the agenda in advance to all managers, Terrence would

have known what was coming. Then he could have lobbied to join

the meeting, or at least sent an e-mail to his boss with the vital

information.

Dont discuss Discussion is no longer good enough. Time-starved staffs need more than directionless chatter or meant-to-impress progress reports.

__30__ meetings depend on clearly defined objectives toward which PRODUCE

people can work and against which they can measure progress.

If Im organizing a meeting, I want to get beyond discuss, Streibel says. Maybe discuss and decide. Or discuss and build a plan, or discuss and identify key barriers to success.

(adapted from http://hbsworkingknowledge.hbs.edu/item.jhtml?id=3507&t=career_effectiveness)

20

TEST 4 PROFESSIONAL PRESENTATIONS INTRODUCTION

A presentation is a talk, usually to a group of people, in which information is given. Presentations may have

various purposes: to inform or describe, to instruct or explain, to persuade, convince or inspire, to entertain or

amuse. The purpose of a presentation will determine the speakers approach to it. For example, if your objective is to influence the audiences beliefs, attitudes or behaviour, you must appeal to logic or emotion by engaging a formal, apparently objective style for credibility or an informal, personal style for congeniality,

respectively. Similarly, you must structure your talk by argument and back up your utterances with facts or

engage vocabulary designed for vividness, interest, and engagement of emotions, respectively.

To give an effective presentation, you need to go through the following processes:

setting your objectives

researching your audience

choosing the structure of your talk

preparing your script

preparing any visual aids

rehearsing the presentation

warming up your voice

delivering the presentation

dealing with the audiences questions

following up the presentation

If you want your audience to go away with a clear understanding of what has been presented and a clear

direction to follow, you need to prioritise your information and structure your talk carefully. Thus, in the

opening stage,

announce the subject and your objectives;

tell the audience who you are (i.e. name, title, contact information);

describe the background to the presentation;

mention what your conclusions will be;

show that you understand the audiences concerns;

mention the benefits for the audience;

set the scene for the talk;

grab their attention;

set their expectations (i.e. how long the presentation will last, when you will deal with their questions);

encourage them to listen actively. The middle part should back up all the claims you made at the start, clarify your message and develop

your arguments. You should try to link each of the points you are making so that your presentation moves

smoothly from one point to the next. Use visual aids to help the audience understand abstract concepts, to

reinforce important and exact information, to link several ideas or compare information.

In the concluding stage,

summarise the most important points of your talk;

remind the audience of the benefits that your solution, product, options, conclusions will bring to them;

launch a call to action;

ask for questions and answer them where appropriately;

tell them how to contact you if they need to. Good presenters prepare the end of their presentations on a high, by using an anecdote or asking for a

decision or presenting a final benefit. (adapted from D. Nickson, S. Siddons, Business Communications; N. Stanton, Mastering Communication

21

READING

Read the article about presentations. Choose the best sentence from the list below (A-H) to fill each

gap (1-6). There is one sentence that you do not need. There is an example at the beginning (0 - C).

A You should check that view well in advance of the presentation. B If they plainly stated that they want to sell an idea or a product to the audience or that they were there

to convince them that this is their best choice?

C Everything you do during that presentation is some form of manipulation.

D The chances that they will act as you want them to will then increase dramatically.

E Not if you are open about it.

F A good way to do this is to bring in a few supporters.

G Maybe even further, in some cases you may not want your audience to realise that you are

manipulating them.

H But in the final analysis, its the information a show imparts that matters most to those putting their money down to attend.

Presenting Is Manipulating! Are You Ready for It?

by Eric van de Graaff

Any presentation should be seen as what it really is, a fully orchestrated activity aimed at

manipulating the attitude and actions of the audience towards your own objective. [___0 C___]

The most successful presentations bring to the audience exactly what they are expecting from it.

First they focus the audiences attention, then they address what they will find important and finally, they clearly state what the presenter wants the audience to do once the presentation and interaction is

over. From my own experience as trainer and coach, my message to you is: tell your audience what

you expect as soon as possible. [___1___]

Presenting is manipulation

When you present a message to an audience, you want to manipulate. You want to create a visible

change in their behaviour. You want them to say yes to your proposal, buy your product or endorse it.

This is not only true for commercial presentations but in almost all other circumstances too.

[___2___] You may want them to feel that they have made up their own minds.

State the conclusion at the beginning!

I have met many presenters who want to keep their objectives hidden. Sometimes they are so well

hidden that the audience couldnt comply with them even if they wanted to! These presenters dont jump for joy at the first signs of agreement. They refuse to show their cards, and they don't ask for the

business.

But what would happen if they were simply open about what they wanted? [___3___] Why not

explain your own expectations at the beginning of your presentation so that everyone knows where

you stand? If the expectations are bold, you may well already get some feedback on where the

audience stands in relation to your expectations by means of non-verbal behaviour, e.g., nodding or

shaking of heads. This tells you where you will meet opposition and where to look for support. You

should then find out more specifically what their opinions are, what they think about the subject at

hand and what it would take to convince them of your own viewpoint. Next, you should suggest that

you address their specific concerns and discuss the advantages of your product, so that they can judge

for themselves. Once you have the audiences agreement on this course of action, the presentation is simple. You have found some support and the discussion is open. You are able to concentrate on the

needs of your audience and less so on manipulating them. Again, chances are that your audience will

react as you want them to.

Create your own audience!

In some cases, you may be able to optimise the outcome of your presentation by balancing the

audience. [___4___] Suggest a few supportive questions to them so that they can start the interaction,

22

if needed. But select these people carefully, look for the people that you really want to influence, and

assess their opinion. Find out what it would take to convince them, and make sure you give them lots

of attention. The amount of attention alone will shape their willingness to listen to your message.

They may be your first point of support from the wider audience.

Use your supporters to convince those who are in doubt!

Many people ask me, but what if someone airs a negative opinion about my product? Thats where you need to be prepared. Never react to the opinion yourself and certainly dont ask the overt opposition to address the issue. Ask an influential member of the group to give their view - preferably

a person with positive experience of your product and a positive attitude towards your presentation

objectives. This is the best way to manipulate the others. [___5___]

Is it misleading? [___6___] Stating that your presentation is your best chance to manipulate the

audience and that you intend to take advantage of that may seem like an odd thing to do. But think

about it. is it really? (http://www.mce.be/knowledge/90/26)

USE OF ENGLISH


Do your knees feel like Gumbys when you have to get up and speak in front of a group? Do you feel like the next words __1__ of your mouth are going to be the dumbest words __2__ uttered by a

human?

If you said yes to either of the questions above, you have a full-blown __3__ of stage fright.

Everyone, even experienced speakers, __4__ some anxiety when speaking in front of a group of

people. This is perfectly normal. The __5__ way to deal with this anxiety is to first acknowledge that

this fear is perfectly normal and you are __6__ alone. To reduce your fear, you need to __7__ sure

you properly and thoroughly prepare __8__ before you speak. Proper preparation and rehearsal can

help to reduce this fear by about 75%. Proper breathing techniques can further reduce this fear by

__9__ 15%. Your mental state accounts __10__ the remaining 10%.


__11__ are just a few suggestions you should use to __12__ your speaking anxiety. The first and

__13__ important of all is preparation. I like to think of it as the 9 Ps: Prior Proper Preparation Prevents Poor Performance of the Person Putting __14__ the Presentation. __15__ will relax you

more than to know your are __16__ prepared. Here are 10 steps you can __17__ to reduce your

speech anxiety.

Know the room - become familiar with the place in which you will speak. Arrive __18__ and walk

around the room including the speaking area. Stand at the lectern, speak __19__ the microphone.

Walk around where the audience will be __20__ and from there to the place where you will be

speaking.

11 A Down B Below C Next D Following

12 A overcome B overlook C override D oversee

13 A very B most C more D utmost

14 A up B out C on D in

15 A Nothing B Something C Anything D Everything

16 A fairly B accurately C reasonably D properly

17 A take B do C learn D go

18 A before B soon C quickly D early

19 A at B over C into D on

20 A sat B seated C settled D placed

23


21) Know the audience (A) If possible, greet some of the audience (B) as they arrive and chat with them. (C) It is easiest to speak to a group of friends (D) than to a group of strangers.

22) Know your material - If you are not familiar with your material or (A) are uncomfortable with it,

your nervousness (B) will increase. Practice your speech or presentation and (C) revise it until you

(D) will present it with ease.

23) Learn how to relax - You can ease tension (A) by doing exercises. (B) Sit comfortable with your

back straight. (C) Breathe in slowly, hold your breath for 4 to 5 seconds, and then slowly exhale. To

relax your facial muscles, (D) open your mouth and eyes widely, then close them tightly.

24) Visualize yourself speaking - Imagine yourself walking confidently to the lectern (A) as the

audience applauds. Imagine yourself speaking, (B) your voice loud, clear and assured. When you (C)

will visualize yourself as successful, you will be successful.

Realize people want you to succeed - All audiences want speakers to be interesting, stimulating,

informative and entertaining. They want you (D) to succeed not fail.

25) Dont apologize for being nervous - Most of the time your nervousness (A) does not show at all. If you dont say anything about it, (B) nobody will notice. If you mention your nervousness or apologize for any problems you think you have with your speech, youll only be calling attention to it. (C) Had you remained silent, your listeners (D) may not notice at all.


the space.

Concentrate on your message - not the audience. Your nervous

feelings will dissipate if you focus your __26__ away from your ATTEND

anxieties and concentrate on your message and your audience,

not yourself.

Turn nervousness into positive energy - the same nervous energy

that causes stage fright can be an asset to you. Harness it, and

transform it into __27__ and enthusiasm. VITAL

Gain experience - Experience builds __28__, which is the key CONFIDE

to __29__ speaking. Most beginning speakers find their anxieties EFFECT

decrease after each speech they give.

If the fear of public speaking causes you to prepare more, then the

fear of speaking serves as its own best antidote. Remember, He who fails to prepare is preparing for __30__ - so Prepare, Prepare, Prepare! FAIL

(adapted from http://www.mce.be/knowledge/89/26)

24

TEST 5 RECRUITMENT

INTRODUCTION

Recruitment communications include writing job advertisements, CVs or rsums, letters of application, and

attending interviews, whether as interviewers or interviewees.

An employer may choose to advertise a job / position / vacancy / post through one of the following

job advertising media: (i) in-house magazines and notice boards; (ii) the situations vacant or appointments

page of professional trade or technical newspapers or magazines, and national or local newspapers, (iii) job

centres, or (iv) school and university careers office.

The job ad(vertisement) should be concise but comprehensive enough to give an accurate job

description (e.g. job title, area of business activity, size and type of organisation, main duties and

responsibilities, salary, benefits, opportunities for training, career development, etc.) and candidate

specification (e.g. qualifications and experience, other skills and special aptitudes, required and preferred /

desirable). A job ad may also include advice on how to apply, to whom and by what date.

A CV or rsum (AE) is a form of advertising designed to help you get an interview. So your objective

is to call the recruiters attention to your best features and to downplay your disadvantages, without distorting the facts.

In the CV, a job candidate provides details about their education and training, qualifications, work

record / experience, as well as some information about additional interests and skills that are relevant to the

targeted job.

In the U.S., there are three types of rsum: chronological, functional and targeted. To capture the

employers attention immediately, a candidate should choose the best rsum format depending on their background and goals.

The chronological format highlights the job titles, dates and places of employment in reverse order, by

presenting them as headings under which responsibilities and achievements are listed, giving more detailed

information about the most recent positions. This organisational plan is recommended to those applicants who

have an impressive employment history that shows growth, making the job objective a natural step in their

career path.

The functional rsum presents the candidates experience under areas of competence with the work history listed very concisely in subordinate sections. This format gives applicants the freedom to prioritise their

accomplishments by impact rather than by chronology and is most useful for candidates who are changing

careers or are just entering the job market or have gaps in their work history.

The targeted rsum focuses on the abilities and achievements that are relevant to the specific job

target. Education and employers are mentioned in subordinate sections, as they are considered to have little

importance for that particular position. This organisational pattern is best suited for those who have a clear idea

of what they want to do and can do.

The European Union CV format requires information that will result in a more complex portrait of the

candidates in terms of their specialisation, capacity to adjust to multicultural environments, linguistic

competence, etc. It comprises the following sections: work experience, education and training, personal skills

and competencies (not necessarily covered by formal certificates and diplomas), mother tongue, other

languages, social skills and competencies, organisational skills and competencies, technical skills and

competencies, and artistic skills and competencies. This format requires not only a description of those

competencies but also an indication of how they were acquired.

The main purpose of the job application letter / cover letter is to advertise your strengths and assets

in a way that would interest employers in interviewing you (see Writing Reference for guidelines and samples).

As for the style of the application letter, use formal language, state facts confidently, not arrogantly, be honest,

but stress good points, show eagerness, not desperation, to get the job, and be courteous.

A job interview has two purposes: to establish basic trust with the interviewer and to give the

interviewer a few clear ideas about what you can do for the company. Achieving these goals takes some

planning and advance work. At the most fundamental level, you need to inform yourself about the organisation

(e.g. its history, geographical location, general methods of doing business, reputation, etc.) and anticipate

questions that might be asked (factual as well as trap questions). Finally, be prepared to ask the interviewer some specific questions, such as Are you preparing a new product launch? What would constitute success in

this job? Can you give me an example of a previous success? How was the employee rewarded? Can you give

me an example of a significant failure someone on the team has experienced? What happened? Was the

employee punished? What are the opportunities for career development in your company?

25

In an interview, the stakes are very high. Your answers should illustrate the good job you will be able

to do for the company if you are hired and, at the same time, have an emotional subtext that shows you to be a

loyal, trustworthy, and hard working employee. (adapted from http://esl.about.com/library/weekly/aa120797.htm)

READING

The concluding sentences in the paragraphs of the following article about Internet recruiting have

been removed. Choose the best sentence from the list below (A-I) to fill each gap (1-7). There is one

sentence that you do not need. There is an example at the beginning (0 - F).

A A strong employee communications program that emphasizes the economic and social

advantages to working at the company is essential.

B An internal on-line system may be the best way to satisfy employees desires for new challenges.

C On-line job services give workers unprecedented access to free information, and that

information has shifted some of the power to employees in the employee-employer

relationship.

D Online recruiting will save you time and money, but Wharton School professor Peter Cappelli

warns that you must recruit strategically and not forget the human touch.

E The system automatically alerts managers superiors after openings are posted. F If they are good at what they do, recruiters will find them.

G And once an employee starts looking, its often too late to patch things up. H Once youve determined which employees have been contacted or are actively looking, you

can make efforts to retain them.

I With so many organizations recruiting on-line, employees can receive numerous job offers.

How the Web Changes Recruiting by Peter Capelli

Internet recruiting is, of course, a two-edged sword. If its much easier for you to hire experienced workers, it is also much easier for competitors to hire away your own people. Employees can forget

the advice that they need to market themselves, to develop their own brands in order to advance their careers. [___0 F___]

Many employers are out there ready to snap up your workers, and everything moves quickly in

the on-line world. As if that werent enough of a problem, the proliferation of on-line information about pay and benefits is making retention even more difficult, since compensation is a key reason

that employees leave their jobs. Using resources like the salary surveys by Robert Half International

posted on Monster.com, people can quickly compare their own salaries against those offered

elsewhere. [___1___]

Company loyalty can also suffer because of the sheer number of choices available through the

Internet. Psychologist Charles OReilly at Stanford University and his colleagues have demonstrated that having more job choices decreases employees commitment to their current jobs. [___2___] But companies can reverse the destabilizing effects of on-line recruitment. First, managers must be

more careful than ever to avoid situations that might make employees think about leaving. With the

Internet only a click away, theres no longer any time for an irate employee to cool off. A worker can post a rsum on a job board in minutes and be contacted by potential employers within a day.

[___3___]

At the same time, companies should help employees make sense of on-line salary

information, especially its limitations. Such data typically ignore stock options, for instance, and cant help an employee measure which jobs have the best advancement prospects. Sometimes employees

are wooed away to new jobs because they dont see how good their existing situations are. [___4___] Should you prevent your employees from being contacted by on-line recruiters? Some

employers try. Cigna has changed the email addresses of its IT employees to make it harder for

recruiters to get to them. Other companies use software to make sure there are no links from employee

26

home pages to a company intranet through a firewall. Still others set up software that alerts human

resources if employees receive email from on-line recruiters. Hewett Associates is one of many

employers that check to see whether employees have rsums posted on job boards. [___5___]

But a more promising approach, especially for large companies with many openings is to

preempt on-line hiring by building an internal on-line job network. Most companies, even if they

make quick offers to outside candidates, still find it difficult to move internal candidates around or

make timely counteroffers. As a result, many employees find its easier to land a job with a different company than get a new job at the old one. To make matters worse, on-line recruiting, which makes it

cheap and easy to hire experienced employees, encourages outside hiring at the expense of internal

development and placement. [___6___]

Nortel Networks, for example, has contracted with Monster.com to create its own job board, Job

Shop. I want to make it drop-dead easy to find your next opportunity internally, says Brian Reilly, director of internal mobility. The goal is to provide an internal version of whats available in the outside market, thereby redistributing talent within Nortels growing business and preventing employees from leaving for competitors. Any employee can post a rsum on Job Shop without

alerting his superior, and any manager can post a job opening. [___7___] (http://hbsworkingknowledge.hbs.edu/item.jhtml?id=2330&t=innovation)

USE OF ENGLISH


Searching for a job is __1__ of the most important things that professionals __2__, and they are doing

it much __3__ frequently. The changing employer/employee contract, the lack of __4__ security, the

increasing pace of change in the workplace, advances in technology, globalization, and even the quest

__5__ a better work/life balance __6__ all creating significant movement in the marketplace for jobs.

Another prominent factor has __7__ the overall strength of the U.S. economy __8__ the recession in

the early 1990s. People are changing jobs because of the opportunities that __9__ been created and,

for some, because of the fear that they will miss __10__ on opportunities now available.


Although the job search is a crucially important __11__ for most professionals, it is also one of the

most __12__, misunderstood, and mishandled activities, even by otherwise intelligent, accomplished

people. The good news is that you can __13__ better at it.

Let me start with a simple but powerful, and I hope empowering, concept, namely that there is

only one answer to almost all job-search questions: It depends. Searching for a job is an art, not a science; there are few absolutes. Everything depends on the

individual and the situation. This __14__ has been demonstrated repeatedly to me in working with

thousands of job __15__ at widely varying employment levels __16__ the past decade.

Although the job search is an art, there are __17__ search methodologies and __18__; most are

applications of common sense. They often reflect the Golden Rule - doing unto others as you would

have them do unto you. You also ne

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