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- •Introductory lesson
- •II. Read the list of adjectives above and choose those, which describe an ideal businessman. Make up sentences like in the example.
- •Business English
- •Unit I.Meeting people
- •I. Which of the following happens the first time you meet someone?
- •II. Can you remember when and where you met some of the following people for the first time? Tell your teacher what happened.
- •I. Invent name, job, and place of work. Practice introductory conversations.
- •II. Now look more closely at the typical sequence of conversation.
- •I. Complete the introductions according to the phrases from Active Vocabulary:
- •II. This dialogue is in the wrong order. Rearrange it to make a natural flow of conversation.
- •I. Listen to the conversation between two people meeting at a conference, and complete the table below.
- •Lesson 2. Further contacts
- •I. Listen to the conversation between Masako, Heather, and Sue. What do they talk about? Write yes or no in the column for conversation.
- •Lesson 3. Telling a story
- •I. Listen to David telling a story about something that happened to him while traveling.
- •II. Look at the extracts below. Complete them with useful expressions for telling a story.
- •Lesson 4. Describing a personality
- •European industry needs more “character”, expert warns
- •I. Look at the following adjectives. They all describe a person's personality. Is each word positive, negative, or could it be both?
- •II. Take it in turns with your partner to define these words. Try to guess the word. Look at the following examples:
- •I. Listen to four people describing their new managers.
- •II. Complete the sentences in column b. The first is an example.
- •I. What qualities or characteristics are important in your line of work?
- •II. Your company needs to employ new staff. Discuss with your partner what personality profile would be suitable for each of the posts below.
- •Lesson 5. Making, accepting and declining offers
- •II. Now listen again. This time complete the spaces with the words used.
- •Unit II. Dealing with people
- •I. Make a suitable request for the following situations. Try to use phrases from Vocabulary and Language. Your teacher will respond to your requests.
- •I. You have received the following note from your boss. Write an email to the travel agency requesting information for his trip. Lesson 2. Consultants. Making suggestions
- •I. Read the quote and say: if there is any truth in it; how important the role of a consultant in business is.
- •II. Would you like to be a consultant? Why? / Why not?
- •II. Listen to the presentation that one consultant from Bright Ideas gives to the management of Bruston. He mentions four of the problem areas. Which ones?
- •III. Now listen again. This time complete the spaces with the words the man uses to make his proposals.
- •Lesson 3. Reacting to suggestions
- •I. Do you have any colleagues with the following habits?
- •II. Which of the habits do you find most annoying?
- •III. How could you deal with these colleagues?
- •Imagine you have to deal with the following situations, in which you have to give feedback.
- •Lesson 4. Praise
- •I. Listen to three situations where someone is giving praise. In each dialogue 1-3, what did someone do well? What has happened as a result?
- •II. Look at the extracts from the conversations. Complete them with the useful phrases for giving praise from listening the script. Then listen again and check your answers.
- •Lesson 5. Compromise
- •II. Listen to the second part of the dialogue and underline the part of the sentence in Italics that is correct.
- •III. Listen to the third part of the dialogue. What compromise do they reach?
- •IV. Look at the extracts from the dialogues. Complete them with the phrases used by Ayse and Derek. Then listen again to all three dialogues and check your answers.
- •Unit III. Applying for a job
- •Lesson 1.Choosing Careers
- •1. Read the following suggestions for finding a job and, in pairs, discuss which ones you agree with and why.
- •I. Listen to two friends talking about job hunting. Check ü the points that are mentioned in their conversation.
- •II. In pairs, practice making suggestions about how to start job hunting. Use the phrases in the box.
- •I. Interview each other:
- •II. Look at the list of jobs below and choose the one you would most like to do and the one you would least like to do.
- •DOs and Don’ts For Job Seekers
- •I. In the text find the English equivalents to the following words and word combinations. Explain the following words in English. Make up your own sentences with these words.
- •II. Make your own advice for job hunters. Use the following expressions:
- •I. Match up the expressions
- •II. Complete the sentences using the expressions from the previous.
- •Lesson 2. Filling Out Forms
- •I. Look at the following ads and underline skills and qualifications needed for each job.
- •II. Read the ads again and answer the questions.
- •1. Find English equivalents of the following words and word combinations. Use them in the sentences of your own.
- •1. Listen to the Human Recourse manager speaking about what to include in a resume. Check the items that should be included and mark with a those that should not.
- •2.In pairs, take turns summarizing the advice offered in the previous exercise. Use expressions from the box.
- •1. Read this extract from an advertisement for a job at a large banking organisation. Then read through the two resumes and decide which applicant is better suited for the job.
- •I. Listen to two people from the Human Recourse Department discussing the two applicants. Check ü the positive points for each applicant.
- •Lesson 4. Winning an Interview
- •II. In pairs, discuss the questions.
- •I. Listen to some advice about interviews and check ü the appropriate boxes.
- •II. Discuss your answers with your partner.
- •I. Paraphrase the following sentences using the words and expressions from the previous text.
- •II. Discuss the following statements with your group mates. Which of the statements in each pair do you think gives the best advice?
- •I. There are many proverbs to do with work. Match a line from column a with a line from column b to form an English proverb.
- •II. What do the proverbs mean? Do you agree with them? Do you have any similar expressions in your language?
- •III. Make at least three situations suitable for any of the proverbs.
- •I. Complete the following interview with appropriate questions
- •II. In pairs, discuss the interviewee’s answers and make suggestions with regard how, if at all, they could be improved.
- •II. Read and translate the poem. Is the situation described true to life? Discuss it with your partner. The Lost Dr. Seuss Poem “I Love My Job!”
- •Lesson 5. Team Project Work
- •I. Skim the text to grasp the general idea. Tourism: the biggest business in the world
- •I. Scan the text and find the English equivalents to the following words and word combinations. Explain the following words in English. Make up your own sentences with these words.
- •III. Use these verbs to complete the sentences.
- •IV.Choose the right variant.
- •V. Match the words and their definitions given below.
- •I. Here are pictures of six famous places. Can you identify them and say which city or country they are in? What do you know about them? What are they famous for?
- •I. Skim the text to grasp the general idea. Think of the most suitable heading. Scan the text paying attention to the words in bold.
- •II. Match the words with their definitions.
- •III. Explain the following words in English. Use English-English dictionary if necessary.
- •I. Skim the following text for general understanding. Made in Japan, Sold on Britain
- •I. Look through the text once again and fill in the charts below.
- •II. Read the dialogue in pairs.
- •I. Define if the sentences are true (t), false (f) or doesn’t say.
- •I. Translate the words and phrases and try to pronounce them correctly.
- •II. Read the dialogue in pairs.
- •III. Complete the dialogue
- •I. Imagine you are going on a business trip. What should you do beforehand?
- •Lesson 4. Staying at the hotel
- •I. Answer the following questions.
- •I. Translate the words and phrases and try to pronounce them correctly.
- •II. Look at the following pictures of hotel facilities.
- •II. Which would you expect to find in your hotel if your company sent you on a business trip?
- •III. Which of these hotel facilities are the most important to you?
- •I. Read the following dialogues in pairs, paying attention to the words in bold.
- •II. You are checking into a hotel. Help the receptionist to fill in your hotel card and registration form.
- •III. Imagine you wish to stay at a London hotel. What would you reply to the hotel clerk?
- •IV. Imagine you are checking out of the hotel.
- •I. Listen to the conversation of a guest in a hotel. Find five mistakes in the following sentences.
- •II. Listen to the conversations once again and check you found the ten mistakes.
- •II. Complete the useful expressions for checking into and out of a hotel.
- •Lesson 5. Getting around the town
- •I. Translate the words and phrases and try to pronounce them correctly.
- •I. Skim the text for general understanding. Pay attention to the words in bold. Travel scams
- •I. Read the text once again and find in the text English equivalents for the following Russian phrases:
- •II. Read the extracts and match a title to each one.
- •III. Answer the question with the correct paragraph number. Which scam:
- •IV. Find the words in the text that match the following definitions a-j.
- •I. Two Chinese Americans, Jun and Wei, are visiting Sydney, Australia. They are at Central Station. Listen to their conversation and mark the places and streets mentioned on the map.
- •Lesson 6. Getting a taxi
- •I. Answer the questions.
- •I. Read the text once again and find in the text the English equivalents to the following Russian words and word combinations:
- •II. Explain the following words in English. Use English–English dictionary if necessary:
- •II. Complete the table. Dos and Don’ts finding a taxi
- •II. Complete the spaces with the words used by a client.
- •II. Choose one of the problems and write an essay on it:
- •Unit V. Eating out
- •Lesson 1. Meals
- •I. Skim the text to grasp the general idea. Meals. Eating out
- •II. Work with you partner and complete the table.
- •III. Discuss the following questions in class.
- •I. What do we call places where people go to eat? Match the words in the left column with the definitions in the right column.
- •II. What types of restaurant would you recommend to the following people?
- •III. What is the opposite? Use these adjectives:
- •IV. Use these verbs to complete the gaps in these sentences:
- •V. Use these verbs to complete the following:
- •I. Work in small groups. Choose one of the following situations and design a suitable meal. The meal should consist of at least three courses.
- •II.When you have finished read out your menu to the rest of the group and ask them to guess which situation you chose.
- •Lesson 2.Describing taste of food
- •I. Explain the following words in English. Use English-English dictionary if necessary.
- •II. Match the vocabulary words on the left with the definitions on the right.
- •I. Skim the text for general understanding. About Eating Out in Britain
- •II. Match a paragraph 1–5 with a summary below.
- •III. Read the article more carefully. Choose the best answer, a, b or c.
- •It is interesting to know.…
- •II. Match the verb and its meaning
- •III. Match the two halves of the sentences
- •IV. Choose the appropriate verb
- •I. Work in pairs and explain your partner how to cook these foods.
- •II. Use your dictionary if necessary to describe the taste or textures of different kinds of food below.
- •III. Work with a partner. Think of a dish and describe it. Explain where it’s from and how it’s cooked and served. Your partner will try to guess the name of the dish.
- •Lesson 3. The working lunch
- •I. Translate words and word combinations and try to pronounce them correctly.
- •II. Try to arrange the words in the right order to make up correct sentences.
- •I. Skim the text for general understanding. A business lunch
- •II. Read the text once again. While reading define if the sentences are true (t) or false (f). Correct the false ones.
- •II. Complete the table using the text.
- •I. Put these foods in the groups below
- •II. Group the names of food into 3 categories.
- •III. Complete the text using the missing words.
- •IV. Sort these foods into the categories.
- •V. During a meal out with a client or colleague, when would you expect to hear the following? Match each expression with its meaning.
- •I. Listen to two conversations. For each one, decide what sort of restaurant the people are in and what the people choose to eat.
- •II. Pair work. Read the dialogue in parts.
- •III. Work with a partner and complete a conversation.
- •Lesson 4. Dining etiquette
- •I. Etiquette Quiz
- •I. Read the text once again and find in the text the English equivalents of the following Russian words. Make up your own sentences with these words.
- •IV. Read the list of Table Dos.
- •V. Complete the list of Table Dos and Don’ts and say how one should eat:
- •Lesson 5. International cuisine
- •II. Find the appropriate translation to the following words:
- •III. Complete the table using the text:
- •It is interesting to know…
- •I. Listen to an interview with Ian MiddleHurst, who runs a small business selling fish, meat, and other produce just outside Manchester, England
- •Unit VI.Technical means of communication
- •Lesson 1.Telephoning skills
- •I. Read the questionnaire and tick (√) the sentences which are true about you. Discuss your answers.
- •II. Match the statements 1–6 with the responses a–f.
- •III. List the words and expressions in ex. I. Connected with telephoning.
- •IV. Which ways of communicating do you use regularly?
- •It is interesting to know ….
- •I. Skim the text for general understanding.
- •II. Work with a partner. List any things that you dislike about phones. Read the text and check if it mentions any of the things on your list.
- •III. Find in the text English equivalents for the following Russian phrases.
- •IV. How many of the things mentioned in the text sometimes happen to you?
- •V. Complete the questions with words and expressions from the text.
- •VI. Answer these questions.
- •II. These are some common and useful telephone questions. Match the endings with the question starters. (more then one combination is sometimes possible.)
- •III. Complete the text with words from the box.
- •I. What you would say in these situations.
- •II. Practice telephone conversations with your partner:
- •Lesson 2. Making telephone calls
- •I. Complete this questionnaire about telephone habits.
- •I. What is the most appropriate answer?
- •III. Fill in the blanks in the dialogues:
- •IV. Put the dialogue in the right order
- •V. Use the words in the box below to complete the conversation.
- •VI. Fill in the blanks using the following words:
- •I. Read the text once again and find in the text English equivalents for the following Russian phrases.
- •I. Make up the dialogues using the following phrases and translate them into English.
- •II. Translate the dialogues:
- •II. Write an essay on the following problems:
- •Lesson 3. Telephone arrangements
- •I. What are some problems that irritate you when telephoning? Look at the list of complaints. Put them in order from 1 to 5 (5 being the most irritating).
- •I. Skim the text to grasp the general idea. Mobile Madness
- •II. Read the text once again and find in the text English equivalents for the following Russian phrases.
- •III. Read the first three paragraphs once again(to ____'Most young children will use their thumbs'). And define if the following statements are true (t) or false (f).
- •IV. Read the second half of the text to the end, and answer the following questions.
- •V. Find the words in the text that match the following definitions 1-8.
- •VI. From having read the text, who do you think might say the following? Choose one of the people from the box. The sentences do not appear in the text.
- •1. Listen to the first conversation, and answer the following questions.
- •6. Listen to the third conversation between Della and Peter James again and look at the notes below. Try to reconstruct the conversation with your partner. Change roles when you finish.
- •Lesson 4. Multilingual Internet
- •I. Answer the questions.
- •II. Look at the e-businesses. What products or services do you think they offer? Discuss with a partner.
- •III. Which of these Web sites would you be curious to visit?
- •The Web as a Sales Tool
- •I. Find in the text English equivalents for the following Russian phrases.
- •2. Listen and decide if the statements are true (t) or false (f).
- •II. Complete the text using the missing words.
- •II. Mark the sentences right, wrong or doesn’t say.
- •Lesson 5. E-mail
- •I. Read the emails below. For each, choose the best subject line.
- •II. Would you write a formal or an informal email in the following situations?
- •III. Some of these phrases are used formally and some informally. Choose the correct order.
- •IV. Read the emails below and explain why the writers use a formal style.
- •V Read the emails again and write the formal equivalent next to these informal expressions.
- •VI. The following table shows some phrases you can use to be friendly in both formal and informal emails. Find the corresponding phrase and complete the table.
- •VII. Write the sentences in this letter in the correct order.
- •Unit VII.Company structure
- •Lesson 1. Types of companies
- •II.Work in groups. Choose one of these companies.
- •I. Skim the text to grasp the general idea.
- •Describing a company
- •Vertical differentiation
- •I. Complete the sentences below with the correct word from the following:
- •II. The words below all come from the text. Use your dictionary to complete the chart to show the different forms of each word.
- •I. Read the text for general understanding. Types of companies in the usa and Great Britain
- •1. Partnerships.
- •2. Limited Companies & Joint Ventures.
- •II. What are the Russian equivalents for the following words:
- •III. Answer the questions:
- •Lesson 2. Business organization forms
- •I. Guess the meaning of the words in bold and ask your group mates questions using the new words and word combinations.
- •II. Find examples of companies based on the following types.
- •I. Read the text to grasp the general idea.
- •II. Give Russian equivalents to the underlined words and word combinations.
- •III. Decide which of the following advantages are characteristic of sole proprietorship (s), partnership (p) and companies (c):
- •IV. Which of the following disadvantages are characteristic of sole proprietorship (s), partnership (p) and companies (c)?
- •Power and influence
- •Lesson 3. Company Portfolio
- •I. Remember all posts and departments in a company.
- •II. Explain the words in bold:
- •I. Read this description and complete the information below:
- •II. Group work
- •I. Read the text about the French company, Bic. Can you name three of Bic’s products? Bic’s success in a throwaway
- •II. Read the text again and complete this company history.
- •III. What are the advantages of disposable or "throwaway" products?
- •IV. Sequence words
- •V. Write a short summary of the history of the company.
- •Lesson 4. Competition of companies
- •I. Read the text in detail and find out what is good and bad in market competition.
- •Competition law
- •Competition Law in Russia
- •I.Find in the text English equivalents for the following Russian words and word combinations:
- •II. Match two parts of word combinations and translate them:
- •III. Tick the right answer.
- •IV. Questions:
- •4. Define your code of conduct and business principles responsibly
- •5. Link your social activities to your core business
- •6. Responsibility starts with your products
- •Nike Brand swot
- •Lesson 5. Project-Presentation
- •Unit VIII. Management styles
- •Lesson 1. Manager’s role
- •II. Express your point of view about on following issues:
- •I. Match the style with its definition.
- •II. In which style would you prefer to work? Why? Identify weak and strong points of each style.
- •I. Read the text to grasp the general idea.
- •Is Your Management Style Assisting or Hurting Your Business?
- •II. Explain the word a “doormat”.
- •Hotel troubles
- •Three Effective Management Styles
- •1. Participatory Style
- •2. Directing Style
- •3. Teamwork Style
- •II. Find English equivalents of the words from the text:
- •III. Answer the questions:
- •IV. Problem-solving activity
- •Lesson 3. Men vs. Women
- •I. Discuss in groups:
- •II. The same or different?
- •I. Read the text about the different styles that men and women have in the workplace. Look at the cartoon and say which figures you think represent men and which represent women.
- •II. Read the text once again and see if the writer’s ideas are the same as yours.
- •IV. Complete the sentences with the right word
- •Lesson 4. Culture and style of management
- •I. Study the following reference. Conflict management style
- •II. Tasks:
- •Style of management in different countries
- •I. Now you will find five brief portraits of managers in five different countries: The usa, the uk, France, Germany and Sweden, decide which country each of these portraits correspond to.
- •Personal management style
- •Lesson 5. Leadership
- •I. Brainstorm:
- •II. Test: “Are you the perfect partner?”
- •I. Fill in the following chart with the appropriate information.
- •Leadership power
- •II. Make the summary of the text as in the example and learn it by heart.
- •IV. State if the sentences are True or False:
- •I. Read for general understanding and try to guess what the text is about:
- •The Spirit of organization
- •III. Complete the sentences:
- •IV. Write some words about the spirit in your group using the following words and word combinations:
- •V. Discussion
- •Unit IX. Business ethics
- •Lesson 1. Business cards
- •I. Read the text about how to give and receive business cards correctly.
- •II. Make your own business card. Roleplay the situation of giving and receiving them according to the cultural preferences. Lesson 2. Glass ceiling
- •I. Complete the sentences using each of the words below.
- •II. Match the situations 1-4 with the comments a-d below.
- •III. Find less formal words in 2a-d above for the words in italics in 1-4. Do you have equivalents in your language?
- •IV. Complete the sentences 1-5 with prepositions below.
- •V. Which sentences in 4 above describe the following crimes?
- •Lesson 3. Discrimination
- •I. Discuss your immediate reaction to each of the three cases.
- •II. What decision would you make if you were a judge?
- •III. Below you may find out what the real tribunals decided.
- •Lesson 4. Product tampering
- •I. Read and translate the article.
- •II. Read the first paragraph of the article and make questions for these answers.
- •Unit X.Negotiating skills
- •Lesson 1. Presenting
- •II. Think of successful talks you’ve been to in the past. What made them so successful? Complete the following list of elements that make a good presentation using the words in the boxes.
- •III. With a partner, discuss the elements in 1 and number them in order of importance. Use the phrases below in your discussion.
- •IV. A. Listen again and underline the stressed words.
- •V. Write a toast to your famous contemporary
- •II. In the extract above find the examples of
- •Lesson 3. Negotiating
- •II. What is important for successful negotiations? Why?
- •I. Listen to four business people sharing their views on how to negotiate and answer the questions below.
- •I. Make up the following collocations.
- •II. Translate the collocations above into Russian. Explain their meanings. Use them in the sentences of your own.
- •III. Give your definitions to each word from the box below. What of them are meant by the following statements?
- •Lesson 4. The language of Negotiations
- •I. Answer the following questions. Discuss your answers with the rest of the group.
- •II. Look at the picture below. Do you think these people are good negotiators? Why?
- •I. Read the joke. Is there a lesson to be learnt from it?
- •III. Find someone in your group who put themselves on the other side of the line from you. Try to persuade each other that your side is better.
- •I. The following thoughts passed through the minds of two negotiators during a negotiation. Use the words and phrases in brackets to reproduce what they actually said.
- •II. What do the negotiators do to make their statements sound more diplomatically? Do you prefer the direct or diplomatic versions?
- •I. Listen to extracts from two different negotiations and tick off the expressions above as you hear them. Which two are not used?
- •II. Listen again and complete the following notes.
- •I.Use the following words to complete each expression.
- •II. These are some tips from negotiation experts. Fill in the gaps.
- •I. Find the equivalents of the following words and phrases in the text:
- •II. Find an example of each on the web (or project the ones below), and explain when/how/when/why they are used.
- •III. What are logos and what is their function?
- •Advertisement Ideas
- •Internet Advertising
- •I. Find English equivalents of the following words and phrases:
- •IV. Ask your partner the questions in III. Lesson 2.Advertising Techniques Warm Up
- •I. Discuss the following questions with your partner.
- •II. Debate the following statement. Having a good product is not as important as having an eye-catching logo and a memorable slogan or catchy jingle.
- •Effective Advertising Techniques
- •I. Translate the words in italics. Use them in the sentences of your own.
- •II. Make 2 questions on the text. Ask your partner to answer them.
- •III. Choose one of the advertising techniques from the text. Prove your partner it’s the best way to advertise goods.
- •I. Fill the gaps with the appropriate words:
- •II. Solve the puzzle
- •Lesson 3. Advertising Tips
- •II.Reading Comprehension
- •I. Give definitions to the following words.
- •II. Use the words above to complete the following paragraphs about advertising:
- •III. Translate the text. Suggest your heading. Retell the text to your partner. Lesson 4 Ways of Advertising
- •How Companies Advertise
- •I. Find in the text the terms that mean the following
- •II. Translate the terms you got in I. Use them in the sentences of your own.
- •I. Which of the following claims do you agree with? Give your reasons.
- •II. With your partner, make a short dialogue about advertising. Discuss several points from above. Try to sound persuasive.
- •Lesson 5. Analyzing Advertisement
- •I. Analyze the advertisement in small groups or as a whole class, using the following questions.
- •II. Define unfamiliar terms or concepts.
- •III. Role play.
- •Unit XII. Business correspondence
- •Lesson 1. Business Letter Writing
- •I. Read the text for general understanding.
- •IV. Write a format of a business letter: 1. Heading
- •Inside address
- •The scheme of a letter:
- •IV. What is each item for?
- •V. There are some differences between the American and British styles of writing business letters. Study them.
- •Self-Assessment Test Are the following statements True or False?
- •Lesson 2. Making a deal
- •I. Match two parts of the sentences. Business writing tips
- •II. Business Letter Vocabulary Quiz
- •I. What do you think an inquiry is? Choose the items, which in your opinion could be the purposes of writing an inquiry:
- •II. Read the letter.
- •III. Read the useful phrases for an inquiry-letter, translate them and think what part of a letter they could be used in:
- •IV. Write an enquiry-letter using the following plan.
- •Inquiry Letter Tips:
- •II. What is the logical end of the deal? Using this sample compose a letter of order (a4).
- •III. Role play
- •Supplementary texts Unit I. Text a Meeting
- •Who is a consultant?
- •Text b Compromise
- •Unit III. Text a Surviving stress at work
- •Unit IV. Text a Travelling through life
- •Text b The Independent traveler
- •Text c City Cabs
- •Unit V. Text a My Meals on Wheels
- •Text b Bits about the brits
- •Text c Paprika panic
- •Unit VI. Text a Health syndrome
- •Text b The Internet
- •Text c a Multilingual Internet
- •Unit VII. Text a Doing the business
- •Unit VIII. Text a Handling Change Management Right the First Time
- •Text b She’s the boss
- •Business ethics
- •Unit X. Text a Distinctive negotiation behaviors of some cultural groups
- •Unit XI. Text a The History of Advertising
Lesson 1. Manager’s role
Warm up
I. “Managers have to learn how to be teachers, counselors and friends …”
Charles Handy (Management specialist)
Do you agree with Handy’s view?
II. Express your point of view about on following issues:
What is the main role of managers in your country?
How much control should employees have over their own work?
How much should the manager control what the employee does?
What is management style?
Discussion
Which of these responsibilities do you think a company should have? Give points to each and explain your opinion. 3 = very important
2 = quite important
1 = not important
R
esponsibilities
There should be good communication between the company and its workforce.
The company should pay suppliers on time.
The companies should have an equal opportunities policy; in other words, people of all races and both sexes should be equal.
It should train its employees.
It should try to protect and improve the environment.
It should make a profit so it can pay dividends to its shareholders and continue to provide jobs for its workforce.
I
t
should help the local education of young people.It should be active in the local community.
Active vocabulary
Management styles can be employed dependent on the culture of the business, the nature of the task, the nature of the workforce and the personality and skills of the leaders.
I. Match the style with its definition.
|
Autocratic style |
is also essentially dictatorial, however the decisions tend to be in the best interests of the employees rather than the business. The leader explains most decisions to the employees and ensures that their social and leisure needs are always met. This can help balance out the lack of worker motivation caused by an autocratic management style. |
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Paternalistic style |
the leader’s role is peripheral and staff manages their own areas of the business; the leader therefore evades the duties of management and uncoordinated delegation occurs. The communication in this style is horizontal, meaning that it is equal in both directions, however very little communication occurs in comparison with other styles. The style brings out the best in highly professional and creative groups of employees, however in many cases it is not deliberate and is simply a result of poor management. This leads to a lack of staff focus and sense of direction, which in turn leads to much dissatisfaction, and a poor company image. |
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Democratic style |
means that the direction of the business will remain constant, and the decisions will all be similar, this in turn can project an image of a confident, well managed business. On the other hand, subordinates may become dependent upon the leaders and supervision may be needed. There are two types of leaders. Directive Autocrat: makes decisions unilaterally; closely supervises subordinates. Permissive Autocrat: makes decisions unilaterally; gives subordinates latitude in carrying out their work. |
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Laissez-faire style |
The manager will ask views and opinions from their staff, allowing them to feel involved but will ultimately make the final decision. |
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Consultative style |
the manager allows the employees to take part in decision-making: therefore everything is agreed by the majority. The communication is extensive in both directions (from subordinates to leaders and vice-versa). This style can be particularly useful when complex decisions need to be made that require a range of specialist skills |
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