1

ENGLISH FOR BUSINESS COMMUNICATION A Course for 1st-Year Distance Learning Students (The Faculty of Economic Cybernetics, Statistics and Informatics)

INTRODUCTION
Globalization and technological advances over the past few decades have resulted in a highly interconnected world and an accelerated flow of products, services, labour, finance, information, and ideas across national borders. In order to perform successfully in todays business arena, students of economics must therefore acquire, apart from strictly professional skills, a global mindset and a good command of foreign languages. As future business professionals, they must be able to communicate especially in English, the international language of business. At the same time, they must develop their cultural competence (understood as a capacity to communicate and perform effectively in an intercultural context). The BUSINESS COMMUNICATION IN ENGLISH course is designed for 1 st-year students of the Faculty of Economic Cybernetics, Statistics and Informatics enrolled in the Distance Learning Programme.

COURSE OBJECTIVES: The main course objectives are: - developing students ability to perform adequately, from a linguistic point of view, both orally and in writing, in various communication situations (such as job interviews, preparing an employment file, etc.); - gradually introducing students to the basic vocabulary of economics; - developing students fluency and accuracy of expression in debates on general topics, such as employment, types of economy, and entrepreneurship; - developing study and self-assessment skills; - developing students intercultural communication skills and their cultural competence.

COURSE STRUCTURE: The course is structured into 4 Units (chapters), each of which has a self-assessment test and test key appended to it. STUDENT ASSESSMENT: The course provides 2 categories of assessment tools: 1. end-of-unit self-assessment tests; 2. tests administered by the professor. GRADING 1. professor-administered written tests: 50% 2. homework file: 50% COURSE REQUIREMENTS: 1. deadlines for homework files and self assessment-tests submission will be rigorously met; 2. plagiarism and dishonesty will result in a zero (0) for that particular test paper / homework file.

CONTENTS Unit 1: LOOKING FOR A JOB: HOW TO GO ABOUT IT, pp. 6-18

1.

1.1. Objectives of Unit 1..6 1.2. Systems of working and forms of employment. .6 1.3. Enrich your employment-related vocabulary.. 7
1.3.1 Vocabulary practice .7 1.4 Ways of finding a job 8 1.4.1 Vocabulary practice..8 1.5 Reading job ads correctly. 9 1.5.1 Exercise 9 1.6 Writing a job ad10 1.6.1 Exercise10 1.6.2 Exercise11 1.7 The European Language Portfolio. Determining the level of linguistic competence...11 1.7.1 The Language Passport.12 1.7.2 How to determine YOUR level of linguistic competence13 Self-assessment test 1...............................................................................................................15 Key............................................................................................................................................17 Bibliography for Unit 1.............................................................................................................18

2.

Unit 2: THE EMPLOYMENT FILE AND THE JOB INTERVIEW, pp. 19-36

2.1. Objectives of Unit 2...19 2.2. Tips for preparing an employment file (CV/resume and Letter of Application/
Covering Letter). 20 2.2.1 The CV/resume20 2.2.2 Types of CV 20 2.2.3 Tips for writing a correct CV/resume..21 2.2.4 Exercise22 2.2.5 Write your own Europass CV 24 2.2.6 Types of resume 26 2.2.7 Exercise26 2.2.8 CV/Resume writing practice28 2.2.9 The Letter of Application/Covering Letter..28 2.2.10 Letter writing practice..28 2.3 The job interview ...30 2.3.1 Interview styles30 2.3.2 Exercise30 2.3.3 Exercise31 2.3.4 Good and bad questions to ask interviewers31 2.4 Grammar: Direct and Indirect Questions............................................................................32 2.4.1 Grammar practice.........................................................................................................33

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2.4.2 Grammar practice........................................................................................................33

Self-assessment test 2........................................................................................................... 34 Key........................................................................................................................................35 Bibliography for Unit 2.........................................................................................................36

3.

Unit 3: CULTURAL DIFFERENCES AND BUSINESS ETIQUETTE, pp. 37-50

3.1 Objectives of Unit 3. 37 3.2 Cultural differences in the business world. Edward T. Hall..............................................38 3.2.1 Exercise.38 3.2.2 Exercise (writing)......39 3.3 Obstacles to cross-cultural business communication: cultural
stereotypes39 3.3.1 Exercise39 3.4 Dress code, communication style and socializing habits across cultures.40 3.5 Cultural differences and gender: women in international business .43 3.6 Business Etiquette.44 3.6.1 Face-to-face communication: Introductions.44 3.6.2 A brief presentation of the company/organisation you work for. ...44 3.6.3 Practise introducing yourself and giving general information about the company you work ......................................................................................................45 3.6.4 Thanking people for their hospitality45 3.6.5 Telephone conversations46 3.7 Grammar: The Present Perfect and the Past Tense46 3.7.1 Grammar practice..47 Self-assessment test..................................................................................................................48 Key............................................................................................................................................49 Bibliography for Learning Unit 3.............................................................................................50

4.

Unit 4: TYPES OF ECONOMY; COMPANY TYPES; STARTING A BUSINESS, pp. 51-63

4.1. Objectives of Unit 4......51 4.2. Types of economy ............................................................................................................51

4.2.1 Vocaburary practice........................................................................................................52 4.2.2 Vocabulary practice........................................................................................................53 4.3. Company types..................................................................................................................53 4.3.1 Enrich your vocabulary..................................................................................................53 4.3.2 Exercise..........................................................................................................................54 4.4 Starting a business...................................................................................................54

4.4.1 Vocabulary exercise...........................................................................................54 4.4.2 The business plan: its purpose and structure.....................................................54 4.4.3 Business plan outline No.1 for a start-up business............................................55

5 4.4.4 Business plan outline No.2................................................................................57 4.4.5 Draw up your own business plan......................................................................59 4.5 Grammar: The Conditional (IF-) Clause .............................................................59 4.5.1 Grammar practice.............................................................................................60 4.5.2 IF + Modal Verbs.............................................................................................60 4.5.3 Grammar practice.............................................................................................60
Self-assessment test 4 .........................................................................................................61 Key......................................................................................................................................62 Bibliography for Unit 4.......................................................................................................62

5. COURSE BIBLIOGRAPHY..........................................................................63

Unit 1: LOOKING FOR A JOB: HOW TO GO ABOUT IT

CONTENTS
1.1 Objectives of Unit 16 1.2 Systems of working and forms of employment..6 1.3 Enrich your employment-related vocabulary.7
1.3.1 Vocabulary practice...7 1.4 Ways of finding a job .8 1.4.1 Vocabulary practice8 1.5 Reading job ads correctly9 1.5.1 Exercise..9 1.6 Writing a job ad.10 1.6.1 Exercise.10 1.6.2 Exercise.11 1.7 The European Language Portfolio. Determining the level of linguistic competence....11 1.7.1 The Language Passport.12 1.7.2 How to determine YOUR level of linguistic competence....13 Self-assessment test 1......................................................................................................................15 Key...................................................................................................................................................17 Bibliography for Unit 1....................................................................................................................18

1.1.Objectives
The objectives of Unit 1 are

developing students ability to perform adequately, from a linguistic point of view, in various employment-related situations (such as reading job ads correctly and writing a job ad); developing students study and self-assessment skills (assessing ones own level of linguistic competence).

1.2 Systems of Working and Forms of Employment

1.2.1 Describe each of the following systems of working and forms of employment in one sentence, in terms of advantages and disadvantages. 1. shift work 2. part-time work 3. full-time work 4. teleworking

7 5. seasonal work 6. self-employment 7. casual labour

1.3 Enrich your employment-related vocabulary

1.3.1 Match up the words on list 1-20 with the right definition from list A-T: 1. hire 2. employ 3. recruit 4. appoint 5. promote 6. demote 7. shortlist 8. fire 9. terminate 10. be made redundant 11. lay off 12. dismiss 13. sack 14. give the pink slip 15. retire 16. severance 17. free lancer 18. self-employed 19. to hand in/give in your notice 20. to give somebody notice

A. to lower someone in rank/position B. to have someone work for you and pay them for it C. to remove someone from their job either because they have done something wrong, or as a way of saving the cost of employing them D. to employ someone or pay them to do a particular job E. (US informal) to get rid of someone that is no longer needed; to give them a document informing them that they do not have a job any more F. to choose someone officially for a job/responsibility

8 G. money you get when you leave a company because your employer no longer has a job for you H. to raise someone to a higher position/rank I. to persuade someone to work for a company or become a member of an organization (e.g. the army) J. to leave your job or stop working because of old age or poor health K. to put someone on a short list for a job L. to lose your job because your employer no longer needs you (in cases of downsizing) M. to stop employing someone, sometimes temporarily, because there is no money to pay them or because there is no work for them N. to give up your job/position by telling your employer that you are leaving O. to remove someone from their job, especially because they have done something wrong P. someone who does pieces of work for several organizations rather than work for a single organization Q. to ask someone who works for you to leave their job, usually after a particular period of time R. (informal) to dismiss someone from a job, to fire S. someone who does not work for an employer but has his/her own business T. to tell your employer that you intend to leave your job after a particular period of time 1.4 Ways of finding a job 1.4.1 Vocabulary practice. Fill in the blanks with the missing words given in the box below (one of the words should be used twice): Internet, job fairs, postings, networking, cold calling, job ads, career days, employment agencies, classifieds, acquaintances There are several ways of finding a job, each of which has its own advantages and disadvantages. The classic method is that of looking up 1. in newspapers (the 2 section) and magazines. Some people turn to 3. ... for information about job vacancies. 4. is the preferred method used by professionals to find out about employment possibilities from other fellow professionals through an informal exchange of information (Merriam Webster Dictionary defines 5 as the cultivation of productive relations for employment and business). Others would rather use the services of specialised 6. to find the right job for them, or go to 7 that are organised periodically for job seekers and offer a wide range of possibilities, by domains. Students usually take advantage of such events as 8.., which give them the opportunity to meet prospective employers. The 9 is another important, widely used, source of information about job openings.

9 10.. (job announcements posted on walls/billboards) are also viewed by many as a convenient way of learning about vacancies. Finally, some people will also resort to 11.. , offering their services to companies on their own initiative, and not as a result of reading a job ad.

1.5 Reading job ads correctly

1.5.1 a) Read the following online newspaper job ad:

Commercial Web Developer Company: Washington Post Location: Washington, DC Construct advertorial splash pages and micro websites for our clients. Manage advertising implementation on Washington Post Digitals family of web sites by building and maintaining Javascript based templates. Provide troubleshooting support to the Account Management team for major advertising campaign launches. Provide HTML/CSS support for washingtonpost.coms various properties. Build out html emails. Translate sales strategy into tactical implementation by working with the Ad Operations team to develop innovative flash based creatives for our clients. Required Skills: Experience with JS/AJAX/HTML/CSS and Flash required. Knowledge of Actionscript .Fully capable of juggling multiple client groups and products simultaneously.

Full description:

Commercial Web Developer Tracking Code 213795-068 Job Description

Construct advertorial splash pages and micro websites for our clients. Manage advertising implementation on Washington Post Digitals family of web sites by building and maintaining Javascript based templates. Provide troubleshooting support to the Account Management team for major advertising campaign launches. Provide HTML/CSS support for washingtonpost.coms various properties. Build out html emails. Translate sales strategy into tactical implementation by working with the Ad Operations team to develop innovative flash based creatives for our clients.

Required Skills

Experience with JS/AJAX/HTML/CSS and Flash required Knowledge of Actionscript

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Fully capable of juggling multiple client groups and products simultaneously and is able to accommodate and reprioritize new requests in dynamic environment. Knowledge of XSLT

Required Experience Self starter, excited about learning the latest web technologies Strong sense of responsibility, priority, and ability to meet demanding deadlines. Experience with Ad Servers like Doubleclick Dart, Atlas AdManager or OAS Media and/or Marketing background Job Location Washington, DC, US. Position Type Full-Time/Regular

b) Summarize the above job ad in only 3 sentences including the following information: job title and position type company location job description job requirements

1.6 Writing a job ad

1.6.1 Exercise Sometimes, putting yourself in an employers shoes may help you read between the lines of job ads, and better understand the requirements for a specific job. So, let us look at job ads from an employers point of view. Suppose YOU are the HR Manager of an expanding company, and you need to hire more personnel. You are now working on the job ads that will be published in a business newspaper. Here are the items you should include in an effective job ad. Classify the items on the following job ads checklist into 2 categories: a) ESSENTIAL b) OPTIONAL (depending on local policy and circumstances).

job title employer or recruitment agency/consultancy job base location succinct description of business/organization/division activity and market position and aims to whom the position reports - or other indication of where the role is in the structure outline of job role and purpose - expressed in the 'second-person' (you, your, etc)

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indication of scale, size, responsibility, timescale, and territory of role outline of ideal candidate profile - expressed in 'second-person' indicate qualifications and experience required (which could be incorporated within candidate profile) salary or salary guide whether the role is full-time or permanent or a short-term contract (if not implicitly clear from elsewhere in the advert) other package details or guide (pension, car etc) explanation of recruitment process response and application instructions contact details as necessary, for example, address, phone, fax, email, etc. job and or advert reference (advert references help you analyse results from different adverts for the same job) website address corporate branding quality accreditations, for example in the UK, Investor in People equal opportunities statement

1.6.2 Write a job ad for a sales manager position using the above checklist.

1.7 The European Language Portfolio. Determining the level of linguistic competence.

Job ads often state foreign language proficiency as one of the main requirements. As already mentioned in the Introduction to this course, a good knowledge of English, the international language of business, is an absolute must for anyone who is willing to make a career in business nowadays. As an applicant, you need to be able to assess your own level of language proficiency. The European Association for Quality Language Services (EAQUALS), in cooperation with the Association of Language Testers in Europe (ALTE), has developed a useful instrument to reflect language learning/proficiency in a standardized format, based on 6 language proficiency levels established by the Council of Europe within the Common European Framework of Reference: The European Language Portfolio, consisting of 3 parts: 1) a Language Passport - a document consisting of a record of the holders language skills, formal qualifications and intercultural experiences in maximum 6 languages; it also provides a 6level self-assessment grid by means of which the holder can determine their own level of proficiency as concerns the 4 basic skills [Listening, Reading, Speaking and Writing], and thus create their own linguistic profile (A1, A2, B1, B2, C1 or C2); 2) a Language Biography (a record of language learning aims and history as well as intercultural experiences and current priorities) used in assessing language skills and setting learning objectives.

12 3) a Language Dossier (a collection of samples of work that provides evidence of the holders foreign language proficiency)

1.7.1 THE LANGUAGE PASSPORT SURNAME(S) FIRST NAME(S)

Date of birth
(*)

Mother tongue(s) Other language(s)

Self-assessment of language skills Understanding Speaking

Listening Reading Spoken interaction Spoken production

Writing

Diploma(s) or certificate(s)
Title of diploma(s) or certificate(s) Awarding body

(*)

Date

European level (***)

Linguistic experience(s)
Description

(*)

From

To

Self-assessment of language skills Understanding Speaking

Listening Reading Spoken interaction Spoken production

Writing

Diploma(s) or certificate(s)
Title of diploma(s) or certificate(s) Awarding body

(*)

Date

European level (***)

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Linguistic experience(s)
Description

(*)

From

To

For more information on the http://www.eaquals.org/page.asp?p=2560

European

Language

Portfolio,

go

to

1.7.2 Determine YOUR level of linguistic competence

Look at the Grid below and try to determine your own level of language proficiency, giving arguments to support your self-assessment. Which of the 4 skills need to be improved, and how? European language levels - Self Assessment Grid1

A1

A2

B1

B2

C1

C2

http://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/en.

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I can understand the main points of I can I can understand clear standard understand phrases and the speech on extended speechI can understand highest frequency familiar and lectures and extended speech I have no I can vocabulary related matters understand follow even even when it is difficulty in to areas of most regularly familiar words complex lines not clearly understanding immediate encountered in and very basic of argument structured and any kind of personal relevance work, school, U phrases when spoken language, (e.g. very basic leisure, etc. I provided the n concerning topic is relationships are whether live or personal and can understand d myself, my family the main point reasonably Listening family and only implied and broadcast, even e information, of many radio familiar. I can not signalled when delivered at immediate r shopping, local or TV understand mostexplicitly. I can fast native speed, concrete s area, programmes on TV news and understand provided. I have surroundings t employment). I current affairs current affairs television some time to get when people a can catch the main or topics of programmes. I programmes and familiar with the speak slowly n point in short, personal or and clearly. accent. clear, simple professional can understand films without d the majority of too much effort. messages and interest when i announcements. the delivery is films in n relatively slow standard dialect. g and clear.

Reading

I can I can read I can read very understand short, simple texts that articles and texts. I can find consist mainly reports I can specific, of high concerned with understand predictable frequency contemporary familiar names, information in everyday or problems in words and very simple everyday job-related which the simple material such as language. I can sentences, for advertisements, understand the writers adopt example on prospectuses, description of particular notices and menus and events, feelings attitudes or posters or in timetables and I and wishes in viewpoints. I catalogues. can understand can understand personal short simple letters. contemporary personal letters. literary prose.

I can understand long and I can read with complex factual ease virtually all and literary forms of the texts, written language, appreciating including distinctions of abstract, style. I can structurally or understand linguistically specialised complex texts articles and such as manuals, longer technical specialised instructions, articles and even when they literary works. do not relate to my field.

15 S p e a k i n g

I can deal with most situations I can express I can take part I can interact likely to arise myself fluently effortlessly in any in a simple whilst and conversation or way provided travelling in an I can interact spontaneously discussion and I can the other area where the with a degree of without much have a good communicate in person is language is simple and routine fluency and obvious familiarity with prepared to spoken. I can tasks requiring a spontaneity that searching for idiomatic repeat or enter simple and direct makes regular expressions. I expressions and rephrase things unprepared exchange of interaction with can use languagecolloquialisms. I at a slower rate into information on can express of speech and conversation native speakers flexibly and familiar topics and help me on topics that quite possible. I effectively for myself fluently activities. I can formulate what are familiar, of can take an social and and convey finer Spoken handle very short I'm trying to personal active part in professional shades of interaction say. I can ask social exchanges, interest or discussion in purposes. I can meaning even though I and answer pertinent to familiar formulate ideas precisely. If I do can't usually simple everyday life contexts, and opinions have a problem I understand questions in (e.g. family, enough to keep accounting for with precision can backtrack and areas of hobbies, work, the conversation and sustaining and relate my restructure around immediate travel and going myself. contribution the difficulty so need or on current events). my views. skilfully to those smoothly that very familiar of other other people are topics.

speakers.

hardly aware of it.

I can use a series I can connect I can present Spoken I can use simple phrases of phrases and phrases in a production clear, detailed and sentences sentences to simple way in descriptions on to describe describe in simple order to a wide range of where I live terms my family describe subjects related and people I and other people, experiences to my field of know. living conditions, and events, my my educational dreams, hopes interest. I can background and and ambitions. explain a my present or I can briefly viewpoint on a most recent job. give reasons topical issue giving the and explanations advantages and for opinions disadvantages and plans. I canof various narrate a story options. or relate the plot of a book or film and

I can present I can present a clear, detailed clear, smoothlydescriptions of flowing complex description or subjects argument in a integrating sub- style appropriate themes, to the context and developing with an effective particular points logical structure and rounding off which helps the with an recipient to notice appropriate and remember conclusion. significant points.

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describe my reactions.

Self-assessment test 1
Exercise I Read the following job ad and answer the following questions: a) What is effective about the advertisement? b) What can be improved? The North Carolina Natural Resources Foundation, in conjunction with the College of Natural Resources and the Office of University Advancement at North Carolina State University, is seeking candidates for its Executive Director/Director of Development position. The position will report jointly to the Dean of the College of Natural Resources and to the Foundation through its President. In addition, administrative oversight and direction is provided by the Vice Chancellor for University Advancement, and effective interaction with the faculty of the College of Natural Resources will be required as well. The ideal candidate will have ten or more years of experience in natural resources or related industries. A background in fundraising and/or with not-for-profit foundations is a plus. "AA/EOE." ADA accommodations: Ronnie James at 513-3233. Interested persons should submit their qualifications to:

17 North Carolina Natural Resources Foundation, Inc. Box 7530 Raleigh, North Carolina 27695-7530 Exercise II

PRACTICE: identifying skills and proficiency levels. Read the following skills
descriptions given in random order. Identify the skills and the proficiency level corresponding to each of the skills described. 1. I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a style appropriate to the reader in mind. 2. I can write clear, detailed texts on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of experiences. 3. I can read very short, simple texts.I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. 4. I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. 5. I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. 6. I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. 7. I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. 8. I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. 9. I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

18 10. I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.

Key
Exercise I.

a)

It includes where to send the application. It includes the required number of years of experience in natural resources or related areas.

b)

List required materials, such as rsum. State the essential functions (required duties) and educational requirements of the position. The ADA statement should read: "Individuals with disabilities desiring accommodations in the application process should contact Ronnie James at 919-513-3233 (also include email, fax, if available)." "AA/EOE" is clearer if stated as, "NC State University is an equal opportunity/affirmative action employer."

Exercise II 1. WRITING C1 2. WRITING B2 3. READING A2 4. SPOKEN PRODUCTION B1 5. SPOKEN PRODUCTION B2 6. READING B1 7. READING C1 8. WRITING B1 9. SPOKEN PRODUCTION C1 10. READING B2

Bibliography for Unit 1

Dumitrescu, V. M., Dona, D., Condruz-Bacescu, M., Marin, V., English for Students of Cybernetics. MIND YOUR STEPS TO SUCCESS, Editura Uranus, 2009.

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MacKenzie, Ian, ENGLISH FOR BUSINESS STUDIES, Cambridge University Press,

Cambridge, 1997

Unit 2: THE EMPLOYMENT FILE AND THE JOB INTERVIEW

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CONTENTS
2.1 Objectives of Unit 2.19 2.2 Tips for preparing an employment file (CV/resume and
Letter of Application/Covering Letter)20

2.2.1 The CV/resume.20 2.2.2 Types of CV..20 2.2.3 Tips for writing a correct CV/resume...21 2.2.4 Exercise.22 2.2.5 Write your own Europass CV...24 2.2.6 Types of resume....26 2.2.7 Exercise.....26 2.2.8 CV/Resume writing practice.28 2.2.9 The Letter of Application/Covering Letter...28 2.2.10 Letter writing practice..28 2.3 The job interview ...30 2.3.1 Interview styles.30 2.3.2 Exercise30 2.3.3 Exercise31 2.3.4 Good and bad questions to ask interviewers....31 2.4 Grammar: Direct and Indirect Questions............................................................................33 2.4.1 Grammar practice.........................................................................................................33 2.4.2 Grammar practice.........................................................................................................33
Self-assessment test 2................................................................................................................34 Key............................................................................................................................................35 Bibliography for Unit 2.............................................................................................................36

2.1.Objectives
The objectives of Unit 2 are developing students ability to perform adequately, from a linguistic point of view, both orally and in writing, in communication situations such as job interviews, preparing an employment file, etc.; developing students study and self-assessment skills

2.2 Tips for preparing an employment file (CV and Letter of Application)

21 In order to apply for a job, an applicant needs to prepare an employment file consisting of 2 documents: the CV/resume and the letter of application/covering letter.

2.2.1 The CV/Resume

"CV" is an abbreviation for the Latin words "Curriculum Vitae" ("course of life"). A curriculum vitae or CV is meant to draw a picture of ones life for prospective employers. It is more than just a listing of past employers: it describes everything you have done in life related to your career. A Resume is a structured personal document describing the employment history, qualifications and the skills of an individual. Executive or management resumes often include statements of personal achievements. Resumes are primary sources of information used in job applications to show one's suitability for a position. Resumes are also considered major professional career assets. Resumes are referred to in common usage as a brief descriptor of a person's work history or career. The difference between a CV and a resume is that the former includes more detail, and is therefore a little longer (generally, a CV is expected to be 1-2 pages for a professional just entering the workforce, 2-4 pages for a professional with some experience, and as many as 7-10 pages for an experienced professional).

2.2.2 Types of CV. A CV should be tailored to suit the requirements of the job and to
highlight the applicants assets (skills, competencies, work experience, etc.). Apart from the wide variety of CV formats, there are 2 main types of CV according to their main focus: the functional CV, focused on skills and recommended to job seekers who do not have much experience in the particular field they are applying for (such as fresh graduates or job seekers who have changed many work places and careers, and consequently their work experience is quite varied); the chronological CV (better suited to experienced professionals/job seekers who have spent many years working in the same field as the position they are applying for)

The structure of the chronological CV. The object of the chronological CV is to present your skills and work history in relation to the positions for which you apply, targeting the essential requirements of the job. This is the standard CV format. The work history is presented in reverse chronological order, starting with the most recent job held. Entries are formatted as follows:

Name Objective Skills Work history Education Personal interests References if required

22 The structure of the functional CV. A functional CV is formatted on the basis of skills. All information in a functional CV should be closely matched to job requirements. The typical outline of a functional CV structure is: Summary . The Summary entry is more detailed than on a typical chronological CV. Its a descriptive approach, including details of duties like ''Acted as mediator in consumer and retailer disputes''. Its more like the responsibilities entries in a work history than a skills summary. Experience. This entry will relate to the specific requirements of a position, including relevant information regarding essential criteria. For example, a supervisory position would include descriptions of your supervisory role, the number of staff under supervision, and related issues. There may be several entries, depending on the requirements of the position, and the information you wish to provide regarding your skills. A typical functional CV for an HR supervisor would for example include: Administration Supervision Human Resources Employment history . Employment history refers to: Position held Name of employer Dates of employment Education and training. This entry can be a basic statement: Qualification Educational institution Date of qualification Personal interests. This entry isn't compulsory, but may assist in some areas where your interests are closely linked to the job or other aspects of employment.

2.2.3 TIPS FOR WRITING A CORRECT CV/RESUME Being short-listed for a job interview depends on the documents included in your employment file: the CV/Resume and the letter of application/covering letter. Theres so much to get right when writing a CV/resume, such as: functional versus chronological objective statements key words templates references font size white space action verbs employment gaps placement and style of bullets, typos,

23 whether to include hobbies.

However, the most important ingredient of a really great, interview-obtaining CV/ resume is its being written specifically for the job youre after, or customized. In other words, you have to write a new resume for every single position you apply for and make it sync with the job in question, without necessarily starting from scratch each time. Here are a few tips for writing a correct CV/resume: Read the job description carefully, identifying the words and phrases the employer uses to describe the position. Take a look at your work accomplishments, certifications, education, and experience and decide which of your credentials can honestly be described using the same words and phrases the employer uses in the job description. Take those words and phrases and use them to describe yourself in your resume If you include a career objective at the top of the page, you should mention the exact job title of the position you're seeking. Remove experience/qualifications that have nothing to do with the job in question. You should make it easy for employers to see the credentials they most care about. Try to figure out what credentials (qualification, experience, etc.) are of highest importance to the employer and put those first. Put yourself in the employers shoes and ask yourself, "What's my biggest need? What's most important to me about this job?" It may be useful to try to find people who are already doing the job you want and ask them, "What is the most important part of your job?" If your past job titles don't obviously relate to the job you're applying for, rephrase them in a way that shows how those past jobs qualify you for this new job. Fill in the blanks in the 7 sections of the following CV with the headings listed below (A-G). Is it a functional, or a chronological CV?

2.2.4

A. B. C. D. E. F. G.

Professional Experience References Achievements Career Objective Summary of Qualifications Employment History Education

Jack Doe
90 Wood Avenue, Apartment #23 TeacherHill, MA 01832 978-212-64447 e-mail: jackdoe@yahoo.com

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1.
A full-time position in Sales where I can demonstrate my technical and business skills and contribute to the company

2
MBA Professional Engineer (P.E.) Product Marketing Project Management Compound Semiconductor Application Support P&L Responsibility Contract Negotiations Quality Control Wastewater Treatment Chemical Engineering OEM Sales Account Management Business Development Pre and Post Sales Support

3.
BOC Group Stock-Option Award for Outstanding Performance One of a dozen employees selected out of 45,000 employees worldwide to receive this award Best Sales Specialist Award BOC Edwards Professional Engineer (P.E.) Fellowship and Research Assistantship Awards University of New Hampshire Two Technical Publications 2002 1999 1997 1990-1992 1996 and 1999

4. ..
Managed all technical and commercial aspects of a five-year, $8 million, IBM 300mm contract.

Developed sales tools and grew eastern regions sales from $1M in 1999 to $6M in 2003.

Championed a new product-line (Zenith) for MOCVD application and sold the first six systems, $250K/system, in USA. Performed day-to-day product sales, marketing, and service activities. Provided technical and application support to Compound Semiconductor, MEMS, Automobile, Nanotechnology and several high-tech industries. Identified and developed a new market for vacuum and abatement products Compound Semiconductor. Supervised and managed quality assurance of $27M equipment decontamination at a Superfund site.

25

5.
F. W. Olin Graduate School of Business at Babson College (Wellesley, MA) Master of Business Administration (MBA) with concentration on marketing University of New Hampshire (Durham, NH) Master of Science degree in Chemical Engineering Osmania University (Hyderabad, India) Bachelor of Science degree in Chemical Engineering 2002 1992 1990

6
BOC Edwards (Wilmington, MA) Sales and Marketing Specialist Nobis Engineering (Concord, NH) Project Engineer National Environmental Systems (Seekonk, MA) Applications Engineer 1996 Current 1994-1996 1993-1995

7.
Available upon request

2.2.5 Write your own Europass CV using the following template. Notice the mention of foreign languages in the Personal Skills and Competencies section of the CV template. In order to correctly determine your own level of linguistic competence according to European standards, you should review the information about The European Language Portfolio (see the previous unit).

Europass Curriculum Vitae

Personal information
First name(s) / Surname(s)
Address(es)

Insert photograph. Remove heading if not relevant (see

instructions)

First name(s) Surname(s) (remove if not relevant, see

instructions) House number, street name, postcode, city, country (remove if not relevant, see instructions)

26
Telephone(s) Fax(es) E-mail Nationality Date of birth Gender (remove if not relevant, see instructions) Mobile: (remove if not relevant, see instructions)

(remove if not relevant, see instructions) (remove if not relevant, see instructions) (remove if not relevant, see instructions) (remove if not relevant, see instructions) (remove if not relevant, see instructions)

Desired employment (remove if not relevant, see instructions) / Occupational field Work experience
Dates Occupation or position held Main activities and responsibilities Name and address of employer Type of business or sector Add separate entries for each relevant post occupied, starting from the most recent. (remove if not relevant, see instructions)

Education and training

Dates Title of qualification awarded Principal subjects/occupational skills covered Name and type of organisation providing education and training Level in national or international classification (remove if not relevant, see instructions) Add separate entries for each relevant course you have completed, starting from the most recent. (remove if not relevant, see instructions)

Personal skills and competences

Mother tongue(s) Other language(s) Self-assessment Understanding Speaking Writing Specify mother tongue (if relevant add other mother tongue(s), see instructions)

27
European level (*)
Listening Reading Spoken interaction Spoken production

Language Language
(*) Common European Framework of Reference for Languages

Social skills and competences Organisational skills and competences Technical skills and competences Computer skills and competences Artistic skills and competences Other skills and competences Driving licence

Replace this text by a description of these competences and indicate where they were acquired. (Remove if not relevant, see instructions) Replace this text by a description of these competences and indicate where they were acquired. (Remove if not relevant, see instructions) Replace this text by a description of these competences and indicate where they were acquired. (Remove if not relevant, see instructions) Replace this text by a description of these competences and indicate where they were acquired. (Remove if not relevant, see instructions) Replace this text by a description of these competences and indicate where they were acquired. (Remove if not relevant, see instructions) Replace this text by a description of these competences and indicate where they were acquired. (Remove if not relevant, see instructions) State here whether you hold a driving licence and if so for which categories of vehicle. (Remove if not relevant, see instructions)

Additional Include here any other information that may be relevant, for example information contact persons, references, etc. (Remove heading if not relevant, see
instructions)

Annexes 1. Participation in projects

2. List of published works

2.2.6 Types of resume

Like CVs, resumes can be: functional (focused on skills) and recommended to job seekers who do not have much experience in the particular field they are applying for (such as fresh graduates or job seekers who have changed many work places and careers, and consequently their work experience is quite varied); chronological (focused on extensive work experience in the same line of business, presented in reverse chronological order)

2.2.7 Is the following resume chronological or functional?

28

Computer Engineer Example Resume

Jonathan Haroldson 00 Indiana Drive Houston, Texas 00000 Home: 000-000-0000 Cell: 000-000-0000 Fax: 000-000-0000 Email: johnathan@example.com Objective: Assume a key leadership position as Computer Engineer for an international organization in Houston, TX. Experienced Computer Engineer with knowledge of planning, developing, and implementing compilers. Manages a small team of seventeen engineers for database projects in various locations including Tokyo, Paris, and Ireland. Over ten years of consulting experience for multinational organizations including JHL National Developments, Inc., Correst International Consultants, Inc, and Computer Information Firm, Inc. MSEC Certified (2001), A+ Certified, and Network+ Certified. Experience with C and C++ compiler programming. Problem solving ability and analytic skills.

Summary of Qualifications:

Technical Skills:

Languages: C, C++, JDK, Java, .NET, CSS, HTML, JavaScript, PHP, Databases: Access, Oracle, MySQL, DB2 Operating System: Windows, Linux, UNIX, DOS

Experience

Computer Engineer, May 2006 - Present, JHL National Developments, Inc., Houston TX Responsibilities include developing UNIX systems with diverse team of engineers. Quality assurance in programming compiles, edit and write C++ codes, and develop web-based databases for virtual team assessments. IT Consultant, June 2004 - May 2006, Correst International Consultants, Inc., Houston TX Responsibilities included consulting, advising, and implementing computer programs for multi-national organizations. Secured public and private sector contracts including government projects. Managed small teams of multi-faceted engineers in .NET, JDK, and Oracle developments. Computer Engineer, November 2001 - June 2004, Computer Information Firm, Inc., Houston TX Responsibilities included thorough research in upcoming developments in engineering industry. Performed administrative duties including copying, faxing, and setting appointments with small businesses in the Houston area.

29

Secured $1.3M in government contracts to produce Security Level C databases. Education University of Texas at Houston, Houston TX, Masters in Information Technology (June 2003) Activities: Toast Masters - Member, IT Consultants Association - Member University of Texas at Houston, Houston TX, Bachelors of Science in Engineering (December 2001) Minor: Computer Science References: Available upon request.

2.2.8 CV/Resume writing practice Imagine you have just graduated from The Academy of Economic Studies, and decide to apply for a job. Write your own CV/Resume, choosing the type (functional or chronological) that best suits a fresh graduate who does not have much work experience.

2.2.9 The Letter of Application/Covering Letter (Br. E.), Cover Letter (Am. E.)
As part of the employment file, the letter of application, also known as a covering letter (Br. E.) or Cover Letter (Am. E.), is a document sent together with the C.V. or resume to provide additional information on the applicants skills and experience. A letter of application typically provides detailed information on why are you are qualified for the job you are applying for. Effective application letters explain the reasons for your interest in the specific organization and identify your most relevant skills or experiences. Your application letter should let the employer know what position you are applying for, why the employer should select you for an interview, and how you will follow up (you should close the letter by expressing your availability for the job interview). When writing an application letter you should include:

First Paragraph: Why you are writing - mention the job you are applying for and where you found the listing. Middle Paragraph(s): What you have to offer the employer - mention why your skills and experience are a good fit for the job. Last Paragraph: Say thank you to the hiring manager for considering you and note how you will follow up (you should close the letter by expressing your availability for the job interview).

30 Use the cover letter/job application letter to prepare your prospective employer for what they will find in your resume, but do not repeat yourself. Ensure the cover letter adds clarity or refinement to what you put in your resume. Highlight in your own words why you are the best person for the job. Since most resumes are very brief (one to two pages), use your cover letter to go into more depth about how your experience, strengths and skills relate to the job requirements. 2.2.10 Letter writing practice. a) List the main elements making up the structure of the following letter of application (covering letter). b) Write your own letter of application/covering letter with the same structure. The letter should match the information in your previously written CV. Carrie Hand 1000 Home Road Hometown OH 00000 February 24, 2009 Prentice Hall Acme Scholarship Foundation 235 8th Avenue New York, NY 29439 Dear Mr. Hall, I am sending you this letter in response to the ad you placed for a Marketing Manager on Monster.com. After reviewing my resume, I think you will find that I am well qualified and have ample experience to fill the position. Twelve years ago, I graduated from Boston University with a degree in BusinessManagement. I have spent the last twelve years doing managerial work at various companies, as you can see in the work experience section of my resume. I have placed the companies in order from smallest to largest so you can see the range of my experience. I started out with five people working directly under me, and that number grew to well over fifty. During my time at Alley and Jacks, Inc., I helped the company increase profits by 43% and our clientele base grew as well. I could not have accomplished this without my wonderful staff, but I do claim responsibility for the growth. Some other abilities of mine that you should be aware of include: Excellent researching skills. My experience has taught me that without research, a project is far less effective. Strong leadership talent and a good attitude. A company works much better when employees are happy. Proven organization skills and multi-tasking abilities. Timelines are not a problem for me, even when under intense pressure.

31 Open mindedness to new techniques or approaches. I am welcome to suggestions on how to solve problems.

I hope you will consider me for the Marketing Manager position. Please feel free to contact me via the phone number or email address provided on the footer of my resume. Sincerely, Carrie Hand

2.3 The job interview 2.3.1 Interview styles

From the point of view of the type of questions asked by the interviewer, interview styles fall into 2 main categories, which can be used either separately or in combination: traditional, using general questions focused on the candidates skills and competencies and general traits (e.g. dedication, enthusiasm, work ethic, motivation, team-player spirit, etc.), in order to see if the job seeker meets the job requirements and matches the corporate culture; behavioural, using questions focused on a specific work-related past experience in terms of the - situation - task - action taken - results [and the lesson learnt from that particular experience] (hence the so-called STAR technique underlying the behavioural job interview); the candidates past behaviour serves as an indicator/predictor of future behaviour in the workplace). Questions are powerful and effective tools used by the interviewer to find out how the interviewee would approach, handle, deal with, solve, etc., a particular situation, problem, project or challenge that is relevant to the job role in question. Apart from questions related to the candidates past experience, the interviewer may also ask questions based on a hypothetical scenario, or a real situation from the interviewing organization. 2.3.2 Read the questions and complete the following tasks: 1) mark them as either traditional (T) or behavioural [B] 2) provide an effective answer to each of them 3) suggest 5 more questions to add to the list

1. 2. 3. 4. 5.

What are your greatest weaknesses? Why have you had so many jobs? Do you prefer working on your own or in teams? What is your definition of success in business? If you were to persuade someone to see things your way, what kind of arguments would you give that person? 6. What has been your most notable professional failure? 7. What do you consider to be your greatest assets? 8. Why did you leave your last job?

32 9. How would you describe yourself? 10. Have you any experience in conflict-solving? Can you give me an example? 11. What are your long- and short-term goals and objectives? 12. What recommends you as the best candidate for this job? 13. What is your greatest professional achievement? 14. How do you react to criticism? Can you give me an example from your past experience? 15. Can you tell me about a situation in which you had to admit that your line of action was wrong? 16. Which is more important to you: status or money? Why? 17. Where do you see yourself in ten years from now? 18. Have you ever had to make a hard decision? How did you go about it? 19. What interests you about our company and products/services? 20. Why did you apply for this particular job? 2.3.3 Draw up a list of 3 other questions you would like to be asked during a job interview, and 3 questions you would consider the most difficult to answer. How would you answer those 6 questions? (prepare your written answers). 2.3.4 Good and bad questions to ask interviewers

At the end of a job interview, the candidate is usually given the opportunity to ask questions that will show their interest in the job or the company. Decide which of the following questions would make a good impression on the interviewer, and which of them should never be asked (mark them as GOOD or BAD) 1. "If the CEO/MD/Departmental Manager/you were to name the three most important priorities for this role/the successful candidate to achieve in the first six months, what would they be, and how would they be measured?" 2. "What expenses can I claim for?.." 3. "I'm aware that this market is fast moving/competitive/mature/local/regional/national/ international; how is this affecting the strategic priorities and the demands on the role/vacant position?" 4. "When would I get a pay-raise?.." 5. "Communications, internal and external, are clearly extremely important in this organisation; what are the related priorities for this role?" 6. "I've read that you (the employer organisation) face a lot of competition from XYZ (sector, company, whatever); what do you think are the main ways that the successful candidate can help the organisation deal with this threat?" 7. "Where are the priorities/What are the issues for this role/the successful candidate in terms of maintaining/developing/improving effective inter-departmental relations?"

33 8. "What are the priorities and challenges as regards areas for change and improvement facing the department/organisation/team within/connecting/relating to the role?" 9. "What is the balance of priorities for this role - short-term efficiencies and performance, or longer-term planning and organising?" 10. "What other perks are there?.." 11. "If someone were to come into this role and begin to make a significant impact on culture and morale, what sort of changes would people/you/the management/the board/the CEO want to see most, and how would this be measured?" 12. "What sort of car do I get?.." 13. "What are the lunch times?.." 14. "It's normal that most roles are operating considerably below their potential to contribute to strategic change/organisational performance and improvement; what are the expectations in terms of broadening the scope of this role"? 15. "What are the pension arrangements?.." 16. "How might this role positively impact on/contribute to customer relations/organisational development/culture/staff morale/training and development/legislative anticipation/market development/sales development/business retention in ways that it's not done so far?" 17. "How many weeks holiday do I get?.." 18. "How soon before I could get promoted?.." 19. "Where do think there might be opportunities for this role to connect with/cooperate with other functions, and what's stopped that happening in the past?" 20. "What are the vulnerabilities in processes/people/business retention/grow/ technology, ITC systems within the organisation/department that need to be attended to?" 21. "Do you have a grievance procedure?.." 2.4 Grammar. Direct and indirect questions Simple, direct questions generally make a more powerful impact, but sometimes indirect questions are perceived as being more polite, especially when you are in the position of a job candidate during an interview. Indirect questions are usually introduced by such words as: I would like to know if/whether/ Could you tell me?/ May I have more information about/I would

34 appreciate it if you could tell me/ I wonder/ Is there anything relevant you could tell me about/ Could you give me more details about). They are formed with modals (could, would, etc.) and, as in the case of reported questions (introduced by He/she/they asked ), word order follows the regular pattern of an affirmative sentence: QUESTION WORD [what, how, when, why, etc.] + SUBJECT + VERB + etc. 2.4.1 GRAMMAR PRACTICE. Turn the following direct questions into indirect ones using the examples below:

Example 1: What is the companys managerial structure? (DIRECT QUESTION) Could you tell me what the companys managerial structure is? (INDIRECT QUESTION) Example 2: Is there going to be a probation period? I would like to know if/whether there is going to be a probation period. Is this a new position in your organization? How is this affecting the strategic priorities and the demands on the role/vacant position? How will my performance be measured, and by whom? What are the related priorities for this role? What are the main ways that the successful candidate can help the organisation deal with this threat? 6. What are the priorities and challenges as regards areas for change and improvement facing the department/organisation/team within/connecting/relating to the role? 7. What is the balance of priorities for this role - short-term efficiencies and performance, or longer-term planning and organising? 8. What are the expectations in terms of broadening the scope of this role? 9. How might this role positively impact on customer relations? 10. What are the vulnerabilities in technology/ITC systems within the organization that need to be attended to? 11. Is there any ongoing training programme for employees to stay current in their fields? 2.4.2 GRAMMAR PRACTICE. REPORTED SPEECH (interrogative sentences). Identify the changes occurring when turning a direct into a reported question in the following examples: How long will it take to finish this report? He asked me/He wanted to know how long it would it would take me to finish that report. Turn the following direct questions into reported ones using the above models: 1. Who else is attending the conference tomorrow? She wanted to know who else was attending the conference the next day? 2. Who gave you that information? He asked me who had give me that information 3. Should I cancel the meeting? He asked me if he should cancel the meeting. 1. 2. 3. 4. 5.

35

Self-assessment test 2
I. Fill in the blanks with the words in the box a. b. c. d. e. f. g. h. i. j. k. l. applicant application application form applying candidate curriculum vitae employment agencies interview job description job vacancies references short-listed

Job seekers can learn about available jobs by reading the (1) . advertised in newspapers and magazines by companies and (2)... Replying to an advertisement means (3). for a job. Whoever does that becomes an (4) or a (5).. How do they prepare their employment file? Well, they write an (6)., or fill in the companys (7)., and send it (usually by email), together with their (8). and a covering letter. They are often asked to give the names of two professionals who can provide (9).. If the job seekers qualifications and abilities match the (10)., they might be (11)., in other words they might be selected to attend an (12).. II. Read the questions below, and then choose the correct forms of the indirect questions corresponding to them: 1. Where did you find this book?, he asked. a. He asked me where did I find this book. b. He asked me where I found that book. c. He asked me where I had found that book. 2. Where do you prefer to go on vacation?, he asked. a. He asked me where I prefer to go on vacation. b. He asked me where I preferred to go on vacation. c. He asked me where do I prefer to go on vacation. 3. What have you read lately? a. He was curious to find out what I read lately. b. He was curious to find out what had I read lately.

36 c. He was curious to find out what I had read lately. 4. Where are you going to spend Christmas? a. She wanted to know where I am going to spend Christmas b. She wanted to know where I was going to spend Christmas c. She wanted to know where I will go to spend Christmas. 5. Who lives in that flat?, they asked. a. They asked us who lives in that flat. b. They asked us who lived in that flat. c. They asked us who had lived in that flat. 6. How long will it take me to get there?, she asked a. She asked me how long it will take her to get there. b. She asked how long it took her to reach my place. c. She asked me how long it would take her to get there. 7. Why do you find it so difficult to do your homework?, he asked her. a. He asked her why did she find it so difficult to do her homework. b. He asked her why she had found it so difficult to do her homework. c. He asked her why she found it so difficult to do her homework. 8. Who says he has been fired?, I asked a. I asked them who said he has been fired. b. I asked them who said he had been fired. c. I asked them who said he was fired.

Key
Exercise I. 1. j 2. g 3. d 4. e 5. a 6. b 7. c 8. f 9. k 10. i 11. l 12. h Exercise II 1. 2. 3. 4. 5. c b c b b

37 6. c 7. c 8. b

Bibliography for Unit 2

Dumitrescu, V. M., Dona, D., Condruz-Bacescu, M., Marin, V., English for Students of Cybernetics. MIND YOUR STEPS TO SUCCESS, Editura Uranus, 2009. MacKenzie, Ian, ENGLISH FOR BUSINESS STUDIES, Cambridge University Press,

Cambridge, 1997
Ashley, A., A HANDBOOK OF COMMERCIAL CORRESPONDENCE, Oxford University Press, 1997. Vince, Michael, ADVANCED LANGUAGE PRACTICE, Heinemann, Oxford, 1994. Tomooiu, Nora, GHID PRACTIC DE GRAMATIC ENGLEZ, Ed. Petrion, 2004.

38

Unit 3: CULTURAL DIFFERENCES AND BUSINESS ETIQUETTE

CONTENTS
3.1 Objectives of Unit 3.37 3.2 Cultural differences in the business world. Edward T. Hall.............................................38 3.2.1 Exercise.38 3.2.2 Exercise (writing)...39 3.3 Obstacles to cross-cultural business communication: cultural
stereotypes..........39

3.3.1 Exercise39 3.4 Dress code, communication style and socializing habits across cultures...40 3.5 Cultural differences and gender: women in international business43 3.6 Business Etiquette...44 3.6.1 Face-to-face communication: Introductions.44 3.6.2 A brief presentation of the company/organisation you work for .44 3.6.3 Practise introducing yourself and giving general information about
the company you work for (name, line of business/field, type of organisation [state-owned, private], location, workforce/no.of employees, turnover, position held in the co./organisation, etc).........................................................................45 3.6.4 Thanking people for their hospitality45 3.6.5 Telephone conversations...46 3.7 Grammar: The Present Perfect and the Past Tense..46 3.7.1 Grammar practice 47 Self-assessment test............................................................................................................................48 Key......................................................................................................................................................49 Bibliography for Learning Unit 3.......................................................................................................50

3.1 Objectives
The objectives of Unit 3 are:

developing students cultural competence and their intercultural communication skills; introducing students to models of cross-cultural analysis (E.T. Hall);

39 developing students oral business communication skills, which are necessary in face-toface business communication and business-related telephone conversations;

developing students writing/presentation skills;

developing students research and self-assessment skills.

3.2 Cultural differences in the business world. Edward T. Hall

The American anthropologist Edward T. Hall (1914-2009) has classified national cultures into: High-context vs. low-context cultures (from the point of view of the communication style)

In High-context cultures (Eastern cultures; countries with less racial/ethnic diversity; a strong sense of tradition & history; static cultures; e.g. Latin America; the Middle East ; Japan; Native Americans, African Americans (US); the Maori (New Zealand); Mediterranean countries) meaning is implicit, INDIRECT, understood in terms of the context (situation/ setting); not everything is verbalized: NON-VERBAL communication plays a major part In Low-context cultures (racially/ethnically diverse countries; dynamic cultures, changing significantly over time; e.g. the US ; Scandinavian countries; Germany; Switzerland), meaning is in the message itself; the context is less important. Messages are explicit, DIRECT, elaborate, highly SPECIFIC. Communication relies on the VERBAL (especially written) message. Monochronic vs. polychronic cultures (from the point of view of the attitude to / perception of time) POLYCHRONIC (refers to the ability to do several things/handle multiple events simultaneously) MONOCHRONIC (refers to the tendency to do things/handle events one-by-one/sequentially) In polychronic cultures (e.g. Latin countries), people are involved with many things at once. There is a commitment to people and relationships. The usual communication style is highcontext In monochronic cultures (the US and much of Western Europe, e.g. Switzerland, Germany, Scandinavia, etc.; ), people do one thing at a time and dont like to be interrupted. Their communication style is low-context . Halls model is particularly relevant to intercultural business communication in todays interconnected world.

3.2.1 Fill in the blanks with the words in the box:

context, low-context, high-context, explicit

40

The culture in which a person is socialized and enculturated influences the manner in which he or she lives, plays, works, and most importantly, communicates with others. A (1).. message is one in which most of the information is internalized in the person or in the physical context. Very little is in the (2).. verbal part of the message. Most (3).. transactions feature what is called pre-programmed information in the setting or in the receiver, with minimum information in the message itself. Many rituals, such as greeting, can be considered (4) communication. Generally, there is a history of interaction, wherein behavioural patterns and meanings were established by and for the participants. When a mass of information is vested in the explicit code, its a (5) message. Direct statements or causal explanations that use Westernized logic are forms of (6) .. message. In low-context cultures like the US, there is a preference for (7)..direct messages, even though people still engage in some degree of . interaction, like that wink for their significant other. In (8) cultures, much of the communication is determined by the relationship of the individuals to one another a significant part of the (9).. in any interaction. People are treated differently according to their social position for instance, someone who is older, even a day older, might be given more respect and treated more formally. Though no culture exists entirely at one or the other end of the continuum, Japanese, Korean, Chinese, Mediterranean (and to some degree Indian) cultures can be seen as (10) cultures. The US, Australia, Germany and Scandinavia are more probably (11) . cultures 3.2.2. How would you characterize the Romanian culture in terms of high-context/lowcontext and monochronic/polychronic, in 150 words? Give arguments to support your statements.

3.3 Obstacles to cross-cultural business communication: cultural stereotypes

Complete sentences 1-8 with words from the opposite column (A-H) to form stereotypes, and then find two more examples of cultural stereotypes (one negative and one positive): 1. The Japanese are 2. Italians are 3. Germans are 4. The French are 5. The British are 6. The Swiss are 7. Russians are 8. The Dutch are 9. The Chinese are 10. Latin peoples are 11. Americans are 12. Arabs are A. lazy B. competent and well-organised but boring C. too conservative D. workaholic E. sentimental F. thrifty and business-minded G. hedonistic and superficial H. noisy and vivacious I. communicative J. trustworthy K. hardworking and resilient L. outgoing, friendly and materialistic

41 3.3.1 Exercise. Can you find 3 characteristics that are most frequently associated with the Romanian nation? Is there any truth behind those generalizations? Do they serve any useful purpose?

3.4 Dress code, communication style and socializing habits across cultures Read the following business etiquette descriptions of 8 cultures in terms of dress code, communication style and socializing habits (entertaining). Find clues in the texts to match them up with the correct countries listed below.
A. Egypt B. The UK C. Japan D. Russia E. China F. The USA G. Italy H. Austria
1. DRESS CODE. When you are on a business assignment in this country, it is safest to wear smart, business-like clothes for first meetings COMMUNICATION STYLE. It is still customary for employees to use family names in the workplace even with quite close colleagues. Although there is some evidence that the younger generation are moving away from this convention towards the use of first names, it is still probably wise to use family names with when meeting new business colleagues - until asked to switch to first name terms. It is also common for people to be addressed by their titles either academic or professional as great store is placed on academic qualifications and the prestige they bring. As with all German-speaking countries, direct communication is appreciated. Lack of directness in discourse can be mistaken for lack of clarity of thought or, at the extreme, dishonesty. ENTERTAINING. This country does not have as strong a business entertaining culture as some other, more southern European cultures which reflects the strong separation which is often made between work and private life. Thus, it is fairly unusual to be taken out for dinner and even rarer to be invited to someones home. Most business entertaining is done over lunch usually at a good restaurant. (Breakfast meetings are extremely rare.) During a business meal, it is possible to talk about business, but it might be wisest to delay introducing work related issues until the host raises the matter. Both the knife and fork are used throughout the meal. Eating with only one hand, with the other hand placed on one's lap under the table (as is common in North America) is not considered particularly good table etiquette. 2. DRESS CODE. Traditional dark grey and dark blue suits still tend to predominate. Suits are worn with white, blue or pink shirts and reasonably sober ties. In the more senior circles in the 'City', men will often wear cufflinks. Women in management positions often mirror male attire in so far as dark suits and blouses are worn - with little in the way of more flamboyant accessories being seen. The climate in this country can be very rainy, so it is always a good idea to carry a raincoat and/or an umbrella when visiting.

42
COMMUNICATION STYLE. People in this country are almost Asian in their use of diplomatic language. Almost alone in Europe (with the possible exception of the Belgians), they strongly place diplomacy before directness in communication. Being very non-confrontational in business situations, they equate directness with open confrontation and fear that bluntness will offend the other party. They use language in a coded manner preferring to say unpalatable things using more acceptable, positive phrases. Thus, "I disagree" becomes "I think you have made several excellent points there but have you ever considered...." And a lack of interest in an idea is often greeted with, "Hmm, that's an interesting point." Humour is virtually allpervasive in business situations and is often used as a tension release mechanism or a way to keep situations calm, reserved and non-emotional. ENTERTAINING. It is reasonably common to be invited out for lunch by a business partner, but more unusual to be asked to go for dinner. Business lunches are often seen as an extension of the meeting and it is usually acceptable to discuss business matters over the food. Lunches can vary in style from a very informal pub meal to a much more elaborate formal meal at an expensive restaurant. 3. DRESS CODE. It is far more difficult to generalise on the subject of dress code than for just about any other major industrialised nation. Dress will vary from the formal, dark business suit, shirt and tie to literally T-shirt and shorts. One general dictum could be that the further West you are doing business, the more likely you are to encounter informal dress in business - but this is not always the case. COMMUNICATION STYLE. The desire to debate issues directly and openly leads people in this couuntry to be seen by some cultures as aggressive and even rude. Coded speech and verbosity is often seen as time wasting. Thus, when an impasse is reached in meeting situations, the reaction is often to address it directly. This direct, robust debate can often be viewed by more harmony seeking cultures as signalling the breakdown of meaningful discussions and as the signal to try to abandon the interaction - whereas in this country it is seen positively and as a sign of definite progress. Paradoxically, on first introductions, people seem very friendly, polite and solicitous of your well being which seems to be at odds with the verbal behaviour exhibited half an hour later in the meeting. This overt friendliness (Have nice day!, Hi, how are you doing? etc.) should be taken for what it is part of the protocol of the language and not as an attempt at establishing a life long friendship. People are much more open in conversation about private affairs than many European cultures and the converse of this is that they will often, quite naively, ask very personal questions at an early stage in a relationship which may be perceived by some people as intrusive. ENTERTAINING. The timing of business meals can often come as a surprise to first time visitors. Firstly, it is not uncommon to be invited to a breakfast meeting which might start as early as 7:00am and secondly, if invited for dinner, this may be scheduled for as early as 5:30 6:00pm. You can also, of course, be invited for lunch and this is probably the favoured time for business entertaining. The idea that the mealtime is set apart from business and that it is unmannerly to raise the subject of commerce over food is an alien concept in this country. Therefore, it is acceptable to view a business meal as an extension of the business meeting. (This does not mean that other, nonbusiness issues, cannot be discussed at these events.). People tend to only use the knife to cut food items. After the food has been cut, the knife is usually laid down and only the fork is then used. 4. DRESS CODE. Appearance is vitally important in this country and people are often judged on the way they are dressed. The business convention of dark suit, shirt and tie is very much the norm in mainstream business and although other colours are seen more often nowadays than in the past, it is probably safest to maintain a conservative approach. For women, business dress should be restrained and formal business women do not commonly wear trousers in business in this country. Accessories should be upmarket but not ostentatious. COMMUNICATION STYLE. Of all the aspects of dealing with people in this country, the ones which probably cause the biggest dilemmas concern communication difficulties. Communications are epitomised by subtlety and nuance, where how one appears and what one publicly states (tatemae) and what one really thinks (honne) are often poles apart. There is often a huge distance between the expressed tatemae and the felt honne they can often even be contradictory. The development of relationships is often dependent on peoples ability to read the underlying truth which may underpin the spoken rhetoric. In addition, peoples body language is very minimal, making it difficult for the untrained observer to read. ENTERTAINING. Business meals in this country should be seen as an important facet of the all-important relationship building process. Therefore, if you are invited out for lunch or dinner (rarely breakfast), it is important to

43
accept. The person who invites will invariably pick up the bill. Do not offend by offering to pay if you have been invited by them. When using chop-sticks, never point them at anybody and do not leave them sticking into your rice. When not in use, rest your chop-sticks on the holder which will be provided on the table.It is considered polite to leave some food on your plate (or in the bowl) at the end of the meal to show that you have eaten sufficiently. 5. DRESS CODE. People in this country have style and this is evident in the way they dress for work. Styles of dress will vary from industry to industry with the more conservative professions of finance and the law favouring suits and ties and industry being somewhat less formal. Regardless of function, however, managers will invariably be very well-groomed wearing good quality, well-cut clothes. COMMUNICATION STYLE. Good communication is loquacious and voluble. In order to convey a strongly felt point it is important to use all possible powers of rhetoric to sway the listener. Debate is an emotional issue where emphasis is highlighted through increased resort to emotionalism. Reserve or business detachment can be interpreted as signs of disinterest rather than professionalism. If you are engaged in the process and have strong opinions why not show them? ENTERTAINING. Before embarking on any important business project, people in this country feel the need to really know the people they are going to do business with on a personal level. The importance placed upon interpersonal relationships obviously leads to great weight being placed upon business entertaining.Do not be over eager to introduce business topics into the mealtime discussions. Talk may come around to business but is more likely to be about non-commercial issues. Favoured topics of conversation might be food, wine, the regions of this country (and their specialties) and football. The main meal of the day tends to be lunch and you are much more likely to be invited out for lunch than dinner. (Dinner often starts very late by the standards of many other cultures as late as 10pm or 11pm.) Lunch can often be a long and elaborate meal with many courses a starter, followed by soup, a pasta or rice dish, the main meat or fish dish, and then desert or cheese. The meal will be finished off with a small cup of strong black coffee. Wine will probably be served with the meal although you should not drink too much as inebriation is frowned upon. 6. DRESS CODE. One of the most visible changes to the human landscape of this country over the past ten years has been the change in dress code. Gone is the standard unisex Mao jacket and trousers in blue or green and these have been replaced by a much more western style of dress - especially in the commercial and urban areas. Many men now wear suits and ties and women tend to wear skirts and blouses of a modest cut. Wealth is admired, so foreign visitors good quality clothes, watches etc. if they want to impress - but they shouldnt be overly ostentatious. COMMUNICATION STYLE. It is difficult to do business in many parts of this country without the aid of a translator. English language levels are very patchy and although a layer of fluent English speakers exists, the layer is quite thin and levels fall away very quickly. Communicating can, therefore, be a slow, laborious activity and fraught with constant dangers in terms of misunderstanding and mistranslation. unde One of the reasons that communication can be such a problem is that people in this country find it extremely difficult to say 'no'. Saying 'no' causes both embarrassment and loss of face and it is therefore better to use indirect expressions. People in this country have a reputation for 'impassiveness' and this is largely based on Western misinterpretation of Chinese body language. Lack of overt body language does not mean that they do not show their reactions. ENTERTAINING. If you are invited to a banquet in this country, prepare yourself for a meal to remember. The banquet can consist of up to thirty dishes being served over a period of time and it is therefore wise to pace yourself. Try to eat a little of each dish rather than sticking to the one you recognize. It is traditional to leave some food if you finish everything, this can be taken as a sign that you are still hungry! The seating arrangements at a banquet are very complex and linked to perceptions of hierarchy and status. The meal is usually coming to an end when the fruit is served and the hot towels given out. It is possible to leave after this stage of the proceedings although the host is unlikely to initiate your departure. Meals can be accompanied by a great deal of smoking even during the courses. It is acceptable to belch and slurp during the meal as this is taken as a sign of appreciation. Alcohol will in invariably be consumed in quite large quantities during a formal banquet mainly either beer or local clear alcohols which can be very potent. 7.

44
DRESS CODE. Appropriate dress in this country is both conservative and modest. Standard dress for men would be trousers, jacket, and shirt and tie in formal business meetings. Women should dress modestly, wearing long sleeves. Skirts should be of a reasonable length (not too short). Business partners from abroad are advised not to wear native attire, as this might be considered offensive, and to pack lightweight clothes, as the heat can be very oppressive. COMMUNICATION STYLE. People stand quite close to one another when communicating and many other cultures may feel that their personal space has been invaded. When this close proximity is coupled with strong samesex eye contact and large amounts of tactility, many overseas business people can feel extremely uncomfortable. When attempting to build good relationships it is important that these differences in approach to body language do not become a barrier. Conversation can be very hyperbolic with much use of flowery language and flattery. Emotion is used to convey conviction and that an overly reserved approach could be misconstrued as detachment or even lack of interest. When dealing with government officials, it is important to learn the titles of any contacts as titles are of considerable importance, denoting hierarchy and status. ENTERTAINING. Great hospitality is a characteristic of this country. To refuse an invitation tom a meal could be perceived as a snub to the host. As would be expected in a strongly relationship-oriented culture, it can be difficult to get to the point of having a strong enough connection with somebody to do business with them until a certain amount of socializing has been performed. Entertaining will invariably happen at a good restaurant. As a guest, you should be prepared for large feasts with massive amounts of food, but it is unlikely, but not impossible, that alcohol will be offered. Always eat and pass food plates with your right hand as the left hand is considered unclean. 8. DRESS CODE. Business people tend to dress as well as their salaries will allow. Men would tend to wear either a dark suit or jacket and trousers with a tie and women mainly wear business suits or blouses and skirts. It is important for westerners to look smart and appear to be expensively dressed as this enhances credibility. From the safety standpoint, it is probably not advisable to wear very expensive watches or jewellery. COMMUNICATION STYLE. English language levels vary enormously in this country. Many younger entrepreneurs have a fluent command of, not only English, but often several other European languages. Yet in other more provincial centres it is not unusual to meet business people who have little or no foreign language skills. Always check in advance whether interpretation is needed. If in any doubt about the comprehension levels encountered in meeting situations, be sure to check and recheck by asking relevant 'open' questions at regular intervals. As with many other cultures (Mediterranean and Middle Eastern for example) much more emphasis is placed upon the spoken than the written word. People believe things when they have heard them from someone with whom they have a trusting relationship. Therefore, it is often much more efficient to hold face-to-face meetings at which issues can be fully explained, rather than sending information in a written format only. People listen silently and with little obvious body language being displayed. This does not, however, mean that the listener is disinterested or does not understand - it is merely a cultural characteristic which this nation shares with, amongst others, the Finns and the Japanese. ENTERTAINING. It is difficult to know what to expect when invited out to lunch or dinner. The event could simply be a relationship building exercise where little if any actual business is discussed but on the other hand you can find yourself in very detailed negotiations, with pressure being applied to complete a deal. The meal is very likely to be a fairly lavish and lengthy affair. This country has always had a reputation for being a hard drinking culture and this has traditionally been true. Favourite drinks are vodka and champagne, although beer and wine are now more common than a few years ago.

3.5 Cultural differences and gender: women in international business Read the following text carefully and answer Questions 1-4, using the clues provided by it:

45 The different ways that different cultures handle the two genders makes working across cultures a challenge to members of either gender, but especially so for women. It is well-known that, in many cultures, women are traditionally ascribed a subordinate position in the workplace. Nowadays, as organizations increase their global operations, women managers have to struggle to find ways to be effective in cultures where their authority and credibility are not automatic. But on the other hand, as cultures become more involved in the globalization process, gender differences often become advantages, not disadvantages. American businesswomen, for example, increasingly report that being female gives them an advantage because male business counterparts in certain cultures that have experienced significant globalization, understanding that in America women can have authority in business, give them special consideration, and can enjoy working under a different set of rules. Although they cannot extend the same considerations to native female managers because of cultural constraints, those businessmen feel "free" to break traditional gender barriers in the global business arena. Curiously, the behavioural skill sets that are effective in many cultures abroad match closely with what have been traditionally referred to as feminine behaviors, with traditional masculine behaviours being less effective in these same cultures. For example, in some cultures (such as the US) the ability to communicate relational and interpersonal understanding seems to be a skill more easily employed by women than men, yet this is a basic requirement for successful business in many cultures where relationship building is essential. American women often have great success abroad precisely because of their ability to develop interpersonal relationships, a skill that many American businessmen either cannot master or simply overlook in their emphasis on "the deal". Paradoxically, it is precisely those cultures which emphasize the importance of the interpersonal relationship that also traditionally have excluded women from business. Questions: 1. Do you think that businesswomen are being discriminated against in certain cultures, compared to their male counterparts? Can you give a few examples of cultures where such discrimination is apparent? 2.Why are American businesswomen more successful than their male counterparts in dealing with male business partners from cultures where women traditionally play a secondary role in business? 3. What masculine and feminine skills can you think of that might be relevant to intercultural business communication? 4. How would you characterise the American culture in terms of Halls model, using clues from the text? 3.6 Business etiquette. 3.6.1 Face-to-face communication. Introductions

46 Practice the following introduction phrases and responses to introductions. Fill in the blanks with the appropriate answer from list a)-e), then identify the level of formality (informal, neutral, formal) of each dialogue. a) b) c) d) e) Hello, Paul. Im Jack Powell. How do you do? Im Robert Lewis. Pleased to meet you. I am Tom Hobson, Marketing Director of FTC. Industries. Oh hello. Nice to meet you. Im Linda Smith. Hello. Im glad to meet you. Im Kendra Sawyer.

1. Hello. Allow me to introduce myself. My name is John Adkins and Im Finance Manager of X.Y. Electronics. 2. Hello. Im Christine Edwards. 3. How do you do? My names Charles Higgins. 4. Hi! Im Paul Norton. 5. Hello. Let me introduce myself. Im George Segal. 3.6.2 A brief presentation of the company you work for Match up the types of information on list A-H with the corresponding phrases on list 1-20. A. B. C. D. E. F. G. H. the name of the company you work for the period of time you have been with the company the position you hold in the company your responsibilities within the company the companys main business activity (the line of business you are in) the companys turnover the companys work-force (number of employees) the location of the companys head office/subsidiaries, branches

1. Our head office is in Bucharest. 2. Im responsible for media planning. 3. Im a copywriter. 4. We have about 200 employees 5. I deal with public relations. 6. Im with Johnson Cosmetics. 7. Our headquarters is in New York, but we have subsidiaries in Europe and Asia. 8. Im HR Manager 9. I work for SMC Advertising. 10. We manufacture various types of computer peripherals. 11. Ive been working for them ever since I graduated from University. 12. Ive just joined the company.

47 13. Im Marketing Director. 14. We deal in household products. 15. The company has a work-force of almost 500. 16. Im a secretary. 17. We employ roundabout 300 people. 18. Last year we had a turnover of $25m. 19. Ive been working for this company for 5 years. 20. My company is based in London, but it has branch offices all over the country. 3.6.3 Practise introducing yourself and giving general information about the company you work for. Introduce yourself and give a brief presentation of the company you work for, using clues from the previous exercise. Your presentation (150 words) should include all the types of information on list A-H.

3.6.4 Thanking people for their hospitality

Imagine you are on a business trip abroad and your business partner has invited you to spend part of the weekend with him. How do you thank him for his invitation/hospitality? Complete the following sentences with the right words/phrases given in the box for each of the situations mentioned in the brackets: a) your hospitality; b)very kind of you to invite me over; c) the meal; d) a wonderful day; e) every minute of it as Im a big fan of Manchester United; f) very nice of you to invite me; g) to attend a live performance here in Vienna. 1. Thank you for.. Ive enjoyed .(YOU HAVE BEEN INVITED TO A SPORTS EVENT) 2. It was Ive always wanted. (YOU HAVE BEEN INVITED TO A CLASSICAL MUSIC CONCERT) 3. Thank you very much for (YOU HAVE BEEN INVITED TO A RESTAURANT) 4. It was very .. It was a pleasure to meet your family. (YOU HAVE BEEN INVITED OVER TO HIS PLACE) 5. Thank you for ..... I really appreciate it (YOU HAVE BEEN INVITED OVER TO HIS PLACE) 3.6.5 Telephone conversations Complete the following telephone conversation with the appropriate words and phrases listed below: 1. 2. 3. 4. 5. 6. 7. Extension 105 was supposed to confirm Thank you. Good bye. may I help you? hes in a meeting could I speak to Would you like to leave a message?

48 8. Hold the line, please. A: Good morning, Johnson Cosmetics, ? B: Good morning. .., please. A: C: Hello. B: Hello, .. Mr Hornby, please? C: Im afraid .. until lunchtime. ..? B: OK. Tell him Mark Hansen, SMC Advertising, called. I just wanted to remind him of next weeks conference. Its Friday, and he his participation by the end of the week. C: All right, Mr. Hansen. Ill give him the message after the meeting. B: . C: Good bye

3. 7 Grammar: The Present Perfect vs. The Past Tense.

THE PRESENT PERFECT is used to express: 1 .a past action which is not located in time (there is no time indication): Theyve opened a new subsidiary in London 2. a past action (+ ever, never, always, once, twice, several times) Ive met him several times. 3. a recent action (+ just, yet, recently, lately, already) Ive just returned from a business assignment abroad. 4. an action that started in the past and continues into the present (+ for, since, so far, up until now, over the past two years, up to now) Ive been with this company for 7 years now. We havent hired anyone since April. 5. an action in a period which is incomplete (+ this week/month/semester/weekend/morning/ afternoon/ today), meaning that the week/month/semester/weekend/morning/afternoon/day is not over yet) Weve had a very successful negotiation this morning (this week/this afternoon/today). Ive done a lot of work today. Im exhausted. THE PAST TENSE 1.a past action which is located in time (+ in 1989, in June, in the 19th century, yesterday, 2 months ago, last year, at that/the time, in those times, etc.). They discussed the new project last week. 2. habitual action (+ often, usually, rarely, sometimes, etc.) He often spent the weekend socializing with his business partners. 3. a past action + ago We signed our first contract with them 5 years ago. 4. a completed past action + for

49 I worked as an accountant for 2 years, and then I took up teaching. 5. a past action performed in a period which is complete + this morning/afternoon (meaning: the morning/afternoon is over). I worked hard to finish the presentation this afternoon, and now Im too tired to watch the late night show with you. 3.7.1 Grammar practice. Complete the following sentences with the correct form of the verbs in brackets (using either the Present Perfect or the Past Tense). Pay attention to the word order. 1. 2. 3. 4. 5. I cannot do my homework because my computer just(break down). Two weeks ago they a complaint about the delayed delivery. (make) Our companys sales .. by 10% last month. (fall) He his project yet, hes still working o it.(not finish) He an early train this morning, and ..in Bucharest just in time for the conference (take, arrive). 6. She ..several times over the past 5 years.(be promoted) 7. She 8 months ago, and. last week. (be hired, be fired) 8. Before she ..teaching, she ..as a journalist for 3 years. (take up, work) 9. We .in Bucharest for 10 years, and then we .to the country-side. (live, move) 10. He . with the company for 2 years now. (be) 11. I . them for ages! (see) 12. They often.. in team-building events.(participate)

Self-assessment test 3
Exercise I. Fill in the blanks with the correct form verb in brackets. Use the Present Perfect or the Past Tense. 1. I .. the piano since childhood.(not play) 2. He says he. for the interview. (be shortlisted) 3. They . to deliver the goods by the end of last month, but we .. anything yet. (agree, not receive) 4. It . a terribly busy morning, and there are still a few more things to do till noon. 5. .. you ever The National Art Museum? (visit) 6. She never .with Japanese partners, but she .. a lot about their culture. (negotiate, read) 7. She is quite upset. She a very unpleasant talk with her boss today. (have) 8. Why . heto answer that question at the press conference last week? (avoid) 9. We are happy to announce you that we .. all the arrangements as agreed. (make) 10. They . in Paris a few years ago, but from each other since. (meet; hear) Exercise II. Which of the following types of verbal & non-verbal messages, or ways of communication are low-context (LC), and which are high-context (HC)?

50 1. 2. 3. 4. 5. 6. attaching honorifics to peoples names greetings winks causal explanations that use Westernized logic addressing people by their first names direct statements

Exercise III. Complete the following telephone conversation with the appropriate words and phrases from the list: a. Some time next week b. Id like to arrange an appointment c. OK, 3.30 next Tuesday. d. He's out of the office e. can I help you? f. Could you hold on for a minute, g. Would next Tuesday be okay? h. here. i. Shall we say j. thats right 1. A: Good afternoon, Mr Browns office, ..? 2. B: Well, .. to see Mr Brown, please. Its George Jefferson I talked with Mr. Brown a month ago, and I was supposed to call again by the end of this week. 3. A: .., Mr Jefferson. Ill just look in the diary. Let me see So when would it be convenient for you? 4. B: .. if possible. I hear hell be away the following week. 5. A: Yes, , hell be on a business trip for a fortnight. 6. B: Well, I need to see him before he goes away. ? 7. A: Tuesday. Let me see. . all morning. But he's free in the afternoon, after two. 8. B: . 3.30? 9. A: . 10. B: Fine. Thanks very much. 11. A: Okay, then. Bye.

Key
Exercise I 1. havent played 2. has been shortlisted 3. agreed, havent received 4. has been 5. Have visited 6. She has never negotiated, has read 7. has had

51 8. did avoid 9. have made 10. met, havent heard Exercise II 1. LC 2. HC 3. HC 4. LC 5. HC 6. LC Exercise III 1. e 2. b; h 3. f 4. a 5. j 6. g 7. d 8. i 9. c

Bibliography for Unit 3

Dumitrescu, V. M., Dona, D., Condruz-Bacescu, M., Marin, V., English for Students of Cybernetics. MIND YOUR STEPS TO SUCCESS, Editura Uranus, 2009. Cotton, David, INTERNATIONAL BUSINESS TOPICS, Nelson and Sons Ltd., 1989. Emmerson, Paul, BUSINESS ENGLISH HANDBOOK ADVANCED, Macmillan, 2007 Vince, Michael, ADVANCED LANGUAGE PRACTICE, Heinemann, Oxford, 1994. Tomooiu, Nora, GHID PRACTIC DE GRAMATIC ENGLEZ, Ed. Petrion, 2004.

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Unit 4: TYPES OF ECONOMY; COMPANY TYPES; STARTING A BUSINESS

CONTENTS
4.1 Objectives of Unit 451 4.2 Types of economy...........................................................................................................51
4.2.1 Vocaburary practice.....................................................................................................52 4.2.2 Vocabulary practice.....................................................................................................53 4.3 Company types.................................................................................................................53 4.3.1 Enrich your vocabulary...............................................................................................53 4.3.2 Exercise......................................................................................................................54 4.4 Starting a business.................................................................................................54

4.4.1 Vocabulary exercise........................................................................................54 4.4.2 The business plan: its purpose and structure..................................................54 4.4.3 Business plan outline 1 for a start-up business............................................... 55 4.4.4 Business plan outline 2....................................................................................57 4.4.5 Draw up your own business plan.....................................................................59

53 4.5 Grammar: The Conditional (IF-) Clause..............................................................59 4.5.1 Grammar practice.............................................................................................60 4.5.2 IF + Modal Verbs.............................................................................................60 4.5.3 Grammar practice.............................................................................................60
Self-assessment test 4 ..........................................................................................................61 Key.......................................................................................................................................62 Bibliography for Unit 4........................................................................................................62

4.1 Objectives
The objectives of Learning Unit 3 are

gradually introducing students to the basic vocabulary of economics; developing students fluency and accuracy of expression in debates on general economic topics; developing students study and self-assessment skills

4.2 Types of economy There are two oposite types of economy, market economy (also known as free-market economy) and planned economy ( also known as centrally-planned or command economy), associated with the 2 main economic systems, capitalism and socialism, where the means of producing and distributing goods are privately owned and controlled (in the former) or state-owned and controlled (in the latter). Lying at the very centre of a market economy is the self-regulating mechanism of the market, which means that the production volume, the quality of goods and services, the price level, etc. are all determined by competition and the two main market forces of supply and demand. By contrast, a centrally-planned economy is totally directed by the state: there is tight government control in all economic areas, and no market in the real sense of the word (there is no real competition as the state cannot compete against itself). Economists, however, agree that there is no such thing as a purely market economy in the real world, not even in the most developed Western economies, but mixed economies combining varying degrees of free market and planned economy traits (some of the services being provided by both the private sector and the state) although the expression market economy is often used as a synonym for mixed economy. Government not only has a regulatory role (i.e. it exerts control over the economy by enforcing basic rules for all economic participants) but also provides public services in such areas as education, health care, etc. (as democratic alternatives to the private ones, and based on the principle that certain services should be available to all citizens, regardless of their income); on the other hand, the state provides services that cannot be left to the public sector (such as defence, environmental protection, the administration of justice, scientific research involving years of work with no immediate return on investment), and takes care of peoples needs beyond the reach of market forces (e.g. through the social security system). There are differences among western economies as regards the degree of government control: some people believe that there is more government regulation

54
in US economy than in many economies in Western Europe. One thing is however certain: in times of economic downturn, governments tend to increase their involvement in the economy. As a matter of fact, government in any type of economy is called upon to protect public health and safety in various ways: by banning harmful drugs, by protecting workers from hazards on the job, by enforcing limits on pollution, by setting minimum standards for wages and hours on the job, by providing social security. 4.2.1 Vocabulary practice. What would you associate the following words and phrases with: market economy (M) , or centrally-planned economy (CP)? 1. 2. 3. 4. tight government control in all economic areas job security entrepreneurial spirit prices determined by the interaction of supply and demand 5. bankruptcy of unprofitable businesses 6. private ownership 7. inefficiency 8. competition 9. high quality goods and services 10. state ownership of all enterprises 11. wide range of products and services 12. mergers and acquisitions 13. free enterprise 14. multinational companies 15. profit 16. overstaffing 17. shortage of basic goods 18. unemployment 4.2.2 Vocabulary practice. How would you define Romanias economy? 4. 3 Company types 4.3.1 Enrich your vocabulary. In a developed mixed economy, there is a diversity of company types. Match up the words on list 1-8 with the definitions on list A-H to identify the company types:

1. sole trader/sole proprietor

2. partnership 3. family business 4. joint venture

55
5. 6. 7. 8. franchise multinational limited liability company public limited company

A. A large company that operates or has investments in several different countries, but has its headquarters in one country. B. An association of two or more persons as co-owners of a business enterprise who share its profits and losses (e.g. lawyers, architects, auditing firms, etc.) C. A large limited liability company whose shares are quoted on the stock exchange and can be bought by anyone. In the US it is also called a corporation. D. An association (a strategic alliance) of two or more companies that contribute goods, services and/or capital to a common business enterprise, and share in its profits and losses.
E. A type of business in which only one person owns all the assets of the business, with no other

shareholders. In other words, that person is self-employed, and has unlimited liability (is fully responsible for the companys debts with his/her personal wealth); e.g. professionals, consultants, and other service businesses that require minimum amounts of capital fall into this category. F. A company (also known as a private company) whose owners are responsible (liable) for the debts it may incur only to the extent of the amount they have invested in the business in the form of shares; the companys shares cannot be sold to members of the public. G. A business licensed to sell a companys products exclusively in a particular area or to operate a business under that companys name. H. A business which is owned and/or managed by members of the same family. 4.3.2 Which of the company types described in the above exercise have their names ending in the following abbreviations: 1. Corp. 2. Llc. 3. Inc. 4. Ltd. 5. Bros. 6. & Co. 7. Plc. 4.4 Starting a business

56 4.4.1 Vocabulary exercise. Complete sentences 1-5 with the appropriate words from the box: business plan start-up loan facilities entrepreneurs submitted take out a loan start-up capital 1. People who set up their own companies are called .. 2. Starting a company is not so easy: in order to do that, one needs money which is commonly referred to as . 3. Many people do not have that capital, so they have to .. from the bank. 4. Banks that offer .. usually request a . before deciding to give such a loan. 5. If the business plan . by the entrepreneur does not look well-grounded and realistic, the entrepreneur will not be considered for a loan. 4.4.2 The business plan: its (a) purpose and (b) structure a) A business plan is a document which describes what an entrepreneur/business owner plans to do and how they plan to do it. A business plan is needed in various situations. For instance, it can be used by companies or investment-seeking entrepreneurs to convey their vision to potential investors, or it can be used by entrepreneurs who need a bank loan to start a business.

b)The structure of a business plan A business plan usually includes the following elements: general information about the future company (name, line of business, type of company) the product/service that will be provided, and data about the market for that particular product/service premises (location, type of property needed: office, plant, factory, warehouse, etc.) equipment needed workforce (number of employees/the companys organizational structure (including titles and responsibilities) the business goals/ short-, medium- and long-term objectives the strategies that will be used to meet those goals potential problems that may confront the business and ways to solve them the capital required to finance the venture and keep it going until it starts making a profit.

The above elements can be re-arranged to form different structures depending on the purpose of the business plan. Here are 2 more possible business plan formats:

57 1)

Vision statement The people Business profile Economic assessment

2) Executive Summary Business Description Competitive Analysis Operations and Management Plans Financial Components

4.4.3 BUSINESS PLAN OUTLINE 1 FOR A START-UP BUSINESS . Choose the appropriate headings from the list below to complete the business plan outline:

1. 2. 3. 4. 5. 6. 7.

Management Plan Market Analysis Executive Summary Competitive Analysis The Industry Operating Plan Marketing Plan 8. Appendices 9. Financial Profile

A. . - a summary of the key elements of the entire business plan. B. . - an overview of the industry sector that your business will be a part of, including industry trends major players in the industry estimated industry sales;

C. . - an analysis of the target market for your product or service in terms of

geographic location

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demographics consumer needs how these needs are being met currently.

D. ..

your direct and indirect competitors, their competitive advantage ways to overcome entry barriers to your chosen market.

E. your sales strategy pricing plan proposed advertising and promotion activities your products/services benefits

F. . - an outline of your business's legal structure and management resources, including

your management team, human resources needs.

G. .. a description of your business's location facilities and equipment categories of employees needed inventory requirements and suppliers

- any other operating details (e.g. a description of the manufacturing process) H. funding requirements

I. . - any additional information that may help establish the credibility of your business idea, such as marketing studies, statistics, etc. 4.4.4 Business plan outline 2. Heres another, more detailed, business plan outline:

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Richards Business Centre Richard Kane Unit 2A-3435 Main Street, Oakville, Ontario L6L 2V7 Richardk@abc.com Table of contents:

1. 2. 3. 4. 5. 6.

Executive Summary The Team Business Environment Marketing Plan Operations Finance

7. Risks & Conclusions

1. Executive Summary Richards Business Centre is a start-up business, providing clients with photocopying, fax transmittal and reception services... The Canadian retail business services industry currently generates $350 million in annual sales. Annual revenue for the Oakville market is estimated at $3 million. The major growth trend toward selfemployment and home-based businesses has created a need to provide specialized support services... As sole-proprietor, I bring over 20 years of both technical repair and sales experience from a large office equipment manufacturer. I have a Bachelor of Science degree from the University of Toronto and my technical background will give me great skills to manage the operation of the photocopy equipment... Based on the size of the market and our defined trading area, our sales projections for the first year are $335,000. My salary will be $40,000. To date, I have completed market research and secured the lease at an exceptional location in the core of Oakvilles downtown shopping and business district.. As a retail store with a first-class location, the company will enjoy walk-in traffic but will focus on newspaper advertising, direct mail and direct selling to aggressively build our client base within the first year. 2. The Team Management Team Profiles & Ownership Structure Advisors: .. Human Resources Requirements 3. Business Environment

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Business Summary & History: Richards Business Centre is a start-up business .. To date, I have completed market research Industry Overview. Consumer Trends .. Seasonal Factors Position in the Industry. Legal Issues Competition Use of Technology.. 4. Marketing Plan Target Markets: There are three main target markets for Richard's Business Centre: . The Competition . The company's main competition comes from.. Services: The quality of my service is paramount to ensuring that customers return. I will be providing Pricing Strategy Sales/Distribution Plan. Advertising and Promotions Plan. Here are some of the ways we will promote our service:. 5. Operations Stage of Development. To date, market research has been completed.The next steps are as follows: Suppliers: . Quality Control: .. Land and Equipment Requirements: . Contingency Plans: If the demand for my initial service fluctuates, I could introduce value-added graphic design service and act as a broker for offset printing and liaise with a trade printer. 6. Finance Income Statement: Richard's Business Centre requires equipment to operate. The major start-up cost will be equipment and store space for which I will invest personal funds of $.... Initial startup costs include $...... in leasehold improvements to the rental space and $...... for two used and two new computer workstations, a fax machine, and store fittings. Variable costs include paper and toner, repair and maintenance, sales and marketing expenses. Regular monthly expenses are estimated at $..... and miscellaneous start-up costs relating to administration will also be covered by my capital injection and cash-flows from operations. Wages are budgeted to be $..... per year. Richard's Business Centre will generate $...... in its first year of operation, with an estimated gross profit of 30%, yielding approximately $..... to cover administrative expenses. Based on the assumptions contained in this plan, I estimate that the business will break-even in its first year of operations. 7. Risks and Conclusions Marketing Risks : .. Operational Risks . Human Resource Risks .. Conclusions: It is my goal to start a business to provide business services such as photocopying, fax and computer workstation access to the Oakville business community. I believe that it is an opportune time to start a business like Richard's Business Centre since the retail services industry in

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Canada is currently worth $350 million; in Oakville, the industry is estimated to be worth $3 million. Furthermore, since new small businesses are being launched with great frequency, the potential market for our services is growing exponentially. I bring more than 20 years of technical repair and sales skills to the table and am investing $60,000 personally to start this business.

4.4.5 Draw up your own business plan Suppose you are an entrepreneur on the point of starting your own company. In order to get the much needed bank loan, you need to submit a business plan. Use one of the above outlines to write a convincing business plan.

4. 5 Grammar: The Conditional (IF-) Clause

MAIN CLAUSE

CONDITIONAL CLAUSE
(introduced by IF, UNLESS, PROVIDED THAT, ON CONDITION THAT, IN CASE, SUPPOSING THAT) Present Tense IF you submit a good business plan. Present Subjunctive (Past Tense)

Future

Youll get the loan Present Conditional

They would set up a family business I wouldnt complain Perfect Conditional

IF they had enough money. IF I were you. Past Subjunctive (Past Perfect)

He would have been promoted

IF he had worked harder.

4.5.1 Complete the following sentences with the right form of the verbs in brackets. 1. 2. 3. 4. 5. 6. 7. 8. If you .. (hurry), youll catch the 3 oclock train. I would have convinced him to join us if you (not interfere). If I (be) younger, I would have applied for that job. If it (not be) for him, we would never have pulled it off If she (be) rich, she would travel round the world. If I .. (not raise) any objection, they would have gone ahead with the deal. Im sure she (succeed) if she were more persistent. If I .. (run) out of time, Ill ask John to help me.

62 9. I wouldnt be surprised if you .. (get) the job. 10. What .you. (do) if they hadnt approved your project?

4. 5.2 IF + Modal Verbs

IF + WILL/WOULD + Infinitive (polite request) If youll give me your address, Ill send you all the details. If you would kindly follow me, Ill show you to your room. If you would wait a moment, Mr. Brown will give you all the information you need. IF + SHOULD + Infinitive (possible but unlikely action/event) I think the book is out of print, but if you should find it anywhere, buy it for me, please. As far as I know, she is on holiday, but if you should see her, tell her to get in touch with me at once. 4.5.3 Grammar practice. Translate into English: 1. Dac suntei amabil s ateptai, v voi da o copie a documentului. 2. Nu cred c va veni mine la conferin, dar dac se ntmpl totui s l vd, i voi transmite mesajul tu. 3. Cred c vom avea vreme frumoas, dar dac cumva va ploua, vom lua masa nuntru. 4. Probabil c vom ajunge nainte de amiaz, dar dac se ntmpl s ntrziem, nu ne ateptai cu masa. 5. Dac suntei amabil s ma ajutai s car bagajele acestea, v voi fi recunosctoare. 6. Cred c ai destui bani la tine, dar dac cumva i mai trebuie, poi s te foloseti de cardul meu.

Self-assessment test 4
I. Fill in the blanks with the listed words: A. purpose B. convey C. funding D. entrepreneurs E. venture F. business G. bank loans H. investors I. seek J. startup Business plans are needed in various situations and serve a variety of purposes: from (1) . seeking funds - in the form of either (2) or capital put up by interested (3) - in

63 order to start a new (4) . to established firms long past the (5) stage that are seeking help (for instance, companies trying to find (6) .. for growth). Business plans may also be used as ways to (7) a companys mission and prospects to customers and suppliers, or even to attract key employees. Although the format and length of business plans are determined by their (8) ., certain rules apply to all. For instance, an entrepreneur who wants to use the plan to (9) .capital to start a risky venture may have to do a lot of explaining and convincing, whereas those who want to use the plan for internal purposes to manage an ongoing (10) can write a shorter version in just a few pages.

II.

Complete the following sentences with the right form of the verbs in brackets:

1. No one will understand anything unless you (explain) what has happened. 2. Well have to put some of the companys shares up for sale unless we ..... (find) an investor. 3. Who would hire him if he (not be) such a talented designer? 4. What would happen if we (not repay) our debt on time? 5. If the device doesnt work, I .. (return) it to the store and get a refund. 6. If they . (not invite) you to the party, would you have felt offended? 7. Who (take care) of all these little details if your sister hadnt been there? 8. Would you have met them at the airport if you .. (know) they were coming? 9. If you keep wasting your time playing computer games, you . (fail) your exam tomorrow. 10. I wouldnt be surprised if he (ask) me to cancel the meeting.

Key
Exercise I 1D 2G 3H 4E 5J 6C 7B 8A 9I 10F Exercise II 1. explain 2. find

64 3. werent 4. didnt repay 5. shall/will return 6. hadnt invited 7. would have taken care 8. had known 9. will fail 10. asked

Bibliography for Learning Unit 4

Dumitrescu, V. M., Dona, D., Condruz-Bacescu, M., Marin, V., English for Students of Cybernetics. MIND YOUR STEPS TO SUCCESS, Editura Uranus, 2009. Emmerson, Paul, BUSINESS ENGLISH HANDBOOK ADVANCED, Macmillan, 2007 Vince, Michael, ADVANCED LANGUAGE PRACTICE, Heinemann, Oxford, 1994. Tomooiu, Nora, GHID PRACTIC DE GRAMATIC ENGLEZ, Ed. Petrion, 2004.

COURSE BIBLIOGRAPHY
.
Dumitrescu, V. M., Dona, D., Condruz-Bacescu, M., Marin, V., English for Students of Cybernetics. MIND YOUR STEPS TO SUCCESS, Editura Uranus, 2009.

Ashley, A., A HANDBOOK OF COMMERCIAL CORRESPONDENCE, Oxford University Press, 1997.

Cotton, David, INTERNATIONAL BUSINESS TOPICS, Nelson and Sons Ltd., 1989. Emmerson, Paul, BUSINESS ENGLISH HANDBOOK ADVANCED, Macmillan, 2007 MacKenzie, Ian, ENGLISH FOR BUSINESS STUDIES, Cambridge University Press,

Cambridge, 1997
Tomooiu, Nora, GHID PRACTIC DE GRAMATIC ENGLEZ, Ed. Petrion, 2004. Vince, Michael, ADVANCED LANGUAGE PRACTICE, Heinemann, Oxford, 1994.

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