How Should Management Be Structured British English Teacher

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BUSINESS ENGLISH · BUSINESS ISSUES · UPPER-INTERMEDIATE (B2-C1)
HOW SHOULD
MANAGEMENT
BE STRUCTURED?
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1 Warm up
In pairs, read the definitions and discuss the following questions.
hierarchy (n) - a system where people are organised in different levels of importance from
highest to lowest
network (n) - a closely connected group of people who can share information and ideas
1. Does your company or department work as a network or a hierarchy? Why is that?

2. Do you think it is possible to change the structure of your management? Why/Why not?
3. Who makes the decisions that decide what work you do in your job?
4. If you need advice or you want to talk about a problem with your work, who do you discuss it
with? Why?
5. Does the work you do require work in teams, or do you mostly work individually? Why?
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UPPER-INTERMEDIATE (B2-C1)
HOW SHOULD MANAGEMENT BE STRUCTURED?
2 Understanding the talk: Part 1
Watch the first part of the talk (00:00-03:00) on management structure and choose the best answer
a-c for each of the questions.
1. When Gitte Frederiksen says some people think they need to ‘lean back’ what does she mean?
a. Some people need to be more relaxed about having a leader.
b. Those who aren’t involved in leadership have to accept their role.
c. Leaders need to make their teams feel confident in their abilities.
2. She believes that current attitudes towards leadership...
a. aren’t going to help us deal with the challenges of the future.
b. need to change to include people from different backgrounds.
c. haven’t been very effective in solving problems in the past.
3. She believes that networked leadership can...
a. have improved outcomes for everyone involved when it does work.
b. work in a few cases where traditional management doesn’t work.
c. replace traditional management in every situation.
4. What is Gitte Frederiksen’s job?
a. Engineer
b. Physicist
c. Management consultant
5. What does she say she is most motivated by?
a. Being given good directions on what to do.
b. Having ownership of the idea she is working on.
c. Trying to prove her boss is incorrect.
6. What does she say is the key problem with a hierarchical structure of management?
a. Not everyone agrees with their manager’s ideas on how to deal with a problem.
b. Difficult problems are too complicated to be solved by one person’s direction.
c. Not everyone in the structure has the skill to deal with or understand difficult problems.
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7. When she uses the word ‘bottleneck’ what is she referring to?
a. The structure of management being smaller at the top and larger at the bottom.
b. The speed at which problems can happen is similar to pouring liquid out of a bottle.
c. A traditional manager slowing down progress as they only rely on their own abilities and not
a whole group’s.
8. What does she see as the key benefit of the network model over a hierarchy?
a. It’s a natural approach to management.
b. It reduces the costs of paying a manager.
c. It can last longer for more time.
3 Focus on vocabulary
Part A: Complete the following vocabulary with the missing vowels (a,e,i,o,u).
1. c_p_b_l_ty (n) - the ability to do something or to perform a particular function
2. cr_wds__rc_ng (n) - the act of getting information or help from a group of people
3. emp_w_r (v) - give someone the ability or the authority to do a particular task
4. l_v_r_g_ (v) - use something to give you an advantage
5. p_r_ll_l_s_ (v) - work on two or more tasks at the same time
6. s_q__nt__lly (adv.) - in a way that deals with one thing after another
7. tr_nsp_r_nt (adj.) - being easy to understand and clear without hiding anything
8. v_ln_r_b_l_ty (n) - the fact of being able to be damaged or hurt, either physically or emotionally
9. w_thh_ld (v) - not give something to someone, often when it is of value to them

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Part B: Now complete gaps 1 - 9 in Part 2 of the audioscript with the correct form of one of the
words. Then listen to Part 2 of the talk (03:00-07:28) to check your answers.
1
To many more to lead, to move leadership from the few to the many, we each
need to let go of a bit of power. Now that’s uncomfortable. So let’s talk about how. The first thing
we can do is remove labels. Now, imagine your co-worker, Lin, says "We need creative input."
And Joe goes, "Let’s ask accounting."
(Laughter)
Said no one, ever.
(Laughter)
But maybe we should. Labels take many forms and shapes like functions, titles, genders,
nationalities, educational backgrounds. They are everywhere and help us recognise things. And
sometimes we even work hard to get that label, so they are comfortable. But labels come with a
high cost of boxing people in, not enabling us to grow outside those boxes. We need to think
about diverse skill sets and perspectives as we set teams. But once we have, what if you for a
second forgot who’s from marketing, or who’s the data scientist or who’s the leader? I have at least
2
been amazed by surprising in our teams. You don’t know what you don’t know.
Well, you also don’t know what others know.
Accounting might actually have a great marketing idea. Now that we have gotten rid of those
labels, I have another uncomfortable idea for you. Share everything. We’ve learned to share a lot
of things like rides, scooters, even our homes. But when it comes to work, we so often end up
sitting on information and resources for ourselves. And have you ever thought to yourself: "I can’t
3
ask that, it’s too stupid?" Yeah? Or maybe you’ve tried information thinking it
would give you an advantage?
(Laughter)
Or, you know, the feeling of, "Had I just known that, I would have done so much better." Let’s
imagine a team working together on a green transition strategy, and the following conversation is
inspired by a team I was part of.
And Amine says he’s working on a list of emission reduction levers. He’s stuck, asking for help.
Isabelle goes, "Do you have this data set?"
Lisa: "Oh, started something similar. Shall we combine?"
Peter: "Another market worked on this - did you meet?"

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This is leadership. Not in the hierarchical sense, but in the sense of taking lead for solving a
problem by listing questions and involving people. Leadership is not about giving answers. It is
4
asking the questions. It is daring to show . Information is power and information
is everything, like questions, but also data, context, emerging insights, work in progress, even
water cooler conversations. Sharing means less one-on-one communication, much more
5 6
and co-creation in the open, space, real time. And with more
upheaval than you might naturally think of. Wait. Doesn’t that get really messy, even chaotic?
Well, we are used to information overload already. I’m guessing you don’t read everything on
social media, and you know quickly how to navigate your way to what’s relevant to you.
And if you catch yourself thinking, "I can’t share that," I want you to test again and ask, why?
7
Because the upside of sharing everything is huge. We can the power of the
crowd much better when we all have context. It’s faster due to less waste and duplicate work and
8
conflicting input in one-on-ones. But also because we can work and not just
9
work . It drives better quality when we capture ideas day and night and when we
distribute quality assurance across the full team. But the best of it all, we get greater ownership
through early involvement of people like customers and stakeholders, avoiding that classic
show-and-tell, the one-way presentation.
4 Understanding the talk: Part 2

Listen to the talk again or read the audio script and answer the following sentences.
1. What does Gitte Frederiksen mean when she says ‘Said no one, ever’?
2. What does she mean when she says ‘boxing people in’?
3. Which are the two reasons she gives for people not sharing information?
4. What does she say is the key to leadership?
5. What does she mean by ‘water cooler conversations’?
6. Why does she mention social media?
7. What are the five benefits of sharing information?
8. What does she mean by ‘show-and-tell’ at the end of Part 2?

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5 Collocations
Match the vocabulary on the left with the vocabulary on the right to create common collocations.
1. growth a. growth
2. exponential b. problems
3. desired c. power
4. work-life d. team
5. high-performing e. leave
6. maternity f. outcome
7. complex g. mindset
8. consolidate h. balance
Now complete the following sentences with the completed collocations.
1. It’s important for me that I leave the office no later than five so I can maintain a reasonable
.
2. I don’t want to give Denise any major tasks to do at the moment as she’s due to go on
next week, so we won’t have her for six months.
3. I’ve only been there for about six months, but everyone in the department is excellent at what
they do. It’s really rewarding to be part of such a .
4. I really try to have a and when I don’t do well at something, just see that as a step
towards my eventual success.
5. I think this product is going to be incredibly successful and we will see an in sales
this year.
6. Working together with the other members of my team has allowed us to solve some really
that none of us could have dealt with alone.
7. I think buying the second company for him was really a way to by reducing the
amount of competition he has.
8. Having the car catch fire on the first test drive was not the we were hoping for,
but I think there’s a lot we can learn from it.
Now listen to Part 3 of the talk (07:28-12:14) to check your answers.

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6 Talking point
In pairs, discuss the following questions.
1. What does Gitte Fredericksen mean at the start of Part 3 when she talks about ‘throwing someone
else under the bus’?
2. Have you known an ‘unkind leader’ or a ‘pretend kind leader’? What did they do?
3. Do you use emojis in a work context? Why/Why not?
4. What does she mean when she talks about ‘lowering the bar’?
5. Do you think Gitte Fredericksen’s thoughts on a networked management structure could work for
you? Why/Why not?
6. Do you think senior management at your company would share the power in favour of changing
to a networked management? Why/Why not?
7. Do you think there are certain industries or jobs where this networked structure would definitely
not work? If so, what are they?
8. What do you think the negatives of working in this way could be?
7 Extended activity/Homework
Write an email to your CEO/Head of Department explaining why you should either A. Switch to a
networked style of management or B. Keep a hierarchical structure of management and not move to
a networked style.
Consider the following questions:
• What impact would the changes have?

• What benefits can you predict from the change?
• What possible negatives could there be from the change?
• How could the work you do change?
• What would the impact be on relationships in your company if the change was made?
You should:
• Write at least 250 words

• Check your grammar, spelling and punctuation

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TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)
Transcripts
2. Understanding the talk: Part 1
Gitte: Before I start, I’d like to know who’s in charge today? Is it me? Is it you? Is it someone
behind the curtain? My point is, we think of leadership as a role for the few and the
rest get to just lean back. Now, that, of course, might be OK for an event like this, but
I believe that leadership by the few, it’s not going to help us solve the problems ahead.
These problems are complex and coming at us faster and faster. So we really need to get
many minds together, more resources, more capabilities, and we need to do it effectively
and sustainably. What if leadership could be for the many? That’s scary. And for all you
leaders out there thinking it won’t work, maybe in some cases it won’t. But when it does,
we have better outcomes and happier people, with everyone leaning in, even if just a bit
more.
Gitte: I’m a physicist turned management consultant working with global companies on strategy,
artificial intelligence and digital transformation. I’m trained as an engineer, so when I
started in this job, everything was new to me. And I have to admit something. At work,
whenever a task is my idea, I do it a bit better than when it’s someone else telling me.
Audience: (Laughter)
Gitte: Unless, of course, it’s my boss. Then I might feel like slowly proving it doesn’t work.
Gitte: Being curious and complacent, I often ask: Why do we do things this way? Most times I
do find good answers, but whenever the answers seem outdated, I try to come up with
new solutions. Like with leadership.
Gitte: A typical view of leadership is a hierarchical organisation chart. Either you’re a leader
or you’re not. Most people are being led, not taking lead. Communication often flows
from top to bottom along just one line, which means it doesn’t match the complexity of
problems which move in several directions at once. Decisions are left to one person, the
leader, who, being only human, can become a bottleneck of speed and scale. They can
miss new ideas, diverse capabilities and potential that exist all over the chart. So in a
network instead, everyone’s in charge and we replace power of the few with influence of
the many. Sure it looks more messy, but I’d argue more beautiful, more multi-dimensional,
more dynamic, more like nature. I believe this model can help us do more and be less
dependent on each individual. Which means it’s resilient, and progress is sustainable.
Gitte: To empower many more to lead, to move leadership from the few to the many, we each
need to let go of a bit of power. Now that’s uncomfortable. So let’s talk about how. The
first thing we can do is remove labels. Now, imagine your co-worker, Lin, says "We need
creative input." And Joe goes, "Let’s ask accounting."
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Gitte: Said no one, ever.
Gitte: But maybe we should. Labels take many forms and shapes like functions, titles, genders,
nationalities, educational backgrounds. They are everywhere and help us recognise
things. And sometimes we even work hard to get that label, so they are comfortable.
But labels come with a high cost of boxing people in, not enabling us to grow outside
those boxes. We need to think about diverse skill sets and perspectives as we set teams.
But once we have, what if you for a second forgot who’s from marketing, or who’s the
data scientist or who’s the leader? I have at least been amazed by surprising capabilities in
our teams. You don’t know what you don’t know. Well, you also don’t know what others
know.
Gitte: Accounting might actually have a great marketing idea. Now that we have gotten rid of
those labels, I have another uncomfortable idea for you. Share everything. We’ve learned
to share a lot of things like rides, scooters, even our homes. But when it comes to work,
we so often end up sitting on information and resources for ourselves. And have you
ever thought to yourself: “I can’t ask that, it’s too stupid?” Yeah? Or maybe you’ve tried
withholding information thinking it would give you an advantage?
Gitte: Or, you know, the feeling of, "Had I just known that, I would have done so much better."
Let’s imagine a team working together on a green transition strategy, and the following
conversation is inspired by a team I was part of.
Gitte: And Amine says he’s working on a list of emission reduction levers. He’s stuck, asking for
help.
Gitte: Isabelle goes, "Do you have this data set?"
Gitte: Lisa: "Oh, started something similar. Shall we combine?"
Gitte: Peter: "Another market worked on this - did you meet?"
Gitte: This is leadership. Not in the hierarchical sense, but in the sense of taking lead for
solving a problem by listing questions and involving people. Leadership is not about
giving answers. It is asking the questions. It is daring to show vulnerability. Information
is power and information is everything, like questions, but also data, context, emerging
insights, work in progress, even water cooler conversations. Sharing means less one-on-
one communication, much more crowdsourcing and co-creation in the open, transparent
space, real time. And with more upheaval than you might naturally think of. Wait. Doesn’t
that get really messy, even chaotic?
Gitte: Well, we are used to information overload already. I’m guessing you don’t read everything
on social media, and you know quickly how to navigate your way to what’s relevant to
you.
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Gitte: And if you catch yourself thinking, “I can’t share that,” I want you to test again and ask,
why? Because the upside of sharing everything is huge. We can leverage the power
of the crowd much better when we all have context. It’s faster due to less waste and
duplicate work and conflicting input in one-on-ones. But also because we can parallelise
work and not just work sequentially. It drives better quality when we capture ideas day
and night and when we distribute quality assurance across the full team. But the best of
it all, we get greater ownership through early involvement of people like customers and
stakeholders, avoiding that classic show-and-tell, the one-way presentation.
Gitte: You can probably tell I could go on and on, but there is one more uncomfortable thing we
have to do. Be nice to each other.
Gitte: Kindness. Sure, you say. But in the moment, isn’t it easier throwing someone else under
the bus? And have you tried the opposite of kind, the unkind leader, the one who happily
shares blame, but not shine?
Gitte: Or the pretend kind leader. Like, “I know it’s Friday afternoon, and I need this by Monday
8 am. But don’t spend your weekend on it."
Gitte: Kind or unkind becomes especially clear when someone makes a mistake. Now take Sara,
she spotted a mistake, a quite significant one. Now Sara is brave and shares that instantly
with the full team. Wow, the replies.
Gitte: Bharat goes, "Thanks for sharing. That takes courage." Samuel, "Better now than never."
Jenny, "No mistakes would mean we weren’t moving fast enough."
Gitte: The formal leaders in this conversation, they didn’t think much about it when this
happened, but the team members have later come back and said that this was a truly
defining moment for the team culture. They felt safe, a sense of growth mindset and
trust that we have each other’s back. The team members also encourage each other,
whether it’s "love it," "spot on" or cute emojis. This matters. People so often roll their
eyes when we talk about kindness, but even small words go a long way. This doesn’t
mean lowering the bar or avoiding difficult conversation. In fact, kindness allows us to
take up even trickier topics. And the results? Well, good projects deliver on time as
expected. Honestly, I think we all know projects that really don’t. But by removing labels,
sharing everything and being kind, you started seeing a spike. Though more bumpy, we
now get exponential growth. Results are much better and unexpected. Like the team I
introduced you to. People couldn’t believe the impact and ownership we created.
Gitte: In just eight weeks. And we’ve seen this across many different problems and very different
desired outcomes. Changing how we work, we found amazing results. Even early on in
pilots, eighty percent of our people said they experienced more value delivered. Sixty
percent found better individual sustainability, work-life balance. And this is in a company
known for high-performing teams. When everyone is a leader, it allows us to do more
and do it better.
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Gitte: Now imagine we took the formal leader out of the team. That’s in fact, what happened
as I went on maternity leave a few months back. Nothing happened. The team just went
on. Even this talk, I didn’t come up with the ideas on my own. Many people did. It was
crowdsourced and co-created from day one. Distributed leadership is a movement that
goes beyond the traditional leader. People are much more likely to do things if they feel a
sense of ownership and "it was my idea" versus being told what to do. We need to create
leaders, not followers.
Gitte: Now, none of this is magic, but it won’t happen if traditional leaders block it. We can’t
afford having anyone sitting back these days with complex problems coming at us quickly
and constantly. We need to tap into everyone’s knowledge and creativity. Labels and
hierarchies, hiding information, consolidating power, being unkind or pretend kind. That’s
not going to help us do what we need to to create a better future. So when I now ask
you, who’s in charge, who’s the leader today? I want you all to raise your hands.
Gitte: Yes, you.
Gitte: Thank you.
Audience: (Applause)
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Key
1. Warm up
5 mins.
This opens the lesson with definitions of two words which are key to the talk students are about to watch.
Gitte Frederiksen is making an argument for a network approach to management over the traditional hierarchical
structure. This task asks students to consider the two ideas and the impact on their work.
10 mins.
This is the first part of the talk. Ask the students to read the questions and the options carefully before watching
the video. Allow them to watch the video for a second time if needed. The questions are focused on making sure
that students understand the key points.
You may want to elicit or give the following vocabulary. However, doing so will reduce the difficulty of some of
the questions.
Turned (v) - used in the audioscript to say that someone used to do one job, but now does another e.g., doctor
turned teacher
Complacent (adj.) - not feeling that change is needed
Bottleneck (n) - something that is slowing down progress and causing a build up. This will be familiar to French
speakers who use ‘embouteillage’ to describe a traffic jam and is used in a similar way.
1. b. 2. a. 3. a. 4. c. 5. b. 6. b. 7. c. 8. c.
3. Focus on vocabulary
10 mins.
This task focuses on some of the higher level vocabulary in the next section of the talk. Ask the students to do the
task unaided in the first instance, but allow them to use a reference later if needed. When they have completed
the vocabulary, ask them to look at Part 2 of the audio script and complete the numbered gaps. Some of the gaps
will require them to change the form of the word.
Part A:
1. capability 2. crowdsourcing 3. empower

4. leverage 5. parallelise 6. sequentially
7. transparent 8. vulnerability 9. withhold
Part B:
1. empower 2. capabilities 3. withholding

4. vulnerability 5. crowdsourcing 6. transparent
7. leverage 8. parallelise 9. sequentially
10 mins.
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Ask the students to read the audio script more carefully or watch Part 2 again and answer the questions. Answers
are given for you, but allow them to use their own words as long as they are able to convey the idea.
1. That accountants aren’t thought of as typically being creative.

2. Limiting what people do based on how you think of them rather than their actual abilities.
3. 1) Thinking that they will appear stupid 2.)Thinking the information will help them over other people in the
team
4. Asking questions
5. Informal conversations in the workplace (had when getting water or making drinks, rather than in a formal
meeting)
6. She is comparing it to sharing work as we all know how to find what we want to look at on social media even
though it is very crowded, so we can do the same with sharing work information.
7. 1) You can use everyone in the team more effectively; 2) It’s faster; 3) You can work on different tasks at the
same time; 4) Better quality; 5) More ownership
8. The flow of information from one individual to a group, the same as in a presentation. She wants to avoid this
structure.
5. Collocations
10 mins.
This focuses on some common collocations and provides students with a focus for listening for details for Part 3
of the talk. Ask the students to match the words from the boxes and then use them to complete the sentences
below. When they have finished, ask them to watch the third part of the talk and listen out for the collocations.
Alternatively, you may want to provide them with the audio script and ask them to scan for the collocations as a
reading exercise.
Matching:
1. → g. 2. → a. 3. → f. 4. → h.
5. → d. 6. → e. 7. → b. 8. → c.
Gaps:
1. work-life balance 2. maternity leave 3. high-performing team 4. growth mindset

5. exponential growth 6. complex problems 7. consolidate power 8. desired outcome
6. Talking point
15 mins.
This section incorporates some questions about Part 3 as well as some more general questions on the topic as a
whole. You may want to ask them to discuss the first four questions first, and then discuss those as a class before
allowing them to discuss the final four questions.
‘throwing someone else under the bus’ - Letting someone take the blame for something which saves you or gives
you an advantage of some kind.
‘lowering the bar’ - Giving yourself a less difficult challenge or reducing standards.
7. Extended activity/Homework
40 mins+.
Ask the students to plan, write and edit their email based on their personal ideas and experience with their own
company. Make it clear that they are not actually expected to send the email, but this is an exercise in being able
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to create an argument for or against an idea in a formal workplace context. Be sure to give them feedback on their
work.
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BUSINESS ENGLISH · BUSINESS ISSUES · UPPER-INTERMEDIATE (B2-C1)

QrrkoD Scan to review worksheet

1. Does your company or department work as a network or a hierarchy? Why is that?

FOOOOTERRIGHT Learn without forgetting! 1/7

HOW SHOULD MANAGEMENT BE STRUCTURED?

2 Understanding the talk: Part 1

a. Some people need to be more relaxed about having a leader.

b. Those who aren’t involved in leadership have to accept their role.

c. Leaders need to make their teams feel conﬁdent in their abilities.

2. She believes that current attitudes towards leadership...

a. aren’t going to help us deal with the challenges of the future.

b. need to change to include people from diﬀerent backgrounds.

c. haven’t been very eﬀective in solving problems in the past.

3. She believes that networked leadership can...

a. have improved outcomes for everyone involved when it does work.

b. work in a few cases where traditional management doesn’t work.

c. replace traditional management in every situation.

4. What is Gitte Frederiksen’s job?

5. What does she say she is most motivated by?

a. Being given good directions on what to do.

b. Having ownership of the idea she is working on.

c. Trying to prove her boss is incorrect.

b. Diﬃcult problems are too complicated to be solved by one person’s direction.

FOOOOTERLEFT Learn without forgetting! 2/7

HOW SHOULD MANAGEMENT BE STRUCTURED?

a. It’s a natural approach to management.

b. It reduces the costs of paying a manager.

c. It can last longer for more time.

1. c_p_b_l_ty (n) - the ability to do something or to perform a particular function

4. l_v_r_g_ (v) - use something to give you an advantage

5. p_r_ll_l_s_ (v) - work on two or more tasks at the same time

FOOOOTERRIGHT Learn without forgetting! 3/7

HOW SHOULD MANAGEMENT BE STRUCTURED?

And Joe goes, "Let’s ask accounting."

Said no one, ever.

Isabelle goes, "Do you have this data set?"

Lisa: "Oh, started something similar. Shall we combine?"

Peter: "Another market worked on this - did you meet?"

FOOOOTERLEFT Learn without forgetting! 4/7

HOW SHOULD MANAGEMENT BE STRUCTURED?

4 Understanding the talk: Part 2

4. What does she say is the key to leadership?

5. What does she mean by ‘water cooler conversations’?

6. Why does she mention social media?

7. What are the ﬁve beneﬁts of sharing information?

8. What does she mean by ‘show-and-tell’ at the end of Part 2?

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HOW SHOULD MANAGEMENT BE STRUCTURED?

Now complete the following sentences with the completed collocations.

Now listen to Part 3 of the talk (07:28-12:14) to check your answers.

FOOOOTERLEFT Learn without forgetting! 6/7

HOW SHOULD MANAGEMENT BE STRUCTURED?

In pairs, discuss the following questions.

Consider the following questions:

• What impact would the changes have?

• Write at least 250 words

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HOW SHOULD MANAGEMENT BE STRUCTURED?

2. Understanding the talk: Part 1

HOW SHOULD MANAGEMENT BE STRUCTURED?

Gitte: Said no one, ever.

Gitte: Isabelle goes, "Do you have this data set?"