BEC 4 Higher Students Book with answers Examination Papers.pdf

© Cambridge University Press 2009 Thanks and acknowledgements 4 Introduction 5 Test Reading 22 Writing 32 Listening 34 Speaking 38 Test Reading 40 Writing 50 Listening 52 Speaking 56 3 Reading 58 Writing 68 Listening 70 Speaking 74 Reading 76 Writing 86 Listening 88 Speaking 92 Test 1 94 Test 2 102 Test 3 110 Test 4 118 127 128 at the University Press, Cambridge First published 2009 Printed in the United A catalogue record for this book is available from the British Library ISBN 978 0 521 73920 7 Student's Book with answers ISBN 978 0521 73921 4 Audio CD ISBN 978 0 521 73922 1 Self-study Pack Cambridge University Press has no responsibility for the persistence or accuracy of urls for external or third-party internet websites referred to in this publication, and does not guarantee that content on such websites is, or will remain, accurate or appropriate. Information train times and other factual information given in work are correct at time going to print but Cambridge University Press does not guarantee the accuracy of such information thereafter. CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521739207 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing azreements, no reproduction of any part may take place without written permission of Cambridge University Press.

This book is for candidates preparing for the Cambridge Business English Certificate Higher examination. It contains four complete tests based on past papers. TO The Suite The Business English Certificates (BEC) are certificated examinations which can be taken on various dates throughout the year at approved Cambridge BEC centres. They are aimed primarily at individual learners who wish to obtain a business-related English language qualification, and provide an ideal focus for courses in Business English. Set in a business context, BEC tests English language, not business knowledge. BEC is available at three levels - Preliminary, Vantage and Higher. The BEC Suite is linked to the five ALTE/Cambridge levels for language assessment, and to the Council of Europe's Framework for Modern Languages. It is also aligned with the UK Qualifications and Curriculum Authority's National Standards for Literacy, within the National Qualifications Framework (NQF). Financial Times for the adapted text on p. 26 from 'Small parts that playa vital role' written by Peter March, Financial Times 14 June 2001. Copyright © Financial Times Limited; Eileen Sheridan for the adapted text on p. 42 'High fliers of the future head for specialist fairs' published in The Guardian 28.10.2000. Reproduced by permission of Eileen Sheridan; The Guardian for the adapted text on p. 62 from 'The man the Pru had to buy' written by Lisa Buckingham, The Guardian 13 March 1999. Copyright © Guardian News and Media Limited 1999. The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting. This represents the level typically required for employment purposes to signify the successful completion of compulsory secondary education in the UK. BEC Higher The BEC Higher examination consists of four papers: 5

Introduction Introduction Each year BEC is taken by over 120,000 candidates throughout the world. Most candidates are either already in work or studying in preparation for the world of work. One This is a matching task. The text is approximately 450 words long, and is made up of five related short texts of authentic origin. Examples could be a set of related product descriptions, a set of advertisements (for instance, for Material used throughout BEC is as far as possible authentic and free of bias, and reflects the international flavour of the examination. The subject matter should not advantage or disadvantage certain groups of candidates, nor should it offend in areas such as religion, politics or sex. each paper. These are shown against the scale Exceptional - Good - Borderline - Weak and indicate the candidate's relative performance in each paper. No. of Part Main Skill Focus Input Response Questions 1 Reading for gist and global Authentic business-related text - Matching 8 meaning either a single text or five short, related texts (approx. 450 words in total) 2 Reading for structure and Authentic business-related text Matching 6 detail (approx. 450-500 words) with sentence-length gaps 3 Understanding general points Longer text based on authentic 4-option 6 and specific details source material (approx. 500-600 multiple choice words) 4 Reading - vocabulary and Single business-related text with 4-option 10 structure primarily lexical gaps (approx. multiple-choice 250 words) doze 5 Reading - structure and Single business-related text with Rational deletion 10 discourse features structure and discourse gaps Open doze (approx. 250 words) 6 Reading understanding Short text (approx. 150-200 Proof-reading 12 sentence structure; error words). Identification of additional identification unnecessary words in text 51J~eCllkina (16 minutes) The Speaking test consists of three parts, which take the form of an interview section, a short presentation on a business topic, and a discussion. In the standard test format, candidates are examined in pairs by two examiners: an interlocutor and an assessor. The assessor awards a mark based on the following four criteria: Grammar and Vocabulary, Discourse Management, Pronunciation and Interactive Communication. The interlocutor provides a global mark for the whole test. The four BEC Higher papers total 120 marks, after weighting. Each paper is weighted to 30 marks. A candidate's overall grade is based on the total score gained in all four papers. It is not necessary to achieve a satisfactory level in all four papers in order to pass the examination. Certificates are given to candidates who pass the examin~tion with grade A, B or C. A is the highest. The minimum successful performance in order to achieve a grade C corresponds to about 600/0 of the total marks. You will also be informed if you do particularly well in any individual paper. D and E are failing grades. Every candidate is provided with a Statement of Results, which includes a graphical display of their performance in L.B=;tE~nlng tanoroxnnaterv 40 minutes) This paper consists of three parts with 30 questions, which take the form of a note- completion task, a multiple-matching task and a multiple-choice task. Part 1 contains a monologue in a work-related situation, Part 2 contains fivevery short monologues, and Part 3 contains one longer conversation between two or more people. The texts are audio recordings based on a variety of sources including interviews, face-to-face conversations and documentary features. They are all business-related, and are selected to test a wide range of listening skills and "l-l.,al-\..-~.l\..-". Wlrltlna (1 hour 10 minutes) For this paper, candidates are required to produce two pieces of writing. For Part 1, they write a short report based on graphic input. For Part 2, they choose whether to write a short report, a piece of business correspondence or a proposal. Candidates are asked to write 120 to 140 words for Part 1 and 200 to 250 words for Part 2. Assessment is based on achievement of task, range and accuracy of vocabulary and grammatical structures, organisation, content, and appropriacy of register and format. Re,adlina (1 hour) This paper consists of six parts with 52 questions, which take the form of two multiple-matching tasks, two multiple-choice tasks, a cloze test and an error- identification task. Part 1 contains five short texts or a longer text divided into five sections, and Parts 2, 3, 4, 5 and 6 each contain one longer text. The texts are taken from newspapers, business magazines, business correspondence, books, leaflets, brochures, etc. They are all business-related, and are selected to test a wide range of reading skills and strategies. 6 7

Introduction Introduction different types of services), notices or messages, book or video reviews, short newspaper items on related topics. Texts may be edited, but the source is authentic. They are identified as texts A-E. There are eight statements, each of which is one sentence long, numbered 1-8. Each statement can be matched with only one of the texts. The candidate's task is to read the statement and then scan the texts for the one to which each statement applies. Candidates are tested on whether they can understand the language of the statement and relate it to the meaning of the text, which is expressed in different language. Preparation • Present students with sets of related short texts (e.g. job advertisements, hotel information, etc.) from newspapers, magazines, brochures; Longer texts may also be divided into sub-headed sections; Students should be encouraged to identify facts or ideas within each text, describing how the texts are similar and what differences they contain; The register or style of the task sentences is likely to differ from that of the texts, and students should be given practice in recognising the same information in different styles, e.g. by rewriting advertisements into objective prose; The task is designed to go beyond simple word-matching, and students will need to practise paraphrasing; • Activities that help students to identify target information among otherwise superfluous text (e.g. choosing what to watch from TV listings) would be beneficial; • Above all, students should treat the task as an example of information- processing skills which are frequently employed in social and professional life. • Since culture affects discourse, including the order of argument development, discussions exploring this would be beneficial; The cut-and-paste functions of word-processing, where available, could be exploited for this task. This task consists of a text accompanied by four-option multiple-choice items. The stem of a multiple-choice item may take the form of a question or an incomplete sentence. There are six items, which are placed after the text. The text is about 500 to 600 words long. Sources of original texts may be the general and business press, company literature, and books on topics such as management. Texts may be edited, but the source is authentic. Preparation • Multiple-choice questions are a familiar and long-standing type of test; here, they are used to test opinion and inference rather than straightforward facts; Correct answers are designed not to depend on simple word-matching, and students' ability to paraphrasing should be developed; • Students should be encouraged to pursue their own interpretation of relevant parts of the text and then check their idea against the options offered, rather than reading all the options first; • It could be useful for students to be perhaps one of the wrong options onl~, and for them to try to write correct answer and another wrong option. 9 nrt:>nrtrlrlrl" for this .'rlrl"11'Cd-.r- Irnn'\iVlf:>norp are tested text in which the gaps most of which test words long and is based on text listed above. The candidate's from the available, to fill each gap. This task is a modified cloze: in other are chosen. There are ten rru nrtrue--c.n otc:e vocabulary. text is approximatelv authentic source one of task is to choose the correct • for students to appreciate that the correct answer in each case is correct in relation to the gap rather than in relation to the other three It is worth emphasismg within • It is worth dISCU~;SlrLg (collocations, fixed • It might be useful to alternative words fit and • vocabulary-building activity is Preparation This task requires an overt focus on cohesion and coherence, to which many students may not be accustomed; It would be helpful for students to reassemble texts that have been cut up, discussing why texts fit together as they do; It would also be useful for students to discuss why sentences do or do not fit together; • Students could benefit from altering the cohesion of texts to make sentences that do not fit together do so, and vice versa; 8 This is a gapped text with six sentence-length gaps. The text is about 450 to 500 words long, and comes from an authentic business-related source, although it may be edited. Sources include business articles from newspapers or magazines, books on topics such as management, or company literature such as annual reports. Candidates have to read the text and then identify the correct sentence to fill each gap from a set of eight sentences marked A-H. Sentence H is the example, and one other sentence is a distractor which does not fit any of the gaps. Understanding of not only the meaning of the text but some of the features of its structure is tested. KeEadlna Part

Introduction OF Introduction This task is an open cloze: a gapped text in which the candidate has to supply the word to fill each gap. There are ten items. Gaps are formed by rational deletion, being chosen rather than being simply those which occur if (for example) every seventh word is deleted. The focus is on structure, and coherence/cohesion in the text. Items tested may include prepositions, auxiliary verbs, pronouns, conjunctions, etc. The text is based on authentic material, and it is approximately 250 words long. A title is usually included. Preparation • The kinds of words which are gapped may well correspond to the kinds of errors students make, and therefore discussion of photocopied examples of students' compositions could be helpful; Students should be encouraged to circle the word or words in the text that dictate what the answer will be, in order for them to see that such clues to the answer may be adjacent to the gap or several words distant; Students should brainstorm various likely words which might fit a particular gap, and then discuss why the ones that do not fit do not do so; Students could be given several possible answers for a gap and discuss why the correct answer is correct; This task tests grammatical and structural aspects of language, and any practice in these areas should be beneficial. Six This is an error-correction or proof-reading task based on a text of about 150 to 200 words, with 12 items. Candidates identify additional or unnecessary words in a text. This task can be related to the authentic task of checking a text for errors, and suitable text types are therefore letters, publicity materials, etc. The text is presented with 12 numbered lines, which are the lines containing the items. Further lines at the end may complete the text, but these are not numbered. Preparation • Students should be reminded that this task represents a kind common practice, even in their first language; Any work on error analysis is likely to be helpful for this It may well be that photocopies of students' own authentic source for practice; A reverse of the exercise (giving students texts with prove beneficial. Marks Functions/Communicative Part Task Input Response Register 1 e.g. describing or comparing Rubric and graphic input Short report (medium Neutral/ figures from graphic input, may be memo or email) formal making inferences (120-140 words) 2 Report: describing, Rubric, possibly Candidates choose from Neutral! summarising supplemented by brief input report (medium could formal Correspondence: e.g. text, e.g. notice, advert be memo or email) or explaining, apologising, business correspondence reassuring, complaining (medium may be letter, Proposal: describing, fax or email) or summarising, proposal (medium could recommending, persuading be memo or email) (200-250 words) For BEC Higher, candidates are required to produce two pieces of writing: a short report based on graphic input; one of the following (of the candidate's choosing): a report: the report will contain an introduction, main body of findings and conclusion; it is possible that the report may be delivered through the medium of a memo or an email; • a piece of business correspondence: this means correspondence with somebody outside the company (e.g. a customer or supplier) on a business-related matter, and the delivery medium may be a letter, fax or email; a proposal: this has a similar format to a report but, unlike the report, the focus of the proposal is on the future, with the main focus being on recommendations for discussion; it is possible that the proposal may be delivered through the medium of a memo or an email. '''h~iii+iinn Part One This is a guided writing task, in which the candidate produces a brief (120-140-word) report. The task provides a realistic situation in which it is necessary to analyse some sort of graphic input and express the information it conveys in words. Graphs, bar charts and pie charts of the type frequently used in the business pages of newspapers, company reports and brochures may provide a starting point. The graphic input is taken from an authentic source, but may be modified in the same way that a text may be edited. The rubric acts to amplify and clarify the situation, as well as making clear what the task involves. One mark is given for each correct answer. The 30 marks for the whole Reading paper. 10 In most parts of the BEC Writing tests, all candidates are required to perform the same task because there is no danger of individuals or groups of candidates being disadvantaged by that task. The exception is BEC Higher Writing Part Two: in order to generate the range of language which is characteristic of this 11

Introduction level of language learner, the task contains no input or minimal input, resulting in a relatively high background knowledge requirement from the candidate. In the absence of a choice of tasks, this would be likely to disadvantage some candidates, so a choice of tasks is given. Candidates choose from three options: a report, a piece of business correspondence or a proposal. The task is supplied by the rubric, which provides an authentic reason for writing, and indicates who the piece of writing is being produced for. The input is therefore more detailed and specific than that of the traditional 'essay question' task type. Preparing for the Writing paper The first Writing task involves the kind of graphic input of information which is common in the business world, and students should be exposed to a wide range of examples of graphs and charts from newspapers, magazines, company literature, etc. The interpretation involved is the translating of the graphic input into prose, rather than the recommending of action. Students should have practice in the clear and concise presentation of written information. Specific vocabulary and phrasing should also be developed. The second Writing task requires students to plan carefully in order to be able to produce successful answers. They should be given practice in considering: the target reader the purpose of writing the requirements of the format (letter, report, etc.) the main points to be addressed the approximate number of words to be written for each point suitable openings and closings the level of formality required. Exposure to, and discussion of, as wide a range as possible of relevant texts would be beneficial. Assessment An impression mark is awarded for each piece of writing. The General Impression Mark Scheme is used in conjunction with a task-specific mark scheme, which focuses on criteria specific to each particular task. This summarises the content, organisation, register, format and target reader indicated in the task. The band scores awarded are translated to a mark out of 10 for Part 1 and a mark out of 20 for Part 2. A total of 30 marks is available for Writing. The General Impression Mark Scheme is interpreted at Council of Europe Level C1. A summary of the General Impression Mark Scheme is reproduced opposite. Examiners work with a more detailed version, which is subject to regular updating. 12 Introduction General ImiorIBS=;IOln Mark Scheme - I"'III!"i+inn Band 5 Full realisation of the task set. • All content points included. • Controlled, natural use of language; minimal errors. • Wide range of structures and vocabulary. • Effectively organised, with appropriate use of cohesive devices. • Register and format consistently appropriate. Very positive effect on the reader. 4 Good realisation of the task set. • All major content points included; possibly minor omissions. Natural use of language; errors only when complex language is attempted. • Good range of structures and vocabulary. • Generally well organised, with attention paid to cohesion. Register and format on the whole appropriate. Positive effect on the reader. 3 Reasonable achievement of the task set. • All major content points included; possibly minor omissions. Reasonable control, although a more ambitious attempt at the task may lead to a number of non-impeding errors. Adequate range of structures and vocabulary. • Organisation and cohesion are satisfactory. Register and format reasonable, although not entirely successful. Satisfactory effect on the reader. 2 Inadequate attempt at the task set. Some major content points omitted or inadequately dealt with; possibly some irrelevance. Errors sometimes obscure communication and are likely to be numerous. Limited range of structures and vocabulary; language is too elementary for this level. Content is not clearly organised. • Unsuccessful attempt at appropriate register and format. Negative effect on the reader. 1 Poor attempt at the task set. Notable content omissions and/or considerable irrelevance. Serious lack of control; frequent basic errors. • Narrow range of structures and vocabulary. Lack of organisation. • Little attempt at appropriate register and format. Very negative effect on the reader. 0 Achieves nothing. Either fewer than 25 % of the required number of words or totally illegible or totally irrelevant. 13

Introduction No. of Part Main Skill Focus Input Response Questions 1 Listening for and noting Informational monologue Gap-filling requiring 12 specific information limited written responses (i.e. no more than three words) 2 Listening to identify Five short monologues linked Multiple matching 10 topic, context, function, theme or topic, from five speaker's opinion, etc. speakers 3 Listening for gist, specific Conversation/interview/ 3-option multiple choice 8 information, attitudes, discussion between two or etc. more people This is a sentence-completion, gap-filling or note-taking task. The candidate has to supply only the key words of the answer, which will not be more than three words per item. The spoken text lasts about two or three minutes and is a monologue. The text is heard twice. It is informational, and focuses on a series of identifiable facts. Topics might involve instructions, changes in arrangements or instructions, the programme for an event or meeting of some kind, or a presentation about a company. The setting for the task could be someone giving information over the telephone, or a speaker addressing a roomful of delegates at a conference or people on a training course. Listening tasks may be based on recorded material taken from authentic sources or more usually on scripted material. There are 12 items, which are distributed evenly throughout the text, so that candidates have time to record their answers. Answers to items may be numbers or amounts of money, but these will not involve the candidate in any calculations. Items of information are tested in the same order in which the information occurs in the text. This is a matching task based on five short extracts linked by theme or topic and spoken by five different speakers, in monologue form. The texts last a total of approximately three to four minutes. There are two tasks for each of the five extracts. These tasks relate to the content and purpose of the extracts, and candidates are asked to do any combination of the following: identify speakers, interpret context, recognise the function of what is said, identify the topic, understand specific information, identify a speaker's opinion or feelings. The series of extracts is heard twice, and candidates must attempt both tasks during this time. It is> for the candidates to decide whether they choose to do the first task the first time they listen to the text, and the second task the second or whether to deal with the two tasks for each extract together. For each they have a list of eight options to choose from. 14 Materials for this task are scripted, and relate to a business topic or situation. This task consists of a dialogue, usually with two or more speakers. There are eight items, which are three-option multiple choice. The task relates to a topic of interest or concern in the world of work. The text is heard twice. Preparing for the listening paper All listening practice should be helpful for students, whether authentic or specially prepared. In particular, discussion should focus on: the purpose of speeches and conversations or discussions the speakers' roles the opinions expressed the language functions employed relevant aspects of phonology such as stress, linking and weak forms, etc. In addition, students should be encouraged to appreciate the differing demands of each task type. It will be helpful not only to practise the task types in order to develop a sense of familiarity and confidence, but also to discuss how the three task types relate to real-life skills and situations: the first is note-taking (and therefore productive), and students should reflect on the various situations in which they take notes from a spoken input; they should also be encouraged to try to predict the kinds of words or numbers that might go in the gaps; • the second is a matching (with discrimination) exercise, and reflects the ability to interrelate information between reading and listening and across differing styles and registers; the third involves the correct interpretation of spoken input, with correct answers often being delivered across different speakers. In all three tasks, successful listening depends on correct reading, and students should be encouraged to make full use of the pauses during the test to check the written input. Marks One mark is given for each correct answer, giving a total score of 30 marks for the whole Listening paper. Introduction 15

Introduction Introduction but in this kind of themselves into a work environment, should be helped to the Candidates are again advised to keep in mind the business orientation of this test. It is wise to structure the one-minute talk, for example, as points, with an introduction and conclusion (however brief these must, of necessity, be), and to make the structure explicit when giving the talk in order to show some evidence of planning. Candidates should approach the task as if giving a presentation in a business environment. Examples of topic areas for the individual Speaking task include the following: advertising, career planning, communications, customer relations, finance, health and safety, management (personnel, production, transport, etc.), marketing, recruitment, sales, technology, training and travel. This is a two-way collaborative task based on a prompt, which is given to both candidates. The prompt consists of several sentences stating a business-related situation followed by two or three discussion points. Candidates are given time to read the prompt and then they discuss the situation together. Candidates need to approach the task as a simulation, imagining themselves in a work environment, faced with a real situation to discuss and on which they should to reach some decisions. The opinions they however, are their own. are not as in some kinds of play, to assume particular attitudes or opinions. of candidates. I-Ir'.... rax.. rt:>r where a candidates, the last three will be of the test, the interlocutor asks the candidates ouesnons on a or work-related subjects. For this number interaction. The ~peaking each candidate's task is to choose one from a set of on it for one minute. Candidates one minute in which and use this time to make brief notes. While one candidate the other listens may make notes), after which ask the candrdate who gave the talk a ~ U.'-'.:)lJ.Vl.J.. The Speaking test is conducted two oral examiners (an interlocutor and an assessor), with of The interlocutor is for ro ............ ,-.I"ro+-.~,~ the test and is also to a mark for each the whole test. The assessor is for<"\r"l<"\ I-

Introduction Candidates are assessed on their own performance and not in relation to each other according to the following analytical criteria: Grammatical Resource, Vocabulary Resource, Discourse Management, Pronunciation and Interactive Communication. These criteria are interpreted at Higher level. Assessment is based on performance in the whole test and is not related to particular parts of the test. Both examiners assess the candidates. The assessor applies detailed analytical scales, and the interlocutor applies a Global Achievement Scale, which is based on the analytical scales. The analytical criteria are further described below. This refers to the accurate and appropriate use of a range of both simple and complex forms. Performance is viewed in terms of the overall effectiveness of the language used in spoken interaction. This refers to the candidate's ability to use a range of vocabulary to meet task requirements. At BEC Higher level, the tasks require candidates to speculate and exchange views on unfamiliar topics. Performance is viewed in terms of the overall effectiveness of the language used in spoken interaction. Discourse Mc:.ni!lglerrlerlt This refers to the candidate's ability to link utterances together to form coherent speech, without undue hesitation. The utterances should be relevant to the tasks and should be arranged logically to develop the themes or arguments required by the tasks. Pronunciation This refers to the candidate's ability to produce intelligible utterances to fulfil the task requirements. This includes stress and intonation as well as individual sounds. Examiners put themselves in the position of a non-ESOL specialist and assess the overall impact of the pronunciation and the degree of effort required to understand the candidate. Interactive Communication This refers to the candidate's ability to take an active part in the development of the discourse. This requires an ability to participate in the range of interactive situations in the test and to develop discussions on a range of topics by initiating and responding appropriately. This also refers to the deployment of strategies to maintain interaction at an appropriate level throughout the test so that the tasks can be fulfilled. 18 Global Achievement This refers to the candidate's overall effectiveness in dealing with the tasks in the three separate parts of the test. The global mark is an independent impression mark which reflects the assessment of the candidate's performance from the interlocutor's perspective. Throughout the Speaking test, candidates are assessed on their language skills and, in order to be able to make a fair and accurate assessment of each candidate's performance, the examiners must be given an adequate sample of language to assess. Candidates must, therefore, be prepared to provide full answers to the questions asked by either the interlocutor or the other candidate, and to speak clearly and audibly. While it is the responsibility of the interlocutor, where necessary, to manage or direct the interaction, thus ensuring that both candidates are given an equal opportunity to speak, it is the responsibility of the candidates to maintain the interaction as much as possible. Candidates who take equal turns in the interchange will utilise to best effect the amount of time available. results Grading takes place once all scripts have been returned to Cambridge ESOL and marking is complete. This is approximately five weeks after the examination. There are two main stages: grading and awards. Grading The four papers total 120 marks, after weighting. Each paper represents 25% of the total marks available. The grade boundaries (A, B, C, D and E) are set using the following information: statistics on the candidature statistics on the overall candidate performance statistics on individual items, for those parts of the examination for which this is appropriate (Reading and Listening) the advice of the Principal Examiners, based on the performance of candidates, and on the recommendation of examiners where this is relevant (Writing) comparison with statistics from previous years' examination performance and candidature. A candidate's overall grade is based on the total score gained in all four papers. It is not necessary to achieve a satisfactory level in all four papers in order to pass the examination. ' Awards The Awarding Committee deals with all cases presented for special consideration, e.g. temporary disability, unsatisfactory examination conditions, suspected collusion, etc. The Committee can decide to ask for scripts to be re-marked, to check results, to change grades, to withhold results, etc. Results may be withheld because of infringement of regulations or because further investigation is needed. Centres are notified if a candidate's results have been scrutinised by the Awarding Committee. Introduction 19

Introduction Results Results are reported as three passing grades (A, B and C) and two failing grades (D and E). The minimum successful performance which a candidate typically requires in order to achieve a Grade C corresponds to about 60 % of the total marks. Candidates are given a Statement of Results which, in addition to their grades, shows a graphical profile of their performance on each paper. These are shown against the scale Exceptional- Good - Borderline - Weak and indicate the candidate's relative performance in each paper. Certificates are issued to passing candidates after the issue of the Statement of Results and there is no limit on the validity of the certificates. For more information about BEC or any other Cambridge ESOL examination write to: University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB12EU United Kingdom Tel: +44 1223 553997 Fax: +44 1223 553621 email: ESOLHe1pdesk@ucles.org.uk website: www.CambridgeESOL.org In some areas, this information can also be obtained from the British Council. 20

22 Business units often take charge of formulating strategy in today's environment, but they can easily get lost in a thicket of weeds - too many customers, products and services. In Strategic Business Unit Renewal, John White provides a method for business units to prune their gardens and regain perspective. His strategy-renewal process leads managers through the undergrowth of a business unit's complexity and compels them to ask whether all of the unit's customers, products and services are truly strategically important, significant and profitable. Units that do not meet these criteria must cut back to allow a greater concentration on cultivating their most worthy projects. Reading 23 Companies often attempt to implement a major change in strategy. Determined managers go forth with the plans, and they expect enthusiasm and commitment from their subordinates. But instead, employees drag their feet and figure out ways to undermine the process. The change effort gets bogged down, and results fall short. In Why Resist Change? Paul Strong explains how corporate leaders can overcome employees' concerns about change by revising the mutual obligations and commitments, both stated and implied, that exist between them. The author presents two case studies of his ideas in action. Those serving in industry today have two options: they can surrender the future to revolutionary companies or they can revolutionise the way their companies create strategy. In Revolution and Strategy, Gary Heath argues that any approach that does not challenge the status quo is not a strategy at all. In too many companies, the strategy-planning process is monopolised by senior managers, and what passes for strategy is sterile and uninspiring. To create truly revolutionary strategies, a strategy-making process must be demanding and inclusive; it must rid itself of tired, outdated perspectives and uncover the revolutionary ideas that are lying deep in an organisation. Which came first, Harry J. Mindenberg wonders in Musings on Management Strategy: our misguided ideas of what makes a good manager and a good organisation, or the programmes that claim to create them? A professor of management himself at McGill University in Canada and at INSEAD in France, Mindenberg takes on management fads, management education and the worship of management gurus - and offers some provocative alternatives. The next time you are planning a major change effort, forget the huge meeting, the speeches relayed by satellite, the videos and special publications. J.K. and Sandra Parkin argue that Changing Frontline Employees requires giving up the image of the charismatic executive rousing the troops. Frontline employees may accept change, but they won't accept empty words delivered impersonally. If you need to convey a major strategic change, remember that frontline supervisors - not senior managers are the people whom employees trust the most. D C E r1 It questions the validity of certain accepted rnanaqernent-traininq approaches. It proposes some views OR rnanaqernent that the editors feel might be considered controversial by readers. It includes practical, real-world examples of the ideas beinq put forward. It explains who the communicators of initiatives within a company should be. It stresses that it is vital to exclude obsolete views when drawinq up company policy. It considers the Reed to streamline commercial activities in order to have a clearer focus. Example: o It advises aqainst the use of technoloqv for communication within a company. 5 It criticises the control of policv-rnakinq by certain key personnel, 3 It makes reference to the fact that some people may try to hinder innovations. Questions 1-8 Look at the statements below and at the five summaries of articles about strategic chanqe from a journal OR the opposite page. Which article (A, C, or E) does each statement (1-8) refer to? For each statement (1-8), mark ORe letter (A, 8, C, or E) OR your Answer Sheet. You will Reed to use some of these letters more than once, There is an example at the beqinninq (0).

Test 1 Reading Example: Read this text taken from an article about future developments in advertising. Choose the best sentence from the opposite page to fill each of the gaps. For each gap (9-14), mark letter on your Answer Sheet. Do not mark any letter more than once. There is an example at the beginning (0). G It has made possible a situation in which customers can tell advertisers what they think, and the advertisers can supply information. H No longer will all members be watching the same programme: some will be watching different channels on their own TVs, surfing the net or doing both at the same time. This fragmentation has already shown the need for a more sophisticated understanding of where and how to reach people in the most effective way. Instead, they will have to change the whole way they look at communication and start thinking about ideas which are not specific to one discipline. E F On the contrary, there is almost certain to be an increase in every form of advertising in future years. Increasingly, they will exist not simply to sell goods, but also to entertain people and to make sure that they enjoy their time there. Originality of thinking has always been in short supply. There is, consequently, little hope of them surviving for more than another 20 years. B c D media. Shopping environments will themselves become a part of the advertising process. (11) The aim will be to 'warm' people towards these places so that they will return to purchase goods there again. In spite of these and other changes, it is highly unlikely that TV, print and radio will disappear altogether as advertising media. (12) . But other marketing disciplines, such as public relations and direct marketing, will become as important as advertising. Advertising agencies will have to reinvent themselves. They will no longer be able simply to produce advertisements and then support these through direct marketing or the internet. (13) . Thus, creativity will be the most valuable commodity in the future. (14) It will continue to be so in the future. But there will be an increasing premium on the advertiser's ability to be imaginative, and to think laterally about engaging the consumer in a broader variety of media. The explosion of new media, ranging from the internet to digital television, means that people working in advertising will have to devise more cunning ways to catch the public's attention in the future. The traditional TV advertising campaign will not reach the whole family any more. (0) The advertising industry will have to work 'harder and smarter' to cut through the'clutter and noise' of the future with this vast array of new media, all competing to catch the consumer's eye. People have become more individual in their consumption of advertising. (9) New technology has made experimenting with new forms of advertising a possibility. The monologue where the advert tells housewives that this is the washing powder they should buy is just a cliche now. The internet, for example, has made such ads look old-fashioned. (10) much closer relationship with the consumer is gradually being forged. The definition of what constitutes advertising will expand well beyond the conventional mass 24 25

Test 1 Reading B C D Read the following article about Grasmere, a small British company that manufactures steel components, and the questions on the opposite page. • For each question mark one letter (A, or on your Answer Sheet. 15 What do we learn about Grasmere in the first paragraph? It concentrates on working in a particular sector. It helps customers to formulate their own requirements. It makes a range of products for a small number of applications. It designs products then looks for suitable customers for them. 16 What links Grasmere now with when it was founded? 26 In a tough climate for UK manufacturers,Malcolm Drake thinks he has hit on a way for his company, Grasmere,to succeed:by becoming a bespoke manufacturer.This involves working very closely with customers to produce As a result, Grasmere has become indispensable to its big customers, which are based around Europe. Grasmere makes a range of small metal items that are tailored to fit into much larger products, and its customers include big electronics and electrical goods manufacturers. 'When we start talking to customers about an order, they often have only a rough idea what they want,' says Drake. 'We assistthem in identifying and specifying their needs, and we advise them on the best way to manufacture the product. Then we fulfil the order, which could involve makinganything between 40 and one billion parts in a year.' Grasmere's main tools are press machinesthat stamp out metal items in its Birmingham premises. The company was started by Drake's great-grandfather in 1903, when its best-selling products were pen nibs, and the company prides itself on never having fallen below the exacting standards which it set then. While today's range has 'moved a long way from those pen nibs,some of the original machinery stands in the reception area,as a memento of the company's roots. Only in the last year hasthe company relocated from the cramped and grimy workshop it moved to in 1910,to a more modern and open-plan building on the outskirts of Birmingham, an operation that involved a major logistical exercise to move the machinery.The new site has allowed Grasmere to make itself more efficient. The company has cut staff from 150 to 125 by shedding low- skilled employees without reducing turnover. Malcolm Drake says that I8 of Grasmere's customers each contribute revenues of more than £100,000 a year, with half of all turnover coming from three of them. 'It isn't the usual supplier-customer relationship,'he explains.'We are very open with them and provide them with a lot of internal information about costs. But we select them as much as they select us. If we are asked to do something that is too difficult or expensive, we say "no". We educate the customer asto what is possible.If you allow yourself to be dictated to, that's not a partnership it's grovelling.' Grasmere's business has spread more widely to other parts of Europe in the past few years,though not because of any deliberate strategy to push up exports. As Drake points out, if a company such as his is keen to yoke itself to successful companies that think strategically, inevitably this will mean more overseas salesto far- flung divisions of these meet their own the components Grasmere can produce. The company depends on having technically literate people who can talk intelligently to customers. Hence 90 of Grasmere's employees are engineersemployed in a rangeof jobs including making products, sales, marketing and While about 100 of are directly involved in shop-floor production work, they frequently also have an outward-facing role, such astalking to customers about design or manufacturing. Malcolm sums up his company's as offering five attributes that customers want: quality,speed,dependability,flexibility and low costs. As a result, the company is flourishing. 17 18 A The company has always operated in the same premises. B Some of the original machines are still used for manufacturing. C The present range of products includes the original lines. D The company has always had the same attitude to quality. Grasmere's workforce has fallen because A productivity has improved. it is difficult to recruit skilled staff. C new machinery has been introduced. some staff chose to leave the company. What does Malcolm Drake say about the company's relationship with its customers? Grasmere works on equal terms with its customers. Grasmere has a better relationship with some customers than others. C Grasmere can learn a great deal from its customers. Grasmere is expected by some customers to provide too much information. The company's exports are rising because it is following a strategy of promoting its products abroad. there is a growing demand abroad for the types of products it makes. overseas sections of its client companies are buying from Grasmere. it is gaining access to the overseas clients of its own customers. It is part of Grasmere's policy to ensure that every customer is allocated to a specific salesperson. many of its engineers deal directly with customers. each activity is carried out by dedicated staff. it has a department which designs new products. 27

Test 1 PART FOUR Questions 21-30 Read the article below offering advice to job-seekers. Choose the correct word to fill each gap from A, B, C or D on the opposite page. For each question (21-30), mark one letter (A, B, C or D) on your Answer Sheet. There is an example at the beginning (0). Example: A responsible B authoritative C liable D commanding Reading 28 21 stronger tougher C sharper D firmer 22 A co nte m plated reflected C regarded D scrutinised Each time you try for a more (0) ............ position, the selection process gets (21) ............. Your abilities, personality traits, your lifestyle, values and 23 A treat deal C cope D handle aspirations .... will all be vigorously (22) ............ by your prospective 24 A realise B succeed obtain D colleagues and also your bosses. Do you know how to (23) ........... yourself capture when you are under the microscope? If you are to (24) ............ your 25 A right B virtue C justice D fairness ambitions, now is the time to learn how to do (25) ............ to yourself and prepare for formal selection processes. 26 A intelligence B information C understanding D comprehension 27 A benefit B advantage C profit D gain Learn about the various methods you can employ to find your way into a different institution, gain a more sophisticated (26) ............ of how 28 A arise B open C enter arrive headhunters work and learn to position yourself so that you can be found easily. Taking (27) ............ of any situation to maximise your visibility is 29 A deserve B require C merit D owe very useful. Even when you are not offered a particular job for which you 30 A biggest B fullest C greatest D widest have been considered, do leave an impression which will remain in the mind of the headhunter should other possibilities (28) .............. You (29) ............ it to yourself to do the best you can. Make sureyou perform in such a way that you can be satisfied that the has been made with the (30) ............ amount of up-to-date and accurate information about your capabilities. Do you know what they are and do you have some stories prepared which will illustrate them well? 29

Test 1 Questions 31-40 Read the article below about computer printers. For each question (31-40), write one word in CAPITAL LETIERS on your Answer Sheet. • There is an example at the beginning (0). Reading SIX Questions • Read the text below about a small business which makes and sells clothes and other items for weddings. In most of the lines there is one extra word. It either is grammatically incorrect or does not fit in with the sense of the text. Some lines, however, are correct. If a line is correct, write on your Answer Sheet. If there is an extra word in the line, write in CAPITAL LETTERS on your Answer Sheet. • The exercise begins with two examples (0 and 00). Most companies now realise that the so-called 'paperless office' is dearly an illusion - and probably always will (0) Digital technology has revolutionised working practices and methods of communication, but it has created additional media rather (31) replacing existing ones. Therefore, paper is here to stay, and the printer can be sure of keeping (32) place alongside the computer, fax and telephone as a basic item of office equipment, fundamental to the life of most companies. However, like many other basic items, the printer is often seen (33) peripheral, and insufficient attention is given to its selection. It is worth remembering that the equipment that you attach to your computer is just as important as the computer's technical specification. You will soon find that (34) you are using a printer that jams and smudges your work, or makes getting names and addresses onto envelopes seem an impossible task, then (35) supersonic speed of your microprocessor will be no great advantage. Last year, Jenny Selwyn spent several months through pondering how to expand her six-year- 00 old business, JS Couture. More than half of her annual turnover was tied up in stock to show to prospective brides, her retail outlet-cum-workshop was situated down a back street in a tiny town, and advertising was not boosting sales up. One way to expand would have 43 been to do more wholesaling, but this seemed inappropriate for her customised design service. The margins from wholesalers, and who might also be slow payers, were not attractive. Far 45 better would it be to open a second retail shop with much higher margins and better 46 cashflow, thanks in part to payment by customers of a 30% deposit. Unless there were Printing technology has developed (36) few years, and it seems set to (37) so. Finding the best needs depends on many factors, not least (38) is cost.Yet even before cost rl'"\l'Y\r"\":lri<::f"\I'l<:: consideration, the speed and quality of The best motto is 'try before you get the best printer for your (40) the best possible over the to particular 47 worries about the signing a five-year lease on another retail shop, and leasing and then 48 managing a second site, as well done as coping with the extra workload. However, with the 49 support of her loyal four-strong workforce, Jenny took on a chance, and business growth 50 proved not to be too much stressful. Within a year, turnover has more than doubled, and net 51 profit improved dramatically. There is little if anything to suggest that this success 52 is not set to continue, and the message comes from JS Couture is clear: small businesses should 30 think big. 31

Test 1 1 r 1 Write an answer to one of the questions 2-4 in this part. Write your answer in 200-250 words. Writing Question 2 The number of staff using the company canteen at mealtimes has been falling, and the Managing Director has asked you to find out why this is the case. Write a report for the Managing Director explaining how you found out the opinions of the staff • summarising the reasons staff gave for not using the canteen suggesting possible ways of encouraging staff to use the canteen. The company you work for is investigating the possibility of opening a new branch abroad. Your line manager has asked you to contact a business advisory service in the country the company is considering. Write a letter to the business advisory service • briefly introducing your company • explaining your company's plans outlining the points you would like advice about suggesting a meeting with your company. A member of your section wants permission to take a course which will mean he/she will be absent from work for a long period of time. Write a proposal to your line manager recommending that the person be allowed to take the course. Write the proposal for your line manager, including the following information a brief description of the course contents why this particular person should be allowed to do the course • how the course will be of benefit to the company • how any problems caused by the employee's absence will be overcome. Question 3 Question 4 Toller Electrical Ltd Sales forecasts for next year 25 20(j) '"'0 C 1st Qtrcoen ::::::i 150 2nd Qtr E en ~ 3rd Qtr(J) 10coen D 4th Qtr...... ·c ::J 5 0 fridges TVs cookers Toller Electrical Products Question 1 The bar chart below shows the forecasts of unit sales by Toller Electrical Ltd for the four quarters of next year in each of its three main product areas. Using the information from the bar chart, write a short report describing and comparing the sales forecasts for the three product areas for next year. Write 120-140 words. 32 33

Test 1 Listening Questions 13-22 You will hear five different people talking about the Master of Business Administration courses (MBAs) which they have taken. For each extract, there are two tasks. For Task One, decide why each person decided to take that particular course from the list For Task Two, decide what the main benefit of the course has been for each speaker from the list After you have listened once, replay the recording. • You will hear Jack Lester, founder of Hinde Instruments Corporation, a telescope manufacturer, giving talk about the development of his company. • As you listen, for questions complete the notes using up to three words or a number. • you have recording. Hinde Instruments' are in California. Hinde Instruments faced the risk of in 1991. For questions match the extracts with the reasons given by the speaker, listed For each extract, decide on the appropriate reason. • Write one letter next to the number of the extract. excellent coverage of developments in business law good on project management personalised attention strong focus on marketing good reputation of the teaching staff convenient location of the institution good coverage of e-commerce inclusion of courses on financial management with the main benefit for the speaker, listed each speaker describes. number of the extract. I have broadened my understanding of monetary issues. What I learnt is useful in my current work in human- resource management. I am much more comfortable working as part of a team. I have changed my attitude to senior management. Other participants gave me better understanding of how customers feel. I have a better understanding of my own limitations. My time management has improved. • For questions match • For each extract, choose • Write one letter next to Jack Lester worked for WAC as . At first, Hinde Instruments' telescopes were available through . The of Hinde Instruments' telescopes made them popular with amateur astronomers. Amtex sold Hinde Instruments' entire of telescopes and its liabilities for $1,000. In February 1991, Hinde Instruments faced demands for repayment of its made 8 It took only to clear Hinde Instruments' debts. 9 Hinde Instruments talks to about its products. The major strength of Hinde Instruments' is its advanced telescopes. Hinde Instruments aims to use its to expand into new markets. HNT Networks buys from Hinde Instruments. 3534 Work I did on the course was useful when I applied for the job I now have.

Test 1 PARTTHREE Questions 23-30 You will hear a Business Studies tutor and a student, Martin, discussing Ralcona, a UK-based soft-drinks company. For each question (23-30), mark one letter (A, or C) for the correct answer. After you have listened once, replay the recording. 23 Why did Ralcona decide to expand their product range? A Demand for their core product was falling. Their competitors were increasing their market share. C They wanted to build on the success of their core product. 24 Ralcona's senior management thought that the new product range should be limited to the European market. introduced in planned stages. C sold under a different brand name. 25 What was Ralcona's strategy with regard to their new products? A to price them at a higher level than their existing products B to copy their competitors' successful products C to target them at the younger end of the market 26 How did Ralcona find designers for the packaging of the new products? A They headhunted personnel from their competitors. B They recruited newly qualified young designers. C They subcontracted the design to a specialist agency. 27 What unforeseen problem delayed the introduction of the new range? A Ralcona's marketing department was understaffed. B Ralcona's competitors introduced a new marketing campaign. C Communication with Ralcona's retail outlets was poor. 28 Ralcona's executives were surprised to find that the new products were A bought by a wider range of people than expected. B used in more ways than anticipated. C more popular than Ralcona's core product. 36 Listening 29 How did the success of the new product range affect Ralcona? A The marketing department was restructured. B Employees were rewarded for being more innovative. C The company developed closer links with its retail outlets. 30 According to Martin, what can other businesses learn from studying Ralcona's success? A that companies must take risks to beat their competitors B that products can be marketed in different ways to different groups C that ongoing market research is essential to effective selling 37

Test 1 Speaking 6 utes For candidates In this part, the interlocutor asks questions to each of the candidates in turn. You have to give information about yourself and express personal opinions. In this part of the test, you are asked to give a short talk on a business topic. You have to choose one of the topics from the three below and then talk for about one minute. You have one/minute to prepare your ideas. Your company is proposing to send a team of staff abroad for six months to set up an office and train local employees. You have been asked to make some recommendations for the project. Discuss and decide together: • how to select appropriate staff to manage the project what preparation and advice the staff would need before leaving how to maintain effective communications between the new office and the company headquarters. MCllrkletilrlQ: the importance of advertising slogans in promoting a brand or product lntormation rnanaqement: the importance of keeping staff informed about company policies and plans Purctla~;in4C1: how to achieve and maintain good relations with all suppliers • What advantages would there be in working abroad for a short period of time? How can people get information while they are working abroad? • What kinds of problems could staff encounter working abroad? (Why?)In this part of the test, you are look at the task prompt, an example minutes discuss the topic with more questions to the topic. candidates What effect does the increase in international contacts have on the way companies operate? (Why?) • How important is it for businesses to have their own offices abroad? (Why?/Why not?) Your company is to send a team of staff abroad for months to set up an office and train local errmlrrvees asked to make some recommendations for the Discuss and decide +~ ~"~+I-, ~_. • how to select '=ln~.,.-rAn-r1'=lt"", staff to manage • what preparation-and advice the staff would need before leaving. 38 39

Reading Costs Higher raw-material costs have reduced full-year profits at Bonner's, the plastics manufacturer, with prices of polyethylene, the main component of its business, rising 8% since last year. Profits were also held back by the disposal of its packaging division, which accounted for over half of turnover the previous year. Additional costs were incurred by relocating the head office from Wrexham to Cardiff, and from reorganisation and redundancy in its plastics business. Bonner's said that trading in the current year has started slowly, particularly in its European markets. Capacity Cut The packaging industry has typically suffered from a vicious cycle, with rising prices leading to excess capacity, which in turn leads to a collapse in prices, and Johnson Keithley is no exception. The company has been attempting to smooth the boom/bust cycle by better capacity management, but it admitted yester- day that it has been forced to make significant cuts to capacity because of a surprisingly sharp downturn in demand. The group now expects its second-half results to fall below expectations, and warned of further problems on the horizon. New Store Parkin's search for a site for its next store has been ended by Marsden's misfortunes, with Parkin agreeing to buy half of the latter's Birmingham store for £40m. Parkin's main store is in London, but it opened its second, in Birmingham, three years ago, and has been seeking sites in other large cities. There was surprise that the new store, likely to open next year, is so close to the existing one, where profits have so far beaten Parkin's sales targets, in case it draws customers away from the existing outlet. This company reports not being able to pass on higher costs to its customers. Look at the statements below and the five news items on various companies on the opposite page. Which report (A, C, or E) does each statement (1-8) refer to? For each statement (1-8), mark one letter (A, C, or on your Answer Sheet. You will need to use some of these letters more than once. There is an example at the beginning (0). Example: o Some new premises are going to be opened. Questions 1-8 2 The sale of part of a company has had an adverse affect on profits. 3 This company's response to fluctuations in sales has not had the desired effect. 4 Jobs have been lost because a company has ended one of its activities. 5 There are fears about the impact of internal competition within the company. Shares in regional supermarket chain Couldson fell steeply yesterday after the retailer warned of losses at its biggest outlet, in Bristol. The warning was in stark contrast to its trading statement three months ago, which reported a rise in like-for-like sales of 5% in the preceding month. However, trading across the of the chain, including seven outlets bought last year from Luxona, showed a healthy improvement. company has promised to do all it can to stem the decline of the last four weeks at the outlet. 6 This company has reported contrasting results from different parts of its operations. 7 This company has spent money on moving part of its operation. 8 Efforts are to be made to turn around sales at a store. Dorcas Foods has posted a modest rise in interim profits. the company says it has had to absorb increased costs at its Quality Sugar subsidiary and the impact of a margin at its Australian baking operations. sugar, the continued strength of sterling has capped profits, and with move sugar-beet refining, expenditure on redundancy is having a serious impact. the same time, floods Australia have led to higher wheat prices, which in turn have reduced margins in the company's baking operations. 40

Test 2 Reading High fliers of the future head for specialist fairs As a result, they are getting bigger and bigger each time they hit the road again. The reason is that is where a 170-strong list of employers will be setting up their stands at the start of November's round of graduate fairs. After all, they may not have another chance to see such a huge range of prestigious employers under one roof. G This enthusiasm means that the prospects for graduate job-hunters are excellent at the moment. Graduates can take advantage of these to ensure that they know how to make the best applications possible in the weeks fol- lowing the fairs. They are keen for graduates to make use of this innovation before they attend the fairs. C The latter, only a few years old, has proved so successful that this year it has doubled in size: it now plays host to more than 40 employers. D In particular, it is those with technical quali- fications who are most sought after. Example: Employers are keener than ever to take part. (11) Having said that, employers use the fairs in order to make contact with the specific kinds of graduates they are looking to recruit. (12) However, all graduates visiting the fairs with the right skills and motivation are likely to get a very positive response from employers. Despite the recent development of online recruiting, graduate job fairs are still proving hugely popular in Britain with both employers andjob hunters. (0) ... ft. .. Any graduate with big ambitions could be forgiven for thinking that the north-west of England is the centre of the universe next week. (9) As usual, they will all be looking for the brightest, best and most suitable graduates to employ. Questions 9-14 Read this article from the business pages of a newspaper. Choose the best sentence from the opposite page to fill each of the gaps. For each gap (9-14), mark one letter (A-H) on your Answer Sheet. Do not use any letter more than once. There is an example at the beginning (0). November 2 sees Expo Management (the finance, business and management fair), and on November 3, Technology for the Future (the IT, science and engineering fair), will be held. (10) Expo Management has also expanded, to incorporate a broad range of careers in business and management, as well as the finance sector. There are excellent transport links from all parts of the country to where the fairs are being held. An accommodation booking service is available, and there is plenty of entertainment on offer. Preparation is the key to getting the most from these fairs and visitors should have done their homework. (13) It is sensible to exploit this opportunity by coming armed with a good CV and a list of relevant questions to ask. Also, this year the fairs' organisers have introduced a new support facility. (14) By visiting http://www.networld.co/gradfairs, they will get instant access to the full list of exhibitors and their vacancies, as well as links to their company websites. With the world of business changing and expanding so rapidly, ambitious graduates will find that time spent at the fairs makes an excellent investment in their future. 42 43

PART 45 accept that some initiatives will be more successful than others. view staff in terms of their personal achievements. emphasise the importance of staff input into strategy. expect staff to work extra hours without remuneration. Reading In a system-orientated culture, employees are encouraged to share ideas. not expected to criticise colleagues. trained to focus on self-improvement. not allowed to challenge company policy. visionary. realistic. C uninspiring. outdated. According to the text, which type of person may under-perform in a people- orientated company? an intelligent person who lacks stimulation a new member of staff who is keen to learn new skills a new employee who is given a challenging role an individual who learns less quickly than others In the writer's view, the system-orientated approach is Unlike action-orientated companies, those who favour people-orientated management keep a watchful eye on what their employees do. are unwilling to tolerate errors of judgement. C are sensitive to individual differences. see indecision as a positive feature. Which of the following does the writer consider a disadvantage of action- orientated management? It attracts people who are unreliable. It focuses too heavily on controversial issues. It gives out the wrong kind of message to new recruits. It makes a questionable assumption about human behaviour. C A 16 15 According to the text, a company that has an action-orientated approach to management is likely to Successful system-orientated cul- tures focus on trying to deal systematically with recurring prob- lems and situations. Basically, they have their feet on the ground; in most organisations, 80% of what is done is routine, and the system- orientated firm knows this. So its procedures handle the routine, leaving managers to use their energy on that 20% of the work that needs their expertise. The essence of a successful system- orientated culture is its ability and willingness to constantly question its systems. Such organisations tend to have strong corporate cultures, and people have to buy into them before being given the right to question and criticise. But given that, every process is up for evaluation and improvement. The rule book really matters, but it is not cast in stone. Away from the rule book, initiative is a key charac- teristic, but it is initiative in a strong team environment. People consult where possible and take individual decisions only when it is not. performance. Equally, giving people more than they can handle without properly preparing them, and without providing adequate support if they initially falter, leads to the same result. behaviour, insensitive to differences in situations and people. However, people-orientated cultures are not warm and cuddly. They respect people, support them and develop them - but they expect them to perform. If people fail to live up to expectations after proper training investment, appropriate steps are taken. The downside of people- orientated cultures occurs when responsibility is not appropriately delegated. Insufficient challenge for bright, trained people leads to poor Successful people-orientated cul- tures derive from leadership that trains people to be ready to take responsibility and then invests them with it. Such firms delegate respon- sibility down as far as possible. They are not the 'do it, check it, recheck it, double-check it and then check it again to be sure' types of cultures. They empower trained people and trust them to build quality in. They ask people to make decisions and expect them to do so. If the decisions prove wrong, the experience is used as the basis for learning rather than for criticism or punishment. They emphasise com- mitment and mutual support, rein- forced through training that focuses on how and when to delegate res- ponsibility, on understanding and recognising that people are not all the same, learning how to get the best out of everyone. In successful firms ship is acuon-orienuueu, me cuuure is generally driven by one or a handful of managers who present a strong vision for the firm and lead by example. The emphasis is on getting things done, on driving for change. Such leaders constantly infuse energy throughout the firm and reinforce it through training that emphasises individual action, showing initiative, taking consid- ered risks and stressing individual output and results. It is a dynamic culture that rests on individuals being motivated to rise to the chal- lenges of the business and being willing to take on responsibilities, often beyond what is considered their normal role. Generally, the culture of any firm can be described as principally action-orientated, people-orientated or system-orientated. That is to say, the behaviour that the managers exhibit tends to emphasise one of these three approaches to leadership and management. The downside is that the approach can be somewhat 'one-sided' , overlooking the need for systems to handle routine matters, and taking for granted that people are all driven by a sense of challenge. It can result in the strong and quick riding roughshod over the more considered and thoughtful. When overdone, action-orientation becomes 'flare' Read the article below about management styles and the questions on the opposite page. For each question (15-20), mark one letter (A, C or D) on your Answer Sheet. 44 Questions 15-20 Test 2

Test 2 Reading 47 factissuepointcase Example: 21 A worth B value C asset property 22 turn out make up C write out show up 23 A detected regarded C conceived distinguished 24 coincidence similarity agreement connection 25 authority command C advantage preference 26 joined linked C associated D combined 27 shift fluctuation C motion displacement 28 profiting capitalising C exploiting D benefiting 29 A reinstated restored C replaced D recouped 30 modifying mending C refurbishing overhauling na companies are trying to make is to provide more internal and external customer relationship focus. By (28) .......... available information tech- nology, leading companies have already shortened process and response times, increasing customer satisfaction. But companies must make a profit to survive, so telling a chief executive to focus more on customers, through the use of expensive information technology, may fall on deaf ears unless it can be demonstrated that such investments will be (29) .......... in terms of revenue, market share and profits. Certain companies are responding to this new customer focus by completely (30) .......... their traditional financial- only measurements of corporate performance, and seeking new ways of measuring customers' perceptions and expectations. nsru In today's fast-moving market, it is a simple (0) ........ that products are con- stantly being replaced by something new. For companies large and small, the most important real (21) ........ with measurable, long-term value is loyal, one-to-one customer relationships. However, despite their importance, they do not (22) .......... on any company's balance sheet. If a company lost 10% of its inventory to theft, it would react swiftly, but if the company loses 10% of its customers, this may not be (23) . In this age of product (24) , in which the market fails to perceive any profound difference between products or companies, effective management of customer relationships is critical in achieving a competitive (25) . Delivering quality service and achieving high customer satisfaction have been closely (26) to profits, and consequently the (27) all 46 Questions 21-30 Read the article below about customer relationship management. • Choose the correct word or phrase to fill each gap from or on the opposite page. • For each question mark one letter (A, or D) on your Answer Sheet. There is an example at the beginning (0).