Cambridge English For HR Additional Activities

Professional English
Cambridge English for
Human Resources
additional activities
UNIT 1 Vocabulary revision
a Work in pairs or small groups. You are going to review vocabulary terms from
Unit 1. Your teacher will give you a set of 26 word cards. Divide the cards into
the following three groups.
✓ if you know the word
? if you think you the word but are not quite sure
! if you cannot remember or do not know the word
b Compare your answers with another pair or group. Ask the other students if they
can help you by explaining the meanings of the words in Group 3 (words you are
not sure about or words you don’t know).
c Complete the 26 definitions (a–z) below by writing the correct word or phrase
from the cards in the gaps.
a are important, measurable outcomes.
b are people or organisations who can be positively or
negatively impacted by, or have an impact on, the actions of an organisation.
c are people within a company who receive information
or a service from another person or department in the same company.
d are the results of actions and describe a state.
e can refer to anything which a company or an employee
produces. This could include either a product or a service.
f is one in which HR aims to be involved in decision
making for company strategy.
g focuses on providing traditional, transactional HR
functions such as payroll and recruitment and selection.
h , in this sense, refers to the type and number of
employees within the organisation.
i involves all (or most) of the HR functions being
provided externally.
j involves providing different systems of time allocation
at work – e.g. part-time, flexitime, annual hours.
k involves HR being seen as part of an overall quality
management system.
l involves HR encouraging a performance culture by
measuring results and building skills.
m involves HR staff acting as advisors and project-based
experts.
n involves systematically preparing for the replacement
of senior managers.
o is a paperless HR function in which technology is used
to offer self-service HR.
p is a report of what the staff in an organisation can do.
q is a report which finds out if it is possible to do
something.
r is a systematic approach to the acquisition, storage
and sharing of knowledge within an organisation.
s is becoming a popular substitute word for ‘change
management’ as it is considered to be more positive and less threatening.
1 Cambridge English for Human Resources Cambridge University Press 2011 Photocopiable
www.cambridge.org/elt/englishforhr
t is the number of people leaving and joining a company

as a percentage of the total workforce.
u is the practice of paying another company to provide
a service.
v is the process of managing and maximising the talent,
skills and knowledge of employees.
w is the salary, pension and other financial benefits that
an employer gives to an employee.
x is when responsibility for many HR activities is given
directly to managers in other departments.
y sets out the larger and long-term plans of an
organisation.
z is a document which describes how a new policy or
process will be introduced and how each stage in the process will be checked.
d Work in pairs to compare your answers.
Human Resources
UNIT 1
Before you begin …
Teacher’s Notes
Make enough copies of the word cards (on page 4) for students to work in pairs
or small groups. Cut them out and shuffle them into sets. If you can, it is a good
idea to laminate the cards, as this will help them last longer and allow you and
your colleagues to reuse them.
Make enough copies of the worksheet for each student in the class.
a Students work in pairs or small groups. At this point, only give out one worksheet
for each pair or group. Explain what students have to do and then distribute the
word cards to each group. Set a time limit of around five minutes for the task.
b Allow groups to share their results. Make sure that they clearly indicate which
group of cards belongs to each word group (✓, ? or !). Allow students to change
the order of the sets of cards if they learn (or remember) the meaning of a word
originally in group 3.
c Now give every student a copy of the worksheet and ask them to complete the
task. Don’t confirm the answers with students until they have completed the task
in Exercise d.
Answers
a 13 Key deliverables n 18 Succession planning
b 2 Stakeholders o 9 e-HR
c 17 Internal customers p 22 A skills audit
d 20 Outcomes q 24 A feasibility study
e 21 Outputs r 3 Knowledge management
f 7 A business partner strategy s 19 Transition
g 5 As a strategy, personnel t 26 Labour turnover
h 16 A human resource profile u 23 Offshoring
i 6 Outsourced HR v 15 Human capital management
j 14 Flexible working w 4 A remuneration package
k 10 Continuous improvement x 11 Devolved HR
l 8 Performance management y 1 A strategy
m 12 As a strategy, consultancy z 25 An implementation and monitoring plan
d Students compare their answers.
UNIT 1 Teacher’s Notes
1 A strategy 14 Flexible working
2 Stakeholders 15 Human capital management
3 Knowledge management 16 A human resource profile
4 A remuneration package 17 Internal customers
5 As a strategy, personnel 18 Succession planning
6 Outsourced HR 19 Transition
7 A business partner strategy 20 Outcomes
8 Performance management 21 Outputs
9 e-HR 22 A skills audit
10 Continuous improvement 23 Offshoring
11 Devolved HR 24 A feasibility study
25 A
n implementation and monitoring
12 As a strategy, consultancy
plan
13 Key deliverables 26 Labour turnover
Human Resources
UNIT 2 Describing
graphs in presentations
a You are going to listen to the first part of Colin’s presentation to Hans again
(pages 20–21 of the Student’s Book). Before you listen, look at the graphs below
(A–D) and discuss the following questions.
1 What important information is missing from the graphs?
2 What kind of information do you think each graph might be showing?
3 How might you describe the trends in each graph?
6 6
5 A5 C
46 46
35 35
24 24
13 13
02 02
1 1
0 0
B D
Q1 Q2 Q3
Q1 Q4
Q2+Q1
Q3+Q2
Q4 +Q1 +Q2
Q1 Q2 Q3 Q4 +Q1 +Q2
b Listen Q1 Q2 Q3 Q4 +Q1 +Q2
to Colin’s presentation and say which graph (A, B, C or D) represents
Colin’s description of:
●● Figure 1
●● Figure 2
●● Figure 3
c 2.4 Complete the following extracts from Colin’s presentation with the phrases
in the box. Then listen and check your answers.
20 years or more a slight drop a total of as the chart in
for the last for the last two further analysis, as shown in
has risen year on year by past trends will see sales return to
1 Labour turnover a years has been running at just 3%, and 25% of
our workforce have b service.
2 However, a Figure 1 here, shows that 6% of the workforce is
projected to retire next year and that b 25% of the current
workforce will retire within the next five years.
3 Next, we looked at a and, apart from b three years
ago, our total number of employees c around 5%.
4 But, you’ll be pleased to know that, as shown in Figure 2, wages have remained
roughly in line with inflation and have been on hold six months.
5 Thirdly, we looked at projected sales, and although we’ve had two of our lowest
quarters at the beginning of this year, Manuela is very optimistic that Q1 next year
a last year’s levels, b Figure 3 shows.
Human Resources
a Students work in pairs or small groups to answer the questions.
Suggested answers
1 None of the graphs has a title so it is not obvious what the purpose of each
graph is. The axes on the graphs are not labelled (A, B and C) and so it is not
clear what values are being described.
3 A shows a steady decline over two time periods, after which it levels out; B
shows an overall rising trend; C shows a steady increase; D shows that the
category 2–9 years covers almost half of all cases (though as yet it is not
clear what this refers to).
b Students listen to Audio 2.4 and answer the questions.

2.4 page 95
Answers
Figure 1 is C
Figure 2 is A
Figure 3 is B
c Ask students to look at the ten phrases in the box and say if they can divide
them into groups according to what they think their function might be.
Suggested answers
(various alternative answers are possible)
time: for the last / for the last two
trends: past trends / has risen year on year by / will see sales return to
amounts: 20 years or more / a slight drop / a total of
referring to the slides: as the chart in / further analysis, as shown in
Then ask students to complete the five extracts using the phrases in the box.
Students listen again and check their answers.
Answers
1 a for the last two b 20 years or more
2 a further analysis, as shown in b a total of
3 a past trends b a slight drop
c has risen year on year by
4 for the last
5 a will see sales return to b as the chart in
Human Resources
UNIT 3 Indirect questions
a Managing potential conflict is an important skill in the workplace and in HR
especially. In pairs, discuss the following questions.
1 What do you think causes conflict at work? Think of some examples to illustrate
your answers.
2 What is the difference between direct and indirect language?
3 When do you think it is appropriate to use more direct language in the workplace?
When it is more appropriate to use indirect language?
4 Think about how your own language compares to English. Do you feel that English
seems to be too indirect (e.g. it seems to take a lot of words to say something very
simple)? Or do you feel that it is too direct (and possibly a little rude)?
b Use the direct interview questions (1–12) to complete an indirect version of each
one. Then say which type of question (direct or indirect) would be more suitable
for an interview.
1 What can you bring to this position?
Could you tell us
2 Why should we hire you?
Would you mind telling us
3 Where do you see yourself in five years’ time?
We’d like to know
4 What do you consider to be the key skills necessary for this position?
Could you tell us
5 Why did you leave your last job?
Would you mind
6 Tell us something about yourself.
Could
7 Do you prefer to work with people or with information?
Can you tell us
8 Tell me about your ability to work under pressure.
Would you mind
9 Do you have any plans for further education?
Could
10 What motivates you in terms of work?
We’d like to know
11 What are your weaknesses?
Would you mind
12 When have you been happiest at work?
Could
Human Resources
a Students discuss the questions in pairs. Then ask them to make groups of four to
compare ideas. Finally, feed back to the whole class. For question 2, you may need
to explain some of the rules (e.g. we use –ing after Would you mind …?; we use
if or whether when there is an auxiliary, such as do, and not a wh- question word).
Suggested answers
1 being tired, stressed and overworked; not taking the time to explain things
properly; making assumptions about what the other person knows or doesn’t
know; different personal or cultural styles; shyness being mistaken for
arrogance
2 Indirect language tends to be more polite than direct language in English.
Indirect questions usually includes a phrase which requests the answer (Do
you think …? Would you mind …?).
3 In general, the bigger the request or the less familiar the person, the more
indirect language will be appropriate. When you know the person quite well
and you do not have much time, direct language may be acceptable. In the
context of a job interview, if you are too direct you can make the interview too
stressful for the candidate and create a negative impression of the company.
You may also fail to recruit the best candidate. If you are too indirect, you may
be perceived as weak or indecisive, especially in some cultures.
Note: Answers to this question may vary widely according to the culture of
the students, but it is worth opening up this debate with students as different
nationalities tend to perceive directness and indirectness differently.
b Check that students understand the task by completing the first one or two
questions on the board as a class. Then ask students to complete the rest on
their own. They then check their answers in pairs and discuss whether direct or
indirect questions would be better.
Answers
1 Could you tell us what you can bring to this position?
2 Would you mind telling us why we should hire you?
3 We’d like to know where you see yourself in five years’ time.
4 Could you tell us what you consider to be the key skills necessary for this
position?
5 Would you mind telling us why you left your last job?
6 Could you tell us something about yourself?
7 Can you tell us if/whether you prefer to work with people or with information?
8 Would you mind telling me about your ability to work under pressure?
9 Could you tell us if/whether you have any plans for further education?
10 We’d like to know what motivates you in terms of work.
11 Would you mind telling us what your weaknesses are?
12 Could you tell us when you have been happiest at work?
Human Resources
UNIT 4 The learning cycle
Learning cycle stage Learning cycle stage Learning cycle stage Learning cycle stage
Abstract Active
Concrete experience Reflective observation
conceptualisation experimentation
Overview of stage Overview of stage Overview of stage Overview of stage:
Something happens; We try to make sense We test the theory

We stop and think
we experience an of events and create a by trying a new or
about what happened.
event. theory to explain it. modified approach.
Learning style Learning style Learning style Learning style
Activist Reflector Theorist Pragmatist
Learning style Learning style Learning style Learning style

description description description description
Involves looking for

Involves looking back Involves planning and
Involves having patterns, explanations
and thinking about experimenting with
experiences. and predictions about
experiences. revised actions.
experiences.
Learner preference Learner preference Learner preference Learner preference
This person is mostly

This person likes This person likes
This person prefers to interested in goal
to jump into new logical explanations
observe others and to achievement and
experiences and and builds models
have time to think. will do anything that
prefers action. that explain things.
works.
Example Example Example Example
If you’re in a high I’ve got another

My first reaction
I was giving a pressure situation like presentation next
was to blame the
presentation but I that, you’ve got to week. I’m going to
technician, but then I
couldn’t get my video take responsibility for go early to check
realised I should have
files to play. things that might go everything works
checked first.
wrong. before I start.
Human Resources
UNIT 4
Teacher’s Notes
Make enough copies of the word card sheet for students in your class to be able
to work in groups of three or four. It is advisable to enlarge your copies onto A3
paper as that will make it easier for both you and your students to physically
handle the word cards in the classroom.
You will then need a pair of scissors to cut out the sets of word cards. Finally,
shuffle the cards.
a Write ‘Kolb’s Learning Cycle’ on the board and then invite students to tell you
what they know about the learning cycle and/or what they can remember from
John Peters’s presentation in Unit 4 (see page 33 of the Student’s Book). During
the discussion, check the meaning of the following words with the class: abstract,
concrete, experiment (v), modify, reflective, stage.
b Write the following on the board

●● Learning cycle stage
●● Overview of stage
●● Learning style
●● Learning style description
●● Learner preference
●● Example
Ask students to get into groups of three or four and then tell them that they
are going to check how well they understand the learning cycle. Tell students
that they will be given a pack of cards which contains information about the four
learning cycle stages. Students should work together to create four sets of six
cards, each one following the order of the list on the board (from Learning cycle
stage through to Example). Give students about ten minutes for this task.
While students are working, go around each group making notes of the language
they use to interact with each other (e.g. What do you think? I think this one goes
here …, etc.). Watch the groups carefully to make sure that groups don’t become
dominated by just one student doing all the work.
c Once the cards are arranged in the right order, students take turns to turn over a
card, one card at a time. Their partners have to remember or work out what was
on that card, using its position in the grid to help them. They keep going until all
the cards have been turned over.
Answers
See the Additional activity worksheet for the correct order and sequence.
Human Resources
UNIT 5 Listening extension
a You are going to look more closely at the techniques Chinua Okeke used in his
counselling session with Fergus O’Donnell (see page 45 of the Student’s Book).
In pairs, look at these lines (a–n) from the dialogue in Audio 5.7 and answer the
following questions.
1 Which speaker, Chinua or Fergus, said the lines below? How do you know?
2 What do you notice about the language in these lines? (Think about grammar and
vocabulary.)
a And how do you think she would feel about that?
b And you came with family?
c And, of course, you don’t have to say, but how does she feel about the prospect of
moving back to Dubai?
d By going back to Dubai?
e Did she tell you that?
f Do you?
g Maybe it’s not so simple. You might consider your options.
h Relieved? I see, and why’s that?
i She doesn’t mind?
j So is it just about work or are there any other factors involved?
k So you thought the return to Dubai would cheer her up?
l So your plan is to get the job in Dubai and then surprise her with the good news?
m What do you think would be best?
n Why do you say you think she would be?
b Look at the script of the counselling session in Audio 5.7 on the next page. Use
the missing lines in Exercise a to complete the dialogue. Then listen and check
your answers.
c In pairs, take turns to role play the dialogue.
UNIT 5 Listening extension
Fergus: … they’re a great bunch of guys to work with. No, it’s just time for a change.
Chinua: 1
Fergus: Something like that.
Chinua: 2
Fergus: Sorry, I don’t get you. How do you mean?
Chinua: Well, beyond work. Relocation’s a big life change.
Fergus: Ah, I guess so.
Chinua: 3
Fergus: Just my wife, Mary.
Chinua: 4
Fergus: Oh, she doesn’t mind.
Chinua: 5
Fergus: Well, to be honest, I think she’d be relieved.
Chinua: 6
Fergus: How can I put it? She’s not exactly taken to it here. She feels lonely and
isolated.
Chinua: 7
Fergus: Not in so many words, but in Dubai she had her own circle of friends. Here,
she’s on her own all day. She used to be so cheerful. I hate to see her so
down.
Chinua: 8
Fergus: Yes, I’m hoping that’ll do the trick.
Chinua: You said earlier you think she’d be relieved to go back to Dubai.
9
Fergus: Well, I’m just thinking about it before I talk to her about it. I mean, there’s no
point getting her hopes up until I’m offered the job.
Chinua: 10
Fergus: I guess that’s it.
Chinua: 11
Fergus: Hm, pretty angry, I suppose, that I hadn’t talked to her about it first. Do you
think I should?
Chinua: 12
Fergus: Probably, but then she’d just say we should stay. She’s always supported
my career but I want to be fair to her, too. It seems one of us has to make a
sacrifice.
Chinua: 13
Fergus: Here and now? Or with Mary?
Chinua: 14
Fergus: You know, you’re starting to get repetitive. OK, I’ll talk to her. Are you
satisfied now?
Chinua: It doesn’t matter what I think, it’s how you feel that counts.
Fergus: Oh, I’m right enough. But one other thing.
Chinua: Yes?
Fergus: Thanks for your time. I appreciate it.
Chinua: You’re welcome.
Human Resources
UNIT 5
Teacher’s Notes
This activity is an extension of the task in Exercises 10a–d on page 45 of the
Student’s Book. Students will need to have completed that task before doing
this one.
a Although this activity can be done immediately following Exercises 10a–d on

page 45 of the Student’s Book, you may find it more useful as a recycling and
revision task in a lesson later on in the course.
Ask students to summarise the situation in the counselling session between

Chinua and Fergus (Fergus is thinking of moving from Nigeria to Dubai). Then ask
them to work in pairs to discuss the questions.
Answers
1 Chinua – the lines are typical of the questioning and prompting techniques of
a counsellor. The form of these questions is ideal for prompting the client to
think and reflect about their own situation.
2 Some language features to note are:
The majority of the lines are questions (only g is a statement).
Verbs which focus on emotion and attitude – lines a and c use the verb feel; lines
h, i and k are also about what people think or feel about a situation.
Modal and conditional verbs are frequently used – lines a, g, k, m and n.
b Students match the lines to the gaps in the dialogue. Ask them to write in only
the letters (i.e. they should not write in the missing words).
Answers
1 d 2 j 3 b 4 c 5 i 6 h 7 e
8 k 9 n 10 l 11 a
12 f 13 g 14 m
c Ask students to work in pairs to role play the dialogue. The first time students
role play, allow them to use the lines from Exercise a. After each student has
taken a turn in the counsellor role, ask students to repeat the task, using the
same questioning and prompting techniques, but with their own words.
Human Resources
UNIT 6 1
Crossword
2
3 4
5 6
7 8
10 11
12 13
14
15 16 17
18 19
20
21
22
23
24
UNIT 6 Crossword
Across
4 A standard is an example of how a competent employee would do something. (11)
5 Before going with a new scheme, many companies arrange for the scheme to be
trialled in one part of their organisation (such as a single department).
6 Competences can be generic or job . (8)
7 A title is the name given to the role an employee performs at work. (3)
9 It could be rather repetitive to give for each element (in a competence framework). (8)
10
A scheme allows you to test how a project will work before you introduce it for the
whole organisation. (5)
13
-assessment involves employees assessing themselves. (4)
15 If you are too aggressive in assessing performance, it might have a negative effect on your
employees’ . (10)
18
A ‘mystery ’ is an unknown, external observer, who gathers information about
people’s performance at work. (7)
20 If your performance puts you in the upper , your performance has been assessed as
being in the best 25%. (8)
21
A competence is one which should be considered most important for that role. (3)
22 A reiterative process is where we interview people one at a time, test our understanding and
then in information from previous discussions. (4)
23 Personal interviews can be one way to the data and information you need to
prepare a new competence framework. (6)
24
A is a description of a skill area. (10)
Down
1 competences are those that are shared by many different jobs. (7)
2 Key performance are the most important way of telling if a person can do their job
competently. (10)
3 Underpinning is what a person needs to know in order to do their job. (9)
8 An employee is a meeting where managers can explain a new project to many
employees at the same time. (8)
11 A competence is a document which defines the actions and performance standards
required of each employee. (9)
12 A process builds a complete picture by repeatedly learning from new information and
re-evaluating the process. (11)
14 outcomes are those which can be described objectively in numbers. (10)
15 defines excellence. (10)
16 An plan helps you decide how to introduce a new programme. (14)
17 performance is of an extremely high standard. (9)
19 An is a smaller part of an overall skill area. (7)
Human Resources
UNIT 6
Teacher’s Notes
Make enough copies of the crossword for each student in the class.
a Ask students to work in pairs and distribute one copy of the crossword sheet for
every two students. Tell them that all the answers are based on vocabulary they
have encountered in Unit 6. Encourage students to use pencil only to complete
the crossword and set a time limit of 12 minutes.
b After the time is up, ask students to get into small groups to compare their
answers with another pair.
c Give out a crossword sheet to any student who does not yet have one and check
the answers with the whole class.
Answers
Across: 4 performance 5 live 6 specific 7 job 9 evidence
10 pilot 13 self 15 confidence 18 shopper 20 quartile
21 key 22 feed 23 gather 24 competence
Down: 1 generic 2 indicators 3 knowledge 8 briefing 11 framework
12 reiterative 14 measurable 15 competency
16 implementation 17 exemplary 19 element
Human Resources
UNIT 7 Conducting
a review meeting
a Read this extract from the beginning of Audio 7.4, in which Cindy van der Meer
of Capo Verde has her employee development review meeting with her line
manager, Ian Calder, the Head of Human Resources. In pairs, say what you think
Ian and Cindy might have talked about before they started to discuss the review.
Ian: Sure. It’ll give us time to reflect. Right, well, let’s get going. Starting off with the
past year, what do you think went well?
Cindy: Well, I was really pleased with …
b Answer the following questions.

1 What does to break the ice mean in English?
2 Do you have a similar idiom in your own language?
3 Why is ice-breaking important in such a review meeting? Think about the
advantages for:
●● the manager
●● the reviewee
c Now read the beginning of the conversation between Ian and Cindy which comes
before Audio 7.4 and answer the following questions.
1 How does Ian make Cindy feel comfortable before the main part of the review?
2 Is there anything else that Ian could ask Cindy before they begin the review?
3 What two phrases does he use to move the interview from one stage (ice-breaking)
to the next (procedures)?
4 Look at the underlined section. Which three words would you stress?
5 How does Ian demonstrate that Cindy is an equal partner?
6 What would be another way of describing how long the review will take?
Ian: Hi Cindy.
Cindy: Morning.
Ian: Thanks for coming. Can I get you a drink?
Cindy: Maybe just some water thanks.
Ian: Still enjoying the dance classes?
Cindy: Great thanks! Aerobics was rather boring but Salsa is just as much exercise and a
lot more fun.
Ian: Well, you’re certainly full of energy! Now, to get down to business. You’ve been
involved in the Employee Review briefing sessions, so I know you understand
what it’s all about but I really want you to feel that it’s your review and that
you’re an equal partner in what we agree. An hour should do us but we’re not
pressed for time. Any questions?
Cindy: Just one thing; I think it’s better if we just make notes today and fill in the form
later in the week. Is that OK with you?
Ian: Sure. It’ll give us time to reflect. Right, well, let’s get going. Starting off with the
past year, what do you think went well?
Cindy: Well, I was really pleased with …
UNIT 7 Conducting a review meeting
d Now read this extract from the end of the review which follows the conversation
you heard in Audio 7.4 and answer the questions.
1 What phrases does Ian use to thank Cindy?
2 How does he offer her the chance to say something more?
3 How does he make his instruction less aggressive?
Ian: Thanks again for being so open. It’s been really helpful.
Cindy: You’re welcome. So is that it now?
Ian: Unless there’s anything you’d like to add?
Cindy: I can’t think of anything right now but I’ll let you know if I do.
Ian: OK, well if you could process the form during the next week and send it to me,
we’ll have a final check and then sign it off; OK?
Cindy: Yeah, that’s fine.
Ian: Great and thanks again for all your hard work. I really appreciate it.
Cindy: Thank you.
Human Resources
UNIT 7
Teacher’s Notes
Make sure that students have completed Exercises 11–15 on pages 59–61
of the Student’s Book before doing this Additional activity.
a Students work in pairs to discuss their ideas. Students may not recall (or know)
the phrase to break the ice (discussed in Exercise b which follows), but they may
be able to identify the need for language which makes the reviewee relaxed.
b Use these questions to feed back on the students’s discussions in Exercise a.
Answers
1 to break the ice means to say or do something to make someone feel more
relaxed in a situation where they may feel nervous or worried.
3 If the reviewee is relaxed, he or she is more likely to have a more positive
experience of the review and this can improve relations between the reviewee
and his or her line manager. The advantage for the reviewee is that he or
she may be able to give a more accurate presentation of his or her work and
progress if it is possible to be more open and honest.
c Give students three or four minutes to read the questions and then the dialogue
extract. Ask them if they have any questions about vocabulary and make sure
that they understand the questions. Then ask students to work in pairs to discuss
their answers. After five minutes, open up the discussion to the whole class.
Suggested answers
1 He offers her a drink and asks her about her interest. He shows that he knows
her as a person, not just as an employee.
2 He could ask about any topic they have previously discussed (e.g. How is
Nicolina getting on at her new school?), depending on how well they know
each other, or a very general topic (e.g. Did you have the soup today in the
canteen? It was lovely.). It would be inappropriate to ask for new information
(e.g. Do you have any children?).
3 Now, to get down to business; Right, well, let’s get going.
4 really, your, equal
5 He gives her the opportunity to ask questions and to influence the procedure.
6 We’ll need about an hour for this, but I have no other appointments, so we
can take as long as we need. It’s important that we don’t rush this.
d Ask students to suggest how Ian could close the review meeting. Then ask them
to read the questions and the end of the meeting.
Suggested answers
1 Thanks again for being so open; it’s been really helpful; thanks again for all
your hard work. I really appreciate it.
2 Unless there’s something you’d like to add?
3 Well, if you could …, OK?
Human Resources
a can be anybody who acts to support an
1 If you discipline somebody,
employee during a hearing.
b involves ignoring somebody or not giving

2 An employee representative
them the same opportunities as others.
c involves treating somebody differently

3 A non-disciplinary solution
because of their race, religion, etc.
d involves treating somebody in a violent or

4 A disciplinary procedure
abusive manner.
e involves unwelcome actions, behaviour or

5 Misconduct
comments of a sexual nature.
6 A rule of conduct f is a formal term for sacking somebody.
g is a fixed amount of time at work during

7 Suspension which an employee has a chance to
demonstrate improvement.
h is a formal term for an action which breaks a

8 A breach
law or rule.
9 A verbal warning i is less serious than a written warning.
10 A probationary period j is unacceptable or bad behaviour.
k is when an employee is sent home from work

11 Dismissal
as a result of a disciplinary matter.
l is when somebody is forced to resign from

12 A transgression a job because their life is being made
unpleasant.
m is when you break a company rule or do

13 If something is wiped from the record
something which is against company policy.
14 Discrimination n it is removed from official documents.
o might involve training or counselling for the

15 Sexual harassment
employee.
p sets out the rules for dealing with misconduct

16 Bullying
and unacceptable performance or behaviour.
q states what is expected of employees and

17 Exclusion
what will happen if it is not followed.
18 Constructive dismissal r you punish them in a formal way.
Human Resources
UNIT 8
Teacher’s Notes
to work in pairs. It is advisable to enlarge your copies onto A3 paper as that will
make it easier for both you and your students to physically handle the word cards
in the classroom. You will then need a pair of scissors to cut out the sets of word
cards. Finally, shuffle the cards.
You also need to make enough copies of the worksheet (on A4) for each student
in the class. These copies should not be cut out.
a Ask students to get into pairs. Explain that they are going to review some key
vocabulary terms from Unit 8. Give students five minutes to brainstorm words or
phrases connected to the subject of discipline and grievance.
b Explain to students that they are going to complete 18 definitions of key words
and phrases by matching the correct beginnings and endings of the sentences.
Distribute a pack of word cards to each pair and then give students a time limit
of seven minutes to complete the task.
c After the time is up, ask students to go around the room and check the answers
of the other pairs.
d Distribute copies of the full list of definitions (i.e. the list that has not been cut
out). Feed back answers to the whole class, allowing students to match up the
sentence halves on their activity sheets.
Answers
1 r 2 a 3 o 4 p 5 j 6 q 7 k 8 m 9 i 10 g 11 f
12 h 13 n 14 c 15 e 16 d 17 b 18 l
Human Resources
a Work in small groups. On a piece of paper, brainstorm key words and phrases for
discussing reward strategies and systems that you have studied in Unit 9.
b Work in pairs. For each word in the boxes below (A–C), write:
✓ if you know the word
? if you think you the word but are not quite sure
! if you cannot remember or do not know the word
A
administered benchmarking consultation established
incorporates pay profitability rewards total
B
attract benefits column company (car) entitled
grades grading healthcare laptop membership
overtime payments rates spinal
C
audits discriminate flexible incentives loyalty lump
non-financial options performance preferred profit share
c Join another pair of students. Ask them if they can explain the meaning of any of
the words marked ‘!’ or ‘?’.
d Now complete the four sections of the Reward Strategy Overview document
for BelleBank, Poland, on the next page, using the words in the boxes A–C in
Exercise b.
e Now turn to page 74 of the Student’s Book to check your answers.
Reward Strategy Overview

A 16 , shift working and special
Introduction duties will also 17 additional pay.
The strategy has been developed through Additional benefits
employee 1 . It takes into All employees will receive additional
account corporate objectives of 2 18 in the form of
and the desire to foster innovation. 19 and sports club
Reward strategy statement 20 . Additionally, some staff will
be 21 to a 22 car,
The aim of the strategy is to set out the aims 23 and mobile phone.
and objectives of the pay and 3
system, the criteria upon which it has been C
developed, and how the system will be
Non-financial elements
4 . The company will be taking a
5 reward approach, which BelleBank will also seek to develop
6 all aspects of reward. 24 rewards in the form of
25 for home working,
Basic pay criteria 26 benefits and 27
Basic 7 levels have been office space.
8 through research and
Attraction and retention additions
reference to industry norms. BelleBank will
seek to improve its position in the wages BelleBank reserves the right to offer additional
9 table through increased 28 to attract hard-to-recruit
profitability. workers or retain employees in areas where there
is a skill shortage. This will be in the form of a
B 29 sum or 30
Grading bonus.
Over the next year, the current Performance pay and incentives
10 system will be simplified. The company has decided to discontinue the
The number of 11 will be current 31 pay system and is
reduced, as will the number of 12 currently investigating an alternative with an
points between grades. The company will employee 32 option and
operate a single spinal 13 system, 33 share scheme.
with all 14 being published on
the intranet. Equality statement
Additional payments The company will make every effort to ensure
that the reward system does not
Additional 15 will be made to 34 against any group of
employees who work on national holidays in employees, and will carry out annual equality
order to accommodate international clients. 35 .
Human Resources
a In small groups, students brainstorm vocabulary from Unit 9 related to reward
strategies and systems. You can expand this to include any useful vocabulary
students have encountered while working on this unit. Make sure that students
understand that you will not be checking their completed sheets, as the purpose
of this exercise is to get them to recall useful words and phrases from the unit.
b Students work together in pairs to see which of the words they can recall, which
they are unsure of and which they don’t know. You may want to begin this task
by reviewing useful language for the workplace or classroom for working in pairs.
For example: I know this one – it means …; I’m not completely sure, but I think
this one means …; I’m sorry I really don’t know.
c Students try to find out whether other students in their group can help them find
the meanings of any words they don’t know or are unsure about.
d Students complete the BelleBank reward strategy document (from page 74 of the
Student’s Book) using the words in the box appropriate for each section.
e Students check their answers in the Student’s Book.
Answers
A B C
1 consultation 10 grading 24 non-financial
2 profitability 11 grades 25 options
3 rewards 12 spinal 26 flexible
4 administered 13 column 27 preferred
5 total 14 rates 28 incentives
6 incorporates 15 payments 29 lump
7 pay 16 overtime 30 loyalty
8 established 17 attract 31 performance
9 benchmarking 18 benefits 32 share
19 healthcare 33 profit
20 membership 34 discriminate
21 entitled 35 audits
22 company
23 laptop
Human Resources
UNIT 10 Exploring
the HR service portfolio
Service Contracting
Development Business
Key services delivery with
activities partner role
methods departments
skills and
administrative acting as
payroll knowledge advisor
procedures service provider
management
human capital strategic

D&G F2F SLAs
management partnering
succession internal
R&S self-service HR KPIs
planning consultancy
employee guaranteed
coaching benchmarking automatically
development minima
identifying best distribution

performance health and premium
practice in other of information
review safety training services
organisations guides
Human Resources
UNIT 10
Teacher’s Notes
to work in pairs. It is advisable to enlarge your copies onto A3 paper as that will
make it easier for both you and your students to physically handle the word cards
in the classroom. You will then need a pair of scissors to cut out the sets of word
cards. Finally, shuffle the cards.
Note: The headings and the first three items in each column of the worksheet are
taken from the table in Exercise 4a on Student’s Book page 80.
a Ask students to get into pairs. Explain that they are going to review their
knowledge and ideas about service portfolios.
b Explain to students that they are going to match five service portfolio
components to one of five possible categories. Then give each pair a set of
word cards. Students then race to match the components with the five headings
(headings are on the shaded cards).
c Go through the answers with the class, asking students to give examples of
specific activities each component might involve.
Answers
●● Key services: payroll; D&G; R&S; employee development; performance review
●● Development activities: skills and knowledge management; human capital
management; succession planning; coaching; health and safety training
●● Business partner role: advisor; strategic partnering; internal consultancy;
benchmarking; identifying best practice in other organisations
●● Service delivery methods: administrative procedures; F2F; self-service HR;
automatically; distribution of information guides
●● Contracting with other departments: acting as service provider; SLAs; KPIs;
guaranteed minima; premium services

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t is the number of people leaving and joining a company

d Work in pairs to compare your answers.

d Students compare their answers.

1 A strategy 14 Flexible working

2 Stakeholders 15 Human capital management

3 Knowledge management 16 A human resource profile

4 A remuneration package 17 Internal customers

5 As a strategy, personnel 18 Succession planning

7 A business partner strategy 20 Outcomes

8 Performance management 21 Outputs

9 e-HR 22 A skills audit

10 Continuous improvement 23 Offshoring

11 Devolved HR 24 A feasibility study

13 Key deliverables 26 Labour turnover

b Students listen to Audio 2.4 and answer the questions.

Overview of stage Overview of stage Overview of stage Overview of stage:

Something happens; We try to make sense We test the theory

Learning style Learning style Learning style Learning style

Activist Reflector Theorist Pragmatist

Learning style Learning style Learning style Learning style

Involves looking for

Learner preference Learner preference Learner preference Learner preference

This person is mostly

Example Example Example Example

If you’re in a high I’ve got another

b Write the following on the board

c In pairs, take turns to role play the dialogue.

a Although this activity can be done immediately following Exercises 10a–d on

Ask students to summarise the situation in the counselling session between

b Answer the following questions.

b Use these questions to feed back on the students’s discussions in Exercise a.

b involves ignoring somebody or not giving

c involves treating somebody differently

d involves treating somebody in a violent or

e involves unwelcome actions, behaviour or

6 A rule of conduct f is a formal term for sacking somebody.

g is a fixed amount of time at work during

h is a formal term for an action which breaks a

9 A verbal warning i is less serious than a written warning.

10 A probationary period j is unacceptable or bad behaviour.

k is when an employee is sent home from work

l is when somebody is forced to resign from

m is when you break a company rule or do

14 Discrimination n it is removed from official documents.

o might involve training or counselling for the

p sets out the rules for dealing with misconduct

q states what is expected of employees and

18 Constructive dismissal r you punish them in a formal way.

e Now turn to page 74 of the Student’s Book to check your answers.

Reward Strategy Overview

e Students check their answers in the Student’s Book.

human capital strategic

identifying best distribution

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