You're listening to Business English Pod, the Business English podcast for professionals on the move.
Hello, and welcome back to Business English Pod.
My name's Edwin, and I'll be your host for today's lesson on attending a conference.
Conferences and other corporate events can be fantastic learning opportunities.
They can also be good chances to connect with other people in your field.
But just how good they are depends on more than just the speakers, the workshops and the other participants.
How much you get out of an event depends in large part on what you as a participant do.
You need to put your best foot forward, get engaged in the activities and meet the people around you.
In this way, you'll learn a lot and make some good connections.
But if you sit back, don't ask questions and just wait for others to talk to you, you'll miss out on a great opportunity.
Today we'll learn some techniques that can be very useful at any kind of event, such as a conference, a networking, social or a fundraiser.
We will learn how to ask good questions and show you're engaged.
We will also learn how to ask people about their background, give a compliment and connect a topic to your own experience.
In the dialogue, we'll rejoin a regional HR conference of a large American company.
We will hear Hannah, a conference attendee, during a workshop.
Then we'll hear Hannah approaching the presenter, Brent, later during lunch.
As you listen, try to answer the following questions.
1.
What concept does Hannah express interest in?
2.
What is the first topic of discussion between Hannah and Brent during lunch?
3.
What does Hannah think Brent did well?
That's a really interesting point.
I wonder if I can just ask a quick question.
Sure, fire away.
Yes, well, we've been talking about the expectations of recent college grads.
It seems that most people think they're unrealistic.
But don't you think we need to adapt?
I mean, there's a lot of competition for new recruits.
Yes, indeed.
That's a good point, and I think you're right.
We need to adapt.
The big challenge, as I see it, is integrating them into the workplace.
We need to connect them in meaningful ways with older staff, through mentorship programs, for example.
Mentorship programs, I see.
That's a good idea.
Yes.
In fact, we've had great success with the program we implemented last year.
We see a much better connection between younger and older staff.
Hi, Brent, right?
Is this seat taken?
Mind if I join you?
No, not at all.
Please have a seat.
Thanks.
Love your accent, by the way.
London, right?
Are you just here for the conference or are you based here long term?
Yeah, as you guessed, I'm a London lad, but I've been here with the company for three years now.
Oh, that's wonderful.
And it's great to have someone with your expertise around the generation gap.
It's a big issue for us, and you sum things up really nicely.
Thanks.
Glad you thought so.
And yeah, it is a big issue.
It comes up in practically every training session I do.
Yes, I'm not surprised.
We've seen a lot of changes in St.
Louis too.
A lot of young people coming in.
It helps keep things fresh, but there are definitely some challenges.
Is that right?
What kind of stuff have you been dealing with?
Well, it's mostly expectations about work style, actually.
You know, the younger folks aren't afraid to ask for a flexible schedule.
They almost expect to be able to telecommute at least one day a week.
Now let's go through the dialogue again and look at the language and techniques Hannah used as a conference participant.
That's a really interesting point.
I wonder if I can just ask a quick question.
Sure, fire away.
We join the workshop as Hannah is cutting in to ask a question.
Notice that she starts with a positive statement using the word interesting before saying that she wonders if she can ask a quick question.
Using these words helps to soften her interruption or make it more polite.
Brent doesn't mind the interruption at all.
Telling Hannah to fire away an informal way of saying go ahead and ask your question.
Now, let's hear Hannah's question.
Yes, well, we've been talking about the expectations of recent college grads.
It seems that most people think they're unrealistic.
But don't you think we need to adapt?
I mean, there's a lot of competition for new recruits.
From the introduction to Hannah's question, it's clear that they have been discussing recent college grads or graduates, people that have just finished university.
And she says that it seems most people think these graduates' expectations are not realistic.
Then she asks a great question, which casts doubt on the idea of most people.
She wonders whether it is other people that have to adapt or change because of competition for these young grads.
Hannah's question is a good one, in part because she doesn't just accept what everyone says.
In her question, she is presenting an opinion that hasn't been heard yet.
This kind of question can help you stand out and make a valuable contribution to the discussion.
Now, let's practice some more examples of asking good questions.
Notice how each question seems to challenge what we imagine being discussed.
Wouldn't it be better to retain staff and focus on growth rather than attrition?
Isn't all this real estate speculation going to create a bubble?
Don't you think a mobile optimized website is just as good, if not better, as a dedicated app?
Doesn't this go against the current trend towards simplicity?
So how does Branch respond to Hannah's question?
Yes, indeed.
That's a good point.
And I think you're right.
We need to adapt.
The big challenge, as I see it, is integrating them into the workplace.
We need to connect them in meaningful ways with older staff, through mentorship programs, for example.
As you can hear, Brent agrees with Hannah, which certainly makes her look good.
The difficulty, according to Brent, is integrating or fully involving the young staff in the workplace.
And he is very specific about how to do that, using mentorship programs.
A mentorship program connects older, experienced staff members with younger, less experienced staff.
Now, listen to Hannah's response.
Mentorship programs, I see.
That's a good idea.
Hannah repeats back, mentorship programs, then says, I see, which means I understand.
She calls such a program a good idea.
What is the effect of these comments?
Hannah is not adding new information to the conversation, but she is showing that she is engaged in the workshop, that she is an active participant.
Remember, getting the most out of a conference means being actively engaged.
And we should show this to the speaker or presenter.
As we run through some more examples of showing engagement, notice how we often repeat back the key idea and express our understanding.
Ah yes, lean manufacturing.
I've been hearing a lot about that recently.
Okay, sure.
I can see what you mean.
Think of the audience first.
Right.
That makes sense.
Yeah, I understand.
Please go on.
Now, let's get back to the dialogue.
Yes.
In fact, we've had great success with the program we implemented last year.
We see a much better connection between younger and older staff.
Brent finished this part of the dialogue by explaining the success of the mentorship program that they have implemented or started.
After the workshop, Hannah and Brent have another chance to talk when they meet at lunch.
Hi, Brent, right?
Is this seat taken?
Mind if I join you?
No, not at all.
Please have a seat.
Hannah approaches Brent at lunch and asks if he minds if she joins him.
The correct response to a question with do you mind is no, which means it's okay.
Brent goes on to tell Hannah to have a seat to make her feel welcome.
Thanks.
Love your accent, by the way.
London, right?
Are you just here for the conference, or are you based here long term?
Now that Hannah has joined Brent at his table, she needs to start up a conversation.
She does this by commenting on his accent or the way he pronounces words, which leads her to guess he's from London.
Hannah then asks whether he's in for the conference or actually based in the States.
Asking about someone's background is a great starting point for a conversation.
There are a few different aspects of a person's background that we can ask about, as you can hear in these questions.
So, are you from around here originally?
Have you worked in this industry for long?
Where did you go to school, if you don't mind my asking?
You mentioned the East Coast.
Did you used to work there?
Let's hear how the conversation continues.
Yes, you guessed.
I'm a London lad, but I've been here with the company for three years now.
Oh, that's wonderful, and it's great to have someone with your expertise around the generation gap.
It's a big issue for us, and you sum things up really nicely.
Brent confirms that he's from London or is a London lad, but adds that he's been in the States or USA for three years.
Now that Hannah has broken the ice, she continues by praising Brent.
She refers to his expertise or special knowledge about the generation gap, which are the differences between young and old people.
Hannah compliments Brent by saying he summed things up or summarized things very well.
Giving people compliments, especially speakers and presenters, can be very effective in networking.
So let's go over some more ways of giving people compliments.
I really think your presentation on leadership was great.
Nice workshop.
I think everyone came away with great new ideas.
Your ideas on technology and communication really piqued my interest.
Just wanted you to know that you did a super job running that discussion.
How does Brent respond to the compliment?
Thanks.
Glad you thought so.
And yeah, it is a big issue.
It comes up in practically every training session I do.
Yes, I'm not surprised.
We've seen a lot of changes in St.
Louis too.
A lot of young people coming in.
It helps keep things fresh, but there are definitely some challenges.
Brent thanks Hannah and explains that the generation gap comes up in many training sessions.
If something comes up, it has been mentioned in discussion or questions.
Hannah continues with the same topic.
This time, however, she connects it to her own experience.
Hannah starts by saying she's not surprised.
She then explains the changes in her office, with a lot of young people coming in, which presents some challenges.
Connecting ideas to your own experience creates good conversation and shows someone that their ideas have relevance.
Let's try some more ways to connect a topic to your own experience.
In each example, you'll notice a short statement of interest followed by the personal connection.
I can certainly relate.
We've had similar problems where we are.
Yes, that's really interesting.
I've dealt with similar disputes in the past.
A flexible rewards program?
Yes.
Well, we've tried that as well.
I understand the issue of rising costs.
We've had to find new ways to make savings at the office.
Now let's hear how the dialogue finishes off.
Is that right?
What kind of stuff have you been dealing with?
Well, it's mostly expectations about work style, actually.
You know, the younger folks aren't afraid to ask for a flexible schedule.
They almost expect to be able to telecommute at least one day a week.
Well, it certainly sounds like Hannah and Brent have made a good connection.
Hannah seems to be learning a lot and using her skills to connect with other people.
Now, let's practice some of the language we learned for connecting a topic to your own experience.
First, you'll hear a statement.
Then, you'll hear a prompt.
Use the words in the prompt to connect the topic with your own experience.
For example, if you hear... Interesting.
We.
Not allow.
Telecommuting.
You can say... That's interesting.
We don't allow telecommuting either.
Ready?
Let's give it a go.
Yes.
Worked.
Four companies.
Past decade.
Answer.
Yes, I've worked for four companies in the past decade.
It's not just about the money.
It's all the other benefits of a job that attracts people.
Answer.
I understand.
And we offer a lot of flexibility in work schedules.
It's important to engage your customer base, not just advertise to them.
Answer.
Yes, indeed, and we've really tried to engage our customers through our website.
It takes a really big commitment for an office to go paperless.
Very true.
We tried hard, failed.
Answer.
That's very true.
We've tried hard but failed.
Now, let's practice useful vocabulary and idioms.
In a moment, you'll hear a series of sentences with a word replaced with a beep.
Repeat the whole sentence, including the missing word.
For example, if you hear... We have recently... some new policies for risk management.
You can say, We have recently implemented some new policies for risk management.
After each response, we'll play the correct answer.
Let's begin.
Companies have constantly two changes in the business environment.
Answer companies have to constantly adapt to changes in the business environment.
Please have a wherever you like and we'll start in a few minutes.
Answer please have a seat wherever you like and we'll start in a few minutes.
People are always talking about the generation, but I don't think it's relevant to our business.
Answer People are always talking about the generation gap, but I don't think it's relevant to our business.
Answer by using different activities in my workshops?
I like to keep things fresh by using different activities in my workshops.
We've reached the end of this lesson, the last of our series on conferences.
We've learned some useful techniques you can use as a participant at a corporate event, including asking good questions and showing engagement.
We've also covered asking about backgrounds, giving compliments and connecting a topic to your personal experience.
Thanks for listening and see you again soon.
