- •Предисловие
- •Unit 1. Decision Making
- •1. Give examples of everyday situations when you make decisions. Is it always easy for you to make a decision? Why?
- •2. What styles of business decision-making do you know? Complete the test2 and identify what your decision-making style is.
- •Match terms 1- 10 with definitions a- j:
- •Circle the correct word or phrase.
- •Fill in the gaps.
- •Make up short texts using the words given.
- •Read the text and answer the following questions:
- •Translate the paragraph in cursive.
- •Summarize the text in 100-150 words.
- •Role play an interview about decision-making process in the restaurant industry. Work in pairs and ask each other the following questions:
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Paraphrase with synonyms:
- •Match words to make collocations consulting the text. Make you own sentences with the phrases.
- •Read the text to answer the following questions:
- •Explain the following concepts in English and translate them:
- •Find phrases in the text that mean the same:
- •Match words to make collocations consulting the text:
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Draw a mind map of the text.
- •1. Underline the correct verb form. The first sentence has been done for you.
- •2. Complete the sentences by putting the verb into present simple or present continuous. The first sentence has been done for you.
- •3. Complete the sentences by putting the verb into present simple, present continuous, future simple, future continuous or use the structure to be going to. The first sentence has been done for you.
- •Ibm's decision to found computer compatibility system for the solution of its own problems
- •Describe a decision-making process using the notes below. Write at least 100 words.
- •Unit 2. Business Planning
- •1. Interview your partner in class and report what you have learnt.
- •2. Answer the following questions to make a decision about your own business idea. Compare and discuss your answers with the rest of the group.
- •2. Match definitions 1- 10 with terms a- j:
- •3. Circle the correct word or phrase.
- •4. Find the odd word.
- •5. Match the words from two columns to form a phrase.
- •Before you read the text discuss the following questions. Then, read the text and summarize the given recommendations.
- •Match headings with the paragraphs:
- •Match synonyms
- •Complete the table with correct word forms:
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Define the terms in English:
- •In 50 minutes be ready to present your business plan to venture capitalists.
- •Read the text and answer the following questions:
- •Take notes of key ideas of the text by filling in the table:
- •Integrated business process management
- •Integrated business planning (ibp)
- •Translate the abstract “Business Model”.
- •Paraphrase the following words:
- •Complete the sentences by putting the verbs into the correct form (Past Simple/Past Continuous/ Past Perfect Simple/ Past Perfect Continuous). The first sentence has been done for you.
- •2. Complete the sentences in your own way with Past Simple/Past Continuous/ Past Perfect Simple/ Past Perfect Continuous.
- •3. Underline the correct verb form. The first sentence has been done for you.
- •Include Managers in Strategic Planning9
- •Draw a business planning pyramid using the notes below and explain it. Write at least 100 words.
- •Unit 3. Marketing
- •Write down five things that come to your mind when you hear the word marketing. Discuss them with other students.
- •What is a marketing mix? Read and discuss the following questions.
- •Match terms 1- 10 with definitions a- j:
- •Complete the sentences using the necessary term from the box.
- •Match the words from two columns to form a phrase.
- •Circle the correct word or phrase.
- •Before you read the text discuss the following questions. Then, scan the text for answers.
- •Fill in the gaps in the text with subheadings and take notes of main ideas:
- •Match words to make collocations consulting the text. Translate the phrases.
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Define the terms in English:
- •Before you read the text discuss the following questions:
- •Read the text and take notes of key ideas. Summarize the text by filling in the table:
- •Translate the underlined phrases.
- •Match synonyms:
- •Complete the table with correct word forms:
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Match collocations by consulting the text:
- •Define the concepts in English:
- •1. Complete the sentences by putting the verb into Present Perfect Simple, Present Perfect Continuous, Future Perfect Simple and Future Perfect Continuous. The first sentence has been done for you.
- •Write a sentence (statement/question) using the time expression in brackets. Write something that you might say in real life, in a professional or personal context.
- •Unit 4. Operations Management
- •2. Match terms 1- 10 with definitions a- j:
- •3. Complete the sentences using the necessary term from the box.
- •4. Circle the correct word or phrase.
- •5. Match the words from two columns to form a phrase.
- •Read the text and discuss the questions:
- •Complete the text with sentences:
- •Describe Chrisler’s case.
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Match words consulting the text. Translate the terms.
- •Paraphrase with synonyms:
- •Define the terms in English:
- •Write the summary of the text in 100 words.
- •Read the text and title it. Take notes while reading the text:
- •Answer the questions after reading the text:
- •Draw an illustration/scheme of how to manage overproduction.
- •Translate the italicized abstract.
- •Paraphrase with synonyms:
- •Define the terms in English and translate them:
- •1. Decide if uses 1-7 are most associated with Future Simple, Present Simple, Present Continuous or to be going to. Make an example sentence with each point. The first point has been done for you.
- •Put the verb into the more suitable form: Present Simple, Present Continuous, Future Simple, to be going to. The first sentence has been done for you.
- •Answer these questions, using different future forms and the following expressions.
- •Describe the manufacturing process of vehicles using the notes below. Write at least 100 words.
- •1. Harmony vs. Control: Americans Value Objections
- •4. Analysis vs. Action: Budget Processes Take Longer in Brazil
- •Switzerland – the Ideal Cultural Mix?
- •2. Individuality vs. Collective: a Team Approach in China
- •3. Hierarchy: Why Titles Are Valued in Germany
- •Unit 5. Quality Management
- •Define the term quality, quality management and total quality management (tqm) in business context.
- •Study the Six Sigma definition and discuss its aim.
- •Match terms 1- 10 with definitions a- j:
- •Complete the sentences using the necessary term from the box.
- •Fill in the gaps.
- •Find the odd word.
- •Read the text and discuss the following questions:
- •Complete the text with the sentences:
- •Is Quality Still Relevant? New Solutions to Classic Dilemmas20
- •Match synonyms:
- •Complete the table with correct word forms:
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Explain the terms in English and translate them:
- •Match words to make collocations from the text. Translate them:
- •1. Rewrite these sentences using the passive voice. The first sentence has been done for you.
- •Rephrase the sentences to make them more formal according to the model.
- •Describe a quality control process using the notes below. Write at least 100 words.
- •Unit 6. Project Management
- •Match definitions 1- 10 with terms a- j:
- •Complete the sentences using the necessary term from the box.
- •Circle the correct word or phrase.
- •Read the text and complete it with subheadings:
- •Answer the following questions:
- •Translate the abstract in cursive.
- •Locate the following words in the text. Find their synonyms in a dictionary.
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Explain the following word combinations and terms in English:
- •Match words to make word combinations from the text:
- •Before you read the text discuss the questions:
- •Read the text and answer the questions:
- •Title the text
- •Read the text and take notes of key ideas:
- •Match synonyms:
- •Complete the table with correct word forms:
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Define the terms in English and translate them:
- •. Underline the correct verb form. The first sentence has been done for you.
- •. Complete the sentences by putting the verb into the correct form. The first sentence has been done for you.
- •3. Write answers to these questions using your own ideas. Begin as shown.
- •Describe a project management process using the notes below. Write at least 100 words.
- •Before reading the text, discuss in pairs or groups how you feel about English traditional weather-talk.
- •Read the text and discuss the following questions:
- •Unit 7. Risk Management
- •Match terms 1- 10 with definitions a- j:
- •Complete the sentences using the necessary term from the box.
- •Fill in the gaps.
- •Match the words from two columns to form a phrase.
- •Give definition to each term and explain the table. Find the necessary information on your own.
- •Before you read the text discuss the following questions. Then, scan the text for more information:
- •Summarize the text in about 100 words, focusing on the topic, problem and main ideas. Fill in the table:
- •2. Choose a company or a project to talk about. Complete the following table and discuss it with the rest of the group. Be ready to answer any questions.
- •Summarize the text by filling in the table
- •Complete the sentences with a form of the verb in brackets. The first sentence has been done for you.
- •2. Complete the sentences so that they are true for you. Compare with a partner.
- •3. Write a sentence with If only I…
- •Informed Investment Planning with @risk and TopRank
- •Versatile Software Tools Underpin Enterprise Risk Management
- •Describe the process of risk management using the notes below. Write at least 100 words.
- •Unit 8. Administration
- •2. Match terms 1- 10 with definitions a- j:
- •3. Substitute the incorrect terms in bold with the suitable ones from exercises 1 and 2.
- •4. Complete the sentences using the necessary term from the box.
- •Complete the text with subheadings:
- •Match words to make word combinations from the text:
- •Complete the table with correct word forms:
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Paraphrase with synonyms:
- •Complete the sentences with can, can’t, could, couldn’t or be able to. The first sentence has been done for you.
- •2. Write a few sentences about the things in the following list, using details from your personal or professional life.
- •3. Underline the correct form. The first sentence has been done for you.
- •Write slides for a 7 minute presentation Careers in Public Administration.
- •Unit 9. Human Resources Management
- •Match definitions 1- 10 with terms a- j:
- •Circle the correct word or phrase.
- •Match the words from two columns to form a phrase.
- •Find the odd word.
- •Before you read the text discuss the following questions:
- •Read the text and take notes of the recommendations the author makes about manpower planning. Fill in the table. Write a 100-word summary of the text.
- •Complete the gaps with headings:
- •Match synonyms.
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Paraphrase with synonyms:
- •Define the terms in English:
- •Take notes while reading the text. Select main ideas about talent management and summarize them. Answer the questions:
- •Is Talent Management the Next Frontier for s&op?39
- •Explain the following concepts in English:
- •Complete the table with correct word forms:
- •Match terms by consulting the text:
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Write an annual report on the work done in an hr Department. Use the suggested structure below. Write at least 300 words.
- •Unit 10. Management and Logistics
- •Read the two definitions of management and discuss main differences between them. Which one do you think is the recent definition?
- •2. Match terms 1- 10 with definitions a- j:
- •3. Complete the sentences using the necessary term from the box.
- •4. Give synonyms to the following terms.
- •5. Circle the correct word or phrase.
- •6. Make up short texts using the words given.
- •Read the text to answer the following questions:
- •1. Underline the correct form. The first sentence has been done for you.
- •Reply to a job advertisement:
- •Unit 11. Supply Chain Management
- •Match definitions 1- 10 with terms a- j:
- •Match the words from two columns to form a phrase.
- •Fill in the gaps.
- •Find the odd word.
- •1. Answer the following questions with a partner.
- •2. State true or false. Explain your choice.
- •Take notes while reading the text. Select main ideas and summarize them. Describe the elements of inventory holding cost.
- •Inventory costs44
- •1. Complete the sentences with the correct form of the word in bold. The first sentence has been done for you.
- •Complete the sentences using the following verbs in the correct form. The first sentence has been done for you.
- •3. Make one sentence from two. Complete the sentence with an -ing or –ed clause. The first sentence has been done for you.
- •Draw a supply chain management cycle using the notes below and explain it. Write at least 150 words.
- •Unit 12. Goods Flow
- •1. Answer the questions:
- •2. Match terms 1- 10 with definitions a-j:
- •3. Circle the correct word or phrase.
- •4. Complete the sentences using the necessary term from the box.
- •Read the text.
- •Fill the table below by matching designations and explanations with their symbols. The first point has been done for you.
- •Define the following concepts in English:
- •Translate:
- •Match synonyms:
- •Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
- •Match words to make collocations from the text:
- •Complete the table with correct word forms:
- •1. Underline the correct word. The first sentence has been done for you.
- •2. Adjective or adverb. Underline the correct word. The first sentence has been done for you.
- •While you are reading the text, draw a chart illustrating the text.
- •Define the following terms in English:
- •Describe a goods flow using the notes below. Write at least 150 words.
- •Unit 13. Warehousing
- •Match definitions 1- 10 with terms a-j:
- •Find the odd word.
- •Substitute wrong terms in bold with correct ones from exercises 1 and 2.
- •5. Complete the sentences using the necessary term from the box.
- •Read the text and think of your own examples illustrating the modern trends of warehousing and the impact of the Internet on storage. Write a summary of the text.
- •1. Underline the correct answer. The first sentence has been done for you.
- •Paraphrase the following phrases using the apostrophe s. The first sentence has been done for you.
- •Make compound nouns from the nouns given in each group, use of where necessary. The first sentence has been done for you.
- •Put the verb to be into the correct form in Present Tense and fill in the gaps with the correct pronoun. The first sentence has been done for you.
- •Write an email to an executive manager of a warehouse suggesting ways to improve teamwork there. Include all necessary details about the company, business and warehouse (150 words).
- •Unit 14. Transportation Management
- •Match terms 1- 10 with definitions a- j:
- •3. Complete the sentences using the necessary term from the box.
- •4. Match the words from two columns to form a phrase.
- •5. Circle the correct word or phrase.
- •Answer the following questions:
- •1. Underline the correct pronoun. The first sentence has been done for you.
- •Complete the sentences with the correct reflexive or reciprocal pronoun where necessary. The first sentence has been done for you.
- •Underline the correct pronoun. The first sentence has been done for you.
- •Read the text and think of a title for it.
- •Summarize the text by writing out key characteristics of each type of zone.
- •Unit 15. Transportation Planning
- •Complete the table with the suggested characteristics and discuss them with your partner.
- •Fill in the table by matching the type of transport with its appropriate characteristics. Discuss the table.
- •2. Match terms 1- 10 with definitions a- j:
- •3. Give synonyms to the following terms.
- •4. Complete the sentences using the necessary term from the box.
- •5. Find the odd word.
- •6. Make up short texts (50-100 words) using the words given.
- •Discuss the following questions in pairs:
- •Underline the correct word. The first sentence has been done for you.
- •Complete the sentences with one of the following words. The first sentence has been done for you.
- •3. Put the verbs into the correct form in present tenses. The first sentence has been done for you.
- •Match the terms with the definitions. Discuss the definitions and illustrate them with real-life examples.
- •2. Give examples of storage units.
- •3. What does the selection of a storage unit depend on?
- •Read the text and take notes of key ideas. Answer the following questions:
- •Read the text and discuss the following questions:
- •10 Cultural Contrasts between us & Japanese Companies59
- •Unit 16. Financial Flow
- •2. Match terms 1- 10 with definitions a- j:
- •3. Complete the sentences using the necessary term from the box.
- •4. Match the words from two columns to form a phrase.
- •Fill in the gaps consulting exercise 1.
- •Read the text bellow and answer the questions:
- •Title the text.
- •When reading fill in the table.
- •Complete the sentences with the words from the box. The first sentence has been done for you.
- •Underline the correct word. The first sentence has been done for you.
- •Complete the sentences with quantity (of), number (of), amount (of), level (of), figures. The first sentence has been done for you.
- •1. If a Japanese person says they can complete the job, it is best to take them on face value.
- •2. From a Japanese perspective, the customer is God.
- •3. For the Japanese, the company conference room is not a place for discussion but rather somewhere to report progress.
- •4. A delay in reaching a decision is a not a reflection of a Japanese person’s inefficiency.
- •Unit 17. Logistical Services
- •Match definitions 1-10 with terms a-j:
- •3. Fill in the gaps.
- •4. Find the odd word.
- •5. Substitute the underlined wrong terms with correct ones from exercises 1 and 2.
- •Give definitions to the following terms in English:
- •Complete the sentences with the correct adverbs or adverbial phrases from the box. The first sentence has been done for you.
- •Complete the sentences with at, in, on, over, to, under. The first sentence has been done for you.
- •Answer the following questions. Read the text and check your answers.
- •Unit 18. Customer Service Management
- •1. Underline the correct option in each sentence. The first sentence has been done for you.
- •Make up sentences by following the instruction in brackets and using the words/phrases given in the box.
- •Before you read the text discuss the following questions:
- •Find synonyms from the text to the following words:
- •1. Decide what to write as a topic of this email. Reply to this email writing at least 100 words:
- •Unit 1. Decision-making
- •Vocabulary
- •Unit 2. Business planning
- •Vocabulary
- •Unit 3. Marketing
- •Vocabulary
- •Unit 4. Operations Management
- •Vocabulary
- •Unit 5. Quality Management
- •Vocabulary
- •Unit 6. Project Management
- •Vocabulary
- •Unit 7. Risk Management
- •Vocabulary
- •Unit 8. Administration
- •Vocabulary
- •Unit 9. Human Resources Management
- •Vocabulary
- •Unit 10. Management and Logistics
- •Vocabulary
- •Unit 11. Supply Chain Management
- •Vocabulary
- •Unit 12. Goods Flow
- •Vocabulary
- •Unit 13. Warehousing
- •Vocabulary
- •Unit 14. Transportation Management
- •Vocabulary
- •Unit 15. Transportation Planning
- •Vocabulary
- •Unit 16. Financial Flow
- •Vocabulary
- •Unit 17. Logistical Services
- •Vocabulary
- •Unit 18. Customer Service
- •Vocabulary
- •Список литературы
- •54 Commercial Development of Regional Ports as Logistics Centres, United Nations. Economic and Social Commission for Asia and the Pacific, 2003.
- •57 International Logistics and Supply Chain Outsourcing: From Local to Global by Alan Rushto, 2007.
Complete the gaps with headings:
Government Influence
Work Supply
Organizational Change
Planning for Organizational Reasons
Work Demand
Match synonyms.
-
staff
impetus
relationship
usage
integration
blueprint
plan
benefit
deployment
blending
reward
liaison
motivation
instruction
training
human resources
Fill in the gaps with prepositions consulting the text and make your own sentences with the phrases.
to derive competitive advantage __ its resources
to be unique __ the organization
to regain control __ operating units
to be integrated __ the process of management
to make links __ strategy, structure and people
__ a nutshell
to be related __ manpower and skills inventory
to obtain adherence __ plans
Paraphrase with synonyms:
-
a route to competitive advantage
a crucial element
to play a proactive part
to be a necessary evil
sustainable growth
turbulent economic environment
Define the terms in English:
-
competitive advantage
replacement
HR practice
compensation
human resource routine
promotion
work demand
resignation
work supply
redundancy
organizational change
transfer
recruitment
motivation
Case Study 1
Critically assess and discuss the recruitment and selection procedure of a firm and elaborate recommendations for any changes to its recruitment and selection process. Consider the following issues38:
Is the method of advertising for new positions appropriate?
Is the method of sifting through the applications and shortlisting efficient and effective?
How far would you say that the firm's process meets employment legislation in terms of equal opportunities?
What lessons might be learned about the selection process from what happened in the scenario?
What implications might there be on motivation, training and development from the way the eventual appointment was made?
Is the method of providing feedback to unsuccessful candidates appropriate?
A medium sized business was seeking to recruit a product development manager in its research and development (R&D) section. The new person would be responsible for overseeing the process by which the new products the business was developing were prepared for launch onto the market.
The recruitment process involved placing adverts in trade magazines and the national press and the adverts resulted in over 60 applications. There were 5 people involved in the short listing process: the direct line manager; the head of the HR division; the assistant head of that division; and two members of the new product development department - one from R&D and one from the launch team.
A short list of 7 candidates was drawn up. However, the assistant head of HR heard that a former trainee of the firm wanted to apply but could not get the application in by the deadline - she would be a strong candidate and the firm knew of her qualities. The head of HR agreed to let the application come in three days late and she was duly added to the shortlist.
On the day of the selection, each candidate had to do a presentation on the extent to which they matched the job description and person specification and what they felt they could bring to the job to further the company's objectives. This was followed by an interview. The candidate who had put in the late application did not turn up and the head of HR phoned her up. She said that she had not received a letter inviting her for interview and was not therefore aware that she was wanted. She agreed to come in and was allowed to miss doing the presentation although would be questioned on it in the same way that other candidates were.
At the end of the process, two clear candidates emerged, one of which was the late applicant. It was decided that she would be offered the position and after receiving the phone call from the assistant manager of the HR department, she duly accepted. The rest of the selection team took the responsibility of contacting the other candidates to tell them they were unsuccessful and to give them some feedback about their performance and why they were unsuccessful.
Later that evening, the head of HR received a phone call from the successful candidate telling her that she had gone back to her company where she had been working part time and told them of her success. They had responded by offering her a full time position and increasing her salary and she had decided to stay with them and thus did not want the position.
This meant that the candidate who was second had to be contacted and have the position explained to him. Fortunately for the firm, he understood and was happy to accept the position. Had he not, it could have involved the business in another round of selection which is an expensive process.
Grammar
Modals (suggestion, rules and advice, possibility)
1. Complete the sentences with should/shouldn’t/ought/must+ infinitive, should/ shouldn’t + perfect infinitive. Change the form of a main verb if it is necessary. The first sentence has been done for you.
Their firm should rely more heavily on local raw materials.
If she doesn’t want to lose the job, she __ accept their offer; there is no other alternative.
Before they agreed, they __ study the contract in more detail.
Our MD works too much and has no social life, in my view, he __ to get out more.
If you want to get your holiday pay, you really __sign this application forms in the accounts department.
Well, it is a good idea we__ to lease rather than buy.
In our company employees __ wear a uniform, the only rule is no sportswear and only neat clothes.
Unemployment rates are increasing, the government __ to do something about this problem.
I __ buy a ticket in advance, as summer is a busy season and all convenient flights are already booked.
Their conversation was private, nobody __ listen to it but now they know about the deal.
Complete the sentences with must/may/might/could/couldn’t/can’t + a main verb in the correct form. The first sentence has been done for you.
She has shares in one of the most successful American companies. She must be (be) a millionaire.
He __ (meet) Mrs. White at the conference as she was in Tokyo at the time.
When he was young he was very charismatic I strongly believe that he __ (be) a team leader.
Mike is good at persuading people. If he presents a new product we probably __ sign the contract.
The Financial Director looks exhausted. Ye definitely __ (work) all night long.
The Marketing team __ (do enough research) because a new project launch was a failure.
The company lost a lot of money, its management team is to blame, it __ (take bad decisions) and as a result the company went through a difficult period.
Jane is not at the meeting, nobody knows where she is, she __ (be stuck) in a traffic jam.
I’m sure that due to technological advances, now many companies __ (have difficult time) adjusting to changes in IT market.
Denise __ (be) an expert in project management, even a management student knows how to organize the control process and evaluate performance.
3. Rewrite these sentences using one of these modal verbs: can, can’t, might, might not, must, should, shouldn’t + a main verb in the correct form. The first sentence has been done for you.
I advise you to rehearse the presentation in the office before giving it to foreign partners. You should rehearse the presentation in the office before giving it to foreign partners.
I’m sure MD is exhausted after such tense negotiations. MD__.
It’s a good idea to invite outside consultants to solve the problem of low performance at their factory. You__.
From what I know about our data interchange system, it’s not a problem. It__.
They are likely to expand into Europe in three years. They__.
Perhaps they will go bankrupt if they don’t pay debts. It__.
I suppose they are making their sales targets this year. They__.
It was a bad idea to borrow money for the mortgage on a new office under any circumstances. We__.
It is impossible that they will drop the price by the end of the month. They__.
It is essential to invest into an advertising campaign if you want to develop your business. You__.
Case Study
Apple's Game Plan: Avoiding Culture Shock
Read the case and discuss the following questions in groups:
What did Steve Jobs do as a top manager in term of HR management?
Which of Jobs’ activities ensured Apple’s success?
Why is Steve Jobs recognized as the most talented manager of the world? Give examples and prove your opinion.
The day after Steve Jobs’ death, Apple Inc.'s stock price barely budged. It was an outcome nearly a decade in the making. Since at least 2004, Mr. Jobs and Apple's board of directors have been putting into place a plan to maintain the legacy of his management style and his decision-making, according to former Apple employees.
Among Mr. Jobs and the board's moves there is slowing the flow of departing executives to build a bench of talent and installing programs ranging from annual retreats for the company's "top 100" managers to an in-house "university" that codified Mr. Jobs’ work over the years into case studies.
By the time Mr. Jobs died on Wednesday, much of the infrastructure and institutional knowledge was in place for Apple to continue on - despite fears that a company that depended so acutely on its co-founder's vision and personality would immediately flail without him.
The corporate culture that Mr. Jobs worked to instill, and now leaves behind, encourages creativity within a formal structure of product development and launches, according to former Apple employees. That is in contrast to the start-up free-for-all feeling of a younger company like Google Inc. Apple's secretive culture is top down, driven by the demands of senior executives and defined by a belief that what people are working on is important.
Apple "is an army . . . everyone has a role," said Andy Miller, who sold the wireless advertising company he co-founded, Quattro Wireless, to Apple in 2010 and recently left Apple to join venture-capital firm Highland Capital Partners. "The rare thing [Apple] had on their side was time," said David Larcker, director of the Corporate Governance Research Program at Stanford University. Since Mr. Jobs' health unraveled over nearly a decade, Apple's board had years to evaluate and groom executives, such as current Chief Executive Tim Cook, and develop ways to convey the company's culture and business lessons to new executives, he said.
Much of the planning for Mr. Jobs’ legacy happened without explicit discussion, said former Apple executives. Avie Tevanian, Apple's chief software technology officer who left in 2006, said Mr. Jobs did not talk about succession regularly but believed that talent would remain that as long as Apple maintained the right culture.
Mr. Jobs’ thinking was "let's provide a really good place to work and be successful and you will always have a deep bench of people," said Mr. Tevanian, now a managing director at private equity firm Elevation Partners. Mr. Jobs worked at keeping people around, he added, especially key executives who were often heavily recruited.
In the years following Mr. Jobs' return to Apple in 1997, turnover at the top was high, especially with executives who did not meld with the co-founder's notorious temper. However, following Mr. Jobs' first health-related leave of absence in 2004 for pancreatic cancer, Apple's management team stabilized. Executives had an unspoken desire to build a team that had a long-term track record, according to a people familiar with Apple's thinking.
Chief among Mr. Jobs’ talent picks was Mr. Cook, 50, who joined Apple in 1998 to help make its manufacturing more efficient. He temporarily ran Apple in 2004 when Mr. Jobs was on his first medical leave.
A year later, Mr. Jobs appointed Mr. Cook as chief operating officer, signaling to other employees that he was priming a successor. Later that same year, Mr. Jobs allowed Mr. Cook to join Nike Inc.'s board, a move that other executives said they took as a sign that Mr. Jobs was grooming top talent. Each of the three times that Mr. Jobs took a medical leave from Apple; Mr. Cook took on more responsibility, said people familiar with his leadership. Even when Mr. Jobs was holding the CEO title, he left many day-to-day details about running the company to Mr. Cook, preferring to focus on the bigger picture, according to former Apple employees.
Like many other tech companies, Apple attracts and keeps top talent with stock programs that reward people for the success of their performance. However, it does not necessarily rely on benchmarking salaries with the rest of the tech industry, said Aaron Boyd of compensation-research firm Equilar Inc.
After appointing Mr. Cook CEO in August, for instance, Apple's board gave him a compensation package that makes it hard for him to walk away, with 1 million restricted stock units, half of which vest in 2016, and the other half in 2021.
According to an Equilar analysis, the award is the second-richest equity award in Silicon Valley in the last 11 years, after Mr. Jobs’ package in 2000. Mr. Jobs built Apple's culture to idolize product development and a sense of perpetual improvement, according to current and former employees. Regular product post-mortems, where employees examine the successes and failures of new gadgets a few months after launch, embodied this spirit, said former employees.
Mr. Jobs also began rallying executives at the top of the company by assembling executives at an off-site meeting held annually or so called the "Top 100," according to people familiar with the sessions.
The group included a core group of Apple's senior leaders and dozens of others invited because they were working on high-priority products. Together they would discuss topics like Apple's retail strategy and hold internal product unveilings. Participants were told that they were cultural keepers of Apple, and were responsible for propagating that culture to other employees, according to people familiar with the meetings.
Starting in 2008, Mr. Jobs also launched an effort to codify the culture and business intelligence he built into its own in-house MBA program. Apple hired Joel Podolny to serve as dean of a secretive program it calls Apple University. In that role, Mr. Podolny has interviewed top-level executives and crafted case studies on key Apple business decisions, said people familiar with the program. Those classes have been optional, according to one former employee. "You feel like a kid coming out of "Rocky" ready to do battle," Mr. Miller said of Apple University, which he and the managers at Quattro participated in after the company was acquired.
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