【正文】 … that they’ve done the sort of tasks that you want them to do in your office already, in a similar environment. But if they startwork and you realise that they just don’t get along with everybody else, that.. say, they’ve got sharply contrasting views on how something will work . . . well, with the best will in the world, you may be backing a loser. Q22 DAVE: Wouldn’t it be just a question of pany training, though? TUTOR: Not always. Particularly in a team situation, and 1 think it’s important to think in terms of that type of working environment. People have to have faith in each other’s ability to carry out the task their boss has set them. They have to trust that everyone will do their part of the job, Q23 and you can’t necessarily train people for this. DAVE: But it’s like trying to find out what someone’s personality is like in a job interview . . . I mean you just can’t do that. Even if you try, you won’t find out what they’re really like until they actually start work. TUTOR: Well, in most interviews you usually ask candidates questions about theirhobbies and what they like doing in their spare time . . . that sort of thing . . . so employers are already involved in the practice of. . . well, doing part of the task. Q24 DAVE: But it doesn’t tell you anything. It doesn’t tell you if they’re easygoing or hate smokers or whatever. TUTOR: Well, arguably it does give you a bit of information about an applicant’s character. TUTOR: Well, arguably it does give you a bit of information about an applicant’s character, but also . . more and more employers around the world are making use of what are called `personality questionnaires’ to help them select new staff and… MURIEL: What’s it called? TUTOR: A Personality Questionnaire. They have to be filled out by the candidates some time during the selection procedure, often just before aim interview. Q25 The idea is actually quite old, Apparently they were used by the ancient Chinese for picking out Q26 clerks and civil servants, and then later they were used by the military to put people Q27 in appropriate areas of work. They’ve gained a lot of ground since then and there are about 80,000 different tests available now and almost two thirds of the large employers use them. Q28MURIEL: Which makes you think that there must be something in them. TUTOR: That’s right. They ask the sort of questions that you might expect, like do you like working under pressure or are you good at keeping deadlines. DAVE: And what if people can see through them and just write what they think the employer wants to see? MURIEL: Well that’s always a possibility. DAVE: I mean, it’s human nature to lie, isn’t it? TUTOR: Well, that’s the point. Apparently it isn’t. These tests are piled by experts and Q29 they believe that the answers can provide a few simple indicators as to roughly the type of person that you are . . . that people will generally be truthful in that situation. MURIEL: And then you can go some way towards finding out whether someone’s say, forwardlooking . . . a goahead type of person . . . or resistant to change. TUTOR: Yes. And there are all kinds of (fade out) SECTION 324 TUTOR: Right. Are we all here? OK. As you know, today Vivien is going to do a presentation Example on the hatmaking project she did with her class during her last teaching practice. So, over to you, Vivien. VIVIEN: Thanks. Urn . . . Mr. Yardley has asked me to describe to you the project I did as a student teacher at a secondary school in London. I was at this school for six weeks and I taught a variety of subjects to a class of fourteenyearold pupils. Q31Q32 The project I chose to do was a hatmaking project and I think this project could easily be adapted to suit any age. So, to explain the project… After we’d done the research, we went back to the classroom to make two basic hat shapes using rolls of old wallpaper. We each made, first of all, a conical hat by . . . er . . . if I show you now . . . cutting out a circle and then making one cut up to the centre and then… er…overlapping the cut like this… Q33 a conical hat that sits on your head. The other hat we made was a little more plicated . . . er… first of all we cut out a circle again . . . like this …then you need a long piece with flaps on itI’ve already made that bit which I have hereyou bend the flaps over and stick them … with glue or prittstick… to the underside of the circle . . . like this. . Again, I’ve prepared this so that I don’t get glue everywhere. Q34The pupils do, of course, so you need plenty of covers for the table. And there you have a pillbox hat as in pill and box. Now variations and binations of these two hat shapes formed the basis of the pupils’ final designs. The next stage of the project was the design phase and this involved, first of all, Q35using their pages of research to draw a design of their hat on paper. That’s the easy part. They then had to translate their twodimensional design into a form to fit their head. I encouraged them to make a smallscale, threedimensional hat first so that they could experiment with Q36how to achieve the form they required and I imposed certain constraints on them to keep things simple. For example, they had to use paper not card. Paper is more pliable and easier to handle. They also had to limit their colours to white, grey or brown shades of paper which reflected the colours of Q37the buildings they were using as a model for their hats and th