Differences between individuals in the workplace: listening answers and explanations
A tutor talks to two students, Philip and Janice, about their research on managing individuals at work. Philip explains why people differ and what that means for companies; Janice argues for spotting and rewarding individual talent; Philip ends on company culture, profit and stress.
Three blocks in order. Questions 21-23 are Philip's answers at the start. Questions 24-27 are all Janice, one answer each time the tutor asks her something. Questions 28-30 go back to Philip after the tutor says 'To come back to you, Philip'.
Answer key and self-check
Type what you wrote and hit mark. Hide the key first if you haven't done the part yet. Every question number jumps to its explanation.
How to attack this block: Philip answers three questions from the tutor, one gap each. The notes list items next to ones already given (ideas, personality), so listen for the word that comes right after the printed one.
Question 21
Answer: attitudePhilip's first answer, after he explains why individuals matter
Also accepted: attitudes
What else, besides ideas, do individuals bring to work?
Of course they bring different ideas, but it's also their attitudes and their … experiences of learning.
Question says → You hear
Individuals bring differentthey bring different ideas, but it's also their attitudes
Why: Philip lists three things: ideas, attitudes and experiences of learning. Ideas and learning experiences are already printed, so the gap is attitude (attitudes is also accepted).
The trap: 'Diversity' comes straight after the list, but it's a comment on all three, not one of the things people bring.
Question 22
Answer: genderWhen the tutor asks why people behave so differently
Also accepted: sex
Besides personality, what explains different behaviour at work?
a lot of it comes down to personality. And the other factor is gender.
Question says → You hear
due tocomes down to personality. And the other factor is gender
Why: 'Comes down to' is the paraphrase of 'due to', and 'the other factor' points to the second item: gender (sex is also accepted).
The trap: Philip then says men and women do things differently. Don't write 'men and women': it's two words and it's an example, not the factor.
Question 23
Answer: creativityWhen the tutor asks about the effects on companies, 'on the positive side'
Also accepted: creativeness
What good thing does diversity develop?
On the positive side, exposure to such diversity helps encourage creativity which is generally an asset to a company.
Question says → You hear
Advantage: diversity developsOn the positive side, exposure to such diversity helps encourage creativity
Why: 'On the positive side' signals the advantage, and 'helps encourage' matches 'develops'. The gap needs a noun after the verb: creativity.
The trap: 'Asset' follows straight after, but it describes creativity, it isn't what diversity develops. 'Creative' is the wrong word form.
Multiple choice
Questions 24-27
How to attack this block: All four questions are about Janice's opinions. The tutor sometimes says something first, so make sure the answer is what Janice thinks. She often rejects one idea before giving her own, so wait for 'what managers should' and 'I'm not convinced'.
Question 24
Answer: AWhen the tutor asks Janice if spotting talent is easy
Which kind of worker does Janice want employers to encourage?
What managers should be targeting is those employees who can take the lead in a situation and are not afraid to accept the idea of responsibility.
Question says → You hear
potential leadersemployees who can take the lead in a situation
Why: 'Take the lead' and 'accept ... responsibility' describe potential leaders.
The trap: Janice begins by saying teamwork is in fashion, but she's complaining that it neglects the individual, so teamwork is not her choice.
Question 25
Answer: BRight after the tutor says many managers find encouraging individuality too hard
What might managers find hard, according to Janice?
one of the most important tasks of managers is to consider the needs of the individual on one hand and group co-operation and conformity on the other.
Question says → You hear
balance conflicting needsthe needs of the individual on one hand and group co-operation and conformity on the other
Why: 'On one hand ... on the other' is balancing, and she adds it takes creative thinking 'to avoid tension'. That's balancing needs that pull in different directions.
The trap: 'Group co-operation' is said, which pulls you to 'form successful groups'. But it's one side of the balance, not the difficulty itself.
Question 26
Answer: AWhen the tutor asks what kind of people companies should look for
What kind of applicant should employers look for, in Janice's view?
they need to look for someone who's broken the mould and can think for themselves.
Question says → You hear
can think independentlycan think for themselves
Why: 'Think for themselves' is a direct paraphrase of 'think independently'. 'Broken the mould' adds the same idea.
The trap: Solving problems and doing as they're told are both said, as what psychological tests check. Janice says she's 'not convinced these qualities are actually the most important'.
Question 27
Answer: BWhen the tutor asks how managers should deal with this, and she says 'Rewards'
What does Janice think managers should do?
What's important here is that this happens right at the beginning so new recruits learn the rules of the system immediately.
Question says → You hear
early onright at the beginning … immediately
Why: The rewards are for behaviour the organisation expects, and they should come 'right at the beginning' so recruits learn the rules. That's encouraging co-operation early on.
The trap: Money is mentioned, but she says the incentive 'isn't always just money', so not financial incentives. 'Demonstrates the behaviour' is said about the employee, not the manager.
Sentence completion (ONE WORD ONLY)
Questions 28-30
How to attack this block: The sentences follow Philip's last three points in order. Each answer is a single noun he says, so keep the exact word rather than an adjective or verb form.
Question 28
Answer: cultureWhen the tutor turns back to Philip
What about their company must managers recognise?
managing people means you not only have an understanding of your employees, but you also recognise the culture of the organization.
Question says → You hear
recognise their company'syou also recognise the culture of the organization
Why: The sentence copies 'understand their employees' and 'recognise', so the gap is what comes after: culture. 'Organization' becomes 'company'.
The trap: Creativity and individuality come up next, as things some organisations don't want. They aren't what managers recognise.
Question 29
Answer: profitWhen Philip says managing change can be tricky
Also accepted: profits
What might be more important than staff needs during change?
managers may have to give priority to profit rather than individual staff needs.
Question says → You hear
may be more important than employee satisfactiongive priority to profit rather than individual staff needs
Why: 'Give priority to profit rather than' means profit matters more. 'Increasing the company's' links back to 'a need to increase profit' just before.
The trap: Change itself is the topic of the sentence, so 'change' is a tempting wrong word. The thing that's increased is profit.
Question 30
Answer: stressPhilip's last point, before the tutor asks about implications
Also accepted: strain
What might managers face more of during change?
what's important is that managers are able to deal with quite high levels of personal stress.
Question says → You hear
cope with increased amounts ofdeal with quite high levels of personal stress
Why: 'Deal with' matches 'cope with', and 'high levels of' matches 'increased amounts of'. The gap is stress.
The trap: 'Strain' is said right after (about staff) and is also accepted. But don't write 'personal stress': it's two words and the limit is one.
Janice talks about rewards and money, so 'increase financial incentives' looks right. But she says the incentive 'isn't always just money'. Her key point is doing it right at the beginning.
Problem solving is said, but as part of the psychological tests Janice is 'not convinced' by. She wants people who can think for themselves.
Words from this recording worth keeping
diversity(Why individuals matter)
a range of different people or ideas
asset(Effects on companies)
something useful or valuable
neglected(Janice on talent)
not given enough attention
conformity(Janice on managers' tasks)
following the same rules as everyone else
broken the mould(Choosing applicants)
done something new and different
overrated(Team players)
thought to be better than it really is
incentive(Rewards)
a reward that encourages behaviour
give priority to(Managing change)
treat as more important
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The full Cambridge 7 Test 1 listening paper with the real audio: all four parts, played once, marked the moment you finish. Already done it? Take it again and listen for the traps this page showed you.
Cambridge IELTS 7, Test 1, Listening Part 3. The recording, transcript and questions belong to Cambridge University Press and are not reproduced here. We quote short extracts of the transcript only as evidence for our own commentary, and the answers are published for self-marking. Get the book for the full material, or sit the test on Langujet.
