GCAS Strategies 23 Problem-solving: Active preparation

Hands and arms of two white businessmen on desk with two computers and notes

Prepare actively

Image Credit
Scott Graham via Unsplash

In this lesson, we'll work on understanding problems in GCAS Part 3, reading quickly and preparing well.

Introduction

In the GCAS, you have 90 seconds to prepare your business solutions. Try that now.

Your teacher will tell you the business issue, then you will have 90 seconds to read the table below and prepare your solution.

 

Theme Idea Details
Language learning In-company classes Hire teachers to give language lessons at the company.
Professional development Tuition subsidies Pay for courses that employees take to learn new work-related skills.
Cultural awareness Study abroad/ homestay Offer extra vacation days for employees to study abroad.

 

First, read this business issue to the student:

Think of ways to provide cultural and professional training for employees. Prepare to explain your ideas to your boss (the examiner). You should give at least two ideas. You should also be prepared to defend your ideas. You can use your own ideas, or you can use the information in the table below to help you.

Set a timer for 1:30 (90 seconds), or just keep track of the time on your phone or TimeandDate's stopwatch. Be strict about the time limit.

After the preparation time, give your student a couple of minutes to pitch their solutions.

Low-level students

Beginners may struggle a little. That's okay. Tell them,

If it's difficult, tell me. We have a lot of strategies to help you. We'll introduce them in the Language section.

High-level students

Cultural insight (same as GCAS 17):

  1. English-speaking cultures tend to value specific information.
    • Get to the main point fairly quickly.
    • Don't worry much about why.
    • Don't worry much about context.
  2. Asian and some European cultures value holistic information.
    • Arrive at the main point eventually.
    • Discuss why; be open to debate.
    • Explain all the information.

So, in America, Britain and other English-speaking countries, give your specific opinion quickly.

Your student may find this difficult, even if they have excellent language skills. To help them understand the concepts, you can read the articles Tailor Your Presentation to Fit the Culture and Are you a Holistic or Specific Thinker? together, or assign them as homework.

 

Warm Up

How did you prepare to present solutions? How do you think you should prepare?

Common problems

See the Language section for more detail.

  • Don't read the whole sheet.
    • Do select the themes you want to talk about and skim those areas. 
  • Don't use the sentences on the sheet. 
    • Do skim the keywords and rephrase them into your ideas. 
  • Don't limit yourself. 
    • Do use your background, your knowledge, and your own ideas.

Tips to use the 90 seconds effectively

  1. First thought = best thought.
  • Use your intuition. You don't have time to rethink or second-guess your opinion. 
  • The GCAS tests your English, not your business knowledge (as covered in GCAS Strategies 1).
    • Be clear and logical.
    • Don't worry about being "right".
  1. Remember reasoning. 

Use evidence and reasoning.

For example:

  • I think learning a language is extremely important. 
    • [Evidence] Our company is global. 
      • [Reasoning] If we all communicate in English, we can save time and communicate more clearly. We'll reach decisions faster. 
  • The best way to learn a language is to have in-company classes. We can hire teachers to give language lessons at the company.
    • [Evidence] Our staff are busy,
      • [Reasoning] ...so we don't have time to do classes off-site. In-company classes will save time. They will allow busy managers to study more often.
Language

A. Gather information

  1. First, select the part you want to read.
    • How do you do that? Discuss it with your teacher. 
  2. Then skim only the relevant information. 

    • How do you do that? Discuss it with your teacher. 

B. Make an argument

Use the framework introduced in GCAS Strategies 2–4. 

  • Claim—your opinion.
  • Evidence—concrete information.
  • Reasoning—explaining why your evidence supports your claim. 

Try this now. 

  1. Make one argument when you introduce the issue (theme); and
  2. make another argument when you introduce the solution.

A. Gather information

First, select the part you want to read.

  • Read all 3 "themes" on the left. 
    • Choose 2 you like. 

Then skim only the relevant information. 

  • Get the gist of the 2 themes. 
    • Don't read the full sentences; just notice keywords. 
    • Use the keywords in your own sentences when you give your opinion.

B. Make an argument

Use the framework introduced in GCAS 2 Starting & Finishing, GCAS 3 Evidence and GCAS 4 Reasoning. 

  • Claim
  • Evidence 
  • Reasoning 

Copy & paste the following if your student struggles.

  1. Problem: 
    • Claim: I think that cultural awareness is the most important thing.
    • Evidence: Communicating with cultures from around the world is challenging. Some people are quick to ask questions, while others are slower.
    • Reasoning: So, if we all understand each other, we'll work much better together. We'll come to an agreement more quickly, and we'll reach better solutions. 
  2. Solution: 
    • Claim: I think we need to allow staff to go abroad.
    • Evidence: We need to experience other cultures to understand them. 
    • Reasoning: So we should offer extra vacation days for employees to study abroad.
Practice

Your teacher will give you a business issue and an ideas sheet. Use your 90 seconds of preparation as effectively as possible, then deliver your ideas.