Hoppenbrouwers English 8 Ethics Memo and Panel Discussions Manual

HOPPENBROUWERS CASE STUDY
ETHICS MEMO WRITING AND PANEL
DISCUSSIONS
ENGLISH 8 Jaar 2
Rosalind Van Aalen Grant

HOPPENBROUWERS
ETHICS MEMO WRITING AND PANEL
DISCUSSIONS
INTRODUCTION
This reader contains the information, theory and exercises you
will need in your English 8 classes. During this period (blok 8) you
will learn how to write a short (ethical) memo and how to
participate in a panel discussion (negotiation). You need this
reader for this course, so make sure to print this reader or bring
you’re a version of it on a laptop/mobile device to class.
HOMEWORK
After each weeks lessons you can find the homework activities,
you must do all the exercises. There are also challenge exercises
which are not compulsory. Answers are in the answers manual on
BB
ASSESSMENT
Ethical Memo Writing
The ethics memo is a written assignment designed to help you
analyze an ethical dilemma facing a business or company.
The Ethics memo should deal with the following question:
Which ethical question/aspects do you expect to encounter
when implementing your change management plan and how
will you manage these? Think in terms of: Location change/
Change in job function and Redundancy.
You should write a short ethical memo aprox, 2 pages. Your
memo must include the sections as listed in the column on the
right.
The deadline to hand in your memo is Wednesday 25 th May
23.00h
CONTENTS OF ETHICS
MEMO
The following
headings:
Introduction,
The Situation,
The Ethical
Dilemma,
The Stakeholders
Affected by the
Dilemma,
Ethical Norms,
Alternative Courses
of Action &
Tradeoffs,
Solution,
Personal Beliefs or
Feelings,
Conclusion.
PANEL DISCUSSIONS
In week 6 you will take part in a panel discussion. Each
discussion will last 20 minutes. There will be 3 rounds. For every
round there will be:
A group of consultants
Managers from Hoppenbrouwers
Assessors
In Week 1 you can sign up and choose one of the ethical aspects
to discuss. Groups will consist of 6 or 7 people. The ethical
aspects to be discussed are the same as those for the ethical
reports:
Redundancy
Changes in Job location
Changes of function
You will write a
paragraph (5-7
sentences) for each
one.
(SEE WEEK 5 SECTION
FOR MORE
INFORMATION)

WEEK 1 BUSINESS ETHICS
Ethical Business? Select a business from the ones on the board. You will need to research
the business on the internet. The aim of the task is to think about the actions of the business
and if they are ethical or not.
Name of Business
Description of business
Production (e.g. how does it produce
its produce? Is there a lot of waste and
environmental damage in the
production?)
Suppliers (who supplies the business
with their goods? Are they treated
fairly? Are they an ethical business?)
Workers (How does the business treat
the workers e.g. fair pay, good
conditions, fair holiday, good hours)
Customers (does the business listen or
ignore its customers wants? Does the
business have customers who are
unethical?)
Competitors (How does the business
deal with competitors, is it fair or
unfair?)
Products (Are the products sensible
and environmentally friendly or does
the business sell guns to children etc)
Environment (Does the business have
a negative impact on the environment
or climate change e.g. chopping down
forests)
Local Community (Does the business
support people in the local community
e.g. give them jobs, support charities,
help out the community?)
Would you trade with this business? Give the reasons for your answer?

WEEK 1 INTRODUCTION: THE COURSE THIS BLOCK WHAT
WHY HOW WHERE?
Memo
To:
From:
Students of English 8 Ethics Memo and Panel Discussions
Rosalind Van Aalen Grant
CC:
Date:
month day, year
Re: Memo Form and Content--Business Writing
____________________________________________________________________________
Create a Memo in Word by clicking File > New > Templates on Office Online
> Memos (select a style--Professional, Contemporary, Elegant, etc.) or compose your own,
following the same format. Memos are used to provide a summary of important information and
suggest actions that should be taken. Although memos can be ten pages or more, one- to twopage
memos are more common and are more likely to accomplish the writer’s
purpose. Memos have a heading for each section and are written in paragraph form with no
indentations. All memos are typed single space with double spaces between
paragraphs. They often include bulleted lists to offset important items.
MEMO FORMAT/ APPEARANCE
A memo has five headings at the top of the first page: 1. Company name, usually contained in
the letterhead; 2. The word “To” followed by a colon indicating the recipient of this memo. In
the To: line, use the reader’s full name with any professional title, such as Dr., but without the
complimentary titles of Mr., Ms., Mrs., Miss; 3. The word “From” followed by a colon indicating
the sender; 4. The word “Date” and a colon; 5. The word “Subject” (or Re: ) followed by a colon
introducing the topic of the memo. State the subject in a few words but make sure it
communicates the point of the memo.
ORGANIZATION/ WRITING:
A memo is written as continuous text that is organized into paragraphs. Each paragraph has
a heading (see the example here). A memo has no indentations; it is single-spaced, with
double spaces between heading and paragraph and among paragraphs. Memos begin
with a 2-3 line introductory paragraph, summarizing the purpose of the memo and the major
outcome and end with a brief concluding paragraph, which may summarize the findings,
suggest a course of action, or make other recommendations.

Content:
Each section of the memo should follow the organizational pattern of general-to-specific in
content, beginning with a topic sentence, followed by supporting sentences, and ending with
a concluding sentence. Supporting information in the form of explanations, statistics, facts,
examples, and/or reasons constitute the heart of the memo. Additionally, supporting information
may be provided in the form of tables, graphs, or short, bulleted lists.
Additional considerations: A memo
Uses formal language. Instead of contractions (e.g. can’t or didn’t), use the long
forms (cannot). Instead of phrasal verbs (e.g. show up), use non-phrasal
verbs(appear, arrive). Avoid you when generalizing (specify the group of people you
are referencing, e.g. customers); avoid big (substitute major, large), thing (identify the
“thing” by name), do, make, get (specify the action verb).
Is clear and concise; uses simple sentences/language; clear writing demonstrates
clear thinking.
Uses correct grammar, punctuation, capitalization; good content is often hurt by
poor grammar, e.g. run-on sentences, fragments, dangling pronouns (e.g. the
company > they), dangling participles, etc. Always use the spell-checker but proofread
the document yourself as spell-checkers will not catch problems like then vs.
than, their vs. there, form vs. from, etc.
Includes a list of sources (called References) in the attachments. You should follow
APA citation guidelines for listing articles, web documents, etc.
Avoids using be at all cost, especially in conjunction with there is and there
are. Substitute active verbs.
EXAMPLE 1: The oil and gas industry is one of the top-ranked industries. > Oil and
gas ranks among the top industries.
EXAMPLE 2: There are five industries in the group of industry leaders: . . . > Five
industries count (or rank) among the leaders: . . .
Avoids using the passive voice. Use active voice instead. Express who is doing
what to whom.
EXAMPLE:
Passive Voice: Computers are customized by Dell Corporation according to customer
specifications.
Active Voice: Dell Corporation customizes computers according to customer
specifications.

Task 1:
Have a look at the different sections of a Business Memo and the Memo assignment task in
the Appendices section.
Jot down any questions you may have. Listen to the teachers presentation about the memo
assignment, does this clarify your questions? If not ask them!
Task 2:
You will be allocated one of the ethical dilemmas below:
In your groups apply the 6 pillars of character and 7 guidelines to ethical decisions to this
dilemma.
You can click on the images to find out more information about each dilemma, also by
searching on Twitter with a # you can also find many more opinions and links.
Present back to your fellow colleagues your ideas and opinions

HOMEWORK FOR WEEK 1
Task 1
In preparation for next week’s case study on Corus. Watch the videos below and find the
answers to the following questions around the internet.
1. What is Corus? Is it still operational?
2. Where is Tata Steel originally from?
3. How much was the Corus takeover?
4. Corus, was a cooperation/company between which two countries?
Task 2
Listen to the podcast on ethical issues and complete the exercises Continue with the exercises
below.
https://learnenglish.britishcouncil.org/en/professionals-podcasts/business-and-ethics

Task 3

Challenge Exercises

WEEK 2 - ETHICAL ASPECTS / CORUS CASE STUDY
What did you find out about Corus?
Use the Padlet board to brainstorm and gather ideas related to the three ethical aspects: Job
location/Job change/ Redundancy.
http://padlet.com/rosalindsusangr/3ethicalaspects
Before we look at the case study, let’s look an newspaper article about the current Tata
Steel crisis. If this all goes ahead what ethical issues will have to be considered by all
parties involved. Discuss this in your groups and present your views on the poster
paper.
CHANCES OF RESCUE DEAL FOR TATA STEEL'S ENTIRE UK
BUSINESS 'REMOTE'
Reports of state of negotiations cause for concern after government and Tata started
sale process on Monday
Graham Ruddick
Wednesday 13 April 2016 20.49
There have been no credible expressions of interest in buying Tata Steel’s
entire UK business and the chances of a rescue deal are “remote”, according
to figures close to the sale process.
The comments will heighten concern about the future of the Port Talbot
steelworks, the biggest in the country, and more than 40,000 workers who
either work for Tata Steel or its suppliers
Tata and the government officially kicked off the sales process for Tata Steel
UK on Monday, with just weeks to find a buyer before the Indian company
closes the sites.
Although it is early in the process, there are concerns about the lack of
interest in the entire business, which is losing at least £1m a day.
One source close to Tata said “people are interested in bits” rather than the
operations as a whole. It is understood this includes the downstream
operations, such as rolling mills, but not Port Talbot and its blast furnaces.

The pension fund is a “big blocker” for any deal, the source added. The British
Steel pension scheme, which is connected to the business, has liabilities of
£14.5bn. The scheme is well funded, but this is only because Tata has been
pumping in more than £100m every year.
Tata has said it needs to find a “credible” buyer for the business and is
thought to have concerns about Sanjeev Gupta, the boss of metals group
Liberty House and a potential bidder.
Sanjeev Gupta, the head of the Liberty – a potential bidder for Tata Steel
business. Photograph: Danny Lawson/PA
The Indian company wants to sell off the UK operations as a whole. Trade
unions have also called on Tata to avoid a break-up of the business because it
would leave Port Talbot, which is thought to be under particular financial
strain, vulnerable to closure.
Senior figures in Tata believe that ThyssenKrupp, the German industrial
conglomerate, is one of the only investors with the scale to rescue the
business, but the package offered by the sellers and the government must be
“palatable”.
As little as three months ago ThyssenKrupp was understood to have been in
talks with Tata about buying its European steel business, including sites in the
UK and the Netherlands. The German company even started due diligence,
but pulled out after becoming concerned about the mounting losses at Port
Talbot and the cost of modernising the site.
Koushik Chatterjee, group executive director of Tata Steel, said on Monday
that the company will court potential buyers, including investment firms and
industrial companies from around the world.
He said: “There has been a lot of people who have expressed interest, and we
are aware of some of the interest that you refer to in the media. But today is a
good time where our advisers will now start reaching out, and it is not a few
people. I don’t want to give a number, but it is in tens, many tens actually.”
A worker at factory owned by ThyssenKrupp AG – one of the only investors
favoured by Tata. Photograph: Ina Fassbender/Reuters
Sajid Javid, the business secretary, has said the government is willing to coinvest
with a potential buyer, paving the way for a part-nationalisation of the
Tata business if a private sector saviour can be found. This has boosted the
hopes of securing a rescue deal.

The construction industry lent its support to Britain’s steelworks on
Wednesday, praising the quality of domestic steel.
The British Constructional Steelwork Association (BCSA), which represents
companies using steel in construction and engineering products, said the
structural steel market is expected to grow by 4% this year. It also said that
steel remains competitively priced compared to alternatives. For example, the
cost of a steel-framed building is around 5% lower than a concrete-framed
building.
Sarah McCann-Bartlett, director general of the BCSA, said: “Using a UK or
Irish steelwork contractor adds additional value to the economy through the
whole supply chain including the fabrication of the steelwork, and the supply
of other products and services such as secondary steelwork, metal decking,
protective coatings and cladding.”
UK Steel, the industry trade body, said the support of key projects could spark
an increase in demand for steel.
Gareth Stace, director of UK Steel, said: “The steel industry is vital to the
economy. On the back of the huge infrastructure projects in the pipeline and
demand from key sectors such as automotive and aerospace its potential for
growth is enormous.
“Organisations in both the public and private sector should, where possible,
give every opportunity during bidding processes to back British sustainable
steel, adding to local economic value in a more environmentally sustainable
way.”

TRUE OR FALSE CHANGE MANAGEMENT
Listen to the dictated phrases, copy them into the spaces below. Decide whether they
are true or false.
1.
2.
3.
4.
5.
6
7.
8.
Discuss whether the following changes are anticipated or unanticipated and whether
they are within control of the business or out of its control.

Corus Crossword Challenge
Can your team be the first to complete the crossword challenge?
Using the case study in the pages above. Fill in the crossword gaps.

Word search synonyms and definitions
Compare Corus with Hoppenbrouwers, any
similarities/differences. Add your ideas to the padlet board from
earlier.

HOMEWORK FOR WEEK 2
Go to our class website and study Ethical/CSR language
Task 1
Task 2

Challenge Exercises

WEEK 3 THE LANGUAGE OF BUSINESS MEMOS
Task 1: Think about the language and grammar for business memos. What do you think will be
required? Discuss &make notes.
Task 2: True or False
1. Use clear, precise and concise language
2. Give strong personal opinons throughout
3. Use bulleted or numbered points
4. Make sure conclusions and recommendations are not based on facts
5. Use complex phrases, subjective language and descriptive adjectives
Task 3: Read the given report.
(source: Life Advanced Business Writing)
Which headings would you give for sections1-4?
Why is the passive used in sections 1-3 but not in section 4?
Why are modal verbs (ought to , should) used in section 3?

HOMEWORK FOR WEEK 3
Go to our class website and study Formal Language, Passive Tense, Reported
Speech
Task 1 Making it sound more formal
Phrasal verbs are considered less formal than one-word-verbs. Try and replace the phrasal
verbs with a strong one-word- verb. You might need to rewrite the sentence, ensure you keep
the same tense.
1. The decline was brought about by cheap imports.
More formal word:
2. The company is thinking about buying new software.
More formal word:
3. Sales are likely to drop off in the third quarter.
More formal word:
4. The meeting was put off until December.
More formal word:
5. The factory was pulled down ten years ago.
More formal sentence:
6. People have cut down on their consumption of beef.
More formal word:
7. We need to carry out more research.
More formal word:
8. A primary education system was set up throughout Ireland as early as 1831.
More formal word:
9. Today food producers often feel that they should totally get rid of high-fat and high-sugar
foods.
More formal word:
10. The question was brought up again by the new manager.
More formal word:

Task 2: Making it sound impersonal and formal: The Passive
Complete the news article by putting in the correct active or passive form of the verb in brackets
and in the correct tense. Sometimes there is more than one possible answer.
NOISIER AND NOISIER
For the last ten years, engineers (1) _________ (to measure) noise levels in Britain’s cities.
The study (2)________ (just/to complete), and it (3) _________ (to show) that there is more
noise than ever before. More and more people (4) _________ (to drive) mad by the sounds of
the city. Complaints about noise (5) ________ (to increase) constantly over the last twenty
years.
Last year almost 300,000 complaints (6) __________ (to make). The least favourite sources of
noise (7) _____________ (to include) loud music, barking dogs, mobile phones, car alarms and
home improvements. We are all familiar with the problems. How is it that a car alarm (8)
____________ (can/to hear) by everyone except the owner of the car? Why (9) _________
electric drills __________ (to have to/to use) early on Sunday morning? Why (10) __________
arguments __________ (to carry) on with the windows wide open? ‘Noise (11) ____________
(still/to increase)’, said a member of the research group. These days traffic (12) __________ (to
start) earlier in the morning, and shops and clubs (13) ____________ (to stay) open later. The
problem (14)
__________ (must/to tackle). People (15) _________ (can/to drive) to commit suicide because
of noise. So why (16) __________ nothing _________ (to do) about the problem? Up to now
the government (17) ____________ (to pay) little attention to it, but now action (18)
___________ (to need). We all hope that the results of our study (19) __________ (not/to
ignore).
1 11
2 12
3 13
4 14
5 15
6 16
7 17
8 18
9 19
10

Task 3
Reported Speech

Challenge Task

WEEK 4 THE CLARITY OF BUSINESS MEMOS
Task 1: Top Tips by Victoria University, NZ. Fill the gaps
http://www.victoria.ac.nz/vbs/teaching/publications/VBS-report-writing-guide-2013-July.pdf

Task 2: Let’s Simplify

Task 3: Linking – Team Competition
Get together in a small team and write down your answers.
http://www.flo-joe.com/cae/students/writing/linking/

Task 4 – Describing graphs
Look at the graph and answers the questions.
1. Which country is the data about? ________________________________________
2. What two main periods of time does the horizontal axis show?
________________________________________
3. What do the two lines represent? ________________________________________
4. What measurement is used in the vertical axis?
________________________________________
5. What does the gap between the lines represent?
________________________________________
► Identifying the main topic
Different types of diagram show different information. Graphs show changes. What is the main topic
of the graph above?
a) Changes in per capita energy consumption.
b) Changes in type of energy used.
c) Changes in the gap between energy production and consumption.
d) Changes in modes of production.
► Writing the introduction
Choose expressions below to write an introduction.
The graph 1 compares figures of / gives figures for / shows changes in 2 US energy / the
consumption and production of energy / the gap between the US energy production and consumption
3 from 1950 to 2025 / between 1950 to 2000 / since 1950. It also 4 shows figures / predicts data /
estimates trends 5 over 2025 / for 2025 / by 2025.

► Using the right language for the right information.
Look at the types of information basically shown in graphs and identify the things you need to
describe the task of Writing task 1.
1. Changes over time
2. A comparison of different things
3. Contrasting trends
4. A contrast across age groups
5. A prediction of future trends
6. Changing proportions over time
► Selecting and organizing information
Focus on the main trends. Do NOT simply list all the information.
A. Look at the openings of five pieces of information and put them in a logical order.
1. However, production grew only gradually over the next….
2. Projections up to 2025 suggest that this trend……
3. Between 1950 and 1970 both the production and consumption of energy increased….
4. In contrast, growth in consumption…..
5. Energy imports needed to bridge this gap therefore increased…
B. Group the information into three paragraphs.
1 = ______ 2 =______ 3 =______
Why three paragraphs?
►. Summarizing statement
It is important to summarize the key information. You can do this at the beginning or at the end of
your description. Do NOT try to explain the information.
A. Choose the best summarizing statement:
1. Both consumption and production of energy in the US will continue to rise.
2. Energy consumption in the US is rising faster than production.
3. Energy production in the US is not keeping up with consumption, so imports will continue to
increase.
B. Write down three signals that you can use to indicate that this is your summary (e.g. Overall,
the graph indicates that…)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________

MEMO PEER REVIEW IN-CLASS
Peer review memos
Assess the memo of a fellow student. In order to make a success of assessing the quality of a
fellow student’s work, the following checklist may come in handy. It will help you to provide the
feedback that will enable the writer of the report to improve his/her text before handing in the
definite version.
Keep in mind, however, that you are not supposed to edit the text. After reviewing the memo
hand it back to the writer. In the memo itself you can mark the elements that you think have to
be altered, e.g. by underlining them

HOMEWORK FOR WEEK 4
On our class website : Study Passive Tense, Discussing graphs and Report Writing.
Task 1

Task 2
Task 3

Task 4
► WRITING TASK 1: The graph compares figures for the production and consumption of
energy in the US from 1950 to 2000. It also predicts figures for 2025. Summarise the
information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.
Send it by email to your teacher with the following Subject line: Graph Summary Week 4
Challenge exercise
Cohesion & Flow. Fill the gaps.

WEEK 5 - PANEL DISCUSSIONS
Task 1 - What is a panel discussion? Let’s take a look at the video below. A video
about football stars and mental health issues. Try not to focus so much on the topic but on
how the panel discussion works.
Report back and discuss what you see.
Task 2 - Rotating Stations
Your teacher will give you instructions.
A panel discussion is a public exchange of ideas, giving experts and audience members
the chance to discuss a particular topic. Panel discussions are often used to delve into
politics, issues affecting communities, and academic topics
There are always 3 panels, 2 groups of people (panels) with certain views on a topic. 1
group of people who are the audience listening to the discussion and engage in the
discussion by posing questions.
A moderator: an additional person not participating in the panel discussion, The
moderator's main purpose is to keep the panelists focused on the audience, keep the
discussion running smoothly, and help out the panelists when they stall.
Seats are arranged in a small circle with the 2 groups each side and the moderator in the
middle. The audience sits in front.
Task 3 -Short Practice Panel Discussions

APPENDICES

CREATING AN ETHICAL WORK PLACE – 7 GUIDELINES
FOR MAKING ETHICAL DECISIONS
(Choose the appropriate guidelines for your case.)
1. The Golden Rule: Act in a way you would expect others to act toward you.
2. The Utilitarian Principle: Act in a way that results in the greatest good for the greatest
number of people.
3. Kant’s Categorical Imperative: Act in such a way that the action taken under the
circumstances could be a universal law, or rule of behavior.
4. The Professional Ethic: Take actions that would be viewed as proper by a disinterested
panel of professional peers.
5. The TV Test: Managers should always ask, “Would I feel comfortable explaining to a
national TV audience why I took this action?”
6. The Legal Test: Is the proposed action or decision legal/? Established laws are
generally considered minimum standards for ethics.
7. The Four-way Test (Source: Herb Taylor 1932, Rotary International):
Managers can feel confident that a decision is ethical if they can answer “yes” to the
following questions:
Is the decision truthful?
Is it fair to all concerned?
Will it build good will and better friendships?
Will it be beneficial to all concerned?

1
THE ETHICS MEMO ASSIGNMENT.
Write an approximately 2-page memo, (following the memo-writing guidelines above) analyzing the
issue(s) relating to the case study at Hoppenbrouwers and apply the ideas from the question:
Which ethical question/aspects do you expect to encounter when implementing your change
management plan and how will you manage these? Think in terms of: Location change/
Change in job function and Redundancy.
Use the following headings in your memo:
You will write a paragraph (5-7 sentences) for each one.
Introduction
Write an introduction (2-3 sentences) which briefly states the situation.
The Situation: State the facts; describe the situation.
In short, simple sentences, write a paragraph describing who is involved, where the situation takes
place, when this happened, and what is going on.
The Ethical Dilemma and Ethical Norms --Discuss the values and norms that are in conflict.
Describe in detail what the ethical issue/dilemma is. Why is this a problem?
All supporting sentences that follow must provide more details, facts, explanations about these
questions. You can use the ethical norms (or 6 Pillars of Character),
The Stakeholders Affected by the Dilemma -- List them. Describe their involvement. Why/In what
way are they stakeholders?
Alternative Courses of Action & Tradeoffs (benefits/costs) – Discuss 2-3 possible ways to
solve the ethical dilemma/issue(s). What are the tradeoffs of each course of action for the
stakeholders involved? For each one, discuss the benefits and costs (who will benefit and how; who
will see negative consequences and which ones?)
Solution -- Discuss how the dilemma could be solved. Use the 7 Guidelines for Making Ethical
Decisions
Personal Beliefs or Feelings
Express your opinion as to what the person(s) should do to deal with this dilemma/this (these)
issue(s).
Conclusion
Write a concluding paragraph (2-3 sentences) in which you restate the thesis statement from the
introduction. Briefly restate your suggested solution and why this is the best solution.

2
PANEL DISCUSSIONS
There are 3 roles in the discussions:
The audience:
The audience will need to research the dilemma and prepare at least 2 questions to ask the
consultants/management. They will also need to interact and interject at any moment in the discussion.
The consultants:
The consultants will prepare themselves to answer questions related to the ethical issue being
discussed. They will present the dilemmas and scenarios that could occur with change management
plans at Hoppenbrouwers. They will try to bring forward and discuss solutions to the dilemmas and fend
off questions from the audience.
The Managment Hoppenbrouwers:
The management will prepare themselves to answer questions related to the ethical issue being
discussed. They will listen to the dilemmas and scenarios that the consultants present. They will bring
forward their concerns and issues relating to the change management plans. They too may need to
fend off questions from the audience
In week 6 the lesson will be divided as follows:
3 time slots of 20 mins: 1st slot : Panel discussion on Job Relocation
2 nd slot : Panel discussion on Job Loss/Layoffs
3 rd slot: Panel discussion on Changes in role/pay
Students need to sign up for all 3 discussions, choosing a different role for each discussion. Students
have to participate in all 3 roles.
A signup sheet is available from Week 1 on Blackboard. It is first come first served, a max of 8 students
per group.
The panel discussions will be videoed and assessed according to the rubric on Blackboard.

3