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IELTS Listening Transcript
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PART 1
Speaker 0: You will hear a number of different recordings and you will have to answer questions on what you hear. There will be time for you to read the instructions and questions, and you will have a chance to check your work. All the recordings will be played once only. The test is in four parts. At the end of the test, you will be given ten minutes to transfer your answers to the answer sheet. Now turn to part one. Part one. You will hear a student calling a landlord to rent a house. First, you have some time to look at questions one to six. Now listen carefully and answer questions one to six.
Speaker 0: Hello. Oh, hello. I wanted to inquire about the house you're going to let out. Is it still available?
Speaker 1: Yes. May I ask where you heard about it? Was it in an advert?
Speaker 0: Right. It was.
Speaker 1: Okay. What do you want to know?
Speaker 0: Well, I'm going to share the house with two friends. We've been staying on campus, but we're going to graduate, so we need to find a house as soon as possible.
Speaker 1: Anyway, could you tell me the exact date when you can move in? Well, the contract with my current tenant is due next week on May 3, and I need a day to clean and check the things in the house. So I think the house will be ready on May 5. Is that okay?
Speaker 0: Yes. That will be fine. And what we're most concerned about is the rent. We'd like something around $500 a month for each of us, but we could go up to $600 if we have to, but we can't go beyond that.
Speaker 1: You are lucky. The rent will be $1,700 in total, which is within your budget. You'll need to pay monthly to me by cash or credit card. I don't mind. And you'll have to pay me $1,500 as a deposit before you move in. The deposit is as insurance in case you break something.
Speaker 0: Okay. That's reasonable. Oh, I nearly forgot. One important thing is that you'll be required to provide a credit check to guarantee your ability to pay the rent every month. This will charge you $15.
Speaker 1: No problem. How about the facilities?
Speaker 0: First, there are three bedrooms combined with two bathrooms. Then there is a shared kitchen which was refurbished several months ago. By the way, do you cook yourselves?
Speaker 1: Yeah. We like cooking. Do we have to buy our own cookers?
Speaker 0: Basic facilities for cooking are available. But if you want a dishwasher, I'm sorry it needs to be added later.
Speaker 1: I think the basic facilities are enough for us. Is there any place we can park as one of my friends has a private car?
Speaker 0: Yes. There is a garage which not only provides space for your car, but also has a special section where you can do some of your work. It's very quiet for you to concentrate.
Speaker 1: It sounds so special.
Speaker 0: Before you hear the rest of the conversation, you have some time to look at questions seven to 10. Now listen and answer questions seven to 10.
Speaker 0: There are some other utilities I have to tell you. There is a garden in front of the house in which you will find some interesting plants and beautiful flowers.
Speaker 1: Do we have to take care of these plants and flowers?
Speaker 0: Well, you don't have to worry about that. There will be a professional gardener to do the landscaping in the garden regularly. But you do need to help water the grass once a week. Is it a problem for you?
Speaker 1: Of course not. We'd like to do that.
Speaker 0: Another thing is in this district, every household is arranged with a cleaner responsible for cleaning up the rubbish and recycling, but this service will cost you $15 every month.
Speaker 1: What other bills do we have to pay?
Speaker 0: Bills for electricity, water and gas will also be covered by yourselves.
Speaker 1: Okay. One more question. Is air conditioning available in the house?
Speaker 0: If you mean central air conditioning, I'm afraid there isn't at the moment. But each room has a conditioning unit which is installed on the window.
Speaker 1: That will be fine. Anyway, I think it's a good place to live in. Can we go and see the house, please?
Speaker 0: Yes. Of course. May I have your name and phone number?
Speaker 1: Yes. I'm Sam Drezler.
Speaker 0: That's S-A-M D-R-E-S-S-L-E-R.
Speaker 1: Okay. Sam Dresler. I've got that down. And my phone number is 67534571.
Speaker 0: Thank you very much. I'll contact you after discussing it with my two friends.
Speaker 1: No problem. Bye.
Speaker 0: Bye.
Speaker 0: That is the end of part one. You now have one minute to check your answers to part one.
PART 2
Speaker 2: Part two. You will hear an electronic toy company manager talking to a small group of new temporary staff who are starting work at the company. First, you have some time to look at questions 11 to 15. Now listen carefully and answer questions 11 to 15.
Speaker 3: Good morning, everyone. My name's Janet Parker, and I'm the human resources manager of this company. Thank you for joining us and coming to this training session, which I hope will help you quickly learn about our company and know what you will do in your position. First, I'll briefly introduce the history of our company. We're quite an old company specializing in electric toys for more than thirty years. The founder, Ronald Stephenson, got the idea of establishing his own company when he finished his apprenticeship. With the support of his grandfather, he got enough start-up capital, and the company was set up and succeeded in a short period. To satisfy the demands of customers, we've expanded the premises considerably over the past years, and the number of staff members has grown on a regular basis. Recently, we found the sales of our products creeping up very slowly, and we've decided to introduce new electronic toys to give that a boost. So we have to look for more workers to help us, and that's the reason why you are here. The first week may be pretty challenging as there will be a lot of new information, but don't worry too much about trying to remember everything. The important thing is to check with someone if you're unsure what to do. According to the contract, you'll be expected to work here for six months. Some of you asked me if there is a possibility for you to be employed as our full-time member. I can't give you a definite answer now. It'll depend on your job performance during the employment and whether we have job vacancies then. About 200 full-time staff members in our company, 70% of whom are responsible for sending out goods, while the minority of jobs are in the manufacturing line. You will work in different departments according to our needs, which I'll explain to you in detail later. Working in our company, you'll be impressed by our modern machinery and production methods, advanced skills, and friendly working atmosphere. However, I must tell you one thing which is not so pleasant. Because the manager of the payroll department is on sick leave these days, I'm afraid that you won't get paid on time this month. But don't worry too much. It'll be solved very soon.
Speaker 2: Before you hear the rest of the talk, you have some time to look at questions 16 to 20. Now listen and answer questions 16 to 20.
Speaker 3: In the second part of this training session, I'll explain what you will be responsible for in the following working days. There are five positions, and you'll be working in different departments. As I've mentioned before, we're in urgent need of someone who can deal with the salary problem so our staff can get paid as soon as possible, and that's the primary job for the first person. Then the second of you will be working in the manufacturing line to help develop new products, and I'm sure you will be pretty busy in the following days. The third person will work on the 6th Floor, and your main job is to look after the mechanical side. It includes checking equipment daily to ensure they are working correctly and doing some repair work if necessary. Without your help, many processes like manufacturing or packaging won't work well. Then the fourth person will work in the technology department to deal with problems related to software and hardware. We're getting new laptops next week, and you must install new programs. And the last of you will work in the after-sales service department. You are expected to keep a long-term relationship with customers, including collecting feedback regularly, dealing with customer complaints, enhancing customer satisfaction, etcetera. Okay. Now that's all I want to share with you today. Are there any questions?
Speaker 2: That is the end of part two. You now have half a minute to check your answers to part two.
PART 3
Speaker 4: Now listen carefully and answer questions 21 to 24.
Speaker 5: Hi, Annie. How's the research going?
Speaker 6: Okay, I guess, but I'm concerned about our presentation topic. We're mainly going to be talking about how products are marketed differently for boys and girls, and we know that's true in some countries, but is it the case everywhere?
Speaker 5: I've been reading about the situation in the UK. Some of the major retailers have been labeling their products to say which gender a product is meant for.
Speaker 6: Really?
Speaker 5: Yes. Apparently, toys connected to science subjects are labeled for boys, and stuff like kitchen equipment says for girls.
Speaker 6: Does that happen in other countries too?
Speaker 5: Hopefully, our survey can tell us that, whether it's a global phenomenon or not. But it's interesting because in the UK, so many parents have complained about this kind of labeling that the major retailers are having to abandon it. Because of social media, consumers can put a lot more pressure on retailers to drop unpopular policies.
Speaker 6: When it comes to how stores display toys, what most parents would find useful is for stores to indicate how old the child should be, so the toy isn't overly complicated. I'm sure parents don't need gender-specific labeling. You can see for yourself what the general idea is, whether it's for chemistry or building.
Speaker 5: That book by that neuroscientist, Lise Elliott, what was it called?
Speaker 6: Pink Brain, Blue Brain.
Speaker 5: That's it. There was a lot of material on the way advertising can affect children. Her arguments really make sense.
Speaker 6: Yes. Some claims are very convincing. Even though she's mainly talking about the USA, I'm sure they can be applied elsewhere.
Speaker 5: One thing I highlighted was how marketing products according to gender can cause problems for children in the future. For example, if you signal to girls that science and engineering stuff isn't for them, then surely they grow up believing that that's what boys do, even if they study science and physics at school. They might not regard those subjects as something they'll eventually make a living from. So those are jobs they won't consider.
Speaker 6: And if you never encourage boys to play with toys that develop socialization skills, that's not fair either.
Speaker 5: Maybe, but the consequences aren't as problematic.
Speaker 6: Not sure about that. Actually, I think that's something we should address during the presentation.
Speaker 4: Before you hear the rest of the discussion, you have some time to look at questions 25 to 30. Now listen and answer questions 25 to 30.
Speaker 6: Let's talk through the section about clothes for children. The way we've ended up with specific colors for each gender. One thing I found surprising is that children in nineteenth-century America used to be dressed in white.
Speaker 5: Yes. Until age six.
Speaker 6: It was because the outfits were a lot easier to clean.
Speaker 5: Yes. They just bleached them to get the dirt out. Nothing to do with fashion or cost.
Speaker 6: There was no other effective way to clean them. Then in the early nineteen hundreds, I read that boys were dressed in pink and girls in blue.
Speaker 5: Apparently, pink was described as dominant, whereas blue was seen as delicate.
Speaker 6: Yes. And ordinary people, shoppers, I mean. They could read articles about the sons and daughters of the famous and how they were dressed, and they wanted their own children to be dressed the same. But by the nineteen forties, the colors had changed, and it was more about customer demand.
Speaker 5: Retailers analyzed the shopping habits of parents and looked at the results, and they interpreted them to mean that pink was now the favorite color for girls and blue for boys. So shops started to advertise the products accordingly.
Speaker 6: Yes. And in the USA, it was a time when boys dressed like dad and girls like mom. It wasn't until the nineteen sixties that teenage girls rejected that. And older teenage girls started wearing clothes that could have been worn by either boys or girls. By doing that, they felt the job opportunities usually only open to men would now be available to them.
Speaker 5: But then in the nineteen eighties, for the first time, TV commercials targeted children specifically, promoting different types of clothes for boys and girls. And as a result, children started insisting their parents buy them the right kind of clothes. That kind of consumer behaviour will be hard to change.
Speaker 6: And one researcher, Paoletti, she maintains that women who never got to wear pretty, typically feminine clothes when they were little, well, they're now dressing their girls in that style to make up for it. They want their girls to have what they didn't.
PART 4
Speaker 4: Part four. You will hear part of a lecture to business management students about what managers should do when their organization faces a crisis. First, you have some time to look at questions 31 to 40. Now listen carefully and answer questions 31 to 40.
Speaker 7: Today, I want to talk about how organizations can respond to a crisis, which happens when a serious problem occurs suddenly and must be dealt with quickly. I will talk about a theory that tells crisis managers how to communicate in different kinds of crises. Some people ask why we need theory in crisis communication. Isn't logic the answer? Yes. It is sometimes. But organizations often handle crisis communication badly. What we find is that in reality, much of the advice that organizations receive on how to respond to a crisis is just a guess. Theory and research allow us to take those suggestions and test them. Then managers can be given advice based on actual evidence of what works and what doesn't. The crisis theory has categorized three general types of crises. One type is a crisis where the organization is a victim and has very little responsibility. For example, this kind of crisis could be caused by a rumor. The second kind is accidental. There isn't much responsibility because there are other outside factors that contributed to it. And the third one, and the most difficult to actually manage, is a preventable crisis. In this kind of crisis, those affected believe strongly that a mistake was made within the organization. The type of crisis is important because the more people think the organization is responsible for the crisis, the angrier they become at the organization. The theory begins by suggesting a two-part basic response that can be used in all kinds of crisis. The first part is to provide information to those affected so that they can protect themselves from further harm. Many crises pose a risk to people. For example, if there is a chemical release, people might have to evacuate an area. Or if there's a product which could be harmful, people need to be told about it so they don't buy it, or so if they have bought it, they can return it. The second part of the basic response is to communicate the action the organization is planning in order to prevent another crisis. This is important because those affected by a crisis are often concerned that it is going to happen again. Beyond this, crisis managers also have other tools to shape how people think about the crisis. Crisis managers can use several strategies to do this. One strategy is to diminish the crisis. If crisis managers have proof, which is convincing, they can argue that a crisis is not as bad as people think. If they can argue this successfully, the harmful effects are reduced. Another way to shape thinking is to give excuses which emphasize a lack of intent. Therefore, people will see the crisis as an accident. This is important because an accidental crisis is much easier to manage than an intentional crisis. Crisis managers can also protect the organization's reputation when there is a major crisis. Their first goal is to reduce the negative opinions generated by the crisis. This can be done by presenting new positive facts and figures about the organization or by reminding people of past good works done by the organization. Rebuild strategies are useful for preventable crises or when there has been a series of accidental crises, as these crises present a severe threat to the perceived reliability of the organization. For example, a crisis where the organization is clearly at fault or broke a law can be very damaging and can result in loss of business. Rebuild strategies can also be used to reduce the impact of the crisis. To do this, crisis managers say and do things to benefit those affected by the crisis. The reputation of the organization can also be protected in practical ways. The problem can sometimes be addressed by offering an apology to those affected by the crisis. This may be sufficient action when the problem is relatively minor. However, if the crisis is very severe, the most common strategy is to offer compensation to those affected. So to summarize, crisis communication theory is interesting to managers as it gives positive guidance on how to respond. It can help them figure out which...
Speaker 4: That is the end of part four. You now have one minute to check your answers to part four.
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Chinese Translation
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第一部分
Speaker 0: 你将听到几段不同的录音，并需要根据听到的内容回答问题。你会有时间阅读说明和问题，并有机会检查你的答案。所有录音只会播放一遍。考试分为四个部分。考试结束后，你会有十分钟时间将答案誊写到答题纸上。现在翻到第一部分。第一部分。你将听到一个学生打电话给房东租房。首先，你有时间看一下第一到第六题。现在请仔细听，并回答第一到第六题。
Speaker 0: 你好。哦，你好。我想问一下你打算出租的房子。它还在吗？
Speaker 1: 是的。请问你是从哪里听说的？是广告上看到的吗？
Speaker 0: 对，是的。
Speaker 1: 好的。你想了解什么？
Speaker 0: 嗯，我打算和两个朋友合租。我们一直住在校园里，但快要毕业了，所以我们需要尽快找到房子。
Speaker 1: 那么，你能告诉我你们可以搬进来的确切日期吗？嗯，我和现在房客的合同下周三，也就是5月3号到期，我需要一天时间来打扫和检查房子里的东西。所以我想房子在5月5号就能准备好。可以吗？
Speaker 0: 好的，没问题。我们最关心的是租金。我们希望每人每月500美元左右，但如果必要的话，我们可以出到600美元，但不能超过这个数。
Speaker 1: 你们很幸运。总租金是1700美元，在你们的预算之内。你们需要每月用现金或信用卡付给我，我都可以。另外，搬进来之前你们需要付给我1500美元作为押金。押金是防止你们损坏东西的保险。
Speaker 0: 好的，这很合理。哦，我差点忘了。重要的一点是，你们需要提供一份信用报告来保证你们每月支付租金的能力。这需要花费15美元。
Speaker 1: 没问题。设施怎么样？
Speaker 0: 首先，有三个卧室和两个卫生间。还有一个共用的厨房，几个月前刚翻新过。顺便问一下，你们自己做饭吗？
Speaker 1: 是的，我们喜欢做饭。我们需要自己买厨具吗？
Speaker 0: 基本的烹饪设施是有的。但如果你们想要洗碗机，抱歉，那需要以后再加装。
Speaker 1: 我觉得基本设施就够我们用了。有地方停车吗？我有个朋友有私家车。
Speaker 0: 有的。有一个车库，不仅可以停车，还有一个专门区域，你可以在那里做一些工作。那里很安静，适合集中精力。
Speaker 1: 听起来很特别。
Speaker 0: 在听对话的其余部分之前，你有时间看一下第七到第十题。现在请听并回答第七到第十题。
Speaker 0: 还有一些其他设施我得告诉你们。房子前面有一个花园，里面有一些有趣的植物和美丽的花朵。
Speaker 1: 我们需要照料这些植物和花吗？
Speaker 0: 嗯，你们不用担心这个。会有专业的园丁定期来做园艺。但你们需要每周帮忙给草坪浇一次水。这对你们来说有问题吗？
Speaker 1: 当然没问题。我们很乐意做。
Speaker 0: 另一件事是，在这个区，每户都安排了一名清洁工负责清理垃圾和回收，但这项服务每月要花费15美元。
Speaker 1: 我们还需要支付哪些账单？
Speaker 0: 电费、水费和煤气费也需要你们自己承担。
Speaker 1: 好的。还有一个问题。房子里有空调吗？
Speaker 0: 如果你指的是中央空调，恐怕目前没有。但每个房间都有一个安装在窗户上的空调机。
Speaker 1: 那也行。总之，我觉得这是个不错的住处。我们能去看看房子吗？
Speaker 0: 当然可以。能告诉我你的名字和电话号码吗？
Speaker 1: 好的。我叫Sam Drezler。
Speaker 0: 拼写是S-A-M D-R-E-S-S-L-E-R。
Speaker 1: 好的。Sam Dresler。我记下了。我的电话号码是67534571。
Speaker 0: 非常感谢。我和两个朋友商量后会联系你。
Speaker 1: 没问题。再见。
Speaker 0: 再见。
Speaker 0: 第一部分到此结束。你现在有一分钟时间检查第一部分的答案。
第二部分
Speaker 2: 第二部分。你将听到一家电子玩具公司的经理对一群即将开始工作的新临时员工讲话。首先，你有时间看一下第11到第15题。现在请仔细听，并回答第11到第15题。
Speaker 3: 大家早上好。我叫Janet Parker，是这家公司的人力资源经理。感谢大家加入我们并参加这次培训，我希望这能帮助你们快速了解我们公司以及你们在各自岗位上的工作内容。首先，我简要介绍一下我们公司的历史。我们是一家相当老牌的公司，专门从事电动玩具生产已有三十多年。创始人Ronald Stephenson在完成学徒期后萌生了创办自己公司的想法。在祖父的支持下，他获得了足够的启动资金，公司很快成立并取得了成功。为了满足客户需求，我们在过去几年里大幅扩建了厂房，员工人数也定期增长。最近，我们发现产品销售增长非常缓慢，因此决定推出新的电子玩具来推动增长。所以我们需要招聘更多员工来帮助我们，这也是你们在这里的原因。第一周可能会很有挑战性，因为会有很多新信息，但不要太担心记不住所有东西。重要的是，如果你不确定该怎么做，就去问别人。根据合同，你们将在这里工作六个月。有些人问我是否有机会成为我们的全职员工。我现在无法给出明确答复。这将取决于你们在工作期间的表现以及届时是否有职位空缺。我们公司大约有200名全职员工，其中70%负责发货，少数岗位在生产线上。你们将根据我们的需要分配到不同的部门，稍后我会详细解释。在我们公司工作，你们会对我们现代化的机械和生产方法、先进的技术以及友好的工作氛围印象深刻。但是，我必须告诉你们一件不太愉快的事情。因为工资部门的经理这几天请病假，恐怕你们这个月不能按时拿到工资。但不要太担心。这个问题很快就会解决。
Speaker 2: 在听讲话的其余部分之前，你有时间看一下第16到第20题。现在请听并回答第16到第20题。
Speaker 3: 在本次培训的第二部分，我将解释你们在接下来的工作日里要负责的工作。有五个职位，你们将在不同的部门工作。正如我之前提到的，我们急需有人来处理工资问题，以便我们的员工能尽快拿到工资，这是第一个人的首要工作。然后，你们中的第二个人将在生产线上工作，帮助开发新产品，我相信你在接下来的日子里会非常忙碌。第三个人将在六楼工作，主要工作是负责机械方面。包括每天检查设备以确保它们正常运行，并在必要时进行一些维修工作。没有你的帮助，许多流程，比如制造或包装，都无法顺利进行。然后，第四个人将在技术部门工作，处理与软件和硬件相关的问题。我们下周会拿到新笔记本电脑，你需要安装新程序。最后一个人将在售后服务部门工作。你需要与客户保持长期关系，包括定期收集反馈、处理客户投诉、提高客户满意度等等。好了，这就是我今天想和大家分享的全部内容。有什么问题吗？
Speaker 2: 第二部分到此结束。你现在有半分钟时间检查第二部分的答案。
第三部分
Speaker 4: 现在请仔细听，并回答第21到第24题。
Speaker 5: 嗨，Annie。研究进展如何？
Speaker 6: 还行吧，但我担心我们的演讲主题。我们主要打算讨论产品如何针对男孩和女孩进行不同的营销，我们知道这在一些国家确实如此，但这是普遍情况吗？
Speaker 5: 我一直在阅读关于英国的情况。一些主要零售商一直在给他们的产品贴上标签，标明产品是针对哪种性别的。
Speaker 6: 真的吗？
Speaker 5: 是的。显然，与科学科目相关的玩具被标为男孩的，而像厨房用具之类的东西则标为女孩的。
Speaker 6: 其他国家也这样吗？
Speaker 5: 希望我们的调查能告诉我们，这是否是一种全球现象。但有趣的是，在英国，很多家长对这种标签表示不满，以至于主要零售商不得不放弃这种做法。由于社交媒体的存在，消费者可以对零售商施加更大的压力，迫使他们放弃不受欢迎的政策。
Speaker 6: 说到商店如何展示玩具，大多数家长觉得有用的是商店标明适合孩子的年龄，这样玩具就不会太复杂。我相信家长不需要性别特定的标签。你可以自己看出玩具的大致用途，无论是化学套装还是建筑玩具。
Speaker 5: 那位神经科学家Lise Elliott写的那本书，叫什么来着？
Speaker 6: 《粉色大脑，蓝色大脑》。
Speaker 5: 对，就是它。里面有很多关于广告如何影响孩子的材料。她的论点确实很有道理。
Speaker 6: 是的。有些说法非常有说服力。虽然她主要谈论的是美国，但我相信这些观点也适用于其他地方。
Speaker 5: 我强调的一点是，根据性别进行产品营销可能会给孩子未来带来问题。例如，如果你向女孩暗示科学和工程类的东西不适合她们，那么她们长大后肯定会认为那是男孩做的事，即使她们在学校学习科学和物理。她们可能不会把这些科目视为将来谋生的手段。所以这些工作她们就不会考虑。
Speaker 6: 如果你从不鼓励男孩玩培养社交技能的玩具，那也不公平。
Speaker 5: 也许吧，但后果没那么严重。
Speaker 6: 我不太确定。实际上，我认为这是我们演讲中应该涉及的内容。
Speaker 4: 在听讨论的其余部分之前，你有时间看一下第25到第30题。现在请听并回答第25到第30题。
Speaker 6: 我们来谈谈关于童装的部分。我们最终是如何为每种性别指定特定颜色的。我发现一件令人惊讶的事情是，19世纪的美国儿童通常穿白色衣服。
Speaker 5: 是的，一直到六岁。
Speaker 6: 那是因为衣服更容易清洗。
Speaker 5: 是的。他们只需漂白就能去除污渍。与时尚或成本无关。
Speaker 6: 当时没有其他有效的清洗方法。然后在20世纪初，我读到男孩穿粉色，女孩穿蓝色。
Speaker 5: 显然，粉色被描述为强势的，而蓝色被视为精致的。
Speaker 6: 是的。普通人，我是说购物者。他们可以读到关于名人子女如何着装的报道，并希望自己的孩子也穿得一样。但到了20世纪40年代，颜色发生了变化，更多是出于客户需求。
Speaker 5: 零售商分析了父母的购物习惯并查看了结果，他们将其解读为粉色现在是女孩最喜欢的颜色，蓝色是男孩最喜欢的颜色。于是商店开始相应地宣传产品。
Speaker 6: 是的。在美国，那是一个男孩像爸爸一样穿，女孩像妈妈一样穿的时代。直到20世纪60年代，十几岁的女孩才拒绝这种模式。年龄稍大的女孩开始穿男孩女孩都能穿的衣服。通过这样做，她们觉得通常只对男性开放的工作机会现在也对她们开放了。
Speaker 5: 但到了20世纪80年代，电视广告首次专门针对儿童，推广不同类型的男孩和女孩服装。结果，孩子们开始坚持让父母给他们买正确的衣服。这种消费行为很难改变。
Speaker 6: 一位名叫Paoletti的研究员认为，那些小时候从未穿过漂亮、典型女性化衣服的女性，现在正以这种风格打扮自己的女儿来弥补。她们想让自己的女儿拥有她们曾经没有的东西。
第四部分
Speaker 4: 第四部分。你将听到一段面向工商管理专业学生的讲座，内容是关于当组织面临危机时，管理者应该怎么做。首先，你有时间看一下第31到第40题。现在请仔细听，并回答第31到第40题。
Speaker 7: 今天，我想谈谈组织如何应对危机。危机是指一个严重问题突然发生，必须迅速处理的情况。我将讨论一种理论，它告诉危机管理者如何在不同类型的危机中进行沟通。有些人问，为什么危机沟通需要理论？逻辑不就行了吗？是的，有时可以。但组织在处理危机沟通时往往做得很糟糕。我们发现，实际上，组织收到的关于如何应对危机的许多建议都只是猜测。理论和研究使我们能够采纳这些建议并进行测试。然后，管理者可以根据实际证据获得关于什么有效、什么无效的建议。危机理论将危机分为三种一般类型。一种类型是组织是受害者，责任很小的危机。例如，这种危机可能由谣言引起。第二种是意外危机。责任不大，因为还有其他外部因素导致了危机。第三种，也是实际管理中最困难的，是可预防的危机。在这种危机中，受影响的人强烈认为组织内部犯了错误。危机的类型很重要，因为人们越认为组织应对危机负责，他们对组织就越愤怒。该理论首先提出了一种可用于所有类型危机的基本应对措施，分为两部分。第一部分是向受影响的人提供信息，以便他们能够保护自己免受进一步伤害。许多危机对人们构成风险。例如，如果有化学品泄漏，人们可能需要疏散某个区域。或者，如果产品可能有害，需要告知人们，这样他们就不会购买，或者如果已经购买，可以退货。基本应对措施的第二部分是传达组织为防止再次发生危机而计划采取的行动。这一点很重要，因为受危机影响的人通常担心危机再次发生。除此之外，危机管理者还有其他工具来塑造人们对危机的看法。危机管理者可以使用几种策略来实现这一点。一种策略是淡化危机。如果危机管理者有令人信服的证据，他们可以辩称危机没有人们想象的那么严重。如果他们能成功论证这一点，有害影响就会减少。另一种塑造看法的方式是给出强调缺乏意图的借口。因此，人们会将危机视为意外。这一点很重要，因为意外危机比故意危机更容易管理。当发生重大危机时，危机管理者也可以保护组织的声誉。他们的首要目标是减少危机产生的负面看法。这可以通过展示关于组织的新的积极事实和数据，或者通过提醒人们组织过去所做的善事来实现。重建策略对于可预防的危机或当发生一系列意外危机时很有用，因为这些危机对组织的感知可靠性构成了严重威胁。例如，组织明显有过错或违法的危机可能极具破坏性，并可能导致业务损失。重建策略也可用于减少危机的影响。为此，危机管理者会采取行动或发表言论来惠及受危机影响的人。组织的声誉也可以通过实际方式得到保护。有时可以通过向受危机影响的人道歉来解决问题。当问题相对较小时，这可能就足够了。然而，如果危机非常严重，最常见的策略是向受影响的人提供赔偿。总而言之，危机沟通理论对管理者很有吸引力，因为它提供了关于如何应对的积极指导。它可以帮助他们弄清楚哪种……
Speaker 4: 第四部分到此结束。你现在有一分钟时间检查第四部分的答案。