Asking questions and using sources

Speaker 1: Hi Mike, you alright?

Speaker 2: Hi Holly, how are you?

Speaker 1: I’m good thank you.

(TO AUDIENCE) I work at an outdoor adventure facility for young people.

I’ve been assigned a new group coming in so, before I can put the programme together, I’ll find out all the information I need from my line manager Mike.

(TO OTHER PEOPLE) I just wanted to catch up with you about the new booking that’s been put in.

Speaker 2: Yes, we’ve got a sports academy coming to us in two weeks.

Speaker 1: Do you know how old they are?

Speaker 2: Yeah, they’re aged 16 to 18.

Speaker 1: And what are their learning objectives while they’re here?

(TO AUDIENCE) The information from Mike is detailed so I need to make sure I concentrate and listen carefully and then I make notes of everything that Mike has told me.

(TO OTHER PEOPLE) Just because we don’t get a lot of these groups in, have you got any tips for the programme?

Speaker 2: Yeah, so problem solving, any activities that will encourage them to work as a team.

Speaker 1: (TO AUDIENCE) When I’m taking a lot of detail I need to make sure I actively listen.

And if there’s anything I don’t understand I need to clarify.

I’ll then summarise the main points to demonstrate my understanding.

(TO OTHER PEOPLE) Just to go over a couple of the bits.

They’re a sports academy, they want teamwork, challenging activities, just to push them out of their comfort zones really.

Speaker 2: Yeah, that’s correct.

Speaker 1: OK, thanks Mike. I’ll do the programme now and I’ll let you know.

Speaker 2: Brilliant, keep me updated.

Speaker 1: Will do. See you later.

Speaker 2: Thank you.

Speaker 1: Craig?

Speaker 2: Hi Holly.

Speaker 1: I was just wondering if you could give me a bit of advice on this group coming in?

Speaker 2: Yeah sure.

Speaker 1: (TO AUDIENCE) When I’m with my colleagues we tend to use abbreviated terms and speak a lot more relaxed because we share a common knowledge.

(TO OTHER PEOPLE) I was just wondering if there was anything in particular that you thought would be good on their programme? Something like zip?

Speaker 2: Yeah absolutely, I mean, zip would be perfect for them but switch it up a little bit.

Give them points games, team games and stuff.

Speaker 1: (TO AUDIENCE) We use jargon, or language that people that aren’t in the sports industry wouldn’t necessarily understand, such as changing the 'zip wire' to 'zip'.

(TO PERSON ON PHONE) Hello, is that Mrs Chadwell?

Hello, it’s Holly calling, I’m just wanting to organise your programme for your upcoming visit.

(TO AUDIENCE) When I’m speaking to a client, however, I adopt a more formal tone and language.

I identify myself, I make sure I’m always polite, I call them Mr or Mrs and make sure that I always use the proper terms for the equipment.

(TO PERSON ON PHONE) I was talking to a colleague and was wondering whether you’d like some something like zip wire on the programme?

(TO AUDIENCE) It’s important to always remember who it is you’re talking to.

(TO PERSON ON PHONE) OK, thank you, bye bye.

Speaker: I’m writing up an activity programme summary to put in an email to Mike for him to sign off.

I’m using my notes from Mike.

I’m going to use the notes from the teacher’s phone call, as well as a rough programme schedule.

So I’ll quickly go through all the notes and make sure I pick out all the relevant information.

Whilst I was on the phone, the teacher asked for raft building.

This is a new activity so I’ll refer to the activity bible.

The activity bible includes all the information on all the activities we have on site.

I use the contents index to find the relevant information quickly.

By referencing several different documents, I made sure I had all the information I needed for the group's visit.