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• B2 speaking

Dealing with a problem

In this video, Vanya goes to Yuna with a problem. Listen to the language they use for dealing with a problem and practise saying the useful phrases.

Do the preparation exercise first. Then watch the video and do the exercises to check your understanding and practise the language.

Preparation

Speaking B2: Dealing with a problem – preparation

Ana : Hi! I'm Ana. Welcome to What to Say ! 

Do you know what to say when you need to deal with a problem? Listen out for useful language for dealing with a problem. Then, we'll practise saying the new phrases – after this.

Vanya : Yuna!

Yuna : Oh, morning!

Vanya : I've got a bit of a problem. 

Yuna : What's wrong?

Vanya : Can we talk in private?

Yuna : Of course.

Yuna : Right, so, what's the matter? 

Vanya : Well, I've made a mistake. A big mistake.

Yuna : OK. I'm sure we can work it out.

Vanya : It was such a silly thing to do! 

Yuna : I'm getting worried now. What's going on here? 

Vanya : OK. It was late last night and I was tired. I wasn't concentrating and I accidentally used my company credit card instead of my own to buy something! 

Yuna : Don't worry, these things happen. There's a procedure to deal with this. How much did you spend? 

Vanya : It was quite expensive.

Yuna : How expensive?

Vanya : It was very expensive.

Yuna : Vanya, how expensive?

Vanya : £3,782 … and 56 pence.

Yuna : What? You spent £3,782?! 

Vanya : … and 56 pence. 

Yuna : What was it? Vanya?

Vanya : Just a weekend break! I just like a really nice hotel!

Yuna : OK, I see. Thanks for letting me know.

Vanya : Ah! I feel so much better now I've told you. Please don't tell Noelia.

Yuna : Oh, I'm definitely going to tell her!

Noelia : Hi!

Vanya : Hi!

Ana : Hello again! Wow, that's a lot of money for a weekend break. So, did you notice the useful phrases used for dealing with a problem? Listen to me and then repeat. 

What's wrong?

I've got a bit of a problem.

Could we talk in private?

What's the matter?

I've made a mistake.

I'm sure we can work it out.

Don't worry, these things happen.

Thanks for letting me know.

I feel so much better now I've told you.

Ana : Try and use some of these phrases the next time you need to deal with a problem in English. Bye for now!

Speaking B2: Dealing with a problem – 1

Speaking B2: Dealing with a problem – 2

Speaking B2: Dealing with a problem – 3

When was the last time you helped someone with a problem at work?

Language level

Well, at work usually we deal with issues all the time. Since our job is to help others to understand a product features and functionalities, we are solving problems all the time. One of the things I like the most of my job is that we all are always available to lend a hand when it is needed.

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The last time I helped someone was yesterday. It was something related to my parents and I'm still working on that issue wish me luck!

Good luck, I hope everything is getting better.

Currently, I don't have a job, but sometimes I also help my classmates at university when they are absent. For example, I will send them the curriculum of the lesson that the teacher is teaching that day.

I used to help my coworkers, colleagues, sisters and friends dealing with their problems by giving them some tips form my experience, and reciprocally I receive help from them and i don't hesitate a second to ask for help when I'am in a tough situation. I remember once my sister have deleted all data on her phone and she didn't have a clue how to get them back, so I suggested to install a recovery application but it didn't work, i took her to a friend who has a remarkable backgound in this field and thanks to him he fixed the problem and recovered all her important data.

The last time I helped someone with a problem was at school. One of my colleagues had a hard time planning for his studies effectively, so I told him about my studying routine, hoping that it will help him know what he was doing wrong.

Today I helped my colleague and explained her how the calculation should be done.

actually i don't work yet but i used to help my classmates at the university. I sent them what the teacher mentioned in the previous lesson. Thank to that, they could complete the assignment on time.

i don´t work yet but i help my colleagues at school with their homeworks or with classes that they missed

Well the day before yesterday when there was no network in the office available. Connecting with internet provider and our IT helpdesk helped to solve the issue.

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English for business

Here you can find a wide range of full lesson plans to use in your business English classroom. All of our lessons are designed around functional skills for business learners and can be used to complement your course curriculum, giving students an opportunity to develop their English language and skills in motivating and enjoyable ways. Written by business English language teaching experts from around the world, our lesson plans are easy to use and aim to give your students the skills and confidence they need to enjoy learning English.

Meetings 1: Getting down to business

The beginning of a meeting presents a major dilemma: is it better to get straight down to business, or is it important to allow or even encourage small talk? The texts in this lesson present arguments from opposing viewpoints, which may help students to question their own assumptions. The lesson goes on to introduce useful language for both small talk and getting down to business, with practice in the form of role-plays.

Negotiations 1: Building relationships

When we think of negotiations, we tend to focus on the hard negotiating skills connected with bargaining. In fact, many professional negotiators will confirm that the most important skill is effective relationship building.

Socialising 1: Breaking the ice

For many people, the idea of walking into a room full of strangers and trying to socialise with them can be terrifying, especially if you have to use a foreign language. The barriers to ‘breaking the ice’ in a situation like this are just as much psychological as linguistic, which is why this lesson aims to get students thinking about the situation (through a quiz-based discussion and jigsaw reading) as much as speaking and practicing the skill of starting conversations with strangers.

Meetings 2: Getting involved in meetings

Many learners of English worry about their mistakes and allow their insecurities to prevent them from participating in meetings fully. This lesson provides reassurance that such insecurities are very common and normal. It also presents some strategies for increasing their confidence and ability to participate actively in meetings in English. The lesson also warns students that they themselves are responsible for overcoming this barrier to communication. There is also some guidance for learners with the opposite problem: overconfidence and dominance. It is suitable for a wide range of professional contexts, not just businesspeople.

Socialising 2: Keeping conversations going

After struggling to break the ice, the next obstacle is to keep the conversation going beyond the initial conversation. For this reason, this lesson aims to provide students with a bank of around 15 questions that they would feel comfortable asking in a conversation with a new acquaintance. They will also learn more general techniques involving different types of questions and the skill of turn-taking. Finally, they will practise all the skills from the lesson in a role-play game.

Meetings 3: Managing a meeting

This lesson focuses on two important aspects of managing a meeting: setting up the meeting with a series of emails, and keep the meeting under control. Two other important parts of managing a meeting, introducing the meeting and closing the meeting, are covered in lessons 1 and 5.

Negotiations 2: Positions and interests

The key to successful negotiation is preparation and research. This means finding out exactly what you want from the negotiation, and why you want it. This lesson includes a discussion, vocabulary input, a reading activity, useful language for negotiation, team problem solving and a role play in pairs.

Meetings 4: Brainstorming and evaluating

Since its development in the 1950s, brainstorming has become one of the most common techniques used in meetings to generate ideas. However, despite its clear benefits, the technique has its faults and many improvements have been suggested and analysed. This lesson aims to provide practice of brainstorming at the same time as exploring possible improvements. The second half of the lesson focuses on the necessary follow-up to brainstorming: evaluating ideas. This means the lesson covers two of the key language functions of meetings: making suggestions and agreeing/disagreeing.

Negotiations 3: Questioning and clarifying

In a negotiation, it’s very important to know when to speak, when to ask and when to shut up and listen. In this lesson students rank and discuss the stages of negotiation, do a reading activity and look at negotiations vocabulary, examine question types, then finish with a role play to practise clarifying, summarising and responding.

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20+ Great Business English Topics and Lesson Activities

For Business English students, it’s important that ESL lessons are based on the needs of their day-to-day work.

They want to practice situations taken from their professional environment, and discuss real-life Business English topics.

Some are: making phone calls, being able to hold and carry on conversations, speaking with colleagues, preparing and giving presentations, or negotiations. 

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Coming up with creative activities and finding good topics for your lessons can be tough and time-consuming.

The Business English activities in this post will save you time and effort in making quality content for your lessons.

About the Business English Topics And Activities

Topic: airbnb business travel, topic: commuting to work, topic: big business (amazon, coca-cola, netflix, etc.), topic: artificial intelligence and future technology, topic: music, bonus activity.

Lessons including well-designed activities will prepare your students for their professional lives and give them the necessary skills and vocabulary needed to communicate effectively in English.

The 20 activity suggestions you’ll find in this post relate to the topics of business travel, commuting to work, big business, artificial intelligence, technology, and music.

The activities you can do on these business English topics are from specific lesson plans based on videos , which come equipped with a range of different printable Business English worksheets , conversation topics, speaking exercises, listening activities, and writing exercises for adults.

Below are some examples of activities from these lessons that can help your Business English students improve their communication skills.

Airbnb has been expanding their services to open up the market for business travelers.

They are simplifying the process of booking and launched some tools which automatically organize your business trip expenses. This new business travel program is coming out strong.

• Phone Calling
• Writing Accommodation Descriptions
• Leaving Reviews
• Mobile App Concepts
• Debate With Hotel Owner
• Comparing and Contrasting

This topic works especially great with Business English lessons in the real estate, hospitality, or mobile app industries, but also in general for any businessmen or women who have to travel for their jobs.

This is an especially engaging Business English topic for a few reasons: it’s controversial (hotel owners aren’t happy about AirBnB) and it’s a hot topic (more and more people are choosing Airbnb over hotels).

Airbnb is a relatively new global powerhouse, revolutionizing the hospitality industry the same way that Uber revolutionized the taxi industry.

Activity: Phone Calling

Put students in pairs or a group. Assign each student a different role from the roles below, or they can choose one.

Students have to imagine that they are Airbnb hosts who just hosted:

• A small group of middle-aged business travelers
• A small group of young adult party travelers
• A small family of 4 with young children
• An individual traveler who came with his dog

Students then ‘call’ their ‘friends’ (another student in the class) to either leave a voicemail or talk about the experience (or complain about the experience!).

They should describe how the experience was as the host for these types of travelers:

• What was different about hosting each of their stays?
• Was it positive or negative and why?
• Did anything good, bad, surprising, or unusual happen during their stay?

You could even have them imagine what could be a positive and negative experience for hosting these types of travelers.

You could even get a bit more creative with this one by assigning a pair of students a role from the list above, and they have to call the ‘host’ (their partner) and ask them questions or make special requests about their stay, e.g:

• Am I allowed to bring my dog to your property?
• Is there a nice cafe in the area where I can bring my laptop to do work?
• We have a baby who cries a lot during the night. Will this bother you?

Even though with Airbnb, you would probably just message the host online, but in this case, you can make it a phone call to practice speaking.

Activity: Writing Accommodation or Property Descriptions & Reviews

Students work with a partner or group and imagine they are Airbnb hosts offering a special, exotic, or unique type of accommodation rental.

They should discuss and agree on the type of home rental they have to offer, where in the world it is, and create their own online listing for this rental on Airbnb.

In the listing, they should explain what type of rental it is, the location, the check-in and check-out procedure, a description and special features of the accommodation, and other housing details and rules.

Make students offer something different or special about their property – something they wouldn’t get somewhere else. Remember, they want to sell the experience!

Students then present their accommodation profile description to the other students in the class and then give their listing to another student or group.

The other student or group then makes a detailed review for that listing, imagining they actually stayed there.

Activity: Creating Mobile App Concepts in the Sharing Economy

Put students in pairs and give them a list of other mobile apps in the sharing economy.

• Neighborgoods

Based on the name of the app, students have to discuss and explain what they imagine the concept of the app to be and how it works.

After students work together for a couple of minutes, go around the class and ask them to report their answers. If they’re not able to imagine what it might be, you can just tell them.

Ask them questions like:

• Would this type of app be useful for you? Why or why not?
• Which app from this list would help you the most?

Try to create an in-depth class discussion about all of these apps.

For the apps listed above specifically, you can discuss things like:

• If parking is a problem for your students (JustPark)
• What they do with their dog when they go on a trip (DogVacay)
• If they would be interested to drive with a stranger for many hours (BlaBla Car)
• If they’ve ever eaten at someone’s home, from another country or culture (HomeDine)

Then, students can either work with the same or different partners to create their own concept for a mobile app in the sharing economy.

They should focus on things like:

• The special features of the app
• What problem it solves / Why it’s a good idea
• How it works
• What problems could happen when people use your app

An alternative to this one is I’ve also had students imagine that they were the founders of Airbnb, and they have to come up with their own detailed story behind the establishment of the company, which turned out to be a fun activity.

Activity: Debate Between AirBnB Representative and Hotel Owner

Put students in pairs or two small groups and they prepare for a debate.

One student or group takes the position of an AirBnB company representative and the other takes the position of a Hotel Owner.

Each side must prepare, defend, and present their positions to the other groups, presenting information about…

• Why they believe their accommodation service is better (at least 3 advantages of your service) Students must talk about the top reasons to stay in a hotel over Airbnb, or vice versa.
• If you think Airbnb should be legal or illegal and why (obviously the AirBnB rep will say it should be legal and the hotel owner will say it should be illegal)
• The positive impact your service has on society and the economy
• What actual people and guests have said about your accommodation services

You can refer to this article to help students talk about Airbnb versus hotels  if they are having trouble coming up with ideas.

Your role as the teacher will be the moderator during the debate – generating follow-up questions for the students or groups when they present their sides. Keep the debate clean and flowing smoothly.

Activity: Comparing and Contrasting (Hotels vs. AirBnB or Uber vs. Taxi)

If for any reason you don’t want to make this an official ‘debate,’ another thing you could do is just make it a general, in-depth class discussion, conversation, or compare & contrast about the advantages and disadvantages of staying in Airbnb in comparison with hotels.

Make sure students talk about their own experiences.

Transition the discussion to the conflict between Uber and Taxi, because they are facing a similar conflict for similar reasons.

If your students enjoyed the discussion about AirBnB and hotels, an interesting follow-up lesson topic for you might be about a  businessman who is building hotels designed for outer space .

Many businessmen and women in the modern world have to commute for hours and hours per week to their jobs or for work purposes. Sitting in the car or public transit like this can really have a negative impact on one’s overall lifestyle.

• Telling a Story
• Commenting on YouTube
• Expressing Frustrations or Complaining
• Talking About Lifestyle & Daily Routines

The reason this topic works so well in Business ESL lessons is that it reaches such a wide spectrum of people.

Everyone who has a job as an employee in a company, a school, a factory, etc has a unique situation. All Business English students usually have a lot to say about their experience commuting (or home office if they have that privilege!).

Activity: Telling a Story

Students work in pairs.

Student A: This student imagines that he/she spends a lot of time commuting and is very pessimistic about the situation.

This student believes that they have the worst commute in the world. Describe the situation in detail. The student should complain about it as much as possible and why they hate it so much.

They should take notes on:

• Where you live
• Your daily routine
• Where you go to work
• What’s so bad about the commute / What are the conditions of the commute
• How commuting makes you feel

The student then has to tell one negative story that they have had during their commute.

Student B: This student imagines that they spend a lot of time commuting but is very optimistic about the situation.

This student loves the situation that they have. They should discuss and explain in detail why they have the best commute in the world, talk about it as much as possible and why they enjoy it.

Also, they take notes on:

They tell one positive story that they’ve had during your commute.

After the students write notes for their roles (give them a few minutes), have them describe their situations to their partner.

They should listen to their partner’s situation carefully because they should then report the details of their partner’s situation back to the class!

Activity: Commenting on YouTube

At the beginning of the video, the reporter complains about her long daily routine and commute, and then she says to the audience:

“Before you go and post that comment telling me to ‘move closer’, you need to see that I’m not the only person doing this.”

In pairs, students should come up with a response that the following type of people would write or say to the reporter in the YouTube comments section, e.g:

• What could be a rude response to that statement in the comment section of the video?
• What could be an empathetic response to that statement in the comment section of the video?
• What could be a funny response to that statement in the comment section of the video?

Another activity you could do is give students some imaginary comments to that video, and then the students have to write responses to these imaginary comments. You can make it a speaking or writing activity.

For example, here are a few possible comments to that video:

Comment #1:

“Americans are completely crazy and lazy. You drive these huge cars to work and in  reality , you don’t need to. Look at the Netherlands and Denmark – they have very efficient bicycle transport systems and bicycles are much more environmental. It’s stupid to drive everywhere.”

Comment #2:

“The best solution to this problem is self-driving cars. Our tax money should go more to support the production of self-driving cars. That way when people commute they can do productive things.  The solution to public transit is getting better wifi connections on the subways and buses.”

You can instruct one student to write a response which agrees with each comment, and the other student to write a response which disagrees with each comment, something along those lines.

Activity: Expressing Frustrations & Complaining

Put students in pairs, or in two groups. You’ll distribute to each student pair or group two cards which read:

• A: Riding on public transport
• B: Driving in a car

Students must work together to come up with a list of all the things that frustrate them, annoy them, stress them out, or make them angry while (1) riding on public transport and (2) driving a car.

The group which comes up with the most things in the time limit (3 minutes should be good) wins.

This activity usually works really well because everyone gets angry, stressed, frustrated, etc. at some point while driving a car or riding public transportation.

A lot of good vocabulary can also come out of this one. You can even teach a couple of fun phrasal verbs related to driving when you talk about this topic:

• Cut (someone) off  – “I hate when I’m driving and someone cuts me off and then I have to slam on my brakes.”
• Pull (someone) over  – “I hate when I’m driving only a little bit above the speed limit and a police officer pulls me over.”
• Freak out  – “I hate driving with my father. He always drives aggressively and freaks out about small things.”
• Run over  – “I hate when I run over a nail or a sharp object and my tire goes flat.”
• Hold (someone) up  – “I hate when traffic holds me up and makes me late for work.”

You can use this activity for teaching students other terminology that is useful for expressing complaints or frustrations:

• I get frustrated when…
• I get all stressed out when…
• It gets me so worked up when…
• It pisses me off when…
• I totally freak out when…
• I lose my mind when…
• It drives me nuts when…

Have students then use these expressions to talk about their frustrations commuting or about their job in general.

Activity: Talking About Lifestyle, Commuting, and Employment Situations

Spending hours commuting and then hours at the office has become so integrated into the modern working world that it can have quite a profound impact on our quality of life and lifestyle, which is why it’s good to talk about in a language lesson.

Here’s an activity you can do that will give your students a good opportunity to talk about their lifestyle, commute, and employment situation.

It’s also simple, easy to prepare, and generates quality conversation.

Print a number of statements on cards and give them to the students or write them on the whiteboard in class.

Put students in pairs or groups. Have them discuss if they think the following statements are generally true or false and why:

• People are generally happier if they travel to work by car instead of public transportation.
• In the USA, people generally commute to work or school by train or bus.
• 10 days of paid vacation per year is fair from an employer.
• Regular exercise helps people deal with stress from work.
• People are more productive if they have a 4-day working week instead of 5.

Put students in pairs or groups. Have them discuss if the following statements are true or false for them personally and have them explain why:

• There is a positive working atmosphere at my job.
• I am satisfied with my work-life balance.
• Every day I eat a balanced and healthy breakfast before work.
• When I commute to work I try to be productive on the way.
• I prefer working from home rather than going to an office.
• I spend too much time at work socializing with my colleagues.

Speaking about daily routines is also a great activity if you’d like to focus on the present simple as a grammar point for your lesson.

Using big companies and corporations as a topic in your Business English lessons is practical for obvious reasons and you can make it fun too for your students.

It’s especially great to use big business as a topic if you actually have adult students who work in big companies, but they’re also applicable topics for students who have their own business or who work in smaller companies.

• History & Fun Facts
• Developing a Product
• Making Slogans
• Analyzing the Impact of Technology on Jobs

Activity: History & Fun Facts About Big Companies

As a lead-in or warm-up exercise to a lesson about big business, you can search and find some fun or interesting facts or history about the companies.

One quick activity you could do to lead to a topic is a simple fill-in-the-blank that looks something like this:

Below are 5 interesting facts about Amazon. Let the students fill in the blanks with words that they think fit.

• The founder Jeff Bazos wanted to name the company Amazon which has products from ‘A to Z’ symbolizing a large size, just like the Amazon ________________________ .
• Amazon.com started as a bookstore in Jeff Bazos’ ________________________ .
• The combined ________________________ of Amazon’s warehouses is enough to hold more water than 10,000 Olympic pools.
• Today Amazon has more than 350,000 ________________________ .
• One of Amazon’s first offices had a ________________________ which employees would  ring every time a sale was made.

Below are 5 interesting facts about Coca-Cola. Fill in the blanks with words that you think fit.

• The Coca-Cola ________________________ is recognized by 94% of the world’s population.
• The word “cola” is derived from the kola ________________________ , which contains caffeine and can have medicinal value.
• Coca-Cola can be a good ________________________ for insect bites on your skin.
• Coca-Cola spends more money on ________________________ than Microsoft and Apple combined.
• A few people once tried to sell the Coca-Cola ________________________ to Pepsi, but they were reported to the FBI.

A fun activity you can follow up with this one is instruct students to research any big business they have in mind and search for some fun facts about that company or the story behind how it started.

If they can’t think of one, you can give them  a list of the biggest or most well-known companies  in the world.

Have them give a few-minute presentation in the following lesson about the start or history of the company and a few fun facts about it. This is also good for developing presentation skills for adults in English.

They can use the questions below to help them give their presentation:

• Who started the company and when? How did the idea originate?
• What were some important moments in the company’s history?
• What are some of the company’s most successful products or services? Describe them in detail.
• What’s special or different about this company compared to the competitors?
• What are some fun facts about your company?

Activity: Developing a Product

Amazon launched a prototype store called ‘Amazon Go’ in December of 2017 – it’s a type of grocery store where you can go shopping and add things to your virtual cart so that you don’t have to wait in line or check out.

You add the products to your shopping cart and you can just leave the store, and Amazon will automatically charge your account.

They have developed other types of products and services over the years that have been successful, such as the Amazon Kindle (E-Reader) and Amazon Echo (voice-controlled smart speaker/personal assistant).

In this activity, what you do is have students work together on product development for Amazon or for another big company.

Students work with a partner or group. They imagine to be product developers for Amazon and create two of their own products, or services provided and sold by Amazon.

They should discuss and create names for the products or services, which industry the products or services are in, and then write a description for each explaining how it works, what problem it solves, what’s so special about it, as well as what problems they have experienced in the development.

It can be a special kind of mobile app, tech gadget, clothing item, or something else.

Of course, it doesn’t necessarily have to be from Amazon. You can have students choose another company.

One way you could get your students to come up with a good idea is instruct them to think of some brands that they generally buy, and then brainstorm what products they think would be cool to have from those brands.

Or you can have them think of some problems or frustrations they have in their daily life and what product or service would solve those problems for them. In the case of Amazon Go, the problem was that people hate waiting in lines at supermarkets.

Remind students that it doesn’t have to be realistic, it can be something imaginary.

Most of your students who will do this activity probably haven’t developed a product before. Keep it basic, simple, and fun, and it should go ok.

You just want students to be creative and work together to make something special.

One time I had a group who made a personal assistant who did all of his presentations for him because he hated public speaking, which I thought was pretty funny.

Students should then present their new product to the other students or groups.

Activity: Making Slogans

This is a straightforward activity and easy to assign and it works great with any student who is in marketing. Students also tend to have fun with it.

Basically, all you need to do is assign students to make a slogan for whatever company or brand you’re discussing.

One thing I’ve done to make it interesting and add a little twist to it is to have students make a list of good and bad slogans for one company.

That one has definitely brought a couple laughs to the lesson, especially for the bad slogans.

Here are a few examples I’ve gotten from students for bad company slogans for Coca-Cola:

• “Feed your sugar addiction.”
• “Put on the big pounds.”
• “Teeth are overrated.”

Anyway, give them some examples of some real slogans that have already existed for the brand before they make their own.

A few actual ones for Coca-Cola are:

• “Open Happiness”
• “Life Tastes Good.”
• “Taste the Feeling.”

The advantage of having students make their own slogan or quote is that it lets student use creativity. When students have to think creatively, they’re forced to use important vocabulary terms and language structures in a special kind of way.

In any case, have your students share and present their slogans and quotes to the other students in the class.

Another great type of ESL group activities are information gap activities. Get 10 ideas here.

Activity: Analyzing the Impact of Technology on Jobs

Another great theme and activity that comes from a discussion about companies like Amazon, is analyzing the impact of technology on jobs.

That’s one big criticism of concepts like Amazon Go that I’ve discussed with my students. The more jobs that robots do for us, the more jobs they take away from humans (Amazon Go takes jobs away from cashiers).

One activity you could do on this is to have students brainstorm and come up with two more jobs, companies, or businesses that have been taken over or lost to technological advances.

Students should specify the name or type of the technology, which industry it is in, and three general impacts of this technology (can be positive or negative impacts).

Two examples I remember hearing from students was about VHS and video rental stores being lost to online streaming services like Netflix, and driving jobs being lost to self-driving cars.

Technology : Online streaming

Industry : Entertainment

• It put VHS video rental stores out of business
• It makes people lazier because they don’t go to the video store anymore
• Illegal online pirating of films and TV becomes easier

Technology : Self-driving cars

Industry : Automotive

• Less need for delivery drivers, truckers, and taxis
• Fewer accidents on the road because machines are more precise than humans
• People can focus on other things in the car if they don’t have to concentrate on driving

You can give these examples to your students if they don’t think of them.

You can also give students the task of coming up with two jobs where it could be very difficult for technology to take over. Which jobs do you think technology couldn’t do in the future? Students should specify why it would be difficult to take over these jobs using this technology.

Doing an ESL lesson activity about the impact of technology on jobs leads us to the next point: Artificial intelligence and future technology, which has its feet in many industries and certainly draws interest from Business English students.

• Interview With a Humanoid Robot
• Making a Sci-Fi Film Plot
• Forming Opinions

This topic works especially great with Business English lessons in the IT or programming industry, but also in general for any businessmen or women who use technology regularly for their jobs.

This is an especially engaging Business English topic for a few reasons – it can get a little dark (a humanoid robot which can communicate freaks people out a bit!) and it’s also relevant – artificial intelligence and machine learning is making its way into a lot of industries, products, and software these days.

It’s interesting when the stuff that used to be sci-fi stuff turns into reality, and that’s what you want to focus on in your Business English lessons.

Activity: Interview With a Humanoid Robot

Watch the video about Sophia the robot with your students.

Basically, what students do is make an interview with her.

Sophia the robot makes for a great English lesson, period. Students are usually quite intrigued by “her” and there are so many different directions you can take this lesson.

After watching the video, instruct each student to create and write five extra questions that they would want to ask Sophia. (Questions which are not in the video interview).

After they are finished making their questions, they ask their partner the questions they made. Students then answer their partner’s questions from the perspective of Sophia the robot.

Here are some words or topics students could either use in their questions or use just as general topics to help them make their questions:

After a student answers each question, their partner should try to ask a follow-up question or two – a question you ask on the spot based on the answer you get.

Explain the concept of a follow-up question to your students and show them examples:

Original question : “What emotions do you feel?”

Answer : “I feel curious.”

Follow-up question : “Why do you feel curious?”

Answer : “I feel curious because I want to know why I was created and why I’m different than normal humans.”

Follow up question : “Can you imagine why you were created?”

Having students ask follow-up questions is great practice for developing interview and conversational skills because they have to think on their feet without time to prepare.

Activity: Making a Sci-Fi Film Plot

Watch the sci-fi short film about ‘Sight Systems’ which forecasts the evolution of ‘Google Glasses’ and Virtual Reality (which are also great topics to discuss in your Business English lessons).

After you watch the video with your students, a fun activity you could have your students do is to imagine that they are directors creating the next scenes to the short film they just watched about Sight Systems.

They should work in pairs and discuss and write what the next five scenes will be. Have them describe the scenes in detail and explain what happens in each scene.

Students then share what they came up with the other students in the class.

After this, put the students back together and they should come up with a short plot for a similar type of short film that they saw.

The plot must focus on the dangers of future technology. Alternatively, you could give them the option of creating a movie plot focusing on the bright sides of technology.

Activity: Forming Opinions and Interview Quotes

This activity can actually be applied to a range of different topics.

Put the students in pairs and have them imagine to be speaking from the perspective of the following companies or people.

Students have to make an opinion from the standpoint of each company or person.

• Gas Company
• Electric Car Company
• Solar Panel Company
• Environmental Activist
• Auto Technician
• Car Consumer

For the people above, you could have students imagine they were interviewed about their thoughts on electric charging highways.

What do they think about electric highways? Do they support or oppose them? Let them explain their opinion.

Then they have to agree on what would be the most important quote or statement from that interview.

Give students some  useful phrases for expressing opinions  to help them make their opinions or quotes, which are at least three sentences long and they explain their opinion.

You could give students an ideal example quote from an interview with an Environmental Activist:

“In the long-term, electric charging highways will be a great solution for decreasing pollution because it promotes the consumption and usage of electric vehicles, which are much better for the environment than gas-powered vehicles. However, in the short-term, electric charging highways could produce a negative impact on the environment because of the intense construction work that will be needed to create these highways all across the country. Therefore, I see a positive long-term effect and a negative short-term effect.”

You want your students to form something similar for each of the roles, then students should present the opinions or quotes they made together to the rest of the class.

Doing ESL lesson activities about music is fun and there’s a lot of different directions you can take this topic in a lesson.

Music is also a big business with all of the jobs in music production, sound technology, festivals, online streaming services like Spotify, and these days even vinyl is making a comeback.

• Organizing an Event
• Making a Business Plan
• Giving a Presentation

This topic works especially great with Business English lessons in the music industry, but also in general for any businessmen or women who use are interested in music.

This is an especially engaging Business English topic for a few reasons – people love music and it’s a big part of life for many people.

Activity: Organizing an Event

Have students work with a partner. They should imagine they are event organizers and are planning a festival concept for next summer.

They want to make it even better than the Belgian festival “Tomorrowland” and the most luxurious festival in the world.

What luxuries will there be? What special things can be added, implemented, planned, organized, or done in order to create a better festival experience for the guests?

Students should discuss these points together. They can use the discussion questions below to help them:

• What special luxuries, things, offers, products, facilities, and features you will provide?
• What will be different about the campsite? How will you make it better than Dreamville?
• Describe the atmosphere. What’s unique about the stages and performances?
• Describe the security concept. How will you make the event safe and what are the policies?

Students should then give a presentation about their festival concept to the other groups and describe in as much detail as possible what the festival will be like.

After hearing from the other groups, students can discuss which festival concept was the best and why and give advice about what might help their festival to be better.

Activity: Making a Business Plan

Students work together with a partner or group. They imagine that they are opening a vinyl store in their town. They must make a business plan and a to-do list.

Watch the video “Czech businessman leads vinyl revival” here.

They can answer these questions in their business plan:

• What is the name of your vinyl shop?
• Other than vinyls, what will you need to get started?
• How will your vinyl shop stand out from the competition?
• Describe what kind of theme or atmosphere the shop would have. How would you decorate the shop/front window?
• Describe your ideal kind of customer or target market.
• Describe your ideal kind of employee or shop assistant.
• What could be some clever ways to advertise your shop?
• What will be the biggest challenges of opening the shop?

Students can then present their business plan to the other students in the class.

Activity: Giving a Presentation

Students work with a partner or group. They imagine they are giving a presentation to a group of vinyl fanatics.

They should choose from one of the topics below they’d like to do a presentation about, or they can also make their own topic.

They should prepare and give a one-minute presentation to the other groups on their chosen topic.

Even if they don’t know much about the topic, you can just instruct them to be as creative as possible and come up with some interesting things to talk about.

Here are the topics they can choose from:

• How to create a sustainable future for vinyl
• The guide to shopping for and listening to vinyl like a pro
• The future of music
• Why the age of vinyl in the 70s beats today’s digital age
• The steps to starting up a successful vinyl shop

You can have students do research on the internet if they have access.

You can also give students the choice to also come up with their own idea for a presentation, anything in the music sector. It doesn’t have to be specifically related to vinyls.

The most important thing is that students have a structure for their presentation, have researched important information about it, and teach the class something interesting.

You can also have students include one of each of the following things in their presentation:

• A problem (Music has become too digital in modern ages.)
• A statistic or fact (Over 7.6 million vinyls were sold in the US in 2018.)
• An opinion (We believe that vinyls will continue to be popular for years.)
• A quote (Zdenek Pelc said, “If people like something, they need something touchable.”)

This one last bonus activity you could do will help your students develop the skills they need for business and professional reasons.

Have them give a “show and tell” presentation or just simply talk about three gadgets, tools, products, services, etc they’ve bought in the recent past related to one of their personal interests.

Have the students teach the class either how to use this product or service, how it works, why they bought it, what the features are, what problem it solves for them, etc.

Here are some actual examples from my students, which you can show your students to give them an idea of what you’re looking for:

• A new running watch
• A subscription to Netflix
• A Nintendo NES Classic Edition
• A new bicycle helmet
• A portable speaker

All of these activities referenced are meant to be engaging for your adult students in Business English lessons, but the most effective way to do them is with the full lesson plans via the links above.

Watching the videos with your students should generate extra discussion and give you extra content to work with.

Find more resources and ideas for your ESL lessons here.

3 thoughts on “20+ Great Business English Topics and Lesson Activities”

Brilliant content. Relevant topics and articles with comprehensive structural lesson plans. Thank you.

Practicing the business English lessons in he student life can be very helpful in longer run. This helps in the proper development of the individual for professional world. Thanks so much for sharing this!

This sight seems to be very good. Complete lessons for a teacher like me. Thank you so much for sharing it free of charge.

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Business English | Problems at Work

by Danny Ballan | Apr 14, 2021 | Business English

Audio Episode

What is this episode about.

Learn how to talk about problems at work in this new Business English episode from English Plus Podcast. We will talk about discrimination, bullying, harassment and health and safety problem.

Support on Patreon

I am using an automatic transcript service as it is not possible for me to do it on my own and I cannot afford human transcription at the moment. The service claims to have about 95% accuracy, which means there will still be some mistakes, so my apologies for having a less than perfect transcript, but I hope I can afford human transcription soon and I will solve this problem. However, the service is pretty good, and the transcript is almost perfect.

Welcome to a new episode from English plus podcast. Today’s episode is about business English. We will talk about a very important topic and that is problems at work. Of course, there are a lot of problems at work and there might be too many to talk about in just one episode. So we will focus on three of the most common problems or maybe the most important problems that people may face at work.

[00:00:32] We will talk about discrimination. We will talk about bullying and harassment, and we will talk about health and safety. Now, remember this episode is about business English. So we’re not actually discussing these problems and maybe suggesting solutions to these problems, but mainly we are focusing on learning how to talk about these problems, what the language we need to talk about these problems now.

[00:00:58] I cannot stress enough that it is very important not to tolerate any of these problems. If you ever face one of these problems we’re talking about, you should speak out. You should never be okay with these things because these things are not only against the law, but these things are immoral and they should never happen to anyone.

[00:01:17] But again, we’re here, we’re English plus we’re talking about the language. So it is important from our perspective for you to learn how to talk about these problems, use the right words to talk about these problems. So let’s start with the very first problem and that is discrimination. What does that mean?

[00:01:36] The word discrimination, which is by the way, D I S C R I M I N a T I O N. Discrimination. What does that mean? When we say people are discriminated against. We use this form to talk about that you are discriminated against. He is discriminated against. She is discriminated against. What does that mean? If people are treated differently from each other in an unfair way, they are discriminated against.

[00:02:04] Now here. I want you to remember a very important thing. We’re not saying it is wrong to treat people differently in companies based on merit. Let’s say for example, some people give a lot to the company and they are given special treatment. That is okay, because that is based on merit, not based on the color of your skin or based on where you are from or based on whether you’re a man or a woman.

[00:02:28] This is the unfair way of treating people differently, treating people differently just because they are of a different color or they come from a different country or because of some age issue or some sex issue, whether a man or a woman, if a woman, for example, is unfairly treated just because she is a woman.

[00:02:48] That means she is a victim of sex discrimination. And here again, let me remind you, if you want to use the verb itself, you can say that a person is discriminated against. You can talk about your problem and say, I was discriminated against at work because I was of this color because I come from this country because I’m a woman because I’m whatever.

[00:03:11] So you can use this expression to talk about discrimination and to talk about different types of discrimination. We have racial discrimination when the reason of discrimination is race. We have sex discrimination. If the reason why the discrimination happens, because we’re talking about a woman she’s treated unfairly, just because she’s a woman and that’s so wrong again, let me remind you.

[00:03:35] All of the problems I’m talking about are wrong and they are not acceptable. We cannot say that some of them are okay. And some of them are not, no, all of them, at least from my perspective, they are unacceptable. You need to talk about them. That’s the importance of learning, how to talk about them in a correct way.

[00:03:52] So let’s continue talking about racial discrimination. If someone is treated unfairly because of their race. They are a victim of racial discrimination or for short, we say racism, offensive remarks about someone’s race are racist and the person making them is a racist. So the word racist can be used both as a noun.

[00:04:14] When we call someone a racist. And can be used as an adjective when we describe offensive remarks about someone’s race, these are racist. So can be used as an adjective or as a noun. And remember we say racial discrimination or for short, we say racism. So here we have racial discrimination, racism, racist, both as an adjective and as a noun that we can use to describe this type of discrimination.

[00:04:41] Now, let’s talk about something else. Something a little bit positive. We have what we call equal opportunities, positive discrimination or affirmative action. Now these three expressions are kind of the same. This is when help is given in education and employment to groups who were previously discriminated against now for equal opportunities that is used specially in British English.

[00:05:06] For positive discrimination that is used both in British and American English, but for affirmative action that is used only in American English. So they are kind of the same, but again, equal opportunities. That’s British English, affirmative action. That’s American English, positive discrimination that is used in both.

[00:05:25] And now to continue talking about the positive sides, some companies have a dignity at work policy covering all the issues we talked about here in discrimination covering the things that employees are not supposed to or must not do at work. That’s what we call dignity at work policy. Now, you might be given this policy at the beginning of your employment in a company.

[00:05:49] So just in case you don’t know that these things are not okay at work where they’re not okay at all, not only at work, but at least at work, this is the place where the company is responsible for the behavior of, of its employees. So they may have this dignity at work policy. They might give it to new employees so that you have to read these things and know that these things are not tolerable.

[00:06:14] The company will not tolerate any kind of discrimination. If you happen to take action in anything that has to do with discrimination of any type, you will be fired, for example. So that is the first big problem or the first major problem that we can talk about when it comes to problems at work. What about the second problem that is bullying and harassment?

[00:06:37] Well, I’m not saying that bullying and harassment are less serious than discrimination. It is as serious as discrimination and the effects can be as devastating or even more now. But first let’s talk about what bullying is and what harassment is. Now if someone such as a manager bullies an employee, they use their position of power to hurt or threaten the employee.

[00:07:01] Someone who does this is a bully and the bullying can often be verbal. It doesn’t always have to be physical. Of course now, physical that is more often at schools when we talk about companies. And remember this episode is about business English. So we’re focusing more on bullying at companies, not in schools.

[00:07:18] When we talk about bullying at companies, most probably the bullying is verbal, but here, let me remind you again. Let’s just talk again about what bullying means. Remember if you bully someone that means you use your position of power to hurt or threatened. This employee. Now, this especially happens with a manager and an employee, and there are people like that in all the companies where you want to work.

[00:07:44] All you have to do is stand up to them because they are definitely breaking the dignity at work policy or any kind of policies that this company has. And if the company is okay with bullying, take my advice and leave the company because that’s not where you want to stay for the next 10 years or even the rest of your life.

[00:08:04] Anyway, this is bullying, but remember the verb is to bully. So here we said, if someone such as a manager bullies an employee, so that is a verb and we use the word bully as a noun. So we say someone who does, this is a bully. He is a bully. I would love to say she is a bully, but to be honest, 99% of the times, the bully is a man.

[00:08:27] Women can be bullies, of course, but it’s not as common as it is with men. So we talked about bullying. Let’s talk about harassment. Now harassment is more dangerous and it is kind of linked to bullying because usually the person who does that is using his place of power. Now, I, I don’t want to sound like I’m just saying that only men do that, but mostly men do that.

[00:08:51] But harassment, as I said, is a serious problem. Even more serious than bullying, especially when we talk about sexual harassment. That is when an employee behaves sexually towards another, in a way that they find unwelcome and unacceptable. And here, of course, we’re not talking about relationships between employees, if they happen to work in the same place, if it is consensual, there’s no problem.

[00:09:14] Of course, but here, I’m talking about a person who tries to force himself on another person. And it happens usually kind of like bullying a person who has some power who tries to sexually harass a person who has less power in the company that is the most common form of sexual harassment, which is a terrible thing to have in a company and a terrible thing to not talk about in public.

[00:09:41] There is no way in the world. You should tolerate something like this, whether you are an employee, whether this happens to you or whether you see it happen to someone else, or if you just know that it is happening in the company and nobody’s talking about it. I know that might sound a little bit too much, but don’t be afraid to lose your job, lose your job now, and don’t lose your self-respect in the future.

[00:10:03] So, but again, it’s business English, it’s English. We’re not talking about the problems and how to solve them. This is not what we are here to do. Let’s remember the word we use to describe this is sexual harassment and harassment, by the way, is spelled H a R a S S M E N T. And the verb. If you want to use it as a verb, you use harass H a R a S S.

[00:10:28] Now, finally, we come to the last set of problems at work and these have to do with health and safety. Now, before we talk about these, let me remind you that you can find a link in the description of the episode that will take you to our website English plus podcast.com. You will find the transcript of the episode there, and you will find exercises that will help you improve your English.

[00:10:47] So take the link and take your English with it to the next level. And there’s also another link in the description of the episode that will take you to our Patreon page. I will have to say that this is the only way we can go on. If you really want our podcast to go on and you don’t want us to stop for any stupid financial reason, become our patron and help us continue creating episodes for you and for everybody else who’s using this.

[00:11:13] I’m not saying there is a red alert for us yet, but with your support, we hope we never have it. So take the link, go to our Patreon page and become a patron of English plus podcast. Help us create more content and reach more people. Now let’s move back and talk about the last set of problems that I told you about.

[00:11:30] We talked first about discrimination. We then talked about bullying and harassment. Now let’s talk about the final set of problems and these problems are related to health and safety. Now, health and safety issues for people at work contribute to a bad working environment. When you have health and safety issues, then the working environment is bad.

[00:11:50] When you don’t have health and safety issues and you have a good working environment and you should all aspire to work in a place that has a good working environment, not a bad one. Now the government sends officials called health and safety inspectors to make sure that factories and offices are safe, places to work.

[00:12:10] They check what companies are doing in areas like passive smoking. This might be a problem. Are you allowing smokers to smoke indoors? And that creates the problem of passive smoking. Others are affected by the smoking. So if your company allows smoking indoors, that is a problem. That’s a problem, especially for those who don’t smoke.

[00:12:30] And another common problem that is related to health and safety is repetitive strain, injury, or RSI. Now that happens when you do the same thing over and over, and you don’t take enough breaks to rest your arms or legs or whatever. Now, maybe that happens a lot with the wrist and fingers, especially with people who type a lot.

[00:12:51] And they don’t take a lot of breaks because they are not allowed to, that can cause repetitive strain injury. And that is the responsibility of the company to prevent. They should know exactly how long or the maximum time you should stay doing what you’re doing. And then you should take a break, not to have this repetitive strain injury or RSI, other problems that are related to health and safety are dangerous machinery.

[00:13:17] Now, of course, some machinery are dangerous anyway, because that’s the only way things can be done. But is the company taking precautions to protect the employees from the dangerous machinery? Can they do something about it and they’re not. So these are the questions, the health and safety inspectors ask, or they try to inspect when they go to companies and they see if they have any health and safety issues.

[00:13:42] Other things they inspect are hazardous substances, dangerous substances. If the company has any of these. And again, it is normal to have hazardous substances in some factories, in some businesses, but are all precautions taken to protect the employees from these hazardous substances? That’s the question.

[00:14:02] The health and safety inspectors ask. And then we have the fire hazards, the dangers of fire. Do they have all the precautions? Do they have enough fire extinguishers? Do they have a policy or a plan to evacuate the building in case of fire breaks out, something like that, all these questions are important to know, and these contribute to a good working environment or to a bad working environment.

[00:14:26] And then we have the problem of heating and air conditioning is the place where you work very hot or very cold, or both, depending on the season. Is there air conditioning at all? Or of course heating when it is too cold. If there isn’t, that also contributes to a bad working environment. And finally, there’s the first aid.

[00:14:45] What, if you cut yourself, what if some minor incident happens or even a major incident happens, but while you’re waiting for the ambulance to come, is there first aid that you can use to help this injured person until help arrives until real help, the ambulance ,the professionals arrive? Is there first aid in the company or not?

[00:15:05] These are all very important questions, health and safety inspectors ask, but it’s also your job to ask yourself when you work in a place. If they have these problems, it’s not always a sign that you should quit your job, of course not. But you might ask the management to provide some safety measures if they refuse to do so, then you can demand it.

[00:15:28] Or you can even file a complaint or worst case scenario. You should quit your job, maybe. Well, I’m not saying that that it’s easy to quit your job, maybe because I mentioned that a couple of times, I know it’s not easy to quit your job, but before even considering quitting your job, you should always think about speaking out loud and demand.

[00:15:46] What’s rightfully yours. That is important. And then of course there are labor unions or other offices or syndicates you can resort to, to complain and they may help you. If you have any of these problems anyway, to wrap it up, of course, we talked about dangerous machinery, hazardous substances. These can call industrial accidents.

[00:16:06] Now this is a word that I wanted to teach you about industrial accidents. When something happens to you. At work, especially if there are machinery, especially in a factory, we call these industrial accidents. And when these happen there might be compensation, a compensation can mean money or other benefits that someone receives after an injury caused by a work accident.

[00:16:31] Now, that being said, that’ll be everything I wanted to tell you about when it comes to problems at work. Remember we talked about bullying. We talked about harassment, discrimination and health and safety issues or problems at work. I hope you learned something new. The most important thing is not just learning words.

[00:16:49] I want you to learn how to talk about these things at work, to how to talk about these problems at work. I hope you don’t have any of these problems, of course, but if you have a problem like that and you want to talk about it, now you have the words you can use to talk about these problems at work. That being said, I’d like to thank you very much for listening to another episode from English plus podcast.

[00:17:10] This is your host, Danny. I will see you next time.

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Do You Understand the Problem You’re Trying to Solve?

To solve tough problems at work, first ask these questions.

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Problem solving skills are invaluable in any job. But all too often, we jump to find solutions to a problem without taking time to really understand the dilemma we face, according to Thomas Wedell-Wedellsborg , an expert in innovation and the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

In this episode, you’ll learn how to reframe tough problems by asking questions that reveal all the factors and assumptions that contribute to the situation. You’ll also learn why searching for just one root cause can be misleading.

Key episode topics include: leadership, decision making and problem solving, power and influence, business management.

HBR On Leadership curates the best case studies and conversations with the world’s top business and management experts, to help you unlock the best in those around you. New episodes every week.

• Listen to the original HBR IdeaCast episode: The Secret to Better Problem Solving (2016)
• Find more episodes of HBR IdeaCast
• Discover 100 years of Harvard Business Review articles, case studies, podcasts, and more at HBR.org .

HANNAH BATES: Welcome to HBR on Leadership , case studies and conversations with the world’s top business and management experts, hand-selected to help you unlock the best in those around you.

Problem solving skills are invaluable in any job. But even the most experienced among us can fall into the trap of solving the wrong problem.

Thomas Wedell-Wedellsborg says that all too often, we jump to find solutions to a problem – without taking time to really understand what we’re facing.

He’s an expert in innovation, and he’s the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

  In this episode, you’ll learn how to reframe tough problems, by asking questions that reveal all the factors and assumptions that contribute to the situation. You’ll also learn why searching for one root cause can be misleading. And you’ll learn how to use experimentation and rapid prototyping as problem-solving tools.

This episode originally aired on HBR IdeaCast in December 2016. Here it is.

SARAH GREEN CARMICHAEL: Welcome to the HBR IdeaCast from Harvard Business Review. I’m Sarah Green Carmichael.

Problem solving is popular. People put it on their resumes. Managers believe they excel at it. Companies count it as a key proficiency. We solve customers’ problems.

The problem is we often solve the wrong problems. Albert Einstein and Peter Drucker alike have discussed the difficulty of effective diagnosis. There are great frameworks for getting teams to attack true problems, but they’re often hard to do daily and on the fly. That’s where our guest comes in.

Thomas Wedell-Wedellsborg is a consultant who helps companies and managers reframe their problems so they can come up with an effective solution faster. He asks the question “Are You Solving The Right Problems?” in the January-February 2017 issue of Harvard Business Review. Thomas, thank you so much for coming on the HBR IdeaCast .

THOMAS WEDELL-WEDELLSBORG: Thanks for inviting me.

SARAH GREEN CARMICHAEL: So, I thought maybe we could start by talking about the problem of talking about problem reframing. What is that exactly?

THOMAS WEDELL-WEDELLSBORG: Basically, when people face a problem, they tend to jump into solution mode to rapidly, and very often that means that they don’t really understand, necessarily, the problem they’re trying to solve. And so, reframing is really a– at heart, it’s a method that helps you avoid that by taking a second to go in and ask two questions, basically saying, first of all, wait. What is the problem we’re trying to solve? And then crucially asking, is there a different way to think about what the problem actually is?

SARAH GREEN CARMICHAEL: So, I feel like so often when this comes up in meetings, you know, someone says that, and maybe they throw out the Einstein quote about you spend an hour of problem solving, you spend 55 minutes to find the problem. And then everyone else in the room kind of gets irritated. So, maybe just give us an example of maybe how this would work in practice in a way that would not, sort of, set people’s teeth on edge, like oh, here Sarah goes again, reframing the whole problem instead of just solving it.

THOMAS WEDELL-WEDELLSBORG: I mean, you’re bringing up something that’s, I think is crucial, which is to create legitimacy for the method. So, one of the reasons why I put out the article is to give people a tool to say actually, this thing is still important, and we need to do it. But I think the really critical thing in order to make this work in a meeting is actually to learn how to do it fast, because if you have the idea that you need to spend 30 minutes in a meeting delving deeply into the problem, I mean, that’s going to be uphill for most problems. So, the critical thing here is really to try to make it a practice you can implement very, very rapidly.

There’s an example that I would suggest memorizing. This is the example that I use to explain very rapidly what it is. And it’s basically, I call it the slow elevator problem. You imagine that you are the owner of an office building, and that your tenants are complaining that the elevator’s slow.

Now, if you take that problem framing for granted, you’re going to start thinking creatively around how do we make the elevator faster. Do we install a new motor? Do we have to buy a new lift somewhere?

The thing is, though, if you ask people who actually work with facilities management, well, they’re going to have a different solution for you, which is put up a mirror next to the elevator. That’s what happens is, of course, that people go oh, I’m busy. I’m busy. I’m– oh, a mirror. Oh, that’s beautiful.

And then they forget time. What’s interesting about that example is that the idea with a mirror is actually a solution to a different problem than the one you first proposed. And so, the whole idea here is once you get good at using reframing, you can quickly identify other aspects of the problem that might be much better to try to solve than the original one you found. It’s not necessarily that the first one is wrong. It’s just that there might be better problems out there to attack that we can, means we can do things much faster, cheaper, or better.

SARAH GREEN CARMICHAEL: So, in that example, I can understand how A, it’s probably expensive to make the elevator faster, so it’s much cheaper just to put up a mirror. And B, maybe the real problem people are actually feeling, even though they’re not articulating it right, is like, I hate waiting for the elevator. But if you let them sort of fix their hair or check their teeth, they’re suddenly distracted and don’t notice.

But if you have, this is sort of a pedestrian example, but say you have a roommate or a spouse who doesn’t clean up the kitchen. Facing that problem and not having your elegant solution already there to highlight the contrast between the perceived problem and the real problem, how would you take a problem like that and attack it using this method so that you can see what some of the other options might be?

THOMAS WEDELL-WEDELLSBORG: Right. So, I mean, let’s say it’s you who have that problem. I would go in and say, first of all, what would you say the problem is? Like, if you were to describe your view of the problem, what would that be?

SARAH GREEN CARMICHAEL: I hate cleaning the kitchen, and I want someone else to clean it up.

THOMAS WEDELL-WEDELLSBORG: OK. So, my first observation, you know, that somebody else might not necessarily be your spouse. So, already there, there’s an inbuilt assumption in your question around oh, it has to be my husband who does the cleaning. So, it might actually be worth, already there to say, is that really the only problem you have? That you hate cleaning the kitchen, and you want to avoid it? Or might there be something around, as well, getting a better relationship in terms of how you solve problems in general or establishing a better way to handle small problems when dealing with your spouse?

SARAH GREEN CARMICHAEL: Or maybe, now that I’m thinking that, maybe the problem is that you just can’t find the stuff in the kitchen when you need to find it.

THOMAS WEDELL-WEDELLSBORG: Right, and so that’s an example of a reframing, that actually why is it a problem that the kitchen is not clean? Is it only because you hate the act of cleaning, or does it actually mean that it just takes you a lot longer and gets a lot messier to actually use the kitchen, which is a different problem. The way you describe this problem now, is there anything that’s missing from that description?

SARAH GREEN CARMICHAEL: That is a really good question.

THOMAS WEDELL-WEDELLSBORG: Other, basically asking other factors that we are not talking about right now, and I say those because people tend to, when given a problem, they tend to delve deeper into the detail. What often is missing is actually an element outside of the initial description of the problem that might be really relevant to what’s going on. Like, why does the kitchen get messy in the first place? Is it something about the way you use it or your cooking habits? Is it because the neighbor’s kids, kind of, use it all the time?

There might, very often, there might be issues that you’re not really thinking about when you first describe the problem that actually has a big effect on it.

SARAH GREEN CARMICHAEL: I think at this point it would be helpful to maybe get another business example, and I’m wondering if you could tell us the story of the dog adoption problem.

THOMAS WEDELL-WEDELLSBORG: Yeah. This is a big problem in the US. If you work in the shelter industry, basically because dogs are so popular, more than 3 million dogs every year enter a shelter, and currently only about half of those actually find a new home and get adopted. And so, this is a problem that has persisted. It’s been, like, a structural problem for decades in this space. In the last three years, where people found new ways to address it.

So a woman called Lori Weise who runs a rescue organization in South LA, and she actually went in and challenged the very idea of what we were trying to do. She said, no, no. The problem we’re trying to solve is not about how to get more people to adopt dogs. It is about keeping the dogs with their first family so they never enter the shelter system in the first place.

In 2013, she started what’s called a Shelter Intervention Program that basically works like this. If a family comes and wants to hand over their dog, these are called owner surrenders. It’s about 30% of all dogs that come into a shelter. All they would do is go up and ask, if you could, would you like to keep your animal? And if they said yes, they would try to fix whatever helped them fix the problem, but that made them turn over this.

And sometimes that might be that they moved into a new building. The landlord required a deposit, and they simply didn’t have the money to put down a deposit. Or the dog might need a $10 rabies shot, but they didn’t know how to get access to a vet.

And so, by instigating that program, just in the first year, she took her, basically the amount of dollars they spent per animal they helped went from something like $85 down to around $60. Just an immediate impact, and her program now is being rolled out, is being supported by the ASPCA, which is one of the big animal welfare stations, and it’s being rolled out to various other places.

And I think what really struck me with that example was this was not dependent on having the internet. This was not, oh, we needed to have everybody mobile before we could come up with this. This, conceivably, we could have done 20 years ago. Only, it only happened when somebody, like in this case Lori, went in and actually rethought what the problem they were trying to solve was in the first place.

SARAH GREEN CARMICHAEL: So, what I also think is so interesting about that example is that when you talk about it, it doesn’t sound like the kind of thing that would have been thought of through other kinds of problem solving methods. There wasn’t necessarily an After Action Review or a 5 Whys exercise or a Six Sigma type intervention. I don’t want to throw those other methods under the bus, but how can you get such powerful results with such a very simple way of thinking about something?

THOMAS WEDELL-WEDELLSBORG: That was something that struck me as well. This, in a way, reframing and the idea of the problem diagnosis is important is something we’ve known for a long, long time. And we’ve actually have built some tools to help out. If you worked with us professionally, you are familiar with, like, Six Sigma, TRIZ, and so on. You mentioned 5 Whys. A root cause analysis is another one that a lot of people are familiar with.

Those are our good tools, and they’re definitely better than nothing. But what I notice when I work with the companies applying those was those tools tend to make you dig deeper into the first understanding of the problem we have. If it’s the elevator example, people start asking, well, is that the cable strength, or is the capacity of the elevator? That they kind of get caught by the details.

That, in a way, is a bad way to work on problems because it really assumes that there’s like a, you can almost hear it, a root cause. That you have to dig down and find the one true problem, and everything else was just symptoms. That’s a bad way to think about problems because problems tend to be multicausal.

There tend to be lots of causes or levers you can potentially press to address a problem. And if you think there’s only one, if that’s the right problem, that’s actually a dangerous way. And so I think that’s why, that this is a method I’ve worked with over the last five years, trying to basically refine how to make people better at this, and the key tends to be this thing about shifting out and saying, is there a totally different way of thinking about the problem versus getting too caught up in the mechanistic details of what happens.

SARAH GREEN CARMICHAEL: What about experimentation? Because that’s another method that’s become really popular with the rise of Lean Startup and lots of other innovation methodologies. Why wouldn’t it have worked to, say, experiment with many different types of fixing the dog adoption problem, and then just pick the one that works the best?

THOMAS WEDELL-WEDELLSBORG: You could say in the dog space, that’s what’s been going on. I mean, there is, in this industry and a lot of, it’s largely volunteer driven. People have experimented, and they found different ways of trying to cope. And that has definitely made the problem better. So, I wouldn’t say that experimentation is bad, quite the contrary. Rapid prototyping, quickly putting something out into the world and learning from it, that’s a fantastic way to learn more and to move forward.

My point is, though, that I feel we’ve come to rely too much on that. There’s like, if you look at the start up space, the wisdom is now just to put something quickly into the market, and then if it doesn’t work, pivot and just do more stuff. What reframing really is, I think of it as the cognitive counterpoint to prototyping. So, this is really a way of seeing very quickly, like not just working on the solution, but also working on our understanding of the problem and trying to see is there a different way to think about that.

If you only stick with experimentation, again, you tend to sometimes stay too much in the same space trying minute variations of something instead of taking a step back and saying, wait a minute. What is this telling us about what the real issue is?

SARAH GREEN CARMICHAEL: So, to go back to something that we touched on earlier, when we were talking about the completely hypothetical example of a spouse who does not clean the kitchen–

THOMAS WEDELL-WEDELLSBORG: Completely, completely hypothetical.

SARAH GREEN CARMICHAEL: Yes. For the record, my husband is a great kitchen cleaner.

You started asking me some questions that I could see immediately were helping me rethink that problem. Is that kind of the key, just having a checklist of questions to ask yourself? How do you really start to put this into practice?

THOMAS WEDELL-WEDELLSBORG: I think there are two steps in that. The first one is just to make yourself better at the method. Yes, you should kind of work with a checklist. In the article, I kind of outlined seven practices that you can use to do this.

But importantly, I would say you have to consider that as, basically, a set of training wheels. I think there’s a big, big danger in getting caught in a checklist. This is something I work with.

My co-author Paddy Miller, it’s one of his insights. That if you start giving people a checklist for things like this, they start following it. And that’s actually a problem, because what you really want them to do is start challenging their thinking.

So the way to handle this is to get some practice using it. Do use the checklist initially, but then try to step away from it and try to see if you can organically make– it’s almost a habit of mind. When you run into a colleague in the hallway and she has a problem and you have five minutes, like, delving in and just starting asking some of those questions and using your intuition to say, wait, how is she talking about this problem? And is there a question or two I can ask her about the problem that can help her rethink it?

SARAH GREEN CARMICHAEL: Well, that is also just a very different approach, because I think in that situation, most of us can’t go 30 seconds without jumping in and offering solutions.

THOMAS WEDELL-WEDELLSBORG: Very true. The drive toward solutions is very strong. And to be clear, I mean, there’s nothing wrong with that if the solutions work. So, many problems are just solved by oh, you know, oh, here’s the way to do that. Great.

But this is really a powerful method for those problems where either it’s something we’ve been banging our heads against tons of times without making progress, or when you need to come up with a really creative solution. When you’re facing a competitor with a much bigger budget, and you know, if you solve the same problem later, you’re not going to win. So, that basic idea of taking that approach to problems can often help you move forward in a different way than just like, oh, I have a solution.

I would say there’s also, there’s some interesting psychological stuff going on, right? Where you may have tried this, but if somebody tries to serve up a solution to a problem I have, I’m often resistant towards them. Kind if like, no, no, no, no, no, no. That solution is not going to work in my world. Whereas if you get them to discuss and analyze what the problem really is, you might actually dig something up.

Let’s go back to the kitchen example. One powerful question is just to say, what’s your own part in creating this problem? It’s very often, like, people, they describe problems as if it’s something that’s inflicted upon them from the external world, and they are innocent bystanders in that.

SARAH GREEN CARMICHAEL: Right, or crazy customers with unreasonable demands.

THOMAS WEDELL-WEDELLSBORG: Exactly, right. I don’t think I’ve ever met an agency or consultancy that didn’t, like, gossip about their customers. Oh, my god, they’re horrible. That, you know, classic thing, why don’t they want to take more risk? Well, risk is bad.

It’s their business that’s on the line, not the consultancy’s, right? So, absolutely, that’s one of the things when you step into a different mindset and kind of, wait. Oh yeah, maybe I actually am part of creating this problem in a sense, as well. That tends to open some new doors for you to move forward, in a way, with stuff that you may have been struggling with for years.

SARAH GREEN CARMICHAEL: So, we’ve surfaced a couple of questions that are useful. I’m curious to know, what are some of the other questions that you find yourself asking in these situations, given that you have made this sort of mental habit that you do? What are the questions that people seem to find really useful?

THOMAS WEDELL-WEDELLSBORG: One easy one is just to ask if there are any positive exceptions to the problem. So, was there day where your kitchen was actually spotlessly clean? And then asking, what was different about that day? Like, what happened there that didn’t happen the other days? That can very often point people towards a factor that they hadn’t considered previously.

SARAH GREEN CARMICHAEL: We got take-out.

THOMAS WEDELL-WEDELLSBORG: S,o that is your solution. Take-out from [INAUDIBLE]. That might have other problems.

Another good question, and this is a little bit more high level. It’s actually more making an observation about labeling how that person thinks about the problem. And what I mean with that is, we have problem categories in our head. So, if I say, let’s say that you describe a problem to me and say, well, we have a really great product and are, it’s much better than our previous product, but people aren’t buying it. I think we need to put more marketing dollars into this.

Now you can go in and say, that’s interesting. This sounds like you’re thinking of this as a communications problem. Is there a different way of thinking about that? Because you can almost tell how, when the second you say communications, there are some ideas about how do you solve a communications problem. Typically with more communication.

And what you might do is go in and suggest, well, have you considered that it might be, say, an incentive problem? Are there incentives on behalf of the purchasing manager at your clients that are obstructing you? Might there be incentive issues with your own sales force that makes them want to sell the old product instead of the new one?

So literally, just identifying what type of problem does this person think about, and is there different potential way of thinking about it? Might it be an emotional problem, a timing problem, an expectations management problem? Thinking about what label of what type of problem that person is kind of thinking as it of.

SARAH GREEN CARMICHAEL: That’s really interesting, too, because I think so many of us get requests for advice that we’re really not qualified to give. So, maybe the next time that happens, instead of muddying my way through, I will just ask some of those questions that we talked about instead.

THOMAS WEDELL-WEDELLSBORG: That sounds like a good idea.

SARAH GREEN CARMICHAEL: So, Thomas, this has really helped me reframe the way I think about a couple of problems in my own life, and I’m just wondering. I know you do this professionally, but is there a problem in your life that thinking this way has helped you solve?

THOMAS WEDELL-WEDELLSBORG: I’ve, of course, I’ve been swallowing my own medicine on this, too, and I think I have, well, maybe two different examples, and in one case somebody else did the reframing for me. But in one case, when I was younger, I often kind of struggled a little bit. I mean, this is my teenage years, kind of hanging out with my parents. I thought they were pretty annoying people. That’s not really fair, because they’re quite wonderful, but that’s what life is when you’re a teenager.

And one of the things that struck me, suddenly, and this was kind of the positive exception was, there was actually an evening where we really had a good time, and there wasn’t a conflict. And the core thing was, I wasn’t just seeing them in their old house where I grew up. It was, actually, we were at a restaurant. And it suddenly struck me that so much of the sometimes, kind of, a little bit, you love them but they’re annoying kind of dynamic, is tied to the place, is tied to the setting you are in.

And of course, if– you know, I live abroad now, if I visit my parents and I stay in my old bedroom, you know, my mother comes in and wants to wake me up in the morning. Stuff like that, right? And it just struck me so, so clearly that it’s– when I change this setting, if I go out and have dinner with them at a different place, that the dynamic, just that dynamic disappears.

SARAH GREEN CARMICHAEL: Well, Thomas, this has been really, really helpful. Thank you for talking with me today.

THOMAS WEDELL-WEDELLSBORG: Thank you, Sarah.  

HANNAH BATES: That was Thomas Wedell-Wedellsborg in conversation with Sarah Green Carmichael on the HBR IdeaCast. He’s an expert in problem solving and innovation, and he’s the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

We’ll be back next Wednesday with another hand-picked conversation about leadership from the Harvard Business Review. If you found this episode helpful, share it with your friends and colleagues, and follow our show on Apple Podcasts, Spotify, or wherever you get your podcasts. While you’re there, be sure to leave us a review.

We’re a production of Harvard Business Review. If you want more podcasts, articles, case studies, books, and videos like this, find it all at HBR dot org.

This episode was produced by Anne Saini, and me, Hannah Bates. Ian Fox is our editor. Music by Coma Media. Special thanks to Maureen Hoch, Adi Ignatius, Karen Player, Ramsey Khabbaz, Nicole Smith, Anne Bartholomew, and you – our listener.

See you next week.

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Bridging math and social justice for inclusive education

• January 13, 2022

Research and Innovation

As a mathematics educator, Ruthmae Sears has a true flair for problem solving. Her work extends far beyond using formulas and finding solutions to abstract mathematical problems. Using mathematical reasoning to examine social disparities such as poverty, literacy and structural racism, Sears develops community-centric solutions. Her work emphasizes inclusivity in all spaces, stemming from her belief that schools are microcosms of a community.

“I've always looked at education from a holistic viewpoint,” said Sears, associate professor of mathematics education in the USF College of Education and associate director for the Coalition for Science Literacy . “We have to be committed to the whole person because it's the whole person we're trying to develop so that way they can appreciate the beauty of mathematics but also be positive agents of change within their community.”

Sears’s collaborative projects are thriving. Her research has had such a profound impact that the American Association for the Advancement of Science has recognized Sears as a AAAS Fellow – one of the world's most prestigious honors for academic research. Sears works with the NSF-funded Systemic Transformation of Education through Evidence-Based Reforms (STEER) leadership team, the Center for PAInT on the USF Sarasota-Manatee campus to support arts integration in STEM and facilitates Mathematics Power Hour , a collaboration between USF, Hillsborough County Public Schools and Texas Instruments. Through her involvement in the community, Sears promotes hope and inspires her community to develop solutions together.

In 2021, Sears and her colleagues were commissioned by the city of St. Petersburg to develop recommendations on how it can address systemic racism . Sears also facilitated the NFL Huddle for Change , a six-part discussion series on racial inequalities in physical and mental health, which was hosted by a partnership between the Super Bowl LV Host Committee, NFL Inspire Change, Community Tampa Bay and USF.

“We need to find solutions that can really improve the quality of life within our communities, such that everyone can thrive,” Sears said.

As an educator, Sears thinks a lot about curriculum and about what is taken for granted, such as the implication of students’ literacy levels on their mathematical performance, and the implications of how textbooks can be used to support learning. It’s a position she first confronted after excitedly spending a summer preparing lecture materials to teach her first trigonometry class in her native country, the Bahamas, and she was stunned to learn that her secondary school students couldn’t read.

“I saw the look of deer in the headlights when I asked students to read the problem that applied aspects of trigonometry to the real world,” Sears now refers to this as the “big moment” when she realized the importance of addressing disparities and the need to support students learning to read the language of mathematics. Since her first year of teaching, she’s collaborated with interdisciplinary peers to build new strategies that would help students succeed. Sears quickly revised her lesson materials with basic reading assignments and by the end of the school year, her students’ mathematical achievement scores significantly improved.

Realizing that everyone comes from different spaces and with different experiences, Sears embraced community support from the start of her career, including getting her church to provide students from low-income families with free mathematics and English tutoring classes, and organizing small business owners to work with female high school students to improve their social skills. Sears also worked with the PACE Foundation in the Bahamas to build a school for teen mothers and enhance its curriculum. Sears acknowledged that her students needed a holistic support system that would help them succeed in math and reading.

Sears’s vision of addressing the challenges faced by students by creating sustainable support systems is a main factor in her work in and out of the classroom. By extension, she is also interested in the well-being of teachers. Sears is acutely aware of how the challenges that teachers face contribute to the national teacher shortage. Sears’s hope is that if teachers are better informed about their students and are also aware of how their own experiences may influence their curriculum, they can thrive in their careers.

“If we're serious about systemic change initiatives, we have to really reflect on all aspects of the system and consider factors that alter or transform it,” Sears said. “It's an ecosystem.”

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With a windfall of cash five years ago, Gov. Gavin Newsom said he was doing away with a state budget “gimmick” one of his predecessors relied on to shave about $800 million off a deficit during the Great Recession.

The accounting trick, adopted in 2009, delayed state worker payroll from the end of one fiscal year on June 30 to the start of the next on July 1. A decade later Newsom spent nearly $1 billion to end the subterfuge, with one caveat.

“If I use it in six years, in a recession, forgive me,” Newsom said.

At his urging, Newsom and lawmakers have agreed to use the budget gimmick next year even though California isn’t in a recession.

The tactic is one of several maneuvers Democrats are relying on to reduce a historic budget deficit of at least $37.9 billion by pushing their spending problem forward to another year.

Of the $17.3 billion in budget reductions Newsom and Democrats have agreed to so far, only $3.6 billion are actual cuts.

Lawmakers made the first of those cuts Thursday and passed a budget trailer bill that lowers unspent funding allocations in 2022-23 and 2023-24 by $1.6 billion. Though Newsom touted the changes as part of an “early action” deal to shrink the deficit in Apri l, many of the reductions won’t be reflected in legislation until June or later.

At least so far, Newsom and lawmakers are largely relying on mechanisms other than cuts to shrink the deficit: borrowing $5.2 billion, delaying and deferring $5.2 billion in funding for state-sponsored programs to subsequent years and tapping into $3.4 billion from separate state funds. Democrats also agreed to draw down at least another $12.2 billion from the rainy day fund to cover their spending.

Budget watchers and Republican lawmakers criticized the strategy, saying that resorting to clever accounting now and dipping into California’s savings account while the economy remains strong will make the state more vulnerable to drastic cuts if a recession hits in the years ahead and revenue declines.

Newsom’s critics blame the governor and Democrats for overspending and causing the deficit. The “gimmick” is an example of what his critics view as Democrats failing to make the kind of tough choices that California households are forced to weigh when they spend more money than they bring in.

“They are doing things that you normally do in a recession and there is no recession here,” said David Crane, president of Govern for California, a nonprofit that seeks to oppose the influence of labor unions on state government. “You shouldn’t have to be dipping into reserves to meet a budget deficit if your revenues are 50% higher than they were when you came into office.”

Newsom and Democratic lawmakers detail first California budget cuts totaling $17 billion

Democratic lawmakers and Gov. Gavin Newsom are scrambling to lessen California’s budget deficit, which Newsom estimated at $37.9 billion in January.

April 4, 2024

General fund revenues, which the state uses to pay for most public services, were $140 billion when Newsom took office in in 2018-19. The governor’s January budget assumes revenues of more than $214 billion, an increase of 53%, for the upcoming fiscal year when Democrats plan to cut the rainy day fund in half.

According to the UCLA Anderson Forecast in March , California’s economy is growing faster than the rest of the nation and the possibility of a U.S. recession is fading. Newsom regularly trumpets the strength of the state economy.

“While there are still challenges ahead — notably, state and local government finance, homelessness and out-migration — the forces driving California’s economy remain robust,” UCLA economists wrote.

H.D. Palmer, a spokesperson for the governor’s Department of Finance, said the cuts Democrats have agreed to so far are part, but not all of the solution to the budget woes with more decisions coming in June. He also pointed to the fact that more than 70% of the general fund is spent on K-12 education, healthcare and human services.

“If you don’t agree with these solutions, that’s fine. What specific proposals would you offer up to offset that in terms of programmatic reductions?” he asked of budget critics.

Assembly Republican leader James Gallagher of Yuba City said he would start by funding the fundamentals, such as education, infrastructure and public safety, and then deciding what else the state has resources for.

Newsom often promotes all the one-time funding in his prior budgets, which he said would be easy to stop if the state swung from surplus to shortfall. But he has continued to support many of his expensive political priorities, such as the expansion of Medi-Cal to all eligible low-income immigrants, regardless of their legal status. A state audit also found that California has failed to monitor the effectiveness of its costly homelessness programs , which Newsom and lawmakers have spent $20 billion on over the last five years.

California spent billions on homelessness without tracking if it worked

The California State Auditor’s Office analyzed homelessness spending at the behest of lawmakers concerned about efficacy.

April 9, 2024

“A $73-billion deficit is no joke,” Gallagher said. “It’s a serious problem we’ve got to address. It makes me think that the governor just wants to ride this out until the end of his term and just leave this problem to somebody else.”

A combination of delayed tax deadlines and overspending based on inaccurate budget projections created the budget shortfall, which happens when spending exceeds projected revenues.

Newsom and lawmakers expected revenues to fall below projections because of a declining stock market, high interest rates and increased inflation, but the deficit is much worse than the state accounted for last June. The Newsom administration last pegged the deficit at $37.9 billion in January, though a more recent estimate from the Legislative Analyst’s Office suggests it could be up to $73 billion by the time the governor unveils his revised budget proposal in mid-May.

The state budget in California is largely dependent on income taxes paid by its highest earners. Revenues are prone to volatility, hinging on capital gains from investments, bonuses to executives and windfalls from new stock offerings, and notoriously difficult for the state to predict.

The governor repeatedly blames the shortfall problem on a decision by the federal government to delay the deadline to file 2022 income tax returns from April to November of last year due to winter storms.

In a typical budget year, state government has tax receipts in hand before the governor unveils a revised budget proposal in mid-May and before he reaches a final spending agreement with lawmakers in June. The tax delay forced lawmakers and the governor to enact the current budget in July based on estimates of how much money the state would collect in tax revenues by the November deadline. Those estimates were wildly off.

The legislation approved Thursday goes back and reduces unspent funding in the prior and current budget years. The changes include cutting $45 million for protecting communities from wildfire, $88 million for watershed resilience and reduces funding to expand broadband internet access by $34 million, among other trims.

The bill was part of the “early action” lawmakers and the governor announced that they would take in April to lower the deficit by $17.3 billion before the May revise. But only $3.3 billion of the reductions he claimed they would make can be adopted in law now, and the majority will be included in the final budget agreement, along with other reductions, approved this summer.

Newsom and Democrats announce a plan to reduce the enormous budget deficit. How? TBD

Facing a shortfall of at least $38 billion, Gov. Gavin Newsom and legislative leaders said they have agreed to $12 billion to $18 billion in cuts but offered no details.

March 21, 2024

“We put forward this early action plan to protect our progress and safeguard core programs so that we could spend time and energy on the more challenging decisions to close the remaining budget gap responsibly,” said Senate President Pro Tem Mike McGuire (D-Healdsburg) during floor debates in the Senate on Thursday. “And we’re gonna do just that.”

Democrats are attempting to offset the budget crisis before May, when an updated estimate might show an even deeper shortfall. Democrats also took an unusual step of requiring the state finance department to subtract the $17.3 billion from the estimated deficit before the budget is revised in May, making the shortfall appear smaller before many of the changes are reflected in law.

“This budget is nothing but smoke and mirrors, backroom deals done by the party in control,” said Sen. Brian Dahle (R-Bieber).

Delaying payroll from June 30, 2025 to July 1, 2025 is among the changes that Democrats agreed to, but will not vote on until this summer. The move is expected to push $1.6 billion in payroll costs to the 2025-2026 budget year.

While Crane, a political donor of Assembly Speaker Robert Rivas and dozens of other lawmakers, opposes Newsom’s decision to use the budget gimmick again, he said the “biggest sin” is the decision to dip into the state’s reserves in the absence of a recession. Newsom will have to declare a budget emergency in order to do so under state law.

“My one hope is that by the time the May revise comes around, he’s able to say I’m no longer going to have to dive into reserves,” Crane said.

More to Read

Column: Sore losers are trying to recall Newsom, again. They’re robbing voters of their voice

March 1, 2024

Voters say California’s budget deficit is an ‘extremely serious’ problem, poll finds

Jan. 18, 2024

Newsom cuts $2.9 billion from California climate programs, delays an additional $1.9 billion

Jan. 11, 2024

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Taryn Luna covers Gov. Gavin Newsom and California politics in Sacramento for the Los Angeles Times.

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LESSON PLAN FOR ENGLISH TEACHERS

Problem solving.

Level: Upper Intermediate - Advanced

Type of English: Business English

Tags: problems at work problems and solutions declaring and diagnosing a problem making suggestions Situation based

In this lesson, students learn useful language for handling and solving problems at work. Vocabulary for describing different types of problems and solutions is studied. Students then listen to several dialogues and study the expressions used by the speakers to declare and diagnose a problem as well as make suggestions and take action. At the end of the lesson, there is a role play activity in which the language from the lesson is put into practice. There are two animated videos which can be played instead of the dialogue or given to the student(s) as material to take away.

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Apple Lifts Some Restrictions on iPhone Repairs

This fall, the company will begin allowing customers to replace broken parts with used iPhone components without its previous software limits.

By Tripp Mickle and Brian X. Chen

Tripp Mickle and Brian X. Chen wrote about Apple’s practice of pairing iPhone parts last year.

Apple said Thursday that it would relax limits on repairing newer iPhones with used parts like screens, batteries and cameras, a reversal from its previous practice of using software to encourage people to work with new and more expensive Apple-approved parts.

The change comes weeks after Oregon passed a law outlawing Apple’s practice of tying parts to software, which is known as “parts pairing.” Similar bills are being considered in Colorado and more than a dozen other states. Apple had objected to the Oregon legislation before its passage, saying customers could be made vulnerable to security risks if Apple was required to allow lower-priced parts made by third-party suppliers.

In the past, if an iPhone owner broke a part — a screen, for instance — and installed a genuine, used Apple screen purchased from a source such as eBay, the replacement display would not work properly because its serial number did not match the one in Apple’s database. The only way to install a fully functioning replacement part was if it was bought from Apple, which had the tools to pair the part with the phone.

Apple’s new policy will remove those restrictions for the iPhone 15, which it released last year. Apple said the change would begin this fall and apply to genuine Apple parts, meaning those made by iPhone suppliers. When a genuine replacement part is installed, the phone will work with it automatically, without requiring a technician to provide a serial number to Apple. The replacement part will then work seamlessly with the iPhone.

The reversal comes about five months after The New York Times published an analysis of Apple’s increasing restrictions on iPhone repairs , which drove up costs for consumers.

In its news release announcing the change, Apple said that the change would streamline its parts-pairing process on some iPhones for used Apple screens, batteries and other parts to simplify repairs — not those components made by third-party suppliers. Those parts are typically less expensive and could save customers money on repairs. Replacing a shattered screen at an Apple Store costs roughly $300, about $100 more than work done by an independent shop using a third-party screen.

An Apple spokesman said that people could install third-party parts but that iPhones would continue to use software to alert them when that was done because the company considered it important to customer security and safety. He pointed to a study funded by Apple that showed that the majority of third-party smartphone batteries had failed safety tests and that some had caused fires.

Nathan Proctor, who has lobbied states for repair legislation on behalf of U.S. PIRG, a nonprofit largely funded by small donors, said the move was a small step in the right direction. It never made technical sense for Apple to place restrictions on installing authentic Apple parts for repairs, he said.

“It was always a preposterous and ridiculous practice,” Mr. Proctor said.

Starting in January, Oregon’s law requires Apple and others to begin allowing customers to use any part they want in repairs — even those unapproved by the original smartphone maker. Apple would face a penalty of $1,000 a day for failing to comply with the law starting in 2027.

When the Oregon bill was passed, Apple said it would support repair legislation but added that the “bill does not offer the consumer protections Oregonians deserve.”

Tripp Mickle reports on Apple and Silicon Valley for The Times and is based in San Francisco. His focus on Apple includes product launches, manufacturing issues and political challenges. He also writes about trends across the tech industry, including layoffs, generative A.I. and robot taxis. More about Tripp Mickle

Brian X. Chen is the lead consumer technology writer for The Times. He reviews products and writes Tech Fix , a column about the social implications of the tech we use. More about Brian X. Chen

Tech Fix: Solving Your Tech Problems

Switching From iPhone to Android: Even if you manage to ditch your iPhone, Apple’s hooks are still there .

Trying Meta’s Smart Glasses: What happens when a columnist and a reporter use A.I. Ray-Bans to scan groceries, monuments and zoo animals? Hilarity, wonder and lots of mistakes ensued .

Ditch Your Wallet: Using your phone as a digital wallet is attainable , but it requires preparation and some compromise.

Managing Subscriptions: The dream of streaming — watch what you want, whenever you want, for a sliver of the price of cable! — is coming to an end as prices go up. Here’s how to juggle all your subscriptions and even cancel them .

Apple’s Vision Pro: The new headset  teaches a valuable lesson about the cost of tech products: The upsells and add-ons will get you .  

Going Old School: Retro-photography apps that mimic the appearance of analog film formats make your digital files seem like they’re from another era. Here’s how to use them .

A NASA astronaut, former SpaceX flight surgeon, and father of 2 says parenting is by far his hardest job

• Anil Menon is a former SpaceX medical director, flight surgeon, and a newly minted NASA astronaut.
• But he said his most important (and challenging) job is being a dad to his two young children.
• Menon encourages parents: If you can be a parent, you can be an astronaut, he said.

Anil Menon is one of NASA's newest astronauts and former SpaceX flight surgeon, but none of that compares to, what he said, is his hardest job: being a dad.

"I would say that parenting is probably the most challenging thing that I do, because it requires so much emotional intelligence ," he said.

On top of it all, his wife, Anna Menon, is a lead space operations engineer at SpaceX. She's gearing up to go to space too, as a crew member on the Polaris Dawn mission .

Balancing work and family life isn't easy for anyone . But when both parents work in space flight, unique challenges arise like conflicting schedules and time management.

Together, Anil and Anna Menon have crafted a specific approach to parenting. Above all, they work to show their children, ages 3 and 6, that it's important to follow their dreams — even if those dreams are not the same as their parents'.

Here's how Anil and Anna manage their demanding careers while raising two young kids.

Astronaut-level problem solving

Astronauts are constantly juggling a bunch of different problems under high pressure, and solving them in real time. Funnily enough, so are parents.

As a dad, Anil Menon uses his astronaut problem-solving skills all the time, he said. Especially when the demands of his job present logistical challenges.

"When we took on these jobs, that helped tremendously with parenting," he said.

For example, when he was training to become a NASA astronaut in Houston, his wife was called away to LA for a month to act as mission director for NASA's SpaceX Crew-4 launch .

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Her flight simulation shifts could happen at different times of the day and last well into the night, while his NASA schedule in Houston could have very early start times.

But the couple didn't dwell on their challenging circumstances and instead focused on finding a solution together. Ultimately, they decided to have the kids stay in LA with mom for a month and hired a nanny to travel with them.

"We were lucky to have the extra support and the kids had fun," Anil Menon said.

This is just one example where Anil and Anna have been pulled in one direction or another. During astronaut training, Anil spent two months away from home in Florida learning how to fly a T-6 aircraft for pilot training.

And once Anna Menon was selected to fly on SpaceX's Polaris Dawn mission, scheduled to launch no earlier than this summer, both she and Anil were busy with space flight training . Yet, despite the time commitment, their children are still central to their lives.

"As we've gotten closer to her launch date, and we just finished my training, along the way we've discovered ways of involving the kids in these things — bringing them closer and making that distance seem smaller," Anil Menon said.

For example, he brought his two kids, James and Grace, to his spacewalk training. And at SpaceX, the kids got to explore inside the Dragon mission capsule . Plus, the couple said they love going to their kids' school to discuss their careers.

Overcoming logistical challenges like these is why Anil believes that parenting is the best astronaut training there is.

"I certainly encourage parents to apply to this new astronaut program," he said. "If they can do that, then they can be an astronaut."

Inspiring their kids to shoot for the moon

Their hope isn't that their kids will follow in their footsteps and become astronauts themselves . Rather, Anil and Anna Menon hope that by showing James and Grace how passionate they are about their careers, their kids will feel encouraged to chase their own dreams, no matter what they are.

Anil applied to NASA's astronaut program several times before getting accepted. Even though he thought "it probably had a 0% chance of happening" he kept applying.

"They may not be interested in space, and they probably won't be interested," Anil Menon said with a laugh. "But hopefully they see that it's important to follow your passion. That's the model we're trying to demonstrate to them. Because you can tell kids anything, but I think actions speak louder than words."

Setting that example is what motivates Anil and Anna Menon to keep saying yes to new opportunities, even if it means learning to adapt to new challenges, Anil said.

Watch: Why one mother fled Texas to keep her child safe

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