Working Conditions and Benefits
Rakuten aims to provide great benefits to enable our employees to maintain their morale and approach their work with passion.
| Salary |
Paid monthly*
* A monthly salary means a fixed monthly payment. |
|---|---|
| Compensation | Decided based on experience, ability, and performance. Bonus: Offered biannually (June and December) based on the performance of the company and the individual employee. Salary Review: Carried out annually (June) based on the performance of the company and the individual employee. |
| Offices | Rakuten Tower (4-12-3 Higashi-Shinagawa, Shinagawa-ku, Tokyo) and branch offices in Japan and abroad. |
| Holidays and Leave | Holidays: Saturday, Sunday, and National Holidays (15 public holidays). Leave: Summer/Winter Holidays, Annual Paid Holidays, and Special Leave. |
|---|---|
| Insurance and Sickness/Injury Support | Various social insurance coverage (Employees' Pension Insurance, Health Insurance, Workers' Accident Compensation Insurance, and Employment Insurance), fully-covered commuting fees, Employee Stock Purchase Plan, and membership to sports gyms. |
| Trainings | Orientation training, mentor program, follow-up training, position-specific training, programming training, special management training, e-learning courses, division-specific On the Job Training (OJT), language training, and other training. |
| Services | Staff may help themselves to breakfast and lunch free of charge. Dinner is offered at reduced prices at our company cafeteria. We also provide a quiet library and fitness club for employees' use. |
| Compensation | Decided based on experience, ability, and performance. Bonus: Offered biannually (June and December) based on the performance of the company and the individual employee. Salary Review: Carried out annually (June) based on the performance of the company and the individual employee. |
| Discount Programs | Various discount programs for language training, moving services, professional baseball games at Seibu Dome, and other services. |
| Events | Birthday Party Event for staff, Open Family Day, Executive Officers Camp, and numerous club activities |
Read the following passage and look at the statement below. In boxes 1–8 on your answer sheet, choose:
1. At the end of the year, the company completes the performance review in order to set the salary for the workers.
2. The employees receive rewards for all work that is performed after 6:00 PM.
3. This company has several offices in global cities including London.
4. The company is based on a five-day workweek and allows national holidays.
5. Transportation expenses that are incurred while commuting are paid to the extent which the company allows.
6. Breakfast and lunch offered freely in the cafeteria will be charged in the monthly payment.
7. When you plan to move, you will be able to get the discounted service as one of the benefits the company offers.
8. The company supports birthday party events for family members as well as staff.
Hiring a Temp is Not Such a Good Idea
Some people say that hiring a temporary worker is something that is well-suited for your business right now. But, it is also true that this hiring arrangement is something that you’ll regret in the future.
Provision of training
Every time a temp starts a new work assignment – no matter how skilled or unskilled – a certain amount of training is required in order for them to perform their assigned tasks to suit the specific needs of that company. Of course, if the same temp is brought back again, this training might not be required.
Morale and relationship issues
Morale and employee relations problems can arise when you have temps working alongside permanent employees for months, doing the same work and putting in the same hours, but not receiving the same benefits afforded their permanent employee coworkers.
Safety issues
Certain types of jobs are inherently dangerous and require careful safety training. Studies show that frequency and severity rates of on-the-job injuries are significantly higher with temporary workers. No matter what a temp’s experience is, care must be taken to see that dangerous tasks are performed safely. Never assume a temporary worker is fully prepared to work unsupervised until you have taken the time to see that they can safely perform their work tasks.
Legal Concerns
Recent court decisions have highlighted the fact that businesses must be careful in how they contract for temporary staff. There must be no doubt about the workers’ status and about the lack of eligibility for the benefits of permanent employees. Above all, treat temp workers with the same respect and care you would for your permanent staff.
Write the correct letter, A, B, C, or D, in boxes 9–14 on your answer sheet. You may use any letter more than once.
Classify the following statements as referring to:
The employment agreement for temporary staff should clearly state the workers’ status.
This can arise due to unfair working conditions or unequal benefits between temporary and permanent workers.
You should take time for training to ensure that temporary staff can perform their work safely.
You should respect and care for temporary workers as well as your permanent staff.
This is required in order for temporary staff to perform their assigned tasks to suit the specific needs of the company.
This problem can arise when you have temporary and permanent employees performing the same work for months.
Requirement for Entry to New Zealand
Passport Validity You must hold a valid passport to enter New Zealand. Your passport must be valid for a minimum period of three months from the date of exit from New Zealand.
Visas New Zealand’s immigration rules are strict, particularly in the areas of employment. Anyone wishing to work is required to have a visa allowing employment. British passport holders can enter New Zealand as a visitor for up to six months on arrival without a visa, provided they can satisfy an Immigration Officer that they meet the requirements of the Rules. Visitors must have an onward ticket. Before travelling, please contact the New Zealand High Commission in London for further information on exactly what is required at immigration.
Quarantine and Bio Security New Zealand has very strict bio-security regulations. It is illegal to import most foodstuffs (meat and meat products, honey, fruit, dairy, produce, etc.), and strict penalties are handed out to those breaking these rules. You may also need to take care when transferring wood products, golf clubs, footwear (which may have soil and dirt attached), tents (for the same reason), fishing equipment, and items made from animal skin (e.g., crocodile handbags). The immigration arrivals card has full details. If in doubt, declare possibly illegal possessions to a Ministry of Agriculture official or dump them in one of the bins available at the airport. Failure to comply with these regulations can result in a heavy fine of up to $100,000 or imprisonment. As a result of these quarantine procedures, you should expect some delay on arrival.Travelling with Children For information on exactly what will be required at immigration, please contact the New Zealand High Commission in London.
Medication There are some restrictions on bringing medication into New Zealand. Prescription medicines may be brought in only if they fulfill certain criteria. Please visit the New Zealand Customs website for more information on importing prescription medications. Remember: if you arrive in New Zealand with any prescription medicines, you must declare them on your passenger arrival card.
Answer the questions below. Choose NO MORE THAN THREE WORDS AND/OR NUMBERS from the text for each answer.
What is the minimum passport validation period for exiting New Zealand?
What is one entry requirement that proves your intention to exit New Zealand?
What is strictly regulated to bring in New Zealand according to the law?
What is the maximum for violating bio-security regulations?
Requirement for Entry to New Zealand
Passport Validity You must hold a valid passport to enter New Zealand. Your passport must be valid for a minimum period of three months from the date of exit from New Zealand.
Visas New Zealand’s immigration rules are strict, particularly in the areas of employment. Anyone wishing to work is required to have a visa allowing employment. British passport holders can enter New Zealand as a visitor for up to six months on arrival without a visa, provided they can satisfy an Immigration Officer that they meet the requirements of the Rules. Visitors must have an onward ticket. Before travelling, please contact the New Zealand High Commission in London for further information on exactly what is required at immigration.
Quarantine and Bio Security New Zealand has very strict bio-security regulations. It is illegal to import most foodstuffs (meat and meat products, honey, fruit, dairy, produce, etc.), and strict penalties are handed out to those breaking these rules. You may also need to take care when transferring wood products, golf clubs, footwear (which may have soil and dirt attached), tents (for the same reason), fishing equipment, and items made from animal skin (e.g., crocodile handbags). The immigration arrivals card has full details. If in doubt, declare possibly illegal possessions to a Ministry of Agriculture official or dump them in one of the bins available at the airport. Failure to comply with these regulations can result in a heavy fine of up to $100,000 or imprisonment. As a result of these quarantine procedures, you should expect some delay on arrival.Travelling with Children For information on exactly what will be required at immigration, please contact the New Zealand High Commission in London.
Medication There are some restrictions on bringing medication into New Zealand. Prescription medicines may be brought in only if they fulfill certain criteria. Please visit the New Zealand Customs website for more information on importing prescription medications. Remember: if you arrive in New Zealand with any prescription medicines, you must declare them on your passenger arrival card.
Do the following statements agree with the information given in the passage?
19. British passport holders wishing to work in New Zealand do not have to get a visa allowing employment.
20. You need to ensure your used golf clubs do not have soils attached when you enter New Zealand.
21. You may contact the New Zealand High Commission in London for more information on immigration requirements.
22. You do not have to declare it on your passenger arrival card if prescription medicines fulfill certain criteria.
Advice for Motorists
Take extreme care when driving over a railway level crossing.
Obey the warning signs and look carefully in both directions for trains. Listen, be aware, and pay careful attention to your surroundings. Always ensure there is space on the other side of the crossing for your vehicle.
When approaching a level crossing where lights and bells are operating, or barrier arms are lowered or have started to come down, you must:
At level crossings controlled by either “give way” or stop signs alone, you must:
Never overtake a vehicle that has stopped for a train or try to race a train over the crossing – trains are usually travelling faster than you think.
Some vehicles (such as those carrying dangerous goods) are legally required to stop at a level crossing, unless automatic alarms are installed. Always take care when traveling behind these vehicles. For further information on safe driving behavior at level crossings, see the New Zealand Road Code.
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
When come down, you must stop the car and wait.
When you see a stop sign, your must be stopped completely.
Before you pass the crossing, check and wait for which is approaching.
You must not vehicles waiting for the trains to pass at the level crossing.
Some vehicles carrying dangerous products should stop except those vehicles have
Vision of Lifelong Learning at the Heart of OECD Target
Governments must step up their efforts to encourage lifelong learning, according to a report by the Organization for Economic Cooperation and Development.
The conclusions of the latest edition of the organization’s Education Policy Analysis were on the agenda at this week’s meeting of OECD education ministers, for discussions on how citizens could benefit from opportunities to upgrade education and skills throughout their lives.
The report reviews the achievements of OECD member states – the world’s 30 richest countries – since 1996, when ministers committed themselves to a “cradle-to-grave” vision of lifelong learning.
John Martin, Director for Education, Employment, Labor and Social Affairs, said investment in lifelong learning “must be a top priority for OECD countries in the years ahead.”
The consensus on education and training “shared by politicians from George W. Bush to Tony Blair” was based on “a belief that investing in high-quality education and training is the key determinant in globalizing the world economy, that education has a key role to play in fostering citizenship and social cohesions; and, in the context of ageing populations, there is growing pressure on individuals and firms to upgrade their competencies and skills.”
Reviewing progress, the report finds “basis for optimism and basis for caution.” Though “many pieces of the lifelong learning jigsaw can already be widely observed in OECD countries… no country has yet put them together to complete the jigsaw,” it says.
It identifies education inequalities that are “compounded by inferior access among traditionally disadvantaged groups to computers and the Internet, especially at home,” though schools play an important part in reducing the unequal access to digital technologies.
Increased public spending does not always produce good education systems, it says, though countries with strong all-round performances – in particular, Denmark, Finland, Norway, and Sweden – are high spenders.
Spending trends in tertiary education from 1990 to 1996 show that only Australia and Spain increased expenditure per student by more than 10 percent in the face of substantial student expansion. Extra students elsewhere were financed through flexible, cheaper options such as part-time courses, distance learning, or private colleges.
The report presents six scenarios for the school of the future, setting out the policy issues and strategic choices that face ministers for shaping schooling in the long term. It places the possibilities in three categories:
Choose the appropriate letter, A–D, for each question.
28 OECD stands for
29–30 What are TWO reasons for lifelong learning?
31 The unequal access to digital technology means differences in
32Four Scandinavian countries are mentioned as examples of countries that
33Australia and Spain are mentioned as countries that
Vision of Lifelong Learning at the Heart of OECD Target
Governments must step up their efforts to encourage lifelong learning, according to a report by the Organization for Economic Cooperation and Development.
The conclusions of the latest edition of the organization’s Education Policy Analysis were on the agenda at this week’s meeting of OECD education ministers, for discussions on how citizens could benefit from opportunities to upgrade education and skills throughout their lives.
The report reviews the achievements of OECD member states – the world’s 30 richest countries – since 1996, when ministers committed themselves to a “cradle-to-grave” vision of lifelong learning.
John Martin, Director for Education, Employment, Labor and Social Affairs, said investment in lifelong learning “must be a top priority for OECD countries in the years ahead.”
The consensus on education and training “shared by politicians from George W. Bush to Tony Blair” was based on “a belief that investing in high-quality education and training is the key determinant in globalizing the world economy, that education has a key role to play in fostering citizenship and social cohesions; and, in the context of ageing populations, there is growing pressure on individuals and firms to upgrade their competencies and skills.”
Reviewing progress, the report finds “basis for optimism and basis for caution.” Though “many pieces of the lifelong learning jigsaw can already be widely observed in OECD countries… no country has yet put them together to complete the jigsaw,” it says.
It identifies education inequalities that are “compounded by inferior access among traditionally disadvantaged groups to computers and the Internet, especially at home,” though schools play an important part in reducing the unequal access to digital technologies.
Increased public spending does not always produce good education systems, it says, though countries with strong all-round performances – in particular, Denmark, Finland, Norway, and Sweden – are high spenders.
Spending trends in tertiary education from 1990 to 1996 show that only Australia and Spain increased expenditure per student by more than 10 percent in the face of substantial student expansion. Extra students elsewhere were financed through flexible, cheaper options such as part-time courses, distance learning, or private colleges.
The report presents six scenarios for the school of the future, setting out the policy issues and strategic choices that face ministers for shaping schooling in the long term. It places the possibilities in three categories:
Using NO MORE THAN THREE WORDS, name TWO more ways that are mentioned in the passage for governments to provide education more cheaply.
Private colleges
Vision of Lifelong Learning at the Heart of OECD Target
Governments must step up their efforts to encourage lifelong learning, according to a report by the Organization for Economic Cooperation and Development.
The conclusions of the latest edition of the organization’s Education Policy Analysis were on the agenda at this week’s meeting of OECD education ministers, for discussions on how citizens could benefit from opportunities to upgrade education and skills throughout their lives.
The report reviews the achievements of OECD member states – the world’s 30 richest countries – since 1996, when ministers committed themselves to a “cradle-to-grave” vision of lifelong learning.
John Martin, Director for Education, Employment, Labor and Social Affairs, said investment in lifelong learning “must be a top priority for OECD countries in the years ahead.”
The consensus on education and training “shared by politicians from George W. Bush to Tony Blair” was based on “a belief that investing in high-quality education and training is the key determinant in globalizing the world economy, that education has a key role to play in fostering citizenship and social cohesions; and, in the context of ageing populations, there is growing pressure on individuals and firms to upgrade their competencies and skills.”
Reviewing progress, the report finds “basis for optimism and basis for caution.” Though “many pieces of the lifelong learning jigsaw can already be widely observed in OECD countries… no country has yet put them together to complete the jigsaw,” it says.
It identifies education inequalities that are “compounded by inferior access among traditionally disadvantaged groups to computers and the Internet, especially at home,” though schools play an important part in reducing the unequal access to digital technologies.
Increased public spending does not always produce good education systems, it says, though countries with strong all-round performances – in particular, Denmark, Finland, Norway, and Sweden – are high spenders.
Spending trends in tertiary education from 1990 to 1996 show that only Australia and Spain increased expenditure per student by more than 10 percent in the face of substantial student expansion. Extra students elsewhere were financed through flexible, cheaper options such as part-time courses, distance learning, or private colleges.
The report presents six scenarios for the school of the future, setting out the policy issues and strategic choices that face ministers for shaping schooling in the long term. It places the possibilities in three categories:
Three categories for shaping schooling for the future are given in the reading passage “Vision of Learning at the Heart of OECD Target.” With which category is each of the following associated?
SQ Status Quo
RS Re-Schooling
DS De-Schooling
New ideas and methods
Shortage of teachers
Non-formal learning networks
Greater independence of institutions
Higher risks of neglect