иностранный язык в профессиональной сфере учебное пособие
Иностранные языки (профессионального общения)
Учебное пособие предназначено для занятий по английскому языку при подготовке бакалавров, обучающихся по направлениям подготовки «Землеустройство и кадастры», «География».
Основной целью данного пособия является ознакомление oбучающихся с англоязычной терминологической системой, свойственной указанным направлениям подготовки.
Данное учебное пособие предназначено для изучения английского языка в области сетевых технологий. Книга содержит оригинальные тексты профессиональной направленности и задания, способствующие усвоению и запоминанию специальной лексики из области сетевых технологий; задания для развития навыков чтения, свертывания информации при составлении рефератов на английском языке, а также формирования коммуникативных компетенций в условиях профессионального общения.
Пособие рассчитано на студентов, обучающихся по специальности «Сети связи и системы коммутации» и направлению подготовки бакалавриата «Инфокоммуникационные технологии и системы связи», а также всех тех, кто изучает структуру и функционирование локальных вычислительных сетей и глобальной сети Интернет и заинтересован в совершенствовании английского языка в указанной области. Пособие может быть использовано для организации самостоятельной работы студентов.
Иностранный язык в профессиональной сфере (английский)
1 Федеральное государственное бюджетное образовательное учреждение высшего образования РОССИЙСКАЯ АКАДЕМИЯ НАРОДНОГО ХОЗЯЙСТВА И ГОСУДАРСТВЕННОЙ СЛУЖБЫ при ПРЕЗИДЕНТЕ РОССИЙСКОЙ ФЕДЕРАЦИИ СИБИРСКИЙ ИНСТИТУТ УПРАВЛЕНИЯ ФИЛИАЛ РАНХиГС Т. И. Громогласова, Е. А. Крутько, Я. В. Проскура, Н. О. Шпак Иностранный язык в профессиональной сфере (английский) КУРС ЛЕКЦИЙ для студентов всех форм обучения по направлению подготовки: Государственное и муниципальное управление (авторская редакция) Новосибирск 2016
2 Издается в соответствии с планом учебно-методической работы СИУ филиала РАНХиГС Рецензенты: Г. В. Игонина канд. филос. наук, доцент кафедры иностранных языков Новосибирского государственного технического университета; М. И. Ковалёва канд. пед. наук, доцент, заведующий кафедрой иностранных языков Сибирского института управления филиала РАНХиГС. Громогласова, Т.И. Иностранный язык в профессиональной сфере (английский): курс лекций / Т. И. Громогласова, Е. А. Крутько, Я. В. Проскура, Н. О. Шпак. Новосибирск: Изд-во СибАГС, объем 229 с. Курс лекций «Иностранный язык в профессиональной сфере (английский)» является продолжением базового и профессионального курса английского языка бакалавриата. Он предназначен для студентов всех форм обучения, обучающихся в магистратуре по направлению подготовки «Государственное и муниципальное управление». Курс лекций состоит из введения в дисциплину, четырех лексикограмматических разделов, грамматического справочника и текстов профессиональной направленности для дополнительного чтения. 2 СИУ филиал РАНХиГС, 2016 Contents
3 Предисловие 4 Введение в дисциплину 6 UNIT 1. MANAGEMENT FUNCTIONS Topic 1. The Nature of Management 12 Topic 2. Management Functions 28 UNIT 2. PLANNING STRATEGIES Topic 1. Strategic Planning in Management 57 Topic 2. The Main Steps of a Strategic Planning Process 76 UNIT 3. MANAGING PEOPLE Topic 1. Team Building 102 Topic 2. Managing Conflicts 120 UNIT 4. MANAGING CHANGE Topic 1. What is Management Change? 146 Topic 2. Understanding and Managing Resistance to Change 167 Заключение 194 Приложение 1 Grammar Reference (грамматический справочник) 195 Приложение 2 Additional Texts (тексты для дополнительного чтения) 218 3
4 Предисловие Курс лекций «Иностранный язык в профессиональной сфере (английский)» предназначен для обучающихся в магистратуре по направлению подготовки «Государственное и муниципальное управление» и является продолжением учебнометодических пособий бакалавриата. Данный курс также может быть использован обучающимися по направлениям «Менеджмент» и «Управление персоналом». В дальнейшем магистранты могут продолжить обучение иностранному языку в аспирантуре. Целью данного курса лекций является дальнейшее освоение иностранного языка, совершенствование устных и письменных навыков профессионального общения для решения различных коммуникативных задач в области профессиональной деятельности. Содержание и организация языкового материала пособия определяются требованиями рабочей программы по дисциплине «Иностранный язык в профессиональной сфере (английский)» по направлению подготовки «Государственное и муниципальное управление». В соответствии с программой к концу обучения магистрант должен владеть как подготовленной, так и неподготовленной монологической речью; уметь делать письменные сообщения и устные доклады на иностранном языке; владеть диалогической речью в ситуациях научного, профессионального и бытового общения в пределах изученного языкового материала и в соответствии с избранной специальностью. Данный курс лекций состоит из четырех частей, включающих в себя по два тематических раздела, грамматического справочника и текстов для дополнительного чтения. Весь курс лекций структурирован таким образом, что темы основываются на специальной лексике и соответствующей грамматической теме, которые являются доминирующими компонентами на этапе обучения в магистратуре. Интерактивные задания пособия формируют необходимые стратегии речевой коммуникации, развивают лексико- 4
5 грамматические навыки и умения аудирования, чтения, говорения и письма. Предлагаемый языковой материал способствует обогащению и закреплению лексического и грамматического багажа, совершенствованию различных навыков устной и письменной речи. В каждом тематическом разделе предлагаются коммуникативные задания, развивающие умения структурировать и связно выстраивать собственные высказывания, а также интерактивные задания, обучающие студентов работать в парах и малых группах. Представленный учебный материал помогает магистрантам освоить различные виды работ с текстовой информацией и способствует развитию у студентов профессиональных компетенций. В конце каждого раздела студенты могут ознакомиться с дополнительными информационными источниками, приведенными в списках основной и дополнительной литературы, и использовать их для дальнейшего изучения темы. В конце курса лекций представлен обширный разъяснительный материал по грамматике (Приложение 1), и даны тексты для дополнительного чтения (Приложение 2). К учебному пособию также прилагается диск, включающий в себя аудиозаписи для отработки навыков аудирования. Авторы надеются, что данный учебный курс позволит совершенствовать у студентов навыки работы с аутентичными текстами научно-профессиональной тематики и расширит их словарный запас за счет соответствующей профессиональноориентированной терминологии. Мы благодарим рецензентов: доцента кафедры иностранных языков НГТУ, канд. филос. наук Г. В. Игонину и доцента, заведующего кафедрой иностранных языков СИУ филиала РАНХиГС, канд. пед. наук М. И. Ковалёву за ценные рекомендации и помощь в написании курса лекций. Авторы с благодарностью воспримут как критические замечания, так и рекомендации по дальнейшему совершенствованию курса лекций. 5
7 научных связей, относиться с уважением к духовным ценностям других стран и народов. 1. Лексико-грамматические темы по дисциплине Данный курс лекций состоит из четырех разделов, где каждый раздел включает в себя по две лексико-грамматические темы. Каждая тема состоит из двух текстов, лексических и грамматических упражнений, заданий на аудирование, говорение и письмо. В завершении раздела дается контрольная работа (Stop and Check), составленная по пройденному лексикограмматическому материалу. Таблица 1 Unit Topic Grammar Writing Management Functions Planning Strategies Managing People Managing Change The Nature of Management Management Functions Strategic Planning in Management The Main Steps of a Strategic Planning Process Team Building Solving Conflicts What is Change Management? Present Tenses, Past Tenses Future Tenses, Tenses in Context Real Conditionals, Unreal Conditionals Mixed Conditionals Relative Clauses: Defining and Nondefining, Relative Pronouns Relative Clauses: Combining Sentences Non-finite Verb Forms: Infinitive, Gerund, Participle I, II Opinion essay For and against essay Assessment report Chart description Memo Formal letter Understanding The Verbals Summary 7
9 (рассказы) участников (свидетелей) события или происшествия (witness reports). Цели написания сообщений могут быть различные: дать общую информацию; осветить историю вопроса (исходные данные), помочь принять то или иное решение; дать определенные рекомендации или показать, как нужно действовать. Структура сообщения: 1) введение цель и суть сообщения, а также указать, кто и для кого подготовил данное сообщение; 2) основная часть кратко изложить каждый пункт, охарактеризовать положительные и отрицательные моменты; 3) вывод подведение вывода, рекомендации. 3. Chart Description (описание таблиц, графиков, диаграмм). 2 При написании отчетов, основанных на результатах какихлибо исследований, часто приходится иметь дело с количественными соотношениями или процентами, которые даются в таблицах и графических изображениях. Для составления описания таблиц, графиков, диаграмм следуйте следующим рекомендациям. 1) Изучите таблицы и наметьте ключевые моменты. 2) Не пишите того, чего нет на графике. 3) Вам не нужно объяснять причины, почему где-то произошел рост или спад. 4) Уделите внимание грамматическим временам глаголов. Чаще всего Вам нужно будет использовать Past Simple (если даны конкретные даты в прошлом), Present Perfect (если Вы используете since или recently), Past Perfect (с предлогом by) и т.д. 5) Не описывайте каждый пункт в графике отдельно (например, какие данные были в каждом году), а делайте обобщения, отмечайте тенденции, взлеты/падения и т.д. 2 IELTS Academic Writing 1: Как описывать диаграммы, графики и таблицы? [Электронный ресурс]. URL: (дата обращения: ) 9
13 l) Person responsible for presentation and control of profit and loss. 2. What qualities and skills should a good manager have? Choose the six most important from the list. To be a good manager you need to: 1) like people. 2) enjoy working with others. 3) give orders. 4) listen to others. 5) make suggestions. 6) judge people s abilities. 7) plan ahead. 8) be good with numbers. 9) make good presentations. 10) to be persuasive. 3. If you are managing people from different cultures, what other qualities and skills do you need? Vocabulary 1. Read and translate the following words using a dictionary: 5 Objective, opportunity, challenge, valid, rate, productivity growth, labor, input, output, incentive, purpose, ratio, competition, room, improvement, advancement, inflexibility, evidence, failure. 2. Verb and preposition combinations are often useful for describing skills and personal qualities. Match the verbs (1-7) with the prepositions and phrases (a-g). A good manager should: 1) respond a) in their employees abilities. 2) listen b) to a deputy as often as possible. 5 Дюканова Н.М. Английский язык в менеджменте: Учеб. пособие. М.: ИНФРА-М, P
15 Managerial ability results when theory and practice are systematically integrated. A small business is defined as an independently owned and managed profit-seeking enterprise employing fewer than 100 persons. Small business and public sector organizations afford managers some unique opportunities and challenges. Research indicates that small business managers have a different managerial role profile than do managers in larger businesses. The axiom of the small business generalist and the large business specialist appears to be valid. Lack of management expertise was found by researchers to be the primary cause of the high failure rate in small businesses. In spite of a good deal of evidence to the contrary, public sector managers must cope with a negative image. Many people assume that bureaucrats are incompetent and wasteful. Four major constraints public sector managers must deal with are: legislated purposes (government agencies are told what to do by law-making bodies), no competition, weak incentives, and organizational inflexibility (large governmental bureaucracies have to be highly structured to provide standard services to millions of clients nationwide, reams of procedures and regulations can stifle innovation). Slumping productivity growth in the United States took an upward swing in largely due to a maturing work force, lower inflation and cheaper energy, technological advancement, and increased labor-management cooperation. Still, there is much room for improvement if the United States is to match Japan s record of productivity growth. It is important for managers to translate the productivity problem into organizational terms. Organizational productivity is the ratio of total input to total output, adjusted for inflation, for a specific period of time. Japan, with the world s highest rate of productivity growth, is an inspiring example of how to do more with less. 3. Write a sentence summarizing each paragraph. 4. Match the beginnings of the sentences (1-4) with the endings (ad). 1) Small business and public sector organizations 15
16 2) Management is the process of working with and through others 3) There is much room for improvement if the United States is 4) Many people assume that bureaucrats a) afford managers some unique opportunities and challenges. b) are incompetent and wasteful. c) to achieve organizational objectives in a changing environment. d) to match Japan s record of productivity growth. 5. Choose the right word in italics. Rising / slumping productivity growth in the United States took an upward swing in largely due to a maturing work force, lower inflation and cheaper / more expensive energy, technological advancement, and increased labor-management cooperation. Some verbs combine with more than one preposition 7. For example, (to a person). The Sales Manager last month s sales figures. Say whether the following words combine with or 1) report to, report on 2) apologise for, apologise to 3) talk to, talk about 4) agree with, agree on 5) argue about, argue with 6. Complete these sentences with suitable prepositions from the previous exercise. 1) I agreed her that we need to change our marketing strategy. 2) I talk. my boss every Monday at our regular meeting. 3) We argued next year s budget for over an hour. 7 Cotton D., Falvey D., Kent S. Market Leader Pre-Intermediate: Business English Course Book. 3-d ed. Pearson Education Limited, P
20 4. In pairs, discuss and agree on the three most important pieces of advice from the text. Listening 1. Listen to the first part of the interview (CD Track 01) and complete the notes, using up to three words each time. Managers of people 9 1) To be a good manager, you need to understand that there are themes which such as families, or the fact that everyone wants to make a difference and needs to be respected. 2) In addition, you also need to understand how everyone is to the way you, as a manager, are. 3) The secret is to try to know what the world looks like of another person. 4) In order to do that, you need to be very good at asking questions and. 2. Listen to the second part of the interview (CD Track 02). Decide which statement best summarises Nigel s view of the changes in the way people behave at work. 1) The time people spend reflecting unfortunately reduces the amount of work they do. 2) People have to spend more time at work and are therefore under a lot of pressure. 3) People live very fast but should not forget to take time to stand back and reflect. 4) If people live too slowly, they cannot see where what they are doing fits into a bigger picture. 3. Listen to the third part of the interview (CD Track 03). Decide whether these statements are true (T) or false (F). 1) Cultural differences are entirely superficial. 9 Cotton D., Falvey D., Kent S. Op. cit. P
21 2) Individual differences between people are more important than cultural differences. 3) When you work in another culture, you realise that all people are the same. 4) You have to remember that people are unique and different individuals. 4. Work in pairs or in small groups. Discuss these questions. 1) What would you find difficult if you had to go and work in a very different culture from your own? 2) What advice would you give to a foreign manager who is going to manage staff in your country? Speaking 1. Describe management, organizational productivity, managerial ability, small business using the suggested words and expressions as in example: 10 Management is the process of working with and through others to achieve organizational objectives in a changing environment. Central to this process is the effective and efficient use of limited resources. Management: to achieve, objectives, process, with and through, environment, changing. Organizational productivity: ratio, output, inflation, period of time, total, input Managerial ability: capacity, objectives, efficiently, to achieve, demonstrated. Small business: enterprise, owned, profit-seeking, managed, employing, fewer, independently. 2. Ask questions to the given answers. 10 Дюканова Н.М. Op.cit. P
22 1) Research indicates that small business managers have a different managerial role profile than do managers in larger businesses. 2) It is important for managers to translate the productivity problem into organizational terms. 3) Small business and public sector organizations afford managers some unique opportunities and challenges. 4) People live very fast but should not forget to take time to stand back and reflect. 5) Cultural differences are entirely superficial. 6) You have to remember that people are unique and different individuals. Writing 1. Complete the sentences with the suggested words: adjusted, inspiring, of, rate, for, into It is important managers to translate the productivity problem organizational terms. Organizational productivity is the ratio total input to total output, for inflation, for a specific period of time. Japan, with the world’s highest of productivity growth, is an example of how to do more with less. 2. Compose a story on one of the topics (up to 100 words). Management is an important area of study Small business management Public sector management Grammar 22
23 Present Tenses 11 (See Grammar Reference p ) 1. Decide if uses (a-d) are usually associated with the present simple (PS) or the present continuous (PC), then match sentences 1-8 below with uses (a-d). a) facts and permanent situations b) actions and events in progress now c) arrangements for the future d) verbs of thinking and feeling 1) She s talking on another line right now, can I ask her to call you back? 2) We offer a networking solution that is customised, reliable and secure. 3) We release figures for total sales and net earnings every quarter. 4) I m arriving in Munich at ) The plane arrives in Munich at ) I m working in our customer services department this month. 7) Internet fraud and cybercrime is increasing all over the world. 8) OK, I understand what the problem is now. 2. Put the words into the correct order. The first word is given each time. 1) I / at about one o clock / have / usually / lunch. I 2) Lunch / just / a sandwich / often / is. Lunch 3) I / from time to time / visit / in Paris / Head Office. I. 4) I / ever / hardly / am / late / in the morning. I 5) I / ever / hardly / take / the train / to work. I 6) I / prepare / once a month / a sales report. I 7) I / miss / a Board meeting / never. I 8) I / am / late / for / a Board meeting / never. I 11 Emmerson P. Business Grammar Builder. Macmillan Education, P
25 25 6) Hurry up! Haven t you finished? 7) Nina has worked in this company over five years now. 8) I ve been white-water rafting before. It s an interesting experience! 9) I ve passed this building, but this is the first time I ve been inside. 10) We ve been very busy on the stand this morning we ve given away over 200 brochures. Past Tenses (See Grammar Reference p ) 5. Complete each sentence with a suitable time expression from the list below. at, on, in, when, while/when 1) The computer crashed I was loading up the new software. 2) Did you first notice the fault? 3) We sent you the invoice the end of last month. 4) Central Europe was changing very rapidly the nineties. 5) We sent the goods the fifteenth. Haven t you received them yet? 6) They raised interest rates the euro recovered against the dollar. 7) She was checking the invoices, she noticed a small mistake. 8) The two companies merged ) We met eight for a business breakfast. 10) What were you doing I called you this morning? 11) We changed our advertising campaign the beginning of the year. 12) I ll check my files and call you the morning. 6. Underline the correct words in italics. 1) When I got / was getting home, I heard / was hearing your phone message. 2) When I was at Norcom I used to claim / was claiming all my travel expenses. 3) When the computer crashed / was crashing I printed out / was printing out last month s figures. 4) While the plane took off / was taking off, I started / was starting to feel unwell.
26 5) We wanted / were wanting a reliable firm, so we chose / were choosing Phillips. 6) We used to have / were having an office in Latvia and Lithuania, but then we combined / were combining all our Baltic operations at our Estonia office. 7) When I arrived / was arriving at the office Jan waited / was waiting for me. 8) The door was open so I knocked / was knocking and came / was coming in. 9) They argued / were arguing about the merger when he suddenly lost/was losing his temper. 10) When I was / used to be in London last summer I visited / was visiting a different museum every day. 7. Complete the sentences by putting one verb in the past simple and one in the past perfect. 1) When the film started I (realise) I (see) it before. 2) By the time I (get) to the phone it (stop) ringing. 3) How (you/find out) that you (got) the job? 4) Before I (join) ABN I (work) as an investment analyst. 5) I (send) her an just to see how things were going. Meanwhile, my boss (already/spoke) to her boss. 6) I (always/suspect) that the contract (not/be) legal. 8. Complete the second sentence so it has a similar meaning to the first sentence and contains the word in brackets. This exercise practises the past perfect and used to. 1) Michael made some notes and started writing. (had) After Michael some notes, he started writing. 2) This Internet connection is slower than before. (didn t) This Internet connection to be so slow. 3) I was sure the disk was in this box! (forgotten) I was sure the disk! 26
29 Improve efficiency/ productivity/ company performance. Analyze/ solve/ sort out problems. Handle/ investigate/ look into/ deal with/ respond to complaints. Set/ fix/ define goals/ targets/ objectives. Decide/ coordinate long-term strategy. Communicate with/ inform staff/ employees. Support/ supervise/ train staff. Evaluate the performance of the staff. Give feedback to staff on their performance. Set up/ run appraisal systems. Plan/ set budgets. Develop the business. Travel to other countries. Recruit/ dismiss/ hire and fire staff. Take/ make/ delegate decisions. Keep records and files up-to-date. Do market research. Monitor competitors activities. Forecast costs. Make investment decisions. Deal with banks. Prepare accounts. Organize/ take part/ chair meetings Write s/ letters. Prepare reports. Give presentations. Negotiate with suppliers/ customers/ unions. Meet with customers/ the press/ lobbies. Set up/ manage/ coach teams. Set up/ manage the web-site. Vocabulary 1. Match the phrases and their synonyms. Translate them from English into Russian. 1) govern a firm a) carry out activities 29
31 3) Do hierarchical companies have a top-down way of working? 4) In Culture A, the manager is more directive, isn t he? 5) Do subordinates help in decision-making in less traditional companies? 6) Are subordinates happy if finance is the main factor in decision-making? Reading 1 1. The table shows four main roles of managers: planning, organizing, leading and controlling. Below the table is a list of management functions. Write each function under the correct heading. 13 Planning Organizing Leading Controlling Management functions: communicating with staff, comparing results with targets, deciding strategy, empowering staff to take decisions, identifying change, identifying needs, managing resources, monitoring quality standards, motivation, putting systems in place, setting objectives, taking on new staff, team-building, supervision, time management. 2. Read the text and answer these questions. 13 Sweeney S. Op.cit. P.7. 31
32 1) What is a major purpose of studying the discipline of management? 2) What is a definition of management? 3) What does the manager’s job involve? 4) How many basic functions of the management are there? 5) What are they? Management functions 14 The term management can have different meanings. You may not be able to define management exactly; it is a process involving certain functions and activities that managers must perform. Management is a subject with principles, concepts and theories. A major purpose of studying the discipline of management is to learn and understand the principles, concepts, and theories of management and how to apply them in the process of managing. Management is the process undertaken by one person or more people to co-ordinate the activities of other people to achieve results not attainable by any person acting alone. Management is perhaps best understood from the viewpoint of systems theory. It suggests that organizations utilize four basic kinds of inputs or resources from their environments: human, monetary, physical, and information. Human resources include managerial talent and labour. Monetary resources are the financial capitals used by the organization to finance both ongoing and long-term operations. Physical resources include raw materials, office and production facilities, and equipment. Information resources are unable data needed to make effective decisions. The manager’s job involves combining and co-coordinating these various resources to achieve the organization’s goals. There are basically four management concepts that allow any organization to handle the tactical, planned and set decisions. The four basic functions of the management are just to have a controlled plan over the preventive measure. 14 Cotton D. Falvey D., Kent S. Market Leader [Text]: Practice File. Madrid: Longman, P
33 These Functions can be summarized below: Planning is the first tool of the four functions in the management process. The difference between a successful and unsuccessful manager lies within the planning procedure. Planning is the logical thinking through goals and making the decision as to what needs to be accomplished in order to reach the organizations objectives. Managers use this process to plan for the future, like a blueprint to foresee problems, decide on the actions to evade difficult issues and to beat the competition. The second function of the management is getting prepared, getting organized. Management must organize all its resources well before in hand to put into practice the course of action to decide that has been planned in the base function. Through this process, management will now determine the inside directorial configuration; establish and maintain relationships, and also assign required resources. Directing involves the implementation of plans by mobilising individuals and group efforts through motivation, communication, leadership and supervision. Directing may be defined as the process of activating the efforts of employees towards the achievement of organisational objectives. Controlling is the process of regulating the ongoing activities of the organisation to ensure that they are in conformity with the established plans and produce the desired results. Through the controlling function, management can keep the organisation on its chosen track. It involves: Establishing standards of performance; Measuring current performance; 33
34 Comparing actual results with the established standards; Detecting deviations from the standards; Taking corrective actions for significant deviations. 3. Write a sentence summarizing each paragraph. 4. Replace the italicized words with the synonyms given below. 15 alterations, team, established, overall, goal, achieved, position, stages 1) Plans are set up at the first stage of a project. 2) Organizational goals are attained by successfully combining the functions of planning, organizing, staffing, directing and controlling. 3) During training for my present job I took courses in accounting. 4) The organizing function may be divided into two phases: determining positions and their associated duties and staffing those positions. 5) Managers should periodically check to see how well general company goals are being met. 6) It is the purpose of an organization to make common people do uncommon things. 7) The risk of choosing a wrong course of action may be lessened by participation of a group rather than an individual manager. 8) Plans are often subject to slight changes before implementation. 5. For each verb presented below, three of the four are suitable choices. Cross out unnecessary word. DO a) a job; b) business; c) a profit; d) a deal MAKE a) a loss ; b) money; c) a decision; d) a favor HAVE Дюканова Н.М. Op.cit. P. 10.
35 a) progress; b) shares in a company; c) something in possession; d) an appointment TAKE a) measures; b) a long time; c) a decision; d) a deadline MEET a) a deadline; b) customer s requirements; c) an appointment; d) a target REACH a) a decision; b) a strategy; c) an agreement; d) a goal ACHIEVE a) a job; b) progress; c) a breakthrough; d) little CARRY OUT a) a meeting; b) a research; c) responsibilities; d) duties CUT a) costs; b) a deadline; c) jobs; d) prices LAUNCH a) a product; b) a ship; c) a campaign; d) a team 6. Write down the antonym to the underlined word in each sentence. lay off, weaknesses, sell off, peripheral, cons, rise, reduce 1) Let s consider the strengths and of each application in turn and then draw up a shortlist. 2) We need to concentrate on our core business and sell off our businesses. 3) It s simple: we have to increase our prices and our costs. 4) We expect a fall in sales next year followed by a steady for two years after that. 5) Although we have been able to recruit a lot of skilled workers for our main factory, we have also had to some office staff. 6) Our strategy is to acquire large, inefficient companies and then to the more profitable units. 7) We have to debate the pros and of the project before we can go ahead with it. Reading 2 35
36 1. Look at the following lists of positions and organisations and answer the questions below. Then, in groups of two or three, compare your answers. POSITION manager head of research and development assembly line) general manager vice-chancellor chairman ORGANISATION a famous pop music group supervisor (on an an oil company a car company a fashion business a university a multinational company 1) What duties do all these people have in common? 2) What qualities and skills are required for each position? 3) Which of the positions would you prefer to have? Why? 4) Are there any you would not want to hold? Why? 2. Read the text and answer the questions below. 1) According to the writer, what is the main duty of the head of any organisation? 2) Why do some people disagree with Henry Fayol s definition of the role of management? 3) In what ways are the functions of a company director, for example, different from those of a middle manager? 4) In Peter Drucker s opinion, which of the following things should a manager be? 5) What five basic operations does a manager perform? 6) How does a manager spend a great deal of time? exceptionally intelligent, keen to improve people s lives, interested in other people, popular, able to give clear orders, honest, admired by others, able to examine carefully and make judgements Manager s functions Cotton D. Keys to Management: Nelson, P
37 Our society is made up of all kinds of organisations, such as companies, government departments, unions, hospitals, schools, libraries, and the like. They are essential to our existence, helping to create our standard of living and our quality of life. In all these organisations, there are people carrying out the work of a manager although they do not have that title. The vice-chancellor of a university, the president of a students union or a chief librarian are all managers. They have a responsibility to use the resources of their organization effectively and economically to achieve its objectives. Are there certain activities common to all managers? Can we define the task of a manager? A French industrialist, Henri Fayol, wrote in 1916 a classic definition of the manager s role. He said that to manage is to forecast and plan, to organise, to command, to coordinate and to control. This definition is still accepted by many people today, though some writers on management have modified Fayol s description. Instead of talking about command, they say a manager must motivate or direct and lead other workers. Henri Fayol s definition of a manager s functions is useful. However, in most companies, the activities of a manager depend on the level at which he/she is working. Top managers, such as the chairman and directors, will be more involved in long range planning, policy making, and the relations of the company with the outside world. They will be making decisions on the future of the company, the sort of product lines it should develop, how it should face up to the competition, whether it should diversify, etc. These strategic decisions are part of the planning function mentioned by Fayol. On the other hand, middle management and supervisors are generally making the day-to-day decisions which help an organisation to run efficiently and smoothly. They must respond to the pressures of the job, which may mean dealing with an unhappy customer, chasing up supplies, meeting an urgent order or sorting out a technical problem. Managers at this level spend a great deal of time communicating, coordinating and making decisions affecting the daily operation of their organisation. An interesting modern view on managers is supplied by an American writer, Mr Peter Drucker. He has spelled out what managers do. In his opinion, managers perform five basic operations. 37
39 following. 1) carefully, not wastefully (paragraph 1) 2) expand the range of products (paragraph 3) 3) operate (paragraph 4) 4) resolving (paragraph 4) 5) said in a clear, detailed way (paragraph 5) 5. Complete the following sentences using suitable words or phrases from the box below. managing director junior executive colleague directory supervisor staff senior executive superior employee middle manager subordinate work-force 39 1) The group of executives working below the top managers are generally called. 2) Valerie is an important person in our company. She is a member of the Board of. 3) Peter? A recent university graduate, has been with the firm for a year. He is at present a. And is being trained for a managerial position. 4) Their is expanding rapidly. They now have over 5000 employees. 5) At least 50% of our have been with the company over ten years. 6) in, an organisation generally have more fringe benefits than lower-level managers. 7) We are a small group in the Research and Development Department. Fortunately, I get on well with all my. 8) Our telephone operators work under the direction of a. 9) I work under Mr Brown. He s my. 10) Sheila and Tom work under my authority. I am their boss and they are my. 11) I am responsible for training and development. 12) A is a person of high rank in an organisation, usually next in importance to the Chairman.
41 3) This machine uses much less fuel than the previous one. It is far more. a) sparing b) economic c) effective d) economical 4) The management has worked out a to improve our market share. a) strategy b) policy c) target d) planning 5) Many of the in the Personnel Department are parttime workers. a) staff b) staffs c) employers d) personal 6) One of the company s main is to increase sales by 10% per year. a) designs b) plans c) purposes d) objectives 7) Several machines have broken down. We won t be able to an important order. a) fill b) meet c) make d) do Listening 1. Rachel, who is from the UK, is on a business trip to Russia. Alexandra is a Russian business contact. Listen to their conversation (CD Track 04). Then answer these questions. 17 1) What does Alexandra invite Rachel to do? 2) Does Rachel accept? 2. Listen again and complete this extract from the conversation. Rachel: Well, it s very, Alexandra, but I think I d like to relax at the hotel tonight don t. I m a bit tired, quite honestly. Alexandra: Are you sure? You d really enjoy it. Rachel: It s very kind of you, but perhaps. 3. Marta is being entertained by Sven, who works for the company she is visiting on a business trip to Sweden. Listen to their conversation (CD Track 05). Below are the answers to three questions. What were the questions? 17Cotton D., Falvey D., Kent S. Op.cit. P
42 1) Well, Marta, people like to be in the open air. 2) I usually watch television. 3) Well, generally I spend time with my children. 4. Listen to the conversation (CD Track 06). In which order do you hear these sentences? 1) I m glad you enjoyed the tour. 2) We ll be in touch soon. 3) I hope you have a good journey back. 4) Thanks for showing me round the city. 5) Thanks very much for your hospitality. 6) I really enjoyed the meal tonight. Speaking 1. Study the table with the information on how to give brief details about yourself and the organization you work for. 18 INTRODUCING YOURSELF FORMAL INFORMAL FIRST SPEAKER How do you do? My name s Brian Robinson. Hello. Let me introduce myself. I m Brian Robinson. Hello. Allow me to introduce myself. Hello. I m Brian Robinson. Hi! I m Brian Robinson. SECOND SPEAKER How do you do? I m Joan Knight. How do you do? Pleased to meet you. Oh hello. I m Joan Knight. Oh hello. Joan Knight. 18 Cotton D. Op. cit. P
44 3) The main part paragraphs describing the essence of the works. You will need to disclose the subject fully and correctly. 4) Conclusion proposals, summing up written. In this part, you make a general conclusion on the essay. 2. Study the phrases that are used in essays. Phrases for the opening of the essay: There is a growing debate about ; It is a well known fact that ; For the great majority of people ; A number of key issues arise from the statement ; The public in general tend to believe that ; People often claim that. Phrases to enumerate several arguments: Firstly, secondly, thirdly; To begin with / to start with; Finally / Eventually; Last but not least. Phrases that add arguments: Moreover, furthermore, in addition, besides; «Not only», «but», «as well». Phrases for the introduction of the other (contrasting) ideas: But, however, whereas, nevertheless. Phrases expressing benefits point of view, the arguments: One of the most important fact in favor of.is; It is undeniable that; The first thing that needs to be said is ; One argument in support of ; We must distinguish carefully between ; The second reason for ; An important aspect of the problem is ; It is worth stating at this point that ; To illustrate this point we need to refer ; It is noticeable that; One should note here that; This leads us to believe that ; In view of these facts it is quite likely that ; Doubtless. ; 44
45 It is generally agreed that. Phrases expressing personal opinions: In my opinion; In my view; To my mind; As far as I am concerned; It seems to me that; I feel strongly that; Personally, I believe that. Phrases for the conclusion, summing up: In conclusion; To sum up; On the whole; To conclude; Taking everything into account. 3. Write an essay on the topic: 1) The modern view on the functions, the role of the manager. 2) The ideal manager: what person should he be? Grammar Future Tenses 20 (See Grammar Reference p ) 1. Decide if uses (a-h) are usually associated with will, going to, the present continuous (I m doing), the future continuous (I ll be doing) or the future perfect (will have done). Then match sentences 1-8 below with uses (a-h). a) future facts b) fixed future arrangements c) instant decisions 20 Emmerson P. Op.cit. P
46 46 d) future plans and intentions e) predictions with present evidence f) general opinions about the future g) looking back from the future h) activities in progress in the future 1) We re going to launch the new model at the Bologna Show. 2) Sorry about this confusion. I ll look into it right away and I ll call you back. 3) I m meeting my bank manager on Thursday. We re having lunch together. 4) I think we ll probably make a small loss this year. 5) Next year will be the tenth anniversary of our company. 6) During my presentation I ll be describing the key benefits of our new service. 7) Judging by these figures, we re going to make a small loss this year. 8) It s not a difficult job. We ll have finished by lunchtime. 2. Complete the second sentence so it has a similar meaning to the first sentence. The answers include these forms: will, won t, shall, the present simple, the present continuous and the future continuous. 1) I promise to phone you when I get back. When I get back, I phone you. 2) Would you like me to close the window? I close the window? 3) After the conference we can travel back together. When the we can travel back together. 4) They refuse to lower their price. They lower their price. 5) What job will you have after the company reorganisation? What doing after the company reorganisation? 6) I ll wait here until it stops raining. When it stops raining leave. 7) How about having a drink after work? we have a drink after work? 8) Are you free tomorrow evening?
47 47 Are anything tomorrow evening? 3. Rewrite each sentence with will, shall or going to, using the verb underlined. 1) Sarah doesn t plan to get involved in any research yet. in any research yet. 2) How about having a game of tennis at the weekend? a game of tennis at the weekend? 3) I ve decided to study Arabic in Cairo. Arabic in Cairo. 4) I promise to be back before midday. before midday. 5) I have an appointment to see the doctor, so I can t come. the doctor, so I can t come. 6) I promise not to forget. I. 7) I plan to do my MBA in France. my MBA in France. 8) Would you like me to help you with those bags? with those bags? 9) It s possible for us to come back later if you like. back later if you like. 10) I intend to ask my boss about opportunities for promotion. my boss about opportunities for promotion. 11) I want to have the salmon. the salmon, please. 12) I ve decided to have the salmon. the salmon. 4. Underline the correct answers. 1) Wait for me. I ll be / I ll have been ready in a moment. 2) We d better wait here until the rain stops / will stop. 3) That looks very heavy. Will I / Shall I help you? 4) We finish the course tomorrow so we re going out / we go out for a drink. 5) I ve just heard the weather forecast, and it s / it s going to be sunny tomorrow. 6) A: Do you want me to phone them?
48 B: No, it s all right. I ll do / I т doing it. 7) Please don t leave until I come back / will come back. 8) Julie won t be here next week. She ll work / She ll be working at our other office. 9) The flight attendant is calling us. I think we will / we re going to board the plane. 10) They ll probably / They probably will cut back the training budget next year. Tenses in Context 21 (See Grammar Reference p ) 5. Some of the following sentences are right and some are wrong. Put a tick next to the right ones, and correct the wrong ones. 1) I m supplying you with everything on your last order. 2) Our chocolates are containing only the finest ingredient. 3) Our chocolates are winning prizes all over the world. 4) We re setting up subsidiaries in Peru and Bolivia. 5) We re setting subsidiaries in Peru and Bolivia. 6) I m thinking they will make a decision this week. 7) I m thinking about what they will decide this week. 8) At first sight, it s seeming to be a sensible suggestion. 9) At first sight, he s making a sensible suggestion. 10) We re having a lot of trouble with our suppliers. 11) In these circumstances we re having no alternative. 6. Choose the correct or most appropriate answers. 1) I m waiting / I ve been waiting here for ages. 2) The markets have had / had a sharp fall last week. 3) The markets have had / had a sharp fall this week. 4) Wait a moment, I ve left / I left the instruction manual in the other room. 5) I ve left / I left the instruction manual next to the PC when I was using it earlier. 6) How long are you working / have you been working here? 21 Emmerson P. Op.cit. P
49 49 7) Hurry up! How long are you going / have you been going to be? 8) We can t supply the goods because they haven t paid / didn t pay the deposit. 9) We couldn t supply the goods because they haven t paid / didn t pay the deposit. 10) I m waiting for Sue. When have you last seen / did you last see her? 11) I m waiting for Sue. Have you seen her? / Did you see her? 7. Cross out the mistake in each sentence and write the correction at the end. 1) We have started this course three weeks ago. 2) A: What have you been doing all morning? 3) B: I’ve been written letters. 4) When have you arrived in this city? 5) You have ever been to India? 6) Paula has been organised a press conference. 7) Sales have been rising since three months. 8) I live in this city since I was born. 9) I wait here a long time. Where have you been? 10) I didn t give a presentation before, so I m a bit nervous. 11) I m waiting for their reply to our letter for three weeks. 12) How long do you work in this company? 8. Put the verb in brackets into the correct tense. 1) In 1998, John (visit) Tahiti with a group of friends. 2) This month Tom (revise) for his exams. 3) Julie is at the cinema waiting for Tom. She (wait) for 10 minutes. 4) Marie only has half an hour for lunch so she usually (have) a sandwich. 5) David is a good friend of mine. I (know) him since I was six years old. 6) At the moment I need to concentrate. I (do) a grammar exercise. 7) Tom is writing an important report. He (write) 4 pages already.
50 50 8) Once a month Caroline (go) to the hairdresser s to have her hair cut. 9) Last year Peter (travel) all over Australia. 10) Next Saturday, Peter (take) Caroline to the theatre. 9. Complete the second sentence so it has a similar meaning to the first sentence. You may need a new verb or a time expression. Use contractions where possible. 1) Jane doesn t work at this company now. Jane this company. 2) This is the first time I ve been to the United States. I to the United States before. 3) That s strange! My wallet isn t here! That s strange! disappeared. 4) I saw a friend of yours a few moments ago. I a friend of yours. 5) I m still writing this report. I this report yet. 6) We started working here three years ago. We three years. 7) Is this your first visit to Latin America? Have you before? 8) It s a long time since I spoke to Giorgio. I to Giorgio for a long time. 9) Is Anna still out of the office? Has back yet? 10) I m sorry, but Rachel Dawson isn t here. I m sorry but Rachel Dawson out. 11) I last saw David in I since ) I came to live here three months ago. I ve been three months. 13) How stupid of me! My laptop is still in the car. How stupid of me! I my laptop in the car. 14) I m still reading this report. I reading this report yet. 15) Paul left the building a moment ago. Paul the building.
51 51 16) Have you been to Scandinavia at any time? Have you to Scandinavia? 17) I ve had English lessons in my company since January. I English since January. 18) It s ages since we last had an order from CWP. We an order from CWP for ages. 19) This is the first time I ve eaten snails. I snails before. 20) I started playing tennis about six months ago. I about six months. 21) I don t remember Helen s phone number. I Helen s phone number. 22) She has a different opinion now. She her mind. 10. Translate the sentences into English. 1) Я с ним пoгoвoрю дo твoегo приездa, нo я не уверен, пoследует ли oн мoим сoветaм. 2) Я буду вaм oчень блaгoдaрен (gratеful), если вы прoдиктуете (dіctatе) мне эту стaтью. 3) С вaшей стoрoны будет oчень глупo, если вы не вoспoльзуетесь дaннoй вoзмoжнoстью. 4) Бoюсь, я буду зaнят в этo время. Мы будем встречaть япoнскую делегaцию. 5) Неужели я зaвтрa буду лететь нa сaмoлете в Aмерику? 6) Бoюсь, вы oпoздaете. Oни уже зaкoнчaт перегoвoры (talks) к 5 чaсaм. 7) Мы детaльнo (іn dеtaіl) oбсудим этoт вoпрoс дo тoгo, кaк oн придет. 8) Ему не нрaвилoсь письмo, кoтoрoе oн пытaлся нaписaть уже двa чaсa. Слoвa кaзaлись ему неубедительными (unconvіncіng). Stop and check 1. In each sentence, cross out the verb which does not normally combine with the underlined noun. 1) We will ask them to write / prepare /estimate the report. 2) Let s try and keep within / implement / rearrange / meet the
52 deadline. 3) It is our responsibility to collect / prepare / implement / keep within the budget. 4) They have arranged / forecast / rearranged the meeting for Tuesday 2 p.m. Can you come? 5) What kind of plan have they written / prepared /done? Fill in each blank with the best response. 1) If he doesn t come in the next 10 minutes, we without him. a) started b) would start c) will start 2) He a manager when he was 25. a) has become b) became c) was becoming 3) the details of the proposed merger. a) Let s to discuss b) Let s discuss c) Let s be discussing 4) Our distributor called while I to Jim. (I m no longer talking to Jim). a) was talking b) have been talking c) would be talking 5) I thought about your proposal, and I think we it. a) accept b) will have accepted c) will accept 6) How long in sales? a) B or C b) have you worked c) have you been working 7) I have your proposal, and I’m quite impressed. a) reviewed b) reviewing c) review 8) The mayor failed the striking workers to return to contract talks. a) persuade b) A or C c) to persuade 9) The union on Tuesday to resume contract talks. a) agreed b) was being agreed to c) has been agreeing 10) Negotiations to continue into the weekend. a) are expected b) are expecting c) expect 3. Each of the sentences below has one or two mistakes. Find them and correct them. 22 Cotton D., Falvey D. Op.cit. P
53 1) How long are you learning English? 2) How many cigarettes have you been smoking this afternoon? 3) I am working here since ) I ve had my watch since a long time. 5) How many years are you living in London? 6) Mark is exhausted. He is playing tennis since two hours. 7) Sophie is doing very well at school since the beginning of the year. 8) I have worn this sweater since 9 o clock this morning. 9) I know Laura for many years. 10) Peter is attending English classes since two years. 11) My best friend has always been hating fish. 12) How many chapters of the book did you read so far? 13) I am waiting for the bus since a long time. 14) I have listened carefully to the teacher since the beginning of the lesson. 15) How long are you a member of the tennis club? 4. Complete the text below with the verbs from the box. believe, communicate, deal, delegate, invest, listen, respond If you ask employees what qualities they value most in a manager, the majority will tell you that they need a manager who can (1) to them attentively and sympathetically. Obviously, nobody likes talking to a brick wall, and the ability to (2) clearly with colleagues is essential to anybody in a management position. Secondly, when staff worry over certain issues, a good manager should (3) to their concerns promptly and also (4) with any problems as soon as they arise. Trust is also rated very highly, so managers should also (5) in their employees abilities and be prepared to (6) responsibilities to them whenever possible. Finally, a good manager should also (7) in regular professional development opportunities for their staff. 5. Read this article about the role of a manager. Complete it by putting each phrase below (a-f) in the correct space (1-6). 53
54 In the past, many people believed that managers were there just to provide support for frontline staff. However, our understanding of the manager s function has improved. We know that managers contribute to performance. But how do they do that, (1)? Some experts argue that the day-to-day work of the manager consists of managing three things: organisation, communication and people. Let s consider organisation to begin with. Everybody knows that businesses (2). One of the purposes of the manager, those experts believe, is to manage this change for the benefit of both the business and its people. Secondly, managing communication is necessary to make everyone in the business share a common purpose (3). Finally, individuals need to be managed to ensure that they are motivated to do their work well (4). In conclusion, we can see how the three elements of organisation, communications and motivation in turn (5). The third element is particularly important. Indeed, there seems to be a strong link between how well managers carry out their motivational tasks (6). If the managers fail, then the company fails; if the managers do well, then the company prospers. a) and how well employees perform b) and know their own role in achieving that purpose c) and what exactly do managers manage d) and that this work also gives them personal satisfaction and fulfilment e) are constantly changing and evolving f) determine the success and profitability of the business 6. Translate the sentences into English. 1) Oнa сoбирaется oтпрaвить письмo, кoтoрoе тoлькo чтo нaписaлa. 2) Я не пoзвoнил ему, пoтoму чтo думaл, чтo oн зaнят. 3) У них oстaвaлoсь немнoгo времени дo нaчaлa совещания, и oни решили обсудить повестку дня. 4) Планирование это непрерывный процесс изучения новых путей и методов совершенствования деятельности организации за счет выявленных возможностей, условий и факторов. 54
56 4. Murphy, R. English Grammar in Use: A Self-Study Reference and Practice Book for Intermediate Students with Answers / R. Murphy. 2-nd ed. Cambridge : Cambridge Univ. Press, 2002 P Интернет-ресурсы 1. Мультитран [Электронный ресурс] : электрон. словарь. Режим доступа : Загл. с экрана
57 Starting up 57 UNIT 2. PLANNING STRATEGIES Topic 1. Strategic Planning in Management 1. Work in pairs and discuss the following questions. 1) What is strategic planning? 2) What steps does this process include? 3) Who is engaged in the process of strategic planning? 2. Study the given definition of strategic planning. Share your opinions of it with the classmates. Strategic planning is a process by which leaders of an organization determine what it intends to be in the future and how it will get there. To put it another way, they develop a vision for the organization’s future and determine the necessary priorities, procedures, and operations (strategies) to achieve that vision. Vocabulary 1. Translate the topical vocabulary into Russian: 1) planning strategy 2) top management 3) develop a vision 4) guide the organization 5) set polices and goals 6) assess results and impact 7) facilitate development 8) long-term / short-term goals 9) measurable goals 10) implement a program 2. Fill in the table and translate the words. verb general noun adjective strategy threaten
65 1) What is the aim of planning? 2) Why is it important to develop annual program objectives and a program-focused work plan? 3) What makes longer-range planning more difficult and less rewarding? 4) Can you explain why longer-range planning requires organizational stability? 5) How could you prove that planning is not a one-time effort? 4. Find in the text equivalents for the following phrases. 1) организация продолжает интересоваться и реагировать на нужды общества 2) быть эффективными в определении потребностей и группировании внутренних и внешних ресурсов 3) определить концепцию организации в будущем 4) осознавая препятствия и определяя пути их преодоления 5) продолжать считать себя членами организации 6) требует организованных, серьезных усилий 7) любой план требует пересмотра, контроля и обновления Listening 1. Work in small groups. Make a list of some of the things that are important to do before you start a new business Alan Martin, a young entrepreneur, describes five important steps for setting up a business. Listen (CD Track 07) and complete the chart below. Did you have the same ideas as Alan? Step 1: Develop Step 2: Conduct Step 3: Prepare a good 28 Johnson, C. Intelligent Business: Pre-intermediate. Coursebook / C. Johnson. Pearson Education Limited, P
67 2. Work in three groups. Each group reads about its option and the possible results of choosing this option. Group A: Recruit more staff Current situation Many employees stay only a few months. It is difficult to replace people and there aren t enough staff in the stores. Possible good results: More staff to help customers. Possible bad results: Higher recruitment costs and higher salary costs. Group B: Improve training Current situation New staff receive one day s training then learn on the job. Many people stay only a few months. There aren t enough experienced workers. Possible good results: Staff will learn about the products and how to deal with customers. Possible bad results: High cost; trained staff may leave the company. Group C: Offer higher pay Current situation House & Home offers low pay so the company doesn t attract good workers. Most workers are not very interested in the job and stay only a few months. Possible good results: Staff work harder and may stay longer. Possible bad results: Will cost a lot of money. You may not get the results you want. 3. Form new groups including members of A, B and C. Share the information you have and discuss the three possible options. Choose the best solution and present your choice to the other groups. Use the phrases below: The problem is 67
75 1) Если бы менеджеры высшего звена консультировались с менеджерами среднего звена, то наша компания извлекала бы большую прибыль. 2) Если филиалы компании будут иметь хорошее расположение, то это будет сильной стороной компании. 3) Если у компании низкий годовой оборот продаж, то это указывает на слабую сторону компании. 4) Если бы компания увеличила прибыль, предлагая финансовые услуги для покупателей, то это было бы лучшим решением проблемы. 5) Если компания вступит в конкурентную борьбу, то это может стать угрозой ее существования. 6) Если вас продвигают по служебной лестнице, то ваша заработная плата растет. Topic 2. The Main Steps of a Strategic Planning Process Starting up 1. Answer the following questions. 1) Who is involved in the process of goal-setting in an organization? 2) What role do objectives play in strategic planning? 3) Can you name the main steps of strategic planning? 2. Work in pairs and discuss the strategic planning process consisting of ten steps. Are all the steps necessary? Do you agree with the order of the steps? 1) Agree on a strategic planning process. 2) Carry out an environmental scan. 75
77 review assessment challenging 3. Match the terms with their definitions. 1) feedback a) something that you hope to achieve in the future 2) goal b) to form or give an opinion about someone or something after thinking carefully about all the information you know about them 3) review c) criticism about how successful or useful something is 4) challenging d) something important that you succeed in doing by your own efforts 5) e) an act of carefully examining and achievement considering a situation or process 6) judge f) difficult in an interesting or enjoyable way 4. Make up collocations and translate them. verb focus on, achieve, provide, make, expect, judge, develop, receive, discuss, send, increase, give, reach, evaluate noun goals, objectives, a contribution, results, performance, view feedback, training, assessments, reports, progress, guidance Reading 1 1. Answer the questions using the topical vocabulary. 1) What do you know about the system Management by Objectives? 2) How do the subordinates participate with their managers in MBO? 3) Can you give any examples of the benefits of MBO? 2. Read the text and do the tasks after it. 77
78 Goal-setting 39 Management by Objectives (MBO) is a system which was first described by the American Peter Drucker, in 1954, in his book The Practice of Management. In his book, Peter Drucker emphasised that an organisation and its staff must have clear goals. Each individual must understand the goals of the enterprise he/she works for, and must make a contribution to them. If an organisation uses the Management by Objectives approach, it must pay careful attention to planning. This is because each individual has clearly defined objectives. And these will contribute to the overall objectives of the enterprise. With MBO, individual and organisation objectives are linked. A special feature of MBO is that the subordinate participate with his/her manager in developing objectives. After these have been worked out, his/her performance, in relation to the goals, can be assessed. MBO, therefore, focuses on results. The subordinate s performance is judged in terms of how well or badly he/she has achieved his/her goals. Various kinds of MBO systems are used in organisations. Here is an example of how a programme might work in a company: The programme consists of several stages. First, the subordinate s job is defined. Next, his/her current performance is evaluated. Then, new objectives are developed by the subordinate and his/her manager. Finally, the programme is put into action. Later, there are periodic reviews of the person s performance, and his/her progress is checked. Let us consider these phases in more detail. At the first stage, the subordinate and his/her manager define the job separately. They also rank the tasks in order of importance. Both parties then meet and discuss the statements they have made in writing. It is quite possible that they will not agree about certain aspects of the job. They discuss their differences of opinion. In the end, they both have a clearer idea of what the job involves. At stage two, the subordinate and his/her manager examine each task. They try to decide how well or badly it is being performed. Again, they do this evaluation separately. They meet and discuss 39 Cotton, D. Op. cit. P
79 their assessments. All being well, the manager will have the chance to praise the subordinate for some of his/her work. Developing objectives comes next. The subordinate and his/her manager try to develop goals which are challenging but realistic. The manager may set performance standards which can be measured or quantified. But this is not essential. The objectives probably spell out results that must achieve his/her goals. At the next stage the subordinate and the manager discuss the objectives and make plans for achieving them. The manager may have to help in some way, perhaps by providing more training for the subordinate or buying more modern machines. Finally, the subordinate sets about achieving the goals. From time to time, the subordinate and the manager meet to discuss progress. It is vital that the manager receives feedback from the subordinate on performance and achievements. 3. Decide if the following statements are true (T) or false (F). 1) Staff must understand the goals of the enterprise they work for. 2) With MBO, individual and organisation objectives are developed separately. 3) The programme of an MBO system consists of four stages. 4) At the first stage, the subordinate and the manager define the job separately. 5) It is important that the manager receives feedback from the subordinate on performance and achievements. 4. Look through the text and note down the five stages of the programme given as an example of an MBO system. 5. Match the subordinates (1-5) with their objectives for an MBO programme (a-e). Subordinates Objectives 1) Sales a) Increase sales of video-recorders in the Chicago Representatives area by 5%, by 1 June. Obtain five new accounts by 1 January. Send sales reports in on time. 2) Chief b) Complete test marketing of PX hi-fi units by 1 79
82 7) The management should realise we are human beings, not machines. (It s essential) 8) He said, Would you like me to help you write the report? (offer) Reading 2 1. Answer the questions using the topical vocabulary. 1) Does a strategic planning process assume a cooperative effort between Board and staff? 2) What does an environmental scan show in a strategic planning process? 3) Is an annual plan a part of the strategic plan or not? 2. Read the text and do the tasks after it. A Ten-Step Guide to a Strategic Planning Process 42 A strategic planning process assumes a cooperative effort between Board and staff. It consists of ten steps: 1. Agree on a strategic planning process. This may be done at a Board meeting, including Board, key staff, and some external stakeholders. At the session they provide an understanding of what strategic planning is and how it is done; discuss its potential value to the organization; consider the costs, term and steps of doing strategic planning; agree upon a process and establish responsibilities for the various steps in the process. 2. Carry out an environmental scan. This helps provide an understanding of how the organization relates to its external environment. The scan usually includes an external component identifying and assessing opportunities and threats in the external environment and an internal component assessing organizational strengths and weaknesses. This process is often referred to as «SWOT»: strengths, weaknesses, opportunities, and threats. 42 Strategic planning: a ten-step guide [Электронный ресурс]. URL: steps.pdf (дата обращения: ) 82
84 format, but be sure to include the outputs of each major step. The box at the end of this document provides one possibility. 10. Build in procedures for monitoring, and for modifying strategies based on changes in the external environment or the organization. Be sure progress towards goals and objectives and use of strategies is monitored regularly, with strategies revised and annual objectives developed yearly, based on the progress made, obstacles encountered, and the changing environment. 3. Answer the questions. 1) How do Board and key staff present key issues on strategic planning at the session? 2) What process is often referred to as SWOT? 3) What comes first: develop a vision or define strategies? 4) Must planning strategies reflect current conditions within the organization and its environment? 5) Why does a strategic planning process assume a cooperative effort between Board and staff? 4. Find in the text equivalents for the following phrases. 1) рассмотреть затраты, условия и шаги стратегического планирования 2) установка приоритетов с учетом времени и важности 3) основные ценности организации или принципы деятельности, сообщество, концепция, миссия 4) как раз наступает время, чтобы убедиться готов ли специальный план работы для внедрения 5) включать выводы/результаты по каждому важному шагу 6) вместе с пересмотренными стратегиями и ежегодно разрабатываемыми целями Listening 1. Work in pairs and answer the questions. 1) Why is it important to contribute ideas when you are a part of a team? 2) What phrases in English do you usually use to make suggestions? 84
85 2. Study the expressions in Table 1 for making suggestions and responding. Which responses mean yes and which mean no? Table 1 Suggestions Responses 1. How about / What about a. That s a good idea. (having)? 2. Why not (have)? b. I m not sure about that. 3. I think we should c. That could be difficult. 4. We need to d. I like that! 5. Perhaps we could? e. Brilliant! 3. Cookwell has a chain of stores selling top quality kitchen equipment. The sales department decides to offer cooking classes as a way to increase business. Listen to members of the sales team suggesting ways to promote the cooking classes (CD Track 09). Does each suggestion receive a positive (P) or negative (N) response? 43 Table 2 Suggestion P/N Suggestion phrase (1-5) 1. Put up posters. 2. Hand out leaflets to customers. 3. Put details on the website. 4. Collect customers contact details and mail them directly. 5. Invite someone from the press. Response phrase (a-e) 4. Listen again. Which phrases in Table 1 are used for suggesting and responding? Write (1-5) and (a-e) in Table Johnson, C. Op. cit. P
86 Speaking 1. Study the guide for finding creative solutions and share your opinions of it with your classmates. When your company or your team faces a difficult situation, you need to look for a creative solution. It is a good idea to meet and brainstorm as many possible solutions as you can and make a list. Don t discuss the ideas yet. Don t reject any of them. Write down all the ideas, even crazy ones. When you have a list, you can evaluate the ideas to see which ones would (or wouldn t) work. It helps if you make a statement about what kind of solution you really want. 2. Look at the following examples. Which ones are useful for brainstorming? Which ones are useful for evaluating? Which one helps you to define the solution you want? 1) Would it help if? 2) If we did that, it would be 3) What else could we do? 4) That could be a solution. 5) What if we? 6) That wouldn t work / wouldn t help. 7) What we really want is 3. Work in pairs to study the problem and do the task on it. You are the managers of a small company. Your staff are using too much paper. It is a high cost and much of it is wasted. How can you encourage people to use less paper? 4. Work in small groups using the phrases from exercise 2. Brainstorm as many ideas as you can and make a list. Then evaluate the ideas and decide which one(s) would work best. Writing 1. When developing a strategic plan, you need a dynamic way to look at your performance month after month because you d like 86
87 to see whether you re growing or shrinking. Label these graphs with words from the box. 44 to increase, to fall, to stay the same, to be above/below, to reach a peak, to hit a low, to drop back, to recover, to stand at, to remain high, to fluctuate and then to level off 2. Choose the correct preposition. 1) Sales increased by / of / in 3%. (after a verb) 2) There was an increase in sales by / of / in 3%. (after a noun and before an amount) 3) There was a 3% increase by / of / in sales. (after a noun and before the topic) 3. Match these charts with words from the box. (line) graph, bar chart, pie chart, table 44 Emmerson, P. Business Builder: Teacher’s Resource Book 3 / P. Emmerson. Macmillan Education Limited, P
88 4. This extract is from a report on company results. The information refers to the four graphs below. Fill in the gaps using words from the box. 88 spite, improvement, figures, considerable, leveled, recover, reach, due, beginning, rising, over, stable, steadily, relation Earlier this year our sales (1) were not looking good. Sales had fallen to 1100 units, and at the (2) of March we appointed a new Marketing Director. During April sales began to (3) although they fell back again in May, probably as a result of seasonal factors. In July and August there was a (4), but in the last few months the growth in sales has (5) off and we probably won t (6) our target of 1600 units by the end of the year. Our market share remains (7) at about 12% in (8) of very aggressive discounting by our main competitor. Income from company investments is (9) at the moment, while our income from sales has, unfortunately, been rather flat over recent years. In (10) to the economic context in which we operate, the outlook remains uncertain. This is largely (11)