Understanding the main points. Характерной особенностью современного образования является его тенденция к интеграции и междисциплинарности
Предисловие
Характерной особенностью современного образования является его тенденция к интеграции и междисциплинарности. Процессы интеграции и глобализации в образовании способствуют тому, что образовательные учреждения пересматривают подходы к созданию курсов в соответствии с потребностями студентов и требованиями современного общества.
С присоединением России к Болонскому соглашению и переходом российского образования на многоуровневую систему (бакалавриат, магистратура), построение программ на принципах компетентностного и контекстного подходов является актуальным. Это позволяет организовать процесс обучения в более динамичный и эффективный. Кроме того, современная ситуация в образовании создает благоприятные условия для более активного трансфера знаний.
В рамках Болонского соглашения предполагается проводить активные академические обмены в образовании, внедрять проведение совместных научных исследований в различных областях знаний и академические студенческие мобильности. С одной стороны, наблюдается заметное оживление в выше обозначенных сферах деятельности. С другой стороны, возникают сложности в период адаптации студентов к требованиям обучения в западных вузах, где требования образовательных стандартов и критерии оценки студентов значительно отличаются от российских образовательных стандартов. При разработке данного пособия авторы посчитали целесообразным принять во внимание рекомендацию Еврокомиссии относительно восьми ключевых компетенций, среди которых компетенция в сфере иностранных языков, а также межличностная и межкультурная компетенции. В результате изучения иностранного языка обучающийся должен уметь использовать иностранный язык в межличностном общении и профессиональной деятельности. Учитывая вышеуказанные факторы, авторы включили в структуру данного пособия серию языковых коммуникативных упражнений, способствующих развитию коммуникативных умений.
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Использование активных методов обучения способствует созданию определенных педагогических условий, при которых возможна реализация принципов интегративного и контекстного подходов на занятиях по иностранному языку. Дж. Макдоноу и Кристофера Шо считают что, в каждодневной жизни редко мы используем языковые умения не изолированно, а комбинированно. Следовательно, одной из задач преподавателя является создание таких условий и разработка таких заданий, которые бы дали возможность студентам интегрировано развивать все четыре умения (говорение, слушание, чтение, письмо), поскольку студенты, по мнению этих авторов, получают более глубокое понимание того, как происходит общение на иностранном языке. Кроме того, у студентов возникает мотивация, если они видят значимость и ценность выполнения заданий.
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Целью данного пособия является формирование и развитие у студентов языковых компетенций в контексте будущей экономической деятельности, что даст студентам возможность хорошо ориентироваться в реалистичных ситуациях иноязычной профессиональной среды.
В предлагаемом учебно-методическом пособии авторами предпринята попытка компиляции языкового материала по профессиональной тематике. Интегративный характер пособия обусловил логику изложения материала. Учебное пособие состоит из 14 блоков, тематика которых охватывает основные понятия в области менеджмента, такие как, роль менеджера, планирование и стратегия, мотивация и т.д. Тексты аутентичны и профессионально значимы. Материал уроков четко структурирован и логично организован, имеет единую тематику и структуру.
В каждом блоке представлены пре - текстовые задания, тематические тексты и после - текстовые упражнения. В упражнениях тщательно отрабатывается терминологическая лексика. Языковые упражнения направлены на развитие грамматических, лексических знаний и применение их в практической деятельности. Такие задания как анализ ситуаций в компании, деловые игры, симулирование ситуации, ведение деловой корреспонденции и т.д. направлены на формирование умений слушания, говорения, чтения и письма и интеграцию их в речевой деятельности.
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Пособие предназначено для студентов бакалавриата второго года обучения, а также для тех, кто по роду своей деятельности связан с работой по внешнеэкономической деятельности. Пособие может быть также использовано в высших и средних специальных учебных заведениях, где преподавание профессионального иностранного языка является частью учебного плана.
Пособие может быть также использовано для самостоятельного изучения лицами, владеющими английским языком, но стремящимися усовершенствовать его в области делового иностранного языка.
| UNIT 1 THE MANAGER’S ROLE |
DISCUSSION
Look at the following list of positions and organisations and answer the questions below. Then, in groups of two or three, compare your answers.
POSITION ORGANISATION
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Manager a famous pop music group
Head of Research and Development an oil company
Supervisor (on an assembly line) a car company
General Manager a fashion business
Vice-chancellor a university
Chairman 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?
Are there any you would not want to hold? Why?
READING
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 organisation 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. Firstly, managers set objectives. They decide what these should be and how the organisation can achieve them. For this task, they need analytical ability. Secondly, managers organise. They must decide how the resources of the company are to be used, how the work is to be classified and divided. Furthermore, they must select people for the jobs to be done. For this, they not only need analytical ability but also understanding of human beings. Their third task is to motivate and communicate effectively. They must be able to get people to work as a team, and to be as productive as possible. To do this, they will be communicating effectively with all levels of the organisation – their superiors, colleagues, and subordinates. To succeed in this task, managers need social skills. The fourth activity is measurement. Having set targets and standards, managers have to measure the performance of the organisation, and of its staff, in relation to those targets. Measuring requires analytical ability. Finally, Peter Drucker says that managers develop people, including themselves. They help to make people more productive, and to grow as human beings. They make them bigger and richer persons.
In Peter Drucker’s view, successful managers are not necessarily people who are liked or who get on well with others. They are people who command the respect of workers, and who set high standards. Good managers need not be geniuses but must bring character to the job. They are people of integrity, who will look for that quality in others.
Understanding the main points
1. Answer the following questions.
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?
· 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
Vocabulary focus
1. Find words or phrases in the text which mean the same as the 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)
……………………………………………………………………………
LANGUAGE STUDY
1. Complete the following sentences using suitable words or phrases from the box below.
| directors junior executive colleagues managing director supervisor staff senior executives superior employees middle managers subordinates work-force |
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
……………….. .
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 5,000
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 is 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.
2. Word building. Complete the following sentences with the correct form of the words in italics.
1. produce
a) Our productionof washing-machines increased by 5% last year.
b) We have recently put on the market two new ……………….. .
c) ……………….. per worker will increase with the introduction of the new machines.
d) Word processors have helped to make office workers more ……………….. .
e) The company is well-known in the agricultural industry. It sells mainly farm ……………….. – eggs, butter, milk, etc.
2. compete
a) Coca Cola’s main ……………….. is the Pepsi-Cola company.
b) We try to stay ……………….. by investing heavily in advertising and
promotion.
c) Our company’s main objective is to keep ahead of the ……………….. .
3. plan
a) The meeting did not go as ……………….. .
b) Some projects take years of ……………….. .
c) Before asking a bank manager for money, it is wise to show him a
business ……………….. .
4. analyse
a) Managers needs to have an ……………….. mind.
b) Our ……………….. showed that we needed to put more emphasis on
marketing.
c) We must look at the problem ……………….. .
3. Complete the following sentences with the correct word or phrase (a, b, c, d).
1. Nowadays, I eat out at restaurants regularly and often go abroad for holidays. My ……………….. is much higher than it used to be.
a) standard of living
b) cost of living
c) lifestyle
d) way of life
2. Writing reports is not a ……………….. that everyone enjoys.
a) duty
b) work
c) job
d) function
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 part-time 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
4. Phrasal verbs with out. Complete the following sentences, using suitable
forms of the verbs from the box below.
| sort out spell out sell out | make out buy out sound out pull out | bring out carry out turn out |
1. The firm ……………….. about five hundred sports cars a year.
2. We hope to ……………….. our production problems soon.
3. If the firm doesn’t make a profit, the owners will probably ………… .
4. I’m willing to consider introducing flexitime, but would you first ……………….. the advantages of the system, please?
5. Givenchy have ……………….. an exciting new perfume.
6. Would you ……………….. the cheque to David Brown, please?
7. In order to develop new products, pharmaceutical companies have to ……………….. a lot of research.
8. Several leading banks such as Barclays have ……………….. of South Africa.
9. A group of senior managers want to take over the firm by ………….. it ……………….. .
10. We’re looking for a new chef executive. I understand one or two possible candidates have already been ……………….. .
5. What do you think?
1. What personal qualities are essential in a good manager?
2. What professional skills are essential in a good manager?
3. What approach to people should a manager have?
| UNIT 2 FREDERICK W. TAYLOR: SCIENTIFIC MANAGEMENT |
DISCUSSION
Read the following information about IBM’s methods of work and then discuss the questions below.
In his book Management Peter Drucker makes some comments about the workers who produce IBM’s equipment. He says that IBM made a conscious effort to make their jobs big. Take, for example, the machine operators. Although the operations they perform are designed to be simple, the workers do a number of different tasks, of which at least one requires skill and judgement on the worker’s part. Also, because of the range of his/her tasks, the worker is able to change the pace at which he/she works.
Drucker says interesting things about other IBM methods. The way the company develops new products is worth nothing. Before the engineering of the new product is finished, the project is given over to one of the foremen, who then manage it. So, the final details of the engineering design are worked out on the shop floor with the engineer and workers who will make the machine.
IBM production workers are not told what production rate they must achieve. They work out a rate with their foreman. IBM says that “there is no such thing as a production norm. Each man works out for himself, with his superior’s help, the speed and flow of work that will give him the most production”.
1. What are the advantages of making the jobs of production workers big?
Are there any disadvantages?
2. Why, do you think, does IBM develop new products in the manner described?
3. What do we learn about
a) IBM’s attitude towards its production workers?
b) the company’s style of management?
READING
No one has had more influence on managers in the twentieth century than Frederick W. Taylor, an American engineer. He set a pattern for industrial work which many others have followed, and although his approach to management has been criticized, his ideas are still of practical importance.
Taylor founded the school of Scientific Management just before the 1914-18 war. He argued that work should be studied and analysed systematically. The operations required to perform a particular job could be identified, then arranged in a logical sequence. After this was done, a worker’s productivity would increase, and so would his/her wages. The new method was scientific. The way of doing a job would no longer be determined by guesswork, and rule-of-thumb practices.
Instead, management would work out scientifically the method for producing the best results. If the worker followed the prescribed approach, his/her output would increase.
When Taylor started work at the end of the nineteenth century, the industrial revolution was in full swing. Factories were being set up all over the USA. There was heavy investment in plant and machinery, and labour was plentiful. He worked for twenty years (1878 – 1898) with the Midvale Steel Company, first as a labourer, then as a Shop Superintendant. After that, he was a consultant with the Bethlehem Steel Company in Pennsylvania.
Throughout this time, he studied how to improve the efficiency of workers on the shop floor. He conducted many experiments to find out how to improve their productivity. His solutions to these problems were, therefore, based on his own experience. Later, he wrote about his experiments. These writings were collected and published in 1947, in a work entitled Scientific Management.
When he was with Bethlehem Steel, Taylor criticized management and workers. He felt that managers were not using the right methods and that workers did not put much effort into their job. They were always “soldiering” – taking it easy. He wanted both groups to adopt a new approach to their work, which would change their thinking completely. The new way was as follows:
1. Each operation of a job was studied and analysed;
2. Using this information, management worked out the time and method for each
job, and the type of equipment to be used;
3. Work was organized so that the worker’s only responsibility was to do the job in
the prescribed manner;
4. Men with the right physical skills were selected and trained for the job.
Observing; analyzing; measuring; specifying the work method; organizing and choosing the right person for the job – these were the tasks of management.
Taylor’s approach produced results! For example, at Bethlehem Steel, he did an experiment with shovels, the tool used for lifting and carrying materials. He studied the work of two first-class shovellers and then changed their working procedure. In the beginning, the men used their own shovels for all the types of materials they handled, whether coal or iron ore. The average load was 38 pounds, and each lifted 25 tons of material a day. By experimenting, Taylor found out that if the men used smaller shovels and carried 21 pounds per load, their daily output increased to 30 tons. As a result, at the beginning of each shift, workers were given different sized shovels, depending on the type of material they loaded, but the load was still 21 pounds. Other workers meeting the standards set by the two shovellers had their wages increased by 60%. Those who could not reach the standard were given special training in shoveling techniques.
By introducing methods like these, Taylor and his colleagues greatly increased productivity at Bethlehem Steel. After a few years, the same amount of work was done by 140 workers instead of 500. Handling costs of materials were halved, which led to annual savings of $80,000.
Taylor made a lasting contribution to management thinking. His main insight, that work can be systematically studied in order to improve working methods and productivity, was revolutionary. Also, he correctly emphasized that detailed planning of jobs was necessary.
The weakness of his approach was that it focused on the system of work rather than on the worker. With this system the worker becomes a tool in the hands of management. It is assumed he/she will do the same boring, repetitive job hour after hour, day after day while maintaining a high level of productivity. Another criticism is that it leads to de-skilling – reducing the skills of workers. Because the tasks are simplified, workers become frustrated. And with educational standards rising among factory workers, dissatisfaction is likely to increase. Finally, some people think that it is wrong to separate doing from planning. The two tasks can, and should, be done by the same person. A worker will be more productive if he/she is engaged in such activities as planning, decision-making, controlling and organizing. For all these reasons, a reaction has set in against the ideas of Frederick W. Taylor.
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