English for managers

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ФГОУ ВПО Восточно-Сибирская государственная академия

Культуры и искусств

Кафедра иностранных языков и общей лингвистики

Учебное пособие

English for managers

Л.Е. Забанова

Улан-Удэ



Предисловие

Настоящее пособие предназначено для студентов специальности «Менеджмент организации» и является частью комплекса учебных материалов по данной специальности.

Цель пособия - сформировать у студентов умение читать и переводить оригинальную литературу по специальности и развить навыки устной речи в пределах пройденной тематики.

Пособие рассчитано на лиц, обладающих знанием нормативной грамматики английского языка. Тексты, представленные в пособии, неадаптированные, взяты из аутентичных англоязычных источников, включая учебники, книги и периодические издания. Тематика текстов следующая: «Роль менеджера», «Управленческие роли», «Научный менеджмент», «Постановка цели», «Успешная командная работа», «Мотивация», «Оценка деятельности», «Лидерство», «Управление временем» и т.д. В работе представлены тексты как монологического, так и диалогического характера.

Система упражнений включает задания на контроль понимания прочитанного, активизацию лексических единиц, некоторых грамматических явлений, развитие навыков монологической речи, аудирования.

В конце пособия прилагается глоссарий, включающий лексические единицы, чаще всего встречающиеся в текстах по менеджменту. Постепенно от текста к тексту у студентов формируется лексический минимум, необходимый для чтения и говорения по профессиональной тематике.



1. Read and learn the following definitions

management employee controlling English

Management - the use of people and other resources to accomplish objectives. Management involves the creation of an environment in which people can most effectively use other resources to reach stated goals. This definition is applicable to all organizational structures, both profit-oriented and non-for-profit.

Four basic functions of the managerial process: planning, organizing, leading, and controlling. These functions are the manager's tools to achieve the organization's stated objectives. It was Henry Fayol, the distinguished French management theorist and practitioner, who identified them. In fact, all these functions are performed to different degrees by all levels of management - from a supervisor to the company president.

Planning is the process by which managers set objectives, assess the future, and develop courses of action to accomplish these objectives.

Organizing is the process of obtaining and arranging people (staffing) and physical resources to carry out plans and accomplish organizational objectives.

Leading is the act of motivating or causing people to perform certain tasks intended to achieve specific objectives. It is the art of making things happen.

Controlling is the continual analysis and measurement of actual operations against the established standards developed during the planning process.

The levels of management: top management; middle management; supervisory management.

Top management - executives responsible for overall direction of the organization. Top management is concerned with overall management policy and strategy, and ultimately it is responsible for all decisions made within the managerial hierarchy.

The Chief Executive Officer (CEO) is the highest-ranking manager. In most organizations, the CEO also chairs the board of directors.

Middle management is responsible for developing detailed plans and procedures to implement the general plans of top management and is involved in specific operations within the organization. They look to top management for direction and guidance.

Supervisory management is directly responsible for the details of assigning workers to specific jobs and evaluating performance. These managers spend considerable time overseeing operational employees. Supervisors implement the decisions made by middle management.

Give the English equivalents from the box below:

достигать поставленных целей (3 варианта)-accomplish stated objectives- achieve the objectives-reach the goals; использовать ресурсы-use the resources; подразумевать (предполагать, включать в себя)-involve; создание среды-creation of an environment; применимый (подходящий)-applicable; коммерческий-profit-oriented; некоммерческий-non-for-profit; инструменты (средства)-tools; устанавливать-identify; уровни менеджмента-levels of management; управленец нижнего звена-supervisor; ставить цели-set objectives; оценивать-assess; разрабатывать-develop; выполнять (2 варианта)-carry out-implement; постоянный анализ-continual analysis; оценка-evaluate performance; относительно установленных норм-against the established standards; ответственный за общее руководство-responsible for overall direction; должностное лицо (руководитель)-executive; принимать решения-make decisions; возглавлять совет директоров-chair the board of directors; поручать (задание) рабочим-assign workers to; оценивать работу-measurement; наблюдать за (контролировать)-oversee.

Translate into English.

Management is an ability to achieve objects, using work, intellect, motives of behavior of other people.

Management - the function, an activity kind on a management of people in the diversified organizations. It also a field of knowledge, helping make this function.

Management is a category of people which carries out work on management.

Answer the questions.

1.What is management?

Management - the use of people and other resources to accomplish objectives, the creation of an environment in which people can most effectively use other resources to reach stated goals.

2.What functions are performed by any manager?

Characterize each of them. Four basic functions of the managerial process: planning, organizing, leading, and controlling. These functions are the manager's tools to achieve the organization's stated objectives.

Planning is the process by which managers set objectives, assess the future, and develop courses of action to accomplish these objectives.

Organizing is the process of obtaining and arranging people (staffing) and physical resources to carry out plans and accomplish organizational objectives.

Leading is the act of motivating or causing people to perform certain tasks intended to achieve specific objectives. It is the art of making things happen.

Controlling is the continual analysis and measurement of actual operations against the established standards developed during the planning process.

3.What is H.Fayol's contribution to management?

It was Henry Fayol, the distinguished French management theorist and practitioner, who identified them. In fact, all these functions are performed to different degrees by all levels of management - from a supervisor to the company president.

Text 1. The Manager's Role

Read the text and answer the questions.

1.What is the main task of the head of any organization?

They have a responsibility to use the resources of their organization effectively and economically to achieve its objectives.

2.What do the activities of a manager depend on?

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.

3.Whose definitions of the manager's role are considered in the text? Which one do you accept?

In the text, the view on managers of Mr. Peter Drucker (American writer) considered. I accept his opinion.

Our society is made up of all kinds of organizations, 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 organizations, 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 organize, 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 organization 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 organization.

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 organization can achieve them. For this task, they need analytical ability. Secondly, managers organize. 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 organization - 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 organization, 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.

Give the English equivalents from the box below:

нести ответственность-have a responsibility; использовать ресурсы организации эффективно и экономно-use the resources of the organization effectively and economically; давать определение-define; прогнозировать-forecast; координировать-coordinate; контролировать-control; модифицировать-modify; вместо-instead of; зависеть от-depend on; быть вовлеченным в-be involved in; долгосрочное планирование-long range planning; определение политики компании-policy making; принимать решения о будущем компании-make decisions on the future of the company; противостоять конкуренции-face up to the competition; принимать стратегические решения-make strategic decisions; принимать повседневные решения-make day-to-day decisions; выполнить срочный заказ-meet an urgent order; точка зрения-view; организовать людей для работы в команде-get people to work as a team; давать оценку-measure; подчиненные-subordinates; развивать людей-develop people; преуспевающий менеджер-successful manager.

Find the nouns in the text derived from the following verbs:

Verb	Noun
organize	organization
exist	existаnice
define	definition
describe	description
decide	decision
compete	competition
operate	operation
measure	measurement
perform	performance

Note down the functions of a manager according to Peter Drucker. Then comment on each of them.

1. Managers set objectives. They decide what these should be and how the organization can achieve them. For this task, they need analytical ability.

2. Managers organize. They must decide how the resources of the company are to be used, haw the work is to be classified and divided. Also they must select people for the jobs to be done. For this, they not only need analytical ability but also understanding of human beings (people)

3. Motivate and communicate effectively. The managers must be able to get people to work as a team (команда), and to be as productive as possible. To do this, they will be communicating effectively with all levels of the organization - their superiors (начальники), colleagnes (коллеги), and subordinates (подчиненные). For this, managers need social skills.

4. Managers measure. Having set targets and standarts, managers have to measure the performance of the organization, and of its staff in relation to those tergets. For this they need analytical ability (аналитические способности)

5. Managers develop people, including themselves. That means (это значит), they help to make people more productive, and to grow as human beings. They make them bigger and richer persons.

Match the activities from the box with three levels of management. Then comment on each of them.

Top managers	Middle managers	Supervisors
are responsible for overall direction	are responsible for developing detailed plans and procedures to implement the general plans.	spend considerable time overseeing workers
management policy and strategy of the organization	are involved in long range planning	are responsible for assigning workers to specific jobs and evaluating performance
are responsible for all decisions made within the managerial hierarchy	are involved in specific operations within the organization	make the day-to-day decisions.

Text 2. Managerial Roles

Read the text and answer the questions.

1. What roles are common to all levels of management according to H.Mintzberg?

Mintzberg's roles can be grouped into three main categories: interpersonal, informational, and decisional.

2. Which roles do managers assume when they

decisional- are involved in the process of taking decisions;

interpersonal- interact with various groups and individuals both inside and outside the organization;

informational- deal with numerous data necessary for their organization's effective performance?

Managers must assume certain roles in order to accomplish the different objectives for which they are responsible.

Henry Mintzberg's studies of executive behavior led him to conclude that managers are required to assume a variety of roles. A role is a set of expected behaviors for a specific position. Mintzberg's roles can be grouped into three main categories: interpersonal, informational, and decisional. Mintzberg believed that all three roles are common to all levels of management.

Interpersonal roles result from the fact that managers are called upon to interact with numerous groups and individuals. The three interpersonal roles are figurehead, leader, and liaison. The figurehead role refers to ceremonial duties such as throwing out the first pitch for a company-sponsored Little League game. The leadership role refers to the manager's work in motivating subordinates to meet the unit's objectives. The liaison role comes from the manager's responsibility to interact with various groups both within and outside the organization.

Informational roles exist because managers are important conduits of information in the organization. Managers spend a great deal of their time collecting and disseminating information. The three informational roles are information nerve center, disseminator, and spokesperson. The nerve center role means that the manager is the major information receiver within the work unit. The disseminating role refers to the task of informing subordinates if information that is important to them and necessary for their job performance. The spokesperson role is implemented when the manager communicates with parties outside the organization; a speech at the Local Lions Club would be an example.

Decisional roles refer to management's decision-making process. The four managerial roles in this category are entrepreneur, disturbance handler, resource allocator, and negotiator. A manager assumes an entrepreneurial role when he or she initiates projects to improve the department or work unit. When problems such as a missed delivery to a key customer arise, the manager must adopt a disturbance handling role. The decision on how to allocate the unit's money, time, materials, and other resources is referred to as the manager's resource allocator role. Finally, the negotiator role refers to situations where the manager must represent the unit's interests with others, such as suppliers, customers, and government.

Give the English equivalents from the box below:

принимать на себя роль-assume a role; чтобы-in order to; быть ответственным за-be responsible for; делать вывод (заключение)-conclude; требовать-require; межличностный-interpersonal; связанный с принятием решений-decisional; проистекать (следовать)-result from; быть вынужденным-be called upon; взаимодействовать-interact; номинальный глава-figurehead; связующий-liaison; официальные (формальные) обязанности-ceremonial duties; иметь отношение (относиться)-refer to; канал (проводник) информации-conduit of information; распространять-disseminate; представитель-spokesperson; предприниматель-entrepreneur; улучшать (совершенствовать)-improve; регулировать (договариваться)-handle; распределять ресурсы-allocate; вести переговоры-negotiate; поставлять-supply.

Write out all the words from the text formed according to the following pattern and give their Russian equivalents: V + -er/or > N e.g. to lead (руководить, возглавлять), leader (руководитель, глава, лидер);

disseminate (распространять)-disseminator (распространитель); receive (получать)-receiver (получатель); handle (управлять)-handler (управляющий); allocate (распределять)-allocator (распределитель); negotiate (вести переговоры)- negotiator (переговорщик); supply (поставлять)-supplier (поставщик).

Identify passive structures in the following sentences and translate them into Russian.

1.Henry Mintzberg's studies of executive behavior led him to conclude that managers are required to assume a variety of roles.

В своих исследованиях Генри Mintzberg's считает, что менеджеры обязаны принимать множество ролей.

2.Mintzberg's roles can be grouped into three main categories: interpersonal, informational, and decisional.

Роли Mintzberg's могут быть сгруппированы в три главных категории: межабонентский, информационный и связанный с принятием решений.

3.Interpersonal roles result from the fact that managers are called upon to interact with numerous groups and individuals.

Межабонентские роли - взаимодействовать с многочисленными группами и людьми.

4.The spokesperson role is implemented when the manager communicates with parties outside the organization.

Роль докладчика осуществляется, когда менеджер общается с другими организациями.

5.The decision on how to allocate the unit's money, time, materials, and other resources is referred to as the manager's resource allocator role.

Решение относительно того, как распределить деньги , время, материалы, и другие ресурсы, относится к менеджерам распределяющие роль ресурсов. Fill in the table.

Managerial roles
Interpersonal	Informational	Decisional
1) interpersonal roles are figurehead	1) information nerve center	1) entrepreneur
2) leader	2) disseminator	2) disturbance handler
3) liaison	3) spokesperson	3) resource allocator
		4) negotiator

Complete the following sentences using the text information. Then comment on the table of managerial roles.

1. Managers assume interpersonal roles when they interact with numerous groups and individuals.

2. The three interpersonal roles are figurehead, leader, and liaison.

3. The figurehead role refers to ceremonial duties such as throwing out the first pitch for a company-sponsored Little League game.

4. Managers take on the leadership role when they motivate subordinates to meet the unit's objectives.

5. The role results from the fact that managers interact with various groups both within and outside the organization.

6. Managers deal of their time collecting and disseminating information that's why they assume spokes person roles.

7. Information nerve center, disseminator, and spokesperson are three informational roles.

8. The nerve centre role means that the manager is the major information receiver within the work unit.

9. When managers supply subordinates with necessary information they adopt the disseminating role.

10. We speak about the spokesperson role when the manager communicates with parties outside the organization.

11. Managers assume decisional roles, namely: entrepreneur, disturbance handler, resource allocator, and negotiator.

12. When the manager initiates projects to improve the department's performance he/she adopts an entrepreneurial role.

13. When the manager deals with an angry customer he/she acts as a adopt a disturbance handling role.

14. Besides, managers are involved in allocating resources .

15. Finally, managers take on the negotiator role when they must represent the unit's interests with others, such as suppliers, customers, and government.

Text 3. Scientific Management

Read the text and answer the questions.

1.What is F.W.Taylor's contribution to management?

F.W.Taylor's conducted many experiments to find out how to improve the workers' productivity and work entitled Scientific Management which was published in 1947.

2. What was revolutionary in his approach to management?

His main insight, that work can be systematically studied in order to improve working methods and productivity, was revolutionary.

3. What are the disadvantages of his approach?

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. Another criticism is that it leads to de-skilling - reducing the skills of workers because the tasks are simplified.

No one has had more influence on managers in the XX-th 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. Throughout the time of his working with the Bethlehem Steel Company in Pennsylvania, he conducted many experiments to find out how to improve the workers' productivity. Later, he wrote about his experiments in a work entitled Scientific Management which was published in 1947.

He argued that work should be studied and analyzed 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, because management would work out scientifically the method for producing the best results. Observing, analyzing, measuring, specifying the work method, organizing and choosing the right person for the job - these were the tasks of management.

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. 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. Finally, some people think that it is wrong to separate doing from planning. A worker will be more productive if he/she is engaged in such activities as planning, decision-making, controlling and organizing.

Give the English equivalents from the box below:

оказывать влияние-have influence; устанавливать модель (шаблон)-set a pattern for; подход к -approach to; критиковать-criticize; иметь практическую ценность-be of practical importance; проводить эксперименты-conduct experiments; выяснять-find out; производительность-productivity; доказывать-argue; анализировать-analyze; выполнять определенную работу-perform a particular job; располагать в логической последовательности-arrange in a logical sequence; расти (повышаться)-increase; заработная плата-wage; точно определять (специфицировать)-specify; вносить вклад- make a contribution; понимание (интуиция)-insight; придавать особое значение (акцентировать)-emphasize; слабое место (недостаток)-weakness; потеря квалификации- de-skilling; упрощать- simplify; заниматься чем-л. - be engaged in.

Put the following verbs in the Past Simple and classify them into three groups according to the reading of the ending -ed:

[d]	[t]	[id]
followed	published	founded
criticized	arranged	conducted
improved	produced	entitled
analyzed	measured	argued
performed	organized	studied
observed	emphasized	required
engaged	focused	identified
		worked
		specified
		maintained
		simplified
		separated
		planed
		controlled
		increased.
		reduced.

Identify passive structures in the following sentences and translate them into Russian.

1.Although F.Taylor's approach to management has been criticized, his ideas are still of practical importance.

Хотя подход F.Taylor's к управлению критиковался, его идеи имеют все еще практическое значение.

2.He argued that work should be studied and analyzed systematically.

Он утверждал, что работа должна быть изучена и проанализирована систематически.

3.The operations required to perform a particular job could be identified, then arranged in a logical sequence.

Операции, требуемые выполнить специфическую работу, могли быть идентифицированы, затем устроены в логической последовательности.

4.His main insight, that work can be systematically studied in order to improve working methods and productivity, was revolutionary.

Его главная способность проникновения в суть, что работа должна систематически изучаться, чтобы улучшить рабочие методы и производительность, было революционным

Speak about the Taylor's scientific approach to management using the above questions as a plan.

Now, listen to the conversation devoted to one of the techniques of scientific management, i.e. flexitime. Answer the questions.

1.What is the opinion of Lily Jacobavits and Sydney Gorman of flexitime before discussing the problem?

The opinion Lily Jacobavits: that's when staff come and go.

The opinion Sydney Gorman: Yes. And the supervisors never know where anyone is!

2. Has their point of view changed after considering the subject with Gloria David? How can you prove it?

After considering the subject with Gloria David, their point of view changed. Jacobavits: Do you know, you've put an idea in my head. Maybe… well, it might just be worthwhile trying flexitime here. With the office staff, that is.

Lily Jacobavits is Chief Executive of a fashion house in New York. She is having lunch with the firm's Production Manager, Sydney Gorman, and its Personnel Director, Gloria David. During their conversation Gloria David mentions the subject of flexitime.

David: I was talking to Don Harper the other day. He is Personnel Manager at IC Electronics. He was telling me about their flexitime scheme - they introduced it a year or so ago. Apparently, it's pretty popular.

Jacobavits: Flexitime… mm… that's when staff come and go as they please, isn't it?

Gorman: Yes. And the supervisors never know where anyone is!

David: It's not like that at all, Sydney. At least, not as far as I understand it.

Gorman: Huh!

Jacobavits: Go on, Gloria. Tell us all about it. How does it work at Don's place?

David: First of all, at the moment, they've got flexitime for their office staff only. But I believe they're thinking of having it for their factory workers as well.

Jacobavits: Good Heavens!

Gorman: You must be kidding!

David: I was surprised to hear that too, I must say.

Jacobavits: Anyway, how does the scheme work, Gloria? The one they've got now.

David: Something like this. I can't remember all the details, mind you. You see, the office staff have to work a certain number of hours a week - thirty-five, thirty-eight - one or the other anyway, and they've also got to be at their desks at certain hours of the day. They call that the “core” period.

Jacobavits: Uh, huh. When is that exactly?

David: If my memory serves me well, it was twelve to four o'clock.

Jacobavits: And what about the other hours?

David: Well, they're flexible. From seven to twelve, and from four to seven in the evening, the staff can start and finish when they want. It's up to them.

Gorman: Tell me, what happens if they work more than the hours they're meant to. I mean, suppose they have to work thirty-five hours a week, and they work forty-five hours. What happens then?

David: No problem. They carry over their credit hours, as they're called, to the next month. So then they can take a couple of mornings off, or leave work early one week.

Jacobavits: That's quite useful, from the firm's point of view, I mean. Because if you're really busy one month, the office staff will work extra hours. And when things are quieter, they can be compensated by having time off.

Gorman: Yeah, that's certainly an advantage - for staff and management. Did Don mention any benefits they'd got from flexitime, Gloria?

David: Oh yes. He told me there had been less absenteeism since the scheme was introduced and that staff turnover had gone down.

Gorman: Any effect on productivity?

David: Mm. The staff have been getting through a lot more work, and the quality has been higher too.

Gorman: Astonishing.

Jacobavits: Is it so surprising, Sydney? They're probably a lot happier now that they have flexitime hours.

David: That's it. It seems they feel more responsible. They feel that the management is treating them as mature people.

Jacobavits: That's reasonable.

David: Also, don't forget, they can come to work later now. They miss the rush hour. The hustle and bustle, the traffic jams… They're not tired and bad-tempered when they get to work.

Jacobavits: Right. And they don't get a talking-to from the supervisor if they are late. Well, with flexitime, they can't be late, can they?

David: Precisely.

Gorman: That must improve relations between employees and supervisors, Gloria.

Jacobavits: Yes, I would have thought so too.

David: It does. The staff at Don's place really like the system. They feel they are organizing their lives better. They are in control.

Jacobavits: Do you know, you've put an idea in my head. Maybe… well, it might just be worthwhile trying flexitime here. With the office staff, that is.

David: I was waiting for you to say that. Actually, that's why I brought up the subject - I was sounding you out.

Jacobavits: I had a feeling you might be. I wasn't born yesterday, you know.

Give the English equivalents from the box below:

прогул (невыход на работу)-absenteeism; выгода-benefit; основной период-the “core” period; получить выговор от -get a talking-to from; вводить гибкий график работы-introduce the flextime scheme; поднимать тему -bring up the subject; переносить лишние отработанные часы на следующий месяц-carry over credit hours to the next month; текучесть персонала-staff turnover; пропускать час пик-miss rush hour; преимущество- advantage; работать сверхурочно- work a certain number of hours a week; стараться выяснить (мнение)-sound smb. out; находиться на рабочем месте в определенные часы дня-be at one's desk at certain hours of the day; относиться к кому-л.-treat smb.; работать определенное количество часов в неделю-work extra hours.

Complete the following sentences using suitable word combinations from the box above.

1. The staff have to work a certain number of hours a week, e.g. thirty-five, thirty-eight.

2. They've also got to be at one's desk at certain hours of the day, i.e. from twelve to four o'clock. They call that the “core” period.

3. The other hours are flextime scheme. From seven to twelve, and from four to seven in the evening, the staff can start and finish when they want.

4. If they work more than the hours they're meant to they credit, as they're called, to the next month. So then they can take a couple of mornings off, or leave work early one week.

Study the table on the advantages of flexitime.

Benefits to staff	Benefits to company
1) can start and finish when they want	1) staff will be prepared to work extra hours during busy periods
2) if they work overtime one month they can take some time off work the next month	2) less absenteeism
3) feel happier because they feel more responsible, more in control of their lives	3) staff turnover reduced
	4) better relations between staff and management

Now, comment on flexitime using all the given information.

Find the following words and sentences in the text. Translate them. What are their functions in the conversation? Don't forget to use them in your own speech.

Apparently-oчевидно	You see , the office staff have to work a certain number of hours a week - thirty-five, thirty-eight - one or the other anyway, and they've also got to be at their desks at certain hours of the day. (Вы видите, сотрудники офиса должны работать определенное число часов в неделю - тридцать пять, тридцать восемь - один или другой так или иначе, и они также добрались, чтобы быть за их столами в определенные часы дня.)
at least-по крайней мере	Well, they're flexible. (Хорошо, они гибкие.)
first of all- прежде всего	If my memory serves me well, it was twelve to four o'clock. (Если моя память служит мне хорошо, это было от двенадцати до четырех часов.)
Anyway-так или иначе	As far as I understand it. (По крайней мере, насколько я понимаю это.)
Actually- фактически	I wasn't born yesterday, you know. ( Вы знаете, я не вчера родился.)
Maybe -возможно	It's up to them (you). (Это их дело.)
I must say- должен сказать я.	You must be kidding! (Вы должно быть шутите!)
I mean-я подразумеваю	Good Heavens! (О боже!)

Text 4. Goal-Setting

Read the text and answer the questions.

1.What is MBO?

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.

2.What is the most important thing in the MBO approach?

An organization and its staff must have clear goals. Each individual must understand the goals of the enterprise he works for, and must make a contribution to them. The individual knows what his manager expects of him. He must know what sort of results he is expected to achieve.

3.What is a special feature of MBO?

A special feature of MBO is that the subordinate participates with his manager in developing objectives.

4.Are there any disadvantages of MBO?

That it is time-consuming and may create a lot of paperwork.

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. Since then, MBO has attracted enormous interest from the business world, and its principles have been applied in many of the world's largest companies.

In his book, Peter Drucker emphasized that an organization and its staff must have clear goals. Each individual must understand the goals of the enterprise he works for, and must make a contribution to them. It is also vital, in Drucker's view, that the individual knows what his manager expects of him. He must know what sort of results he is expected to achieve.

If an organization uses the MBO 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 organization objectives are linked. A special feature of MBO is that the subordinate participates with his manager in developing objectives. After these have been worked out, his 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 has achieved his goals.

Various kinds of MBO systems are used in organizations. Here is an example of how a program might work in a company.

The program consists of several stages. First, the subordinate's job is defined. Next, his current performance is evaluated. Then, new objectives are developed by the subordinate and his manager. Finally, the program is put into action. Later, there are periodic reviews of the person's performance, and his progress is checked.

Let's consider these phases in more detail. At the first stage, the subordinate and his 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 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 their assessments. All being well, the manager will have the chance to praise the subordinate for some of his work. On the other hand, both the subordinate and the manager may point out areas where there are problems - tasks which are not performed properly.

Developing objectives comes next. The subordinate and his manager try to develop goals which are challenging but realistic. The objectives spell out results that must be achieved. There will be dates by which the subordinate must achieve his goals.

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. Such documents as Performance Evaluation and Achievement Sheets are used for this:

There are many benefits of MBO. The system helps the subordinate to see clearly his role in the organization and the tasks he must carry out. He has a say in how his job is performed, and what his goals should be. As a result he feels more responsible and motivated and is therefore likely to be more committed to the objectives of the organization.

MBO is a good technique for assessing an individual's performance. He is judged on results, rather than on the personal feelings or prejudices of the manager. An MBO program should lead to better coordination and communications within an enterprise. The subordinate must liaise closely with his manager. The manager acts as teacher and guide. Most important of all, MBO makes the individual think of results, of the contribution he is making to the enterprise. The main limitations of the system are that it is time-consuming and may create a lot of paperwork. In spite of this fact, there is little doubt that MBO helps to increase the efficiency of both subordinates and their managers.

Give the English equivalents from the box below:

предубеждение (предвзятое мнение)-prejudice; управление посредством целей-management by objectives; лист оценки работы-Performance Evaluation Sheet; хвалить- praise; относительно -in relation to; обращать особое внимание -pay careful attention to; сосредоточиваться на -focus on; поддерживать связь -be committed to; получать обратную информацию от подчиненного о выполнении работы и достижениях -receive feedback from the subordinate on performance and achievements; предприятие -enterprise; вносить вклад (способствовать) -contribute to; участвовать -participate; расставлять задачи в порядке их значимости -rank the tasks in order of importance; приступать к -set about; лист достижений- Achievement Sheet; сложные задачи -challenging goals; быть связанным -liaise with; производительность (продуктивность) -efficiency; оценивать (судить о) -judge; несмотря на -in spite of; разрабатывать -work out; высказываться- have a say; трудоемкий -time-consuming; рассматривать -consider.

Identify passive structures in the following sentences and translate them into Russian.

1. The MBO principles have been applied in many of the world's largest companies. Принципы MBO были применены во многих, из самых больших в мире, компаний.

2. The subordinate must know what sort of results he is expected to achieve. Подчиненный должен знать, каких ОН ожидает результатов И достижений.

3. After the objectives have been worked out, the subordinate's performance, in relation to the goals, can be assessed.

После того, как цели были решены, выступление подчиненного, относительно целей, может быть оценено.

4.The subordinate's performance is judged in terms of how well or badly he has achieved his goals.

Выступление подчиненного оценено с точки зрения того, как хорошо или плохо он достиг своих целей.

5.The subordinate and his manager try to decide how well or badly each task is being performed.

Подчиненный и его менеджер пытаются решить, как хорошо или плохо выполняется каждая задача.

6.The objectives spell out results that must be achieved.

Цели обстоятельно объясняют результаты, которые должны быть достигнуты.

7.An individual is judged on results, rather than on the personal feelings or prejudices of the manager.

Человек оценен на результатах, а не на личных отношениях или предубеждениях менеджера.

Note down the MBO stages. Then comment on each of them.

1. The subordinate's job is defined. The subordinate and his manager define the job separately.

2. Subordinate and his manager examine each task. They try to decide how well or badly it is being performed.

3. The subordinate and his manager try to develop goals which are challenging but realistic. The objectives spell out results that must be achieved.

4. The subordinate sets about achieving the goals.

5. From time to time, the subordinate and the manager meet to discuss progress.

Note down at least three MBO benefits more.

~ The system helps the subordinate to see clearly his role in the organization and the tasks he must carry out.

-- MBO is a good technique for assessing an individual's performance.

-- An MBO program should lead to better coordination and communications within an enterprise.

-- MBO makes the individual think of results, of the contribution he is making to the enterprise.

Now, speak about the MBO system using all the given information.

Text 5. Successful Teamworking: team building involves more than throwing a few people together

Read the text and answer the questions.

1.Is it easy to build an effective team?

Building and maintaining effective teams is a time consuming and sensitive process.

2.What are the signs of poor teamworking?

Poor teamworking is the culprit when meetings regularly overrun, when there are frequent arguments between team members or there is an unhealthy level of competition between individuals.

3. What are the main reasons why teams fail?

The main reasons: inability of the team or the organization to set clear goals everyone can relate to, inability of the team to clearly define its members' roles, and poor leadership of the team or the organization.

“Teamworking” has infiltrated every nook and cranny within just every organization. Building and maintaining effective teams is a time consuming and sensitive process.

Yet the truth about teams is that the large majority of them do not achieve the synergies they could. For example, poor teamworking is the culprit when meetings regularly overrun, when there are frequent arguments between team members or there is an unhealthy level of competition between individuals. Other signs of unproductive teamworking are people not always completing tasks assigned to them or last minute panics to meet deadlines. More often that not, ineffective teams are the result of poor planning.

Research shows there are a number of key reasons why teams fail. They include inability of the team or the organization to set clear goals everyone can relate to, inability of the team to clearly define its members' roles, and poor leadership of the team or the organization.

There are six measures that need to be taken before you can get the most out of a team:

1) common goals with challenging targets

In other words, a clear reason for the team to exist. But don't think of goals as wish lists - they have to be achievable, yet challenging enough to motivate team members.

2) open communication

Members must be able to express their opinions freely without fear of retribution, and feel that suggestions will be taken seriously. The team might also need to agree whether politically sensitive topics of discussion in meetings should be kept within the confines of the team or shared with other employees.

3) involvement of all team members

It is easy to think that a junior team member may have less to contribute than more experienced members. This is not only demoralizing, it also makes no sense - people that have nothing to contribute should not have been selected for the team in the first place. You need to ensure that every member has an opportunity to add his or her thoughts to discussions.

4) conflict resolution

Disagreements are natural and, in fact, debate and discussion should be encouraged. A team made up only of “yes men” can make disastrous decisions. Consequently, there should be explicit rules on how lengthy disagreements should be tackled. For example, team meetings may not be the most appropriate place for a discussion that involves only two people.

5) leadership

Most high-performing teams have leaders. A good leader should be able to play to individuals' strengths and compensate for their weaknesses. A good leader is critical. It should be someone who can act as a catalyst and a constant reminder of what the team needs to achieve. The leader must, above all, be skilled in sharing responsibility and delegating work to others, coaching them to achieve tasks, and providing constructive feedback on how the tasks went.

6) measuring progress against goals

Team members need to be able to see how they are doing against the objectives set at the beginning of the project.

From Accountancy magazine

Give the English equivalents from the box below:

хранить (держать) внутри команды -keep within the confines of the team; соблюдать окончательные сроки -meet deadlines; поручать работу -delegate work to; командная работа -teamworking; иметь возможность- have an opportunity; достижимые цели -achievable goals; частые споры между членами команды -frequent arguments between team members; следовательно -consequently; сила (сильная сторона) -strength; проникать во все уголки (щели) -infiltrate every nook and cranny; делиться с -share with; виновный (обвиняемый) -culprit;; нездоровая конкуренция -an unhealthy level of competition; решающий -critical; выполнять задания, порученные (предназначенные) кому-то -complete tasks assigned to smb; формировать и сохранять эффективную команду- build and maintain an effective team; не иметь успеха -fail; опытный -experienced; обеспечивать (гарантировать) -ensure; слабое -звено weakness; делить ответственность -share responsibility; превышать установленный лимит времени- overrun; принимать меры -take measures; вносить дезорганизацию (подрывать дисциплину) -demoralize; браться за урегулирование длительных разногласий- tackle lengthy disagreements; поощрять дискуссии (споры) -encourage debate.

Write out all the adjectives from the text characterizing teams and teamworking. Translate them into Russian.

e.g. successful teamworking - успешная командная работа; poor teamworking - плохая командная работа; unproductive teamworking - непродуктивная командная работа; ineffective team - нерезультативная команда; high-performing team - высокоорганизованная команда.

Identify the First and the Second Participles in the following sentences and translate them into Russian.

1. Other signs of unproductive teamworking are people not always completing tasks assigned to them or last minute panics to meet deadlines.

Другие показатели непродуктивной командной работы, когда люди не всегда выполняют порученные им задачи или в последний момент начинают выполнять работу в срок.

2. A team made up only of “yes men” can make disastrous decisions.

Команда составленная только из “да, мужчины” могут принять пагубные решения.

3. Team members need to be able to see how they are doing against the objectives set at the beginning of the project.

Члены команды должны видеть, как они делают цели, поставленные в начале проекта.

4. The operations required to perform a particular job could be identified, then arranged in a logical sequence.

Операции, необходимые для выполнения конкретного задания могут быть определены, а затем расположены в логической последовательности.

5.Controlling is the continual analysis and measurement of actual operations against the standards developed during the planning process.

Контроль это постоянный анализ и оценка фактических операций против стандартов, разработанных в процессе планирования.

6.Top management is responsible for all decisions made within the managerial hierarchy.

Высшее руководство ответственно за все решения, принятые в пределах организаторской иерархии.

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