05100014

Министерство образования и науки Российской Федерации Омский государственный университет им. Ф.М. Достоевского

Учебно-методическое пособие по развитию навыков профессионального общения

Вдвух частях

Часть 1

MANAGEMENT

УДК 802.0

ББК 81.2Англ.я73

У912

Рекомендовано к изданию редакционно-издательским советом ОмГУ

Рецензенты:

ст. преподаватель каф. иностранных языков Омского государственного университета С.Б. Невежина, канд. пед. наук, преподаватель Омской Банковской школы

Банка России К.С. Пахомова

У912 Учебно-методическое пособие по развитию навыков профессионального общения. В 2 ч. Ч. 1: Management /

сост.: Т.П. Руденко, О.К. Сургутская. – Омск: Изд-во ОмГУ, 2005. – 112 с.

ISBN 5-7779-0561-7

Первая часть учебно-методического пособия представляет собой сборник аутентичных текстов с системой различных заданий и упражнений по теме «Менеджмент», направленных на развитие навыков чтения и понимания оригинальной литературы, а также устного и письменного общения профессиональной направленности у студентов экономических специальностей.

Рекомендуется для работы с аспирантами и студентами I–II курсов экономического факультета и факультета международного бизнеса, а также выборочно на отделении «Регионоведение» исторического факультета в рамках курса «Практика устной речи» и других факультетах в группах с углубленным изучением английского языка и на IV курсе факультетов иностранных языков в рамках курса «Межкультурная коммуникация в сфере делового общения».

УДК 802.0

ББК 81.2Англ.я73

ПРЕДИСЛОВИЕ

Учебно-методическое пособие имеет целью развитие навыков устного и письменного общения профессиональной направленности у студентов экономических специальностей и состоит из двух частей. Первая часть, «Менеджмент», как и вторая – «Маркетинг», разбита на разделы, содержащие тексты, задания и упражнения как репродуктивного, так и продуктивного характера.

В оригинальных текстах пособия, ориентированных на студентов разного уровня языковой подготовки, рассматриваются различные профессиональные проблемы, отражающие реалии сегодняшнего дня в сфере бизнеса, включая деловой этикет и межкультурную коммуникацию.

Система разнообразных заданий и упражнений способствует развитию не только речевых умений и навыков студентов в сфере деловой коммуникации, но и их оценочного мышления. Личност- но-ориентированные задания, кейсы (анализ конкретных ситуаций) и деловые игры призваны помочь обучающимся проверить усвоенные теоретические знания и сформированные навыки при решении практических задач, а наличие схем и таблиц способствует систематизации материала и лучшему его усвоению.

Благодаря гибкости представления материала пособие рекомендуется как для работы в аудитории под руководством преподавателя, так и для самостоятельной работы (для чтения в рамках указанной темы).

Пособие может быть использовано для работы с аспирантами и студентами I–II курсов экономического факультета и факультета международного бизнеса, выборочно на отделении «Регионоведение» исторического факультета в рамках курса «Практика устной речи» и других факультетах в группах с углубленным изучением английского языка, а также на IV курсе факультетов иностранных языков в рамках курса «Межкультурная коммуникация в сфере делового общения». Рекомендованный студентам библиографический список представлен во второй части пособия («Маркетинг»).

Part I. M a n a g e m e n t

1. Warm up

Discuss the following questions.

1.What do you think of when you see the term management? Quickly write down words or ideas as they come into your mind.

Supervise, boss, responsibiity ____________________________

2.Can you give a definition of the word “management” or explain this word?

a) Who is responsible for getting things done (for management)? b) What aspects can influence the management (do you think that there are any links between the staff-people of the management and the

staff-people in the office, between success and f.e. resources)?

c) What do you think is the most important aspect, influencing management? Do you take into account human factor?

d) What kind of person should a manager be? What features of character, manner of behaviour must he possess?

3.What are some of the duties and responsibilities of a manager?

4.Have you ever worked under the supervision of a manager? Was this person effective manager? Why or why not?

2. Look through the first part of the text. Find the following words and try to explain them (guess the meaning from the context).

3. Word building

Look at the following words and analyse the word formation

4. Read the text again, find the following information and compare with your thoughts.

1.What is management?

2.What parts does it consist of?

3.What mistakes did derailed manager make?

4.Do you agree with the author’s opinion?

T E X T 1

Now we need to define management in order to highlight the importance, relevance, and necessity of studying management.

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.

Five parts of this definition require closer examination:

1)working with and through others,

2)organizational objectives,

3)effectiveness versus efficiency,

4)limited resources, and

5)changing environment.

Management is, above all else, a social process. For whatever collective purpose that individuals are brought together (for example, to build cars, provide emergency health care, or publish books) managers are responsible for getting things done by working with and through others. Aspiring managers who do not interact well with others hamper their career. A recent study of 20 successful managers and 21 “derailed” managers underscores the importance of being able to work effectively with and through others. In this study managers were considered to be “derailed” if they did not live up to what their pears and superiors originally expected of them. In contrast to their successful colleagues, the “derailed” managers were found to have made these mistakes:

1)Insensitive to others, abrasive, intimidating, bullying style.

2)Cold, aloof, arrogant.

3)Betrayal of trust.

4)Overly ambitions: thinking of next job, playing politics.

5)Specific performance problems with the business.

6)Overmanaging: unable to delegate or build a team.

7)Unable to staff effectively.

8)Unable to think strategically.

9)Unable to adapt to boss with different style.

10)Overdependent on advocate or mentor.

Significantly, only two of these shortcomings, number 5 and 8, are not directly related to working effectively with and through others. People – whether superiors, peers or subordinates – can literally make or break one’s career in management.

T E X T 2

VOCABULARY

Below is a list of terms that you will find in the text. As you read “Management Functions”, see if you understand each term. Use this as a working list and add other terms that you don't know.

READING

Management Functions

Management plays a vital role in any business or organised activity. Management is composed of a team of managers who have charge of the organization at all levels. Their duties include making sure company objectives are met and seeing that the business operates efficiently. Regardless of the specific job, most managers perform four basic functions:

* planning * organizing * directing * controlling.

Planning involves determining overall company objectives and deciding how these goals can best be achieved. Managers evaluate alternative plans before choosing a specific course of action and then check to see that the chosen plan fits into the objectives established at

higher organizational levels. Planning is listed as the first management function because the others depend on it. However, even as managers move on to perform other managerial functions, planning continues as goals and alternatives are further evaluated and revised.

Organizing, the second management function, is the process of putting the plan into action. This involves allocating resources, especially human resources, so that the overall objectives can be attained. In this phase, managers decide on the positions to be created and determine the associated duties and responsibilities.

Staffing, choosing the right person for the right job, may also be included as part of the organizing function. Third is the day-to-day direction and supervision of employees. In directing, managers guide, teach, and motivate workers so that they reach their potential abilities and at the same time achieve the company goals that were established in the planning process. Effective direction and supervision by managers requires ongoing communication with employees. In the last management function, controlling, managers evaluate how well company objectives are being met. In order to complete this evaluation, managers must look at the objectives established in the planning phase and at how well the tasks assigned in the directing phase are being completed. If major problems exist and goals are not being achieved, then changes need to be made in the company's organizational, or managerial, structure. In making changes, managers might have to go back and replan, reorganize, and redirect.

In order to adequately and efficiently perform these management functions, managers need interpersonal, organizational, and technical skills. Although all four functions are managerial duties, the importance of each may vary, depending on the situation.

Effective managers meet the objectives of the company through successful combination of planning, organizing, directing, and controlling.

COMPREHENSION

I. Answer the following questions about management functions. Questions with asterisk (*) cannot be answered directly from the text.

*1. What did the duties of managers include?

2. What does planning involve?

3.Why is planning the first management function?

4.What do managers do in the organizing phase?

5.Can staffing be considered as part of the organizing function? *Why or why not?

6.*Why is ongoing communication necessary for effective di-

rection?

7.What do managers evaluate in the controlling function? *Why is evaluation essential at this phase of the project?

8.*What types of problems could a manager discover in performing the controlling function?

9.Which skills do managers need to perform effectively? *Why is each important?

10.Give examples of the qualities of an effective manager. *Classify these as either interpersonal, organizational, or technical skills.

II.Discuss the following questions with a partner. In giving your answers, try to use the new terms.

1.During which management phase are overall organizational objectives established?

2.What personal qualities do you think good managers should

have?

3.Which of the four management functions do you think is the most important? Why?

4.Why are interpersonal skills essential for effective manage-

ment?

5.Why is staffing considered an ongoing managerial duty?

QUIZ I

I. Substitute appropriate terms from the italicised words or phrases in the following sentences.

1. Often a group of managers, rather than an individual, works on a particular project. _____

2.Plans set up in the first stage are subject to revision throughout the duration of the project._____

3.Managers should periodically check to see how well comprehensive company goals detailed in the planning phase are being met.

_____

4.Organizational goals generally are achieved by successfully combining the functions of planning, organizing, directing, and controlling. _____

5.It is possible to divide the organizing function into two stages: determining positions and their associated duties and then staffing those positions. _____

6.In order to apportion human resources properly, managers com pare company objectives with the available resources. _____

7.Classified advertisements in newspapers and professional journals provide a list of jobs that are available, a brief description of each job, and a telephone number or an address. _____

8.One of the roles of a supervisor is to direct workers in order to maximize their talents and increase their efficiency. _____

II. Fill in the blanks with the most appropriate terms from the

list.

Since 1950, American manufacturing industries have ______ the

______ of their operating philosophies at the level of manufacturing unit.

As the degree of education and technical sophistication of the labour force has increased, top management teams have ______ the established patterns of ______ to increase ______ communication from a one-way control mode to a two-way dialogue mode. In order to _____

production targets, plant managers and supervisors realized the need to

______ ______ the workers under their direction.

TEXT ANALYSIS

Look at the reading to answer these questions.

1. What does each of the following refer to?

2. In line 15, a connective word is used to show a contrast. Find the connective word and copy it below. Then write down the two concepts that are being contrasted.

___________________ _________ / ___________

(connective) (concepts being contrasted)

3. What connective words or phrases, if any, are used to introduce the four basic management functions? If no connective is used, indicate this with O.

CONNECTIVE WORDS OR PHRASES

MANAGEMENT FUNCTIONS

a._________________________ --------> __________________

b.The second management function --------> organizing

4. Write definitions for the management functions by matching a function on the left with a definition on the right. Use this definition form:

FUNCTIONS DEFINITIONS

a.Planning The day-to-day direction and supervision of workers

b.Organizing The evaluation of how well company objectives are being met

c.Directing The determination of overall company objectives and how they can best be achieved

d.Controlling The process of putting the plan into action

a. Planning is ________________________________________– b.

c.

ADDITIONAL READING

T E X T 1

Read the text and answer some questions after the text.

Management

There are probably as many definitions of management as there are books on the subject. Many of them (definitions) are relatively concise and simplistic. For example, one early writer defined management as “knowing exactly what you want (people) to do and then seeing that they do it in the best and cheapest way”. However, management is a complex process – much more complex than that definition leads us to believe.

Management can be defined as follows:

Management is a set of activities, including planning and decision making, organizing, leading and controlling, directed at an organization's human, financial, physical and information resources, with the aim of achieving organizational goals in an efficient and effective manner.

By efficient we mean using resources wisely and without unnecessary waste. By effective, we mean doing the right things.

With this basic understanding of management, defining the term manager becomes relatively simple.

A manager is someone whose primary activities are a part of the management process. In particular, a manager is someone who plans and makes decisions, organizes, leads and controls human, financial, physical and information resources.

There are many kinds of managers. One point of differentiation is among organizations, as those earlier examples imply. Another occurs within an organization.

Managers can be differentiated according to their level in the organization. Levels of managers can be differentiated into three basic categories – top, middle and first-line.

Managers can be categorized by area. Kind of managers by area include marketing, financial, operations, human resource, administrative and specialized managers.

Most managers have 10 basic roles to play: 3 interpersonal roles (figurehead, leader, and liaison), 3 informational roles (monitor, disseminator and spokesperson) and 4 decisional roles (entrepreneur, disturbance handler, resource allocator and negotiator).

Management skills may be acquired through education (formal coursework and continuing education) or experience (training programs and previous jobs). Increasingly, successful managers are drawing on both experience and education as a means of acquiring and developing the skills they need.

Management processes are applicable in a wide variety of settings, including profit-seeking organizations (large and small businesses and international businesses) and not-for-profit organizations (government organizations, educational organizations, healthcare facilities, and non-traditional organizations).

QUESTIONS

1.How many definitions of management can you give? Which one is given in the text?

2.What do “efficient” and “effective’ mean?

3.Can you enumerate managerial roles(given in the text above)?

4.How can managerial skills be acquired?

WRITING

1. Read the following memo as if you were a member of the senior planning staff.

-------------------------------------------------------------------

MEMORANDUM

To: All Senior Planning Staff

From: Thomas Edwards, Vice President Office of Corporate Planning

Date: June 17,1995

Subject: Proposed changes to annual corporate plan be completed by the first of December each year.

In order to allow more time for external document review, the following changes have been suggested.

These proposed changes will no doubt impact your present work procedures, staffing levels, and planning methods. Your comments and suggestions are now being solicited and must be made in writing to this office no later than July 10.

2. Prepare a response to Mr Edwards specifically in the area of deadline dates and their effect on your staff (e.g., work procedures).

_________________________________________________________

T E X T 2

In the following text you’ll come across 4 more functions. Do you think they are important? Which of 8 functions do you think are the most important, the least important?

What do Managers Do?

Although nearly all aspects of modern life are touched at least indirectly by the work of managers, many people do not really understand what the management process is. Management is much more, for example, than the familiar activity of telling employee what to do. Management is a complex and dynamic mixture of systematic techniques and common sense.

As with any complex process, the key to learning about management lies in dividing it into really understood subprocesses. Currently there are two different approaches to dividing the management process for study and discussion. One approach dating back to the early part of

this century, is to separate managerial functions. A second, more recent approach focuses on managerial roles. Managerial functions are general administrative duties carried out in virtually all productive organizations. Managerial roles are specific categories of managerial behavior. Functions tend to be more general. Now we’ll discuss 8 of the functions.

1.planning

2.decision making

3.organizing

4.staffing

5.communicating

6.motivating

7.leading

8.controlling

Planning. Commonly referred to as the primary management function planning is the formulating of future courses of action. Plans and the objectives on which they are based give purpose and direction to the organization, its subunits, and contributing individuals.

Decision making. Managers choose among alternative courses of action when they make decisions. Making the correct decision in today’s complex world is a major management challenge.

Organizing. Structural consideration such as the chain of command, division of labor, and assignment of responsibility are part of the organizing function. Careful organizing helps ensure the efficient use of human resources.

Staffing. Organizations are only as good as the people in them. Staffing consists of recruiting, training and developing people who can contribute to the organized effort.

Communicating. Today’s managers are responsible for communication to their employees, to technical knowledge, instructions, rules and information, required to get the job done. Recording that communication is a two-way process, managers should be responsible to feedback and upward communication.

Motivating. An important aspect of management today is motivating by satisfying needs and meeting expectations with meaningful work and valued rewards.

Leading. Managers become inspiring leaders by serving as role models and adapting their management style to the demands of the situation.

Controlling. When managers compare desired results with actual results and take the necessary corrective action, they are keeping things on track through the control function. Deviations from past plans should be considered when formulating new plans.

ADDITIONAL ACTIVITIES

1.Interview a supervisor or manager (if possible) to find out how much time is spent performing each of the basic management functions. Compare the results of the interview with your classmates.

2.Ask a worker and a supervisor what kinds of skills they think an effective manager should have. Classify the responses as interpersonal, organizational, or technical skills. Compare the answers of the worker and the supervisor.

T E X T 3

Now you’ll read about the other approach to dividing the management process. Which in your opinion is more suitable, relevant?

According to Henry Mintzberg, a researcher in 1970’s there is another way of studying what managers should do – a more fruitful way of studying what managers do is to focus on the key roles they play. He isolated ten roles that he believes are common to managers at all levels.

Read the diary of one of the managers. Do it attentively. Then try to reconstruct (or to picture )all the facts about manager.

Ten Facts of Managerial Life (from direct observation and dia-

ries):

1.Managers work long hours. The number of hours worked tends to increase as one climbs the managerial ladder.

2.Managers are busy. The typical manager’s day is made up of hundreds of brief incidents or episodes. Activity rates tend to decrease as rank increases.

3.A manager’s work is fragmented, episodes are brief. Given managers’ high activity level, they have little time to devote to any single activity. Interruptions and discontinuity are the rule.

4.The manager’s job is varied. Managers engage in a variety of activities (paper work), phone calls, scheduled and unscheduled meetings, and inspection tours/visits), interact with a variety of people, and deal with a variety of content areas.

5.Managers spend most of their time pursuing activities within their own organisations. As managerial rank increases, managers spend proportionately more time outside their work areas and organisations.

6.The manager’s work is primarily oral. Managers at all levels spend the majority of their time communicating verbally (by personal contact or telephone).

7.Managers use a lot of contacts. Consistent with their high level of verbal communication, managers continually exchange information with superiors, peers, subordinates, and outsiders on an ongoing basis.

8.Managers are not reflective planners. The typical manager is too busy to find uninterrupted blocks of time for reflective planning.

9.Information is the basic ingredient of the manager’s work. Managers spend most of their time obtaining, interpreting and giving information.

10.Managers don’t know how they spend their time. Managers consistently over-estimate the time they spend on production, reading and writing, phone calls, thinking, and calculating and consistently underestimate the time spent on discussions.

ADDITIONAL INFORMATION

Look through the following text and be ready to fulfill the task.

Henry Fayol, the father of the functional approach in 1916 identified 5 managerial functions, namely, planning, organizing, command, coordination and control. He claimed that these 5 functions were the common denominators of all managerial jobs, whatever the purpose of the organization is. Over the years Fayol’s original list of managerial functions has been updated and expanded by management scholars.

Henry Mintzberg critisized the traditional functional approach as unrealistic. He concluded that functions “tell us little about what managers actually do. At best they indicate some vague objectives managers have when they work.”

According to Mintzberg’s view the average manager is not the reflective planner and precise “orchestra leader” that the functional approach suggests. Mintzberg characterized the typical manager in the following way:

The manager is overburdened with obligations; yet he cannot easily delegate his tasks, as a result he is driven to overwork and is forced to do many tasks superficially.

MINI CASE STUDY

Below you can see several common problems for anyone who works in an office.

The Problems

1.My phone never stops ringing.

2.People are always coming in and out of my office.

3.I spend too much time in meetings.

4.I can manage my time perfectly well. It’s technical breakdowns and constant problems with computers which make it difficult for me to manage my time.

Choose from the list of solutions below the one which you think is best for each problem and tell your partner about it. Add your own comments.

The Solutions

a) Prioritise. Delegate. Block time for important tasks. Keep things in proportion. If the problem persists, discuss it with a superior.

b) Don’t be afraid to tell people you are too busy right now. Stand up when someone comes in and don’t sit down again if you don’t want them to stay.

c)Don’t always agree to see people straight away when they ask to talk to you. Plan your day so that everyone knows that there is a time when you need to work alone and a time when you are happy to see other people.

d)Never handle a piece of paper more than once. Either act on it, pass it on or put it in the bin.

Part II. Qualities and abilities

T E X T 1

Translate summarized qualities and abilities, which successful future manager should possess.

What do you think is the most important question for students of management? Do you agree? Give your arguments. What would you recommend students to do to achieve more success.

What does it Take to become a Successful Manager

1.It is impossible to describe precisely those who eventually enjoy the financial rewards of climbing to the top of the managerial ladder. But it is possible to isolate at least three key preconditions for achieving success as a manager. They are ability, motivation to manage and opportunity. A total absence of one factor can cancel out strength in the other two. For example, high ability and motivation are useless if there is no opportunity.

Today’s successful manager needs a whole package of conceptual, technical and interpersonal abilities. A leading management consultant has summarized the qualities and abilities that future managers will need as follows:

“Any business can be reasonably sure of having effective and well prepared leaders if it focuses on finding and developing people

1) who possess eight basic qualities (character, initiative desire to serve people; intellect, awareness and perception, foresight and vision, open – mindedness and flexibility; and persuasiveness);

2) who are conceptual strategic thinkers;

3) who can lead the business in adjusting to social change;

4) who can help the business cope with governmental regulation; 5) who can lead the business in managing its human resources ef-

fectively.

2.Students of management are left with one overriding question: “How do I acquire the necessary abilities?” This question has stimulated a good deal of debate those interested in management. What is the key? Theory or practice? Some think that future managers need a solid background in management theory acquired through formal education.

Others argue that manager can be learned only by actually doing it. All things considered a middle ground is recommended. One learns to manage by systematically integrating theory and practice. Theory helps one systematically analyze, interpret and internalize the managerial significance of practical experience. Serious management students are advised to put their newly acquired theories into practice wherever and whenever possible (for example, in organized sports; positions of leadership in fraternities, sororities, or clubs; and part-time and summer job).

QU. What three preconditions for achieving success as manager can you name? Do you agree? Which of them do you think is more important? Why? Give your explanations.

T E X T 2

Translate “The seven Dimensions of motivation to manage.” Do you agree that motivation can be measured in any way? Or maybe you have a different point of view?

3.In the mid 1960s a management researcher named John B. Miner developed a psychometric instrument to measure objectively an individual’s motivation to manage. Miner’s test, in effect, measures one’s desire to be a manager – motivation to manage among business students.

The seven Dimensions of Motivation to Manage

1.Favorable attitude towards those in positions of authority, such as superiors.

2.Desire to engage in games or sport competition with peers.

3.Desire to engage in occupational or work-related competition with peers.

4.Desire to assert oneself and take charge.

5.Desire to exercise power and authority over others.

6.Desire to behave in a distinctive way, which includes standing out from the crowd.

7.Sense of responsibility in carrying out the routine duties associated with managerial work.

The higher the individual scores on each of these traits the greater is the motivation to manage.

Motivation. By tracking motivation to manage scores for business students at two major U.S. universities over a 20-year period, Miner and his colleagues have come to some interesting conclusions.