Section 1. Key vocabulary. Exercise 1. Match the words with their corresponding definitions.

Exercise 1.Match the words with their corresponding definitions.

peer to improve development

recruit to retrain development program

co-worker training on-the-job training

instructor experienced off-the job training

promotion

a. teaching operational or technical employees how to do the job for which they were hired;

b. instruction in skills required to perform a job by a supervisor or experienced worker in the actual work environment rather than in a simulated work site;

c. teaching managers and professionals the skills needed for both present and future jobs;

d. program designed to improve employee’s conceptual and human relations skills in preparation for future job;

e. learning about skills which takes place in the classroom;

f. to learn new skills or teach someone the skills needed to do a different job;

g. someone who has recently joined a company or organization;

h. someone who is experienced has done a particular type of job before and therefore has knowledge and skills connected with the job;

i. to make something better;

j. a person whose job is to teach people a particular skill;

k. a person who is the same age or has the same social position or the same abilities as other people in a group;

l. an advancement to a position with higher status and greater responsibility, usually with an increase in salary;

m. someone who works with you and has a similar job or position.

Exercise 2. Read and translate the text.

Training and Development.

A major purpose of training and development is to remove the performance limitations current or anticipated, that are causing an employee to perform at less than the desired level. An organization may save money by recruiting trained individuals, but many organizations have found that training and development programs are preferable to hiring experienced employees. EDS, for example, has found that hiring "green" recruits is better than hiring experienced workers from other organizations because it doesn't have retrain the new employees to do things its way. Because training and development are so important and costly, organizations want them carried out as effectively as possible.

Training for the Job. Training refers to improving an employee's skills to the point where he or she can do the current job. Training is particularly important to organizations that provide a standardized service to their customers, such as the Walt Disney Company. One of the reasons for Disney's success is the training that employees receive at Disney University. The following Insight gives you a look at how Disney employees are trained there to provide extraordinary, and consistent, customer service.

Walt Disney said that it takes people to make a dream come true. To make sure that customers' dreams come true, he founded Disney University in Anaheim, Cal­ifornia in 1955. According to Bill Ross, manager for human resource training at Disney U., employees attending Disney U. learn how to play their roles - such as Mickey Mouse and Snow White—and play them well. Disney U. trainers use audio-visual programs, role playing, and other training methods to teach employees proper Disney behaviors. Trainees are shown examples of both good and bad guest relations, and copies of guest complaints are circulated to all trainees so they can be taught which behaviors to avoid. Training focuses on helping employees understand what customers expect to see and what Disney wants its guests to experience. For ex­ample, to create a warm, intimate atmosphere, employees greet all guests at Dis­ney hotels personally and call them by their first names. Training in guest courtesy is required for all new Disney employees. Telephone operators learn how to "Put a Smile in Their Voice." Finally, all new employees experience the park as guests before starting to work. This gives them first-hand experience in being a guest and helps them appreciate how a guest feels about standing in line for a long time or being served quickly and in a friendly way in a restaurant.

Many organizations are spending considerable sums of money on remedial training programs for employees. There are about 25 million adults in the United States who are unable to read, write, or do simple arithmetic. Therefore, organizations such as McGraw-Hill, Monsanto, and Scott Paper, among others, have training programs designed to help employees write letters to customers, read warning labels on chemical containers, or understand machine operating symbols. These organizations believe that if employees.

Development Programs. Development programs seek to improve an employee's conceptual and human relation skills in preparation for future jobs. Given the increasingly complex demands placed on managers, many organizations invest a great deal of time and money in development programs. It is estimated that U.S. organizations spend more than $60 billion each year on training and development. Before sending an employee to a development program, a needs analysis is done to identify his or her particular problems. The needs that are usually examined include the abilities to set goals and objectives for others, negotiate interper­sonal conflicts, and conduct performance appraisal reviews.

On-the-Job Programs. On-the-job development programs are tailored to fit the individual's specific needs. IBM, for example, requires all of its managers to attend at least forty hours of management development programs each year. Many employ­ees go to IBM's development center at Armonk, New York for these programs. Such programs are geared to helping managers gain insight into how their organization operates and upgrade their specific managerial practices for future jobs at IBM.

Off-the-Job Programs. Off-the-job development programs remove employeesfrom the stress and daily routines of their jobs, enabling them to focus more fully on \ the learning experience. Employees from a variety of organizations attend such programs. Participants learn not only from the instructor, but also from their peers.

Some organizations send selected employees to university-sponsored management development programs. Penn State, Duke, Northwestern, Dartmouth, Harvard, and Stanford, among others, offer such programs, which run from two to sixteen weeks in length. Many managers who attend such programs are slated for either a promotion or an assignment in a different division or department. The organization wants to broaden these managers' perspective and prepare them for general (as opposed to functional) management positions.

The Center for Creative Leadership was established as a nonprofit organization in 1970, to encourage and develop creative leadership and management practices. It accomplishes this goal through research and management development programs. In one of the most popular programs, Looking Glass, participants engage in an organizational simulation. Looking Glass re-creates "a day in the life" of the top twenty managers of a mid-sized glass manufacturing organization. In running this corporation for eight hours, students face more than a hundred diverse managerial problems, ranging from whether or not to purchase a new plant to environmental pollution problems to filling a vacant plant manager position. Participants see how their management style affects others' motivation and commitment and discover how an organization's design can promote as well as hinder effective problem solving.

One of the greatest challenges to off-the-job development programs takes place when the employee returns to his or her job: If the organization does not encourage and reinforce the behaviors that the employee has newly mastered, he or she will become discouraged and will give them up. An employee who has gone through an on-the-job development program can easily call or see fellow co-workers who went j through the same program and ask them for advice. The employee who's just completed an off-the-job program, on the other hand, probably has no co-workers to turn to. The support and encouragement of co-workers are critical if the employee is to retain newly learned behaviors.

Exercise 3. Give the definitions to the words in italics.

1. New staff have a week’s training in how to use the computer.

2. 90% of the graduates were offered on-the-job training.

3. Training and development programs should be evaluated.

4. Development programs seek to teach behaviors that employees will need in the future.

5. Both training and development can be conducted on the job or off the job.

6. We bought new software and had to retrain everyone to use the database.

7. The reason for the interrogation is clear; many recruits work out badly.

8. The company has a small team of experienced sales people.

9. Training and development programs can improve employees’ performance.

10. Do you think it’s true that teenage girls are less self-confident than their male peers?

11. She has been recommended for promotion by her boss.

12. The report criticized them for being bad team players, unable to communicate verbally with their co-workers.

Exercise 4. Complete the passage using the following words and phases:

training, programs, promotion, employees, development, training firm, in-house talent, on-the-job training, development programs.

A. After an individual is chosen for hiring or 1..., the next step is often some form of training. In human resource management, 2... usually refers to teaching operational or technical 3..., how to do the job for which they were hired. 4... refers to teach managers and professionals the skills needed for both present and future jobs. Most organizations provide regular training and 5...... for managers and employees. For example, IBM spends $750 million annually on 6... and has a vice president in charge of employee education. All told, American business spends $30 billion each year on formal training and development programs away from the office or shop floor. This figure doesn’t include wages and benefits paid to employees while they are participating in such programs.

B. Selection of a particular method or methods depends on many considerations, but perhaps the most important is training content. When the training content is factual material, then assigned reading, programmed learning, and lecture methods work well. However, when the content is human relations or group decision making, firms must use a method that allows interpersonal contract, such as role playing or case discussion groups. When a physical skill is to be learned, methods allowing practice and the actual use of tools and material are needed, as in 7...... or vestibule training. Interactive video is also becoming popular. This approach, relying on a computer-video hookup, is a promising method for combining several of others. Xerox, Massachusetts Mutual, and Ford have all reported tremendous success with this method. Other considerations in selecting a training method are cost, time, number of trainees, and whether the training is to be done by 8...... or contracted to an outside 9.......

Exercise 5. Match the words and phrases with their corresponding definitions.

1. in-service training

2. peer group

3. to seek

4. trainee

5. trainer

6. to promote

7. to set goals

8. participant

a. to establish aims for doing something

b. on-the-job training

c. to raise someone to a higher or more important rank or position

d. a person who teaches skills to people and prepare them for a job

e. a person who takes part in or becomes involved in a particular activity

f. to search for, look for or try to find or obtain

g. the group of people of about the same age and of the same social position

h. someone who is being taught the skills and knowledge to do a particular job.

Exercise 6. Complete the sentences using the phrases (1-8) from Exercise 5. Change the form of the words where necessary.

1. He joined the company as a management....

2. A lot of wealthy people have their own personal....

3. All... finishing the race will receive a medal.

4. If I’m not... within the next two years I’m going to change jobs.

5. They have... themselves a series of... to achieve by the end of the month.

6. Most of the posts would be taken by the short-term unemployed, the group that is actively... jobs.

7. Our new staff receive.......

8. These children scored significantly lower on intelligence tests than others in their.......

Exercise 7. Translate into English.

A. 1. Молодой специалист прошел обучение по месту работы.

2. Эта группа равных по возрасту и положению людей работает в известной японской фирме.

3. Что Вы пишите?

4. Причина кроется в его слабости.

5. За объяснением далеко ходить не надо. (Причина ясна.)

6. Где Ваш стажер?

7. Неужели Ваш инструктор никогда не объяснял правила дорожного движения?

8. Ему присвоили звание капитана.

9. Он продвинулся по службе, обойдя других.

10. Как начальник отдела, Вы должны ставить четкие цели перед своими подчиненными.

11. Все участники конференции «Методика преподавания иностранных языков в вузе» получат сертификаты.

12. Он главный участник конференции.

B. 1. Ровня – это человек, равный другому в каком-либо отношении.

2. Новичок – новый член коллектива.

3. Инструктор – должностное лицо, инструктирующее и проверяющее подведомственные учреждения, общественные организации и т.д.

4. Инструктор – профессионал, обучающий какой-либо специальности и мастерству.

5. Профессиональное обучение – процесс повышения квалификации, который может осуществляться путем обучения на специальных курсах, организуемых работодателями или образовательными институтами, до поступления на работу либо во время работы.

6. Профессиональное обучение по месту работы – обучение на работе под контролем более опытного сотрудника.

7. Эта форма подготовки отличается от обучения на курсах, которое проводится работодателем или другой организацией со стороны.

8. Большинство фирм организуют профессиональное обучение с отрывом от производства.

9. Повышение в должности – перемещение на более высокую должность.

10. Развитие – процесс закономерного изменения, перехода из одного состояния в другое, более совершенное; переход от старого качественного состояния к новому, от простого к сложному, от низшего к высшему.

11. Развитие экономики – общий термин, обозначающий абсолютное и относительное изменение макроэкономических показателей, характеризующих состояние экономики страны во времени в течение продолжительного периода.

12. Переподготовка кадров – процесс углубления знаний и навыков, обусловленный повышением квалификационных требований, необходимостью освоения смежных отраслей знаний или профессий, переходом на новую работу.

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