NORTH-WESTERN ACADEMY OF PUBLIC ADMINISTRATION |
N. V. GANTS & L. F. LIHOMANOVA ENGLISH TEXTBOOK FOR CIVIL SERVANTS AND MANAGERS |
Санкт-Петербург |
ББК |
Печатается по решению редакционно-издательского совета СЗАТС |
Ганц Н. В., Лихоманова Л. Ф. Английский язык для управленцев: Учебный курс в 3-х частях. Изд. 4-е — СПб.: Изд-во СЗАГС, 2006.— 184 с. |
Предлагаемый учебный курс предназначен для студентов и слушателей, обучающихся по специальности «Государственное и муниципальное управление», а также для работающих в сфере административного менеджмента и построен на текстовом материале лучших современных учебников и монографий по управлению и государственной службе. Пособие поможет развить навыки в области грамматики, техники перевода, специальной лексики, устной беседы в рамках профессиональной тематики. |
ШВК 5-89781-262-4 |
© СЗАГС, 2006 © Ганц Н.В., Лихоманова Л. Ф., текст, 2006 |
CONTENTS |
От авторов........................................................................................................................ 4 PART I................................................................................................................................ 5 UNIT I................................................................................................................................ 5 UNIT II......................................................................................................................... 14 UNIT III........................................................................................................................ 25 UNIT IV........................................................................................................................ 35 UNIT V......................................................................................................................... 46 UNIT VI........................................................................................................................ 55 SUPPLEMENTARY READING....................................................................................... 66 TEXT 1.......................................................................................................................... 66 TEXT II......................................................................................................................... 68 TEXT III....................................................................................................................... 70 TEXT IV........................................................................................................................ 71 TEXT V......................................................................................................................... 72 TEXT VI........................................................................................................................ 74 TEXT VII...................................................................................................................... 76 TEXT VIII..................................................................................................................... 77 TEXT IX........................................................................................................................ 79 TEXT X......................................................................................................................... 80 TEXT XI........................................................................................................................ 82 TEXT XII....................................................................................................................... 83 PART II........................................................................................................................ 84 UNIT VII............................................................................................................................ 84 UNIT VIII..................................................................................................................... 91 UNIT IX........................................................................................................................ 98 UNIT X.......................................................................................................................... 106 UNIT XI........................................................................................................................ 113 UNIT XII....................................................................................................................... 120 UNIT XIII...................................................................................................................... 126 UNIT XIV...................................................................................................................... 132 PART III....................................................................................................................... 138 TEXT 1.......................................................................................................................... 138 TEXT II......................................................................................................................... 140 TEXT III....................................................................................................................... 142 TEXT IV........................................................................................................................ 144 TEXT V......................................................................................................................... 147 TEXT VI........................................................................................................................ 150 TEXT VII...................................................................................................................... 152 TEXT VIII..................................................................................................................... 155 TEXT IX........................................................................................................................ 157 TEXT X......................................................................................................................... 160 TEXT XI........................................................................................................................ 164 TEXT XII....................................................................................................................... 166 TEXT XIII..................................................................................................................... 168 TEXT XIV...................................................................................................................... 169 TEXT XV....................................................................................................................... 171 TEXT XVI...................................................................................................................... 173 TEXT XVII.................................................................................................................... 175 TEXT XVIII................................................................................................................... 176 TEXT XIX...................................................................................................................... 178 TEXT XX....................................................................................................................... 179 TEXT XXI...................................................................................................................... 180 |
LITERATURE |
ОТ АВТОРОВ |
Учебный курс «Английский язык для управленцев», подготовленный преподавателями кафедры иностранных языков СЗАГС, предназначен для студентов и слушателей, специализирующихся в области государственного и муниципального управления. Его актуальность обусловлена отсутствием специальных учебных материалов для государственных служащих. При работе над пособием авторы ставили следующие цели: помочь развитию у студентов навыков и умений в области грамматики, базовой и специальной лексики, техники перевода и целостного восприятия специального иноязычного текста, а также развитию раз говорных навыков в рамках профессиональной тематики. Пособие состоит из трёх частей. I и II части построены на текстовом материале одного из лучших современных учебников по управлению — «Организация» Джеймса Гибсона («Organization. Behavior. Stucture. Processes». J.L.Gibson, J. M. Ivancevich, J. H. Donelli). Также использованы тексты из монографии «Государственная служба» («The Civil Service. Aspects of Britain») и других изданий. Тексты и творческие задания посвящены таким важным для будущих управленцев темам как структура организации, организационное поведение, процесс коммуникации, оценка деятельности служащих, процесс социализации, процесс принятия решений. I и II части включают 14 уроков, структура которых примерно одинакова: 1. Текст для аналитического чтения, снабжённый вопросами и темами для обсуждения; 2. Упражнения для развития навыков в области грамматики; 3. Упражнения для развития в области лексики. I часть снабжена приложением, состоящим из текстов, посвящённых разным аспектам функционирования организации, а также упражнений для развития навыков в области аннотирования и реферирования. Тексты могут использоваться как в ходе групповых занятий, так и для внеаудиторного чтения. III часть пособия построена на текстовом материале одной из наиболее авторитетных работ по вопросам государственного управления в США — «Государственной управление» Д. Розенблума и Р. Кравчука («Public Administration». D. Rosenbloom, R. Kravchuk). Сюда включены тексты, отражающие различные аспекты государственного управления в США: федерализм, разделение властей, административная структура органов государственного управления, взаимоотношения между органами управления разных уровней, формирование бюджета и др. Тексты сопро- вож даются упражнениями, целью которых является развитие навыков целостного восприятия текста и глубокого понимания содержания. Авторы надеются, что пособие «Английский язык для управленцев» не только поможет учащимся преуспеть в изучении английского языка, но и будет интересно для них в плане профессиональной подготовки. Н. В. Ганц, Л. Ф. Лихоманова |
PART I |
UNIT I ffl TEXT ORGANIZATION Organizations permeate all levels of our lives. We come into contact with many of them daily. In fact, most of us probably spend most of our lives in — or affected by — organizations. We spend sizable amounts of our time as members of work, school, civic, and church organizations — involved as employees, students, clients, patients, and citizens. At some times, these organizations appear to be efficiently run and responsive to our needs, and at other times they are extremely frustrating and irritating. We may even think they are harassing us. Such personal experience in or with organizations may have already helped to form our sense of what it means to be ’organized’. Organizations exist for one reason: they can accomplish things that individuals cannot. Thus, whether the goal is to make a profit, provide education, foster religion, improve health care, get a candidate elected, or build a new football stadium, organizations get the job done. Organizations are characterized by their goal-directed behavior. They persue goals and objectives that can be achieved more efficiently and effectively by the concerted action of individuals and groups. Organizations are essential to the way our society operates. In industry, education, health care and defense, organizations have created impressive gains for our standard of living and our worldwide image. The size of organizations with which you deal daily should illustrate the tremendous political, economic and social powers they separately possess. Organizations are, however, much more than means for providing goods and services. They create the settings in which most of us spend our lives. In this respect, they have profound influence on our behavior. However, because large-scale organizations have developed only in recent times, we are just beginning to recognize the necessity for studying them. |
" QUESTIONS 1. What kind of organizations do we come into contact with daily? 2. Why are organizations so important for us? 3. How do people feel about organizations? 4. What is the reason for the existence of organizations? 5. What kind of behavior is typical of organizations? 6. Why do organizations influence our behavior? 7. Why are people only beginning to realize the importance of studying organizations? ^ TALKING POINTS 1. The role of organization in our society. 2. Your personal involvement in organizations. 3. Your attitudes and feelings about organizations. 4. Different types of organizations. 5. Advantages and disadvantages of working for an organization. 9 GRAMMAR f \ THE PRESENT, PAST AND FUTURE SIMPLE TENSES THE FUTURE SIMPLE AND CONDITIONAL I DEGREES OF COMPARISON) |
I. Fill the gaps in the paragraph. Use the words in the list in the Present Simple, Past Simple, Future Simple: |
1. provide: 2. improve; 3. accomplish; 4. illustrate: 5. realize: 6. make: 7. influence: 8. exist |
1. I think, organizations.............. our behavior in everyday life. 2. I hope, they............ health care in the nearest future. 3. At his last lecture he............... the importance of organizations. 4. Many people /negative/ the influence organizations.... on their behavior. 5. Organizations.... goods and services and.... things that individuals cannot. II. a) Supply the questions for these answers: Example: Where do you work? — I work for a large firm. 1. What? — They think organizations are often frustrating. |
2. How often...? - We come into contact with organizations daily. 3. When? — IBM announced that it was opening a plant last week. 4. How long...? — I think it will take me two months to study this problem. 5. Who..............? Professor Gibson wrote this book. 6. Who..............? Nobody knows the results of this research. • WORK IN PAIRS b) Ask your partner if he / she: 1. knows much about organizations. 2. is interested in organization structure and behavior. 3. works for an organization. 4. often has contacts with many organizations. 5. finds most organizations frustrating / efficient. c) Use these prompts to help you to interview your partner: 1. what / your job? 2. what organization / work for? 3. when / start working for this organization? 4. how far / your work from your place? 5. how many working days...? 6. what / business hours? 7. when / last / on holiday? 8. what / think of your boss? 9. you / extra benefits in your job? 10. what / like most / in your job? 11. what / like least / in your job? d) You are being interviewed for a job. Try to answer these questions and give a good impression: 1. When did you last lose your temper? 2. What are your strengths and weaknesses? 3. What worries you about your present job? 4. What do you do in your spare time? 5. Are you married? 6. What will you do if you don’t get this job? Will you try to look for another job or stay with your present firm? 7. Why do you think you’ll enjoy working with us? 8. How long will you stay with us if you get this job? 9. What salary do you expect to get? 10. What kind of person are you? Are you ambitious? |
III. The Future Simple and Conditional. Complete these sentences choosing between the Present Simple Tense and the Future Simple Tense: |
Example: 1. I’ll look for your book and if I (to find) it I (give) you a ring. I’ll look for your book and if I find it I’ll give you a ring. |
2. When you (to arrive) the report (to be ready). |
3. As soon as we (find out) the details we (to let you know). |
4. Before I (to go) on holiday I (to finish) my report. |
5. I (not to leave) until I (to check) all the figures. |
6. If the manager (to be right) we (to have) serious problems in the nearest future. |
7. Unless the program (to fail) we (to benefit) from its results. |
IV. Complete these sentences with AS... AS, NOT SO... AS, BOTH... AND, EITHER... OR, NEITHER... NOR, NOT ONLY... BUT ALSO 1. Organizations... provide goods and services... influence our behavior. 2. Some organizations are... frustrating... irritating. 3. This organization is... influential... IBM. 4.... individuals... groups can achieve some goals. 5. One can... make profit... foster religion. 6. He is... at home... at his office. 7. He is... a well-known scholar... an outstanding lecturer. 8. If you wish to avoid making a decision... send a memo... set up a committee to conduct an ’in-depth study’. 9. Management work focuses................... on the behavior of individuals and groups................... on the process and structure of organizations. |
V. You are to compare three organizations: IBM, General Motors, Neste. Produce as many sentences as you can using the model and the words given below: |
influential, well-known, efficient, large, customer-oriented, flexible, responsive to the customers’ needs, reputable, old, young |
Model: In my opinion IBM is (much) larger than Nestle. I think (a bit) I believe (a little) To my mind As far as I know As far as I remember |
VI. a) Complete these sentences with comparative / superlative forms of these adjectives: 1. strong; 2. important; 3. powerful; 4. irritating; 5. much / many; 6. young; 7. systematic |
1. One of the.... influences on individual performance is an organization’s reward system. 2. That organization was even.... than I expected. 3. During the World War II the company lost much.... business premises and construction machinery than its competitors. 4. Digital Communications is the.... company in the group. 5. Nowadays the Group’s position is much.... than ten years ago. 6 of us spend their lives in the settings provided by organizations. 7. I’d like to examine organizations in a.... manner. 8. Understanding the behavior of people is one of the.... aspects of management. b) Translate these sentences into Russian: 1. The higher you are in an organization, the tidier your office should be. 2. “Administrative communications executive” sounds much better than “post clerk”. |
3. It is best to consider stress as something that involves the interaction of an individual with the environment. 4. This working definition portrays stress in a more negative light than do most definitions. 5. Managing people in organizations in the 1990s is more difficult than it was in the past. VII. Answer these interview questions. Focus on comparative / superlative forms: 1. What is the best idea you had in the past month? 2. What is your worst fault and what is your best quality? 3. What was the most difficult problem in your present job? 4. What are you most proud of having done in your present job? 5. What do you like most and what do you like least about your boss? 6. Which is more important to you: status or money? 7. Can you describe the happiest moment in your life? |
• WORD-BUILDING I. Make these nouns into adjectives using the following suffixes: |
1. ful 2. ent 3. ant 4. ive 5. al 6. able 7. ous 8. ic |
1. profit 2. power 3. care 4. economy 5. industry 6. defense 7. behavior 8. difference 9. important 10. response 11. religion 12. practice 13. education 14. policy |
II. Translate these sentences into Russian. State whether the underlined words are adjectives or nouns. 1. Every individual has some fundamental rights and freedoms. 2. Every organization takes into account individual problems and characteristics of its employees. 3. Organization can accomplish things that individuals cannot. 4. In my opinion we can achieve this objective more effectively. 5. We should study objective factors and circumstances which led to the disaster. 6. They refused to support those reactionary ideas. 7. They did not want this reactionary to participate in the forum. |
III. Complete these sentences with the words given below and translate them into Russian: |
1. employ; 2. employment; 3. employer; 4. employee; 5. unemployment |
1. They are going to discuss the problems of women’s.... at the next meeting. 2..... often leads to crime, drug abuse and poverty. 3..... complain that their boss wants them to do too much over time. 4. Some.... encourage their staff to work longer hours and take only half of their annual holiday. 5. I’m afraid it will be impossible to find.... for all the workers of the factory, some of them will be redundant. 6. I believe we should.... this technique to obtain the best results. ^ VOCABULARY • WORD STUDY I. Find the synonyms to the underlined words among the words given below: |
1. influence 2. aim 3. improve 4. important 5. to recognize 6. assist 7. client 8. react 9. opinion 10. person 11. tremendous 12. attitude 13. irritating 14. to contact 15. supply 16. has |
1. Every person studying marketing knows the famous statement: “The customer is always right”. 2. There was nobody in the office to help me to operate this new fax machine. 3. This is a very unusual technique and undoubtedly there are going to be different points of view concerning its employment in various settings. 4. An efficient manager should realize that every individual has a unique set of features and attitudes. 5. We’ll get in touch with you as soon as we find out all the details of the coming visit. 6. It’s hard to say how he will respond under the circumstances. |
7. They are going to raise great funds for this enormous housing program. 8. Some people have an annoying manner of saying ’What?’ after you have carefully explained something. 9. I think none of us can affect the situation in this organization at the moment. 10. He possesses a rare quality of a good conversationalist: he is a good listener. 11. Our employer does not want to admit how hard it will be to reach this final objective. 12. We are going to provide all necessary equipment and personnel to update the manufacturing process. 13. It is essential to be involved in the everyday life of an organization to understand its problems. II. Answer these questions: 1. Which of the two underlined words means STAFF / PEOPLE WORKING FOR SOME AGENCY? a) I’d like to discuss some personal problems with my boss. b) I’d like to discuss some personnel problems with my boss. 2. Which of the two underlined words means FRUGAL / SAVING? a) This technique is very economical: you won’t need much money and personnel. b) This is a purely economic approach, we must consider other aspects of the problem. • WORD RANGE I. Translate these sentences focusing on the following meanings of MEAN: Verb — to signify, to design, to have in mind, to intend Noun (means) — wealth, money, resources: methods 1. Do you mean this office for your receptionist? 2. Sorry, I don’t mean to be rude, but I simply can’t agree to this project. 3. What does this long German word mean, I wonder? Is it the name of the firm? 4. I hope you mean business. This meeting would be absolutely useless otherwise. 5. — Please, don’t flatter me. — It’s not a compliment, I mean it. |
6. What did he mean by his last sentence? I did not get the message. 7. Mr Smith is a man of means. I am sure he can afford to stay at this expensive but comfortable hotel. 8. You should do it by some means: it’s vital for the organization. 9. He expresses his ideas by means of gestures, which is extremely confusing and irritating. 10. Means do not always justify the ends. 11. Do not worry, we’ll promote our goods in that country. I’ll do it by all means. 12. This method is by no means free from error. |
UNIT II |
ffl TEXT THE IMPORTANCE OF STUDYING ORGANIZATIONAL BEHAVIOR Why do employees behave as they do in organizations? Why is one individual or group more productive than another? Why do managers continually seek ways to design jobs and delegate authority? These and similar questions are important to the relatively new field of study known as organizational behavior. Understanding the behavior of people in organizations has become increasingly important as management concerns — such problems as employes’ productivity, the quality of work life, job stress, and career progression — continue to make front-page news. Organizational behavior can be defined as: The study of human behavior, attitudes, and performance within an organizational setting: drawing on theory, methods, and principles from such disciplines as psychology, sociology, and cultural anthropology to learn about individual perceptions, values, learning capacities, and actions while working in groups and within the total organization; analyzing the external environment’s effect on the organization and its human resources, missions, objectives, and strategies. This view of organizational behavior illustrates seven points: First, organizational behavior is a way of thinking. Behavior operates at individual, group, and organizational levels. This approach suggests that when studying organizational behavior, we must identify clearly the level of analysis being used — individual, group, and / or organizational. Second, organizational behavior is an interdisciplinary field. This means that it utilizes principles, models, theories, and methods from existing disciplines. Organizational behavior is not a discipline or a generally accepted science with an established theoretical foundation. Only now it is beginning to grow and develop in stature and impact. Third, there is a distinctly humanistic orientation within organizational behavior. People and their attitudes, perceptions, learning capacities, feelings, and goals are of major importance. |
Fourth, organizational behavior is performance-oriented. Why is performance low or high? How can performance be improved? Can training enhance on-the-job performance? These are important issues facing practicing managers. Fifth, the external environment has a significant impact on organizational behavior. Sixth, since organizational behavior relies heavily on recognized disciplines, the role of the scientific method is important in studying variables and relationships. Finally, organizational behavior has a distinctive applications orientation. It is concerned with providing useful answers to questions that arise in the context of managing organizations. To learn how to manage individuals and groups as resources of organizations, it’s essential to focus on the behavior of individuals, groups, and organizations. |
FIGURE 1-1 Major Characteristics of the Field of Organizational Behavior |
Characteristic | Focal Point |
Three levels of analysis | Individuals, groups, and the organization are equally important in studying and understanding behavior in organizations. |
Interdisciplinary nature | Principles, concepts, and models from the behavioral sciences-psychology, sociology, and cultural anthropology — are utilized. |
Humanistic orientation | The importance of attitudes and perceptions in understanding behavior within organizations is stressed. |
Performance orientation | Continual emphasis is placed on a search for ways to improve, sustain, and encourage effective performance. |
Recognition of external environmental forces | The identification and continual monitoring of extern environmental forces are important for improving organizational behavior. |
Use of the scientific | Whenever possible, scientific methods |
method | are used to supplement experience and |
| intuition. |
Application | Knowledge developed in organizational |
orientation | behavior must be useful to practicing |
| managers when they confront individual, |
| group, and organizational problems. |
" QUESTIONS 1. What are the most urgent management concerns which have given rise to the study of organizational behavior? 2. What is the definition organizational behavior? 3. What disciplines is organizational behavior based on? 4. Has organizational behavior any theoretical foundation as many other fields of science? 5. How does humanistic orientation of organizational behavior manifest itself? What do they mean by humanistic orientation of organizational behavior? 6. What levels of analysis should one identify when studying organizational behavior and why? 7. What are the reasons for organizational behavior being performance-oriented? 8. Is organizational behavior a theoretical or a practical discipline? 9. Who is going to benefit most from the development of this discipline? 10. What types of behavior is it necessary to analyze to manage individuals and groups? |
^ TALKING POINTS 1. Important issues facing practical managers. 2. Organizational behavior as a way of thinking. 3. Priorities in the study of organizational behavior. 4. Strengths and weaknesses of theoretical and practical disciplines. 5. Interrelations of theoretical and practical disciplines. 6. Possible definition of organizational behavior. 7. The reasons for studying organizational behavior. |
9 GRAMMAR |
(THE PRESENT, PAST, FUTURE CONTINUOUS ] TENSES SOME, ANY, NO and COMPOUNDS MUCH, MANY, FEW, LITTLE, PLENTY OF, I A LOT OF J |
I. a) Change these verbs into the Present, Past, Future Continuous Tenses according to the model: |
I look through many documents every morning. | I am looking through the documents now. I was looking through the documents at 5 pm yesterday. (/ when you phoned.) I will be looking through the papers at this time tomorrow when you phone me. |
They often discuss these problems. | ................................................. the whole evening yesterday. ............................................................. at this time tomorrow. |
The boss usually listens to our reports on Fridays. | He.......................................................................... |
| |
| |
Managers often face various issues. | They..................................................................... |
|
b) Complete these sentences with one of the verbs in brackets: 1. When the manager entered the employees.................... (stood up, were standing up) 2. When the manager entered the employees...................... (talked, were talking) 3. This time tomorrow I................. a speech at the meeting. (will make, will be making) 4. What................... of this plan? (do you think, are you thinking) 5. I about your proposal now, but I can’t give an answer yet. (think, am thinking) |
II. Complete these sentences with verbs: The staff of Mr.Stabbs’ department always complains about being overworked and underpaid. One morning Mr.Stabbs entered one of the offices and got a nasty shock. He was astonished at what he saw. Susan was chatting to Nancy. Roy (to talk) on the phone with his wife. Sam and Dawn (to play) chess. Martin (to play) some computer game. Rose (to doze) quietly in the corner. Lucy (to look) out of the window. James (to draw) Lucy’s portrait. John and Jill (to laugh). When Mr. Stabbs saw this, he immediately took a very important decision concerning personnel management. What sort of decision do you think it was? III. Translate these sentences into Russian: 1. At the moment we are facing dramatic changes in management techniques. 2. Our perceptions, attitudes and values are constantly changing. 3. When I joined their team he was studying organizational behavior. 4. I think we are discussing his new proposal tomorrow. 5. This time tomorrow I will be interviewing some new applicants, would you like to take part in the interview? 6. I am afraid, we cannot make an appointment at 4 pm tomorrow, I will be having a very important meeting at this time. 7. Professor Collins will not be lecturing next term, he is leaving for Paris. 8. When an employee retires he will be getting only half of his present salary. 9. The position of the company was improving when we launched that program. IV. Translate these sentences into Russian. Focus on SOME, ANY, NO and their derivatives: 1. During the second part of the 19th century the Civil Service was reformed and reorganized according to some general principles which still hold good. 2. The Commission had the duty of testing the qualifications of the applicants to any of the junior posts. 3. Are there any opportunities for civil servants to undertake research in the areas of interest to them and their department or agency? |
4. There were no jobs left at this department as a result of rationalization scheme, so many employees were either transferred to other departments or became redundant. 5. Nobody will deny that organizational behavior is performance- oriented. 6. We must do something to encourage effective performance in this organization. 7. I cannot delegate this task to anybody: it’s too responsible. 8. Lee Wasserman, the head of MCA Records, used to visit all the offices late every evening and throw any loose paperwork into the bin. 9. Is there any difference between designing and changing organizational structure? 10. I saw hardly anyone I knew in the office. 11. Is there anybody in the department who could comment on this suggestion? 12. These documents are somewhere in his office; they might be in some file or in his intray. 13. Like most management techniques, participation is becoming somewhat controversial. V. Complete these sentences with SOME, ANY, NO, and their derivatives: 1. I can’t help you out, there is... to be done. 2. I know.... here who could give you... information. 3. There is... harm in trying this scheme, is there? 4. Every organization has... levels. 5. You can contact us at... time convenient to you. 6. I don’t remember.... about this offer, you’d better ask... else. 7 of them support this project. 8. There is.... I must tell you urgently. 9. Is there... information on this project? 10. You have.... to worry about; these people are very reliable. 11. We might have our lunch... in the city center. 12. I can’t promise... at this stage, I’m afraid. 13. Please, try to understand that you’ve got... other alternative. 14.......... type of responsibility can be a burden for... people. VI. Translate these sentences into Russian. Focus on MANY, MUCH, FEW, LITTLE, A FEW, A LITTLE, QUITE A FEW: 1. Much stress is involved in management. 2. Many blue-collar workers are annoyed and stressed in their present jobs. 3. Having too many things to do or too little time to complete a job is quantitative overload. |
4. There are quite a few civil servants who are proud of their profession. 5. A few studies examined the relationship of organizational level to health effects. 6. Few researchers support this concept, because it is very contradictory. 7. Unfortunately, there is little information available on this interesting subject. 8. I must think a little before making this important decision. VII. Complete these sentences with the words in brackets: 1. I’m afraid, there is.... time left. (little, few) 2. Only.... people have no doubts about anything. (a few, a little) 3. We still have... money left, you can buy this book. (little, a little) 4. I have too... problems for one person to solve. (many, much) 5. There is too.... furniture in your office and too... air. (many, much) (few, little) 6. I never take... luggage when I go on a business trip, I prefer to travel light. (much, many) 7. There are.... people in this cafe, the food must be good. (a few, quite a few) • WORD-BUILDING I. Transform these verbs into nouns using some suffixes given below: |
1. ance 2. ence 3. ment 4. tion 5. sion 6. er |
1. to develop 2. to perform 3. to found 4. to establish 5. to transmit 6. to employ 7. to differ 8. to operate 9. to organize 10. to manage 11. to define II. Complete these sentences with the words given below: |
1. product 2. productive 3. produce 4. production 5. productivity 6. producer |
1. Why is this organization more... than that one? 2. How can we raise the.... of this industrial enterprise? 3. I cannot guarantee the quality of this................... 4. They started the... of these goods only two years ago. 5. This is my friend, a famous film... from the USA. 6. They... these machines in Korea and ship them to Europe. 7. He is one of the leading... of this equipment in Asia. III. Continue the list focusing on the name of the discipline / field and the name of the job / profession: He is a sociologist. His field is sociology. She is a geologist. Her field is.... He is..................... His field is anthropology. He is a theologian. His field is...................... He is a.............. His field is psychology. He is a biologist. His field is...................... He is an economist. His field is..................... He is a scientist. He studies.................... He is a musician. His field is................... He is a.............. His field is mathematics. He is a politician. His field is...................... He is a physician. His field is..................... He is a writer. His field is..................... He is a manager. His field is...................... He is a doctor. His field is...................... |
He gives advice. He is................................ He invents things. He is............................... He manufactures goods. He is................................. He investigates cases. He is................................. He distributes goods. He is................................. He applies for a job. He is.................................. He employs people. He is................................ He participates in conferences. He is a........................ He represents his firm. He is.................................. She types letters. She is.............................. He consults on business. He is.................................. He supplies goods. He is................................ He operates these machines. He is............................... He manages people. He is................................ He announces arrivals and departures. He is |
^ VOCABULARY • WORD STUDY I. Find the synonyms to the underlined words among the words listed below: |
1. apply 2. stress 3. performance 4. 5. mission 6. issues 7. face 8. sphere 9. increase 10. basis 11. describe / classify 12. a number of 13. deal with 14. impact 15. characteristics 16. |
1. I’d like to emphasize the importance of studying organizational behavior. 2. One can utilize various managerial techniques to achieve this goal. 3. Many outstanding scholars specialize in this field. 4. To enhance productivity you should introduce new methods of financial management. 5. I find it very difficult to operate this machine. 6. To start with, let us try to identify several adequate approaches to this problem. 7. It’s sometimes very difficult to evaluate the work of every employee. 8. It’s essential to focus on the major problems facing our community. 9. One cannot underestimate the influence of organizational behavior on efficient functioning of any organization. 10. Our main task is to encourage effective performance. 11. Let’s take this concept as the foundation of our further research. 12. This chapter is concerned with the most important processes within an organization. 13. Practicing managers often confront individual, group and organizational problems. II. Complete the sentences with the antonyms to the underlined words. 1. Your employees’ performance is very low: please take some measures to make it.... |
2. We would prefer to discuss practical rather than... aspects of this problem. 3. Some of these techniques are extremely useful, but some are absolutely.... 4. We are going to focus on both external and... environment. 5. Don’t stop,... with your project. 6. The number of jobs in industry is increasing, and unemployment rate is consequently.... 7. I don’t think this model should precede the text, on the contrary, it should... the text. |
III. Answer these questions: 1. Which of the two underlined words means MAIN? a) My principal concern is not to do anything that might interfere with my principles. 2. Which of the two underlined words means TO COME BEFORE, and which means TO COME INTO/ TO MOVE ON? a) Will you proceed to the executive lounge, our director is just coming. b) Please precede me into the conference room. |
IV. Complete the sentences with one of these words: |
1. expect 2. accept 3. except |
1. I did not... you to come so soon. 2. I’m afraid, I can’t... this offer. 3. I eat everything... Chinese food. |
1. definite 2. different 3. difficult |
1. We can’t arrive at any... decision yet. 2. There are.... approaches to settling this issue. 3. It’s.... to foresee all the consequences of these actions. |
• WORD RANGE |
I. Translate these sentences into Russian. Focus on different meanings of the word WAY: |
1. a road, a street, a path 2. a method, a plan, a course of action 3. distance 4. direction 5. characteristics, manner of behavior |
1. I am afraid I can’t get used to Chinese way of living. 2. Behavior is a way of thinking. 3. I don’t like the way you deal with your subordinates. 4. — Could you tell me the way to the railway station? — Oh, it’s a long way from here. 5. This way, please. My boss is expecting you. 6. Can you find your way to the canteen? 7. I lost my way, because there were too many people and too many doors in the corridor. 8. There is always a way out, don’t be so disappointed. |
UNIT III |
FACTORS SHAPING ORGANIZATIONAL BEHAVIOR |
Organizational Behavior Follows Principles of Human Behavior The effectiveness of any organization is influenced greatly by human behavior. People are a resource common to all organizations. There is no such thing as a peopleless organization. One important principle of psychology is that each person is different. Each person has unique perceptions, personality, and life experiences; different capabilities for learning and stress; and different attitudes, values, beliefs, and aspiration levels. To be effective, managers of organizations must view each employee or member as a unique embodiment of all these behavioral factors. Organizations as Social Systems The relationships among individuals and groups in organizations create expectations for the behavior of individuals. These expectations result in certain roles that must be performed. Some people must perform the roles of leaders, while others play the roles of followers. Any boss had been a follower before he became a leader. Middle managers must perform both roles because they have both status, and power; people in organizations have varying needs from each system. Groups in organizations also have a powerful impact on individual behavior and on organizational performance. Many Factors Shape Organizational Behavior Our behavior in any situation involves the interaction of our personal characteristics and the characteristics of the situation. Thus, identifying all the factors is time-consuming and difficult; frequently, it is impossible. |
To help us identify the important managerial factors in organiza- The basic idea of the contingency approach is that there is no one may not even work in others. The that a particular approach will work. Instead, he or she diagnoses the How Structure and Process Affect Organizational Behavior An organization’s structure is the formal pattern of how its people chart. Process refers to activities During the last decade there has Japanese managers. Many writers on Japanese management emphasize |
Structure A blueprint of the organization that indicates how people and jobs are grouped together. Structure is illustrated by the organization chart. Processes Those activities that breathe life into the organization structure. Common processes are communication, performance evaluation, decision making, socialization, and career development. |
Contingency approach An approach to management that believes there is no one best way to manage in every situation but that managers must find different ways that fit different situations. |
izations. Recent work, however, has argued that as Japanese firms face turbulent environments, knowledge of organizational structure and organizational process factors will also be necessary for success in Japanese firms. |
" QUESTIONS 1. Why should organizational behavior follow the principles of human behavior? 2. What should all the managers know about their employees? 3. Why should a manager be concerned with every person working for him? 4. What can happen if managers ignore some laws and principles of psychology? 5. Why do certain roles appear in organization? 6. What is the position of a middle manager? 7. Would you like to take up this job? 8. What is good / bad about it? 9. Why is it impossible to identify all the factors influencing individual behavior? 10. What is the main idea and advantage of contingency approach? 11. What kind of people would willingly use this approach? 12. What sort of people will resent it? 13. What are the major processes in organization? 14. Why is it vital to be aware of all the processes in organizations? 15. Which type of behavior is Japanese management focused on nowadays? 16. Why are the Japanese firms likely to pay more attention to organizational process factors? |
^ TALKING POINTS 1. Management and psychology. 2. Concept of an individual in psychology. 3. The roles of individuals in an organization. 4. Factors influencing individual behavior in an organization. 5. Contingency approach. The reasons for its growth in popularity, advantages and disadvantages, possible spheres of application. 6. Try to apply contingency approach to an actual managerial problem; describe the technique and procedure and see if they work. 7. Structure and processes in organization. |
9 GRAMMAR |
r \ THE PRESENT, PAST, FUTURE PERFECT TENSES ^ THE PRESENT PERFECT CONTINUOUS TENSE) |
I. Transform the verbs in the Past Indefinite Tense into the verbs in the Present, Past and Future Perfect Tenses according to the model: |
The Past Indefinite Tense | The Present Perfect Tense The Past Perfect Tense The Future Perfect Tense |
He signed the contract yesterday. | He has just (already) signed the contract. (lately, today) He had signed the contract before he learned this news. (by 5 pm yesterday) He will have signed the contract by the time you arrive. (by 5 pm tomorrow) |
1. She rang me up yesterday. | She............. just............. letter. She................ by tomorrow evening. |
2. They answered the letter last week. | They.............. already................ They................ by yesterday evening. |
3. They had talks an hour ago. | They.............. talks lately. he returned. tomorrow. |
II. Complete these sentences with verbs in the Present, Past, Future Perfect Tenses or in the Past Indefinite Tense: Mr. Herbert’s secretary Nancy is most efficient: she never forgets her duties and does everything on time, she is very particular about deadlines. Give Nancy’s answers using the verbs in brackets. |
Mr. H.: We received much mail yesterday. Nancy: I already (sort out), it’s on your desk. Mr. H.: What about that letter to Mr. Swenson, have you typed it? Nancy: I (to type) by yesterday evening, as you requested, you might wish to have a look at it. Mr. H.: And I’d like to see the report. Where is it? Nancy: Bob (to finish) it by 3 pm tomorrow, as he promised. Mr. H.: Oh, yes, I remember. Now, what about my meeting with Mr. Finch? Nancy: I (to get in touch) with his secretary an hour ago and (to arrange) an appointment for Friday. Will it suit you? Mr. H.: Yes, perfectly, thank you. III. Complete these sentences according to the model. Focus on the Present Perfect Continuous Tense: |
Example: 1. — We are doing business with this firm. — How long have you been doing business with them? — We have been doing business for 10 years. |
2. — I know Mr. Flinch. — How long have you known him? — I have known him since we were at school since 1992. 3. — I am studying management. — Oh, this sounds interesting. How long...? — I..................... for two years. 4. — My boss is in China now. — How long............. there? — He............ since July. 5. — Jane is talking on the phone with our French partner. — How long........? — They........ for 20 minutes. 6. — I have some serious problems with staff motivation. — How long...................? — I............... for some months. IV. Translate these sentences into Russian, focus on Perfect tenses: 1. For many years the College has been training civil servants to be more effective in their dealings with the European Union. 2. Traditionally civil servants have been subject to conditions of service which reflect their unique constitutional relationship with the Crown. In recent years, however, changes have brought them more into line with conditions elsewhere. |
3. By the 1830s the government had abolished most of the sinecures and obsolete offices. 4. By the middle of the century they had introduced into the staffing of departments some degree of efficiency and cohesion. 5. Under-secretaries who had combined the role of modern permanent secretary with that of junior ministers were forced by the increasing workload to choose between careers as politicians or as permanent officials. 6. In the short space of time since the advent of scientific management, the American economy has shifted from factory to office work. Technological breakthroughs in automation, robotics and computer-assisted manufacturing have reduced industrial jobs. 7. In recent times managers and researchers have found that human factors must be given special attention. 8. What will life be like in 100 year’s time? By then, the population of the world will have doubled. We will have run out of many essential materials like oil and coal. Life will certainly have become far more mechanized. Many jobs will have been ’automated’, that is machines will be doing jobs that people do today. 9. How long have you been working for this organization? 10. I have been studying the problems of organization behavior for many years. 11. He has been looking for a new job since autumn, but has not found one yet. • WORD-BUILDING I. Translate these sentences into Russian. Focus on the underlined words belonging to different parts of speech: 1. He must have vast experience in management. 2. He will experience all sorts of environments and learn to cope with various problems. 3. The manager was disappointed with the results of the discussion. 4. Stress often results in disappointment, nervousness, irritation, etc. 5. I’d like to stress the importance of this decision. 6. The contingency approach is the most relevant and adequate one in this particular setting. 7. It will be difficult to approach this person; he is really impossible to deal with. 8. You should view each employee as a unique personality. 9. I’d like to have a room with a view, although it might be expensive. Дата добавления: 2015-09-29; просмотров: 32 | Нарушение авторских прав
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