Учебно-методический комплекс «Практика профессиональной коммуникации (второй иностранный язык)» для студентов очной формы обучения имэб магистратура по направлению 035700 «Лингвистика»
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Just beginning The Indian fashion industry is still in its infancy. When pondering its potential growth, experts point out that India is where Brazil was 15 or 20 years ago. They add that Brazilian designers are now gaining global recognition for their ability to serve both local and foreign markets well. The trick, however, is deciding who to create for and who to sell to. For Indian designers, the possibilities on either side of the equation are large: A domestic market with more than one billion potential clients, as well as an international market keen to see them combine traditional flare with Western commercial viability. Section 3. Writing “If you fail to plan, you are planning to fail” Do you agree with this opinion? Why?/ Why not? Write an essay of not more than 200 words. Section 4. Speaking. Discuss the importance of time management with your partner. Section 5. Translation. Translate the text into Russian. Rigidly Structured Hierarchical Organization Almost every organization is structured in some hierarchical way. However, organizations differ in terms of the rigidity of that structure. The more flexible organization is characterized by increased delegation of authority to lower levels of the organization, flexible communication paths, and decentralized decision-making. The more rigid organization demands that its staff work through channels, refer most decisions to higher levels in the hierarchy, restrict autonomy and restrict communication. As a result of this rigidness, decision-making (and action) take a great deal of time. A rigid hierarchical structure restricts individuals, but also teams. Teams below the "decision-making level" may work very effectively internally, but when they are faced with obtaining approvals through "channels", their usefulness is curtailed. First, the process is too slow to sustain team commitment. Second, when teams realize that they have no authority to complete their tasks, they back-off, knowing that their work is not very meaningful. Thirdly, rigid organizations, by restricting communication, can limit a team's effectiveness by reducing access to information that the team needs to succeed. We won't go so far as to say that teams cannot succeed in rigidly structured organizations, but we need to remember that teams are affected by the larger context in which they must operate. If you are considering a more team-based approach, and team-building activities, you need to consider whether the larger management system will render your team-building investment useless. Test 2. Section 1. Listening. Task 1. Listen to an interview with a famous economist. Use the information from the interview to complete the gaps in the sentences below. Use NOT MORE THAN THREE words. Tape script. Interviewer: What advice would you give to a chief strategy officer today? Economist: I would start with, “What were you doing in strategic planning before the financial crisis hit?” and “How well do you think it worked?” As I said, what’s changed is largely our perception of uncertainty. Most CSOs would reply, “Well, we had a pretty standard strategic-planning process. We did some industry analysis and market research and tried to do some long-term discounted cash flow on our opportunities. It was very financially driven and we felt it worked pretty well.” In the end, though, you would probably find that they were treating a lot of level three and four issues like level one and two issues and relying on the wrong tool kit. Interviewer: Are you going to teach them scenario planning? Yes, I would start with scenario-planning techniques—even though scenario planning has been around for decades, it’s still a niche tool in strategic-development and -planning efforts. The CSO and I would also talk about using analogies better. The basis of the analogy doesn’t have to be the exact thing you’ve done in the past, but it should be a similar space, geography, or basic business model that you can learn from. Many people today are asking what might be analogous situations, such as the Great Depression or the 1997 Asian financial crisis, and I really understand why they are focused on them: it’s a classic example of using level four reasoning when it’s hard to use any other. Finally, this is a good time to rethink your planning process. Have you been doing strategic planning on an annual basis as a paper-pushing exercise? That will have to change. In the months to come, you’re going to have to make decisions very quickly on fundamental opportunities that may drive your earnings performance for the next decade or more, and you’ve got to be prepared to make these decisions in real time. That requires a continuous focus on market and competitive intelligence and far more frequent conversations—daily, if necessary—among the top team about the current situation. Senior executives already may be in closer contact because of the emergency they face, but that doesn’t necessarily imply that they have the raw material and the structure to work through strategic decisions systematically. These daily conversations have to move beyond getting through that day’s crisis to more fundamental strategic issues as well, because the decisions made today may open up or close off opportunities for months and years to come. 1. A standard strategic-planning process includes … analysis and … research. 2. The speaker emphasizes the importance of … planning in the process of strategy development. 3. The situations often used for comparison in the process of scenario planning are the Great Depression of 1929 -1932 and the … of 1997. 4. The speaker suggests that senior executives should have frequent … about the current situation and company strategy. Section 2. Reading Task 1. Read the text. Mark the statements below the text as TRUE or FALSE. What is a Team? Mark Sanborn, an expert on teams, outlines a few characteristics of a team. First, Sanborn defines a team as being composed of a highly communicative group of people. Poor communication means no team. Second, Sanborn suggests that a team must have members with different backgrounds, skills and abilities, so that the team can pool these things to be effective. In other words a team with no diversity in it will be unlikely to work in an innovative fashion. Third, and perhaps most importantly, a team must have a shared sense of mission. Whether we are talking about a temporary work improvement team, or a branch, all members must share the sense of mission. Fourth, a team must have clearly identified goals. A team must be able to gauge its success, and know what it is trying to accomplish. How Does a Team Differ from a Work Group? Sanborn suggests the following differences: On Competition: Work groups tend to compete inwardly, with members competing against each other for favour, recognition, etc. High performing teams compete, but with those outside the organization. On Focus: Work groups tend to be task-oriented and characterized by members who follow their own personal agendas. High-performing teams are goal-oriented. Members work towards the achievement of the team goals and agenda, rather than pulling in different directions. On Style: Work groups tend to be autocratic and hierarchical in nature. Teams, on the other hand, tend to be participative and self-steering within the goals of the team. On Tolerance: Work groups tend to tolerate each other, while teams tend to enjoy each other. Differences in teams are welcome and encouraged, while in work groups, differences and disagreements are suppressed. On Risk: Work groups tend to avoid risk and maintain the status quo. High performing teams tend to accept risk. 1. Good communication in a team is very important. 2. Team members compete with each other. 3. Work group members accept less risk than team members. Task 2. Read the text. Find the information in the text which is necessary to answer the questions below. Autocratic Leadership/Management Some of the most bizarre things I have seen in organizations occur when autocratic managers or executives decide to force people to work in participatory teams. As often as not this occurs when the executive latches on to an idea or fad without a full understanding of its implications at all levels of the organization. In this situation, teamwork becomes something that is done TO people BY a manager or executive. While it is possible to legislate the structures of teams, and command their existence, it is not possible to order a team to work efficiently or harmoniously. In fact the use of power to create teams sows the seeds of destruction of those very teams. Not only does this not work but it can have disastrous consequences. What happens when an autocratic approach is used with respect to teamwork? Team members sense the contradiction between participatory teams and autocratic management. They don't believe the rhetoric of the leader regarding his or her commitment to teamwork. There is a tendency for autocratic leaders to lack the skills needed to lead a team, so that teams end up directionless and confused. Some autocratic managers try so hard to "not be autocratic", that they refuse to give any hints as to what the team is expected to accomplish. Other autocratic managers supply such rigid constraints for teams, that there is no point having a team at all. Autocratic leaders tend to use elastic authority. While they make a game attempt to "let go" of at least some power, they will quickly pull the elastic band to remove any autonomy that a team has. This elastic banding confuses teams since they can never tell what the bounds of their authority are, or, they realize it's all a sham, and they have no autonomy or power anyway, just the appearance of it. When we have an autocratic executive in an organization, this makes effective teamwork at lower levels difficult, even though that work unit may have a more participatory leader. The work unit team may work as a team until they notice that someone "upstairs" is ignoring them, or rendering their ideas and work irrelevant or useless. What results would be the loss of credibility for management, increased frustration on the part of team members and difficulty in sustaining any team efforts difficulty in achieving even simple team goals. So, it might be better to forgo team development efforts where an autocratic manager is involved. 1. Why do team members do not believe that autocratic managers are committed to teamwork? 2. What mistakes do autocratic mangers make if they do not have leadership skills? 3. Why is elastic authority dangerous for a team? 4. How do work unit teams react to autocratic leadership? Task 3. Analytical reading/ rendering. Read the text. Render it in Russian. Analyze the issues discussed in the text and the arguments proposed by the author. Make a conclusion. Left out of the loop By Sean Coughlan BBC News education correspondent League tables have spread across higher education like fast-growing ivy. But there is something missing from these global rankings of institutions. An entire continent. You can look through the lists of the top 100 universities and not find a single African institution. There are US and European universities, plus a growing number from countries such as China and South Korea. But Africa is conspicuous by its absence. Globalization in universities is often wrapped in a feel-good language of international partnerships and money-spinning global networks. It is seductively easy to get lost in the achievements of these illustrious, prize-laden institutions. But what if global competition concentrates all the power and prestige in an increasingly narrow group of mega universities? What happens if it leaves a whole continent out of the loop? Rising numbers There are 4.5 million students in sub-Saharan Africa, according to the Unesco Institute for Statistics. In terms of higher education league tables, these students are more or less invisible. But this number represents a huge increase. In 1970 there were only 200,000 students in this vast geographical region. The proportion of young people going to university has climbed from 1% to 6%. Within this average there are wide differences. In Malawi, only about 0.5% of young people will enter higher education, in Cameroon the level is 9%. There are also different trends for studying overseas. In sub-Saharan Africa, the two most likely destinations are South Africa and France. North African students also go to France in large numbers. Also running against all the international trends is that in Africa women are less likely to go to university than men, by a considerable margin. In Chad, a country bigger than the UK, France and Germany put together, only 0.6% of women enrol in higher education. Even the rise in student numbers is double edged. A report from the World Bank says the growth in enrolments is outstripping the financial capacity of universities to provide staff and facilities. It adds to the pressure on an underfunded system. Funding switch Thandika Mkandawire, professor of African Development at the London School of Economics, says African universities are still trying to recover from a loss of funding that began in the 1980s, when resources were switched to primary education. In the post-colonial eras of the 1960s and 1970s universities grew across Africa, he says. But that came to an abrupt halt. And while other parts of the world invested in higher education, African universities missed out on an entire cycle of growth."Once you destroy a university, it's very difficult to rebuild," he says. It might be difficult to play catch-up after so many "lost years", but Professor Mkandawire says that a new middle class in Africa is putting the demand for better universities back on the political agenda. There is also a growing recognition that universities are part of building a modern economy."Universities are places of upward social mobility," says Jo Beall, deputy vice-chancellor of the University of Cape Town in South Africa, the only African university to appear in the global top 200.They are places where individuals and communities try to improve their life chances. "There is a huge appetite for learning," she says. But there is a "heartbreaking" uphill struggle for students wanting to go to university in some poorer parts of Africa. Lack of resources She describes visiting a central African university where the approach roads were lined by people operating photocopying machines, run on car batteries, copying 1950s text books for students. Students might have to travel three or four hours each day to get to university. Lecture halls are so overfilled that there are security guards and gates to control the rush. Professor Beall, who is joining the British Council this summer, says she remains optimistic about the future of African higher education. There are universities working to become high-performing research institutions. But there will need to be changes - including greater recognition of the importance of academics and partnerships with international universities. The weakness of Africa's universities is not only about a lack of money, says Philip Altbach, director of the Center for International Higher Education at Boston College in the US. He says there have been "multiple dysfunctions", not least of which have been political instability and corruption. African universities have missed out on many of the trends in recent decades which have boosted universities in other parts of the world. Missing out The lucrative market in overseas students has not brought students to Africa. Instead there has been a "brain drain" with Africa's scholars moving abroad. US and UK universities have invested in branch campuses in Asia and the Middle East rather than Africa. And Africa, with extremes of wealth and poverty, has lacked the type of expanding middle class that has helped to drive the growth in higher education in countries such as China and India. As well as financial investment, he says there need to be cultural changes, such as protecting academic freedom, to create the conditions in which universities can develop. But there is no escaping the scale of the financial gap. Former UK Prime Minister Tony Blair has set up a faith foundation which works with a network of universities around the world, including in the US and Africa. He points out that Yale is not just much wealthier than a university such as Fourah Bay College in Sierra Leone - Yale's endowment is several times greater than the GDP of the entire country. Ruth Turner, chief executive of the foundation, says the scale of the gap is not just about economics - it needs to be considered in moral terms. "We all live in a globalised world. But we lack a vocabulary for an ethical way of looking at it. How do we ask is it a right thing to do?" Economic development In a global market, the odds can seem stacked in favour of the big players. It is the corner shop against the chain store. The top universities are "global institutions, they can attract the best staff, they have links with business, they extend beyond their location", said Keith Herrmann, who is working on a Commonwealth-supported project to make Uganda's universities more attractive to students in east and southern Africa. In contrast, he says that for many universities in Africa, without such links and leverage, the "benefits of globalization are elusive"."Universities are vital, fundamental to getting skilled individuals, it's crucial to economic development," he says, but many African universities are missing out on the upward cycle of more investment, more research and attracting more international students. But there are signs of hope. "There is a change, it's becoming much more open, there is less repression," said Professor Mkandawire. He says there is recognition that switching investment away from universities had been a mistake, which was now being reversed."There are islands of good performance emerging," he said. But he warned that progress was going to take many years of hard work. Section 3. Writing “So much of what we call management consists of making it difficult for people to work” Do you agree with this opinion? Why?/ Why not? Write an essay of not more than 200 words. Section 4. Speaking. Discuss the importance of change management with your partner. Section 5. Translation. Translate the text into Russian. Training your team As a customer care trainer who works with companies of all shapes and sizes, I’m well aware of the ‘extreme cautiousness’ with which most organizations are approaching any purchases – especially when it comes to training their employees to be and do their best. As I see it, there are three main challenges: 1) They have a small training budget – or perhaps no budget for training at all. 2) They’ve downsized, making it difficult for anyone to be away from their desks to attend training sessions for any length of time. 3) Even if they’ve bounced back from tough times, they don’t completely trust that the market will bounce back. As one of my prospective clients put it, “I have to check with my boss when I want to purchase a pencil.” Meanwhile, employees suffer from the stress of the worry and of the extra workloads they carry. That stress affects their relationships with each other and, of course, the experience they provide to their customers. And we all know how negative experiences can erode the bottom line. Test 3. Section 1. Listening. Task 1. Listen to an interview with a famous economist. Use the information from the interview to complete the gaps in the sentences below. Use NOT MORE THAN THREE words. Tape script. Interviewer: Your book discusses the shaper and adapter models. How should strategists think about shaping and adapting in these times? Economist: That depends on how prepared or fortunate you were going into this downturn. No one player can shape the fundamental uncertainties that are driving global capital markets. Interdependent players all over the world are making decisions. No one player—not even a Warren Buffett—can say, “You know, I feel great about things,” and change the dynamics all that much. So in some sense, everyone has to adapt to that macro uncertainty. When it comes to fundamental strategic decisions, the paradox is that for a lot of companies in the most uncertain environments, there’s actually very little uncertainty about what they’re going to do. The situation is very clear because of the condition of their balance sheets. They really have to hunker down. They just don’t have the degrees of freedom to think about fundamental changes in their strategy. On the other hand, there are the fortunate few that have very healthy balance sheets, aren’t so dependent on financing today, and don’t hold a lot of bad assets. They have a real interest in shaping opportunities. Again, they cannot shape the macro environment; they must adapt to that. However, they can fundamentally reshape their industry landscapes with bold M&A plays, R&D that others can’t finance, and entry into new markets. They can make bold moves that may shape the way their markets and industries play out for many years to come by fundamentally changing the competitive dynamics or product positioning. They do have degrees of freedom and thus the opportunity to be successful shapers. Interviewer: Who are these fortunate few? Economist: They tend to be companies with business models that generate a lot of cash and don’t have much debt. That would include a lot of high-tech companies and service businesses in general, which tend to scale up through people rather than through $100 million plants. Similarly, some businesses in the energy, utilities, and telecom sectors rely on fully depreciated assets generating a lot of operating cash. So the fortunate companies are in sectors that have real cash cow businesses, even if these companies can’t completely escape the profitability and growth challenges that will be difficult for any company to avoid in the near future. 1. The speaker mentions … as a person of influence among the players of the global financial market. 2. The speaker thinks that many companies face a paradoxical situation when they do not have enough … to make any fundamental changes in their strategy despite the uncertainty of the market environment. 3. The speaker says that even successful companies cannot change the macroeconomic environment but can only … . 4. The speaker mentions the companies from the three sectors - … - which succeed due to huge amounts of operating cash they generate. Section 2. Reading Task 1. Read the text. Mark the statements below the text as TRUE or FALSE. How to Be a Better Team Contributor More and more often, employees are expected to contribute to the performance and success of their work teams. While it sounds great on paper, it isn't all that easy to work in a team, since often team members are different in style, attitude, commitment and work ethic. If you are a work team member, supervise, manage or lead a team, take a good look at these tips and hints which will make it easier for team members to contribute more productively to their teams, and decrease friction among team members. Stay tuned to the Teamwork File, though, because we have more suggestions on this topic! Stop the Blaming Cycle Often teams get bogged down in blaming members when things go wrong. As a team member you can do two things to stop this wasteful and destructive team behavior. First, eliminate blaming language you may use. Replace blaming and finger-pointing comments or questions with a focus on solving problems, or preventing problems. Second, if other team members get into the blaming cycle, step in and "turn" the conversation back to a constructive approach. For example, here's a good phrase: "Ok, maybe we could save some time here by trying to ensure that the problem doesn't happen again, so what can we do to prevent it next time?" Focus on the Present and Future This is related to the blaming cycle. Don't dwell on the past. Use the past (successes and team failures) to help the team determine where they need to go to improve. You can't change the past -- you can only use it to learn from. Stop Back Channel Talk Talking about a team member in private with other team members usually involves a blaming process. While sometimes it's good to vent frustration about a fellow team mate, you shouldn't be doing it within the team. It's counterproductive, and harmful. Stop doing it unless you have a specific, constructive reason for doing so. Personal Responsibility Take responsibility for your behavior and the results that your team produces, but NOT the behavior of your team mates. When you take responsibility for another member's actions, you will tend to want to change your team mate, something that often creates dissension. Finally, focus on YOUR contributions. Don't spend your time thinking about or telling team mates what THEY should be doing for the team. Think about what you can contribute, and how you can contribute more effectively. Then do it. For example, if you have a great suggestion, don't dump it in the group with the expectation that someone else will implement it. You offer to do it...after all it's your suggestion. 1. Team members should first find whom to blame for the problems in the company and then start solving them. 2. Team members should use the past experience in order to prevent future mistakes. 3. Each team member is responsible for the results of the whole team. Task 2. Read the text. Find the information in the text which is necessary to answer the questions below. When Teams aren't Important or Desirable On the surface of it, it would appear that effective teams are always good, and that it is always worthwhile to invest in team-building activities. That worries me. So far I have found nothing that works as a panacea for the ills of everything, particularly in the area of organization improvement. We know that teams don't always make the workplace better, in terms of work climate or productivity. The North American effort to transplant Japanese Quality Circles has taught us that at least some team-building efforts can result in chaos and negative outcomes. So that we don't become blindly enamored with the notion of teams we need to look at whether there are situations where a team-based workplace may not be effective, and where investment in team-building activities may be a wasted investment. When organization improvement efforts "go wrong", it is often because implementors forget that anything that occurs in an organization exists within an organizational system, or context. When we forget this, and don't consider related parts of the system, we get into trouble. Teams work within an organizational context that will either support teamwork or discourage it. In some cases, other factors in an organization will totally preclude effective teamwork, and can suggest that a team-based workplace is inappropriate. Some tasks require teamwork, while some tasks are best done by a single individual working alone. Some require a mix. If you have a predominance of job tasks that are best done independently, then productivity can suffer if you try to shoehorn them into a team situation. Writing is an example of a task that is best carried out by a single individual. Having more than one person working simultaneously on the same piece of work is likely to stop effective writing in its tracks, because teamwork disrupts a process that occurs primarily in a single brain. Putting together an entire magazine, however, is an example of a mixed task. Some parts of the process, particularly the creative components, benefit from team involvement, and all tasks depend on team coordination. Fire-fighting, however, is best done by a highly integrated team, because it is complex, and the safety of all depends on the ability of members of the team to act in a concerted way. That's way we rarely hear of the superstar firefighter. 1. What Japanese management methods did not work in the North American environment? 2. What task does the author mention as the one that is better performed individually? 3. What task does the author mention as the one that is better performed in a mix of individual and team work? 4. What task does the author mention as the one that is better performed by a team? Task 3. Analytical reading/ rendering. Read the text. Render it in Russian. Analyze the issues discussed in the text and the arguments proposed by the author. Make a conclusion. Sport and business team up for social change By Bill Wilson Business reporter, BBC News Sport and corporate social responsibility is an idea that has been fighting to establish itself in the past few years. It emerged as a theme in the latter part of the last decade, as sport and business found ways to work together towards social change. But the concept was in danger of being stopped in its tracks by the global economic downturn. At the same time, for those projects that did manage to get off the ground, there was the danger of cynics seeing them as a cheaper option to traditional forms of sport sponsorship. However, there is now a feeling that sport and CSR is moving close to the heart of the sponsorship agenda in its own right. Sport, firms involved in sport business, worthwhile social projects - all are looking to come closer together. 'Growing relationships' "With the London 2012 Olympic Games a year away, and the legacy issues surrounding that event, the subject is obviously a very topical one," says Keir Gordon, of sports law practice Charles Russell, whose clients include Manchester United, Bolton Wanderers and Mercedes. "What is clear to us, in our work in sport and with corporate clients, is that the relationship between sport and business around corporate social responsibility projects is a growing area." And all participants are agreed that it is about more than simply giving money. One project has seen car giant Ford working with UK football anti-racism campaign Kick It Out, engaging young people around the company's plant at Dagenham, outside London. The partnership, which aims to educate young people around the east of London on diversity and other issues, enjoys the involvement of current and former players such as Luther Blissett, Kieron Dyer and Bobby Barnes. 'Power for change' Heading up Kick It Out's side of things is former Aston Villa, Celtic, Pisa, Charlton, Luton and Chelsea player Paul Elliott. "Our campaign is about using the power of football to make meaningful, sustainable change," Mr Elliott told a Sport Business Group conference discussing Sport and Social Responsibility. "Sport is finally realizing how important corporate social responsibility projects are." He said that in the past two years, there had been 25,000 community visits by footballers, including anti-racism projects and visits to prisons. "Football is a powerful brand for change, not just in the short and medium term, but in the long term," says Mr Elliott. "A partnership with the right brand, such as Ford, was very important to us. We don't want to be associated with brands which just talk about CSR, but with ones who want to align their own objectives alongside ours." Every year Ford, which has been a Champions League sponsor since its inception in 1992, and Kick It Out hold a number of events, promoting a message of "respect, inclusion and diversity" to youngsters. "It is absolutely something that we still want to commit to, and we have remained committed through some challenging times in the past, and will be no doubt in the future," says Mitra Janes, diversity and inclusion manager of Ford. "But there are lots of different ways that we can reach out to our communities - through giving up our own time as employees and volunteering to help a whole range of institutions. "It is not just about handing over cash, it is about touching as many different people in as many different ways in the communities in which we operate." New model Another organization that supports projects using sport's potential to improve lives is Beyond Sport, which aims to facilitate relationships between sports projects and business backers. In fact, its raison d'etre is to raise money and services from corporations around the globe, which are then awarded to projects Beyond Sport deems the most suitable. Partners include Barclays, Time magazine, United airline, Unicef, Price Waterhouse Coopers and Heidrick & Struggles. Beyond Sport will back seven community projects around the globe each year, and it estimates the packages can each be worth approximately $200,000 when the services element is taken into account, although the cash element comes in at about $15,000. "I think this model of sponsorship, with a social element, will be the model of sport sponsorship over the next 20 years," says the man behind Beyond Sport, Nick Keller. "I don't think we will see many blue-chip brands take up sponsorship in future without a social element."Sport, and sport for development, offers a corporate social responsibility vehicle that allows brands to market themselves in a different way." He says firms involved, such as PWC, which is in the process of supporting a number of Beyond Sport initiatives around the world, can see benefits for their staff too. And the 40-year-old former rugby player agent denies the CSR strand has vanished off the agenda, saying it has, if anything, become stronger in the past few years. "Brands are now looking to engage employees, shareholders, clients and customers, in a more serious discourse about wider engagement with society," he insists. "This is not just about charity, or corporate giving - it is good business to do 'good business'." 'Thriving projects' For the winning projects, he says, there is an increased profile, networking potential, confidence and business expertise. "We are not there to help the projects survive, we are there to help them thrive," adds Mr Keller, who set up the broader Sport Industry Group business in 2001. "Projects have to have been running for two years before we back them, apart from the new best new project category, where projects have to have been running for a year. "We are looking for self-starting leadership, people who have started things up on their own." Beyond Sport is looking to establish three hubs for its work, in the UK, South Africa, and US - where it is supported by major sporting bodies, including the MLB, NBA, WNBA, NFL, NHL, MLS and USOC. "We take an emotive area of society - sport - and the issues of the times - social exclusion, conflict resolution, health and education - and act to bring these different partners, from sport, business and philanthropy, together under one roof," says Mr Keller. Section 3. Writing “Management is doing things right; leadership is doing the right things” Do you agree with this opinion? Why?/ Why not? Write an essay of not more than 200 words. Section 4. Speaking. Discuss the importance of scenario planning with your partner. Section 5. Translation. Translate the text into Russian Preference for Individual-Based Work Some people prefer to work in teams, while others have a preference for working more independently, or alone. It is possible that your workplace may be inhabited by a predominance of independent people who thrive on a higher degree of isolation from their co-workers. Moving to a more team-based approach may actually reduce the effectiveness of these people, while at the same time, increasing their frustration and even anger. This will be particularly the case if a team environment is perceived to "slow them down", or reduce their autonomy. Not everyone wants to be a team member. What this means is that an attempt to force them into a team structure imposed upon them may be counter-productive particularly if there are no clear reasons for the team approach. Extremely Unstable, Chaotic Workplace A final consideration is the relative stability of the organization, its structure, mandate, staffing, etc. It is unlikely that any team will be effective when it must interface with different masters, when its role in the larger organization constantly changes, or when its own membership is always in flux. Teams need some stability to function well. If your organization has a track record of constant change and disorganization, it may be wise to wait to initiate team-building processes until some stability is evident. ИСПАНСКИЙ ЯЗЫК I. Escuchar el texto y llenar los huecos Afortunadamente ya no trabajamos de sol a sol. Y aunque la mayoría de los seres humanos suele ______ maldiciones a su despertador, nadie quiere volver a la interminable jornada de antaño. Los horarios ______ del pasado ya forman parte de la historia, y hoy la ley garantiza al trabajar un máximo en su jornada laboral (40 horas semanales en España), un límite del trabajo diario (______) y unas vacaciones anuales retribuidas (______). La legislación laboral plantea otros topes, como el descanso mínimo de 12 ______ entre jornadas y un día y medio por semana, o la pausa no inferior a 15 minutos. Sin embargo, y eso también ocurre con el salario, el tiempo de trabajo vigente en cada empresa depende de cada convenio colectivo y del acuerdo que establece el empresario con sus empleados. (Al día. Curso de español para negocios. Gisele Prost. ELE) II. Leer el texto GERNCIA Y GERENTE Crosby (1988) define a la gerencia como "el arte de hacer que las cosas ocurran". Por su parte Krygier (1988) la define como un cuerpo de conocimientos aplicables a la dirección efectiva de una organización. En la actualidad, existe consenso, entre muchos autores, al señalar que el término gerencia se puede definir como un proceso que implica la coordinación de todos los recursos disponibles en una organización (humanos, físicos, tecnológicos, financieros), para que a través de los procesos de: planificación, organización, dirección y control se logren objetivos previamente establecidos. De esta manera se puede distinguir tres aspectos claves al definir la gerencia como proceso: en primer lugar, la coordinación de recursos de la organización; segundo la ejecución de funciones gerenciales o también llamadas administrativas como medio de lograr la coordinación y, tercero, establecer el propósito del proceso gerencial; es decir el dónde queremos llegar o que es lo que deseamos lograr. Antes de seguir adelante es necesario saber por qué y cuándo es necesaria la gerencia, qué hace y cómo lo hace. La gerencia es responsable del éxito o fracaso de una empresa, es indispensable para dirigir los asuntos de la misma. Siempre que exista un grupo de individuos que persigan un objetivo, se hace necesario , para el grupo, trabajar unidos a fin de lograr el mismo. Por otra parte los integrantes del grupo deben subordinar, hasta cierto punto, sus deseos individuales para alcanzar las metas del grupo, y la gerencia debe proveer liderazgo para la acción del grupo. Al analizar las funciones gerenciales encontramos la respuesta al qué hace la gerencia. Cuando estudiamos la gerencia como una disciplina académica, es necesario considerarla como un proceso el cual puede ser descrito y analizada en términos de varias funciones fundamentales. En ese sentido Sisk y Sverdlik (1976) señalan que al describir y estudiar cada función del proceso separadamente, podría parecer que el proceso gerencial es una serie de funciones separadas, cada una de ellas ajustadas y encajadas en un compartimiento aparte, sin embargo esto no es así, aunque el proceso, para que pueda ser bien entendido, debe ser subdividido, y cada parte que lo compone discutida separadamente en la práctica, un gerente puede (y de hecho lo hace con frecuencia) ejecutar simultáneamente, o al menos en forma continuada, todas o algunas de las cuatro funciones: planeamiento, organización, dirección y control. Ejercicio 1. Decir si las siguientes frases son verdaderas о falsas (V/F). 1. Según Crosby de los la gerencia como "el arte de dirigir las cosas". 2. Los integrantes del grupo deben cumplir sus deseos individuales sin importar las metas del grupo. 3. Debemos ver la gerencia como un proceso el cual puede ser descrito y analizada en términos de varias funciones fundamentales. Ejercicio 2. Escribe la información que falta 1. De esta manera se puede distinguir tres aspectos claves al definir la gerencia como proceso: la coordinación de recursos de la organización; la ejecución de funciones administrativas como medio de lograr la coordinación y establecer que es lo que deseamos ________________. 2. La gerencia es responsable del éxito o fracaso de una empresa, es indispensable para ________________. 3. Qué funciones debe ejecutar el gerente: planeamiento, organización, ________________ y control. III. Leer el texto, hacer el resumen (qué temas trata el autor, qué argumentos agrega) |
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