Английский язык. Учебное пособие. Менеджмент и маркетинг

Учебно-теоретическое издание

СОРОКИНА ГАЛИГА НИКОЛАЕВНА

АНГЛИЙСКИЙ ЯЗЫК

МЕНЕДЖМЕНТ И МАРКЕТИНГ

Учебное пособие

Компьютерная верстка: Михайлик Е. В.

Подписано в печать «__» ___________ 2009 Формат 60х90/16. Объем __п.л.

Заказ №___________. Тираж. 100экз.

Московская государственная академия водного транспорта 117105, г. Москва, Новоданиловская наб., д.2, корп. 1

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Г.Н. Сорокина «Английский язык». Учебное пособие. Менеджмент и маркетинг. Альтаир-МГАВТ, 2009г. – 40 стр.

Содержит тексты с дискуссионными и лексическими заданиями по составным элементам менеджмента и маркетинга (теории, определения, задачи, рекомендации и т.п.

Предназначено для студентов старших курсов всех факультетов, где изучаются курсы «Менеджмент» и «Маркетинг».

Рецензент – доценту, к.н.ф. Баловнева Т.А.

Рекомендованы к изданию Учебно-методическим советом МГАВТ.

Рассмотрено и рекомендовано к изданию на заседании кафедры (протокол №2 от 10.10.2008 г.)

Ответственность за оформление и содержание передаваемых в печать материалов несут авторы и кафедры академии, выпускающие учебно-

методические материалы.

Оформление. МГАВТ, 2009

Сорокина. Г.Н., 2009

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Содержание

Введение

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Основная цель пособия – подготовка эрудированного специалиста средствами иностранного языка.

Учебное пособие предназначено для студентов, владеющих основами нормативной грамматики и имеющих запас общеупотребительной лексики и направлено на углубление знаний языка непосредственно по специализации. Пособие состоит из двух частей: менеджмент и маркетинг.

В первой части затронуты темы роли менеджера, теорий мотивации, умений менеджера и принятия им решений.

Во второй части рассматриваются задачи маркетинга, исследования рынка и рекламы.

Проблемный характер текстов является стимулом для дискуссий в студенческой аудитории. Большое количество современных терминов и единиц вокабуляра направлено на обогащение словарного запаса учащихся и закрепление лексики.

Все тексты дополнены упражнениями, направленными на закрепление прослушанного материала. Упражнения на нахождение определений экономических терминов, подстановочные задания, выбор необходимого по значению слова и т.п. направлены на расширение и закрепление лексического запаса в сфере бизнеса.

Пособие подразумевает как аудиторную, так и самостоятельную работу, направленную на обучение учащихся работе со словарем и навыкам составления устных сообщений.

Способ выполнения упражнений (письменный или устный) остается на усмотрение преподавателя. В зависимости от уровня группы и сложности текста преподаватель также вправе менять порядок выполнения заданий. Рекомендуется проведение проверочных заданий и анализ ошибок.

I MANAGEMENT

Complete the text using these verbs:

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You want me to explain what management is? Well, I guess I can manage that! Actually, management

as we (1) ……………it today is a fairly recent idea. Most economists in the eighteenth and nineteenth

centuries, for example, wrote about factors of production such as land, labour and capital, and about

supply and demand, as if these were impersonal and objective economic forces which left no room for

human action. An exception was Jean-Baptiste Say, who invented the term “entrepreneur”, the person

who sees opportunities to (2) ……………resources in more productive ways.

Entrepreneurs are people who are alert to so-far undiscovered profit opportunities. They perceive

opportunities to (3) …………..new technologies and products that will serve the market better than

it is currently being served by their competitors. They are happy to(4) ………….their own or other

people‟s capital. They are frequently unconventional, innovative people. But entrepreneurship isn‟t

the same as management, and most managers aren‟t entrepreneurs.

So, what‟s management? Well, it‟s essentially a matter of organizing people. Managers, especially

senior managers, have to set objectives for their organization, and then (5) ……….how to achieve

them. This is true of the managers of business enterprises, government departments, educational

institutions, and sports teams, although for government services, universities and so on we usually talk

about administrators and administration rather than managers and management. Managers

(6) ………….the activities of the organization and the relations among them. They (7)

…………..

the work into distinct activities and then into individual jobs. They (8) …………people to manage

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these activities and perform the jobs. And they often need to make the people responsible for

performing individual jobs (9) ……….effective teams.

Managers have to be good at communication and motivation. They need to (10)

…………….the

organization‟s objectives to the people responsible for attaining them. They have to motivate their staff

to work well, to be productive, and to (11) ……………….something to the organization.

They make

decisions about pay and promotion.

Managers also have to (12) ………….the performance of their staff, and to ensure that the objectives

and performance targets set for the whole organization and for individual employees are reached.

Furthermore, they have to (13) …………and develop their staff, so that their performance continues

to (14) ……………. .

Some managers obviously (15) …………….these tasks better than others. Most achievements and

failures in business are the achievements or failures of individual managers.

When you have checked your answers, translate the highlighted expressions into your own language.

1 What duties do all these people have in common?

2 What qualities and skills are required for each position? 9

3 Which of the positions would you prefer to have? Why? Are there any you would not want to hold? Why?

Our society is made up of all kinds of organizations, such as companies, government departments, unions, hospitals, schools, libraries, and the like. They are essential to our existence, helping to create our standard of living and our quality of life. In all these organizations, there are people carrying out the work of a manager although they do not have that title. The vice-chancellor of a university, the president of a students‟ union or a chief librarian are all managers. They have a responsibility to us the resources of their organization effectively and economically to achieve its objectives.

Are there certain activities common to all managers? Can we define the task of a manager? A French industrialist Henri Fayol, wrote in 1916a classic definition of the manager‟s role. He said that to manage is «to forecast and plan, to organize, to command, to coordinate and to control». This definition is still accepted by many people today, though some writers on management have modified Fayol‟s description. Instead of talking about command, they say a manager must motivate or direct and lead other workers.

Henri Fayol‟s definition of a manager‟s functions is useful. However, in most companies, the activities of a manager depend on the level at which he/she is working. Top managers, such as the chairman and directors, will be more involved in long range planning, policy making, and the relations of the company with the outside world. They will be making decisions on the future of the company, the sort of product lines it should develop, how it should face up to the

competition, whether it should diversify etc. These strategic decisions are part of the planning function mentioned by Fayol.

On the other hand, middle management and supervisors are

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generally making the day-to-day decisions which help an organization to run efficiently and smoothly. They must respond to the pressures of the job, which may mean dealing with an unhappy customer, chasing up supplies, meeting an urgent order or sorting out a technical problem. Managers at this level spend a great deal of time communicating, coordinating and making decisions affecting the daily operation of their organization.

An interesting modern view on managers is supplied by an American writer, Mr. Peter Drucker. He has spelled out what managers do. In his opinion, managers perform five basic operations. Firstly, managers set objectives. They decide what these should be and how the organization can achieve them. For this task, they need analytical ability. Secondly, managers organize. They must decide how the resources of the company are to be used, how the work is to be classified and divided. Furthermore, they must select people for the jobs to be done. For this, they not only need analytical ability but also understanding of human beings. Their third task is to motivate and communicate effectively. They must be able to get people to work as a team, and to be as productive as possible. To do this, they will be communicating effectively with all levels of the organization – their superiors, colleagues, and subordinates. To succeed in this task, managers need social skills. The fourth activity is measurement. Having set targets and standards, managers have to measure the performance of the organization, and of its staff, in relation to those targets. Measuring requires analytical ability. Finally, Peter Drucker says that managers develop people, including themselves. They help to make people more productive, and to grow as human beings. They make them bigger and richer persons.

In Peter Drucker‟s view, successful managers are not necessarily people who are liked or who get on well with others. They are people who command the respect of workers, and who set high standards. Good managers need not be geniuses but must bring character to the job. They are people of integrity, who will look for that quality in others.

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