Английский язык в сфере менеджмента. Учебное пособие

Министерство науки и высшего образования Российской Федерации

Федеральное государственное бюджетное образовательное учреждение высшего образования «Комсомольский-на-Амуре государственный университет»

В. М. Непочатова

АНГЛИЙСКИЙ ЯЗЫК В СФЕРЕ МЕНЕДЖМЕНТА

Утверждено в качестве учебного пособия Редакционно-издательским советом Федерального государственного бюджетного образовательного учреждения высшего образования «Комсомольский-на-Амуре государственный университет»

Комсомольск-на-Амуре

2023

УДК 811.111:005(07)

ББК 81.2Англ-9

Н536

Рецензенты:

Кафедра романо-германских и восточных языков ФГБОУ ВО «Амурский гуманитарно-педагогический государственный университет», заведующий кафедрой кандидат филологических наук, доцент, Ю. В. Краснопёрова;

А. В. Луговской, кандидат филологических наук, старший преподаватель кафедры английской филологии и межкультурной коммуникации ФГБОУ ВО «Тихоокеанский государственный университет»

Непочатова, В. М.

Н536 Английский язык в сфере менеджмента : учебное пособие / В. М. Непочатова. – Комсомольск-на-Амуре : ФГБОУ ВО «КнАГУ», 2023. – 84 с.

ISBN 978-5-7765-1549-1

Пособие способствует формированию, развитию и закреплению фонетических, грамматических и лексических умений и навыков в изучении английского языка, подготовке студентов к самостоятельной учебной и научно-исследователь- ской работе на английском языке. Материалы пособия развивают и закрепляют у студентов умения и навыки применения разных видов чтения с извлечением информации из научной и научно-популярной литературы.

Пособие включает в себя грамматические основы изучаемого языка; лексические основы чтения профессионально ориентированного текста на английском языке.

Предназначено для бакалавров высших учебных заведений, обучающихся по направлению подготовки 38.03.02 «Менеджмент» очной и заочной форм обучения.

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INTRODUCTION

Структура учебного пособия состоит из 10 уроков (Units), освещающих различные аспекты сферы биоинженерии. Пособие направлено на развитие общекультурной компетенции, а именно способности к коммуникации в устной и письменной формах на русском и иностранном языках для решения задач межличностного и межкультурного взаимодействия. Лексический материал (особенно профессиональная тематика), представленный в данном пособии, является аутентичным. Учебное пособие снабжено тезаурусом (Thesaurus) и приложениями (Appendices).

Уроки построены по общему принципу, что способствует развитию и совершенствованию умений и навыков коммуникативной профессиональной направленности, выраженных в изучении профессионального лексического материала.

Тезаурус представляет собой тематический словарь терминов, встречающихся в текстах и упражнениях пособия.

В приложениях (Appendices) приводится сжатый грамматический материал (прил. 1), представлены аутентичные тексты для аналитического чтения (прил. 2), а также для письменного перевода (прил. 3).

Несмотря на то, что основной акцент в пособии сделан на направление подготовки «Менеджмент», данное пособие представляет интерес и для студентов направления подготовки «Государственное и муниципальное управление» и ряд родственных специальностей и направлений.

Учебное пособие рассчитано на 120 часов контактной работы со студентами.

Данное учебное пособие может быть использовано широким кругом лиц с различной степенью языковой подготовки.

UNIT 1. WHAT DO MANAGERS DO?

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Ex. 1. Memorize the following words and word-groups from the texts of the unit.

frequently – часто

issue – проблема; дело; тема

CEO – (Chief Executive Officer – главный исполнительный директор) to average – в среднем равняться, составлять

subordinate – подчинённый

to commute – ездить на работу в город (о жителе пригорода) matter – вопрос, дело

initiative – инициатива

substantial – достаточный (по количеству) disjointed – несвязный (о речи)

more recently – в последнее время a graduate – выпускник

pattern – образец, модель

to engage – заниматься чем-либо

Ex. 2. Read the text and translate it.

WHAT DO MANAGERS DO TO HELP ORGANIZATIONS

ACHIEVE TOP PERFORMANCE?

Managers are constantly working. The majority of studies on managers in action have demonstrated that they "switch frequently from task to task, transforming their focus of concentration to react to issues as they appear, and devoting themselves to a large scope of tasks of short duration." To get a sense of what managers do and how they spend their time at work, Mintzberg watched CEOs while they were on the job. For instance, he found that they had roughly 16 verbal and 36 written interactions per day, almost all of which were about the same or a different topic. The majority of these pursuits lasted less than nine minutes.

Over a five-year period, John Kotter examined a number of successful general managers and found that they spent the majority of their working hours interacting with coworkers, supervisors, and numerous individuals from outside the organization. According to Kotter's research, the typical manager only worked alone 25 % of the time, most of which was spent at home, traveling, or on airplanes. Few of them interacted with others for less than 70 % of the time, and some supervisors did so for as much as 90 % of their working hours.

Kotter discovered that the range of subjects covered in conversations with others was enormous, with time being spent on both critical and unimportant business-related topics. According to Kotter's study, managers hardly ever make significant decisions during these conversations and hardly ever issue traditional orders. The majority of the time that managers spend on unplanned tasks that

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aren't on their calendars is spent responding to other people's initiatives. He discovered that managers typically have brief, fragmented talks with others. Rarely do discussions on one question or problem run longer than five minutes, he observes. A general manager discussing ten unrelated things in a five-minute conversation is not at all rare. Robert F. Sproull's recent study of managers revealed similar trends. They engaged in a variety of tasks throughout the course of a day, each lasting, on average, just nine minutes.

Moreover, interruptions seem to be an inherent aspect of the profession. Over the four weeks that Stewart observed them, she discovered that the managers she investigated could only work continuously for 30 minutes nine times. In actuality, managers don't spend much time alone themselves. Contrary to what management textbooks portray, they are not typically working alone on planning or stressing over big choices. The majority of their time is instead spent connecting with people, both inside and outside the business. Managers spend almost two thirds of their time with others if interactions in corridors, phone calls, one- on-one meetings, and bigger group meetings are taken into account. Unlike other employees, the manager doesn't let the phone or the meeting ring, as Mintzberg has noted.

Moreover, interruptions seem to be an inherent aspect of the profession. Over the four weeks that Stewart observed them, she discovered that the managers she investigated could only work continuously for 30 minutes nine times. In actuality, managers don't spend much time alone themselves. Contrary to what management textbooks portray, they are not typically working alone on planning or stressing over big choices. The majority of their time is instead spent connecting with people, both inside and outside the business. Managers spend almost two thirds of their time with others if interactions in corridors, phone calls, one- on-one meetings, and bigger group meetings are taken into account. Unlike other employees, the manager doesn't let the phone or the meeting ring, as Mintzberg has noted.

Ex. 3. Give English equivalents for:

1.заниматься большим объемом задач

2.реагировать на проблемы

3.исследование показало

4.среднестатистический менеджер

5.занимать время

6.освещать вопросы

7.важные решения

8.включают в себя большие групповые встречи

9.на самом деле

10.длиться более чем

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11.достаточное количество

12.ежедневная практика

13.собственные действия

Ex. 4. Answer the questions to the text.

1.What did the study of managers find?

2.How many contacts per day were the managers made according to Mintzberg?

3.Did managers spend their time with subordinates, bosses, and other people according to Kotter’s study?

4.What else did his study find?

5.Did the managers often make “big decisions”?

6.What was the average duration of the performed tasks by managers?

7.Were the managers interrupted during their work?

8.Does interaction take a big part of the manager’s time?

Ex. 5. Put the topics of the text in the correct order.

1.Interrupted work.

2.Mintzberg’s study.

3.“Big decisions”.

4.Conversational nature.

5.John Kotter’s conclusions.

Ex. 6. Put the verb in brackets into the Present Simple.

1.Managers should (to interact) with people most of the time.

2.The majority of these activities (to be quick) – most ( to last ) under nine minutes.

3.John Kotter (to spend) some time researching several effective general managers.

4.His research (to show) that managers don't often make "major judg-

ments."

5.They (to be) rarely by themselves making plans or debating crucial

choices.

6.To put it briefly, they (to be) the focus of the manager's everyday activities.

Ex. 7. Watch the video “Definition of management” and answer the questions.

1.Where does the management take place?

2.What is the foundation of the structure?

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3.Does the manager distribute resources?

4.What are the resources manager allocates?

5.What are the functions manager uses?

6.What is an example of organizing function?

7.What does controlling deal with?

8.What leads to achieving organizational goals?

Ex. 8. Watch the video “Definition of management” one more time and decide if the sentence is true or false.

1.The bottom of the structure is management.

2.Management includes information resources.

3.Creating a budget is an example of planning function.

4.Leading helps to achieve organization’s goals.

5.Planning, organizing, leading and controlling are interrelated.

6.The functions of a manager don’t depend upon each other.

UNIT 2. THE ROLES MANAGERS PLAY

Ex. 1. Memorize the following words and word-groups from the texts of the unit.

core – основной

to require – требовать

to hire – нанимать, предоставлять работу to host – принимать гостей acknowledgments – благодарности

duty – обязанность

to deal with – иметь дело с

to acompany – сопровождать, следовать вместе chief executive – руководитель

to vest – наделять (правом), давать права bankruptcy – банкротство; несостоятельность loan – заём, ссуда

solvent – юр. платёжеспособный; кредитоспособный downturn – спад (деловой активности); понижение, уменьшение liaison role – роль связующего звена

to maintain – поддерживать peers – коллеги

superiors – начальство to store – хранить

to disseminate – распространять

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expensive – дорогой processing – обработка to receive – получать increasingly – все чаще cause – цель

to suggest – предлагать supplier – поставщик

to provide – предоставлять enormous – огромный responsibility – ответственность

stake-holder – участник совместного дела entrepreneur – бизнесмен, делец, предприниматель negotiations – переговоры

Ex. 2. Read and translate the text.

WHAT ARE THE ROLES THAT MANAGERS PLAY

IN ORGANIZATIONS?

Mintzberg discovered that most managers tended to cluster around three primary management functions in his pioneering research of managers and their occupations.

Relationship roles. During a workweek, managers are needed to communicate with a sizable number of people. They throw parties, host dinners for clients and customers, meet with potential business partners and clients, conduct recruiting and performance evaluations, and establish friendships, alliances, and personal connections with numerous other people. Due to their immediate and personal nature, numerous studies have demonstrated that these interactions are the richest source of knowledge for managers.

Three of a manager's responsibilities are directly related to formal power and require simple interpersonal interactions. The figurehead role comes first. Every manager has some ceremonial responsibilities because they are the leader of an organizational structure. According to Mintzberg's study, senior executives spent 12 % of their contact hours on ceremonial tasks, and 17 % of the mail they received was made up of requests and acknowledgements pertaining to their status. One instance is the firm president who asked for free goods for a student with a disability.

Managers have leadership responsibilities as well, which include overseeing the work of the employees who make up their team. Mintzberg contends that the leadership position is where managers' influence may be most clearly recognized. Their formal status gives them a lot of potential power. How much power they will achieve is, in great part, determined by leadership.

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Does the role of the leader matter? Consult the Chrysler Company staff (now DaimlerChrysler). The once-dominant automaker was in bankruptcy and on the verge of extinction when Lee Iacocca took over the business in the 1980s. He established fresh connections with the Union Auto Workers, restructured the company's senior management, and possibly most significantly persuaded the US federal government to back a string of bank loans that would restore the company's financial stability. The union response, the loan guarantees, and the market response were all largely a result of Iacocca's charismatic leadership. More recent instances include Amazon CEO Jeff Bezos' capacity for innovation throughout the recent financial crisis and Starbucks founder Howard Schultz's return to lead his company.

Up until recently, there wasn't much written about the liaison job in popular management literature. Given that virtually every study of managerial work has found that managers spend as much time with peers and other persons outside of their units as they do with their own subordinates, this role, in which managers establish and maintain contacts outside the vertical chain of command, becomes especially crucial. They spend surprisingly minimal time with their own superiors. 160 British middle and senior managers participated in Rosemary Stewart's study, spending 47 % of their time with peers, 41 % with coworkers, and only 12 % with superiors. Similar results were found in Guest's (1956) study of factory supervisors in the United States.

Role information. Many different types of information must be gathered, compiled, analyzed, stored, and disseminated by managers. By doing this, they transform into information resource hubs, frequently storing enormous volumes of knowledge in their own minds, and going from being information gatherers to information disseminators in a matter of minutes. Nothing can compare to the speed and intuitive capacity of a well-trained manager's brain for information processing, despite the fact that many corporate organizations deploy massive, expensive management information systems to fulfill many of those activities. Not surprisingly, it is how most managers prefer it.

Managers serve as monitors by continually looking around for information, interacting with liaisons and subordinates, and getting unsolicited information often thanks to their personal network of contacts. A significant amount of this information is communicated verbally, frequently as rumors, hearsay, and guesswork.

Managers who play the disseminator function give confidential information to subordinates who might not otherwise have access to it. Managers must choose not only who will receive this information, but also how much, how frequently, and in what style. Managers are being tasked more and more with deciding whether employees, peers, clients, business partners, and others should have immediate access to information seven days a week without having to get in touch with the manager.

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