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Unit 21 Management Skills 131
Ex. 24 Agree or disagree with these statements. Use the following phrases:
That’s wrong. – Это неверно.
That’s (quite) right. – (Совершенно) верно.
That’s not quite true to the fact. – Это не совсем соответствует факту.
According to the text ... – Согласно тексту ...
1. Effectiveness of a manager’s activity depends on five different categories.
2. A conceptual skill is the ability of a manager to choose the best course of actions
of two or more alternatives.
3. A conceptual skill is very important for top managers because it helps them plan
“super goals”.
4. A communicational skill is the ability to understand the needs and motives of
other people.
5. An interpersonal skill is the ability to deal effectively with other people.
6. A technical skill is a specific competence to accomplish a task.
7. Top managers need technical skill more than first-line managers.
Ex. 25 Find in the text the sentences with the Infinitive (See “Grammar”,
G.21).
Ex. 26 Find the equivalents of the following words and expressions in the
dictionary. Learn them.
to be more reticent dumb folks get no land
to speak one’s minds freely self-effacing types
to be offensive to others’ ears to make policy changes
the squeaky wheel gets the grease to be inclined to think that ...
to be particularly conscientious about to refrain from talking too much
to have a hard time doing smth to challenge interviewer’s views
to promote oneself through selfpublicity
to endanger their positions within their organizations
Ex. 27 Read the text “Core Values of the Japanese Businessman” with the
help of dictionary.
CORE VALUES OF THE JAPANESE BUSINESSMAN
1. Respect for group discussion
When Japanese sit together to discuss as a group, individual members are
supposed to refrain from taking too much time talking, but, instead, wait until the
group as a whole has had a chance to discuss things formally. The group’s orderly
discussion, often initiated by leading members, takes precedence over individuals’
freewheeling voices.
132 Section 6: Business Communication
2. Avoiding confrontation risks
At times, talkative individuals may be welcome, but pressures are such that
even these people tend to become reticent to avoid having, or facing the possibility
of having conflicts of opinions or confrontations with other individuals.
3. Inexpressive organizations
Not infrequently, some Japanese organizations fail to keep their managers
sufficiently informed, placing them literally “in the upper gallery”. For example,
policy changes made at the top may be passed down to middle managers only in
terms of “final decisions” or as “conclusions” and without any formal explanation.
Middle managers therefore may have a hard time explaining such decisions or
conclusions to succeeding levels of managers without any formal explanations to
satisfy them. Few managers will dare to mention their own personal interpretations
or opinions, because doing so might endanger their positions within their
organizations.
4. Wait-and-see attitude
Japanese negotiators are inclined to think that “laying the cards on the
table” before the other side does will not be to their advantage.
Ex. 28 Render the above text in Russian.
Ex. 29 Translate the sentences paying attention to the different verbal forms
(See “Grammar”, G.21, G.22, G.23).
1. They are scolded as being impolite.
2. It is considered most appropriate to use indirect, implicit expressions as much
as possible.
3. Many would avoid using direct or explicit expressions as they can be taken to
be arrogant or inconsiderate.
4. Being talkative is not only likely to be offensive to others ears but can be
harmful if harmony is to be maintained.
5. One would do well to learn this rhythm of silence and indirect speech.
6. Those who try to promote themselves through self-publicity are least likely to
be accepted when compared with self-effacing types.
7. Silences in Japan are moments to be shared, not empty spaces to be filled with
words.
8. Interviewing them were the company’s general manager (American) and the
human resource manager (Japanese).
9. Later, the results of the interviews were brought together.
10. After all, she was to work for a Japanese company.
Ex. 30 Express your attitudes to the statements 3, 4, and 6 from the above
exercise.
Unit 21 Management Skills 133
Ex. 31 Read the dialogue paying attention to the italicized words.
EDUCATION AND TRAINING
Dialogue
Margareta: The trouble with graduates, people who’ve just left university, is that
their paper qualifications are good, but they have no work experience.
They just don’t know how business works.
Nils: I disagree. Education should teach people how to think, not prepare
them for a particular job. One of last year’s recruits had graduated
from Oxford in philosophy and she’s doing very well!
Margareta: Philosophy’s an interesting subject, but for our company, it’s more
useful if you train as a scientist and qualify as a biologist or chemist-
training for a specific job is better.
Nils: Yes, but we don’t just need scientists. We also need good managers,
which we can achieve through in-house training courses within the
company. You know we have put a lot of money into management
development and management training because they are very impor tant. You need to have some management experience for that. It’s not
the sort of thing you can learn when you’re 20!
Margareta: In America, you also say that someone graduates from high school
(the school that people usually leave when they are 18).
Ex. 32 Correct these sentences about Richard, using words from the ex. 31.
One word is wrong in each item.
1. At 18, Richard decided to stay in full-time training and went to Moscow
University.
2. Richard qualified three years later with a degree in philosophy and politics.
3. He taught for a while, but didn’t like it. He decided to educate as an accountant
at evening classes.
4. He qualified for an accountant and joined a big accountancy firm in its Moscow
office.
5. When he started, he needed to develop other skills, which would come through
experiments.
6. He received managers’ training to help him develop these skills.
Ex. 33 State what is skilled and unskilled.
A skill is the ability to do something well, especially because you have
learned how to do it and practised it.
Jobs, and the people who do them, can be described as:
• highly skilled (e.g. car designer);
• skilled (e.g. car production manager);
• semi-skilled (e.g. taxi driver);
134 Section 6: Business Communication
• unskilled (e.g. car cleaner).
You can say that someone is: You can also say that someone is :
| (+ noun): | computers
| customer care good with ... | figures
skilled at, | electronics | people
or skilled in … | computer software
| (+ -ing):
| communicating
| using PCs
| working with large groups
Ex. 34 Are these jobs generally considered to be highly skilled, skilled, semi-
skilled, or unskilled? Each expression is used twice.
1. teacher 5. office cleaner
2. brain surgeon 6. labourer (someone doing basic work on a
3. car worker on a production line building site)
4. airline pilot 7. bus driver
8. office manager
Ex. 35 State what is ‘the right person’.
These words are often used in job advertisements. Companies look for
people who are:
self-starters, proactive, self-motivated, or self-driven: good at working on
their own;
methodical, systematic and organized: can work in a planned, orderly way;
computer-literate: good with computers;
numerate: good with numbers;
motivated: very keen to do well in their job;
talented: naturally very good at what they do;
team players: people who work well with other people.
Ex. 36 Complete these extracts from job advertisements using words from
the ex. 35.
9 You’ll need to be …, as you’ll be working on financial budgets.
9 As part of our sales team, you’ll, be working independently, so you have
to be self-… and self-….
9 We’re looking for someone who can work on ten projects at once. You must be
…, … and ….
9 We need … journalists who are very good at their job and extremely … to find
out as much as they can.
Unit 21 Management Skills 135
9 You’ll be researching developments on the Internet, so you have to be …-….
You must be …, able to work on your own initiative, and a …-…. But as part
of a team of researchers, you need to be a good …-… too.
Ex. 37 The discussion.
1. If you work …:
What sort of people does your organization look for in its recruitment?
What sort of person are you?
2. If you don’t work …:
Does your educational institution prepare people for specific jobs?
21.4 Comprehension
Ex. 38 Choose the right answer (See “Grammar”, G.21.1).
1. I want … the house where Pushkin was born.
a) see b) to see
2. I would like you … his invitation.
a) accept b) to accept
3. Teachers make me … homework well.
a) do b) to do
4. The child was made … to bed at 9 p.m.
a) go b) to go
5. Please, let me … the news and then we’ll go out.
a) watch b) to watch
6. I used … a lot when I was younger.
a) smoke b) to smoke
7. You mustn’t … to me like that.
a) talk b) to talk
8. I think, we’d better … of here.
a) get b) to get
9. So, why not … there right away?
a) go b) to go
10. This bag is too heavy for her ….
a) carry b) to carry
11. May I … in? – Yes, please.
a) come b) to come
12. Will you help me … this box?
a) move b) to move
13. It is better … sure than sorry.
a) be b) to be
14. It is up to you … all these rules.
a) learn b) to learn
15. We decided … extra risks.
136 Section 6: Business Communication
a) to not take b) not to take c) not take
16. We got the girls … dinner.
a) make b) to make
17. The students … this project by the end of May.
a) to finish b) are finish c) are to finish
18. I am sorry … you, but your marks are not very good.
a) disappoint b) to disappoint
19. We could … tomorrow.
a) go fishing b) to go fishing
20. Our class need … the test.
a) rewrite b) to rewrite
Ex. 39 Translate the sentences into English.
1. Мастерство человеческих отношений (психологическое мастерство) – это
способность менеджеров эффективно взаимодействовать с другими
людьми.
2. Это мастерство имеет большое значение для хорошей психологической
атмосферы в организации.
3. Концептуальное мастерство – это способность менеджера представлять
«общую картину» организации.
4. Концептуальное мастерство имеет очень большое значение для высших
менеджеров, потому что оно помогает им планировать и разрабатывать
стратегии для организации в целом.
5. Административное мастерство – это способность менеджера исполнять
организационные правила, (предписанные) для процесса производства.
6. Аналитическое мастерство особенно важно для высших менеджеров,
потому что они должны решать сложные проблемы.
7. Менеджеры должны понимать, как их обязанности согласуются с
обязанностями других менеджеров.
8. Менеджеры ответственны за наиболее важные решения, требуемые для
выполнения любой организационной деятельности.
Ex. 40 Choose either the Gerund or the Infinitive (See “Grammar”, G.21,
G.23).
1. Yesterday I watched a very funny comedy. I could not help … all the time.
(laughing, to laugh)
2. Don’t you remember … the money? (taking, to take)
3. My friend could not help me … the test. (doing, to do)
4. Please, remember … the key. (returning, to return)
5. This report needs …. (checking, to check)
6. We need … a way out. (finding, to find)
7. We stopped … to work by car because the price for petrol went up. (going,
to go)
Unit 22 Risk Management 137
8. They were starving. So they stopped … food. (buying, to buy)
9. He tried ... but each time his hand began to hurt. (digging, to dig)
10. Your work requires …. (checking, to check)
UNIT 22. RISK MANAGEMENT
1. Грамматика: инфинитивные конструкции (the Infinitive Constructions).
2. Аудирование: текст “Flying for a Living”.
3. Лексика: текст “Risk Management” и упражнения.
4. Лексико-грамматический тест.
22.1 Grammar: the Infinitive Constructions
(See section “Grammar”, G.21.2, G.21.3, G.21.4)
Ex. 1 Translate the sentences with for+to-Infinitive Constructions (See
“Grammar”, G.21.4).
1. It is necessary for you to go there.
2. This is for you to decide.
3. The first thing for me to do is to prepare for exams.
4. The weather was too cold for us to go to the country.
5. He explained the rule again for us to understand it better.
6. It is a suitable machine for them to use in their research work.
7. It is easy for him to do this work.
8. It was difficult for her to translate this article.
9. The text was too difficult for him to read it without a dictionary.
10. It is too late now for children to go for a walk.
11. It is quite natural for him to act like that.
12. The main thing for all of us to do is to work in close cooperation.
13. Let us wait for a definite answer to arrive.
14. This is the lesson for you to remember for the rest of your life.
15. He is just the man for you to consult.
Ex. 2 Complete the following sentences by adding for-phrases to them (See
“Grammar”, G.21.4).
Model: It would be better (you; to stay in bed).
It would be better for you to stay in bed.
1. It’s very important (children; to play outdoors).
2. It’ll be best (she; to talk to the manager).
3. It might be just possible (you; to make him see the doctor).
4. It would be easy (I; to pretend).
5. It’s very bad (boys; to smoke).
6. It’s not (you; to carry that heavy bag).
138 Section 6: Business Communication
Ex. 3 Translate the sentences from Russian into English. Use the pattern
(See “Grammar”, G.21.4).
Pattern: It is useful for you to follow his advice.
1. Вам полезно есть фрукты.
2. Мне легче сделать это сегодня.
3. Им будет проще поехать туда на метро.
4. Ей было бы трудно решить эту задачу.
5. Нам было приятно снова встретить наших друзей.
6. Нам будет полезно отдохнуть.
7. Вам вредно столько курить.
8. Ей было трудно молчать.
9. Не мне давать вам советы.
10. Не им обсуждать этот вопрос.
Ex. 4 Complete the following sentences by adding objective for-phrases to
them (See “Grammar”, G.21.4).
1. She is out playing. The doctor does not think it necessary ....
2. Under the circumstances I really think it best ....
3. All right, I’ll go. Why are you so anxious ....
4. After a long telephone conversation with John we arranged ....
5. He stood there with a bunch of flowers waiting ....
6. The manager was very cross and said that he did not mean ....
Ex. 5 Translate the sentences with the Objective Infinitive Constructions
(See “Grammar”, G.21.2).
1. I expect the translation to be finished tomorrow.
2. I want the article to be translated right now.
3. I consider him to be the most outstanding actor of our days.
4. I want you to be happy.
5. I hate people to argue about trifles.
6. I know this medicine to work wonders.
7. I only want it to be done as soon as possible.
8. We think it to be wrong.
9. The scientists suppose these phenomena to be of great value.
10. They believed it to be a coincidence.
11. I felt somebody touch me.
12. What makes you think so?
13. He heard someone call his name.
14. Your enthusiasm makes me feel young again.
15. Nobody saw her face change.
16. We thought ourselves to be lucky.
Unit 22 Risk Management 139
17. She considered the question to be useless.
18. Further experiments proved the assumption to be wrong.
19. We all know him to be very punctual.
20. Which direction did you notice them go?
21. How did you let them know of it?
22. I’ll have to make him re-do it.
23. I could hardly believe it to happen.
24. We didn’t expect him to return so soon.
25. Let life go on as if nothing has changed.
Ex. 6 Fill in the blanks with suitable verbs. Give several variants where
possible.
1. Why don’t you ... her to wear high heels?
2. The way she looks at me ... me blush.
3. Do you ... me to show you the place on the map?
4. No one had ... her to return so early.
5. I have never ... her look so sweet.
6. Who ... you to miss lectures?
7. She ... the children to be well behaved.
8. You can’t ... him come if he doesn’t want to.
Ex. 7 Replace the words in italics by the Object Infinitive Construction (See
“Grammar”, G.21.2).
Model: Members of the Government itself acknowledge that many of
their predictions were over-optimistic.
Members of the Government itself acknowledge many of their
predictions to have been over-optimistic.
1. The Court declared that the book was obscene.
2. Teachers have found that the overhead projector is invaluable as a teaching
aid.
3. The majority of critics thought that the film was highly original.
4. Many of the audience considered that the speaker had overstated his case.
5. Evidence showed that the man’s alibi was a complete fabrication.
6. The architect’s clients had assumed that the construction of such a building
was impracticable, whereas the architect himself believed that it was perfectly
feasible.
7. At a very early age, Paderewski revealed that he was a master of the keyboard.
8. Everyone knew that he was a man of integrity.
9. Detectives investigating the robbery discovered that £20,000 worth of precious
stones were missing.
10. Although most people once thought that it was impossible, several climbers
have now scaled the north face of the Eiger in winter.
140 Section 6: Business Communication
Ex. 8 Translate the sentences using the phrases:
let smb do smth – позволить; пусть (они) ...; дайте (мне) ...;
make smb do smth – заставить;
have smb do smth – распорядиться, чтобы ...
1. Мама не позволяет мне играть в футбол.
2. Не заставляйте меня лгать.
3. Распорядитесь, чтобы кто-нибудь принес мел.
4. Не позволяй им так кричать.
5. Заставь его выпить лекарство.
6. Пусть они напишут диктант еще раз.
7. Я не могу заставить его бросить курить.
8. Он посторонился, чтобы дать ей пройти.
9. Не смешите меня.
10. Позвольте мне помочь вам.
11. Дайте мне подумать.
12. Распорядитесь, чтобы дети надели плащи.
13. Дайте мне знать, когда она придет.
14. Я велела ему объяснить, что это значит.
15. Не позволяйте ему есть столько конфет.
Ex. 9 Translate the sentences with the Subjective Infinitive Constructions
(See “Grammar”, G.21.3).
1. He is known to be a very talented man.
2. The climate here is considered to be very healthful.
3. He is suspected to have committed a crime.
4. The performance is expected to be a success.
5. The book is said to be popular all over the world.
6. The poem is believed to have been written by an unknown author.
7. The playwright is supposed to be working at a new comedy.
8. The parties are reported to come to an agreement.
9. The problem was considered to be settled.
10. The new methods were found to have many disadvantages.
11. They seem to know all about it.
12. He seems to get tired.
13. The discussion seemed to be coming to an end.
14. He appeared not to know anything.
15. The working conditions appeared to be more difficult than it was supposed.
16. I happened to be present at the opening session.
17. We happened to have many mutual friends.
18. My prediction proved to be correct.
19. New cars proved to be very comfortable.
20. The language of the article turned out to be quite easy.
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