Английский язык для тех кто изучает менеджмент. Уровень С1. Часть 1. (Английский язык для изучающих менеджмент. В 2-х частях. Часть 1. ESP In-Depth: English for Management Studies. Part 1.: Учебное пособие Уровень С1)

159 Pages·2010·0.902 MB·Russian

by  Виноградова Н.Н.

МОСКОВСКИЙ ГОСУДАРСТВЕННЫЙ ИНСТИТУТ
МЕЖДУНАРОДНЫХ ОТНОШЕНИЙ (УНИВЕРСИТЕТ)
МИД РОССИИ
Кафедра английского языка №4 

Н.Н. ВИНОГРАДОВА, Е.Э. ИВАНОВА

АНГЛИЙСКИЙ ЯЗЫК
ДЛЯ ИЗУЧАЮЩИХ
МЕНЕДЖМЕНТ
В двух частях
Часть 1
Уровень С1

ESP IN-DEPTH: ENGLISH for Management
Studies

PART 1
Level C1

Издательство
«МГИМО-Университет»
2010
ББК 81.2 Англ
В48

Виноградова Н.Н., Иванова Е.Э.

В48 Английский язык для изучающих менеджмент. В 2-х частях.
Часть 1. ESP In-Depth: English for Management Studies. Part 1. : Учеб. пос.
Уровень С1 / Н.Н. Виноградова, Е.Э. Иванова; Моск. гос. ин-т межд.
отношений (ун-т), каф.англ. языка №4. – М. : МГИМО(У) МИД России, 2010.
— 158c.

ISBN 978-5-9228-0663-3

Данное учебное пособие основано на междисциплинароном подходе и
наряду с совершенствованием переводческих компетенций предусматривает
развитие способностей и навыков структурирования и анализа данных,
обсуждения актуальных проблем менеджмента и маркетинга, умение
визуализировать и публично представлять информацию на иностранном
языке в соответствии с практическими целями.
Пособие предназначено для магистрантов высших учебных заведений,
изучающих менеджмент и маркетинг, а также для тех, кто, обладая
достаточной языковой подготовкой, стремится к углублению своих знаний в
области управления посредством чтения англоязычной периодики, изучения
научной литературы, работы с аудио- и видеоматериалами.
Данное учебное пособие используется в качестве базового материала в
магистратуре МГИМО(У) МИД России.

ББК 81.2 Англ

ISBN 978-5-9228-0663-3 © Московский государственный институт
международных отношений (университет)
МИД России, 2010
CONTENTS
ПРЕДИСЛОВИЕ........................................................................... 4

UNIT 1. GREAT MANAGERS AND BIG IDEAS...................... 6

UNIT 2. THE NEW ORGANISATION ..................................... 23

UNIT 3. KEEP THE CUSTOMER SATISFIED....................... 40

UNIT 4. CASE STUDY – DELL................................................. 58

UNIT 5. QUALITY MANAGEMENT ....................................... 73

UNIT 6. SIX SIGMA VS INNOVATION .................................. 85

UNIT 7. INNOVATION MANAGEMENT.............................. 104

UNIT 8. BRAND MANAGEMENT.......................................... 131

3
Предисловие
Учебное пособие “Английский язык для изучающих менеджмент »
часть 1 (ESP in-Depth. English for Management Studies. Part 1’)
представляет собой составную часть УМК 'English for Management
Masters. Competence Approach', созданного под руководством к.ф.н.
проф. Зинкевич Н. А. в рамках инновационного проекта МГИМО по
модернизации подготовки студентов по английскому языку
специальности (уровень — магистр, специализация – международный
бизнес и деловое администрирование, специальность №521500,
«Менеджмент»).
Основной целью учебного пособия является развитие и совер-
шенствование переводческих компетенций, а также общих и языковых
компетенций, приобретенных студентами в курсе бакалавриата в
соответствии с квалификационными характеристиками, разработанными
в рамках Болонского процесса и предъявляемыми к выпускникам
магистерских программ. В основу учебника положен междисципли-
нарный подход, позволяющий увязать структуру и содержание курса с
теоретическими знаниями, полученными в ходе изучения базовых
управленческих дисциплин.
Важнейшей задачей курса также является обучение студентов
целому ряду других языковых и речевых компетенций, что обусловлено
потребностями будущей профессиональной деятельности, предполага-
ющей как письменные, так и устные формы общения на английском
языке. Наряду с переводческой деятельностью выпускники магистра-
туры занимаются аналитической обработкой информационных потоков,
освещающих опыт инновационной, управленческой и маркетинговой
деятельности ведущих российских и иностранных компаний, что
предполагает обладание научно-исследовательскими, информационно-
аналитическими, правовыми, социокультурными и организационно-
управленческими компетенциями. Перечень компетенций детально
сформулирован в начале каждого урока. Учебное пособие имеет
практическую направленность и предполагает адаптивность к изменяю-
щимся реалиям рынка труда. Приобретаемые языковые навыки исполь-
зуются для углубления профессиональных знаний, получаемых в курсах
профилирующих дисциплин, что достигается посредством изучения
научной литературы, чтения англоязычной периодики, использования
аудио- и видеоматериалов.
Модули и отдельные уроки включают следующие типовые виды
работ:
(cid:131) опрос, позволяющий выявить наличие у студентов фоновых
знаний по соответствующей проблематике;
(cid:131) обсуждение и выполнение заданий к текстам по
профессиональной тематике;
4
(cid:131) письменный и устный перевод статей с английского языка на
русский; реферирование текстов из русскоязычных
источников на английском языке;
(cid:131) выполнение лексических упражнений разного типа;
(cid:131) публичное представление и обсуждение практических
заданий (презентаций, докладов, аналитических записок).
В основу учебника положены следующие базовые методические
принципы:
Личностно-ориентированный и рефлексивный подходы, предо-
ставляющие студентам некоторую академическую свободу в выборе
заданий, исходя из их языковых потребностей и нацелены на монито-
ринг собственной учебной деятельности (рубрика Reflection Spot).
Принцип интеграции всех видов речевой деятельности в обуче-
нии иностранным языкам предполагает многократную повторяемость. В
результате одни и те же компетенции развиваются и закрепляются на
протяжении всего курса и в тесной связи с другими навыками и
умениями.
Академическая автономия студентов предполагает их участие в
выборе и обсуждении учебных материалов и готовит их к обучению в
течение всей жизни, формируя способность адаптироваться к изменяю-
щимся условиям на рынке труда.
Аутентичность и актуальность учебных материалов,
реальные задания (рубрика Get Real), которые во многом имитируют
будущую профессиональную деятельность, ролевые игры, case-studies,
проблемный и проектный методы обучения и другие современные виды
учебной деятельности также направлены на приобретение и совер-
шенствование компетенций (рубрики Hungry Minds, Food For Thought,
Have Your Say, Business Skills).
Принцип ‘открытости содержания образования’ предполагает
работу не только с учебным пособием, но и тематическими аудио- и
видео-материалами интернет-сайтов. Задания рубрики It Matters
рассчитаны как на аудиторную, так и самостоятельную работу
студентов.
Каждый урок учебника содержит тематический словарь, который
активизируется как в языковых упражнениях (Language Focus), так и в
заданиях других рубрик. В пособии использованы статьи из английских
и американских изданий, а также статьи из российских периодических
изданий, и в соответствии с Законом от 9 июля 1993 года № 5351-1
авторы данного пособия указали источники заимствования, правомерно
обнародованные произведения и отрывки из них в качестве
иллюстраций (в широком смысле) в объёме, оправданном поставленной
целью или методикой.
Пособие включает 8 разделов и рассчитано на 34 аудиторных часа
и внеаудиторную работу студентов.
Авторы
5
UNIT 1. GREAT MANAGERS AND BIG IDEAS
Competencies:
(cid:131) developing the ability to understand the structure of the text
(cid:131) developing translation skills
(cid:131) developing subject-specific skills
(cid:131) grasping the gist of an extended text
(cid:131) developing team-work skills
READING AND SPEAKING (1)
• What great managers of the past century do you know?
• What are they famous for?
• What is their contribution to the art and science of management?
• What great management ideas can you name?
1. Put the jumbled paragraphs of the text in the correct chronological order.
The Big Ideas
a)
Quality. W. Edwards Deming hated American management style, and
by the 1980s American managers came to love him for it. Deming, the
traveling evangelist of quality, had been ignored by American corporations in
the late 1940s when he tried to interest them in his statistical methods for
process control. So in 1950 he took his tent show to Japan, where he railed
against American evils like competition (cooperation was more constructive),
production quotas (which sacrificed quality for quantity), and end-of-the-line
inspections (which in effect plan for defects rather than design processes to
prevent them). Having lost everything in the war, Japanese manufacturers
proved receptive and soon were taking market share from American
companies. When an American television program "discovered" Deming in
1980, business was finally ready to listen to it.
b)
Leadership. The most ingenious corporate structure means nothing
unless someone leads it well. One of the earliest and most original thinkers on
leadership issues was Mary Parker Follett, a New England social worker
trained in political science who became an adviser to business leaders in the
1920s and 1930s. Follett preferred constructive conflict to compromise. She
believed employees should have a voice in how things are done, but only if
they share in the responsibility. And half a century before the business
schools got around to it, she spoke of managers who lead with shared vision
and common purpose. No wonder Peter Drucker has called her the "prophet
of management".
6
c)
Scientific management. Frederick Winslow Taylor is the management
thinker humanists still love to hate, although he's been dead since 1915. His
system of scientific management, they say, dehumanizes workers and reduces
management to a matter of measurements. But ever since Taylor's methods of
"working smarter" first made him famous at the turn of the century, our
appetite for greater productivity has been insatiable.
Taylor first got out his stopwatch in 1881 in the hope that science could
end a tug of war over piece rates. As a young foreman at Midvale Steel in
Philadelphia, he was expected to cut rates when production was high, but he
knew that workers would react by holding down production when rates fell.
Seeking a Platonic ideal of steelmaking, Taylor carefully isolated and timed
each step in the process. Along the way, he saw ways to improve the system
— by rearranging the shop, modifying a tool, or eliminating a movement. He
supplied instruction cards so that the machinist didn't need to think: Taylor
had done the thinking for him. Taylor spent the next 30 years refining his
principles of scientific management. When in 1910 Louis Brandeis publicized
Taylor's ideas to expose the wasteful habits of the railroads, the efficiency era
was born. "In the past the man was first," Taylor wrote: "In the future the
system must be first."
d)
Modern Corporation. Turning a random assemblage of car
companies into what has been America's largest corporation for the better part
of seven decades is impressive, but it didn't earn Alfred Sloan Jr. a place on
this list. What did was his design for General Motors — multiple divisions
controlled and supported by a central core. That set the standard for the
modern decentralized corporation.
e)
Management guru. If Peter Drucker's name comes up frequently in
these pages, it might be because he has chronicled or anticipated almost
every major management landmark, from GM at the close of the Sloan era (in
Concept of the Corporation) to knowledge workers (a term he coined 40 years
ago). The Practice of Management, first published in 1954, is still going
strong. The original management guru (a word Drucker says people use only
because "charlatan" is too long to fit in a headline), Drucker has done more to
legitimize management as a profession than a business school full of theorists.
f)
Labor rights. Not all big ideas about managing have come from
managers. No one has fought harder in this century than labor unions to make
work safer and more fair. And no one better personifies the nobler side of
labor's struggles than Walter Reuther. He negotiated the 1955 merger of the
Congress of Industrial Organizations (which he led) with the American
7
Federation of Labor and broadened labor's influence. In 34 years with the
United Auto Workers, he championed the rights of workers to medical
coverage, pensions, and unemployment benefits. The boss was still the boss,
but the workers had found a voice.
g)
Reengineering. Michael Hammer and James Champy set the business
world on fire in the early '90s, selling two million copies of their manifesto,
Reengineering the Corporation and FORTUNE, we admit, helped to fan the
flames. Now that reengineering is about as popular as Linda Tripp, it's fair to
ask, what were we thinking? First, Hammer and Champy's vision was no
mere cost-cutting tool but the first large-scale, systematic application of
information technology to management. By re-imagining business processes,
companies could put back together tasks that Taylor and Co. had pulled apart,
building responsibility into jobs that used to pass the buck. Second, no one
said reengineering would be easy. In fact, one critic has compared it to
chemotherapy ― a radical treatment that destroys a lot along the way. Half-
hearted attempts pretty much guaranteed failure. And there were plenty of
failures, not to mention that companies used the idea to justify willy-nilly
downsizing. As the authors later acknowledged, they hadn't paid enough
attention to the people.
h)
Assembly line. Henry Ford gets his due elsewhere in this magazine,
so why mention him here? Two words: mass production. In 1909, Ford
produced almost 14,000 cars; just five years later the moving assembly line
had increased output to over 230,000. Ford's moving assembly line upped
Taylor's ante: Taylor tested the maximum a man could produce; Ford's
assembly line had its own speed, and the workers had to adapt to it.
i)
Managing by the numbers. Add, subtract. That pretty much sums up
30 years of finance-driven management. The '60s brought the conglomerate
era, when companies like ITT branched out into rental cars, hotels, and
Wonder Bread bakeries. It was no drawback to be ignorant about these new
businesses, the gods of finance proclaimed — with good data, you could
manage anything. Bigger was better, and being on top of the FORTUNE 500
was best. But the conglomerate strategy did not stand the test of time. Harold
Geneen, the king of the conglomerates, managed to hold ITT together until he
stepped down as CEO in 1977. Disassembly followed. By the 1980s the
momentum had reversed, so the equation 2 + 2 = 5 was now 5 – 2= 7. What
fueled the frenzy of the Deal Decade were new fads in financing — leveraged
buyouts and their new currency, junk bonds. By piling on debt, takeover
artists aimed to force managers to eliminate waste and reawaken the
entrepreneurial impulse in bloated businesses. Although investors saw gains,
often such deals left companies strapped for capital to invest in the future or
sent once stable businesses into bankruptcy.
8
j)
Knowledge management. If the Internet economy has taught us
anything, it's that the physical world Frederick Taylor lived in determines less
and less of what we value. A good idea, especially one that is well timed, has
almost unprecedented worth. It follows, then, that the stuff between workers'
ears, obviated by Taylor and barely tolerated by Ford, becomes treasure to
today's managers. Now the challenge for managers is how to capture, harness,
and develop that knowledge profitably.
k)
Brand management. It's tough out there in consumer-products land:
so many products, so little supermarket shelf space. But those crowded
shelves are a testament of sorts to the glory of brands. And all those brands,
in their sometimes maddening variety, owe their vitality to an idea that
surfaced at Procter & Gamble way back in 1931. The poor showing of
Camay against the well-established Ivory soap led P&G manager (and future
CEO) Neil McElroy to suggest that what Camay needed was an advocate.
This "one man, one brand" system turned company men into entrepreneurs
who went all out for their product, a system that left its mark on products the
world over.
Fortune, November 22, 1999
Notes
Congress of Industrial Orga- Конгресс производственных
nizations (CIO) профсоюзов (КПП)
American Federation of Labour Американская федерация труда
(AFL) (АФТ)
United Auto Workers (UAW) Объединенный профсоюз работ-
[United Automobile, Aereo- ников автомобильной промыш-
space and Agricultural ленности (Объединенный проф-
Workers of America] союз работников автомобильной,
авиакосмической промышленно-
сти и сельскохозяйственного
машиностроения)

Linda Tripp Monica Lewinsky’s friend who
recorded telephone conversations
with Lewinsky in late 1997 which
eventually led to the impeachment of
President Clinton
9
2. Discuss the following questions.
1. What are the aims of the total quality management (TQM) and re-
engineering?
2. What management concept is behind creating a conglomerate and a
focused business?
3. What is Taylorism?
4. What does synergy mean in management?
5. What big ideas were developed in the car industry?
6. What is the contribution of Proctor & Gamble to the management
theory and practice?
READING AND SPEAKING (2)
3. Scan the following article and say what conclusions were made in the study
“Management Practice and Productivity.”
What Witch Doctors?
Maybe management theory is not hocus pocus after all
ONCE again, scepticism about management theory — at least as
business schools teach it — is growing. In his latest book, “The Future of
Management”, Gary Hamel notes that several top executives — including
Sergey Brin and Larry Page (the “Google Guys”) and John Mackey of Whole
Foods Market — did not go to business school. Donald Trump is a Wharton
alumnus, but you would not guess it from his new bestseller, “Think Big and
Kick Ass in Business and Life”, with its street-fighter's advice to always get
even and never marry without a prenuptial agreement. Rakesh Khurana’s new
book about business schools, “From Higher Aims to Hired Hands”, charts
how management science declined from a serious intellectual endeavour to a
slapdash set of potted theories.
All of this seems in keeping with the sceptical title of a book about
management theorists written a decade ago by two journalists at The
Economist (one now its editor-in-chief) called “The Witch Doctors”.
A new study begs to differ, arguing that firms implementing sound
management practice have higher labour productivity, sales growth and return
on capital. “Improved management practice is one of the most effective ways
for a firm to outperform its peers,” concludes the study, “Management
Practice and Productivity: Why They Matter”. That this is at all controversial
shows how far management theory has fallen from its peak early in the 20th
century, when it seemed that the science of running firms would be as
rigorous as, say, applied physics.
10