Практикум по культуре речевого общения (1-й иностранный (английский) язык)
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Рекомендуемые учебники и учебные пособия7 семестр Основная литература: Томарева И.Г. Английский язык для конфликтологов. Язык профессионального общения: учебное пособие. ФГОУ ВПО ВАГС.- Волгоград: Издательство ФГОУ ВПО ВАГС, 2010.-72с. Бессарабова И.С., Недоспасова В.Г. Английский язык для психологов: учебное пособие. ФГОУ ВПО ВАГС.- Волгоград: Издательство ФГОУ ВПО ВАГС, 2010.-192с. Коваленко П.И.Английский для психологов. Серия «Учебники и учебные пособия». Ростов н/Д: «Феникс», 2009 – 320с. Дополнительная литература: Выборова Г.Е. Advanced English: учебник английского языка для гуманитарных факультетов вузов, факультетов переподготовки и факультетов повышения квалификации учителей иностранного языка. М.: Флинта, 2009.-190с. Донченко Е.Н. Английский язык для психологов и социологов. Ростов н/Д: «Феникс», 2008.-234с. Карачарова Н.М. Английский язык: учебник для гуманитарных факультетов. СПб.: Издательство «Лань», 2008.-243с. Куликова Н.В. Английский для психологических факультетов. Ростов н/Д: «Феникс», 2009.-244с. Макарова Е.А. Английский язык для психологов. Ростов н/Д: «Феникс»,2008.-320с. Макарова Е.А. Английский язык для психологов: учеб. пособие для вузов. 2-е изд., испр., перераб. и доп. М.: Издательство Юрайт, 2010.-403с. Никошкова Е.В. Английский язык для психологов: учеб. пособие для студентов вузов.М.: Изд-во ВЛАДОС-ПРЕСС, 2009.-160с. Федорова Л.М. Английский язык для психологов: учеб.пособие. М.: Изд-во: «Экзамен», 2008.-560с. Duckworth M. Business Grammar and Practice. Oxford University Press, 2009.-220p. Murphy R. English grammar in use. Cambridge University Press. 2009.- 328 p. Wallwork A. Business Options. Oxford University Press, 2008.-220p. Harding K., Taylor L. International Express, intermediate. Oxford University Press, 2008.-320p. Eastwood J. Oxford Practice Grammar, intermediate. Oxford University Press, 2009.-320p. 8 семестр Основная литература: Томарева И.Г. Английский язык для конфликтологов. Язык профессионального общения. Изд-во ФГОУ ВПО ВАГС, 2010.- 72с. Бессарабова И.С., Недоспасова В.Г. Английский язык для психологов: учебное пособие. ФГОУ ВПО ВАГС.- Волгоград: Издательство ФГОУ ВПО ВАГС, 2010.-192с. Коваленко П.И.Английский для психологов. Серия «Учебники и учебные пособия». Ростов н/Д: «Феникс», 2008 – 320с. Дополнительная литература: Выборова Г.Е. Advanced English: учебник английского языка для гуманитарных факультетов вузов, факультетов переподготовки и факультетов повышения квалификации учителей иностранного языка. М.: Флинта, 2009.-190с. Донченко Е.Н. Английский язык для психологов и социологов. Ростов н/Д: «Феникс», 2008.-234с. Карачарова Н.М. Английский язык: учебник для гуманитарных факультетов. СПб.: Издательство «Лань», 2008.-243с. Куликова Н.В. Английский для психологических факультетов. Ростов н/Д: «Феникс», 2009.-244с. Макарова Е.А. Английский язык для психологов. Ростов н/Д: «Феникс»,2008.-320с. Макарова Е.А. Английский язык для психологов: учеб. пособие для вузов. 2-е изд., испр., перераб. и доп. М.: Издательство Юрайт, 2010.-403с. Никошкова Е.В. Английский язык для психологов: учеб. пособие для студентов вузов.М.: Изд-во ВЛАДОС-ПРЕСС, 2009.-160с. Федорова Л.М. Английский язык для психологов: учеб.пособие. М.: Изд-во: «Экзамен», 2008.-560с. Duckworth M. Business Grammar and Practice. Oxford University Press, 2009.-220p. Murphy R. English grammar in use. Cambridge University Press. 2009.- 328 p. Wallwork A. Business Options. Oxford University Press, 2008.-220p. Harding K., Taylor L. International Express, intermediate. Oxford University Press, 2008.-320p. Eastwood J. Oxford Practice Grammar, intermediate. Oxford University Press, 2009.-320p. Раздел 2. Методические рекомендации по изучению учебной дисциплины для студентов 2.1.Рекомендации по использованию материалов учебно-методического комплекса. Пожелания к изучению отдельных тем курса. Использование материалов УМК по иностранному языку во всей их совокупности предполагает вовлечение студентов в устную (аудирование, говорение) и письменную (чтение, письмо) коммуникацию, т. е. общение на изучаемом языке. Для того чтобы стать активным участником этого процесса, необходимо тщательно выполнять учебные задания не только основного учебника, но дополнительных учебных пособий, предлагаемых преподавателем, ибо они направлены на создание запаса активной и рецептивной лексики и формируют ваш профессиональный словарь. В УМК перечислены все требования, предъявляемые студенту при изучении данного курса. Студент получает также полное представление о содержании, целях и задачах курса. При выполнении домашнего задания необходимо обратиться к графику организации самостоятельной работы. Студент имеет также возможность обратиться к нескольким учебным пособиям при подготовке, например, устной темы. Представленный вокабуляр для активного усвоения также должен сориентировать студентов на своевременное изучение лексики. Раздел практических, аттестационных и семестровых работ делает возможным своевременную подготовку студента к их выполнению. Пожелания к изучению отдельных тем курса. Для студентов, будущих работников государственных органов управления, необходимо обратить особое внимание на систему государственного и муниципального управления в Великобритании, подробно описываются системы государственного и муниципального органов управления каждого графства Великобритании. Свое выступление на научно-практической конференции студенты могут основывать на переводе данных текстов. При переводе оригинальных текстов по профилю своей специальности необходимо обращаться к тематическому глоссарию, имеющемуся в пособии Недоспасовой В.Г., Бессарабовой И.С. Студентам также обязательно следует обратить внимание на устойчивых глагольно-субстантивные словосочетания, которые относятся к стилевому признаку данных текстов. 2.2. Рекомендации по работе с литературой Основным учебно-методическим пособием для аудиторной и внеаудиторной работы студентов является пособие: Недоспасовой В.Г., Бессарабовой И.С. Английский язык для государственных служащих: учебное пособие. ФГОУ ВПО ВАГС.- Волгоград: Издательство ФГОУ ВПО ВАГС, 2010.-192с. Данное пособие предназначено для изучения профессионального английского языка студентами 3 курса факультета ГМУ. На аудиторных занятиях используются также дополнительные учебники и учебные пособия (см. рабочую программу). Преподаватель, как правило, использует также на каждом занятии дополнительные тексты для ознакомительного и просмотрового видов чтения из зарубежных источников. Курс изучения иностранного языка предполагает также использование компьютерных программ, словарей и энциклопедий (см. Список компьютерных программ). Каждый урок включает в себя:
В основном, предусматривается выполнение в среднем 10 заданий, чтение и перевод 3-х – 4х текстов в каждом уроке. В учебный материал входят также несколько дополнительных текстов для чтения и перевода, углубляющие знание студентов по отрасли специальности. Расположение учебного материала, характер лексико-грамматических упражнений учитывают особенности самостоятельной индивидуальной формы работы. Среди заданий преобладают упражнения, способствующие развитию навыков чтения на английском языке. Студенты обязаны заучивать наизусть слова и словосочетания, включенные в активный вокабуляр. Предлагается следующая методика работы. Объяснение нового грамматического материала и его первичное закрепление происходит на аудиторных занятиях под руководством преподавателя. В аудитории под руководством преподавателя проводится также обязательный разбор и анализ выполненного домашнего задания, включающего выполнение 2-3 лексико-грамматических упражнений, письменный/устный перевод текста и заучивание наизусть незнакомой лексики или микротекстов, диалогов. Проверка домашнего задания на занятиях должна стать наглядным практическим обучением. Исходя из этого, каждый студент обязан вести рабочую тетрадь по иностранному языку, предназначенную для выполнения домашнего задания. Тема «Государственная и муниципальная служба» и соответствующий лексический материал представлены в учебном пособии. Студенты специальности ГМУ, получающие профессиональную квалификации менеджера в сфере государственного и муниципального управления, курс профессионального иностранного языка начинают с темы «Профессия менеджера, его функции». В данном пособии имеется ряд текстов по данной теме, а также подобран соответствующий вокабуляр. Основными учебными материалами при изучении тем 8 семестра являются 1. Практический курс английского языка, 3 курс: учеб. для студентов вузов / [В.Д.Аракин и др.]; под ред. В.Д. Аракина. – 4-е изд., перераб. И доп. – М.: Гуманитар. изд. центр ВЛАДОС, 2008. – 431с.: ил. – (Учебник для вузов). 2. Недоспасова В.Г., Бессарабова И.С. Английский язык для государственных служащих (язык профессионального общения): учебное пособие.-2-е изд., перераб. и доп.-Волгоград: Изд-во ФГОУ ВПО ВАГС, 2011.- 208 с. 3. Практический курс английского языка. 3 курс: учеб. для студентов вузов/под ред. В.Д Аракина.-4-е изд., доп. и испр.- М.: Гуманитар. изд. центр ВЛАДОС, 2008.-431 с. Раздел 3. Материалы тестовой системы Тест Put the correct form of the verb choosing between A,B,C,D variants. 1.They to return after the bomb safe. A allowed, was made В have been allowed, will be made С were allowed, had been made D had been allowed, has been made 2. There's the car. My husband . I must go and bathe my eyes, I don't want him to see I ________ A had come, was crying В comes, had been crying С has come, have been crying D came, cried 3. He on with the new boss, so he _ another branch. A doesn't get, asked to transfer В hasn't got, had asked to have been transferred to С doesn't get, has asked to be transferred to D isn't getting, asked to transfer to 4. At the port we saw a steamer which with grain. A was being loaded В was loaded С loaded D is being loaded 5. Don't go that way, the road since March. A repairs В is repairing С has been repaired D has been repairing 6. After we_____ all the packing it will be nice to have a snack. A will do В are doing С have done D will have done 7. He____ on with the new boss, so he _ another branch. A doesn't get, asked to transfer В hasn't got, had asked to have been transferred С doesn't get, has asked to be transferred D isn't getting, asked to transfer 8)_____At the port we saw a steamer which_____with grain. A was being loaded В was loaded С loaded D is being loaded 9._______Don't go that way, the road_____ since March. A repairs В is repairing С has been repaired D has been repairing 10. What question when the talks A is considered, break В was considering, broke С had been considered, are broken D was being considered, were broken 11. He___ up and down the room for an hour now thinking of the story he A walks, writes В has been walking, was writing С is walking, has been writing D was walking, wrote 12. My cousin with us until she____somewhere to live. A stays, will find В is staying, finds С stayed, can find D was staying, found 13. Your guests____ They__ in the garden. A arrived, sat В are arriving, have sat С have arrived, are sitting D arrive, were sitting 14. What sort of research now and who ____ it? A is being done, is doing В is doing, has done С has done, was doing D has been done, will be doing 15. We'll get married as soon as we____ the problem of where we____to live. A will settle, will be В have settled, are going С settle, come D will have settled, was going 16. Uncle Max slipped as he_____ beside the river and____into the water with a loud cry. A walked, has fallen В was walking, fell С is walking, falls D has walked, is falling Материала для домашнего чтения или аудиторных обсуждений. WHO IS AN EXECUTIVE? It is generally defined that an executive is a person or group having administrative or managerial authority in an organization, which may be a company, corporation, bank, hospital, Foundation, college, university, etc. The chief officer of a government, state, or political division is also commonly recognized as an executive. The administrative or managerial responsibility includes planning for the effective functioning, growth, and profitability of the organization, decision making on issues that influence or affect the organization, leading the organization towards its objectives and goals and creating a healthy environment and opportunities for development and career growth for the employees at all levels. From a functional point of view a pyramid structure for the employees of an organization has been found to be the most effective and is the basis of organizational set-up for small and large companies, corporations, and government departments in the United States of America. At the lower and middle level of the pyramid the persons responsible for the effective functioning of the units of the organization, though called upon to bear some degree of managerial and administrative responsibility to their division or department, are not called executives. Often they are designated as managers, foremen, department heads, etc. The persons serving at the top level of the organizational pyramid are generally referred to as executives. However, there is no universal agreement as to who an executive is. The widely accepted notion is that an executive is one who carries out his/her job responsibilities through appropriate delegation and management of the resources and people who report to him/her. In this sense, an executive may be considered as one who gets things done through other people as well as himself/herself. What distinguishes an executive from an employee is the former's role in planning, decision making, and providing leadership for the growth and profitability of the organization, whereas an employee has no such input in its functioning. NATURE OF THE EXECUTIVE'S JOB The primary responsibility of an executive is to initiate and carry out such actions needed to achieve the goals of the organization through proper management and administration. However, not all executives are directly involved in all aspects of the administrative and management functions. The complexity and size of an organization determine the number of executives and the nature of their job function. An executive in a small organization generally holds many different functions, whereas in a large organization executives may hold specialized job functions such as administration, accounting, design, production, marketing, advertising, sales, etc. The important point to note here is that no two executives may have identical job functions, and each executive position is unique in one way or other. Accordingly the skills needed for effective executive performance are also different. Apart from technical and professional skills such as engineering or accounting which needs specialized education and training, there are many other skills and characteristics which all executives need to possess. These are not generally taught in schools and colleges in a formal sense. It is the objective of this book to fill this gap and make the executive become aware of the need for continuous self-development in many areas which may have a direct bearing on his/her performance and success in carrying out his/her job functions. WHAT IS EXECUTIVE PSYCHOLOGY? Executives are not an exclusive class of people who are totally different from the rest of humanity. They are men and women coming from the same society which also provides other professionals and non-professionals for the career world. The difference lies in the job function only. Executive psychology deals with all the pertinent aspects of behavioral and educational psychology applicable to the executive in carrying out his/her administrative and/or managerial functions. It emphasizes the need for attitudinal and behavioral modifications on the part of the executive to suit his/her job functions for better performance. It also defines the subjective skills needed for executive achievements and to safeguard oneself from maneuvering from others in a competitive corporate environment. TASKS TO THE TEXT.
a) Name organizations having administrative authority.
EXECUTIVE STRESS (read and translate with the dictionary) Stress is a non-specific response of individuals to the environment. This environment includes people, place, and situations with which the executive interacts in his/her daily life. No two people respond the same way to a given stressor. Stress is not always bad. What is stressful to one may even be invigorating to another. Stress does not kill, but stress response can. That is, when the stress moves from the psyche (mind) plane to the somatic (body) plane, it can affect the bodily functions such as sleep, digestion, blood circulation, and nervous system negatively and disturb the homeostasis of the body. The symptoms of stress are unmistakable: sleeplessness, headaches, fatigue, nervous tension, mood changes, etc. Unmanaged stress is like unregulated flood which can break through the banks and do more harm than good. Unmanaged stress, when allowed to persist over a long period of time, can result in a multitude of psychosomatic illnesses, of which stomach ulcers, hypertension (high blood pressure), cardiovascular and renal problems are but a few to mention. Stress is not something to be afraid of or unduly concerned about. It is part of being human, more so being an executive. There is no such thing as life without stress, occupation without tension, or career without problems. It is a matter of learning to cope with them. Executives who have chosen organizational life, of course, must be competitive to achieve competence for effective job performance. No doubt, the need to compete and achieve is highly stressful for many of them, and those who can not manage do suffer impairment of health. Harry Levinson, in his book "Executive Stress", mentions "executives most often do not differentiate between creative and self-destructive competitiveness. They assume that if they have chosen organizational life, the inevitable product is stress and they will have to take their chances, worrying all the way and unable to do anything about it. It isn't and they won't". There is no need for the executives to resign to the notion that sooner or later stress is going to get them. Stress is manageable when you understand the cause and effect relationship and discipline yourself to spend some time and effort to counteract the stress preventively. Also, you will be able to use stress as a motivator for your achievement and advancement in career. SOURCES OF EXECUTIVE STRESS Stress for the executive can arise from career or personal life or both. The major sources of executive stress are: • People management • Time management • Mobility • Promotions and adjustments • Performance and self-doubt • The race to the top • Personal financial management • Family problems • Incompatible goals • Success syndrome—the stress of success CRISIS MANAGEMENT (read and translate with the dictionary) Crisis is an unanticipated occurrence or event in life of a person for which he/she is not prepared. Crisis can come in many different forms—sudden death of a beloved person, divorce, job lay-off, financial losses, accidents, catastrophic illness or sickness of oneself or loved ones, etc. Two factors contribute to the intensity of the crisis-one is the unexpected nature and the other the unpreparedness to deal with the event. A crisis is extremely stressful for the simple reason that the person undergoes an utter feeling of helplessness. Nothing precipitates emotional stress more than being in a state of helplessness, real or imagined. The result is that the person becomes overly emotional, displaying the basic raw emotions of anger, fear, or grief, even joy, depending on the nature of the event causing the crisis. The emotional response of individuals, of course, varies—some overly react, whereas some are able to handle the crisis with restraint, depending on their mental make-up or what is generally called as their personality. Crisis in the life of organizations is not much different from that in the life of individuals in the two principal factors of occurrence, namely, the unexpectedness and unpreparedness. It may not be with the same catastrophic suddenness as in the life of an individual, but slowly it begins to precipitate when the conditions conducive for crisis are present and undermines the financial and/or executive stability of the organization. Ability to deal with crisis in personal life is an index of the emotional maturity of the person. It is a synergistic skill for the executive as far as the organization is concerned. The executive who is capable of managing crisis in personal life can be expected to deal with organizational crisis in a more rational manner than one who is unduly stressed in personal crisis situations. Is crisis preventable? Many a time, yes—say behavior psychologists. Anticipation of a potential crisis provoking event and being prepared mentally and action-wise to face it and deal with it are the best means of prevention. The state of being prepared eliminates the feeling of helplessness in the face of the impending crisis, thereby reducing its traumatic intensity. Behind every crisis lies an opportunity for its prevention in the future, provided we take time to analyze the cause and effect of the crisis and adopt an action plan designed to deal with it preventively. LEADERSHIP What is Leadership? In its simplest form, leadership is the skill or ability to guide by showing the way or to command and direct. It also implies the ability to induce in others a willingness to accept and to follow—often referred to as the ability to motivate others. Contrary to what most people believe, leadership is not something that a person is blessed with at birth. But the characteristics that contribute to leadership are acquired. It can therefore be developed and improved. Leadership for the executive can not easily be separated out of his/her overall executive ability. Getting your subordinates to work together toward group goals, for example, is both a leadership as well as executive function. Leadership is not an all-or-nothing skill. It is not that either you have it or don't have it. Leadership is more appropriately considered in relation to the conditions under which you operate, rather than to some abstract, arbitrary rules of do's and don'ts. Three Types of Leadership To get the most from a group of individuals working together towards common goals is best accomplished when one person is charged with the responsibility of achieving the goals. For all practical purposes this person is considered as the leader of the group and it is for him/her to deal with the different personalities of the group such that each person contributes optimally. Three different approaches in leadership have generally been known to be most effective in dealing with most people. Briefly on principle they are: Autocratic leadership. The leader assumes full responsibility for all action. He/she issues orders and seeks obedience from the group in following his/her orders. All policies are determined by the leader, and all decision-making are also done by him/her. Democratic leadership. The leader draws ideas and suggestions from the group by discussion and consultation. Group members are encouraged to take part in setting policies. The player plays the role of a moderator. Supportive leadership. In this approach the leader plays mostly the role of a supporter attending to the needs of the group members. He/ she is on hand mainly to provide materials and information, with a minimum of control. As an executive you should consider that these three basic methods of leadership are but three tools available to you for appropriate application with your group. These three approaches are not mutually exclusive. It is for you to use your judgment diligently in getting work done through one or more of these approaches suiting the person and the situation. Some people respond better to autocratic leadership, some to democratic, and yet others to supportive type of leadership. Questions to the text. Are leaders born or made?
II/ What abilities of the leader are mentioned in the text? Describe each of them. Name other abilities and features of the leader. III/ Which of expressions characterize the following styles? ( autocratic democratic supportive) To assume responsibility To be a moderator To order issues To encourage To take part in settling politics To provide information To seek obedience What Makes an Effective Leader? This is one of the most often asked questions regarding leadership. There is no one answer to this question. A person who can motivate others to follow his lead, of course, should have certain distinct characteristics which are respected by his followers. Leadership is both situational and temporal. But, anyone who thinks that he is born to lead assumes basically dictatorial characteristics, and no dictator has lasted long. It is essential that you don't fall into the trap of assuming autocratic or democratic leadership all the time with all the members of your group. It is the surest way of building resentment from your subordinates and you will not get their optimum performance. It is here your skill at leadership becomes distinctly synergistic when you distinguish the personality types in your group and recognize the most effective leadership approach to which the person is most responsive. Many situational factors affect the supervisor's leadership style. Some of the major situational factors are described below. 1. Number of people in the work group. Managers can give more individualized attention in smaller work groups. As group size increases, management by exception must tend to be used 2. Kinds of tasks. Jobs involving simple repetition may permit the manager to be more autocratic. Workers with creative or complex jobs require more freedom. 3. Situational stress. Managers often shift to a more autocratic style when the going gets tough. The firm may be in financial difficulties, and the manager may be experiencing unusual pressure to increase output. However, the supervisor should be careful in changing leadership styles and should not do so purely as a reflex action. 4. Objectives of the unit. The specific objectives the manager is expected to accomplish affect leadership style. If the only objective is to get the job done immediately, the use of strong authority may be justified, even though it may make workers unhappy. When there is an important rush project, subordinates are more likely to accept simply being told what to do. 5. Whether or not the company has a union. Union workers often do not want to participate in management. They may believe that supervisors should supervise and workers should work. Managers in nonunion firms are able to adopt a wider range of leadership styles. Being able to maintain nonunion status has been a major strength of IBM management. 6. Leadership style of the manager's boss. Managers tend to lead as they are led. If the boss is autocratic, managers may lean toward this leadership style. The example set by Thomas Watson, still guides managers throughout the large organization. 7. Relationship of the manager with subordinates. If the relationship is one of actual respect, the manager will usually let workers take part in managing themselves. Workers, too, are likely to contribute more when they are respected by their supervisor. Because of a careful selection process at IBM employees tend to be "a cut above average" and thus can be given extra responsibility. Can one person be both a manager and a leader? The American researchers don't say that it is impossible. But they think that because leaders and managers are basically different types of people, the conditions favorable to the growth of one may be inimical to the other. The authors of many scientific articles emphasize that managers and leaders have different attitudes toward their goals, careers, and relations with others. Managers tend to adopt impersonal, it not passive, attitudes toward goals. Managerial goals arise out of necessities rather than desires, and, therefore, are deeply embedded in the history and culture of the organization. "...To meet the challenge of the marketplace, we must recognize changes in customer needs and desires far enough ahead to have the right products in the right places at the right time and in the right quantity. We must balance trends in preference against the many compromises that are necessary to make a final product that is both reliable and good looking, that performs well and that sells at a competitive price in the necessary volume. We must design, not just the cars we would like to build, but more importantly, the cars that our customers want to buy" What do leaders think about their goals? They are active instead of reactive, shaping ideas instead of responding to them. Leaders adopt a personal and active attitude toward goals. The influence a leader exerts in altering moods, evoking images and expectations, and in establishing specific desires and objectives determines the direction a business takes. The net result of this influence is to change the way people think about what is desirable, possible, and necessary. What do managers and leaders do? What is the nature of their respective work? Leaders and managers differ in their conceptions. Managers tend to view work as an enabling process involving some combination of people and ideas interacting to establish strategies and make decisions. Managers help the process along by a range of skills including calculating the interests in opposition, staging and timing the surfacing of controversial issues, and reducing tensions. In this enabling process, managers appear flexible in the use of tactics: they negotiate and bargain,, on the one hand, and use rewards and punishments, and other forms of coercion, on the other. What about leaders, what do they do? Where managers act to limit choices, leaders work in the opposite direction, to develop fresh approaches to long-standing problems and to open issues for new options. Stanley and Inge Hoffmann, the political scientists, liken the leader's work to that of the artist. But unlike most artists, the leader himself is an integral part of the aesthetic product. One cannot look at a leader's art without looking at the artist. To be effective, the leader needs to project his ideas into images that excite people, and only then develop choices that give the projected images substance. Consequently, leaders create excitement in work. Leaders work from high-risk positions, indeed often are temperamentally disposed to seek out risk and danger, especially where opportunity and reward appear high. From my observations, why one individual seeks risks while another approaches problems conservatively depends more on his or her personality and less on conscious choice. For some, especially those who become managers, the instinct for survival dominates their need for risk, and their ability to tolerate mundane, practical work assists their survival. The same cannot be said for leaders who sometimes react to mundane work as to an affliction. What are manager's and leader's relations with others? There are two positions that clarify managerial attitude toward human relations. First, the need to seek out others with whom to work and collaborate seemed to stand out as important characteristics of managers. Managers prefer to work with people, they avoid solitary activity because it makes them anxious. The second feature of managers is connected with the necessity to maintain a low level of emotional involvement in these relationships. Managers relate to people according to the role they play in a sequence of events or in a decision-making process, while leaders, who are concerned with ideas, relate in more intuitive and empathetic ways. The manager's orientation to people, as actors in a sequence of events, deflects his or her attention away from the substance of people's concerns and toward their roles in a process. The distinction is simply between a manager's attention to how things get done and a leader's to what the events and decisions mean to participants. Leaders attract strong feelings of identity and difference, or of love and hate. Human relations in leader-dominated structures often appear turbulent, intense, and at times even disorganized. Such an atmosphere intensifies individual motivation and often produces unanticipated outcomes. Can organizations develop leaders? For organizations to encourage consciously the development of leaders as compared with managers would mean developing one-to-one relationships between junior and senior executives and, more important, fostering a culture of individualism and possibly elitism. The elitism arises out of the desire to identify talent and other qualities suggestive of the ability to lead and not simply to manage. The Jewel Companies Inc. enjoy a reputation for developing talented people. The chairman and chief executive officer, Donald S. Perkins, is perhaps a good example of a person brought along through the mentor approach. Franklin J. Lunding, who was Perkins's mentor, expressed the philosophy of taking risks with young people this way: "Young people today want in on the action. They don't want to sit around for six months trimming lettuce". This statement runs counter to the culture that attaches primary importance to slow progression based on experience and proved competence. It is a high-risk philosophy, one that requires time for the attachment between senior and junior people to grow and be meaningful, and one that is bound to produce more failures than successes. The elitism is an especially' sensitive issue. At Jewel the MBA degree symbolized the elite. Lunding attracted Perkins to Jewel at a times when business school gradual had little interest in retailing in general, and food attribution in particular. Yet the elitism seemed to pay off: not only did Perkins; become the president at age 37, but also under the leadership of young executives recruited into Jewel with the promise of opportunity for growth and advancement, Jewel managed to diversify into discount and drug chains and still remain strong in food retailing. By assigning each recruit to a vice president who acted as sponsor. Jewel evidently tried to build a structure around the mentor approach to developing leaders. "Being a good first assistant means that each management person thinks of himself not as the order giving, domineering boss, but as the first assistant to those who 'report' to hill in a more typical organizational sense. Thus we mentally turn our organizational charts upside-down and (challenge ourselves to seek ways in which we can lead... by helping... by teaching ... by listening... and by managing in the true democratic sense... that is, with the consent of the managed. Thus the satisfactions of leadership come from helping others to get things done and changed — and not from getting credit for doing any changing things ourselves." I. Answer the following questions. l. What is the distinction between management and leadership, management and leader? 2. What are the four basic styles of leadership identified by R. Likert? Speak about each one. 3. Describe the factors that affect the choice of a leadership style. ? 4. Are you a natural-born leader? Explain. II. Suppose you are a newly appointed manager over the following types of employees: a) research scientist; b) technical assistant; c) skilled professors. What leadership style would you suggest? Explain your response in view of the leadership styles. ! III. Translate the following sentences into Russian. 1. A leader is someone who can get others to do what he or she wants them to do. 2. Managers make all decisions. They decide what is to be done, who will and how and when it is to be accomplished. 3. The discussion of leadership theories may seem to imply that managers merely decide which leadership style to use, sometimes changing styles to adapt to different situations. 4. Some workers are mature in the way they approach their work, others may have to be watched quite closely to obtain even minimum performance. 5. It is a high-risk philosophy; one that requires time for the attachment between senior and junior people to grow and be meaningful, the one that is bound to produce more failures than successes. 6. Yet the elitism seemed to pay off: not only did Perkins become the president at the age 37, but also under the leadership of young executives recruited into Jewel with the promise of opportunity for growth and advancement, Jewel managed to diversify into discount and drug chains and still remain strong in food retailing. IV. Complete the following sentences with verbs from the list in the required form. To relate, to occupy, to require, to develop, to conduct, to consult, to create, to influence, to affect. 1. The leader _______ a strong and central role in traditional management theory 2. Leadership inevitably _______ using power to influence the thoughts and actions of other people. 3. Considerable research______to compare the traits of effective and ineffective leaders. 4. Rensis Livert ______ a leadership theory that had a continuum ranging from autocratic to participative. 5. Manager's _______ with employees prior to establishing decisions about the work. This _______ a climate in which employees feel relatively free to discuss openly work-related matters with management. 6. The maturity level of the subordinates ______leadership style. 7. Many situational factors ______ the supervisors leadership style. 8. Managers _______ to people according to the role they play in a sequence of events or in a decision-making process. THE PROBLEM OF POWER The role of power in American life is a curious one. The privilege of controlling the actions or of affecting the income and property of other persons is something that no one of us can profess to seek or admit to possessing. No American ever runs for office because of an avowed desire to govern. He seeks to serve - and then only in response to the insistent pressure of friends or of that anonymous but oddly vocal fauna, which inhabit the grass roots. We no longer have public officials, only public servants. The same scrupulous avoidance of the terminology of power characterizes American business. The head of the company is no longer the boss - the term survives only as an amiable form of address - but the leader of the team. It is years since the United States has had a captain of industry; the brassbound officer who commands has now been entirely replaced by the helmsman who steers. No union leader ever presents himself as anything but a spokesman for the boys. Despite this convention, which outlaws ostensible pursuit of power and which leads to a constant search for euphemisms to disguise its possession, there is no indication that, as a people, we are averse to power. On the contrary few things are more valued, and more jealously guarded by their possessors, in our society. Prestige in Congress is nicely graded to the number of votes the particular member influences or the potency of his committees. The amount of authority a public servant exercises or - a rough index of this in the lower reaches of the public service - the number of people working under his direction are the accepted measure of his importance in Washington. It is ordinarily taken for granted in the public service that both authority and subordinates will be eagerly accumulated by the energetic man. Prestige in business is equally associated with power. The income of a businessman is no longer a measure of his achievement; it has become a datum of secondary interest. Business prestige is overwhelmingly associated with the size of the concern which the individual heads. Answer the following questions: 1. Why is it stated that the role of power in American life is a curious one? 2. Why do American politicos, businessmen, heads of companies, leaders avoid the terminology of power? |
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