Учебно-методический комплекс для студентов специальности 080504 Государственное и муниципальное управление
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Советы студентам по подготовке к сдаче зачетов:1. Регулярно посещать аудиторные практические занятия. 2. В случае пропуска отчитаться в устной или письменной форме о выполнении домашнего задания и усвоении пропущенного материала.
Рекомендуется приобрести словарь и грамматический справочник и использовать их для подготовки к зачетам и экзамену. Раздел 3. Материалы практикума и самостоятельной работы студентов Данный раздел включает тестовые или практические задания по наиболее важным лексико-грамматическим темам учебной дисциплины, а также проверочные работы, предназначенные для промежуточной и итоговой аттестации. При изучении иностранного языка студентам предлагается выполнить тесты на усвоение определенных грамматических правил, терминологической и тематической лексики, а также определенных специальных знаний в сфере менеджмента, государственной и муниципальной службы, т.е. будущей специальности студента. Всего выделяют четыре формы тестовых заданий: задания с выбором одного или нескольких правильных ответов; задания открытой формы; задания на установление правильной последовательности; задания на установление соответствия. Данный раздел включает в себя следующие материалы: практические работы, аттестационные работы, семестровые контрольные работы. 5 семестр. Практическая работа 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. This was the case at Wickes Companies when Sigoloff took over. 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, 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 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 and discuss your translations in the group. 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. Аттестационная работа 5 The professions and government 1.The prominent role of American governments in the development and utilization of professions went largely unnoticed for a long time. Governments are the principal employers of professionals. According to estimates of the Bureau of Labor Statistics about two of every five workers were employed by Government in 1978. This category does not include the multitude of engineers, scientists and others on private who are actually paid from government contracts, subsides and grants. 2.Leaving aside the political appointees at or near the top of our public agencies and jurisdictions, the administrative leadership of government became increasingly professional in terms of educational and experiential backgrounds. This is not to say that public leadership as such is an administrative profession in diverse fields, most of them related to the missions of the organizations in which they lead. 3.In Government, the professions are the conveyor belts between knowledge and the theory on the one hand, and public purpose on the other. The interdependencies of the professions and government are many . Governments are, or have been the creators of many professions; most of them have been legitimized; Protectors of the autonomy, integrity, monopoly, and standards of those which have such protectors The principal supporters of their research and of that the sciences upon which they depend; subsidizers of much of their education. 4.For their part, the professions : Contribute to Government a very substantial proportion of public servants; Provide most of the leadership in a considerable number of public agencies; Through their educational programs, examinations, accreditation, and licensing, largely determine what the content of each profession is in terms of knowledge, skills, and work. Influence public policy and the definition of public purpose in those many fields within which they operate; In different degree provide or control the recruitment, selection and other personnel actions for their members; 5.Shape the structure as well as the social organization of many public agencies. There is nothing very new about professionalism in government. In all probability the number of professionally educated personnel in all American governments has been rising for the past century. Yet there appears to have been very little recognition or concern about the significance of professionalism in the public service and its leadership until quite recently. The degree to which individual professional specializes have come to dominate public agencies is suggested by the small table here. Federal All military agencies military officers Department of State foreign service officers Public Health Service public health doctors Department of Justice lawyers Department of Education educators State and Local Highways and other public works agencies civil engineers Welfare agencies social workers Public health agencies doctors Higher education institution professors Attorneys general, district, attorneys, lawyers legal council 7.How can we define the word ‘profession’?
8.We can divide the professions into two groups ‘established professions’., as they widely recognized as professions, their status has been legitimized by formal state action through licensing, commissioning, recognizing educational accreditation. Emergent professions’ have not been recognized and legitimized but they are pulling themselves up to full professional status. In this group are included specialists in personnel, public relations, computer technology, purchasing. Emergent in the «public service» category are governmental subdivisions: assessors, police, penologists,employment security officers, air-pollution specialists. Tasks. 1.Translate points 1 and 2 in Russian. 2. There are some requisites, such as .professional organization , service orientation, legal establishment, individual autonomy in performance of work, code of ethics. Translate them. What definition they may satisfy?
Pre-school department --------------------------------- Agricultural department ---------------------------------- Technical Service agency ---------------------------------- Fuel and energy industry ---------------------------------- Write in the right column the specialists suitable for the work in these departments and agencies. Семестровая контрольная работа 5 - стр 98 учебника В.Г. Недоспасова , И.С. Бессарабова Английский язык для государственных служащих - Волгоград: Изд-во ВАГС, 2008 г. -128с |
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