Учебно-методический комплекс дисциплины «иностранный язык (профессиональный)»

Содержание: Тексты и задания для самоконтроля студентов Theme1. Decision Making Чтение текста: 1. “Steps in the Decision Process” Active Vocabulary: nouns: alternative, framework, expectation, incentive, limitation, expenditure, implementation; verbs: evaluate, state, experience, schedule, rely on, replace, guarantee; adjectives: ideal, valid, reliable, feasible; others: somewhat, quite. Prereading Activity: Discuss the following questions. 1. What is an important decision you have made? How did you make this decision? 2. Can you think of a situation in which you or someone else made a poor choice? Why do you think people make poor choices? 3. What qualities or skills should a good decision maker have? Do you think these qualities or skills are natural or can they be learned? One of the most important tasks a manager performs is decision making. This may be defined as the process of choosing a course of action (when alterna­tives are available) to solve a particular problem. The steps listed below provide a simplified framework of the ideal decision-making process: The Decision-making Problem Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Define problem Define expectation Gather data Develop alternatives Evaluate alternatives Choose best alternative The first step, defining the problem, is perhaps the most difficult step. It involves careful analysis of a situation in order to state the problem and deter­mine its cause. For example, a factory may be experiencing low production (the problem) because the supervisor has failed to schedule the work shifts in the most efficient manner (the cause). Defining the expectation in Step 2 involves stating the result that is expected once the problem has been solved. The expected result after solving the problem of low production described above would be to increase the out­put of the factory. Next, data are gathered about the problem. This information can be obtained from a variety of sources: observations, surveys, or published research. Most businesses rely on computers to process, summarize, and report data. Having sufficient data that are valid and reliable is necessary for Step 4. Here the decision maker develops feasible alternatives, or potential solu­tions, to the problem. Using the low production example, some alternatives might include the following: replacing the current supervisor providing the current supervisor with the necessary information and train­ing to schedule the work shifts more efficiently creating incentives for workers, such as higher pay or time off, in order to increase production In the fifth step, the decision maker evaluates these alternatives in terms of the expected result of the solution (which is to increase production) and limita­tions, such as time and money. The first alternative, replacing the current supervisor, does not guarantee increased production, and it would involve training a new supervisor. The second alternative, providing additional training for the current supervisor, would be time-consuming and somewhat expensive but should bring about increased production. The last alternative, creating worker incentives, may bring about increased production but would be quite expensive. Finally, the decision maker compares the alternatives and chooses the one that has the best potential for providing the desired results. In the low production example, the decision maker decides to try providing the current supervisor with additional training because this alternative should achieve the objective with the lowest expenditure of time and money. The decision-making process is followed by: •implementation of the chosen alternative (putting it into action) •evaluation of that alternative If the alternative achieves the desired result, it is then known as the solution. Comprehension: Answer the following questions about the decision-making process. 1. What is decision making? Why does the definition include “when alternatives are available? 2. What are the six steps of the ideal decision-making process? How does the decision-making process that you described in the Prereading Activity compare to the ideal model? 3. Defining the problem involves two steps. What are they? 4. What is the expected results after solving the problem of low production? 5. Where can data be obtained? 6. What does the decision maker do after obtaining data? Why must the alternatives be “feasible”? 7. How does the decision maker evaluate the alternatives? 8. Why was the second alternative in the problem of low production chosen? Do you think it was the best choice? Why or Why not? 9. What follows the six steps outlined in the decision-making process? 10. Do you think evaluation is always necessary ? Explain. Vocabulary Exercises: Fill in the blanks below with the most appropriate terms from the list. Evaluate, alternatives, rely on, validity, reliable, ideal, limitations, guarantee, replace, expenditure Decision maker …(1) data to develop potential solutions to a problem: the accumulation of … (2) data is an important aspect of the decision-making process. Decision makers … (3) their data to make sure that the information is indeed valid. …(4) may be determined by age of data, size of the statistical sample, methods used to obtain the data, and so forth. There are … (5) as to how much time and money a decision maker can devote to gathering, so the … (6) of time and money is determined by the importance of the problem. Although the accumulation and analysis of reliable data are prerequisites for the development of feasible …(7) to a problem, having reliable. Speaking: 1. Role play a situation in which you use the decision-making process that business normally in your culture, 2. Summary of the text “Steps in the Decision Process” Writing: develop a questionnaire and interview three people about important decisions they have made to find out what factors influenced their decisions the most. Grammar: Unreal time and subjunctives. Pages 54-59. Underline either hope or wish in each sentence. 1. I hope/wish I’ll see you again soon. 2. I hope/wish the weather improves soon 3. I hope/wish I knew the answer. 4. I hope/wish you didn’t have to go. 5. I hope/wish you’d stop shouting so much. 6. I hope/wish nothing goes wrong. 7. I hope/wish it would stop raining. 8. I hope/wish you can come to my party. 9. I hope/wish you don’t mind. 10. I hope/wish we could meet next week. Reading the text: 2. “The Reality of Decision Making” Active Vocabulary: nouns: reality, factor, organization, background, interaction, restriction, flexibility, creativity, risk; verbs: implement, influence, affect, alter, limit, weigh, tend; adjectives: environment, relative, practical; others: fluently. Prereading Activity: Discuss the following questions. 1. In making a decision, can you always follow the six steps of the ideal model that were discussed in the first reading.ive examples to explain when or why a step might haxe to be changed. 2. If you were a buyer on the international market, what risks would you be willing to take by yourself? When would you consult your supervisor before making a decision? When would you make a decision on your own? Decision making is a complex business subject which combines the most complicated elements of the operational and theoretical aspects of management. The ability to implement the decision-making process is often determined by environmental factors rather than the steps in some "ideal" model. Decisions are frequently influenced more by the environment and structure of the organization than by the method itself. The process of decision making will, therefore, be examined in light of environmental factors. One of these factors—social and cultural background—affects the interaction among people involved in the decision process and provides the cultural framework within which they may comfortably operate. The best alternative for solving a problem, for example, might be to replace an employee who is unsuited for a position. However, if in the society's culture there is a tradition of lifetime employment with one company, that alternative is not really feasible because of social and cultural restrictions. With regard to the structure of an organization, a number of factors may alter the ideal decision-making process. The amount of flexibility within an organization and the available resources (such as facilities, technology, or fiscal reserves) are often controlling factors. The amount of data available may also limit the range of alternatives that can be considered. Another organizational factor is the importance of the decision being made in relation to other problems and responsibilities of management. The relative importance of one decision is weighed against the amount of effort involved in finding a solution and the benefit the company will receive from its implementation. Three other factors also influence the following of a model decision process: time, creativity, and risk. The amount of time available to make a decision for a given problem is often determined by the environment, not the management. The time factor may affect the creativity of the solution to a problem. The risk associated with a particular course of action may be lessened by use of a group rather than an individual decision maker. Time, resources, and culture may affect the workability of a group process, although research shows that groups often come up with better solutions than individuals. Decision theory and the ideal decision-making model tend to picture the process as one in which managers operate by themselves, free of restrictions of time, data, and resources. The reality of the decision process is much less a step-by-step procedure than it is a series Comprehension: Answer the following questions about decision making. 1. What often influences the final decision? 2. How is the process of decision making examined in this reading? 3. How does social and cultural background affect the decision process? 4. How is the relative importance of a decision determined? 5. How is creativity affected by the amount of time available to reach a decision? 6. Is risk lessened when a group, rather than an individual decision maker, takes a particular course of action? Why or why not? 7. How would a manager decide whether an individual or a group should be involved in making a decision? Vocabulary Exercises: Substitute appropriate terms for the italicized words or phrases in the following sentences. Implement, alter, flexibility, reality, relative, rend, creativity, practical, restrictions, background 1. Various factors influence and modify the decision – making environment.______ 2. Governments often place limitations on the types of goods that can be imported.______ 3. Often restricted by a lack of time, managers are inclined to choose what appears to be a good alternative without fully exploring other feasible alternatives. ______ 4. Although there may be many ways to solve a problem, only some of these are feasible, given the social, cultural, and organizational environment. ______ 5. Once a decision has been reached, it is important to execute the chosen alternative at the appropriate time. _____ 6. To assess a business decision clearly, a manager must fully understand and deal with the actual circumstances of the situation._____ 7. In developing alternatives, a decision maker uses imagination in order to think of new, unique potential solutions. _____ 8. A person’s experience, training, and education influence creativity and risk taking.____ Speaking: give the annotation of the text. Writing: draw a decision tree for either a personal or business decision you need to make, present and discuss your example. Warm-up: Deciding Who Decides Preparation. A. Circle the letter of the answer that you most agree with. (There is no one correct answer) 1. A good decision maker should: a) encourage subordinates to agree with him/her b) discourage all forms of disagreement c) allow for both agreement and disagreement in discussing various options 2. Meetings are generally: a) effective if properly run b) a waste of time c) the best way to solve a problem 3. Decisions are usually best handle by: a) top management b) all levels of management, depending on the situation c) everyone who works for the company 4. People with strong decision-making skills: a) usually have a technical background b) are generally in upper management c) can represent a variety of backgrounds Discuss your answers with a partner and explain why you made these particular choices. Preparation: B. Match the terms with the definitions: 1.______________centralization 2.________________decentralization a) the distribution of decision-making authority throughout all levels of management by extensive delegation b) the concentration of authority for most decisions at the top levels of an organization. Integrated Task. 1. In small groups, read and discuss the following situation. You work for a small company that has 14 employees. For a number of years now it has been a tradition to have an annual company dinner. Sometimes you go out to a restaurant, and other years you have had a potluck dinner at an employee’s house. The following issues need to be decided for this year’s dinner. Which restaurant or whose house Time and date Whether to include families or not If is a potluck: who will bring which food Follow-up. who will provide drinks, plates, napkins, eating utensils, etc. who will help clean up Additional issues to be decided? ________________________ 2. Which type of decision-making method would be best for this situation: individual (the general manager of the company), consultative (the general manager, incorporating the advice of certain employees), or group (the general manager and all employees)? 3. Make the necessary decisions, using the type of process you recommended above. (The method chosen will determine the various people involved in making the decisions.) If necessary, revise your decision-making process. Speaking: discuss the diagram which shows a typical hierarchy in a business organization. Writing: draw a chart to represent a typical hierarchy of a small business or a medium-sized business organization in your country. Grammar: Consolidation 2. Pages 60 – 64. Rewrite each sentence in the passive, omitting the words underlined. 1. It’s time the government brought the economy under control. 2. The management has decided to reduce the workforce by 10%. 3. You have to make an application for a visa in advance. 4. A person directed Sally to the wrong address. 5. Lots of people had left their luggage on the platform. 6.Ticket collectors work on the train on this line. 7. They have no idea what caused the accident. 8. The decorators only took a day to do our house. 9. A thief stole several coats from the cloakroom. 10. Mushroom-gatherers usually work in the early morning.

Похожие:

	Учебно-методический комплекс Иностранный язык Направление подготовки... Учебно-методический комплекс «Иностранный язык» предназначен для студентов 2-го и 3-его курсов биологического отделения факультета...		Учебно-методический комплекс дисциплины «Иностранный язык» Учебно-методический комплекс дисциплины «Иностранный язык» направление подготовки 210700. 68 «Инфокоммуникационные технологии и системы...
	Учебно-методический комплекс дисциплины «Иностранный язык (английский язык)» Учебно-методический комплекс составлен в соответствии с требованиями государственного образовательного стандарта высшего профессионального...		Учебно-методический комплекс дисциплины «Деловой иностранный язык» Учебно-методический комплекс дисциплины составлен в соответствии с требованиями государственного образовательного стандарта высшего...
	Учебно-методический комплекс дисциплины «Деловой иностранный язык» Учебно-методический комплекс дисциплины составлен в соответствии с требованиями государственного образовательного стандарта высшего...		Учебно-методический комплекс дисциплины «Иностранный язык» Учебно-методический комплекс составлен в соответствии с требованиями государственного образовательного стандарта высшего профессионального...
	Программа учебной дисциплины иностранный язык (профессиональный)... Программа учебной дисциплины «Иностранный язык (профессиональный)» разработана на основе Федерального государственного образовательного...		Учебно-методический комплекс дисциплины «Иностранный язык специальности«Специальность... Учебно-методический комплекс составлен в соответствии с требованиями государственного образовательного стандарта высшего профессионального...
	Учебно-методический комплекс дисциплины «Иностранный язык (основной)» Учебно-методический комплекс составлен в соответствии с требованиями государственного образовательного стандарта высшего профессионального...		Учебно-методический комплекс дисциплины гсэ. Ф. 01 Иностранный язык (немецкий) Охватывает также разнообразный наглядный материал