One surprising difficulty we encounter is convincing managers who are leaders that they learned this ability. It is also a problem of convincing those who have some natural abilities that these can be leveraged by learning an orderly process for managing.
Managers must determine what they want people to do. They must learn how to develop clear, precise mental images of exactly what action they would like to have taken. And they must learn how to duplicate these images in the minds of others. In management terminology, this is called planning.
Planning is the first element of a concept called A Pattern of Management Action.
This pattern of action is similar to the routine that a doctor follows, when diagnosing an illness, or to the procedure that an engineer follows, when designing a process. A manager also should have a pattern he can follow in approaching the job.
The pattern itself is the result of asking experienced, successful managers over a period of a quarter of a century what they considered to be the most valuable advice they could give successors. Significantly, theres growing appreciation on the part of those who have adopted a management pattern that it is a way to diagnose any problem at any time.
Seven steps are involved in the AMA pattern.
Step 1. Plans. It is said that planning is the first function of a manager. Before other managerial functions can be undertaken, an organizations objectives and the means for achieving these must first be determined. Planning, therefore, begins with the objectives, which are the goals an organization must achieve if it is to exist.
Step 2. Organization Clarification. It closely follows Step 1. The manager must make sure that other people clearly understand their functions, the authority that goes with those functions, and their relationships with others. Plans are, of course, worthless in a vacuum. This is why good communication is so important. Ideally, every employee should know the plans of his or her company and understand the particular contribution he or she is supposed to make toward their attainment.
Step 3. Standards of Performance. This step requires that performance standards to be established and communicated (through the written or spoken word preferably both), so that every employee clearly understands what constitutes a job well done. Otherwise, Steps 1 and 2 could be performed ineffectually.
Ideally, every person would know even at the end of each day whether his performance was more or less than what was expected. This way, even though his supervisor might not become immediately aware of his superior performance, the employee would at least have the satisfaction of knowing that his work exceeded standards.
Step 4. Progress review. This step reinforces Step 3. At this point, the manager analyzes the performance of his organization in light of objectives. Having a pattern of management action ensures that such a review will take place of regular intervals rather than at times of failure. This is important because a discussion between the manager and a subordinate in the midst of a crisis is too likely to be the subject to the emotions of the moment.
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Step 5. Action to be taken. It is usually regarded as the last of the elements of managerial control, which many consider the essence of management. Having set the functions of jobs, having established the results to be secured when jobs are well done, and having evaluated how well employees are doing in comparison to standards, the manager now has the information he needs to take action to improve performance. Step 2 through Step 5 are related to the first step because the purpose of managerial control is to ensure that organizational events unfold according to plans.
Step 6. Sources of Action. This step is related to delegation. Having determined what action is requires as a result of the foregoing analysis, the manager next decides the best source from which to secure it. Generally, there are at least four sources of action: the supervisor involved, an outside source that can be brought in, and lastly an outside source (a consultant, for example) that must be gone to (such as a training program or a company that sells supplies that may be needed).
Step 7. Schedule for Action. It underscores the importance of planning. Time is not always easily come by: it must be made available.
When the manager realizes that circumstances call for the assistance of other employees, for example, he must arrange such help in advance so as to lessen the disruption of schedules.
ADVERTISING
1. :
| advertising | [ædvc!taizi ŋ] | , |
| belong to | [be!loŋ tc] | , |
| marketing | [(ma:keti ŋ] | , |
| research | [ri!sc] | |
| purchasing | [!pf:t•csiŋ] | , |
| data-processing | [!deitc!prcusesiŋ] | |
| control of selling goods | [kcn!troul] | |
| psychology and sociology in advertising | [sai!k]lcd¥i end 7scu•i!]lcd¥i] | |
| to be ashamed | [c!•eimd] | |
| up-to-date | [žp-tc-!deit] | |
| challenge | [!t•ælind¥] | |
| remove stains | [ri!mu:v steinz] | |
| excitement | [ik!saitment] | , |
| satisfied | [7sætis!fai] | |
| convey | [kcn!vei] | , |
| shrewd | [•ru:d] | |
| street wise | [!stri:t waiz] | |
| great value | [!vælju] |
2. .
My Future Speciality is Advertising
We study at the Bratsk State Technical University. As for me, I belong to the Economic Engineering Faculty. I am a second-year student.
At the University we are given fundamental knowledge of economics and advertising. We study various disciplines within advertising such as public relations, management, marketing, research, planning, purchasing, data-processing, control of development and selling goods, psychology and sociology of advertising and design. After graduating from the University we shall get the diploma in Higher Education in advertising. It will give us the right to work as specialists of advertising in different firms, services, staff and advisory departments as well as at advertising offices.
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For making business successfully it is necessary to offer the product with qualities expected by customers. But sometimes advertising uses language and pictures to make people believe that we should be achamed of ourselves for not buying a certain product for our families or ourselves. They play on our feelings, emotions and especially our wish to:
1. be up-to-date and knowledgeable
Advertisers expect us to believe what the experts say about their products. We find expressions like a revolution in skin care or scientifically developed.
2. be as good as others;
they challenge us to keep up-to-date, keep up with the neighbours, or even keep one jump ahead. The message is to buy the product if we dont want to be left behind.
3. be attractive;
Pictures of attractive people are used to draw attention to a product and the suggestion is that we will be desirable and socially successful if we use that product.
4. do things well;
The idea is that you must buy the product if you want to do your job properly.
Many soap powders are sold through the idea that they wash whiter than white, remove stains, etc.
5. be responsible or act responsibly;
Adverts for health foods, environmentally friendly products, and even charities, appeal to the caring side of human nature. They aim to make us feel guilty if we ignore the appeal.
6. have excitement in our lives;
Pictures of exciting or romantic events are used to suggest that exciting things happen when we use a particular product.
7. be one of the group or an individual;
Some people like knowing that lots of people have chosen the same product, so expressions like millions of satisfied users are used to reassure them. Sometimes advertisers try to convey the idea that only special people use their product. They will use expressions like a unique experience.
8. be shrewd and streetwise;
We sometimes feel guilty about spending money. Advertisers reassure us and suggest that we are making a good decision by offering us great value, mammoth savings and bargains of the century, etc.
3. .
| Economic Engineering Faculty | [i:kc!nomik end¥i!nicriŋ] | |
| fundamental knowledge | [fždc!mentl!n]lid¥] | |
| various disciplines | [!vecrwcs!disiplinz] | |
| research | [risc:t•] | |
| purchasing | [pc:t•esin] | |
| advertising | [ædvctaiziŋ] | |
| qualities expected by customers | [!kw]litiz] | |
| to make people believe | [bi!li:v] | |
| to be up-to-date and knowledgeable | [!nolid¥cbl] | |
| to be desirable and socially successful | [dizaicrcbl] | |
| environmentally friendly products | [in!vaicrcnmcntly] |
4. :
1. Where do you study?
2. What faculty do you belong to?
3. Are you given fundamental knowledge?
4. What discipline do you study?
5. Where can you work after graduating from the University?
6. What product is it necessary to offer to customers?
7. For what purpose does advertising sometimes use language and picture?
8. What feelings and emotions do they play on?
5. , :
1. ;
2. ;
3. , ;
4. ;
5. ;
6. ;
7. ;
8. ;
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9. ;
10. ;
11. ;
12. ;
13. ;
14. ;
15. ;
16. .
6. :
1. to spend money;
2. to use a particular product;
3. exciting events;
4. to do the job properly;
5. control of elaboration and selling goods;
6. to be up-to-date;
7. we dont want to be left behind;
8. to offer the product;
9. to be ashamed for not buying the product;
10. to feel guilty;
11. to be socially successful;
12. health food;
13. millions of satisfied users;
14. keep one jump ahead;
15. wash whiter than white;
7. Memory test , :
public relations; psychology and sociology of advertising; staff and advisory department; advertisement offices; revolution in skin care; be as good as others; attractive people; to do your job properly; remove stains; to act responsibly; caring side of human nature; exciting or romantic events; a unique experience; great value; bargains of the century.
8. . , . .
1. We study at
2. We study various disciplines within advertising such as
3. but sometimes advertising uses to make people believe, that we should be ashamed of ourselves for
4. They play on
5. We find expressions like
6. The message is to buy the product if
7. Many soap powders are sold through the idea
8. They aim to make us feel guilty if
9. The exciting things happen when
10. Be shrewd and
9. , .
10. , .
| 1. ? 2. ? 3. , ? | It will give us the right to work as specialists of advertising in different firms, services, staff and advisory departments. It conveys the idea that we must buy the product if we want to do our job properly. Adverts for health foods play on our wish to be responsible; they appeal to the caring side of human nature. |
| 4. ? 5. ? 6. ? | I belong to the Economic Engineering Faculty. Advertisers expect us to believe what the experts say about their products. We study various disciplines within advertising such as public relations, management, marketing, research, planning, purchasing and data-processing. |
11. Advertising.
MARKETING
1. .
| belong to | [bi!loŋ tc] | , |
| marketing | [!mY:kitiŋ] | , |
| accounting | [c!kauntiŋ] | , |
| purchasing | [!pc:t•csiŋ] | , |
| data-processing | [!deitc(prousesiŋ] | |
| advisory department | [cd(vaizcri] | |
| insurance | [in(•ucrcns] | |
| stockbrokering | [(stok(brcukcriŋ] | |
| producer | [prc(dju:sc] | |
| consumer | [kcn(sjumc] | |
| user | [(ju:zc] | |
| distribution | [distri(bju:•cn] | |
| transporting | [træns(p]:tiŋ] | |
| storing | [sto:ri ŋ] | , |
| storage | [sto:rid¥] | |
| product planning | [!prodckt plæniŋ] | |
| promote | [prc(mout] | , , |
2. .
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My Future Speciality
We study at the Bratsk State Technical University. As for me, I belong to the Economic Engineering Faculty. I am a second-year student.
At the University we are given fundamental knowledge of economics and engineering. We are prepared for various types of work within economy and marketing such as planning, accounting, marketing, management, purchasing, data-processing, insurance and stockbrokering.
After graduating from the University we shall get the diploma in Higher Education in marketing. It will give us the right to work as market specialists in different services, firms, banks and advisory departments.
Marketing includes all the business activities connected with the movement of goods and services from producers to consumers. Sometimes it is called distribution. On the one hand, marketing is made up of such activities as transporting, storing and selling goods and, on the other hand, a series of decisions you make during the process of moving goods from producer to user. Marketing operations include product planning, buying, storage, pricing, selling, credit, traffic and marketing research.
The ability to recognize early trends is very important. Producers must know why, where, for what purpose the consumers buy. Market research helps the producer to predict what the people will want. And through advertising he attempts to influence the customer to buy. Marketing operations are very expensive. They take up more than half of the consumers dollars. The triend in the USA has been to high mass consumption. The construction of good shopping centers has made goods available to consumers. It provided a wide range of merchandise and plenty of parking-facilities.
3. .
1. What does marketing mean?
2. What activities does marketing consist of?
3. What do marketing operations include?
4. Why is it so important for the producer to predict the trends?
5. How was mass consumption possible in the USA?
4. .
| 1. One of the aims of marker research is to indicate new among people. | 1. predict |
| 2. Advertising must the consumer and make him buy the goods produced. | 2. influence |
| 3. Often marketing is called | 3. promote |
| 4.In order to sell a new product, a producer has to consider now to it. | 4. marketing |
| 5. The goods of this company are not sold very well, they must think about. | 5. trends |
| 6. Sometimes it is difficult to influence the through advertising. | 6. distribution |
| 7. If you want to produce something new, you should start with the. | 7. market research |
| 8. A producer wants to the new trends and then tries to influence them. | 8. product planning |
| 9. includes product development and pricing among other things. | 9. consumer |
5. :
1. Belong to the Economic Engineering Faculty.
2. We are given fundamental knowledge.
3. Purchasing.
4. Insurance and stockbrokering.
5. To work as market specialists.
6. Advisory departments.
7. Movement of goods and services.
8. From producers to consumers.
9. Storing and selling goods.
10. The ability to recognize early trends.
11. For what purpose.
12. To predict what people will want.
13. He attempts to influence.
14. Available to consumers.
15. A wide range of merchandise.
16. Plenty of parking facilities.
6.
a) :
1.
2. ,
3.
4.
5.
6.
7.
8.
9.
10.
11.
12. ,
13.
14.
b) :
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1. parking facilities
2. a wide range of merchandise
3. mass consumption
4. very expensive
5. for what purpose
6. to recognize early trends
7. the ability
8. pricing
9. promotion
10. traffic and marketing research
11. storing and selling goods
12. market specialists
7. . , . .
1. I belong
2. We are prepared for of work.
3. It will give us the right to work as market specialists in .
4. Sometimes it is called .
5. Marketing is made up of such activities as .
6. Marketing operations include .
7. The ability is very important.
8. Producer must know why, where, for what purpose .
9. And through advertising he .
10. Marketing operations are .
11. They take up more .
12. It provided a wide range of .
8. , .
| 1. ? | 1. Producer must know why, where, for what purpose the consumers buy. |
| 2. ? | 2. In different services, firms, banks and advisory deparments. |
| 3. , ? | 3. I belong to the economic-engineering faculty. |
| 4. ? | 4.A specialist of marketing deals with transporting, storing and selling goods; pricing, promotion, credit, traffic and marketing research. |
| 5. ? | 5. Throught advertising he attempts to influence the customer to buy. |
| 6. ? | 6. They build good shopping centres with a wide range of merchandise and plenty of parting facilities. |
| 7. ? | 7. Marketing includes all the business activities connected with the movement of goods from producer to user. |
| 8. ? | 8. We study planning, accounting, marketing, management, purchasing, data-processing, insurance and stock-brokering |
9. My future speciality is marketing.
POWER SUPPLY ELECTRIC SYSTEMS AND NETWORKS
1. ; :
| ) power supply | [(pauc sc(plai] | , |
| network | [!net wc:k] | , , |
| rural region | [!rucrcl (ri:d¥cn] | |
| to embrace | [im!breis] | |
| activity | [æk(tiviti] | |
| feeding source | [(fi:diŋ!sc:s] | |
| step-up substation | [step-žp sžbs(tei•n] | |
| step-down substation | [step-daun] | |
| auxiliary installation | []:l!ziljcri inst]!lei•n] | |
| control panel | [kcn!troul!pænl] | |
| to consume | [kcn!sju:m] | |
| nsumption | [kcn!sžmp•cn] | |
| unified power grid | [!ju:nifaid pauc!lrid] | |
| ) power generation | [pauc d¥enerei•n] | |
| power distribution | [distri!bju:•n] | |
| high-voltage technique | [hai!v]ltid¥ tek!ni:k] | |
| high-capacity power transmission line | [hai kc!pæsiti tra:ns!mi•(c)n!lain] | |
| heat-resistant enamel wire | [hi:t rizist(c)nt i!næmcl!waic] | |
| accumulating battery | [c!kju:mju(c)leitiŋ] | |
| foil-covered dielectric | [!f]il!kžvcd daww!lektrik] | , |
| miniature power source | [!minjct•c pauc s]:s] | |
| phase | [feiz] |
2. .
