Metodichka_-_Anglysky_yazyk

the National Association of Elementary School Principals. Most associations offer job search services for their members and, if you are looking for candidates with specialized experience related to the association, the association will likely welcome your job listings (which they will generally publish for free on their Web site and in newsletters, and for a nominal fee in journals or magazines).

Be creative when you’re looking for someone to fill your job openings. The ideas above are the most common, but they are by no means the only way to find the right candidates for your job. [18; p.43-46]

1.If you manage to find an internal candidate, your employees will appreciate the chance of internal promotion. _____

2.If your current employees bring in their relatives and friends, they are happy and they work much better. ______

3.On the Internet you can find unlimited amount of information about prospective candidates. ____

4.Want ads are a simple but costly and ineffective way to look for the best candidate._____

5.If you’re satisfied with the temp’s performance, you can give him a permanent job disregarding the temporary agency. _____

6.Employment agencies are effective in finding first-rate applicants. ____

7.Members of professional associations can benefit from their membership in job search activities. ______

Listening

Ex.22

You are going to hear an extract from a television programme in which five human resources officers give advice about applying for jobs. Complete the notes using from one to four words. [5; p.20]

1.Samuel: Mention ______________________________________

so that they can get a better idea of what sort of person you are.

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2.Marta: Send your application ____________________________

so that it gets there quicker.

3.Salim: _________________ about yourself in your application as they may find out lies later.

4.Yukari: Ask someone to ________________________________

before sending it as mistakes will make a bad impression.

5.Ivan: Follow your application with ______________________ to check they have received it.

Lesson 2

Text 1

Pre-reading

Ex. 1 You are going to read the text about setting goals.

a.Read the first paragraph and answer the question: What kind of goals do you think a manager should set to facilitate their effective accomplishment?

b.

c.The following phrases appear in the text. How are they related to the title? Scan the text to see if your guesses were correct.

to know what is expected

to indicate the progress

to achieve a goal

to relate to the organization vision

to assign a deadline

Reading

Ex.2 Read the text and fill in the gaps with the following words:

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STRATEGY POINT

1.Read the whole text quickly to get a general idea of what it is about.

2.As you read, try to predict the words that might fill the gaps.

3.Read both before and after each gap to decide which word should go in it.

4.Make sure your answers fit both logically and grammatically.

5.After completing all the gaps, read the whole text again to check your answers.

a) ignore	b) point	c) definite	d) benefit
e) honesty	f) forward	g) progress	h) overtaken
i) design	j) pursue
		SMART Goals

“All performance starts with clear goals” is one of the most time-tested principles of management. There are all kinds of goals; some are short term and specific while others are long term and indefinite. And while some goals can be easily understood by most any employee, others can be complex and difficult to figure out. Still others can be easily accomplished while others are virtually impossible to attain.

This is all well and good, but the whole 1 ____of setting goals is to achieve them. Goals should consistently be understandable, realistic, and attainable. You’re wasting your time (and your employees’ time) by going to the trouble of calling meetings, involving employees, and burning precious time, only to end up with goals that cannot be achieved. The best goals are SMART goals— specific, measurable, attainable, relevant, and time-bound.

1.Specific: SMART goals are clear and unambiguous; when goals are specific, employees know exactly what’s expected, when, and how much. As an extra 2 ____, when goals are specific, it’s easy to measure employee progress toward their completion.

2.Measurable: SMART goals can be measured. When goals can’t be measured, it’s impossible to tell whether employees are making 3

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____ toward their successful completion. Not only that, but employees may be unable to sustain their motivation to complete goals when there are no milestones to indicate their progress.

3.Attainable: SMART goals are both realistic and attainable by the majority of employees, although it’s also good to 4 ____ goals so that employees have to stretch some to achieve them. Goals set too high or too low become meaningless, and employees will eventually

5____ them.

4.Relevant: SMART goals relate to the organization vision and mission, and they move the organization 6 _____ in some way.

According to Pareto’s 80/20 rule*, managers should focus their effort on designing goals that address the 20 percent of workers’ activities that have the greatest impact on performance while bringing the organization closer to its vision.

5.Time-bound: SMART goals have 7 ___ schedules with start dates, end dates, and fixed durations. When employees commit to deadlines, it helps them focus their efforts on completion of the goal on or before its due date. When goals aren’t assigned deadlines or schedules for completion, they tend to be 8 ____ by the day-to-day crises that invariably arise in an organization and eventually are forgotten.

The SMART system of goal setting outlined above provides you with guidelines to help frame effective goals, but there are other factors to keep in mind. These factors ensure that the goals that you and your employees agree to can be easily understood and acted on by anyone in your organization:

• Ensure that goals are related to your employees’ role in the organization. It’s far easier for employees to 9 _____ an organization’s goals when those goals are made a regular part of their jobs. Goals should be assigned to employees as a part of their duties, not as something to do in their spare time, and they should directly relate to the employee’s job in some way.

• Whenever possible, use values to guide behavior. Values such as

10____ , fairness, respect, and more are important to maintaining an

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organization’s integrity. An organization’s leaders should model this behavior while rewarding employees who live it.

• Simple goals are better goals. Employees are much more likely to work to achieve goals when they are easy to understand. Goals should be concise, compelling, and easy to read and understand, and no longer than a sentence. Goals that take more space than a sentence should be broken into smaller goals. [18; pp.113-117]

* The principle, named after economist Vilfredo Pareto, states that, for many phenomena, 20% of invested input is responsible for 80% of the results obtained. For instance, the efforts of 20% of a corporation's staff could drive 80% of the firm's profits. In terms of personal time management, 80% of your work-related output could come from only 20% of your time at work. http://www.investopedia.com/terms/p/paretoprinciple.asp

Ex.3 Answer the questions:

1.What does the acronym SMART stand for?

2.What goals are classified as specific?

3.Why is it so important to measure performance?

4.Why do employees have to stretch to achieve a goal?

5.What does Pareto’s 80/20 principle state?

6.Why should goals be time-bound?

7.What is the role of a company’s shared values in setting corporate goals?

8.Why are managers advised to use concise wording?

*Discussion

In “The Effective Executive” an American business professor Peter

Drucker (1909-2005) described the five tasks of a manager: planning (setting goals), organizing, integrating (motivating and communicating), measuring performance, and developing people. To what extent is the performance of the other tasks influenced by effective goal-setting?

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Vocabulary

Ex.4 Work out the meaning of the underlined words using context clues: context synonyms, context antonyms. Find context clues in the text.

e.g. 1) specific – context antonym: indefinite 2) complex – context synonym: difficult

Ex.5 Work out the meaning of the words from the text.

1.Find each one and study how it is used in the text.

2.Tick the correct part of speech.

		noun		verb	adjective	adverb
a.	performance
b.	time - tested
c.	specific
d.	figure out
e.	accomplished
f.	attain
g.	point
h.	consistently
i.	precious
j.	completion
k.	sustain
l.	milestone
m.	majority
n.	eventually
o.	outlined
p.	guidelines
q.	frame
r.	assigned
s.	integrity
t.	compelling
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3. Match the words below to those in the table above.

1)honesty; 2)an achievement that marks an important stage in a process; 3) valuable/important; 4) success; 5) achieved; 6) in the end; 7) proved to be good for a long period; 8) to understand; 9) the greater part of sth; 10) purpose/aim; 11) finishing; 12) recommendations; 13) to support and continue; 14) invariably/steadily; 15) formulate/set; 16) fascinating and binding; 17) allocated/given; 18) to achieve; 19) described in general; 20) precise

Ex. 6 Find in Text 1 English equivalents given in bold for the following Russian words and word combinations.

1.концепция развития и стратегическая задача

2.веха

3.установленная дата исполнения

4.поручать, возлагать обязанности

5.конкретный, определенный

6.ценности

7.краткосрочные/долгосрочные (цели)

8.последовательно, неизменно, стабильно

9.краткий

10.недвусмысленный

11.честность, принципиальность

12.большинство

13.выполнимый

14.вознаграждать

15.концентрироваться на

16.относиться, иметь отношение к

17.поддерживать, обеспечивать

18.интересный, захватывающий

19.расписание, график

20.влияние на

21.обращаться к, касаться

22.изложенный в общих чертах

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23.обеспечивать

24.связывать себя обязательством

25.бессмысленный

Ex.7 Match the verbs and nouns below to make collocations. Check with the text.

1.	to accomplish	a. a goal
2.	to attain	b. progress
3.	to achieve	c. time

4.to set

5.to design

6.to waste

7.to make

8.to measure

9.to pursue

Ex.8 Find in the text examples of words with prefixes and suffixes which are common in academic vocabulary. Put them in the correct box according to the meaning of the prefix or suffix. Add examples of your own. Identify the part of speech.

prefix		meaning		examples	examples	part
				from the	of your	of
				text	own	speech
	inim -	not
	un -	not
suffix
-	ance	action,	state,
		condition,
		quality
-	ment	process	or
		action
-	ic	related to
		connected with
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-	able	can be
-	ant	having an effect

-tion action, state,

condition,

- ful characterized by, able

-ee person affected by sth

-	less	without
-	ness	quality or state

Ex. 9 Fill in the missing prepositions in the sentences if necessary. Look through the text to find these words and check yourself.

1.The report seeks to relate the rise in crime rate ___ an increase in youth unemployment.

2.We need to focus public attention ___ this urgent issue of business integrity.

3.Our broad product mix addresses ___ the needs of real users.

4.Higher mortgage rates have already had a major impact ___

consumer spending.

5.The Food Safety Act will progressively impact ____ the way food businesses operate.

6.The banks have committed themselves ____ boosting profits by slashing costs.

7.The project is designed to provide young people ____ secure regular jobs in the public sector.

8.Dou you agree ____ the conditions of temporary employment?

9.As a team leader, you should assign clear responsibilities ____

each individual in your team.

10.Break the chocolate bar ___ pieces so that everyone can have some.

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Grammar

Mixed Conditionals

All types of conditionals can be mixed. If the context permits, we can combine if-clause from one type with a main clause from another.

If – clause	Main clause
Real condition	Type I
e.g. If he was working hard all	he will have a day off today.
day,
(He was working hard all day,	so he is tired now.)
Type II	Type III
e.g. If I were you,	I would have hired that young,
	unexperienced but promising
	applicant.
(You are not me,	so you didn’t hire that young
	applicant.)
Type III	Type II
e.g. If you had hired that young	your company would benefit
applicant,	from his work today.
(You didn’t hire that young	so your company doesn’t benefit
applicant,	from his work today.)

Ex.10 Rewrite the following as mixed conditional sentences.

e.g. If he had set a deadline for the project, they wouldn’t be falling behind the competitors now. (type III + type II)

1.He didn’t set any deadline for the project. They are falling behind the competitors now.

2.He didn’t empower people to reach the goals by themselves. He spends too much time on supervising, integrating and organizing.

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