It’s Perfect Practice That Makes Perfect.

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Е.Ю. СТРИГАНКОВА

MANAGERIAL COMMUNICATION

FOR

ENGLISH STUDY

Third Edition

Учебное пособие

Издательский центр «Наука»

Саратов, 2011

Центр межкультурной управленческой коммуникацииПАГС

УДК

ББК

Managerial Communication for English Study: Учебное пособие. Изд.3 / Автор-составитель: к.ф.н., профессор Е.Ю.Стриганкова. Саратов: Издательский центр «Наука», 2011 – 137 с.

ISBN

Учебное пособие «Managerial Communication forEnglish Study»: издание третье, переработанное и дополненное, содержит аутентичный языковой материал для формирования англоязычной коммуникативной компетенции в сфере бизнеса и управления.

Совершенствуя навыки английского языка, вы одновременно сможете овладеть навыками межличностной коммуникации, командной работы и успешной презентации.

Учебное пособие предназначается для всех, кому необходимо эффективно общаться на английском языке в контексте управленческих, деловых и профессиональных взаимодействий.

УДК

ББК

Рекомендует к печати

кафедра английского языка ПАГС

Рецензенты

Н.Ф.Потапова, кандидат филологических наук, доцент

PhDr. Ildikó Né methová, PhD.

ISBN

Е.Ю.Стриганкова, 2011

Центр межкультурной управленческой коммуникации ПАГС, 2011

Издательский центр «Наука»

PREFACE

It isn’t Practice That Makes Perfect;

You Have to Add One Word:

It’s Perfect Practice That Makes Perfect.

Harvey Mackey

The Vision of ESP Teaching [1] Globalization and state-of-the-art ICT have opened up a vast array of opportunities for world-wide contacts. Such a situation necessitates new and creative means of language management at all levels of education and training.

Part of this shift lies in communicative competence (rather than language increasing recognition of the importance of competence), which has become a critical success factor for individuals as well as institutions and companies.

Communication is starting to be perceived as an intangible asset, as communication capital. There is no doubt that communication capital belongs to the field of intellectual capital. Nowadays, being capable of working in various languages represents a crucial comparative advantage on an individual as well as an institutional level.

A few years ago, these new needs were anticipated to a boom in language courses based on the analysis of language components (vocabulary, grammar and style) and the identification of the most frequently used languages. The language courses provided were organized around the features of the language taught. Yet vast financial investments by educational institutions as well as companies failed to produce the expected results. Reality is increasingly showing us that communication practices (materialized in genres) are just as important as the features of the language in question. Here a genre is taken for a text type or form of communication associated with a social purpose and occasion. Genres are used as a convenient device for defining the ways in which language is used in the real world.

The Vision of MCES 3^rd Edition The new edition of Managerial Communication for English Study (MCES) focuses on foreign language competences required of the students and graduates in management and business.

The concept and vision of the 3^rd edition is based on the findings attained through the research carried out within the TALC project (Transparency of the Acquired Language Competences). The research has followed the principles of linguistic auditing designed for and applied by companies, because “this framework and methodology ensure the reliability of the results achieved and their reputability. This kind of approach allows the multi-dimensional results, enabling researchers to obtain a detailed context-specific picture, which is exactly what is needed foe successful implementation of language policy in contemporary multicultural and multilingual Europe. [2]

The first and the second editions of “Managerial Communication for English Study” were widely used in courses such as Public Administration, Public Relations, Human Resources, Organizational Development, and Business English. They also were used with MA students and practicing managers in executive development programs.

This new edition is organized to help ESP students obtain practical skills of communication in management keeping in mind cultural diversity context. To achieve this goal Unit III (Part I) Communication in the Corporate Culture Context has been added. Some changes have been made in Unit I Effective Managerial Communication and Unit IV Communication and Leadership Styles.

By using new information, students can learn to lead and motivate others more effectively. In addition, they will master vital interpersonal skills in the areas of communication, teams and problem solving through studying English for Specific Purposes.

This book is written for those who need to speak and act in managerial, business, government, or professional context – that is, if they need to achieve results with and through other people.

To the Teacher “Managerial Communication for English Study” is a language teaching course that offers ESP with a definite “managerial” flavour. Material has been taken from wide range of authentic sources. The book has been designed to offer teachers as much flexibility as possible. The language level of the course is broadly “intermediate”.

“Managerial Communication for English Study” is a business-oriented English text with both an academic and an applied focus.

Purpose The primary goal of “Managerial Communication for English Study” is to provide language practice based on subject-specific readings in such areas as management, communication style, team work, persuasion, etc. The main objectives of the text are as follows: to develop reading skills and provide practice in translation; to present business vocabulary through contextualization; to provide activities for practice and improvement of general language skills and critical thinking; to develop an appreciation regarding the critical nature of communication by managers.

Description The book consists of: Preface; Part I. Communication Strategies in Management; Part II. Communication Tactics in Management; Part III. Foreign Language in Management; Part IV Communication Skills in Management; Bibliography. Part I, II and III are subdivided into units.

In each unit the activities are organized and sequenced as follows: Reading; Comprehension; Assignments; Vocabulary. In a new, third edition, Vocabulary sections were crucially updated and expanded.

Classroom Application “Managerial Communication for English Study” can be used as the core text in English for Management in high school, Business and Economics “special programs” for post-graduate students or in ESP (English for Specific Purposes).

We welcome any comments and suggestions you might have. Please send your ideas to Elena Strigankova at [email protected]

PART I

COMMUNICATION STRATEGIES

IN MANAGEMENT

UNIT I EFFECTIVE MANAGERIAL COMMUNICATION

Reading_________________________________________________________

Divide the text into logical parts. Give a title to each part.

Summarize the text.

Vocabulary_____________________________________________________

Write out any terms that you did not understand in the reading. Look at its context, and try to figure out the meaning. Discuss these terms with your classmates.

Summarize the text.

Vocabulary_____________________________________________________

UNIT II MANAGEMENT

Reading_________________________________________________________

Put questions to paragraphs 2, 3, 4, 5.

Summarize the text.

Vocabulary_______________________________________________________

UNIT III COMMUNICATION IN THE CORPORATE CULTURE CONTEXT

Reading_________________________________________________________

Make a plan of the text in the form of questions.

Reproduce the text.

Vocabulary_______________________________________________________

Translate Communication strategy and Audience strategy passages of the text.

Summarize the text orally.

Vocabulary_______________________________________________________

Summarize the text.

Vocabulary_______________________________________________________

Translate paragraphs 3, 4, 5, and 8 of the text.

Summarize the text.

Vocabulary_______________________________________________________

UNIT V CHANNEL CHOICE STRATEGY

Reading_________________________________________________________

Traditional writing

Advantages of traditional writing: Choose writing when you want to
use precise wording and grammar, because you can edit; save time for your audience;
have a private communication,

Disadvantages of traditional writing: If you write, you will have delayed transmission time, a delayed response, if any, no nonverbal communication.

2. Facsimile (fax)

Advantages: Same as traditional writing, but with faster transmission
time.

Disadvantages: Same as traditional writing, but usually less private;
may not reproduce graphics precisely.

Electronic mail (email)

Advantages: Same as traditional writing, plus less likely to take much preparation time; more likely to contact people in all levels of an organization; more likely to include written nonverbal cues by using " emoticons, " such as: -); -(; easy for audience to respond quickly;

Disadvantages: may be hard to read because less likely to edit, full of typos and mistakes, and, more importantly, lack of logical frameworks for the reader - such as headings and transitions; may include email jargon the reader does not understand - such as BTW (" by the way" ) or LOL (" laughing out loud" ); may be sent to the wrong person by mistake.

Web page

• Advantages: Provides easy access to document at all times, can
reach audiences you don't know.

• Disadvantages: Least personal and private written channel, usually one-way communication, not addressed to specific audience; readers have to look for it.

Speaking to a group.

Tell/sell presentations

Advantages: Compared to writing, choose presentations when you
want to control if and when the message is received and have your
audience hear the same information at the same time; receive an
immediate and interactive response;

Disadvantages: Presentations are less private and confidential than
writing, require that the audience must be in the same place, do not allow as much detail as writing, because listeners cannot assimilate as much
detail as readers.

Consult/join meetings

Advantages: Choose meetings when you want to elicit ideas from others; foster group participation and discussion; resolve group issues; receive input from various people or groups, reach a consensus and establish action steps.

Disadvantages: Face-to-face meetings do not allow the possibility of simultaneous participation in multiple locations; can delay meeting follow-up activities because decisions and action items must be written up after the meeting.

Videoconferences

• Advantages: Choose videoconferences when (1) the participants are
in different places, but you want to communicate with them all at the
same time; (2) you want to save on travel time and expenses.

• Disadvantages: They are usually not as effective as face-to-face
meetings when you need to persuade or to establish personal relationships.

4. Audioconferences Audioconferences are usually called telephone conference calls.

• Advantages: Have most of the advantages of videoconferencing, but
are (1) cheaper, (2) based on more readily available equipment,
(3) less time and trouble to set up.

• Disadvantages: Have most of the disadvantages of videoconferencing
plus (1) lack of body language makes it harder to interact and to know
who is going to speak next, and (2) lack of text or visuals makes it
harder to communicate a great deal of detailed information.

Broadcasting or webcasting

Advantages: Can transmit to multiple audiences in multiple locations.

Disadvantages: Usually one-way video, sometimes two-way audio.

Electronic meetings

Advantages: Choose electronic meetings when you want to
(1) generate more ideas and alternatives more quickly than with a traditional note-taker; (2) allow the possibility of anonymous input, which
may lead to more candid and truthful replies; (3) maximize
audience participation and in-depth discussion because everyone can
" speak" simultaneously, so shy members are more likely to participate.
Disadvantages: EMS (1) cannot replace face-to-face contact,
especially when group efforts are just beginning and when you arc trying to build group values, trust, and emotional ties; (2) may make it harder to reach consensus.

7. Email meetings Email meetings are unmediated (that is, messages go directly to other participants^’ computers) and asynchronous (that is, people respond at their convenience, at different times).

Advantages: At their best, email meetings can (1) increase participation because people can respond when they wish and no scheduling is
necessary, (2) speed up meeting follow-up activities because of electronic distribution.

Disadvantages: At their worst, email meetings can (1) decrease attention to the audience and to social context and regulation; (2) be inappropriately informal; (3) consist of " quick and dirty" messages, with typos and grammatical errors, and, more importantly, lack of logical frameworks for readers—such as headings and
transitions.

Speaking to an individual

Conversation (face-to-face)

Advantages: Talk with someone face-to-face when (1) you want to build your individual relationship, (2) the message is especially sensitive or negative, (3) you want a candid, low-risk, fast reply.

Disadvantages: The person must be located in the same place as you
are, if you speak with more than one person, they will hear different information at different times, may be easily misunderstood with no permanent record, may make some people feel excluded.

Telephone

Advantages: Good for candid, low-risk, fast replies, better than
face-to-face for reaching people in different places, saves time and
travel costs.

Disadvantages: Harder to build a personal relationship because
fewer nonverbal cues than face-to-face, if you telephone more than
one person, they will hear different information at different times.

Voicemail

Advantages: Use voicemail when you want to handle small items
quickly; faster distribution than with paper; more emotional
content than email.

Disadvantages: When you use voicemail, you will
have a delayed response, no control over if and when message is
received, and no immediate interactivity; is usually effective for brief messages only; may carry less weight than a document: people may listen to the first part and delete or skip over it entirely.

Comprehension___________________________________________________________

PART II

UNIT I TEAM WORK

Reading_________________________________________________________

Write out any terms that you did not understand in the reading. Look at its context, and try to figure out the meaning. Discuss these terms with your classmates .

BUILDING TEAMS [10]

Groups and teams are not necessarily the same thing. A group is two or more individuals who interact primarily to share information and to make decisions to help each other perform within a given area of responsibility. Members of a group have no need to engage in collective work that requires joint efforts so their performance is merely the summation of each group member's individual contribution.

It could be worse. If a group is plagued by factors such as poor communication, antagonistic conflicts, and avoidance of responsibilities, the product of these problems produces negative synergy and a pseudoteam where the sum of the whole is less than the potential of the individual parts. Even though members might call themselves a team, they're not. Because it doesn't focus on collective performance and because members have no interest in shaping a common purpose, a pseudoteam underperforms a working group.

What differentiates a team from a group is that members are committed to a common purpose, have a set of specific performance goals, and hold themselves mutually accountable for the team's results. Teams can produce outputs that are something greater than the sum of their parts. The primary force that moves a work group toward being a real, high-performing team is its emphasis on performance.

The best teams tend to be small. When teams have more than about 10 members, it becomes difficult for them to get much done. They have trouble interacting constructively and agreeing on much. Large numbers of people usually cannot develop the common purpose, goals, approach, and mutual accountability of a real team. If the natural working unit is larger and you want a team effort, break the group into subteams.

To perform effectively, a team requires three types of skills. First, it needs people with technical expertise. Second, it needs people with problem-solving and decision-making skills to identify problems, generate alternatives, evaluate those alternatives, and make competent choices. Finally, teams need people with good interpersonal skills.

Members of successful teams put a tremendous amount of time and effort into discussing, shaping, and agreeing upon a purpose that belongs to them collectively and individually. This common purpose provides direction and guidance under any and all conditions. This purpose is a vision. It's broader than any specific goals. Successful teams translate their common purpose into specific, measurable, and realistic performance goals. Specific goals facilitate clear communication and help teams maintain their focus on getting results.

Team members must contribute equally in sharing the workload and agree on who is to do what. Additionally, the team needs to determine how schedules will be set, what skills need to be developed, how conflicts will be resolved, and how decisions will be made and modified. Integrating individual skills to further the team's performance is the essence of shaping a common approach.

The final characteristic of high-performing teams is accountability at the individual and group level. Successful teams make members individually and jointly accountable for the team's purpose, goals, and approach. Members understand what they are individually responsible for and what they are jointly responsible for.

Studies have shown that when teams focus only on group-level performance targets and ignore individual contributions and responsibilities, team members often engage in social loafing. They reduce their efforts because their individual contributions can't be identified. The result is that the team's overall performance suffers. This reaffirms the importance of measuring individual contributions to the team, as well as the team's overall performance. Successful teams have members who collectively feel responsible for their team's performance.

Comprehension___________________________________________________

Retell the text.

Vocabulary_______________________________________________________

Retell the text.

Vocabulary_______________________________________________________

UNIT II DECISION MAKING

Reading_________________________________________________________

UNIT III MEETING

Reading_________________________________________________________

Scheduled and unscheduled meetings; 2. the biggest mistake in holding meetings; 3. informational meetings; 4. decision-making meetings; 5. the agenda; 6. a good meeting; 7. permanent record; 8. action plan.

2.Translate paragraphs 1, 2, 3, of the text.

3. Summarize the text.

Vocabulary_______________________________________________________

UNIT IV PRESENTATIONS

Reading_________________________________________________________

Reproduce the text.

Vocabulary_______________________________________________________

UNIT V DELEGATION

Reading_________________________________________________________

Retell the text.

Vocabulary_______________________________________________________

UNIT VI PERSUASION

Reading_________________________________________________________

Reproduce the text.

Vocabulary_______________________________________________________

PART III

FOREIGN LANGUAGE

IN MANAGEMENT

Reading_________________________________________________________

PART IV

COMMUNICATION SKILLS

IN MANAGEMENT

TRADITIONAL ORGANIZATIONS

Structure

· Bureaucratic, hierarchical

· Vertical, isolated functions and deportments

· Internally focused

· Rigid and formal with strong control systems

Values

· Conformity, predictability, and stability

· Command and control

· Mass-produced products in volume

Structure

· Informal, nonhierarchical

· Flatter, egalitarian

· Externally focused

· More flexible structure and systems

Values

· Innovation, creativity, individuality, risk taking

· Cooperation, communication, relationships, and alliances

· Quality, customization, and speed in making products

APPENDIX II COMPANY CULTURE

Analyzing the Organizational Culture and the Discourse Community you canbegin to analyze an organization's culture by asking the following questions:

•Is the organization tall or flat? Are there lots of levels between the CEO and the lowest worker, or only a few?

•How do people get ahead? Are the organization's rewards based on seniority, education, being well liked, making technical discoveries, or serving customers? Are rewards available only to a few top people, or is everyone expected to succeed?

•Does the organization value diversity or homogeneity? Does it value independence and creativity or being a team player and following orders? What stories do people tell? Who are the organization's heroes and villains?

• How important are friendship and sociability? To what extent do workers agree on goals, and how intently do they pursue them?

•How formal are behavior, language, and dress?

•What are the organization's goals? Making money? Serving customers and clients? Advancing knowledge? Contributing to the community?

Organizations, like nations, can have subcultures. For example, manufacturing and marketing may represent different subcultures in the same organization: they may dress differently and have different values.

To analyze an organization's discourse community, ask the following questions:

•What channels, formats, and styles are preferred for communication?

•What do people talk about? What topics are not discussed?

•What kind of and how much evidence is needed to be convincing?

A discourse community may be limited to a few people in an organization. However, some discourse communities span an entire organization or even everyone in the same field in the nation or the world.

Phase Events during Phase

Orientation - Group meets. Members decide how to relate to each other. Group tries to define task.

Formation - Members begin to specialize. Leader emerges. Group develops strategy, objectives, and procedures to meet goals.

Coordination - Group finds, organizes, and interprets information; examines its assumptions. Group considers alternatives but no one advocates a specific conclusion.

Formalization - Group makes and formalizes decision.

Focus

Interpersonal and procedural.

Procedural, some interpersonal and informational.

Informational, some procedural and interpersonal.

Procedural and interpersonal.

APPENDIX IV BUILDING TEAMS

Concept Quiz

The answers to the following 10-question, true-false quiz are at the end of the quiz. If you miss any of these questions, go back and find out why you got them wrong.

Circle the right answer:

True False 1. Groups produce synergy that creates performance that is greater than the sum of the individual inputs.

True False 2. The best teams tend to be small.

True False 3. A team will perform effectively if all members have technical expertise.

True False 4. High-performing teams have a common purpose.

True False 5. Successful teams translate their vision into measurable performance goals.

True False 6. Team members must contribute equally in sharing the workload.

True False 7. Successful teams encourage social loafing by free riders.

True False 8. If trust is lacking, team members are unable to depend on each other.

True False 9. Members should all share the blame when the team fails.

Answers: (1) False; (2) True; (3) False; (4) True; (5) True; (6) True; (7) False; (8) True; (9) True.

APPENDIX VI MINUTES

Minutes

Planning Committee Meeting

Monday, October 21, 2OO8

Present: [All invited attendees who were present are listed here, generally by rank, in alphabetical order, or in some combination.]

Absent: [All invited attendees who were not present are listed here, in similar order.]

The body of the minutes follows the heading: It notes the times the meeting started and ended, all major decisions reached at the meeting, all assignments of tasks to meeting participants, and all subjects that were deferred to a later meeting. In addition, the minutes objectively summarize important discussions, noting the names of those who contributed major points. Outlines, subheadings, and lists help organize the minutes, and additional documentation (such as tables or charts submitted by meeting participants) are noted in the minutes and attached.

Submitted by: At the end of the minutes, the words Submitted by should be added, followed by a couple of blank lines for a signature and then the signer's printed (or typed) name and title (if appropriate). If the minutes have been written by one person and prepared by another, the preparer's initials should be added, just as reference initials are added to a letter or memo.

Well-constructed minutes will remind everyone of what took place, provide a reference for future actions, and make meetings more productive.

APPENDIX VII AGENDA

PLANNING COMMITTEE MEETING

Monday, October 21, 2008

A.M.to 11.00 A.M.

Executive Conference Room

I.Call to Order

II.Roll Call

III.Approval of Agenda

IV.Approval of Minutes from Previous Meeting

V.Chairperson's Report on Site Selection Progress

VI. Subcommittee Reports

Subcommittee Reports	Person	Proposed Time
a. New Markets	Alan	5 minutes
b. New Products	Jennifer	5 minutes
c. Finance	Craig	5 minutes
Old Business—Pricing	Terry	10 minutes
Policy for New Products	Sarah	10 minutes

IX.Announcements

X. Adjournment

A. Prepare carefully

· Determine the meeting's objectives.

· Work out an agenda that will achieve your objectives.

· Select participants.

· Determine the location, and reserve a room.

· Arrange for light refreshments, if appropriate.

· Determine whether the lighting, ventilation, acoustics, and temperature of the room are adequate.

· Determine seating needs: chairs only or table and chairs.

B. Be an effective leader

· Begin and end the meeting on time.

· Control the meeting by following the announced agenda.

· Encourage full participation, and either confront or ignore those who seem to be working at cross-purposes with the group.

· Sum up decisions, actions, and recommendations as you move through the agenda, and restate main points at the end.

C. Remember to follow up

· Distribute the meeting's notes or minutes on a timely basis.

· Take the follow-up action agreed to.

APPENDIX X PRESENTATIONS

Dealing with Fear

To calm your nerves as you prepare to give an oral presentation,

· Be prepared. Analyze your audience, organize your thoughts, prepare
visual aids, practice your opener and close, check out the arrangements.

· Use only the amount of caffeine you normally use. More or less may make you jumpy.

· Avoid alcoholic beverages.

· Reliable your nerves. Instead of saying, " I'm scared, " try saying, " My
adrenaline is up." Adrenaline sharpens our reflexes and helps us do our best.

Just before your presentation,

· Consciously contract and then relax your muscles, starting with your feet and calves and going up to your shoulders, arms, and hands.

· Take several deep breaths from your diaphragm.

During your presentation,

· Pause and look at the audience before you begin speaking.

· Concentrate on communicating well.

· Use body energy in strong gestures and movement.

APPENDIX XI PERSUADING

The bigger the group is, the more carefully you need to enunciate, that is, voice all the sounds of each word. Words starting or ending with f, k, v, and d are especially hard to hear. " Our informed and competent image" can sound like " Our informed, incompetent image."

To enunciate, use your tongue and lips. Researchers have identified 38 different sounds. Of these, you make 31 with your tongue and 7 with your lips. None are made with the jaw, so how wide you open your mouth really doesn't matter. If the tongue isn't active enough, muscles in the throat try to compensate, producing sore throats and strained voices.

Tongue twisters can help you exercise your tongue and enunciate more dearly. Stephen Lucas suggests the following:

Sid said to tell him that Benny hid the penny many years ago.

Fetch me the finest French-fried freshest fish that Finney fries.

Three gray geese in the green grass grazed.

Shy Sarah saw six Swiss wristwatches.

You can also reduce pressure on your throat by fitting phrases to your ideas. If you cut your sentences into bits, you'll emphasize words beginning with vowels, making the vocal cords hit each other. Instead, run past words beginning with vowels to emphasize later syllables or later words:

Only for

Ourselves

And

Our families but for

Our communities

Our country.

Smooth phrasing protects throat:

We must take more

Responsibility

Not only for our

Selves and our

Families but for our

Communities and our

Country.

You can reduce the number of uhs you use by practicing your talk several times. Filler sounds aren't signs of nervousness. Instead, say psychologists at Columbia University, they occur when speakers pause searching for the next word. Searching takes longer when people have big vocabularies or talk about topics where a variety of word choices are possible. Practicing your talk makes your word choices automatic.

CONCEPT QUIZ

The following 10-question quiz is based on the previous material. If you miss any of these questions, go back and find out why you got them wrong.

Circle the right answer:

True False 1. Authority is an effective means of influencing superiors.

True False 2. Oral persuasion seeks to induce others to take action.

True False 3. The evidence demonstrates that age and credibility are

positively correlated.

True False 4. An effective argument should include every possible reason

you can find.

True False 5. Oral persuasion works best when it focuses on logical

reasoning and avoids appeals to emotions and feelings.

True False 6. Persuasion encompasses active and passive approaches.

True False 7. An understanding of oral persuasion tactics ensures success.

True False 8. You have nothing to gain by talking down to a person you are trying to persuade.

True False 9. If a well-thought-out argument works with one person, it is

likely to be effective with most people.

True False 10. You should rely more on emotions than on your formal position when attempting to persuade nonauthoritarian types.

Answers: (1) False; (2) True; (3) False; (4) False; (5) False; (6) True; (7) False; (8) True; (9) False; (10) False

APPENDIX XII DELEGATION

CONCEPT QUIZ

True False 1. Delegation requires shifting decision-making authority to a
lower-level employee in the organization.

True False 2. Delegation is the sharing of authority between a manager and
a subordinate.

True False 3. Responsibility is the passing of formal rights to a subordinate
so that person can act on a manager's behalf.

True False 4. Authority should be equal to responsibility.

True False 5. Accountability adds a performance requirement to
responsibility.

True False 6. Managers who delegate can never be accused of abdicating
responsibility.

True False 7. Delegation works because most subordinates can perform
tasks better than their managers can.

True False 8. The most important determinant of whether or not a manager
delegates is how heavy the manager's workload is.

True False 9. Reverse delegation is synonymous with participation.

True False 10. Delegation still can be effective if subordinates make occasional mistakes.

Answers: (1) True; (2) False; (3) False; (4) True; (5) True; (6) False; (7) False; (8) False; (9) False; (10) True

BIBLIOGRAPHY

Е.Ю. СТРИГАНКОВА

MANAGERIAL COMMUNICATION

FOR

ENGLISH STUDY

Third Edition

Учебное пособие

Издательский центр «Наука»

Саратов, 2011

Центр межкультурной управленческой коммуникацииПАГС

УДК

ББК

ISBN

УДК

ББК

Рекомендует к печати

кафедра английского языка ПАГС

Рецензенты

Н.Ф.Потапова, кандидат филологических наук, доцент

PhDr. Ildikó Né methová, PhD.

ISBN

Е.Ю.Стриганкова, 2011

Центр межкультурной управленческой коммуникации ПАГС, 2011

Издательский центр «Наука»

PREFACE

It isn’t Practice That Makes Perfect;

You Have to Add One Word:

It’s Perfect Practice That Makes Perfect.

Harvey Mackey

PART I

COMMUNICATION STRATEGIES

IN MANAGEMENT

12 3 4 5 Следующая ⇒