Менеджеры и менеджмент (Executives and Management) - 8 стр.

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182
a) both feet in the market place;
b) one foot in the lab and one foot in the marketplace.
2. Once you have succeeded in a certain product line
a) develop a new product line by dropping the old one;
b) continue to improve the old one.
3. A technology grows more complex, development costs are
a) decreasing;
b) rising.
4. The chances of generating enough funds from a first product to finance a second one are
a) good;
b) slender.
5. Market-niche strategy aims at
a) covering a wide range of products;
b) filling a gap in the market.
6. Put the stages of a high-tech company in the correct order
a) leadership stage;
b) delegation stage;
c) autonomy crisis;
d) creativity stage.
7. High-tech companies need to be loose about
t…….l c……..y but tight about m……..t and f…….l c…..l.
T a s k 5. Read, translate and discuss the following text.
Meet David Kwok, a 1987 graduate of the University of California at Los Angeles. With a major in cogni-
tive science, David works for a company called The Princeton Review that prepares students to take college and
graduate school admission tests. At the age of 31, David directs fifty to sixty instructors at Princeton Review’s
Los Angeles office. "My academic training in artificial intelligence didn’t really prepare me for my biggest job
challenge – understanding and motivating people," says David. "For instance, nothing at UCLA really empha-
sized how to get people psyched up. For me, people are the unknown part of the equation that determines how
effective
I am in my job. Other tasks, like scheduling or customer relations, give me very few headaches. What I’ve
learned is that when things go wrong, it’s almost always a people problem. I’ve worked hard to make our teach-
ing staff feel like a small family and to learn techniques for getting them motivated. But it’s been on-the-job
training for me. I didn’t learn any of this in school." David Kwok has learned what most managers learn very
quickly:
A large part of the success in any management job is developing good inter-personal or people skills. Lawrence
Weinbach, chief executive at the accounting firm of Arthur Andersen & Co., puts it this way: "Pure technical
knowledge is only going to get you to a point. Beyond that, interpersonal skills become critical." Although
practicing managers have long understood the importance of interpersonal skills to managerial effectiveness,
business schools were slower to get the message. Until the late-1980s, business school curricula focused almost
singularly on the technical aspects of management, emphasizing courses in economics, accounting, finance, and
quantitative techniques. Course work in human behavior and people skills received minimal attention relative to
the technical aspects of management. Over the past decade, however, business faculty have come to realize the
importance that an understanding of human behavior plays in determining a manager’s effectiveness, and re-
quired courses on people skills have been widely added to the curriculum.
Recognition of the importance of developing managers’ interpersonal skills is closely tied to the need for
organizations to get and keep high-performing employees. For instance, the chief executive of Chrysler Corpo-
ration, Robert Eaton, sees his workforce as an asset that provides his company with a sustainable competitive
advantage. "The only way we can beat the competition is with people," say Eaton. "That’s the only thing any-
body has. Your culture and how you motivate and empower and educate your people is what makes the differ-
ence." The head of Starbucks, the rapidly growing Seattle-based coffee retailer, concurs: "Our only sustainable
competitive advantage is the quality of our workforce. "A study of 191 top executives at six Fortune 500 com-
panies sought an answer to the question: Why do managers fail? The single biggest reason for failure, according
to these executives, is poor interpersonal skills. The Center for Creative Leadership in Greensboro, North Caro-

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