Контрольная работа № 1

КОНТРОЛЬНАЯ РАБОТА № 1

Упражнение: 1. напишите адекватный  перевод с английского на русский язык.

2. Напишите аннотацию этой статьи на английском языке.

При необходимости рекомендуется пользоваться любым видом словарей.

KNOWLEDGE MANAGEMENT

Knowledge Management (KM) can be viewed as a conceptually complex, evolving, broad umbrella of issues and viewpoints. It comprises a range of practic­es used by organisations to identify, create, represent, and distribute knowledge for reuse, awareness and learning. It has been an established discipline since 1995 with a body of university courses and both professional and academic journals dedicated to it.

KM programs are typically tied to organisational objectives and are intended to achieve specific outcomes, such as shared intelligence, improved performance, competitive advantage, or higher levels of innovation.

KM attempts to manage the process of creation (or identification), accumu­lation and application of knowledge across an organisation. It. therefore, aims to bring under one set of practices various strands of thought and practice relat­ing to:

- intellectual capital and the knowledge worker in the knowledge economy

- the idea of the learning organization

- various enabling organisational practices, such as Communities of Practice and corporate Yellow Page directories for accessing key personnel and exper­tise

- various enabling technologies such as knowledge bases and expert systems, help desks, corporate intranets and extranets. Content Management, wikis and Document Management.

A key distinction made by the majority of knowledge management practition­ers is between tacit and explicit knowledge. The former is often subconscious, in­ternalized and the individual may or may not be aware of what he or she knows and how he or she accomplishes particular results. At the opposite end of the spectrum is conscious or explicit knowledge - knowledge that the individual holds explicitly and consciously in mental focus, and may communicate to others. In the popular form of the distinction tacit knowledge is what is in our heads, and explicit knowledge is what we have codified.

It is also common to distinguish between the creation of "new knowledge" (i. e. innovation) vs. the transfer of “established knowledge" within a group, organization, or community. Collaborative environments such as communities of practice or the use social computing tools can be used for both creation and transfer. Knowledge may be accessed, or captured, at three stages: before, during, or after knowledge-related activities.

(2000)

КОНТРОЛЬНАЯ РАБОТА № 2

Упражнение: сделайте письменное реферирование с русского на английский язык. При необходимости рекомендуется пользоваться любым видом словарей.

УПРАВЛЕНИЕ ЛИЧНЫМИ ЗНАНИЯМИ: ПРАВИЛА ЭФФЕКТИВНОЙ РАБОТЫ

Что такое личные знания?

Это совокупность навыков, умений, природных способностей и возмож­ностей человека, его личностные особенности, способы взаимодействия с окружающим миром, его деловые и личные коммуникации, для достижения целей.

Что значит управлять личными знаниями?

Это значит использовать принципы, инструментарий для получения, организации, анализа, оценки, распространения и применения своих зна­ний, для развития и самопознания.

Алгоритм действий

- «Сверка задачи» с информационным потоком (checking a task against information flow). Когда наши задачи и желания «вписываются» (fit in with) в этот информационный «поток», нам легко удаётся получить (collate, retrieve) необходимые знания и информацию.

- Запускаем информационный поток — создаём образы (картинку) задачи. Важно изобразить его графически - в виде картинки или схемы.

- Набрасываем план действий.

Это также один из способов увеличения скорости информационного потока. Важно не то, что именно мы планируем, а то, что мы это делаем.

- Ищем необходимую информацию.

Когда мы запускаем поток, информация сама начинает стекаться к нам (flow together). Но этого недостаточно - нужно придать процессам ускоре­ние (give impetus). Для этого можно разбирать и просматривать (иногда ре­организовывать) уже существующие информационные файлы, директории, картотеку контактов, адресную книгу (files, directories/folders. contact files).

- Организация знаний, информации и контактов.

Организацию информационных потоков в большей степени можно от­нести к процессам управления информацией. Однако, приводя в порядок файлы, директории, контакты и прочее содержимое нашего интеллектуального багажа (mental outfit/erudition), мы ускоряем процессы управления личными знаниями.

- Новые знания создаются в диалоге.

- Что мешает продвижению к цели?

Если мы чувствуем, что наши информационные потоки как будто иссякают (run out/run short), поможет метод «работы с незавершённостями» (unfinished/suspended projects): что-то всё время откладывается, выполне­ние какой-то задачи «застряло» (one got stuck with a task): что-то повторяется вновь и вновь [поиски нужных контактов в неупорядоченной (disordered/ irregular/random) базе контактов] и т. д.

- «Акселераторы» - процессов управления личными знаниями.

Один человек недостаточно хорошо организует своё время, другой недо­волен своей памятью (complains of poor memory), третий хотел бы эффектив­нее анализировать информацию, четвертый медленно читает. Поэтому могут потребоваться свои собственные «акселераторы» (Time Management, Mind Maps) процессов управления личными знаниями, свой собственный набор

Действий и используемых инструментов (a set of took). В итоге каждый формирует (forms shapcs/crcates) свой личный «мир управлении знаниями».

(Мария Мариничева, эксперт по управлению знаниями.

Элитый персонал №5(442), 7 февраля 2006)

(2000)

КОНТРОЛЬНАЯ РАБОТА № 3

Упражнение: напишите тезисы о Гибком графике рабочего дня из письменного текса

MEETINGS

The conversation at a staff meeting about introducing flexible working hours.

Then agree or disagree with the following:

More time is wasted at meetings than in any other business activity. The purpose of meetings is to decide when the next one will take place. A meeting is a group of people who can decide nothing alone and who decide together that nothing can be done. It’s better to send everyone a memo about a new procedure than to have a meeting about it. Meeting helps everyone to feel personally involved in decision­-making. It's belter for the boss to make a decision than to have a meeting. The most important person at a meeting is a chairman. The most important piece of paper at a meeting is the agenda. Most meetings are unnecessary, they're just a way of making people think they’re important. It’s better to talk to each person individually than to have a meeting. A meeting may be the only chance the members of a group actually have to see each other face to face. Meetings lead to better decisions, because of the exchange of ideas.

All:        It took us an hour and a half for my bags to come through but it’s always the same the last time I saw you...

Chair (Mr Brown):        OK, it’s 10 o'clock, everybody, so I think we'll make a start. Now, the first item on the agenda is a discussion of the management’s proposals on flexitime. Now, you’ve all discussed the proposals within your departments, haven’t you?

All:                        Yes. We have, yes.

Chair:                        Miss Garcia, would you like to start, then?

Anna-Maria:        OK, well, most of my people are perfectly happy with the present non-flexible system. They think a change would be dangerous.

Carlo:        I’m sorry. I'm not quite with you. Dangerous?

Anna-Maria:        Well, they feel more flexible hours would make it difficult to cover for each other. We all have quite clearly defined responsibilities. Some people would benefit more than others.

Enzo:        It seems to me that your people can just agree together to go on working from nine to five, they don't have to work later.

Anna-Maria:        Yes, but the problem is that if one or two people opt for the new system, the others will have to cover for them when they're not there.

Chair:                        Ah. Mr Bergman, what are your views on this? Well, the thing is that...

Carlo:        Look, I’m really sorry to interrupt. I’d just like to sav that any department can vote to opt out. They can just vote on it and the majority wins.

Chair:                        Thank you. Mrs Baldini. Ms Legrand, yes.

Tina:        Could I make a suggestion? Wouldn’t it be best to hear what each member has to say about the proposals from the point of view of his or her department?

Chair:        Yes, all right Ms Legrand, what are vour views? Well, the main problem is the decision about basic core times.

Tina:        I'm talking about core times - that’s the basic hours that would not be flexible. It’s been suggested that these be ten to three, but this seems much too restricted, don’t you agree, Carla?

Carla:                        Absolutely. In fact I’d say that there should be flexible days.

Anna-Maria:                Sorry. I’m not quite with you.

Carla:        Well, staff should be allowed to build up a credit of hours to entitle them to take whole days off, not just fewer hours on other days.

Chair:                        Ah... Mr Rossini, what do you think about this?

Enzo:        Yes. I’d go along with that. As for cover, in my own ease it's no problem, there are three of us in the Export Department and we work as a team, so it’s easy for us to cover for each other as long as there are still two of us in the office.

Alex:                        Mr Brown?

Chair:                        Yes, Mr Bergman?

Alex:        If I could just make a point here... in our case, we do a lot of dealing on the phone with the States and sending messages to and fro by fax in the afternoon, if we had anyone off, then we wouldn't be able to manage. That means our core times would have to be one to five. Maybe, each department should set its own core times.

Chair:                        Yeah. Mrs Baldini?

Carla:        That’s really well. Alex, but then no-one in any other department would know who was in at what time, I mean there'd be chaos. There has to be a standard for all departments.

Chair:                        Yes? Mr Rossini?

Enzo:        Yes, coming back to the flexible days idea, this just wouldn't work. People phoning the company or visiting would get terribly confused.

Tina:        No, no, that’s not true, Enzo. I mean, when people take holiday or when people are sick, cover arrangements are made. Well, with flexible days, exactly the same kind of arrangements would be made.

Chair:                        Well, any other points?

All:                        No, don’t think so... covered it all...

Chair:                        Have you got everything down. Mr Johnson?

Johnson:                Yes.

Chair:                        Then I think we'll move on to the next item on the agenda.

КОНТРОЛЬНАЯ РАБОТА № 4

Упражнение: напишите тезисы о Корректных способах выражения жалоб и критики из письменного текса

COMPLAINTS AND APOLOGIES

It is important to realize that a direct complaint or criticism in English can sound rude or aggressive to an English-speaker. It may be best to mention the problem more indirectly by saying:

I’m sorry to have to say this but...

I'm sorry to bother you but...

I think you may have forgotten...

It may have slipped your mind, but..., etc.

One

Customer:        Good morning. I bought this box of computer paper last week but it’s not the right size - it should be A4. Assistant: Oh, sorry about that. It says A4 on the box. Customer: Oh. yes I know, but if you look inside you’ll sec: it’s a smaller size.

Assistant:        Oh yeah, so it is. I’m very sorry I’ll get you another box.

Customer:        Right, thanks.

Assistant:        I’m very sorry but we haven’t got another box in stock.

Customer:        Oh no!

Assistant:        Yeah, I am sorry about that. If you like. I’ll just call our other branch to sec if they have any. Customer: Oh. no don’t bother. I’d prefer a refund.

Assistant:        Of course. That’s $11.95. Here you arc. Sorry about that

Customer:        Oh, that’s all right, thanks e.

Assistant:        Bye.

Two

Mr South:        I’m sorry to bother you. Mrs West.

Mrs West:        Yes. Mr South?

Mr South:        It may have slipped your mind, but you told me last week that you’d send in the orders to Compass International.

Mrs West:        Yes, that’s right, yes, I did send in the order, on Friday afternoon.

Mr South:        Well, the thing is, did you realize there were two separate orders? One for northern region and another for eastern region?

Mrs West:        Oh dear! Jeez, I’m sorry. I didn't realize the eastern region had to be done too.

Mr South:        Oh, it really doesn't matter, there’s still just time.

Mrs West:        Well, I’ll phone Compass and explain, shall I?

Mr South:        No, I think it’d be best to send the order by telex, don't you?

Mrs West:        Yeah, yeah, all right. I’ll do that right away. Sorry again!

Mr South:        Oh, that’s all right.

Three

Mr Joiner:                Good morning. Carpenter and Sons, can I help you?

Miss Zimmermann:        Hello, this is Heidi Zimmermann of Schreiner International.

Mr Joiner:                Hello. Miss Zimmermann. This is Ted Joiner. What can I do for you?

Miss Zimmermann:        Well, I think there may have been some a misunderstanding about our last order.

Mr Joiner:                Oh dear, what seems to be the problem?

Miss Zimmermann:        We’ve just started unloading the truck and the quality of the goods doesn’t appear to be Class Al, which is what we ordered.

Mr Joiner:        Oh dear, I’m very sorry. Let me just check this on the computer, oh dear, yes. I’m afraid there has been a slip-up in our shipping department. I'm very sorry, it’s certainly our fault. What would you like us to do about it?

Miss Zimmermann:        Well, we can keep the goods and use them for another order of ours, if you will charge us 20% less for the load and ship us a load of Class Al right away.

Mr Joiner:        That sounds fair enough. Let me just check the stock position. Yes, we can ship tomorrow morning, if that’s all right?

Miss Zimmermann:        Oh yes, that will be fine.

Miss Zimmermann:        That’s quite all right. Goodbye.