财经专业英语(第二版)unit1译文、课后答案、课件

Unit 1

Passage: What Does It Take to Become a Successful Manager?

[Para 1]Successful managers come from a wide variety of backgrounds and possess an equally wide variety of traits and skills. No sure–fire formula exists for getting to the top of the managerial ladder, but there are at least three general preconditions for achieving lasting success as a manager: ability (A), motivation to manage (M), and opportunity (O).Together, they constitute a basic formula for managerial success (S): S=A×M×O. Notice that success depends on a balanced combination of ability, motivation to manage, and opportunity. A total absence of one factor can cancel out strength in the other two. (Hence, the use of multiplication rather than addition signs.) For example, high ability and motivation are useless without opportunity.

1. Ability

[Para 2] As used here, the term managerial ability is the demonstrated capacity to achieve organizational objectives both effectively and efficiently. Actually, today's successful manager needs a whole package of conceptual, technical, and interpersonal abilities. According to recent work by the American Assembly of Collegiate Schools of Business (AACSB), an accrediting agency, business school graduates should be able to demonstrate certain skills and personal characteristics. AACSB's package of skills and characteristics can help everyone better understand the term ability to manage. They include

1.Leadership.

2.Oral communication and presentation skills.

3.Written communication.

4.Planning and organizing.

https://www.360docs.net/doc/8f2317493.html,rmation gathering and problem analysis.

6.Decision making.

7.Delegation and control.

8.Self-objectivity (being aware of one's strengths and limitations).

9.Disposition to lead (a willingness and desire to lead others in new directions).

2. Motivation to Manage

[Para 3] Uplifting stories about disabled persons and adventurers who succeed despite seemingly insurmountable odds are often summed up in one word: desire. The same force drives successful managers. All the ability in the world will not help a future manager succeed if he or she does not possess a persistent desire to move ahead. Linda Wachner, the only woman chief executive

officer of a Fortune 500 company (garment maker Warnaco), is an inspiring case in point. Fortune magazine calls her America's most successful businesswoman:

From the time she was 11 and growing up in Forest Hills, New York, Wachner knew she wanted to run something. That was the year she lay flat on her back, encased in a plaster cast from her head to her knees, the first step in a surgical procedure to correct severe scoliosis.

Hardly able to move and facing the possibility that she would never walk again, Linda became determined that whatever she did in life, she would call the shots–––not doctors, or parents, or physical therapists. "The focus I have today comes from when I was sick," she says. "When you want to walk again, you learn how to focus on that with all your might, and you don't stop until you do it."

That brand of determination was evident from the first day Wachner hit the job market in 1966.

After graduating at age 20 from the University of Buffalo with a bachelor's degree in business administration, she landed at Associated Merchandising Corp, the New York City buying arm of Federated and other department stores. Her pay: $ 90 a week....A former boss remembers her: “Linda used to come flying through my door every morning hitting me with ideas on how we could run the business better. She wanted to tell our manufacturers how they could do more business with the stores.”

[Para 4] Until the mid-1960s, this kind of desire was an intangible trait that could be measured only subjectively. Then a management researcher named John B. Miner developed a psychometric instrument to measure objectively an individual's motivation to manage. Miner's test, in effect, measures one's desire to be a manager.

[Para 5] The Seven Dimensions of Motivation to Manage. Miner's measure of motivation to manage is anchored to the following seven dimensions:

1.Favorable attitude toward those in positions of authority, such as superiors.

2.Desire to engage in games or sports competition with peers.

3.Desire to engage in occupational or work–related competition with peers,

4.Desire to assert oneself and take charge.

5.Desire to exercise power and authority over others.

6.Desire to behave in a distinctive way, which includes standing out from the crowd.

7.Sense of responsibility in carrying out the routine duties associated with managerial work. The higher the individual scores on each trait, the greater is the motivation to manage. (Although the complete instrument is not given here, you can readily gauge your own motivation to manage as low, moderate, or high.) Miner's research indicates that this concept can accurately predict how fast and how far one will move up the hierarchy.

[Para 6] Motivation to Manage among Business Students. Miner and his colleagues went

on to track motivation–to–manage scores for business students at two major U.S. universities over a twenty–year period and came to some interesting conclusions. First, although the steady decline of motivation to manage during the 1960s and early 1970s had stopped, students' motivation to manage still was very low. Generally speaking, students continued to show a distaste for authority, competitiveness, assertiveness, and routine managerial duties. Miner believed this situation foreshadowed a shortage of managerial talent over the coming years. A second conclusion was that female students no longer lagged behind their male counterparts in motivation to manage.

[Para 7] More recently, Miner's research has focused on international differences in motivation to manage. His student samples from Mexico, Japan, China, Korea, and Taiwan all scored consistently higher than did his samples from the United States. Miner perceives this pattern as a potential threat to America's global competitiveness.

3. Opportunity to Manage

[Para 8] Judging from headlines in recent years about corporate downsizings, middle manager layoffs, and the dramatic scaling back of the U. S. defense industry, students might be tempted to throw up their hands in frustration over the prospect of ever landing a management position. Indeed, from the perspective of large American companies, the market for managers has tightened considerably since the 1980s. But the broader picture presented by Business Week, seemingly gloomy at first glance, offers hope for future managers:

In the U.S. some 13.5 million workers in private industry are classified as executives, administrators, and managers, and most are employed in the service sector --the focus of intensive restructuring in recent years. The upshot is that managerial jobs, which surged at a

5.6% annual rate from 1984 through 1989, have shown no net growth at all since

then––eliminating about 2.25 million jobs that would have been created if the earlier growth trend had been maintained.

Even though the growth rate for the managerial slice of the U. S. labor pie slowed and even shifted into reverse during the early 1990s, it still is a huge slice: 13.5 million managers! Normal turnover–––through deaths, retirements, and career changes–––will open millions of managerial positions in the years ahead. Anticipated economic growth will create additional managerial opportunities.

[Para 9] Significantly, the statistics in the preceding quote tell only part of the story for managerial job seekers. Not counted among the 13.5 million are the millions of administrators and managers in military, government, and nonprofit organizations. Also, there is the mushrooming small-business sector. One quick way to become a manager is to start your own business.

[Para 10] Despite periodic ups and downs in job markets, there will continue to be a worldwide need for those with the right combination of ability and motivation to manage. The time

to start working out your own S= A×M×O formula is now.

New Words

*** accredit [????????]vt. 委派出任

* anchor [ ????] n.

vt. 锚

抛锚；依靠

* anticipate [???????????] vt. 预见

* assembly [??????●] n. 集会

* assertiveness [???????????] n. 断定

* brand [br???] n. 商标；烙印；印记

* cast [k ???] n. 浇铸

*** collegiate [k??●? ????] adj. 专科学校的；学院的；大学的* conceptual [k????????◆?●] adj. 思维的，抽象的；概念的

* counterpart [ ??◆???? ??] n. 对应的人（或物）

* delegation [ ??●? ??????] n. 派遣

** dimension [di ??????] n. 度量方法

* disposition [disp???????] n. 倾向

** downsize [ ??◆? ????] v. 减小；减少

* encase [in ????] vt. 包围；包裹

* favorable [ ???????●] adj. 赞同的

** foreshadow [f ????◆] vt. 预示

* frustration [fr??????????] n. 灰心

* garment [ ???????] n. 服装

*** gauge [????] vt. 估计，判断

n. 方法，手段；标准

* gloomy [ ?●◆???] adj. 黑暗的，昏暗的

* headline [ ???●???] n. 标题

* hierarchy [ ?????????] n. 等级制度；领导层

*** insurmountable

[ ???? ??◆????●]

adj. 不能克服的

* intangible [in ???????●] adj. 无形的，无法接触的

* interpersonal

[ ???? ??????●]

adj. 人际的；交际的

** layoff [ ●?? ?] n. 下岗，失业期间

** merchandise

[ ???????????] n.

vt.

商品；货品

劝人购物

* motivation

[ ??◆?????????]

n. 动机；动力* multiplication

[ ??●???●????????]

n. 乘法

** mushroom [ ????◆?] vi. 迅速生长* objectivity n. 客观

[ ????? ??????]

* odds [ ??] n. 有可能出现的麻烦事

* peer [pi?] n. 同龄人；同等地位的人

* perspective [p? ???????] n. 观点，看法；视角；

* plaster [ ?● ????] n. 灰泥；石膏

* presentation

n. 赠送；引见；介绍；呈现[ ?????? ??????]

adj. 心理测量的

* psychometric

[ ?????◆ ??????]

*** restructuring [ri ????????] n. 重新组建

*** scoliosis [ ?? ●???◆???] n. 脊柱侧凸

* superior [sju ??????] n. 上级，长官

*** surefire [ ?◆?????] adj. 确定的

* surge [s????] vi. 上升

* surgical [ ????????●] adj. 外科的

* therapist [ ???????] n. 治疗者

* trait [treit] n. 特性，特征

* turnover [ ??????◆??] n. 移交

* uplifting [???●???] adj. 使人振奋的

* upshot [ ??? ?] n. 结局

注: *为基础词汇**为常用的财经专业词汇***为非常用的基础和财经词汇，以下各课同Special Terms

accrediting agency 授权机构

assert oneself 坚持自己的权利，显示自己的权威business administration 企业管理

career changes 跳槽

chief executive officer 董事长

corporate downsizing 公司滑坡

defense industry 国防工业

dimensions of motivation to manage 管理动机的度量方法

disposition to lead 有领导倾向

favorable attitude 赞同态度

Fortune 500 company 500强企业

job market 劳务市场

job seeker 求职者

managerial position 管理岗位

motivation to manage 管理动机

nonprofit organization 非赢利组织

oral (written) communication 口头（书面）交流

organizational objective 管理目标

presentation skill 交际技巧

private industry 私人企业

self-objectivity 自知之明

sense of responsibility 责任感

show a distaste for 表现不喜欢…

A w hole package of…全面的…

Abbreviation(s)

AACSB the American Assembly of Collegiate Schools of Business 美国盎瑟贝财经学院Notes to the Passage

1.[Para 1] A total absence of one factor can cancel out strength in the other two.

管理成功的公式里共三个要素，如果其中的一个是零的话（即a total absence），那就会取消(cancel out)另外的两个要素的力量之和（strength in the other two）。

2.[Para 2] …the term managerial ability is the demonstrated capacity to achieve organizational

objectives both effectively and efficiently.

本句中的effectively 和efficiently由于拼写、读音、意义三相近，因此很容易混淆。Effect, effective 和effectively表示的是“效果”，典型的如吃了某种药是否有effect。而efficiency, efficient和efficiently表示的是“效率”。因此汉语的“成效”把effectively和efficiently 两者都包括了。此句译成“用在这儿的管理能力这个概念要具体表现在有成效地实现组织目标的能力。”

3．[Para 2]…today's successful manager needs a whole package of conceptual, technical, and interpersonal abilities.

a package of…原义是“一包…”，这儿的“a whole package of …abilities” 表示的是如今一

个成功的管理者所需要的一组能力。

4.[Para 3] Fortune 500；Fortune magazine

Fortune magazine 是美国的著名的财富杂志，它每年都要根据销售量，排出500家销售量最大的工业企业，称作Fortune 500，即世界企业500强。

5.[Para 3] an inspiring case in point

case 为“例子”；in point为“恰当的”，“切题的”，即指前面说的一个人要取得成功其关键是不断进取的欲望

6.[Para 3] That was the year she lay flat on her back, encased in a plaster cast from her head to

her knees, the first step in a surgical procedure to correct severe scoliosis.

本句讲的是Linda Wachner那年正是她为矫正她的严重的脊柱侧凸外科手术的第一步而让

医生从头到膝盖打上了石膏。“lie flat on one’s back”意思是“平躺着”。

7.[Para 3] Linda became determined that whatever she did in life, she would call the

shots–––not doctors, or parents, or physical therapists.

本句的难点是美国的非正式成语”call the shots”，它的意思是“to give orders; be in charge ;

direct; control” 即“颁布命令；领导统御；指挥有道”。破折号后，讲call转向正常意思，“speak or shout sb.”即“叫喊某人”，这是作者的语言技巧，巧妙地表现了Linda 决心从事管理，而不是有难题就叫大夫、父母或医务专家。

8.[Para 3] she landed at Associated Merchandising Corp, the New York City buying arm of

Federated and other department stores.

“land at…”表示她落脚在这一家联合商业公司；buying arm 即buying department“采购部”；federated department store 即joint department store“联合百货商场”。

9.[Para 5] …you can readily gauge your own motivation to manage as low, moderate, or high.

“gauge … as …”的意思是“把…估定为…”，这儿说的是，尽管Miner的测定方法没有作全面介绍，但根据这七条，你已经可以自测一下自己的管理动机是弱、一般、还是很强。

10.[Para 8] Judging from headlines in recent years about corporate downsizings, middle manager

layoffs, and the dramatic scaling back of the U. S. defense industry, students might be tempted to throw up their hands in frustration over the prospect of ever landing a management position.

本句开头的-ing形式讲的是大学生们不想定位管理岗位的判断的三个依据：一是最近几年大标题报道的公司滑坡的消息，二是中等企业的管理者的失业下岗，三是国防工业突然倒退。scale作动词可跟up, down 和back等使用，表示“上升、下跌和倒退”。主句中有一个成语“throw up one’s hand in …”，介词in后除了这儿的frustration（灰心），还可接despair, horror等，分别表示“失去希望”和“十分可怕”。本句讲的是大学生对从事管理管理工作丧失了希望。

11.[Para 8] …and most are employed in the service sector––the focus of intensive restructuring

in recent years, …

前面讲到一千三百五十万人在私人企业从事管理工作，接着说其中的大多数受雇于服务部门(the service sector)，而这些服务部门这几年正是调整的重点（the focus of intensive restructuring），言外之意：此时暂时不会招人。

12.[Para 8] Even though the growth rate for the managerial slice of the U. S. labor pie slowed and

even shifted into reverse during the early 1990s, it still is a huge slice: 13.5 million managers!

句中把全美国的劳动力大军比着pie (饼)，管理这一块就用了slice (片) 这个单词。全句讲的是“在整个就业队伍里，即使管理这一块增长的速度不快，甚至在九十年代初期减少了，它的从业人员还是占了很大一块。”

Comprehension Exercises to the Passage

[Ex.1]Decide whether the following statements are true (T) or false (F) in relation to the information in the passage.

1.Successful managers come from a wide variety of backgrounds and possess an equally wide

variety of traits and skills, so they have nothing in common. (F)

2.The use of multiplication rather than addition signs in formula for managerial success indicates

that you should have a package of the three factors if you wanted to become a successful manager. (T)

3.In formula for managerial success “A” stands for managerial ability, which refers mainly to

some skills. (F)

4.The author uses AACSB's package of skills and characteristics to explain in detail the term

ability used in formula for managerial success.(T)

5.Motivation to manage is so important that even if a person has all the ability in the world, he or

she won’t succeed if he or she doesn’t possess a persistent desire. (T)

6.In fortune 500 companies all managers are men except Linda Wachner. (F)

7.Linda’s determination to become a manager began to play a role when she first hit the job

market. (F)

8.An individual's motivation to manage couldn’t be measured objectively until John B. Miner

developed a psychometric instrument to measure it. (T)

9.The author has explained in depth Miner's measure of motivation to manage in order that the

reader can measure him or herself to see whether he or she can become a successful manager or not. (F)

10.After 1970s, more and more business students wanted to land managerial positions, esp. female

students. (F)

11.Executives, administrators, and managers can all be called managers. (T)

12.In the author’s opinion, even though the managerial slice of the U.S labor pie becomes smaller,

it could still offer millions of positions. (T)

13.The author is worried about students’ low motivation to manage. (T)

14.The author encourages the students to act right now if he or she wants to become a successful

manager. (T)

1.[Ex 2]. Complete the following sentences according to the passage

1. In the basic formula for managerial success: S=A×M×O, S stands for _________, A ________, M ____________ and O _______________. (Success, Ability, Motivation to manage, Opportunity)

2.The term __________is the demonstrated capacity to achieve organizational objectives both

effectively and efficiently. (managerial ability)

3. A whole package of conceptual, technical, and interpersonal abilities or AACSB's package of

skills and characteristics is, in final analysis, the ___________. (ability to manage/managerial ability)

4.All the ability in the world will not help a future manager succeed if he or she does not possess

a persistent _______to move ahead. (desire)

5.Linda Wachner is the only woman chief __________officer of a _____500 company.

(executive; Fortune)

6.Linda Wachner graduated from the University of Buffalo and obtained a bachelor’s degree in

__________. (business administration)

7.Any student who wants to find a job can go to the _______. (job market)

8.Whether the students had the desire to manage, which was considered as an ______, couldn’t

be measured objectively until a management researcher named John B. Miner developed a psychometric instrument. (intangible trait)

9.Miner's measure of motivation to manage is made up of seven ________. (dimensions)

10.Normal turnover includes deaths, retirements, and ________. (career changes)

Exercises to Terms and Vocabulary

[Ex 3] A. Match each of the following terms to the phrase or definition that is most closely related:

A. M anager E. Brand

B. Possess F. merchandise

C. chief executive officer (CEO) G. Competition

D. Non-profit organization H. Layoff

1.own, have (B)

2.head of a department in a company (A)

https://www.360docs.net/doc/8f2317493.html,anization(such as a club) which is not allowed by law to make a profit (D)

4.trying to do better than another supplier (G)

5.make of product, which can be recognized by a name or by a design (E)

6.sell goods by a wide variety of means, including display, advertising, sending samples, etc.(F)

7.action of dismissing a worker for a time (H)

8.top-level corporate official elected by the board of directors (C)

B. Use the terms or vocabularies mentioned above to complete the following sentences.

Change the form if necessary.

1._____________ are exempted (免除)from tax. (Non-profit organizations)

2.What is your favorite _____ of soap? (brand)

3.There is no use in manufacturing an item unless you can _________it. (merchandise)

4.The recession has caused hundreds of _______ in the car industry. (layoffs)

5.Being free to compete without government interference is called free ______. (competition)

6.The ______of a company is usually given the title chairperson of the board or president.( chief

executive officer)

7.He never ______ much money; but he always ________ good health. (possessed; possessed)

8._____ is a person who directs an organization or a department and is responsible for the

employees under his or her supervision. (Manager)

[Ex 4]Fill in the blanks with the words or terms given below. Change the forms if necessary.

1._______ assets are those which have a value, but which cannot be seen, such as goodwill,

patent or trademark. (Intangible)

2.You have to do it and no ______ should be imposed. (preconditions)

3.She is now studying business administration but she is afraid that she won’t have the _____ to

manage. (opportunity)

4.An ______ job is a job at managing something. (executive)

5.As a child he had the tendency to ______ power and authority over others. (exercise)

6.Since the opening of the first shop new branches have _____ all over the country.

(mushroomed)

7.His promotion was approved by his ______. (superior)

8. What _______ price is called is low price aimed to compete with a rival product. (competitive) Passage for Reading Learning to Manage

Students of management are left with one overriding question: "How do I acquire the ability to manage?" This question has stimulated a good deal of debate among those interested in management education. What is the key, theory or practice. Some contend that future managers need a solid background in management theory acquired through formal education. Others argue that managing, like learning to ride a bicycle, can be learned only by actually doing it. We can leapfrog this debate by looking at how managers learn to manage, understanding how students learn about management, and considering how you can blend the two processes to your best advantage.

How Do Managers Learn to Manage?

We have an answer to this simple but intriguing question, thanks to the Honeywell study, which was conducted by a team of management development specialists employed by Honeywell. In a survey, they asked 3, 600 Honeywell managers: "How did you learn to manage? " Ten percent of the respondents were then interviewed for additional insights. Successful Honeywell managers

reportedly acquired 50 percent of their management knowledge from job assignments. The remaining 50 percent of what they knew about management reportedly came from relationships, including bosses, mentors, and coworkers (30 percent), and formal training and education (20 percent).

Fully half of what the Honeywell managers knew about managing came from the so–called school of hard knocks. To that extent, at least, learning to manage is indeed like learning to ride a bike, You get on, you fall off and skin your knee, you get back on a bit smarter, and so on, until you're able to wobble down the road. But, in the minds of aspiring managers, this scenario raises the question of what classes are held in the school of hard knocks. A second study, this one of British managers, recently provided an answer. It turns out that the following are considered hard knocks by managers:

Making a big mistake.

Being overstretched by a difficult assignment.

Feeling threatened.

Being stuck in an impasse or dilemma.

Suffering an injustice at work.

Losing out to someone else.

Being personally attacked.

These situations are traumatic enough to motivate managers to learn how to avoid repeating the same mistakes.

How Can Future Managers Learn to Manage?

Students can learn to manage by integrating theory and practice and observing role models. Theory can help you to systematically analyze, interpret, and internalize the managerial significance of practical experience and observations. Although formal training and education contributed only 20 percent to the Honeywell managers' knowledge, they nonetheless represent a needed conceptual foundation. Returning to our bicycle example, a cross–country trip on a high–tech bike requires more than the mere ability to ride a bike. It requires a sound foundation of knowledge about bicycle maintenance and repair, weather and road conditions, and road safety. So, too, new managers who have a good idea of what lies ahead can go farther and faster with fewer foolish mistakes. The school of hard knocks is inevitable. But you can foresee and avoid at least some of the knocks.

Ideally, an individual acquires theoretical knowledge and practical experience at the same time, perhaps through work–study programs or internships. Usually, though, full–time students get a lot of theory and little practice. This is when simulated and real experience become important. If you are a serious management student, you will put your newly acquired theories into practice wherever and whenever possible (for example, in organized sports; positions of leadership in fraternities, sororities, or clubs; and part–time and summer jobs). What really matters is your personal integration of theory and practice.

Exercise to the Passage for Reading

[Ex 5] Decide whether the following statements are true(T) or false (F) in relation to the information in the passage.

1.As to the question "How do I acquire the ability to manage? " the author didn’t answer it directly.

(T)

2.The author directly expresses his opinion as to the question "How do I acquire the ability to

manage? " that he is in favor of the comparison that managing is just like learning to ride a bicycle. (F)

3.According to the answer to the question of "How did you learn to manage? " most of the

management knowledge of Honeywell managers was not acquired from the formal education.

(T)

4.The so-called school of hard knocks is such a school in which considerable emphasis is laid on

practice. (F)

5.It is only traumatic situations that can motivate managers to learn to avoid making the same

mistakes. (T)

6.Formal training and education contribute only 20 percent to the Honeywell managers, the author

had to return to the bicycle example, admitting the comparison is all right. (F)

7.The user used the cross-country trip on a high-tech bike to tell us that new managers need a

sound foundation of knowledge. (T)

8.Management students get a lot of theory and little practice in the school, which is hard to change.

(F)

9.It is possible for the management students to integrate theory with practice. (T)

10.Simulated experience in the college is also of some value. (T)

电子教案材料

说明：练习答案已经在各题的后面，下面是本课答案集合：

[Ex 1] 1. F 2. T 3. F 4. T 5. T 6. F 7. F 8. T 9. F 10. F 11. T 12. T

13. T 14. T

[Ex 2] 1. Success, Ability, Motivation to manage, Opportunity 2. managerial ability

3. ability to manage/managerial ability

4. desire

5. executive, Fortune

6. business administration

7. job market

8. intangible trait

9. dimensions

10. career changes

[Ex 3] A. 1. B 2. A 3. D 4. G 5. E 6. F 7. H 8. C

B 1. Non-profit organizations 2. brand 3. merchandise https://www.360docs.net/doc/8f2317493.html,yoffs

5. competition

6. chief executive officer

7. possessed, possessed

8. Manager

[Ex 4] 1. Intangible 2. preconditions 3.opportunity 4. executive 5. exercise

6. mushroomed

7. superior

8. competitive

[Ex 5] 1. T 2. F 3. T 4. F 5. T 6. F 7. T 8. F 9. T 10. T

the American Assembly of Collegiate Schools of Business (AACSB)

美国盎瑟贝管理学院

AACSB International - The Association to Advance Collegiate Schools of Business is a

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Linda Wachner

琳达，瓦尔娜

apparel industry executive

Born: 2/3/1946

Birthplace: New York City

As the CEO and chair of Warnaco Group, Inc. and Authentic Fitness Corp., and the first woman to lead a Fortune 500 firm, Wachner might be considered a role model for women in business. In fact, like many male executives who have turned around failing businesses, she is revered by stockholders and reviled by subordinates. She makes no bones about her aggressive management style, but then no one complains about the success of her companies, either. A diligent student, she graduated from high school at 16, then went on to SUNY Buffalo to study economics and business administration. She worked in a variety of apparel industry jobs, starting out as a buyer, and eventually moving to Warner, where within a year she had become the first woman vice president in the firm's 100 year history. She took over Warnaco in 1986 in a hostile takeover and has built the apparel maker into a $1.4 billion behemoth, responsible for manufacturing and distributing more than a third of all the bras sold in the U.S. But Warnaco's and with it, Wachner's, fortunes eventually declined. In June 2001 the company filed for bankruptcy and Wachner was fired in November of that year. She sued Warnaco for $25 million in severance, but settled for $452,000.

主课文译文：

怎样才能成为一个成功的管理者？

成功的的管理者来自各种背景，具有不同的素质和技能。没有一个能成功到达管理阶梯顶端的固定公式，但是作为一个管理者要最后成功至少要具有三个基本的先决条件：能力（简称Ａ），从事管理的动机（简称Ｍ）和机遇（简称Ｏ）。这三要素接合起来构成了管理成功的基本公式：Ｓ＝Ａ×Ｍ×０。请注意成功是能力，动机和机遇的平衡结合，其中任何一个因素为零都会抵消另外两项（因此这儿用的乘号而不是加号）。例如，没有机遇即使你有非凡的能力和强烈的动机还是无法成功。

1. 能力

管理能力这个术语用在这儿就是指有成效地完成组织目标所表现出来的能力。实际上当今的成功管理者需具备想象、技术、交际等综合能力。根据美国盎瑟贝管理学院（ＡＡＣＳＢ）（授权机构）最新研究结果，管理学院的毕业生应该有能力表现出一定的技能和个性。ＡＡＣＳＢ所设计的系列技能和个性能帮助大家更好地理解管理能力这个术语。它们包括：

１. 领导能力

２. 口头交流和表达技巧

３. 书面交流能力

４. 计划和组织能力

５. 搜集信息和分析问题的能力

６. 决策能力

７. 委任和控制能力

８. 客观的自我认识(能清醒的知道自己的优势和不足)

９. 具有领导的气质(有带领他人向着新的方向前进的意志和愿望)

２.管理动机

对于残疾人和冒险家不顾看上去无法克服的困难而取得成功的故事人们常用一个词加以总结: 渴望。这种渴望也同样驱使管理者获得成功。世上所有的能力都无法帮助一个不具有持之以恒勇往直前欲望的管理者到达成功的彼岸。琳达，瓦尔娜是美国财富杂志评选出的500强公司的唯一的一个女首席执行官（瓦尔娜服装制衣公司）就是一个再好不过的令人鼓舞的例子。财富杂志称她是美国最成功的女商人。

从她们１１岁生活在纽约的森林坡时，瓦尔娜就知道要干成某事。那一年她平躺在床上，从头部到膝盖打上了石膏，这是为矫正她严重的背柱侧凸外科手术的第一步。就在这浑身不能动弹并面对可能瘫痪的时候，琳达却下了决心，这辈子不管她干什么,她的决心是要成为一名决策指挥者，当然不是要医生、父母、医务专家来照顾自己。“如今我正在从事的事业，早在我躺在床上不能动弹的时候就有了想法。”

她说，“当你再一次想行走时，你学会了怎样集中全力重新行走，直到成功为止。”

１９６６年瓦尔娜第一天到劳务市场上就表现了这种决心。２０岁瓦尔娜从布法罗大学获得经济管理学士学位毕业后，她落脚在纽约联合商业公司的联合百货商场的采购部。每周９０美元薪水…（一位过去的老板）回忆她时说：“琳达每天早晨都风风火火地冲进我的办公室，向我建议怎样才能把我们的生意做得更好。她想告诉制造商怎样才能同商店做更多的生意，”

直到６０年代中期，这种“渴望”还只是主观上揣模的一种无形的捉模不透的东西。后来一位名叫约翰B.迈因纳的管理学者研究发明了一个心理测试手段，去客观地测定一个人的管理动机。迈因纳的手法可以有效地测出一个人成为管理者欲望的强弱。

度量管理动机的七项标准。迈因纳的管理欲望测定依靠下列七项度量方法：

１. 对权威人物，例如自己的上级持赞成态度

２. 有跟同水准的人进行游戏和比赛的欲望

３. 有与同水准的人进行职业或工作方面竞争的意识

４. 有坚持自己的权利和敢于负责的要求

５. 有对其他人行使权力的欲望

６. 采取别出心裁方式行事，包括愿意站在人群之前

７. 在执行与管理工作有关的日常公务时有责任感

在每一项标准中个人得分越高，他想从事管理工作的欲望就越大。

（尽管这儿没有将这位学者的测定方法作全面介绍，但你可以估计你自己的管理动机是属于弱、一般还是非常强烈）。迈因纳研究表明这个办法可以准确预言一个人要多长时间就可以升到领导阶梯的哪一个层次。

管理专业大学生从事管理的动机。迈因纳和他的同事们继续在美国两所主要大学里跟踪20年对管理专业大学生们的管理意识进行测试打分，得出了一些有趣的结论。第一，虽然在60年代到70年代期间学生们从事管理的动机开始回升，但从事管理的欲望仍然并不很高。总的说来，大学生们仍然吐弃权势、竞争、武

断和日常琐碎的管理事务。迈因纳相信这种局面预示着今后数年管理人材的缺乏。第二个结论是女大学生的管理欲望并不比男士逊色。

最近迈因纳的研究集中大学生的管理动机在不同国家的差异。他从墨西哥、日本、中国、韩国和（中国）台湾等国家和地区抽样调查学生的各项得分都一直高于美国的学生。迈因纳认为这种状况对美国的全球竞争是一种潜在的威胁。

3.管理的机遇

根据美国最近几年有关大公司滑坡,中等企业管理者失业以及国防工业突然倒退的报道，大学生们可能对涉足管理岗位的前景失去信心而不感恭维。实际上从美国一些大公司的发展前景看，自1980年以来管理人员市场一直并不看好。尽管<<商业周报>>上所刊登的大副照片初看起来令人沮丧而实际上却给末来的管理者带来了很大的希望。

在美国有一千三百五十万人在私人企业做管理工作，有总经理、行政管理人员和一般管理者，大部分受雇于服务部门，而服务部门正是最近几年调整的重点。这一调整的结果是从1984到1989年每年以百分之五点六的比率上升的管理岗位，后来根本没有任何净增长–––如果早期的发展势头能够持续下去的话就可以创造大约二百二十五万个岗位。但是这些岗位现在均已丢失。

在整个就业队伍里，即使管理行业块增长速度不快。甚至在九十年代初期相反减少了，它的从业人员还是占了很大一块：一千三百五十万管理人员！在今后几年中，由于正常的减员例如死亡、退休和跳槽等将会提供数百万个管理岗位。预期的经济增长也将会创造更多的管理机会。

其实，对于寻找管理岗位的人来说，以上统计数字还仅仅是其中的一部分，没有统计在一千三百五十万数字之内的还有数百万军事、政府和非赢利组织的管理人员。另外还有一些迅速发展起来的小企业。成为管理者的捷径就是自己开办公司。

尽管就业市场周期性地上下动荡，然而在世界范围内仍然不断地需要那些既有能力又有从事管理欲望的人们。要使你自己的成功公式S=A×M×C变成现实，现在就开始吧。

阅读材料译文

学习管理

学习管理专业的学生常常会碰到一个非常重要的问题：“我怎样才能获得管理能力呢？”这个问题引起了对管理教育感兴趣的人们进行了一场大讨论。答案是什么？是从学校里学到的呢，还是从实践中获得的呢？有些人认为，未来的管理者需要有从正规教育中获得的坚实的管理理论知识；另一些人则认为学管理就象学骑自行车一样，只能从实践中去学，即边干边学。我们可以跳过这场争论，看一看管理者是怎样学习管理的，大学生是怎样学习管理的，再考虑一下怎样把这两者结合起来变成你自己的优势。

管理者是怎样学习管理的呢？

哈尼威公司的调查使这个简单而有趣的问题有了一个答案。该机构聘用了一批管理学方面的专家，在调查中他们询问了三千六百多位本公司的管理人员：“你们是怎样学习管理的呢？”对百分之十的应答者进

行了面谈，要求他们发表补充意见。据报导哈尼威公司的成功管理者们认为他们的管理知识一半来自实际工作，余下的百分之五十管理知识据说来自工作关系，包括与老板的关系，与良师益友的关系以及与同事的关系（占百分之三十），正规培训教育得到的知识占百分之二十。

哈尼威管理者的管理知识一大半是从所谓的“碰壁学校”学到的。至少在某种意义上说，学习管理实际上就象学骑自行车一样。开始时你上去，掉下来擦破了膝盖，而你又上去，有了进步，直到你能摇摇摆摆地上路了。这样学习的话，在有抱负的管理者头脑中，常常会产生一个问题：“在“碰壁学校”里开的是那些课程？”经过再一次研究，英国的一位管理者最近提供了一个答案。实践证明，管理者把以下这些问题看作是“碰壁”：

?在犯了一个错误时。

?由于安排工作比较困难而使自己过于疲劳时。

?感觉到面临威胁时。

?陷入难局和困境时。

?在工作中受到不公正待遇时。

?败给了他人时。

?受到人身攻击时。

以上这些境遇所留下的烙印足以使那些有抱负的管理者知道怎样去避免重犯同样的错误。

末来的管理者怎样才能学会管理呢？

大学生如果能理论联系实际而且认真观察一些示范就可以学会管理。理论有助于你系统地分析、解释和消化你的实践经验和观察到的东西。虽然正规的训练和教育只给哈尼威公司的管理者们20％的知识，但他们却说这些基本知识非常必要。现在再回头看看骑自行车的例子吧。越野骑高科技自行车旅行不光要有骑车的能力，另外还要有维护和修理自行车的坚实的知识基础，以及有关天气状况，道路交通安全方面的知识。一个具有超前意识的管理新手可以少犯错误而走得更远更快。上“碰壁学校”是不可避免的，但有些是你可以预料到而且完全可以避免的。

一个人通过学习––工作计划或实习能够同时获得理论知识和实践经验这是最理想的。然而一般来讲，全日制大学生学到得理论知识多，获得的实践经验少。在这时所谓自己已经具有的和真正具有的经验都很重要。如果你是个非常认真的管理系大学生，你会随时随地把你学到的理论应用到实践中去（例如：在组织运动会，在学生会的领导岗位上，在其他一些社团组织，在俱乐部里，在业余和假期打工时）。你自觉地把学到的理论与实践相结合你就得到了实实在在的知识。