Reading: Managing Perfectionists

Video: Team Management Skills

Grammar: Complex Object / Complex Subject

Career Skills: Dispute: The Ways to Increase Quality.

Dilemma: Are you a Coordinator or an Executor?




A quality manager is he or she who leads quality improvement initiatives. He or she is responsible for ensuring that all managers, process owners and supervisors develop and maintain their part of the quality management system.

The quality manager monitors and advises on how the system is performing, which may often include the publication of statistics regarding company performance against set measures.

A key role of the quality manager is that of ensuring that customer requirements and expectations have been accurately identified and that the organisation is meeting or exceeding customer expectations. 





1. Discuss the questions with a partner.


1. What is the mission of a quality management team?

2. Who forms the team?

3. What roles do the team members have?


2. Read the information about the quality management role definition. Match the column A with the column B.


1. Quality Manager

a) Responsible for the results of Testing and the use of good testing practices for their assigned focus area as well as coordinating the testing effort including scripted and functional testing and managing the setup and assignment of the tests using Testing Management tools.

2. Quality Lead


b) Responsible for validating the test basis, designing and developing test cases/scripts and data sets, executing tests, and reporting and diagnosing defects as well as quality assurance of the tests cases and test execution.

3. Tester(s)

c) Provides leadership and is responsible for overseeing day-to-day test preparation and execution activities, including resource scheduling, team communications and status reporting as well as promoting and overseeing use of established best practices, policies, and procedures. Liaison between Test Team and the Business Stakeholder(s).




1. Before reading the text giving advice on managing perfectionists check that you understand these important words. Match the words with their meanings a-h. Consult the dictionary if it is necessary.


1. standard

a) to go beyond the normal or desired limit

2. to focus on something

b) a sequence of steps that must be taken

3. to delegate

c) the amount of work performed or capable of being performed usually within a specific period

4. deadline

d) to give duties  to another as agent

5. to run over

e) to concentrate

6. reputation

f) an overall quality or character as seen or judged by people in general

7. Action Plans

g) a time limit

8. workload

h) a level of quality

9. challenges

i) the inherent ability or capacity for growth, development, or future success

10. potential

j) a test of one's abilities or resources in a demanding but stimulating undertaking


2. After reading the text choose the most suitable titles for the paragraphs A, B, C from the list below.


1. Help Them Delegate

2. Learn From Mistakes

3. Help Them Understand the Cost Implications

Managing Perfectionists


Cassandra is exceptionally bright and talented. She's excellent with detail-oriented work, and she has incredibly high standards. However, she spends too much of her time focusing on details that are not relevant to a project's goal, she struggles to delegate even minor tasks, and she rewrites her work so often that she misses deadlines. The problem is that she's too much of a perfectionist.

Perfectionists often produce excellent work, but their excessive attention to detail and frequent reworking of projects can cause a lot of problems within a team.

So, what can you do to harness the potential of perfectionists, while minimizing the downsides of their perfectionism?

A ___________________

Perfectionists often struggle to sign off on a project, regardless of whether they miss a deadline or run over budget. Missed deadlines can cause the team embarrassment, can result in a loss of reputation, and can delay important projects or undermine their business case. Encourage your perfectionist team member to use Action Plans so that he can organize his workload, and help him to schedule his time effectively, so that he can avoid missing deadlines.

B ___________________

Start by explaining how successful delegation will help them work more productively, and help the team move forward as a whole. Suggest several tasks that they might be able to delegate, as well as the team member that you think is best suited for each task.
C __________________

Perfectionists often have a fear of failure. This means that they may not take on new challenges unless they're sure that they can complete them successfully.

Encourage your perfectionists to confront this fear. Let them know that mistakes – and even outright failures (as long as they're minor) – are an important part of learning and growth. If they never take a risk and learn from their mistakes, they'll never reach their full potential, either personally or professionally.


3. Discuss these questions in pairs.


1. Who is a perfectionist?

2. What are the positive sides of being a perfectionist? Are there any?

3. What are the drawbacks of being a perfectionist that you have known from the text above?

4. How can you manage a perfectionist? Give your own ideas.




Make a report on one of these topics:


1. Quality management structure.

2. Quality management methods.


Video: Team management skills

Yvonne Bridges the leadership consultant to Amec Academy is going to talk about team management skills for leads and share nine tools and a concept that help managers to perform better. Watch the video and do the exercises below.


1. Listen to Yvonne Bridges talking about the first tool of team management skills and fill in the missing information.


So, the first tool is called AIM Grid. And AIM Grid, I wish I could tell you it actually has something that defines those letters “AIM” – it does not, in fact what AIM Grid does is actually ____ ____ ____ directly to what you really want, to what you are aimed at. So, first you begin with is “ what is the ____ of the interaction?” 
The second piece is “stakeholder”. Who are the stakeholders? Who will be ____ by the outcomes at this particular decision?
The third piece ____ ____ ____ ____ ____. What are the themes that will make this successful? How critical are they?
And finally, what are the ____ that you will get. Thus, if go either every one-on-one ____ or every meeting, being able to do that, you will find that you will have things moving more ____ for yourself and everyone ____. So there will be less  situations where you will come up with that challenger “ I did not receive that ____” or “I did not ____ that’s what we are going toward”. So this particular tool helps the lead ____.


2. Answer the questions:


1. How is the second tool called?

2. What purposes is it used for?

3. What practical problems does it help to solve?

4. What are its components?


3. Describe the third tool in couple of sentences and put its components in the order as they follow in the video.



4. Sum up the ideas on Blooms Taxonomy and make a detailed description of each element.



5. Watch Yvonne Bridges speaking about the “Problem solving tool kit” and say what id understood by “sides” in this fragment.


6. After watching Yvonne Bridges describing next tools, that are called “Lightning round” and “Outcome based meeting, ” say in what context the following words and phrases were mentioned.


- 10 minutes

- a cup of coffee

- 30 seconds

- top 3 priorities

- commitment

- brainstorm

- the verb is incredibly important

- common complaint


 7. Another tool is called the “Star”. Say what this abbreviation stands for. Match  the characteristics from the list to each step of the technique. The first is done for you. Sum up the ideas and make a conclusion what it is aimed at and where can be used.


а) stop

b) resist beyond all words the temptation to solve immediately

c) who do we need to ensure that they need understand how we got to the decision

d) together solve this issue

e) share the solution

f) is it really a challenge

g) reach the same resolution

h) what do you need from me

i) have I heard this before

j) how did this come about

k) help me understand 

MOLO Matrix

Competency Matrix


1. Competence

2. Less of …



3. Capacity

4. Stop doing ….

4. Expertise




8. Find out what the difference between MOLO Matrix and Competency Matrix is and fill in the missing elements into the table below.


Grammar: Complex object/ complex subject


1. Work individually. Study the information below.




1. Complex Object is a syntactic construction which is used as one member of the sentence – an object. It’s complex because it consists of two parts: a nominal part (a noun or a pronoun) & verbal part (infinitive with or without to, a participle I (which stresses the development of the action), a participle II (which shows that the action is directed at the agent expressed by the nominal part because participle II is mostly passive in its meaning) e.g. I found the flowers already watered.


With TO

After the verbs of

Without TO

After the verbs of

- LIKING, DISLIKING (like, dislike, love, hate, can’t stand)

- WISH (want, wish, would like, desire)

- ORDER AND REQUEST (order, ask, command)

-  PERMISION (permit, allow)

- COMPULTION (compel, force, get)

- MENTAL ACTIVITY (think, consider, believe, suppose, know, understand,find, expect, mean)


(pronounce, declare)
e.g. I pronounce you (to be) man and wife.  

- SENSE PERCEPTION (see, hear, watch, notice, feel, observe)

- COMPULSION (have, make)




1. We can use see and hear in the passive voice, but if we use it with an infinitive then to is required. The verb-ing form is not affected. Compare the following: She was heard to mutter "I shall never forgive you" as she went out of the room. Everybody heard her mutter "I shall never forgive you" as she left the room. He was seen climbing out of the window. They all saw him climbing out of the window.

2. If the agent is not important, the passive infinitive is used. Would you like breakfast TO BE SERVED in your room? Do you expect the price TO BE REDUCED?


2. Complete the questions. Use do you want me to…? would you like me to…? with one of the following verbs. The first question has been done for you.


Скругленный прямоугольник: leave   help    design   pick up   repeat   accompany   lie     


1. Do you want to go to the doctor alone or do you want me to accompany you?

2. Can you translate this article by yourself or ….

3. Do you remember the route from the airport to our place or …

4. Have you got a design of the tattoo or …

5. Shall I tell you the truth or …

6. Did you hear what I said or…

7. Can I stay now or...


3. Make one sentence out of two using complex object. 


1. He must solve this problem. We expect it.

2. Your mother called you. I heard it.

3. He is a good manager. I think so.

4. You remember about all holidays. I like it.

5. You are always late. I hate it.

6. All the papers must be signed now. I want it.

7. We left that place. The soldiers let it.

8. He didn’t attend our last class. I noticed it.

9. She is good at dancing. Her friends consider so.

10. This film is interesting. I believe so.

11. She was jogging at 8 a.m. yesterday. I saw it.

12. Everything must be in order. He likes it.

13. You won the competition yesterday. We didn’t expect it.

14. He was following me. I felt it.

15. He told me the truth. I made him.

16. He doesn’t smoke in the bedroom. I would never let it.


4. Make interrogative sentences using the structure of the passive infinitive.

ex.: He’s packing the luggage. Do you want it?

Do you want the luggage to be packed?


1. They’ll sign the document immediately. Do you want it?

2. He came to the meeting on time. Did they expect that?

3. They’ll transfer this cargo. Does the boss let it?

3. They will serve another cup of tea. Would you like it?

4. They’ll book a tour through the Internet. Would you recommend it?

5. He sold all the foods. Could you imagine it?

6. They canceled our departure. Did you order it?

7. He wants to change your glasses. Did you ask for it?

8. The office is empty. Did you expect it?

9. Someone robed the shop yesterday. Have you heard about it?


2. Complex Subject is a syntactic construction which consists of two parts: a nominal part (the subject) and a verbal part (the infinitive). In between the subject and the infinitive there is a part of the predicate expressed by a finite verb which denotes some comment, or estimate, or judgement, or conclusion, or attitude to the action or state expressed by the infinitive.


Active Voice:
CS is used when the predicate is expressed by the verbs

Passive Voice:
CS is used when the predicate is expressed by the verbs of

- OF SUBJECTIVE OR PERSONAL ATTITUDE TO FACTS AND THEIR EVALUATION (to seem, to appear, to happen, to chance, to prove, to turn out)

e.g. She chanced to be at home.
He happened to have been here before.

- TO BE IN THE PHRASES EXPRESSING DIFFERENT SHADES OF PROBABILITY OR CERTAINTY  (to be certain, to be sure, to be likely, to be unlikely)

e.g. He is unlikely to appear in the disco tonight.
He is sure to have seen this play.

- SENSE PERCEPTION (hear, see, observe, watch)

e.g. He was heard to speak German

- MENTAL PERCEPTION (think, consider, know, expect, believe, suppose, mean)

e.g. You are known to have been working at the subject for two years.

- SAYING, REPORTING (say, report, allege, pronounce, declare, predict, announce)

e.g. The plane is announced to be late.

- ORDER AND REQUEST (order, ask, command, request)

e.g. I was asked to bring some water.

- PERMISION (permit, allow)

e.g. The children were allowed to watch the film to the end.

- COMPULTION (compel, force, let, make)

e.g. He was made to stay after school for two hours.


1. The Present Infinitive (to do) indicates that the time of the infinitive's action is contemporaneous with the time of the verb introducing the subjective infinitive construction;

2. The Continuous Infinitive (to be doing) stresses that the infinitive's action is in progress at the time of the verb introducing the subjective infinitive construction;

3. The Perfect Infinitive (to have done) indicates that the time of the infinitive's action is previous to the time of the verb introducing the subjective infinitive construction;

4. The Perfect Continuous Infinitive (to have been doing) indicates that the time of the infinitive's action was in progress before the time of the verb introducing the subjective infinitive construction.

E.g . He is said to work at the factory. He was seen to be working at the factory. He is said to have worked at the factory. He is said to have been working at the factory for twenty years.


5. Make one sentence out of two using complex subject. 


1. The delivery service of this cafe is efficient. People say so.

2. He is a talented actor. People know it.

3. They will be a good match for each other. People suppose so

4. This furniture is made of genuine leather. It appears so.

5. The hospital was equipped with the latest equipment. People say so.

6. She prepared for the test. But it does not seem so.

7. He was doing his duty. People saw it.

8. They argued fiercely. Their neighbours heard it.

9. Many buildings have been damaged by the fire. Newspapers reported about it.

10. She can come any moment. We expect it.


6. Make the sentences shorter by the means of complex subject. The first one has been done for you.


1. It appears that you are a good specialist. You appear to be a good specialist.

2. We know Leonardo da Vinci to have been a genius.

3. It is expected that he is good at design.

4. It is believed that these famous plays were written by Shakespeare.

5. People consider the climate there to be very healthful.

6. It has been proved that the tape recorder is one of the most useful aids for many blind people.

7. It has been announced that the plane is two hours late.

8. They say that politics is a dirty thing and a politician is always a lair.

9. It was reported that they were safe.

10. It is supposed the soul makes her residence in some part of the brain.


7. Make up sentences using the following words and word combinations: 


1. for he to be certain plane to be late the.

2. the to be sure he Sarah to meet at station.

3. she work to allowed earlier to finish today.

4.  they to miss train to be likely the.

5. me to chance rare he to procure that book for.

6. to say the USA to leave for she.

7. he to be the best to seem  to know surgeon I ever.


8. Complete the sentences with one of the following verbs.  


Скругленный прямоугольник:         change      discuss      go      make      sing      cross      conduct      travel     

1. He was heard ……… in the bathroom. 2. He was reported ……… a lot. 3. She was seen ……… the road. 4. He is said ……… a new film. 5. He is known ……… experiments in vivo for many years. 6. They seemed ……… something important. 7. Her face appeared ……… very little.


Career skills: Dispute: the ways to increase quality.

You are a Quality Management Team. Choose a product you would like to discuss. Share ideas about increasing its quality.


Student A

Student C

You are a Quality Lead. Rule the process of meeting. Ask the member of the team about their ideas concerning the increase of quality and how they understand their tasks.

You are a Critic. Point out negative sides of the product. Help the team to focus on the  problem. Participate in discussion giving your opinion about possible solutions.

Student B

Student D

You are a Positive thinker. Point out the product features the should be remained. Be active in discussion.

You are a Creative thinker. Give ideas how to improve the quality. Use arguments to convince your team to accept them.


You should consider:

- target users/consumers, for example young, old, sporty, health conscious

- people’s lifestyles e.g. breakfast on the move, commuters and travelling

- materials and manufacture-related costs

- market competition from other branded or generic goods

- range of retail outlets e.g. garages, corner shops, tuck-shops, gyms, etc.

- recommended price bracket and profits

- environmental issues and concerns.


You are to present their argument to the rest of the class using any visual aids, facts and figures to support your position.

Useful language

Asking for an opinion:
What’s your attitude to this problem?
What’s your point of view on this question?

Giving an opinion:
The way I see it…
As far as I know…
In my view…
As far as I know…
This is a crazy idea, if you ask me.

Adding information:
In addition to that…
What’s more…

Asking for agreement: 
Do you agree?
Wouldn’t you agree with that? / Don’t you agree with that?


Dilemma: Are you a coordinator or an executor?


Discuss these questions in your group.


1. What are the advantages and disadvantages of working in a team in comparison to working in alone?

2. What is the most and the least important things in a group work? Arrange the mentioned below factors according to degree of their importance.

- personal attitudes

- technical knowledge and skill

- diplomacy

- activity

- ability to do work fast

- personal interest

- ability to listen to other people

- ability to manipulate people

- ability to make the work seem funny

- ability to concentrate

- ability to stand up you point of view

- ability to sacrifice you free time

- anxiety

- fear of loosing your job

3. What principles would you follow if you work in a team?

4. Will you choose a role of coordinator or executor? Explain you choice.

5. If you were a team coordinator, what way would you behave? What behavior would you expect from your team in that case? Give an example of an ideal leader. What makes him/ her the best?



Word list

Action Plans

планы действий



common complaint

частая жалоба


крайний срок



Quality Lead

руководитель отдела по менеджменту качества

Quality Manager

менеджер по качеству



scripted testing

автоматизированное тестирование






Тестер (ы)

to be responsible for something

нести ответственность за что-то

to brainstorm

проводить коллективное обсуждение

to delegate


to diagnose defects

диагностировать дефекты

to focus on something

сосредоточиться на чем-то

to oversee

осуществлять надзор

to run over

превысить затраты

to schedule


to validate

признавать действительным


рабочая нагрузка