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CONTENTS UNIT 5. PRODUCTION COST VS QUALITY UNIT 6. QUALITY MANAGEMENT TEAM |
UNIT 6. QUALITY MANAGEMENT TEAM 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? Keynotes: 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. Preview: 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.
Reading: 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.
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. 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. Speaking: 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?” 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 -
the verb is incredibly important 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
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. COMPLEX OBJECT / COMPLEX
SUBJECT 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.
Notes: 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.
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.
Notes: 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.
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.
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.
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
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