market_leader_3e_-_intermediate_-_teachers_book (852197), страница 32
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They are often askedto pronounce on the issues of the day. They are often held u p as role models.The mercurial leadership that is characteristic of many entrepreneurs means that they mightfound and then sell a series of start-ups, not guiding them to the next, more mature stagethemselves. In the examples above, there are leaders who have made that transition and gonebeyond to create multi-billion dollar corporations that operate on a global scale and of otherswho prefer to leave the day-to-day management of their companies to professional managersas their organisation matures.Companies may become large by being successfu l, but they may also become bureaucratic andconservative.
It's a cliche that in successful companies, change is a precondition of continuedsuccess, and the people who can lead that change are key. Formulating strategy is a question ofmaking choices (often described as 'difficult'), of deciding to d o x rather than y with resourcesthat are, by definition, limited. The people who can make the right choices about how touse those resources are highly rewarded. (The people who make the wrong choices are alsosometimes highly rewarded with generous severance packages, but that's another story.)Failing companies require yet another kind of leadership: the type of leader who can turn themround, and this third species of leader may not be suited to managing other types of change,preferring to move on to another company in crisis.Companies are increasingly thinking about how to nurture future leaders.
In the US, corporategovernance - the way that a company is run at the highest level - has become a key issue withshareholders. They have rejected the previous cosy arrangements, where directors appointedpeople they knew to the board, and now shareholders demand much greater scrutiny over whois chosen and how.This is part of the process of recognition that companies are led by teams of key managers.The qualities of the chief executive cannot be seen in isolation. There must be the rightchemistry between the chief executive and other top people and they must have the right mix ofcomplementary skills.Even so, picking the successor to the current CEO (Chief Executive Officer) is an extremelysensitive task. Will it be someone from within the company, perhaps someone groomed to takeover by the current boss? Or do you use headhunters (specialised, highly paid recruiters) to trackdown someone, perhaps from a completely different industry, and bring them in to shake up theexisting order? If your new CEO leaves after six months in the job, perhaps after what the papersdescribe as 'irreconcilable differences' or as a boardroom battle, the company and perceptions ofit will suffer, and so, probably, will its share price.There is debate about whether leadership can be taught and about whether reading about thelives and methods of great leaders, business and non-business, can help to develop businessleadership skills.leadership and your studentsDiscuss with your in-work students what they look for in a good manager.
(Tactfully, as ever, andperhaps best to be avoided if managers are present!) It may be easier to talk to pre-work studentsabout leaders in history.Read onDaniel Goleman e t at.: The New Leaders, Time Warner, n e w edition, 2003John P. Kotter: What Leaders Really Do, Harvard Business School Press, 1999John Adair: The Inspirational Leader: How to Motivate, Encourage and Achieve Success,Kogan Page, new edition, 200595UNIT 11....LEADERSHIP�/1•�LESSON N OTESrJ'TIVlVl0zzWarmerVocabulary: Character adjectives• Get students to brainstorm all the words they knowfor leader in different contexts. Students call outwords out or come up one by one to write them onthe board. For example: boss, captain, chairman,chief, coach, foreman, general, king, manager,monarch, president, principal, queen.Students look at some vocabulary relating to leaders'characters and discuss which characteristics are mosttypical.•�J'TIDiscuss with students which words are used inwhich contexts.OverviewVl• Tell students they will be looking at the subjectof leadership.• Go through the overview panel at the beginning ofthe unit, pointing out the sections that students willbe doing.!1-D• Some o f this vocabulary will probably already havecome up in the Starting up session.
This is a goodopportunity to consolidate it.• Go through the two boxes of adjectives, explainingany difficulties. Or get students to work in pairs onthem with a monolingual or bilingual dictionary.• Bring the class to order and practise stress andpronunciation, e.g. deCisive.• Elicit the answers.Exercise AQuotation• Ask students what they think of the quotation. Toget them thinking and talking, you could ask themif leadership in a company is like leadership in thearmy, or not.
(Blanchard is the co-author of famousmanagement books such as One-Minute Managerand Who Moved my Cheese? Your students may haveheard of these.)cautious/ decisive; casual/formal; idealistic/ realistic;assertive/ diffident, encouraging/ criticalExercise Bidynamic/laid-back; radical/conservative; ruthless/principled; distant/approachable.Students discuss the factors that make for greatleaders, as well as some of their less attractivequalities.• Go through the questions and explain any vocabularydifficulties.• Get students to discuss the questions in pairs.Go round the room and help where necessary.........•Are there any leaders which you think have anyof these qualities?•Which of the adjectives would you use to describean ideal business leader? G ive reasons foryour choice.•What adjectives would you add to the list?II• Do as a quick-fire whole-class activity, gettingstudents to say why they chose the adjective ineach case.• Bring the class to order.
Get individual studentsto talk about their findings. As ever, be tactful,especially when students are talking about theirbosses!• Get students to discuss in small groups. Go round theroom and help where necessary.• Bring the class to order and get individual studentsto discuss the points that were made in their groups.As ever, be tactful.9611-11•Get students to work o n these i n pairs. G o round theclass and assist where necessary.• Bring the class to order. Elicit the answers... ... . .........
.• As an additional activity, you could get students todiscuss and report back on the following questions:Starting upa... ... . ..... . ...UNIT 11............... . . . ...Exercise 01e2b3a4f5d............. ........:.6c1a) 4b) 5c) 6d) 1e) 2f) 3a•Again, get students to discuss these questionsin pairs. Monitor the language being used. Notedown good points and those that need further work.•Bring the class to order.
Praise the correct languagethat you heard and practise points that need furtherwork.•With the whole class, get some of the pairs to giveand justify their opinions, paying special attention tothe vocabulary that you have covered in this section.0 i-GlossaryListening: Qualities of leadershipLEADERSHIPFalse: '... my husband is a few years older than me'; 2False: He has 'the ability to fight like a corneredrat when he needs to' but there is no mention ofboxing.! 3True5True(Some other pairs are possible, e.g. lb, 4c, Sa, but theones above are the most likely.)Exercise E....4 True.......................
. .. ........... . ..........................0 Students can watch the interview with�mElizabeth Jackson on the DVD-ROM.(/\Reading: Leading L'OrealStudents read about Sir lindsay Owen-Jones, Chairmanof L'Oreal.11-ll• Ask students i n small groups to write down fourthings that they know about L'Oreal.
Go round theclass and assist where necessary.An executive recruitment consultant talks about thecharacteristics of good leaders.•Then get them to read through the article to see ifany of them are mentioned.11 �))) co2.32••Tell students that they are going to listen toElizabeth jackson, Managing Director of a n executiverecruitment company, an organisation that findspeople to fill high-level jobs.With the whole class, get a member of each group tosay which of their ideas were mentioned. (One of thethings they may know is that their English slogan isBecause you're worth it, but this is not mentioned i nthe article.
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