Semester 4, Lesson 12-13
(57-58)
HUMAN RESOURCE PLANNING: FORCASTING SUPPLY OF
EMPLOYEES
I. Using your dictionary, match up
words in A to their synonyms in B.
A B
|
1.
forecast |
a)
currently |
|
2.
to assess |
b)
record |
|
3.
particular |
c)
to collect |
|
4.
at present |
d)
to leave |
|
5.
to go on |
e)
probability |
|
6.
to employ |
f)
to continue |
|
7.
note |
g)
prediction |
|
8.
to ascertain |
h)
to move to |
|
9.
likelihood |
i)
to calculate |
|
10.
to proceed to |
j)
appropriate |
|
11.
to go away |
k)
to use |
|
12.
relocation |
l)
position |
|
13.
to compute |
m)
external |
|
14.
model |
n)
expert |
|
15.
post |
o)
to determine |
|
16.
outside |
p)
transition |
|
17.
specialist |
q)
round |
|
18.
to gather |
r)
trend |
|
19.
series |
s)
specific |
|
20.
information |
t)
simulation |
|
21.
tendency |
u)
available |
|
22.
obtainable |
v)
data |
|
23.
approximation |
w)
estimate |
|
24.
proper |
x)
to estimate |
.
II. Try to repeat a tongue twister several times, as quickly as possible,
without stumbling or mispronouncing.
I thought a thought
But the thought I thought
Was not the thought
I thought I thought.
III. Pre-reading task. Work in small
groups. Now you are going to read about forecasting the supply of employees.
What two predictions do you think it is based on?
IV. Reading
1. Read text 34 quickly. Were your ideas
about the predictions involved in forecasting the supply of employees correct?
TEXT 34
Forecasting supply of employees
Forecasting
the supply of employees involves two predictions. The first estimates how many
employees there would be in the organization in specific jobs if the human
resource programs currently in place continue. As with forecasting demand, both
quantitative and qualitative techniques can be used. The most-used quantitative
technique is Markov Modelling, which uses historical records to determine the
probabilities, in one year, of employees in a specific job either staying in
that job, moving to another job in the company, or leaving the company. These
are known as transition probabilities and are calculated for each job. By using
these probabilities in computer simulations, planners can determine how many
individuals should be in each position at any year in the future.
The second
prediction is how many individuals in the external labour market would have the
necessary skills for employment in the organization at a specific time in the
future. As an example of using a qualitative forecasting technique, Diana
Taylor could gather experts in a Delphi situation and collect several rounds of
data concerning population trends, education levels of specific age groups, and
the demand for employees by other companies. She could then use these data to
estimate the number of individuals available in the external labour market. The
results from both predictions will provide an estimate of the total supply of
individuals with appropriate skills.
2. Comprehension check.
Read the text more carefully.
Are the following statements true or false? Correct the false ones.
a)
To forecast the supply of
employees, one has to calculate transition probabilities for each
position.
b)
Transition probabilities are
likely retirements in one year.
c)
We can calculate transition
probabilities with the help of Markov Modelling.
d)
Qualitative techniques are
used for estimating the external labour market.
e)
The Delphi method is usually
employed for measuring individual skills of those currently employed in the
organization.
f)
Proper assessments of the
external labour market and the transition probabilities make it possible to
forecast the total supply of employees.
V. Match up the following Ukrainian
words to their English equivalents. Use your dictionary if necessary.
|
а) порівнювати |
и) набирати |
р) вихід на пенсію |
|
б) схожий, подібний |
і) відбирати |
с) старший за віком |
|
в) робити висновок |
ї) навчати |
т) добровільно |
|
г) поточний |
к) винагороджувати |
у) змушувати |
|
д) достатній |
л) зіткнутися з |
ф) завершення |
|
е) розбіжність |
м) протилежний |
х) допомога у пошуку нової
роботи |
|
є) зменшувати |
н) видатки |
для
звільнених |
|
ж) збільшувати |
о) різниця |
ц) звільняти |
|
з) зростання |
п) вистачати |
ч) пошук роботи |
|
a) voluntarily |
h)
sufficient |
o)
discrepancy |
v)
job search |
|
b) to select |
i)
current |
p)
to train |
w)
to compensate |
|
c) termination |
j)
similar |
q)
to recruit |
x)
difference |
|
d) outplacement |
k)
costs |
r)
to increase |
y)
retirement |
|
e) to reduce |
l)
opposite |
s)
to force |
z)
to face |
|
f) to lay off |
m)
to compare |
t)
senior |
|
|
g) growth |
n)
to suffice |
u)
to conclude |
|
VI. Complete the charts with the different parts of speech. Translate the
obtained pairs of words into your mother language. E.g. cost / cost – коштувати / ціна, вартість
|
Verb |
Noun |
|
|
selection |
|
terminate |
|
|
|
reduction |
|
grow |
|
|
cost |
cost |
|
|
comparison |
|
|
sufficiency |
|
recruit |
|
|
|
increase |
|
force |
|
|
|
conclusion |
|
|
compensation |
|
retire |
|
|
face |
|
|
Noun |
Adjective |
|
sufficiency |
|
|
|
current |
|
similarity |
|
|
|
opposite |
|
senior |
|
|
|
different |
VII. Pre-reading task. The words and word combinations in the box
make a key vocabulary of the text you are going to read. What is this text
about?
|
to compare forecasts demand supply similar sufficient employees to meet future demands discrepancy to redesign HRM
programs |
to reduce to increase to employ various programs difference between supply
and demand recruitment and selection
programs early retirement program termination programs outplacement activities |
VIII. Reading
1. Read text 35 and think of the suitable title.
TEXT 35
After HR
planners have made forecasts of both future demand and supply, the next step is
to compare the two forecasts. If they are similar, the planners may conclude
that continuing current HRM programs will provide sufficient employees to meet
the organization’s future demands. If there is a discrepancy between the two
forecasts, then managers must redesign HRM programs either to reduce or
increase the supply of employees to meet future demand. In the case of Jewels
& Tools, the two forecasts will be different because of the growth that
Hubert plans. Diana will, therefore, design the HRM programs of recruiting,
selecting, training, and compensating to bring more individuals into the
organization over the next six years and to develop their appropriate skills.
Many
organizations in the real world have recently faced the opposite situation.
Many have made strategic plans to reduce business costs and, therefore, their demand
for employees is less than the supply. Depending on the size of the difference
between supply and demand, they can employ various programs. If the difference
is small, perhaps reducing recruitment and selection programs will suffice. Or
the HR manager can design an early retirement program to increase the number of
senior employees who will leave the organization voluntarily. If the difference
between demand and supply is great, the company will be forced to develop
systematic termination programs. Such programs frequently include outplacement
activities in which the organization assists those employees who have been laid
off in preparing for and carrying out job searches.
To work
well, HRM programs must be appropriately designed and implemented.
2. Comprehension check.
Here are some answers about
planning programs. Write the questions.
a) What
_____________________________________________________________?
That existing HRM programs will provide adequate workforce to meet the
business’s future demands.
b) In what case
_______________________________________________________?
In case
there is a discrepancy between the two forecasts.
c) Why
_____________________________________________________________?
Because
Hubert is going to expand.
d) What ____________________________________________________________?
Those of
recruiting, selecting, training, and compensating employees.
e) Why
_____________________________________________________________?
Because they
have made strategic plans to reduce business costs.
f) In what case
_______________________________________________________?
If the
difference between supply and demand is small.
g) What
_________________________________________________________ for?
For increasing the number of older employees who will leave the company
voluntarily.
h) What
____________________________________________________________?
It will have
to develop systematic termination programs.
i) What
____________________________________________________________?
They mean that the company helps those employees who have been made
redundant to arrange and implement job searches.
IX. Discussion
Work in pairs.
Using the key vocabulary from
the Pre-reading task, discuss what you have learned about planning programs.
Which program would you design and implement if it turned out that:
-
demand for employees in your
company could grow in future?
-
demand for employees in your
company could decrease insignificantly in future?
-
demand for employees in your
company could fall considerably in future?
-
no discrepancy between demand
for and the supply of employees in your company was going to take place in
future?
X. Writing a summary (an abstract) of
a book, an academic paper etc.
1. Here are some useful tips for
you about writing a summary (an abstract). Pay attention to the expressions
that you can use.
When you write a summary (an
abstract) of any piece of writing, you should:
a. specify the subject of the
piece of writing:
|
The book (textbook, chapter, paper etc) is devoted (dedicated) to … |
Книгу (підручник, розділ,
статтю тощо) присвячено … |
|
The book (textbook, section,
paper etc) deals with … |
У книзі (підручнику, розділі,
статті тощо) розглядається … |
b. point out the purpose of the
underlying research or the piece of writing:
|
The purpose of the research
(study, investigation etc) was … - to clarify … - to determine (ascertain,
establish) … - to elucidate … - to explain … - to prove (validate) … - to substantiate … - to compare … |
Метою дослідження було ... - з’ясувати (внести ясність у)
… - визначити (встановити) … - висвітити (роз’яснити) … - пояснити … - довести
… - обґрунтувати … - порівняти ... |
|
The author attempts (tries)
… - to clarify … - to determine (ascertain,
establish) … - to elucidate … - to explain … - to prove (validate) … - to substantiate … - to compare … |
Автор намагається ... - з’ясувати (внести ясність у)
… - визначити (встановити) … - висвітити (роз’яснити) … - пояснити … - довести
… - обґрунтувати … -
порівняти ... |
|
The book (paper, section
etc) under consideration (under discussion / debate) presents -
the analysis of … -
the comparison of … -
the description of … -
the discussion of … -
the results of the research
on / in (investigation of / into, study of) … -
a review of literature on … -
a survey of the relevant
literature |
Книга (стаття, розділ тощо), що
розглядається (обговорюється), представляє - аналіз … - порівняння … - опис … - обговорення … - результати дослідження … -
аналіз літератури з … - огляд відповідної
літератури |
|
The author - analyses … - compares … - describes - discloses (reveals)… - reviews … - shows (demonstrates)… |
Автор - аналізує
… - порівнює
… - описує … -
розкриває … - робить
огляд … - показує
… |
c. present the main points of the
piece of writing:
|
The essence of the book
(paper, section etc) is that… |
Суть книги (статті, розділу
тощо) полягає у тому, що … |
|
The study emphasizes
(stresses) the importance of … |
У дослідженні підкреслюється
важливість … |
|
The author focuses on … |
Автор зосереджується на … |
|
Special emphasis (stress) is
laid (placed, put) on … |
Особливий наголос ставиться
на … |
|
Particular importance
(significance, value, weight) is attached to … |
Особливе значення надається
… |
|
Readers’ attention is called
(attracted, drawn) to … |
Увага читачів привертається
до … |
|
It is also noted that … |
Відзначається також, що … |
|
The obtained data are
exemplified with … |
Прикладом отриманих даних
служить ... |
|
The book (paper, section
etc) is of great (crucial, paramount) importance for -
our understanding of … -
further investigation
into/of … |
Книга (стаття, розділ тощо) має
велике (вирішальне, першорядне) значення для -
нашого розуміння … -
подальшого дослідження … |
|
Two important implications
(inferences, conclusions) follow from this. |
Із цього випливають два важливі
висновки. |
|
It follows from the book
(paper, chapter etc) that … |
Із книги (статті, розділу тощо)
виходить, що … |
|
Hence (therefore, thus) it can be concluded that … |
Отже (таким чином), можна
зробити висновок, що … |
d. indicate the target readership of the piece of writing:
|
The book (textbook, paper
etc.) is intended for … |
Книга (підручник, стаття тощо)
призначена для ... |
|
The book (textbook, paper
etc) may be useful (helpful, valuable) for ... -
bankers and accountants -
human resource managers -
students of Economics |
Книга (підручник, стаття тощо)
може бути корисною для ... -
банкірів і головних
бухгалтерів -
менеджерів з персоналу -
студентів-економістів |
2. Read the following summary of text 34.
Text “Forecasting supply of
employees” is devoted to measures that are crucial for estimating the future
supply of individuals with appropriate skills. The author shows the essence of
two predictions involved in the aforementioned process and gives description of
the relevant forecasting techniques. Particular importance is attached to such
a quantitative technique as Markov Modelling. The application of a qualitative
forecasting method - the Delphi technique - is exemplified with an imaginary
business situation. Readers’ attention is called to practical effects of the
techniques under consideration. The text is intended for students majoring in
human resource management.
3. Write the summary of text
35.
XI. Individual work: read and translate text 36. Discuss human relations
movement, key management theories
and ‘types’ of personnel
management jobs.
TEXT 36
HUMAH
RELATIONS
The US human relations movement dominated management thinking until the 1950s
and was a significant influence on the
development of modern HRM. The movement gained most of its inspiration from the famous Hawthorne studies
at the Western Electric
Company plant of that name in Chicago from the 1920s
to the early 1940s. The plant employed
40 000 people and was regarded as
progressive. The studies were organized by the company, with some assistance from the Harvard Business
School. The intention was to find out how productivity might be affected
if working conditions such as lighting,
heating and rest pauses were varied. Elton Mayo, an Australian
professor at Harvard, picked up these studies and publicized a new approach
in American management philosophy which spread
to many other countries.
Mayo is credited often with the Hawthorne research.
In fact, as Rose (1975) points out, there is no evidence
that Mayo did any ‘leg-work’ at the plant. Different accounts
of the research provide contradictory descriptions. It
seems that early research at Hawthorne was conducted using Taylorist
‘time and motion’
and industrial psychology techniques. The latter were similar to the methods of the ‘human
factors’ researchers in the UK
In early experiments on changed lighting conditions, the researchers
observed two groups. In one group,
regardless of whether
lighting was worsened
or improved, output increased. The other
group was used as a control, with no variation in lighting, yet out- put also increased.
The Relay Assembly
Test Room was set up in April 1927 to investigate this phenomenon. Six cooperative women were selected
to work in an area partitioned from the main workroom. Relay
assembly was their
normal work and their output
had been measured secretly before the experiment began. They had regular briefing
meetings and their comments were taken into account. Also, they were given periodic
medical examinations. An observer was stationed
in the room to ensure that the women paid full attention
to the test. The experiment continued for five years, but the significant findings came from the first two years.
During this period, systematic changes were made in the women’s working conditions. They were put on a group incentive
scheme. Frequency and duration of rest-pauses, free meals, and shorter
working days and working week were introduced. In general, the improvements
were incremental. Output increased with virtually every change. This has been called the ‘Hawthorne effect’. Even when – for a period – conditions were
returned to their original levels,
output did not drop significantly. After two years, output stood at around 30 per cent higher than at the start of the experiments.
The group became cohesive, helped by the replacement of two uncooperative women. Other workers
envied their conditions. Gradually the observer developed a friendly relation- ship with the women, shielding
them from their official supervisors. Mayo described the situation in his book on the Hawthorne studies, The Human Problems
of an Industrial Civilization (1933):
It was also noticed that there was
a marked improvement in their attitude towards their work and working environment. This simultaneous
improvement in attitude and effectiveness indicated that . . . we could more logically
attribute the increase in efficiency to a betterment of morale than to any of the alterations made in the course of
the experiments.
Mayo argued that the women were responding to the interest
shown in them and their work. The experiment was presented as evidence of the importance of human relations. However, from 1929 to 1932 morale and performance steadily deteriorated. In particular, the women
became anxious about their security as the economy slumped. Eventually there was so much bitterness and hostility that the experiment was concluded.
Among many other studies at Hawthorne, the ‘Bank-wiring Room’ is most
significant. It led to an appreciation of group
norms and conformity. It appeared
from this study of 14 men that they had determined the level
of ‘a fair day’s work’ between themselves. Anyone doing too much (‘rate-busters’), or too little (‘chisellers’), or who
‘squealed’ to management, was picked on and pressurized to
conform. Strangely, these group
effects were played down by the researchers because most recommendations from the human relations school were geared towards individual worker satisfaction.
The human relations movement shifted management thinking towards ‘soft’
people management – away from the ‘hard’ approaches of Taylor and Ford. According
to Holloway (1991, p.71), the Hawthorne
studies caused:
1. A shift from a psycho-physiological model of the worker to a socio-emotional one.
2. An appreciation of the fundamental importance of the worker’s
attitude to the job in determining performance.
Later Hawthorne studies depended
on interviews. Sympathetic interviewing produced valuable information for management, and interviews could
also change workers’
attitudes. In the 1930s, companies such as Kimberley-Clarke introduced attitude
surveys among their workers. Questioning gave workers
extra insight into the nature of their jobs and feelings about work. This was a major
discovery in a country dominated by gigantic factories, where managers did
not know individual workers. What was unthought of before was now a part of commonsense: workers
have feelings
Management theory
The human relations and human factors approaches were absorbed into a
broad behavioural science movement in the 1950s and 1960s. This period produced
some influential theories
on the motivation of human
performance. For example, Maslow’s
hierarchy of needs provided an individual focus
on the reasons why people
work. He argued
that people satisfied an ascending series
of needs from survival, through
security to eventual
‘self-actualization’.
In the same period, concepts of job design such as job enrichment and job enlargement were investigated. It was felt that people would give more to an
organization if they gained satisfaction from their jobs.
Jobs should be designed to be interesting and challenging to gain the commitment of workers – a
central theme of HRM.
By the 1970s most managers participating in formal management training
were aware of: Theory X and Theory Y (McGregor, 1960); of Maslow and Herzberg’s
motivation theories; and knew where they should be in
terms of the managerial grid (Blake and Mouton, 1964). These theorists advocated participative, ‘soft’ approaches to
management. However, only a minority of managers in the USA received such training, with even fewer
in other countries. Most operational managers
concerned with production, engineering, or distribution, had worked their way
up from low-level jobs: they were probably closer in spirit to F.W. Taylor than the theorists of the 1950s and 1960s. This contrasted with personnel
departments with a higher proportion
of people who had received academic training; additionally, ‘personnel’ was an area where women
were prevalent – as opposed
to production which
was male dominated. Were women naturally more open to human relations concepts than men?
In the UK, the influence
of industrial psychology persisted in Alec Rodger’s slogan ‘fitting the man to the job and the job to
the man’. Holloway (1991) quotes from a student handout issued by Rodger
in the 1970s (which appears
to ignore the concept of the working
woman):
Fitting the man
to the job
●
through occupational guidance
●
personnel selection
●
training and development.
Fitting the job to the man
●
through methods design
●
equipment design
●
design and negotiation of working conditions and
●
(physical and social)
rewards.
|
Key management theories |
|
Management by objectives Based on work by Drucker
in the 1950s,
and further developed by McGregor, management by objectives (MBO)
linked achievement to competence and
job performance. MBO primarily
focused on the individual, tying rewards and
promotion opportunities to specific agreed
objectives, measured by feedback from performance assessment. Individual managers were given the opportunity to clarify the purposes of their jobs and set their own targets. MBO developed into modern performance management schemes and
performance-related pay. Contingency Many researchers found difficulty in applying academic
theories to real organizations. The socio-technical school
developed models of behaviour and performance which
took into account contingency
variables, or ‘it depends’ circumstances, found in particular work situations (Burns and Stalker, 1961;
Woodward, 1980). They argued that
employees were part of a system
that also included the equipment and other resources utilized by an organization.
The system could not function optimally unless all its components – human
and non-human – had been considered. The HRM concepts of coherence and integration derive,
in part, from this line of thought. Organizational development Also drawn from the
long tradition of organizational theory, organizational development (OD) offered
a pragmatic approach to change. Theory
and practice were mixed
in a tentative process called ‘action research’. Organizational
development familiarized managers with the idea that changes in
processes, attitudes and behaviour were possible and that organizations should be thought of as whole
entities. Strategic management Directing
people to achieve strategic objectives so that individual goals are tied to the business
needs of the whole organization, strategic management has become a dominant framework for organizational
thinking since World War II. It is based on concepts first
used for large-scale military and space
programmes in the
USA. Frequently, it employs project
and team-based methods
for planning and implementation. Lately, internal (including human) resources and key competencies have been identified as crucial elements of long-term competitive success. Strategic management has become the
major unifying theme
of undergraduate and (especially) postgraduate business courses. The
concern with strategy is said to distinguish HRM
from personnel management. Leadership Many writers
have concluded that a visionary leader is essential, particularly in developing and
inspiring teams. McGregor’s (1960)
The
Human Side of Enterprise linked leadership and management style to motivation. McGregor expressed the contrast between authoritarian people management (‘Theory X’) and a
modern form based on human relations
ideas (‘Theory Y’). His ideas parallel ‘hard’ and ‘soft’ HRM. Effective managers
do not need to give orders
and discipline staff,
they draw the best from their people through encouragement, support and personal charisma. Later authors
(such as Peters and Waterman, 1982)
featured the leader’s vision and mission
as a quasi-
religious means of galvanizing worker commitment and enthusiasm. Corporate culture Deal and Kennedy (1982) popularized the belief that organizational effectiveness depends on a strong, positive corporate culture. They combined ideas from leadership theory and strategic management with prevailing beliefs about Japanese business success. Managers were exhorted to examine their existing organizational climates critically and work to change them into dynamic
and creative cultures. The excellence movement inspired by Peters and
Waterman (In Search of Excellence, 1982, and
others) has been
particularly influential with
practising managers, despite criticisms of the research
on which it was based. Some people believe that managing people
is just a matter of commonsense. What benefits can human
resource specialists gain
from the concepts and theories described here? |
Development
of the personnel specialism
Personnel management has been
a recognized function in the USA since NCR opened a personnel office in the 1890s.
American personnel managers
worked within a unitarist
tradition, identifying closely with the objectives of their organization (Key concept 1.3). It was natural for HRM to emerge comparatively
smoothly from this perspective.
In other countries, the personnel management function arrived more
slowly and came via a
number of routes.
Moreover, its orientation was not entirely
managerial. In the UK, for example, its origins
can be traced to the ‘welfare officers’ employed by Quaker-owned companies such as Cadbury. At an early stage it became evident that
there was an inherent conflict between
their activities and those of line managers. They were not seen to have a philosophy compatible with the worldview of senior managers. The welfare
officer orientation placed personnel management as a buffer between the business and its employees. In terms of ‘organizational politics’
this was not a politically viable position for individuals wishing to further their careers, increase
their status and earn high salaries.
|
Key concept 1.3
Unitarism |
|
A managerialist stance which assumes
that everyone in an organization is a member of a team with
a common purpose. It embodies a central concern of HRM – that an organization’s people, whether managers or lower-level employees, should
share the same objectives and work together harmoniously. From this perspective, conflicting objectives are seen as nega tive
and dysfunctional. By definition it is the opposite of pluralism: the acceptance of several alternative approaches, interests or goals
within the same
organization or society. Arguably, in the field of HRM, unitarism represents a US tradition, whereas
pluralism is more typical of European attitudes towards people management. |
Tyson (1989) distinguished between
three ‘types’ of personnel management jobs:
- ‘Clerk of works’: The majority, involved in the routine of
administration, record- keeping, letter-writing, setting
up interviews and welfare matters. Reports to
personnel or senior line manager.
- ‘Contracts manager’: Likely to be found in large organizations with formal industrial relations structures. Involved in detailed short-term policy-making and resolving problems. A ‘fixer’ with some degree of influence on trade unions and senior management.
- ‘Architect’: Probably highly qualified but not necessarily in ‘personnel’. Broad
portfolio with a significant strategic
role. A business manager first and personnel
manager second.
The second tradition – industrial relations – further compounded this
distinction between personnel and other managers. In
the acrimonious industrial relations climate prevailing in many developed countries throughout much of the 20th century, personnel/industrial relations managers played an intermediary role between unions
and line management. Their function was
legitimized by their role – or, at
least, their own perception of that role – as
‘honest brokers’.
But from the 1980s onwards
governments with a neo-liberal or free market orientation, such as Mrs Thatcher’s
administration in the UK, reined in union freedom severely. Overall, there was a marked reduction in
the importance of collective worker representation in many English-speaking
countries. The perceived importance of collective bargaining reduced as managerial power increased. Trade union
membership declined along with centralized pay bargaining and other forms of
collective negotiation – and with them, the importance of the personnel manager with negotiating experience. The focus switched from
the collective to the relationship between employer and individual employee.
To support this change,
a variety of essentially individualistic personnel techniques were applied to achieve business
goals. These included performance
measurement, objective setting, and skills development related to personal reward.
As we can see from the list of functions in
Table 1.1, personnel had become a well-defined but low status area of management
by the 1980s. Practitioner Associations in industrialized countries recruited members in
increasing numbers, developed qualification structures and attempted to define ‘best
practice’. Although they drew on psychology and sociology,
the knowledge and practices they
encouraged were largely pragmatic and commonsensical and did not present
a particularly coherent approach to people management. Moreover, in some instances training and industrial relations were considered to be specialist fields outside main- stream personnel management. Traditional personnel managers were accused
of having a
narrow, functional outlook. For example,
Storey (1989, p.5) commented that personnel management ‘. . has long been dogged by problems
of credibility, marginality, ambiguity and a
“trash-can” labelling which
has relegated it to a relatively disconnected set of duties
– many of them tainted with a low-status
“welfare” connotation.’
In practice,
the background and training of many personnel managers left them speaking a different language from other
managers and unable to comprehend wider business issues such as business
strategy, market competition, labour economics, and the roles of other
organizational functions – let alone balance sheets (Giles and Williams, 1991).
The scene was set for a reintegration of personnel management with wider trends
in management thinking.
XII. Grammar Unreal Past
Wish Sentences
|
I wish |
Past Subjunctive =Past Simple |
|
I wish |
she were here |
|
Шкода, Я хотів би, |
що вона не тут щоб вона
була тут |
Note: After wish
we use were instead of was (I wish it were etc.).
|
I wish |
Past Perfect Subjunctive =Past Perfect |
|
I wish |
I had not told you the truth |
|
Шкода, |
що я
розповів вам правду |
|
Добре було
б, |
якби я не
розповів вам правду |
|
I wish |
subject+would+infinitive |
|
I wish |
he would ring me up |
|
Мені б
хотілось, |
щоб він
подзвонив мені |
Note: we use the verb wish followed by would + infinitive when we talk about
the situation that we regret and we want someone
else to change it.
Ex. 1. Translate sentences:
1. I wish I lived in the country. 2 I wish I told him the whole truth. 3. I wish it weren’t so cold. 4. I wish I hadn’t eaten this
salad.5. He wishes he had written a letter to Kate. 6. I wish you would help me.
7. I wish you wouldn’t play
computer games any more.
Ex. 2.
Change the sentences using “I wish + Past Subjunctive” Translate them into
Ukrainian:
1. I’d like to know stages of
the product life cycle. 2. Why don’t we use the knowledge of stages of production to serve the company's goals? 3. She
hates working in the public services department. 4. I’d like to live in a
palace. 5. We hate doing English exercises every day. 6. Why don’t we have
enough time to communicate?
Ex. 3. Change the sentences using “I wish + Past Perfect Subjunctive” Translate
them into Ukrainian:
1. I decided to study in
Lutsk. 2. They didn’t go to the Art exhibition. 3. She decided to stop working
as a manager. 4. He lost all his money. 5. It was his mistake to use that
strategy. 6. She didn’t realize that the time passed. 7. He went to work in a
marketing firm. 8. The students decided not to choose Law and Economics as the
elective.
Ex. 4. Open
the brackets using the necessary form of Subjunctive after “wish”:
1. I wish I (to know) Polish.
2. She fell and broke her leg.
I wish she (to be) more careful.
3. I wish you (to read) more
books on Marketing Strategy in future.
4. They need a salesperson for
the firm. I wish I (can) sell.
5. I wish I (not to lend) him
my car: he has broken it.
6. I feel tired. I wish I (not
to work) so late last night.
7. My apartment is rather
small. I wish I (to have) a bigger one.
8. I wish I (not to spend) all
my money last night.
9. I wish you (to know) the
answer to this question.
10. I wish you (to phone) me
yesterday.
11. I wish I(to know) then
what I know now.
Ex. 5.
Translate the sentences into English:
1. Якби я мав
вільний час зараз!
2. Шкода, що я запізнився на зустріч.
3. Якби я вмів продати з першого разу!
4. Якби я знав усі правила успішного рекрутингу!
5. Шкода, що вона не знає своїх помилок.
6. Добре було б, як би ми послухали фахівця з рекрутингу.
7. Шкода, що я послухав їхньої поради.
8. Жаль, що вони не змінили своєї думки.
9. Добре було б, якби ти знав правду.
10. Добре було б, якби ми уміли застосовувати усі знання на практиці.
11. Я б хотів,
що він став кваліфікованим менеджером по роботі з персоналом.
12. Викладач
хотів би, щоб студенти не забули це правило і після контрольної роботи.