quarterly_test_nlmkind01_20220315.xml Quarterly test NLMK Individual 01 B2 / C1 20220315 20220315 wkhtmltopdf -l -B 80px -T 60px -L 50px -R 20px http://127.0.0.1/www/ictnle.com2/pg.php?content=sbook_plugins/xml_load_quarterly_test_from_xml_and_csv.inc ~/teaching/201703_efi/ef_quarterly_tests/20220315_nlmkind01_quarterly_test.pdf Grammar: Reported speech, have sth done, verb patterns Lexical material: SWOT analysis, discourse markers Grammar: Verb patterns Order of adjectives The passive Comparative and superlative forms Questions Lexical material: Discourse markers Organizational Learning and the Learning Organization The Fifth discipline Corporate university campus Governance Role of the business customer Functional language: Creating a new structure for a new mission, new ambitions & goals Building a learning organisation Describing the LTL approach Giving examples of learning solutions Previous quarterly test Grammar: Position of adverbs in future, affirmative and negative tenses Present simple instead of future after a time marker Future simple, future continuous, future perfect Articles Lexical material: Company structure & organisation Stages of managerial learning Goals and the so-called Super Goal Strategy 2022 goals Interface with HR processes Onboarding Management cultures (vertical vs horizontal) Empowerment, principles of subsidiarity, professional maturity Hersey and Blanchard situational leadership Performance appraisal and competencies development Functional language: Describing the role of the learning organisation Explaining the role of the Corporate University Describing the principal missions & goals of the CU Describing obstacles to training in horizontal management Explaining learning & personnel development strategies Explaining the 70/20/10 principle Understanding performance consulting Explaining performance appraisal and competencies development 1 inc_drills/grammar_conditionals_selection_b2_03.csv 2 inc_drills/grammar_conditionals_selection_c1_01.csv 3 inc_drills/vocab_presentations_b2_04.csv 4 inc_drills/vocab_obstacles_b2_02.csv 5 Writing → use at least 5 of the discourse markers below: ✓ because, as, since ✓ so, that's why, therefore, as a result ✓ but, however ✓ what's more, in addition, furthermore ✓ on the one hand, on the other hand → use the passive when the subject is obvious or when the object is more important → use 'have something done' when you ask someone else to do something for you → use conditionals]]> To what phase of the accreditation do you think you will be contributing mostly? How? Why could the remote learning infrastructure have failed? What obstacles could there be to implementing life-long learning solutions? What could be a corporate university's black swan situation? What obstacles could you have pre-empted if you had known about them earlier? Should a corporate university tailor courses only to the needs of its industry? added the following expressions