nlmkind01 y21nlmkind01 20230217 icons8-reading-100.png quarterly test Prepare for quarterly test vocab pre teach functional language grammar focus smartphone or tablet device listening Download onto your phone or tablet and listen carefully. brief EFMD presentation questions present perfect vs past simple Nassim Nicholas Taleb is a Lebanese-American essayist, mathematical statistician, former option trader, risk analyst, and aphorist whose work concerns problems of randomness, probability, and uncertainty. The Sunday Times called his 2007 book The Black Swan one of the 12 most influential books since World War II. # reminders_nlmkspeakingclub.rem remind -y -s -irem2ics=1 reminders_nlmkspeakingclub.rem | TZ=Europe/Moscow rem2ics -do > ics_files_per_course/english_lessons_nlmkspeakingclub.ics ]]> sbook_plugins/wordlist_generated_from_xml_clog_sbook_for_sbook_session.inc NLMK Individual 1 Valentina Satarova 13 valentina.satarova@gmail.com age 49 Dolgoprudny 20220525 ## new time slots 100 ach / 3 months / 4 wks = 8.3 ach / wk = 4 lessons of 2ach i.e. almost everyday unless I have 2 courses (one w/ Valentina - the other new one being perhaps speaking club?) 1. Valentina 6 times per month (1 week =60 min/ 2 week =120 min) = 9 ac h per month 2. Speaking club 2*60 min per month = 3 ac h per month In total 12 ac h /month 36 ac h for all Valentina 6 times per month week# 1-3 (60min = 1.5ach x 2) = 3ach x 2 = 6ach week# 2-4 (60min = 1.5ach x 1) = 1.5ach x 2 = 3ach total 9ach 20220602-1619 next speaking club mentors Vassif + Колесова Полина Владимировна kolesova_pv@nlmk.com sample qs for next speaking club If you were head of the CU, what would you change? What are you proud of? Delta Credit 25% refusal of requests for mortgage ~ 2015 Sberbank 3% refusal of requests for mortgage ~ 2015 attendance sheet https://disk.yandex.ru/i/eVExPgXbwNcNZg 20230224_or_earlier_to_be_confirmed 08:45-09:45 1.5 tbc Drafting your self introduction ('headline' for LinkedIn) - CV update By the end of this session you will have studied Writing CV Valentina Satarova * changes in the CV → explain in 1-2 sentences each work place experience (before giving their summary!) ✓ good example NLMK CU corporate university learning solutions are a synthesis of knowledge from top experts, NLMK Group leaders and world-known best practices. 80% of the Iin-house learning solutions for 80%  are delivered by internal trainers, - NLMK managers and key experts. → avoid using long lists of past-participles 〆 bad example Сentralized and implemented a unified system of management education in NLMK. Created a system of managerial learning for leaders of the Russian metallurgy: designed of a program portfolio, created learning solutions; grew a corporate university team of 60, taught a team of 500 internal trainers - 500, builtd infrastructure (Corporate University Campus, 10 000m2). → sum up your achievements & goals in 1-2 sentences (better keep lists of bullet points for each work experience tasks & responsibilities) * changes in LinkedIn → update 'Heading' section → don't update yet 'Experience' section with new contents from CV (wait for proof-reading) → provide more detailed descriptions in 'Skills' section https://docs.google.com/document/d/19ep7aK5QRgc-UIWVild_e7jQij3hNVX-AECwp2oV_mE/edit zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook https://docs.google.com/document/d/19ep7aK5QRgc-UIWVild_e7jQij3hNVX-AECwp2oV_mE/edit ]]> 2 Brainstorming active edit_ol_qa pix/icons8-collaboration-100_white.png What keywords used in search engines will best reflect your professional activity? NLMK corporate university - Lipetsk corporate training forum Russia organisational learning learning organisation Leadership Development Manager skills and keywords Leadership Development Talent Management Facilitation Organizational Development Coaching Performance Management Instructional Design Executive Coaching https://resumeworded.com/freelance-work-on-linkedin-key-advice#include-keywords-in-your-headline (go down the page) Use the tool below to find relevant skills and keywords to include in your LinkedIn headline to make your profile easier to find by recruiters and hiring managers. → What are the top skills and keywords in your industry? Our data science team analyzed over five million job postings and real data from recruiter searches, and found the the most sought after skills by recruiters in 2023. Add them into your resume or LinkedIn profile for a more successful job search and profile! ]]> What prominent figures will support your professional interests? Why? Jefferson & Pollock - authors of 'The Six Disciplines' What books, films or television programmes can/should you list in your social media profile interests? What extracts will you quote? When? The Six Disciplines of Breakthrough Learning - workshop leaflet Faced with a performance deficit, business leaders often assume that a training program is the answer. That is true when the root cause of the suboptimal performance is a lack of skill or knowledge. However, many other factors in a business’s structure, processes, and climate can adversely affect performance. If training is prescribed without first identifying the true cause of the performance deficit, then the training may fail to improve performance; the time and resources invested will be wasted. Andrew Jefferson, JD - Roy Pollock, DVM, PhD ]]> 1 Writing conventions for LinkedIn profiles active edit_ol_qa pix/icons8-collaboration-100_white.png [ T / F ] You should use the first person pronoun 'I' to describe your achievements. https://www.linkedin.com/pulse/20140626193058-96757-linkedin-profile-first-person-or-third-person/ https://www.cvpilots.co.uk/blogs/career-advice/linkedin-summary-first-person-or-third-person ]]> [ T / F ] You may use the 3rd person pronoun 'he/she' to talk about your background in the 'About' section. ✓ more professional & distant touch → more conservative = better choice for established https://www.cvpilots.co.uk/pages/executive-cv-example-uk ]]> [ T / F ] Descriptions of work experience should not be split by page breaks, they should fit on the same page as they began. 'ABC ltd, continued' ]]> 2 Draft of your self introduction active edit_2columns_2qa pix/icons8-hand-with-pen-100_white.png Explain your business in a few words. Begin with the conclusion. Use a hook or quote to catch readers' interest. example: I focus on creating a learning organisation vs organisational learning I believe good managers can't groom talent to substitute for them later... 3 Preparing a bio active edit_2columns_2qa pix/icons8-hand-with-pen-100_white.png https://dictionary.cambridge.org/ Be succinct! ]]> https://university.nlmk.com/en/university/leaders/ Valentina Satarova joined NLMK in July 2016. For 24 years prior to that, Valentina worked in corporate education both internally, and with learning service providers. Working on the side of external training providers and in consulting, Valentina led the development and execution of transformation programmes on effective management, leadership, and services. Valentina set up internal training systems from scratch, and formed organizational structures for training departments. She carried out comprehensive training studies to support the elaboration of development programmes. Valentina worked in corporate training structures. Prior to joining NLMK, she was in charge of banking sector education at a major international company for 12 years. Valentina holds a PhD in Psychological Sciences from Leningrad State University. She defended her thesis in 1999. In 2009, Valentina completed her training at Erickson Coaching International and earned an international ICF certification in individual and group coaching. In 2011, she was awarded an MBA in Strategic Management from Moscow International Higher Business School and London Metropolitan University. In 2020, she completed training under the DREAM 100 corporate executive development programme at the INSEAD business school. example: I believe effective communication at manager level is often more relevant than expertise to roll out = to make a new product, service, or system available for the first time 20230310 08:45-09:45 1.5 active Preparing for relocation By the end of this session you will have studied Writing CV Valentina Satarova * changes in the CV → explain in 1-2 sentences each work place experience (before giving their summary!) ✓ good example NLMK CU corporate university learning solutions are a synthesis of knowledge from top experts, NLMK Group leaders and world-known best practices. 80% of the Iin-house learning solutions for 80%  are delivered by internal trainers, - NLMK managers and key experts. → avoid using long lists of past-participles 〆 bad example Сentralized and implemented a unified system of management education in NLMK. Created a system of managerial learning for leaders of the Russian metallurgy: designed of a program portfolio, created learning solutions; grew a corporate university team of 60, taught a team of 500 internal trainers - 500, builtd infrastructure (Corporate University Campus, 10 000m2). → sum up your achievements & goals in 1-2 sentences (better keep lists of bullet points for each work experience tasks & responsibilities) * changes in LinkedIn → update 'Heading' section → don't update yet 'Experience' section with new contents from CV (wait for proof-reading) → provide more detailed descriptions in 'Skills' section https://docs.google.com/document/d/19ep7aK5QRgc-UIWVild_e7jQij3hNVX-AECwp2oV_mE/edit zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook https://docs.google.com/document/d/19ep7aK5QRgc-UIWVild_e7jQij3hNVX-AECwp2oV_mE/edit T / Cl Threat of bi-annual military drafts (April & Autumn) T / Cl Government bill to tax 30% employees working from abroad Government bill to tax 30% real property rent of employees working from abroad ]]> most biggest crisis I've ever had Nobody knows how much big this risk is She doesn't pretend wish | aspire to their heritage I'm grow upping grooming my successor He told me exactly the vice versa opposite ]]> 20230217 08:45-09:45 1.5 active CV feedback By the end of this session you will have studied Writing CV Valentina Satarova → review for LinkedIn https://docs.google.com/document/d/19ep7aK5QRgc-UIWVild_e7jQij3hNVX-AECwp2oV_mE/edit zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook https://docs.google.com/document/d/19ep7aK5QRgc-UIWVild_e7jQij3hNVX-AECwp2oV_mE/edit T / Cl Feedback * changes in the CV → explain in 1-2 sentences each work place experience (before giving their summary!) ✓ good example NLMK CU corporate university learning solutions are a synthesis of knowledge from top experts, NLMK Group leaders and world-known best practices. 80% of the Iin-house learning solutions for 80%  are delivered by internal trainers, - NLMK managers and key experts. → avoid using long lists of past-participles 〆 bad example Сentralized and implemented a unified system of management education in NLMK. Created a system of managerial learning for leaders of the Russian metallurgy: designed of a program portfolio, created learning solutions; grew a corporate university team of 60, taught a team of 500 internal trainers - 500, builtd infrastructure (Corporate University Campus, 10 000m2). → sum up your achievements & goals in 1-2 sentences (better keep lists of bullet points for each work experience tasks & responsibilities) * changes in LinkedIn → update 'Heading' section → don't update yet 'Experience' section with new contents from CV (wait for proof-reading) → provide more detailed descriptions in 'Skills' section ]]> have leaded Led stream synergy among Russian subsidiaries Created an annual training plan based plan witch based on evaluation results ]]> 20230210 08:45-09:45 1.5 active CV review in googledocs for LinkedIn By the end of this session you will have studied Writing Send your updated CV for a graded correction duncanpotter@yandex.ru Rescheduled from previous lesson icons8-reading-100.png How to Write a Professional Bio For Twitter, LinkedIn, Facebook & Google+ Courtney Seiter Former Director of People @ Buffer Talking about yourself is hard. Doing it in 160 characters or less is even harder. That’s probably why so many of us end up stressed about crafting the perfect professional bio for Twitter – or LinkedIn, Facebook or other social networks. It has to set you apart, but still reflect approachability. Make you look accomplished, but not braggy. Appear professional, with just a touch of the personal. Bonus points for a bit of humor thrown in, because hey, social media is fun! All that in just a few sentences? No wonder The New York Times called the Twitter bio “a postmodern art form.” https://buffer.com/resources/how-to-write-a-professional-bio-for/ zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook Writing CV Valentina Satarova → review for LinkedIn https://docs.google.com/document/d/19ep7aK5QRgc-UIWVild_e7jQij3hNVX-AECwp2oV_mE/edit icons8-pdf-100.png CV - Duncan Potter → use the following as an example of a Skills CV breakdown (rather than just a traditional, chronological approach) http://www.ictnle.com/pg.php?content=inc_vid/cv_duncan_potter_en_efl_2022.inc ]]> unlegal illegal If she has a time ]]> 20230209 17:00-18:00 1.5 active Doom scrolling By the end of this session you will have studied Writing Send your updated CV for a graded correction duncanpotter@yandex.ru Rescheduled from previous lesson icons8-reading-100.png How to Write a Professional Bio For Twitter, LinkedIn, Facebook & Google+ Courtney Seiter Former Director of People @ Buffer Talking about yourself is hard. Doing it in 160 characters or less is even harder. That’s probably why so many of us end up stressed about crafting the perfect professional bio for Twitter – or LinkedIn, Facebook or other social networks. It has to set you apart, but still reflect approachability. Make you look accomplished, but not braggy. Appear professional, with just a touch of the personal. Bonus points for a bit of humor thrown in, because hey, social media is fun! All that in just a few sentences? No wonder The New York Times called the Twitter bio “a postmodern art form.” https://buffer.com/resources/how-to-write-a-professional-bio-for/ zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook Мировой войны «не будет», Запад «разочаровал», человек года — «кто остался в России» / Хакамада https://www.youtube.com/watch?v=tLfVp5SH8xc Live for yourself → focus on making yourself & your loved ones happy Avoid a nervous breakdown → keep in touch with only 30% of the matrix Have no hopes → don't be disappointed → make no plans Support households before businesses → boost household demand to stimulate market offers (i.e. producers) Don't get trapped into the doomscrolling syndrome doomscrolling = activity of spending a lot of time looking at your phone or computer and reading bad or negative news stories, even though that news is saddening. = practice of obsessively checking online news for updates, especially on social media feeds, with the expectation that the news will be bad, such that the feeling of dread from this negative expectation fuels a compulsion to continue looking for updates in a self-perpetuating cycle → experts warn that doomscrolling can be harmful to your mental health ]]> doomscrolling = activity of spending a lot of time looking at your phone or computer and reading bad or negative news stories, even though that news is saddening. Practice of obsessively checking online news for updates, especially on social media feeds, with the expectation that the news will be bad, such that the feeling of dread from this negative expectation fuels a compulsion to continue looking for updates in a self-perpetuating cycle. Experts warn that doomscrolling can be harmful to your mental health doom = death or destruction; any terrible event that you cannot avoid condolence = sympathy that you feel for sb when a person in their family or that they know well has died; an expression of this sympathy didn't hasn't answered me yet ]]> 20230113 09:00-10:00 1.5 active Introduction to Moodle LMS By the end of this session you will have studied Writing Send your updated CV for a graded correction duncanpotter@yandex.ru Rescheduled from previous lesson icons8-reading-100.png How to Write a Professional Bio For Twitter, LinkedIn, Facebook & Google+ Courtney Seiter Former Director of People @ Buffer Talking about yourself is hard. Doing it in 160 characters or less is even harder. That’s probably why so many of us end up stressed about crafting the perfect professional bio for Twitter – or LinkedIn, Facebook or other social networks. It has to set you apart, but still reflect approachability. Make you look accomplished, but not braggy. Appear professional, with just a touch of the personal. Bonus points for a bit of humor thrown in, because hey, social media is fun! All that in just a few sentences? No wonder The New York Times called the Twitter bio “a postmodern art form.” https://buffer.com/resources/how-to-write-a-professional-bio-for/ zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 20221201 Brainstorming hw20221208 pix/icons8-collaboration-100_white.png active textbook active textbook Moodle LMS - brief review ## Intro The first question is not if you should use Moodle, but rather why you haven't (yet)... The second question is: what do you actually need? ✓ there are thousands of plugins available... → below a quick selection to wet your appetite ;-) The following questions are easier to answer: - do you need it now? - who can install this platform for you? → finding developers to support its deployment & implementation in Moscow is not difficult ## Some pre-reading to catch the gist of what an LMS (learning management system) should be: https://www.ispringsolutions.com/blog/moodle-plugins ### Moodle vs Teams https://www.youtube.com/watch?v=29y7B6RyME4 An attempt to explain the differences between traditional online learning platforms like Moodle, and Microsoft Teams - and how you can get the best out of both of them Moodle sequential, asynchronous (but now can be more interactive, collaborative & going live) Teams continuous, synchronous activities target needs (at B1+ levels) ✓ discussion needed more than self-learning → synchronous ### Live-School https://moodle.org/plugins/block_livemood Live-School is a free unified communication web platform dedicated for live teaching through real time communication and teaching tools including face to face, classroom, conference, phone, fax, SMS, phone meeting, desktop streaming, movie player, whiteboard, big image zoom, file/folder sharing, all document format import supported like PDF, DOC, EXCEL, POWER POINT. Create unlimited teachers and students and manage automatically your teachers income through an automated payment system. Live-School allows you to cross connect all existing communication protocols transparently from your computer/tablet/smartphone in one click. → all-in-one alternative to vznaniya? ✓ free 〆no remote sharing of keyboard & mouse? ← check ### iSpringSuite https://www.ispringsolutions.com/industries/education ### Scorm https://www.ispringsolutions.com/blog/scorm-course Shareable Content Object Reference Model. It is an international standard for e-courses. If your course is published in the SCORM format, you can be sure that almost any learning management system (LMS) will recognize it. SCORM is a list of technical requirements. This list tells us how to make a course that will work on any platform – there’s a detailed description of the e-course structure and the principles of its interaction with LMSs. → use as a future-proof content format? ### Level Up XP - Gamification https://moodle.org/plugins/block_xp XP adds gamification to your Moodle courses. Learners receive points for their actions, visualise their progress, compete with others through a leaderboard, and unlock content based on their individual needs and experiences. Retain learners, increase completion, and provide a stimulating education experience! ✓ around 10,000 websites and 1.6 million learners use the plugin! = selling point for ReadySkill when pitching prospect customers ### Jitsi Meet moodle plugin https://moodle.org/plugins/mod_jitsi This plugin (mod_jitsi) allows teachers create webconference activities fully integrated with Jitsi Meet Servers. Jitsi Meet is an open-source videoconferencing solution that enables you to easily build and implement secure video conferencing. If you don't know about Jitsi Meet you can try it at https://meet.jit.si/. Many commercial web conference services are deployed using Jitsi Meet because it is extremely scalable Schedule webconferences in your course Attendees report accounting minutes Activity completion tracking (conditions related with time attendance) Unlimited participants (limits are imposed mainly by bandwidth in your Jitsi servers) Moodle profile pictures used as avatar in webconference Guest URLs for users in other courses or out of Moodle HD Audio Video Multiple participants can share their screen simultaneusly Tile view Break out rooms Chat with emojis Polls Virtual Backgrounds YouTube video sharing... pause, rewind and comment videos with all your students (cool) Full moderation control in order to silence or kickoff students (token based mode recomended... see below) YouTube streaming and automatic recordings publishing in your course (really cool) and others... = advanced alternative to Zoom, yandexmost, etc 〆no remote sharing of keyboard & mouse? ← check ## Key features for HR of client ### Moodle Proctoring https://moodle.org/plugins/quizaccess_proctoring Moodle proctoring is a quizaccess plugin to capture the user's picture via webcam to identify who is attempting the Moodle Quiz. It will capture the picture automatically every 30 seconds and store it as a PNG image. → run on-line exit test that can't be cheated ### Course dedication https://moodle.org/plugins/block_dedication This block allows to see the estimated dedication time to a Moodle course by the participants of the course. Dedication time of the course: calculates total dedication time, mean dedication time and connections per day for each student. Dedication time of a group: the same but only for chosen group members. Dedication of a student: detailed sessions for a student with start date & time, duration and ip. The tools have a link to download all data in spreadsheet format. → provide HR w/ tangible data ### Course module competency report https://moodle.org/plugins/report_cmcompetency This documentation assumes your Moodle site already uses competencies and have at least one competency framework and learning plans created. For more information about competencies in Moodle, see https://docs.moodle.org/en/Competencies → demands much work upstream to be efficient but should pay off ✓ must-have ### Structured feedback https://moodle.org/plugins/assignfeedback_structured The structured feedback plugin enables teachers to define any number of criteria on which to provide individual feedback comments for a student's assignment submission. Criteria are configured in a dedicated 'Feedback criteria' section of the standard assignment config form, and the plugin is enable/disabled automatically depending on whether any criteria have been defined. The configured 'criteria set' can then be saved for easy reuse in other assignments. Given the appropriate permissions the teacher can also choose to share their saved criteria sets with other teachers within the same Moodle site. → design company oriented feedback ### Workplace course certificate https://moodle.org/plugins/mod_coursecertificate t allows you to choose from different certificate templates which will automatically display user data such as full name, course, etc. Users will be able to download a PDF copy of the certificate themselves by accessing this activity, and there are options to send a PDF copy to them by email automatically. If the template used on this activity contains a QR code, users will be able to scan it to validate their certificates ### Course ratings https://moodle.org/plugins/tool_courserating "Course ratings" plugin allows students to add ratings and reviews to the courses, and teachers and other users to read them. ### Google Analytics https://moodle.org/plugins/local_ganalytics ✓ great tool... if you know how to use it ### Kprime(ETH) https://moodle.org/plugins/qtype_kprime A four option multiple true-false question type for moodle, as introduced by Krebs (1997). Kprime questions consist of an item stem and four corresponding statements or options. For each option students have to decide whether it is "true" or "false". Three different scoring methods are available: “Kprime”, where the student receives one point if all responses are correct, half a point if all save one response are correct, and zero points otherwise; “Kprime 1/0”, where the student receives one point if all responses are correct, and zero points otherwise; and “subpoints”, where the student is awarded subpoints for each correct response. → advanced testing algorithm (reminiscent of OxBridge) to create 'on-demand' placement or exit tests for client 〆can be extremely time consuming to put together & test but well worth it after 3-5 courses ### CAPQuiz https://moodle.org/plugins/mod_capquiz CAP is short for /Computer Adaptive Practice/, a term coined by Klinkenberg, Straatemeier, and van der Maas (2011). Where most LMS quiz systems give the students a fixed sequence of questions regardless of how well the students answer, a CAP system will estimate student ability based on their answers, and try to find questions at the right level of difficulty. In CAPQuiz, the proficiency is measured by a rating. Good answers increase the rating, and bad answers decrease it. To increase the rating, students need to give good answers more of than bad ones /over time/. We have used CAPQuiz as a mandatory assignment, where the students have to reach a certain rating in order to be allowed to sit the exam. Estimating question difficulty is known to be difficult. CAPQuiz automates this process to some extent. The question author must provide an initial estimate, but CAPQuiz improves the estimates based by comparing how the same student answers different questions. Hence the rated question sets will improve over time. → advanced testing algorithm (reminiscent of OxBridge) to create 'on-demand' placement or exit tests for client 〆can be extremely time consuming to put together & test but well worth it after 3-5 courses ### IADLearning https://moodle.org/plugins/mod_iadlearning Training content is browsed using a concept map showing the course structure as well as the relationships between the different course sections. Students get personalized content recommendations based on their profile and on the cumulative experience of other students that already went through the same materials. Teachers and institutions get access to a set of predictive analytics that allow for a proactive action on ongoing learning processes → advanced personalised content management algorithm to create 'on-demand' contents for client 〆can be extremely time consuming to put together & test but well worth it after 3-5 courses ## Key features for students ### Amanote - Paperless note-taking for your students https://moodle.org/plugins/mod_amanote Amanote allows students to take clear and structured notes linked with their course materials. Teachers upload their course materials (PDF files) to Moodle as usual. Students can then choose to open the course material from Moodle to Amanote. They don't have to create an account, everything is linked to Moodle. During the note-taking, the student can: Write enriched text next to the each page of the document; Add annotations to the document; Insert images, formulas, drawings into its notes; Highlight text in the document; Export its notes along with the document in several formats (PDF, DOCX); And much more → More than 100 000 higher education students chose Amanote to take notes during their lessons ### Annotation on PDF, TextBook, Video, YouTube https://moodle.org/plugins/filter_amanote Turn course materials (slides, textbook, video, YouTube, Vimeo etc.) to content that allows your learners to reach their full potential: note-taking, highlighting, class survey, learning analytics, oral comments, peer support During the note-taking, the learner can: Write enriched text next to the each page of the document; Add annotations to the document; Insert images, formulas, drawings into its notes; Highlight text in the document; Export its notes along with the document in several formats (PDF, DOCX); Mark a page as understood or not understood. (...) → trusted in academic world ✓ More than 250 000 learners chose Amanote to take notes during their lessons ### EJSApp Collab Session EJSApp Collab Session Broadly speaking, there are two different types of collaborative environments according to the moment when the student-student (or student-teacher) interaction takes place: asynchronous and synchronous. The first ones allow data exchange in flexible timetables and remote access to web-based course materials to carry out activities in an asynchronous way. They use collaborative tools such as e-mail or forums for on-line communication. This is the typical approach and tools offered by most classic Learning Management Systems (LMS). However, this type of communication can cause feelings of isolation in the student and hence reduces his/her motivation. Furthermore, students do not receive instant feedback from their questions and cannot talk in real-time about results obtained in the learning activities. These limitations can be overcome by applying synchronous technologies, as this block does. We have created an extension of Moodle and EJS to provide synchronous collaborative support to any virtual/remote lab developed with EJS, i.e., thanks to our extension, any existing lab written in EJS can be automatically converted into a collaborative lab with no cost. Our approach not only supports the teacher's presentation or explanation of course material by emulating a traditional classroom on the Internet. More interestingly, it also supports collaborative learning activities centered on students' exploration or application of the course material through VRLs. That is, students working in groups of two or more, mutually searching for understanding, solutions, or meanings. = killer function & perhaps USP (unique selling point) for Ready Skill ]]> give them the pain hurt them To be frankly frank I need to understand the goals I'm not pretend pretending to be a fluent speaker ]]> 20221221 09:00-10:00 1.5 active Kazakhstani vs Turkish relocation offers & options By the end of this session you will have studied Writing Send your updated CV for a graded correction duncanpotter@yandex.ru Rescheduled from previous lesson icons8-reading-100.png How to Write a Professional Bio For Twitter, LinkedIn, Facebook & Google+ Courtney Seiter Former Director of People @ Buffer Talking about yourself is hard. Doing it in 160 characters or less is even harder. That’s probably why so many of us end up stressed about crafting the perfect professional bio for Twitter – or LinkedIn, Facebook or other social networks. It has to set you apart, but still reflect approachability. Make you look accomplished, but not braggy. Appear professional, with just a touch of the personal. Bonus points for a bit of humor thrown in, because hey, social media is fun! All that in just a few sentences? No wonder The New York Times called the Twitter bio “a postmodern art form.” https://buffer.com/resources/how-to-write-a-professional-bio-for/ zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 20221201 Brainstorming hw20221208 pix/icons8-collaboration-100_white.png active textbook to haggle (with sb) (over sth) = to argue with sb in order to reach an agreement, especially about the price of sth patriarchy = society, system or country that is ruled or controlled by men for on this Maybe they don't do this with intention intentionally | consciously It doesn't matter what nationality are you belong to ]]> 20221215 09:00-10:00 1.5 active Understanding your needs for social media profile By the end of this session you will have studied How to Write a Professional Bio For Twitter, LinkedIn, Facebook & Google+ Courtney Seiter Former Director of People @ Buffer Talking about yourself is hard. Doing it in 160 characters or less is even harder. That’s probably why so many of us end up stressed about crafting the perfect professional bio for Twitter – or LinkedIn, Facebook or other social networks. It has to set you apart, but still reflect approachability. Make you look accomplished, but not braggy. Appear professional, with just a touch of the personal. Bonus points for a bit of humor thrown in, because hey, social media is fun! All that in just a few sentences? No wonder The New York Times called the Twitter bio “a postmodern art form.” https://buffer.com/resources/how-to-write-a-professional-bio-for/ zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 20221201 Brainstorming hw20221208 pix/icons8-collaboration-100_white.png active textbook nomad /ˈnəuməd/ = member of a tribe that moves with its animals from place to place is are no any mountains there Till now I wasn't be haven't ever been unemployed ... to spend all this time not for the job at work | on my job I need these 2 days just to reload recharge my batteries ]]> 20221201 09:00-10:00 1.5 active Brainstorming keywords for a social media profile By the end of this session you will have studied How to Write a Professional Bio For Twitter, LinkedIn, Facebook & Google+ Courtney Seiter Former Director of People @ Buffer Talking about yourself is hard. Doing it in 160 characters or less is even harder. That’s probably why so many of us end up stressed about crafting the perfect professional bio for Twitter – or LinkedIn, Facebook or other social networks. It has to set you apart, but still reflect approachability. Make you look accomplished, but not braggy. Appear professional, with just a touch of the personal. Bonus points for a bit of humor thrown in, because hey, social media is fun! All that in just a few sentences? No wonder The New York Times called the Twitter bio “a postmodern art form.” https://buffer.com/resources/how-to-write-a-professional-bio-for/ zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook https://c3d.libretexts.org/CalcPlot3D/index.html https://www.geogebra.org/3d?lang=en ]]> 2 Brainstorming 20221201 hw20221208 active prep_ol_qa pix/icons8-collaboration-100_white.png What keywords used in search engines will best reflect your professional activity? NLMK corporate university - Lipetsk corporate training forum Russia organisational learning learning organisation What prominent figures will support your professional interests? Why? Jefferson & Pollock - authors of 'The Six Disciplines' What books, films or television programmes can/should you list in your social media profile interests? What extracts wll you quote? When? The Six Disciplines of Breakthrough Learning - workshop leaflet Faced with a performance deficit, business leaders often assume that a training program is the answer. That is true when the root cause of the suboptimal performance is a lack of skill or knowledge. However, many other factors in a business’s structure, processes, and climate can adversely affect performance. If training is prescribed without first identifying the true cause of the performance deficit, then the training may fail to improve performance; the time and resources invested will be wasted. Andrew Jefferson, JD - Roy Pollock, DVM, PhD ]]> 3D plotting = 3D scatter plots are used to plot data points on three axes in the attempt to show the relationship between three variables. Each row in the data table is represented by a marker whose position depends on its values in the columns set on the X, Y, and Z axes the time to percept assimilate this information We put in each cell just the number ]]> 20221124 09:00-10:00 1.5 active Six rules to write a foolproof bio Preparing a social media oriented bio By the end of this session you will have studied How to Write a Professional Bio For Twitter, LinkedIn, Facebook & Google+ Courtney Seiter Former Director of People @ Buffer Talking about yourself is hard. Doing it in 160 characters or less is even harder. That’s probably why so many of us end up stressed about crafting the perfect professional bio for Twitter – or LinkedIn, Facebook or other social networks. It has to set you apart, but still reflect approachability. Make you look accomplished, but not braggy. Appear professional, with just a touch of the personal. Bonus points for a bit of humor thrown in, because hey, social media is fun! All that in just a few sentences? No wonder The New York Times called the Twitter bio “a postmodern art form.” https://buffer.com/resources/how-to-write-a-professional-bio-for/ zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 1 Six rules to write a foolproof bio Writing a biography for social media active edit_ol_qa_writing edit_ol_qa pix/icons8-collaboration-100_white.png Talking about yourself is hard. Doing it in 160 characters or less is even harder. That’s probably why so many of us end up stressed about crafting the perfect professional bio for Twitter – or LinkedIn, Facebook or other social networks. It has to set you apart, but still reflect approachability. Make you look accomplished, but not braggy. Appear professional, with just a touch of the personal. Bonus points for a bit of humor thrown in, because hey, social media is fun! All that in just a few sentences? No wonder The New York Times called the Twitter bio “a postmodern art form.” https://buffer.com/resources/how-to-write-a-professional-bio-for/ ]]> Give concrete examples instead of describing The corporate university of NLMK was awarded the grand prize by the xyz committee in 2021 Tailor your keywords specifically to your audience All training solutions are measured with the Kirkpatrick Phillips Model for evaluating human resources https://www.ardentlearning.com/blog/what-is-the-kirkpatrick-model ]]> Keep language fresh and avoid buzzwords hard working, responsible, team player ]]> buzzword = word or phrase, especially one connected with a particular subject, that has become fashionable and popular and is used a lot in newspapers, etc; stock phrases that have become nonsense through endless repetition Check relevance to the reader I can help you manage your team and put in place a learning system instead of only providing training Consult a professional actor to help build rapport with your readers and perhaps use a touch a humour With my incongruous professional background (certified nurse, choreographer with a dance diploma...) my staff usually have to keep their eye on the ball incongruous = unusual or different from what is around or from what is generally happening to keep an eye on the ball = informal way of telling someone to pay attention to a situation Keep it up-to-date (every 3-4 months) My latest achievement has been to implement... (written in 2021) preparation for CLIP accreditation (updated in 2022) a course in personality & crisis management to set apart = to distinguish, differentiate approachable = attribute of being easy to meet or deal with accomplished = very good at a particular thing; having a lot of skills braggy = praising yourself and what you have done, boastful to brag = to speak too proudly about what you have done or what you own Kirkpatrick/Phillips Model = globally recognized method of evaluating the results of training and learning programs. It assesses both formal and informal training methods and rates them against four levels of criteria: reaction, learning, behaviour, and results buzzword = word or phrase, especially one connected with a particular subject, that has become fashionable and popular and is used a lot in newspapers, etc; stock phrases that have become nonsense through endless repetition incongruous = unusual or different from what is around or from what is generally happening to keep an eye on the ball = informal way of telling someone to pay attention to a situation repetitions rehearsals It was (used to be) more (much) harder for me ]]> 20221117 09:00-10:00 1.5 active Building a successful social media profile By the end of this session you will have studied The 10 Elements of a Successful Social Media Profile Neil Patel Having good social media profiles can get you more exposure online, help you connect with your fans or customers, and improve your online reputation. Unless you have a major site associated with your name (like NeilPatel.com), your social media profiles are usually the first results Google shows when someone searches for you. Start thinking of each social media profile you create as a landing page for your personal brand. Your social media profiles are possibly the first encounter that someone is going to have with your brand, and you want that first impression to make the visitor interested in knowing more about you. https://neilpatel.com/blog/successful-social-media-profile/ zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook Maintaining social media activity (...) ]]> active textbook Having good social media profiles can get you more exposure online, help you connect with your fans or customers, and improve your online reputation. Unless you have a major site associated with your name (like NeilPatel.com), your social media profiles are usually the first results Google shows when someone searches for you. Start thinking of each social media profile you create as a landing page for your personal brand. Your social media profiles are possibly the first encounter that someone is going to have with your brand, and you want that first impression to make the visitor interested in knowing more about you. https://neilpatel.com/blog/successful-social-media-profile/ T / Cl Feedback ]]> 1 Creating a social profile active shuffled_lines deck_shuffled_lines deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign Keep the same username across all platforms Use your business name for the social profile Use cover images when available Add your link to the profile page Make sure all images follow the sizing rules for the site Link to your other social media platforms Stay consistent with all of your information ]]> Keep the same username across all platforms Check the availability of your username on all platforms you plan on using. You will most likely start out on Facebook, Twitter, and Google Plus. However, you should think about other sites you might want to use in the future and claim your username before it gets taken. A few other sites to consider using are, Pinterest, Instagram, LinkedIn, and YouTube. Decide if these platforms are for you, and go ahead and claim your username. You can always make the profile private until you are ready to publish to it. Use your business name for the social profile Many businesses will create a different profile page for various products, hoping to gain likes and follows for that specific product. They end up hoping to get likes on several different product profiles, but customers just aren’t that keen on following hundreds of different pages for just one business. Knowing this, always make sure you create one page for your business and utilize only your business’s name for the page name. This will help create a central location for your followers and allow you to promote more than just one product on the page. Use cover images when available Many businesses just opt for a stock photo, which can always work, but branding your photos is a great idea. You can use a company logo or you might be able to use your company’s name in the design, but try to find images that are more spacious and aren’t very busy with type. Add your link to the profile page Include many links to your website on your profile page to make sure followers visit your site. Systematically include your signature and links to your website when posting in forums or blogs. Make sure all images follow the sizing rules for the site Each social channel has different photo sizing rules for their profile photos, cover images, and any photographs you load on the site. Sometimes, the channels might resize the image for you, which can cause blurriness or other problems, so you should always aim to stick to the rules. Link to your other social media platforms Include links within your profile, if possible, to other social channels or regularly promote the different channels. You should definitely do this if you have just started up an Instagram or Pinterest profile to get people to follow quickly. Stay consistent with all of your information Consistent information and branding across different platforms creates a very professional look and feel, especially if it is consistent with your website as well. This can create a sense of familiarity with your followers and can even bring in new customers. ]]> 2 Developing a social media image/brand active shuffled_lines deck_shuffled_lines deck_shuffled_lines_valign deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign Utilize seo (or smo) tactics for social media profiles Write a professional bio on all social sites Choose a memorable username Always Use a Profile Image ]]> Choose a memorable username Your username should reflect your business, but also be memorable for clients. This can help you gather more followers and likes if you give your profile username out, and it can also help clients remember what your page is called. You may even find they are more willing to mention your business in a comment if they can remember the username easily. Most businesses simply choose their own name for this. Always Use a Profile Image Upload a profile image on all of your social profiles. This is a great way to help clients find your social sites quickly and easily while also making sure people know your site isn’t a spam site. If your business is more of a personal one such as a musician or motivational speaker, then you can use an image of yourself or of a person people will connect with. However, it is usually a good idea to brand your profile photograph and use a company logo or design for other businesses. You don’t need to put your company name into the image, however. Write a professional bio on all social sites Think of the bio like a copywriting exercise or a six-word memoir. Show what you have accomplished instead of telling people about yourself. · Make sure your keywords are specific to your audience. · Avoid using overused words in your bio, and craft something that is fresh while also professional. · Always answer a question for the reader to encourage them to follow your social page. · Consider hiring a funny person to write a line or two at the end of the bio or add a personal touch yourself. This can help encourage people to follow the site. · Make sure you look over your bio regularly and make changes as needed. Utilize seo (or smo) tactics for social media profiles Social Media Optimization - Remember, each online element you utilize is just one more way to help you rank. You know the keywords that will help people find your website and blogs, and you’ve already implemented them. Now it is time to implement those same keywords into your social profile, and your social media markup tags. Use them in your bio, and use a few throughout the posts you use. However, you should always remember to avoid keyword stuffing. ]]> SMO = Social Media Optimization markup tags = standardized set of notations used to annotate a plain-text document's content to give information regarding the structure of the text or instructions for how it is to be displayed have ever saw seen ]]> 20221110 09:00-10:00 1.5 active Defending yourself vs avoiding conflicts By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced pg 47 ex 3 vocab the_business_mac_millan_advanced_students_book_pg44-47_managing_conflict.pdf zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 2 pix/icons8-collaboration-100_white.png Change curve Change curve - negative emotions (denial, anger, blame, guilt, sadness) active deck_shuffled_lines_valign deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign negative emotions process adjustment ]]> negative emotions denial anger blame guilt sadness energy drops → affects company output & personal lives process adjustment regain of confidence energy emerges ]]> active textbook use pg 44 ex 6 Bolton & Bolton chart ]]> 1 Conclusion active edit_ol_qa pix/icons8-collaboration-100_white.png Robert & Dorothy Bolton - Conflict management chart ]]> What is Jasmine's profile? ✓ expressive (too much responsiveness in sections 3 4) What is Lee's profile? ✓ driver 〆if he was only analytical, he would have accepted Jasmine's proposal ✓ has been too assertive at the cost of Jasmine's proposal How can you explain the conflict? 〆Jasmine & Lee's mistake was perhaps to fail reaching a compromise (section 3) ✓ Jasmine knew better how to build brand recognition 〆director didn't provide enough coaching / supporting Why did the difference of opinion degenerate into a shouting match? 〆Jasmine probably wasn't convincing enough 〆Lee was perhaps bullying or intimidating & pushing Jasmine to reach deadlines (section 5) = manager should have implemented Hersey & Blanchard's situational leadership chart What steps should have been taken? (see pg 44 ex 6 pt 3c) 〆issuing a written warning will not help solve the situation ✓ director should have provided more direction → consider assigning a new team Could this be a management mistake? 〆director didn't assign a single person responsible for the project (section 1) 〆director obviously didn't know them well enough to anticipate conflicts (section 2 - seem to get on well but are suspicious of each other) → director shouldn't have assigned such a special project to people who haven't worked together before = management mistake active textbook ✓ tentative If Lee is a driver, his letter will be more [tentative | persuasive] ✓ persuasive → practise pg 20 ex 2 key expressions → should have considered postponing deadlines ]]> secretive /sɪˈkri:tɪv/ = inclined to make or keep secrets; uncommunicative to come to a head = when a situation reaches a point where something must be done about it prohibitive = (of a price or a cost) so high that it prevents people from buying sth or doing sth to kill two birds with one stone = to succeed in doing two things by only one action; get two results from one effort to turn the tables on someone = to change a situation so that you now have an advantage over someone who previously had an advantage over you persuasive = able to persuade sb to do or believe sth; convincing unsubtle = obvious, plain, clear for what I'm working for It's not necessary obligatory but it could be ]]> 20221103 09:00-10:00 1.5 active SC - Adapting management styles By the end of this session you will have studied Zoom meeting details Meeting ID: 740 6071 7305 Passcode: x72G2u https://us04web.zoom.us/j/74060717305?pwd=QyNeXcI9N9XfHCU0Ht8qhfOOOT0Yfl.1 session dates ICS event Download & import the english_lessons_nlmkspeakingclub.ics file for your calendar smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Management styles - managing conflicts the_business_mac_millan_advanced_students_book_pg44_managing_conflict_management_styles.pdf Listen again to the audio recording. pg 44 ex 4 5 listening the_business_advanced_audio_cd01_50.ogg the_business_advanced_audio_cd01_50.ogg key to exercise Check your answers with the recording script - teacher's book. → study the charts Lesson plan: 09:00-09:05 5min introduction activating schemata 09:05-09:12 target language presentation (discourse markers) 09:15-09:25 10min break out session #1 ~3min / qs → 3qs SSS mingle during b/o session ~5min main session feedback → restart Zoom session 09:35-09:50 10min break out session #2 ~3min / qs → 3qs SSS mingle during b/o session 5min main session feedback 09:50-10:00 target language review delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ review vocab (management styles & conflict management) ✓ practise listening for detail ✓ review discourse markers to support logical flow ]]> 20221020 hw20221103 Discourse markers A2 - B1 check your answers with the key.]]> 20221020 hw20221103_2 Discourse markers B2 20221020 hw20221103_3 Discourse markers C1 The Business, MacMillan C1 2 pix/icons8-collaboration-100_white.png Discourse markers A2 - B1 active deck_shuffled_lines_valign deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign in order to finish the project → expressing a purpose / result]]> expressing a cause expressing a purpose / result expressing a contradiction adding an argument emphasising considering all aspects ]]> expressing a cause because as According to (+ noun phrase) As a result of (+ noun phrase) expressing a contradiction although (+ clause) however expressing a purpose / result so therefore as a result (+ clause) in order to (+ infinitive) adding an argument What's more In addition emphasising What is important is that (cleft sentence) The interesting thing is that considering all aspects Taking into account (+ noun phrase) ]]> 1 pix/icons8-collaboration-100_white.png Discourse markers B2 active deck_shuffled_lines_valign deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign in order to finish the project → expressing a purpose / result]]> expressing a cause expressing a purpose / result expressing a contradiction adding an argument considering all aspects ]]> expressing a cause since as Following In accordance with (Given the current situation) expressing a purpose / result Consequently expressing a contradiction though in spite of while yet still nevertheless Having said that adding an argument Moreover considering all aspects To put it in a nutshell Bearing in mind (Having said that) Given the current situation ]]> 2 pix/icons8-collaboration-100_white.png Discourse markers C1 active deck_shuffled_lines_valign deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign with a view to finishing the project → expressing a purpose / result]]> expressing a cause expressing a purpose / result expressing a contradiction adding an argument emphasising considering all aspects ]]> expressing a cause Owing to On account of expressing a purpose / result It gave rise to It brought about hence with a view to (+ gerund) expressing a contradiction despite nonetheless Contradictory to adding an argument Furthermore emphasising Surprised, I couldn't say anything Much unexpected as it may be, However strange it may sound, ... Not only was it ..., it was also ... Try as you might, considering all aspects Seeing that To cut a long story short, ]]> 20221031-0935 active review vocab_discourse_markers_b2_03.csv 1 McGregor - Theory X and Theory Y Management active edit_ol_qa pix/icons8-collaboration-100_white.png McGregor - Theory X and Theory Y Management
mc_gregor_theory_x_theory_y_management_chart01.png mc_gregor_theory_x_theory_y_management_chart02.png
]]> In what situation(s) can you use this particular chart? ✓ when a manager relies on micromanagement → draw attention of a manager's inappropriate way of motivating staff (X-type manager) 〆authoritarian 〆tight control → need to trust employees more (McGregor) X-type manager = uses too much threat When will you not use this chart? ✓ when empowerment fails to deliver expected results e.g. everyone is happy & motivated but sales targets haven't been achieved ✓ when staff don't understand the need for continuous improvement empowerment = giving or delegating power or authority 2 Blake & Mouton - Managerial chart active edit_ol_qa pix/icons8-collaboration-100_white.png Blake & Mouton - Managerial chart
blake_and_mouton_managerial_chart.jpg
]]> In what situation(s) can you use this particular chart? ✓ when turnover of highly qualified staff is high ✓ if employees are exhausted = burnout → tell managers they need to show less concern for production 〆if no results have been achieved in spite of high employee satisfaction ↔ talent retention fails despite ideal work life → provide more training on motivational management impoverished = poor enough to need help from others When will this chart be less relevant? 〆when managers make decisions without consensus → build mutual understanding = scratch my back & I'll scratch yours 〆when managers fail to understand what motivates staff → identify incentives mutual = used to describe feelings that two or more people have for each other equally, or actions that affect two or more people equally 3 Hersey & Blanchard - Situational leadership active edit_ol_qa pix/icons8-collaboration-100_white.png Hersey & Blanchard - Situational leadership
hersey_and_blanchard_situational_management_chart.pngsituational_leadership_2_hersey_blanchard.jpgsituational_leadership_curve_hersey_blanchard.jpg
]]> In what situation(s) can you use this particular chart? ✓ during a quarterly or yearly appraisal meeting / performance review ✓ when a new manager takes over an existing team but doesn't know how experienced team members are → need to adapt their management style to the professional maturity of employees maturity = quality of thinking and behaving in a sensible, adult manner; state of being fully grown or developed When will this chart prove less efficient? ✓ when even experienced staff are only motivated by hygiene factors ✓ when information is held secret as a means to achieve career progression ↔ rivalry among team members instead of team playing = probably vertical, top-down, corporate policy → improve knowledge management w/in the company hygiene factor = feature of a job that will make a worker unhappy if it is not provided, for example fair pay or comfortable working conditions: Hygiene factors are those which are necessary for people to work, not those that actually motivate people to work harder 4 Robert & Dorothy Bolton - Conflict management chart active edit_ol_qa pix/icons8-collaboration-100_white.png Robert & Dorothy Bolton - Conflict management chart
bolton_and_bolton_conflict_management_chart.png
]]> In what situation(s) can you use this particular chart? ✓ when team members, business partners, political opponents (...) don't understand each other → learn about the other person's profile to adapt your emotional response & and/or degree of self-confidence ✓ when staff fail to work together during team building activities = they don't understand how to talk to each other → they can't convince each other of their intentions, ideas, etc Was B.Johnson more of an expressive or a driver? ✓ probably expressive = using very vivid, offensive, almost farcical metaphors 〆relying on intuition on the spur of the moment spur of the moment = done without planning in advance; impulsive Was D.Trump more of an expressive or a driver? ✓ probably driver = very assertive, often inconsiderate of people's feelings 〆not very diplomatic Was Obama more of an amiable or an analytical? ✓ probably amiable = charismatic, eloquent ✓ 1st black Afro American president = symbol 〆role model who wanted (or had) to be liked → a crowd pleaser 〆could not say no amiable = pleasant; friendly and easy to like Was T.May more of an amiable or an analytical? ✓ probably analytical ✓ little emotional response because reserved ← wanting to be (to look) very professional 〆failed to be assertive enough → couldn't close the Brexit deal perhaps because she knew it was a poor deal (she was against Brexit initially!) 5 Kilmann - Conflict management chart active edit_ol_qa pix/icons8-collaboration-100_white.png Kilmann - Conflict management chart
kilmann_conflict_management_chart.png
]]> In what situation(s) can you use this particular chart? ✓ when a manager is not taking responsibilities for their team (= avoiding) ✓ when business partners fail to negotiate an agreement → change sales representative to unlock the stalemate ✓ when debate doesn't generate constructive feedback (= accommodating) = manager and/or staff member just approve without feedback ↔ yes-person → lack of criticism is not constructive stalemate = situation in a dispute or competition in which neither side is able to win or make any progress When will you not use this chart? ✓ when only win-lose (competing) is the goal instead of collaborating (win/win) ✓ when no repeat business is expected = situation of monopoly, or more demand than offer impoverished = poor in quality, because sth is missing assertiveness = aggressive self-assurance; given to making bold assertions amiable = pleasant; friendly and easy to like mutual = used to describe feelings that two or more people have for each other equally, or actions that affect two or more people equally hygiene factor = feature of a job that will make a worker unhappy if it is not provided, for example fair pay or comfortable working conditions: Hygiene factors are those which are necessary for people to work, not those that actually motivate people to work harder stalemate = situation in a dispute or competition in which neither side is able to win or make any progress spur of the moment = done without planning in advance; impulsive owing to = because of following (+ noun phrase) = as a result of to bring about = to result in to give rise to = to result in to put it in a nutshell = to sum up with a view to (+ gerund) = in order to however = used to introduce a statement that contrasts with sth that has just been said; but yet = in spite of what has just been said in spite of (+ noun phrase) = although despite (+ noun phrase) = although nevertheless = in spite of sth that you have just mentioned nonetheless = in spite of this fact having said that = despite what has just been said whereas = used to compare or contrast two facts; in contrast or comparison with the fact that; although; in spite of the fact that while = although; in spite of the fact that bearing in mind = remembering and considering something when making a decision or before taking action know knows how can they can solve this problem It's concentrated to on the results If you have the lack of time I read /ri:d/ read /red/ about it in this chart I didn't understand why... I had a training in this week Personally me I don't use coaching a lot It looks like that you are showing sth You need interesting tasks to work good ]]> chat /'tʃæt/ chart /'tʃɔrt/ 20221027 09:00-10:00 1.5 active Discourse markers (2/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced pg 46 ex 2 conjunctions the_business_mac_millan_advanced_students_book_pg44-47_managing_conflict.pdf zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook pg 47 ex 3 vocab demo: section 1 → practise conjunctions only with sections 2 - 7 → read for gist sections 1-8 again, then do ex 4 ]]> to turn the tables on someone = to change a situation so that you now have an advantage over someone who previously had an advantage over you persuasive = able to persuade sb to do or believe sth; convincing unsubtle = obvious, plain, clear eclipse /ɪˈklɪps/ = occasion when the moon passes between the earth and the sun so that you cannot see all or part of the sun for a time; an occasion when the earth passes between the moon and the sun so that you cannot see all or part of the moon for a time have ever saw seen Whether Whenever | When | Each time I need him, I can't track him down I have to go to the bank with somebody, (whoever it is) it doesn't matter who is coming with me We can meet it doesn't matter where wherever (= more idiomatic) you wish ]]> since /sɪns/ unsubtle /ən'sətəl/ 20221024 09:00-10:00 1.5 active Discourse markers (1/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced pg 46 ex 2 conjunctions the_business_mac_millan_advanced_students_book_pg44-47_managing_conflict.pdf zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook 2 pix/icons8-collaboration-100_white.png Discourse markers A2 - B1 active deck_shuffled_lines_valign deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign in order to finish the project → expressing a purpose / result]]> expressing a cause expressing a purpose / result expressing a contradiction adding an argument emphasising considering all aspects ]]> expressing a cause because as According to (+ noun phrase) As a result of (+ noun phrase) expressing a contradiction although (+ clause) however expressing a purpose / result so therefore as a result (+ clause) in order to (+ infinitive) adding an argument What's more In addition emphasising What is important is that (cleft sentence) The interesting thing is that considering all aspects Taking into account (+ noun phrase) ]]> 1 pix/icons8-collaboration-100_white.png Discourse markers B2 active deck_shuffled_lines_valign deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign in order to finish the project → expressing a purpose / result]]> expressing a cause expressing a purpose / result expressing a contradiction adding an argument considering all aspects ]]> expressing a cause since as Following In accordance with (Given the current situation) expressing a purpose / result Consequently expressing a contradiction though in spite of while yet still nevertheless Having said that adding an argument Moreover considering all aspects To put it in a nutshell Bearing in mind (Having said that) Given the current situation ]]> 2 pix/icons8-collaboration-100_white.png Discourse markers C1 active deck_shuffled_lines_valign deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign with a view to finishing the project → expressing a purpose / result]]> expressing a cause expressing a purpose / result expressing a contradiction adding an argument emphasising considering all aspects ]]> expressing a cause Owing to On account of expressing a purpose / result It gave rise to It brought about hence with a view to (+ gerund) expressing a contradiction despite nonetheless Contradictory to adding an argument Furthermore emphasising Surprised, I couldn't say anything Much unexpected as it may be, However strange it may sound, ... Not only was it ..., it was also ... Try as you might, considering all aspects Seeing that To cut a long story short, ]]> 20221031-0935 active review vocab_discourse_markers_b2_03.csv owing to = because of following (+ noun phrase) = as a result of to bring about = to result in to give rise to = to result in to put it in a nutshell = to sum up with a view to (+ gerund) = in order to however = used to introduce a statement that contrasts with sth that has just been said; but yet = in spite of what has just been said in spite of (+ noun phrase) = although despite (+ noun phrase) = although nevertheless = in spite of sth that you have just mentioned nonetheless = in spite of this fact having said that = despite what has just been said whereas = used to compare or contrast two facts; in contrast or comparison with the fact that; although; in spite of the fact that while = although; in spite of the fact that bearing in mind = remembering and considering something when making a decision or before taking action deglobalisation = process of diminishing interdependence and integration between certain units around the world, typically nation-states. It is widely used to describe the periods of history when economic trade and investment between countries decline on one's own will = по собственному желанию; of your own decision consequence = последствие famine = lack of food during a long period of time in a region hunger = state of not having enough food to eat, especially when this causes illness or death starvation = state of suffering and death caused by having no food голод hunger | famine | starvation He decided to leave his company by on his own will In On the one hand ]]> 20221020 09:00-10:00 1.5 active SC - Management & conflict styles By the end of this session you will have studied Zoom meeting details Meeting ID: 740 6071 7305 Passcode: x72G2u https://us04web.zoom.us/j/74060717305?pwd=QyNeXcI9N9XfHCU0Ht8qhfOOOT0Yfl.1 session dates ICS event Download & import the english_lessons_nlmkspeakingclub.ics file for your calendar smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Management styles - managing conflicts the_business_mac_millan_advanced_students_book_pg44_managing_conflict_management_styles.pdf Lesson plan: 09:00-09:05 5min introduction activating schemata 09:05-09:12 target language presentation (suggest + verb patterns - making recommendations) 09:15-09:25 10min break out session #1 ~3min / qs → 3qs SSS mingle during b/o session ~5min main session feedback → restart Zoom session 09:35-09:50 10min break out session #2 ~3min / qs → 3qs SSS mingle during b/o session 5min main session feedback 09:50-10:00 target language review delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ review vocab (management styles) ✓ practise listening for detail ✓ make recommendations ]]> The Business, MacMillan C1 active textbook empty_chart.png T / Cl Imagine a chart with a scale of 9 on both axes x means, as a manager, you believe people need to be threatened y means, as a manager, you believe people need satisfaction Where is 9:1? ✓ x axis far right ✓ y axis bottom Where would be a field marshal? ✓ 9:1 pg 44 ex 4 5 listening the_business_advanced_audio_cd01_50.ogg the_business_advanced_audio_cd01_50.ogg key to exercise Check your answers with the recording script - teacher's book.

McGregor - Theory X and Theory Y Management

mc_gregor_theory_x_theory_y_management_chart01.pngmc_gregor_theory_x_theory_y_management_chart02.png

Hersey & Blanchard - Situational leadership

hersey_and_blanchard_situational_management_chart.pngsituational_leadership_2_hersey_blanchard.jpgsituational_leadership_curve_hersey_blanchard.jpg

Blake & Mouton - Managerial chart

blake_and_mouton_managerial_chart.jpg

Robert & Dorothy Bolton - Conflict management chart

bolton_and_bolton_conflict_management_chart.png

Kilmann - Conflict management chart

kilmann_conflict_management_chart.png
pg 44 ex 6 discussion ]]> 2 pix/icons8-collaboration-100_white.png Discourse markers A2 - B1 active deck_shuffled_lines_valign deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign in order to finish the project → expressing a purpose / result]]> expressing a cause expressing a purpose / result expressing a contradiction adding an argument emphasising considering all aspects ]]> expressing a cause because as According to (+ noun phrase) As a result of (+ noun phrase) expressing a contradiction although (+ clause) however expressing a purpose / result so therefore as a result (+ clause) in order to (+ infinitive) adding an argument What's more In addition emphasising What is important is that (cleft sentence) The interesting thing is that considering all aspects Taking into account (+ noun phrase) ]]> 1 pix/icons8-collaboration-100_white.png Discourse markers B2 hw20221103_2 active deck_shuffled_lines_valign deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign in order to finish the project → expressing a purpose / result]]> expressing a cause expressing a purpose / result expressing a contradiction adding an argument considering all aspects ]]> expressing a cause since as Following In accordance with (Given the current situation) expressing a purpose / result Consequently expressing a contradiction though in spite of while yet still nevertheless Having said that adding an argument Moreover considering all aspects To put it in a nutshell Bearing in mind (Having said that) Given the current situation ]]> 2 pix/icons8-collaboration-100_white.png Discourse markers C1 hw20221103_3 active deck_shuffled_lines_valign deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign with a view to finishing the project → expressing a purpose / result]]> expressing a cause expressing a purpose / result expressing a contradiction adding an argument emphasising considering all aspects ]]> expressing a cause Owing to On account of expressing a purpose / result It gave rise to It brought about hence with a view to (+ gerund) expressing a contradiction despite nonetheless Contradictory to adding an argument Furthermore emphasising Surprised, I couldn't say anything Much unexpected as it may be, However strange it may sound, ... Not only was it ..., it was also ... Try as you might, considering all aspects Seeing that To cut a long story short, ]]> 20221031-0935 active review vocab_discourse_markers_b2_03.csv to cajole /kəˈdʒəul/ sb (into sth / into doing sth) | ~ sth out of sb = to make sb do sth by talking to them and being very nice to them; to coax to devise = to work out to perish = to be destroyed; to suffer death or ruin impoverished = poor enough to need help from others amiable /ˈeɪmjəbl/ = disposed to please, friendly and pleasant in temperament; likeable to accommodate to sth | ~ sth / yourself to sth = to change your behaviour so that you can deal with a new situation better accommodating = helpful in bringing about a harmonious adaptation; willing to help and do things for other people country club = club in the country, or on the edge of a town, where people can play sports and go to social events impoverished = poor in quality, because sth is missing assertiveness = aggressive self-assurance; given to making bold assertions amiable = pleasant; friendly and easy to like owing to = because of following (+ noun phrase) = as a result of to bring about = to result in to give rise to = to result in to put it in a nutshell = to sum up with a view to (+ gerund) = in order to however = used to introduce a statement that contrasts with sth that has just been said; but yet = in spite of what has just been said in spite of (+ noun phrase) = although despite (+ noun phrase) = although nevertheless = in spite of sth that you have just mentioned nonetheless = in spite of this fact having said that = despite what has just been said whereas = used to compare or contrast two facts; in contrast or comparison with the fact that; although; in spite of the fact that while = although; in spite of the fact that bearing in mind = remembering and considering something when making a decision or before taking action else I could do else ]]> 20221017 09:00-10:00 1.5 active Adverbial clauses, coordinators, subordinators By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced pg 44 ex 3 vocab the_business_mac_millan_advanced_students_book_pg44-47_managing_conflict.pdf zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 20210330-1538 active review grammar_adverbial_clauses_selection_b1_03.csv grammar_adverbial_clauses_selection_b2_01.csv grammar_adverbial_clauses_selection_b2_02.csv grammar_adverbial_clauses_selection_b2_03.csv grammar_adverbial_clauses_selection_c1_01.csv active textbook set for homework pg 46 ex 2 conjunctions ]]> whereas = used to compare or contrast two facts; in contrast or comparison with the fact that on solid ground = to be safe in a given situation; to be justified in doing something whether = used to express a doubt or choice between two possibilities unsubtle = obvious; behaving in a clever way, and using indirect methods, in order to achieve sth secretive /sɪˈkri:tɪv/ = inclined to make or keep secrets; uncommunicative to come to a head = when a situation reaches a point where something must be done about it prohibitive = (of a price or a cost) so high that it prevents people from buying sth or doing sth to kill two birds with one stone = to succeed in doing two things by only one action; get two results from one effort are did ]]> 20221013 09:00-10:00 1.5 active New career paths By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced pg 44 ex 3 vocab the_business_mac_millan_advanced_students_book_pg44-47_managing_conflict.pdf zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook active textbook to conscript = (especially BrE) to make sb join the armed forces to draft = (especially AmE) to make sb join the armed forces to call up = to make sb join the armed forces militarised drafted | mobilised For us it's nothing has changed It's a huge потеря loss Maybe it's still costly valuable (talking about the house) They gave all their money wealth It was There were a lot of гроб coffins Many people broke break his their leg ]]> 20221010 09:00-10:00 1.5 active Managing people the hard way By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced pg 44 ex 2 3 reading pg 45 Are you the manager that people love to hate? the_business_mac_millan_advanced_students_book_pg44-47_managing_conflict.pdf zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook ]]> wip textbook demeanour /,di'mi:nə:/ = way that sb looks or behaves phoney /ˈfəunɪ/ = (informal, disapproving) not real or true; false, and trying to deceive people brusque /'brəsk/ = using very few words and sounding rude to concede = sth (to sb) | ~ sb sth to admit that sth is true, logical, etc to bark out sth = to give orders, ask questions, etc. in a loud, unfriendly way to solicit sth (from sb) | ~ (sb) (for sth) = to ask sb for sth, such as support, money, or information; to try to get sth or persuade sb to do sth abrasive = rude and unkind; acting in a way that may hurt other people's feelings field marshal = officer holding the highest rank in the army rebel = person who takes part in an armed rebellion against the constituted authority street fighter = contestant who is very aggressive and willing to use underhand methods to sugarcoat = to cause to appear more pleasant or appealing to preserve = to keep a particular quality, feature, etc.; to make sure that sth is kept spine = backbone; row of small bones that are connected together down the middle of the back assertiveness = aggressive self-assurance; given to making bold assertions gee /'dʒi:/ = exclamation (especially AmE) a word that some people use to show that they are surprised, impressed or annoyed to belittle = to make sb or the things that sb does seem unimportant scapegoat = someone who is punished for the errors of others tough solid Nobody have has a guarantee He's the head in abroad ]]> determine /dɪˈtə:mɪn/ homeopathy /,həumi:əu'pæθi:/ molecule /ˈmɔlɪkju:l/ 20221006 09:00-10:00 1.5 active SC - Johari Window - subjunctive forms By the end of this session you will have studied Zoom meeting details Meeting ID: 740 6071 7305 Passcode: x72G2u https://us04web.zoom.us/j/74060717305?pwd=QyNeXcI9N9XfHCU0Ht8qhfOOOT0Yfl.1 session dates ICS event Download & import the english_lessons_nlmkspeakingclub.ics file for your calendar smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Management styles - managing conflicts the_business_mac_millan_advanced_students_book_pg44_managing_conflict_management_styles.pdf Lesson plan: 09:00-09:05 5min introduction activating schemata 09:05-09:12 target language presentation (suggest + verb patterns - making recommendations) 09:15-09:25 10min break out session #1 ~3min / qs → 3qs SSS mingle during b/o session ~5min main session feedback → restart Zoom session 09:35-09:50 10min break out session #2 ~3min / qs → 3qs SSS mingle during b/o session 5min main session feedback 09:50-10:00 target language review delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ review vocab (management styles) ✓ practise listening for detail ✓ make recommendations ]]> 20200325-1440 Use of the subjunctive for a formal register active grammar 20221005-1805 Making suggestions active grammar 20190418-1837 active review grammar_subjunctive_and_unreal_past_selection_c1_01.csv 1 pix/icons8-collaboration-100_white.png Johari Window active deck_shuffled_lines_halign prep_deck_shuffled_lines_halign
known to you
not known to you
known to others
not known to others
]]> Johari window = technique designed to help people better understand their relationship with themselves and others. It was created by psychologists Joseph Luft (1916–2014) and Harrington Ingham (1916–1995) in 1955, and is used primarily in self-help groups and corporate settings as a heuristic exercise. Luft and Ingham named their model "Johari" using a combination of their first names arena = place with a flat open area in the middle and seats around it where people can watch sports and entertainment; area of activity that concerns the public, especially one where there is a lot of opposition between different groups or countries façade /fəˈsɑːd/ = way that sb/sth appears to be, which is different from the way sb/sth really is blind spot = area that sb cannot see, especially an area of the road when they are driving a car; if sb has a blind spot about sth, they ignore it or they are unwilling or unable to understand it dark horse = political candidate who is not well known but could win unexpectedly exemption = official permission not to do sth or pay sth that you would normally have to do or pay; освобождение natural reserve | natural park | wildlife sanctuary = заповедник him himself (talking about his blind spot) If you did sth good well If you pay attention for to ... ]]> 20221003 20221004 09:00-10:00 1.5 active Managing people By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced pg 44 ex 2 3 reading pg 45 Are you the manager that people love to hate? the_business_mac_millan_advanced_students_book_pg44-47_managing_conflict.pdf zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> The Business Advanced C1 Unit 4.1 Management style 1 Lead in active edit_ol_qa pix/icons8-collaboration-100_white.png Answer the following questions. Which management style is more effective [authoritarian | democratic]? ✓ depends on context ✓ depends on professional experience and maturity of both the manager and their team members maturity = quality of thinking and behaving in a sensible, adult manner; state of being fully grown or developed What are the advantages of an authoritarian management style? ✓ faster ✓ better results autocratic = authoritarian, offensively self-assured or given to exercising usually unwarranted power What are the pros of a democratic management style? ✓ better work environment & relationships among people ✓ longer term goals ✓ fosters creativity & innovation to foster = to promote the growth of What recommendations can you make about management styles? ✓ be flexible but preserve your spine ✓ be responsible for decisions based on team feedback ✓ support & defend staff members performance spine = backbone; row of small bones that are connected together down the middle of the back What kind of manager is better at building team spirit? ✓ sports coach What sort of manager is likely to show more empathy? ✓ a parent Should a good manager be like a parent or teacher? ✓ be supportive = mentoring active textbook pg 44 ex 1 discussion Lexical material: Management styles pg 44 ex 2 reading ]]> thorn = small sharp pointed part on the stem of some plants, such as roses them taking gloves because there are many thorns If you don't have many much time If you have a time You could should be able to change your management You spend this kind of energy for on nothing They are not don't care about it ]]> 20220930 20220927 09:00-10:00 1.5 active Case study Perigord Gourmet (2/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Perigord Gourmet pg 81 ex 3 discussion the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook → see pg 75 ex 6 vocab Dealing with risk ✓ tolerate ✓ treat ✓ terminate ✓ transfer pg 81 ex 4 listening the_business_advanced_audio_cd02_24.ogg T / Cl How should PG handle the crisis? [deny | issue a statement | ignore & remain silent] (...) pg 81 ex 5 discussion T / Cl What strategies would you recommend: tolerate, treat, terminate or transfer risks? ✓ address issue transparently at the risk of negative impact on business ✓ win trust of customers 〆if keep silence & food poisoning happens again → run the risk of losing both reputation & business → find a scapegoat (i.e. activists) w/o evidence of their guilt How do you control damage? ✓ change characters ✓ find a vindicator ✓ blame someone else ✓ be seen as a victim rather than a perpetrator (i.e. villain) → be forgiven more easily pg 81 ex 6 listening the_business_advanced_audio_cd02_25.ogg T / Cl How will you make your public statement? ✓ prepare a sound bite? ✓ smile while answering questions? ✓ make allegations of animal rights activists involved in the food poisoning? ]]> cruel = having a desire to cause pain and suffering; causing pain or suffering slaughterhouse /'slɔ:tə:,haus/ = building where animals are killed for food extremist /ɪksˈtri:mɪst/ = person who holds extreme or fanatical political or religious views and esp. resorts to or advocates extreme action strychnine /ˈstrɪkni:n/ /s'tri,knain/ = poisonous substance used in very small amounts as a medicine scapegoat = someone who is punished for the errors of others batch = amount of food, medicine, etc. produced at one time survivor bias = logical error of concentrating on the people or things that made it past some selection process and overlooking those that did not, typically because of their lack of visibility. This can lead to incorrect conclusions regarding that which (or those who) didn't make it. Survivorship bias is a form of selection bias that can lead to overly optimistic beliefs because multiple failures are overlooked, such as when companies that no longer exist are excluded from analyses of financial performance. It can also lead to the false belief that the successes in a group have some special property, rather than just coincidence as in correlation "proves" causality act of putting together assembling | aggregation is the weakest point Only people who are very attention attentive , who have very good vision eyesight This was popular since WW2 with air pilots, ошибка выжившего survival bias It's important only after that you have more details You delay destroy all foie gras You can check this portion batch of production I 'm against of this The taste could be different from one party batch to the other ]]> 20220929 09:00-10:00 1.5 active Reasons behind mobilisation & possible scenarios (2/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Perigord Gourmet pg 81 ex 3 discussion the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220927 cancelled → to be rescheduled 20220930? zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 1 pix/icons8-collaboration-100_white.png Reasons behind mobilisation & possible scenarios active deck_shuffled_lines_halign prep_deck_shuffled_lines_halign
• Kiev doesn't ramp up military counter-offensive after sham referendums • Russia annexes separatist regions • partial mobilisation is enough to safeguard new borders • Putin gives up plans to demilitarise Ukraine • young Russian men who had left gradually come back (without being imprisoned for desertion) • protests of Russian population are quelled • war (i.e. special operation) transforms into smaller, localised conflicts in breakaway states (now part of Russia) • Russian economy learns to cope with sanctions (like N.Korea, Cuba, Iran or China) → Putin has saved people in pro-Russian states in the (very) long term - at least in the eyes of the Kremlin
• Kiev doesn't give up military counter-offensive to recover lost territories despite sham referendums • the US & the West continue to support / encourage Kiev's legitimate military strike back instead of negotiating a truce • 2nd (and 3rd?) wave of mobilisation is accompanied by increased cases of denunciation (reminiscent of the red hunt in the US after WW2) • Putin continues demilitarisation of Ukraine at a huge human cost in the name of de-Nazification • protests of Russian population lead to martial law, widespread curfew, economic slowdown, shortages, unemployment • government propaganda & distortion increase dramatically • supply chains continuously struggle to accommodate for sanctions • growing sense of isolation from both the West and even the Middle East (India, China, some CIS members such as Kazakhstan...) → Putin, alike Stalin, hasn't lost the war but his regime is perceived as totalitarian even within Russia
• Kiev doesn't give up military counter-offensive to recover lost territories despite sham referendums & even tries to regain Crimea • West continues to support Kiev in this attempt to reunify Ukraine • numerous waves of mobilisation in Russia can't end war • the Russian government acknowledges the fact that demilitarisation & de-Nazification have failed • Putin can't afford to lose & decides to strike in a memorable way: a small (perhaps nuclear) missile destroys Kiev & surroundings within a radius of 10-15km as a deterrent • US & NATO cannot retaliate openly, will not use nuclear war head • proxy war continues from Warsaw who can now claim it is the next target since now Kiev is no more • very precise, non-nuclear missiles launched (perhaps from Poland) but intercepted in the sky before they reach Moscow (which theoretically features one of the best air shield system in the world) • Kissinger reiterates Zelensky should give in, Biden will not start a 3rd world war against Russia, Europe will fight only with sanctions • Zelensky loses the war, a new capital (Lvov?) is chosen for ruined Ukraine • Russia will have to pay a hefty price for reparations for generations to come • curfew, economic slowdown, shortages, unemployment... are gradually replaced by artificial solutions (ration stamps, coupons, cards, 5-year plans, only state companies are in activity...) to guarantee a welfare sate • risks of a civil war are quashed since the government is aware of threats of being overthrown • Russian government resorts to severe totalitarian measures to control public opinion (disconnected internet reminiscent of China) → new iron curtain isolates Russia from most countries, including traditionally close ones such as CIS
]]> Optimistic scenario • Kiev doesn't ramp up military counter-offensive after sham referendums • Russia annexes separatist regions • partial mobilisation is enough to safeguard new borders • Putin gives up plans to demilitarise Ukraine • young Russian men who had left gradually come back (without being imprisoned for desertion) • protests of Russian population are quelled • war (i.e. special operation) transforms into smaller, localised conflicts in breakaway states (now part of Russia) • Russian economy learns to cope with sanctions (like N.Korea, Cuba, Iran or China) → Putin has saved people in pro-Russian states in the (very) long term - at least in the eyes of the Kremlin Mediocre scenario • Kiev doesn't give up military counter-offensive to recover lost territories despite sham referendums • the US & the West continue to support / encourage Kiev's legitimate military strike back instead of negotiating a truce • 2nd (and 3rd?) wave of mobilisation is accompanied by increased cases of denunciation (reminiscent of the red hunt in the US after WW2) • Putin continues demilitarisation of Ukraine at a huge human cost in the name of de-Nazification • protests of Russian population lead to martial law, widespread curfew, economic slowdown, shortages, unemployment • government propaganda & distortion increase dramatically • supply chains continuously struggle to accommodate for sanctions • growing sense of isolation from both the West and even the Middle East (India, China, some CIS members such as Kazakhstan...) → Putin, alike Stalin, hasn't lost the war but his regime is perceived as totalitarian even within Russia Pessimistic scenario • Kiev doesn't give up military counter-offensive to recover lost territories despite sham referendums & even tries to regain Crimea • West continues to support Kiev in this attempt to reunify Ukraine • numerous waves of mobilisation in Russia can't end war • the Russian government acknowledges the fact that demilitarisation & de-Nazification have failed • Putin can't afford to lose & decides to strike in a memorable way: a small (perhaps nuclear) missile destroys Kiev & surroundings within a radius of 10-15km as a deterrent • US & NATO cannot retaliate openly, will not use nuclear war head • proxy war continues from Warsaw who can now claim it is the next target since now Kiev is no more • very precise, non-nuclear missiles launched (perhaps from Poland) but intercepted in the sky before they reach Moscow (which theoretically features one of the best air shield system in the world) • Kissinger reiterates Zelensky should give in, Biden will not start a 3rd world war against Russia, Europe will fight only with sanctions • Zelensky loses the war, a new capital (Lvov?) is chosen for ruined Ukraine • Russia will have to pay a hefty price for reparations for generations to come • curfew, economic slowdown, shortages, unemployment... are gradually replaced by artificial solutions (ration stamps, coupons, cards, 5-year plans, only state companies are in activity...) to guarantee a welfare sate • risks of a civil war are quashed since the government is aware of threats of being overthrown • Russian government resorts to severe totalitarian measures to control public opinion (disconnected internet reminiscent of China) → new iron curtain isolates Russia from most countries, including traditionally close ones such as CIS ]]> to ramp up = to bolster or strengthen; used in economics and business to describe an increase in a firm's production ahead of anticipated increases in product demand. Alternatively, ramp-up describes the period from completed initial product development to maximum capacity utilization, characterized by product and process experimentation and improvements sham = situation, feeling, system, etc. that is not as good or true as it seems to be to quell = to stop sth such as violent behaviour or protests; to stop or reduce strong or unpleasant feelings to quash /kwɔʃ/ = to take action to stop sth from continuing; to annul; to reject as not valid, esp. by a legal procedure breakaway = (of a political group, an organization, or a part of a country) having separated from a larger group or country; separatist truce = agreement between enemies or opponents to stop fighting for an agreed period of time denunciation = act of criticizing sb/sth strongly in public de-Nazification = social process of removing Nazis from official positions and giving up any allegiance to Nazism curfew = law which says that people must not go outside after a particular time at night until the morning; the time after which nobody must go outside martial law = situation where the army of a country controls an area instead of the police during a time of trouble to accommodate = to change your behaviour so that you can deal with a new situation better deterrent = thing that makes sb less likely to do sth to retaliate = to do sth harmful to sb because they have harmed you first hefty = (of an amount of money) large; larger than usual or expected ration = fixed amount of food, fuel, etc. that you are officially allowed to have when there is not enough for everyone to have as much as they want, for example during a war to resort = to make use of sth, especially sth bad, as a means of achieving sth, often because there is no other possible severe = extremely bad or serious to overthrow = to remove a leader or a government from a position of power by force iron curtain = Political, military, and ideological barrier erected by the Soviet Union after World War II to seal off itself and its dependent eastern European allies from open contact with the West and other noncommunist areas 20220926 20220913 09:00-10:00 1.5 active Reasons behind mobilisation & possible scenarios By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Perigord Gourmet pg 81 ex 3 discussion the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220927 cancelled → to be rescheduled 20220930? zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 1 pix/icons8-collaboration-100_white.png Reasons behind mobilisation & possible scenarios active deck_shuffled_lines_halign prep_deck_shuffled_lines_halign
• Kiev doesn't ramp up military counter-offensive after sham referendums • Russia annexes separatist regions • partial mobilisation is enough to safeguard new borders • Putin gives up plans to demilitarise Ukraine • young Russian men who had left gradually come back (without being imprisoned for desertion) • protests of Russian population are quelled • war (i.e. special operation) transforms into smaller, localised conflicts in breakaway states (now part of Russia) • Russian economy learns to cope with sanctions (like N.Korea, Cuba, Iran or China) → Putin has saved people in pro-Russian states in the (very) long term - at least in the eyes of the Kremlin
• Kiev doesn't give up military counter-offensive to recover lost territories despite sham referendums • the US & the West continue to support / encourage Kiev's legitimate military strike back instead of negotiating a truce • 2nd (and 3rd?) wave of mobilisation is accompanied by increased cases of denunciation (reminiscent of the red hunt in the US after WW2) • Putin continues demilitarisation of Ukraine at a huge human cost in the name of de-Nazification • protests of Russian population lead to martial law, widespread curfew, economic slowdown, shortages, unemployment • government propaganda & distortion increase dramatically • supply chains continuously struggle to accommodate for sanctions • growing sense of isolation from both the West and even the Middle East (India, China, some CIS members such as Kazakhstan...) → Putin, alike Stalin, hasn't lost the war but his regime is perceived as totalitarian even within Russia
• Kiev doesn't give up military counter-offensive to recover lost territories despite sham referendums & even tries to regain Crimea • West continues to support Kiev in this attempt to reunify Ukraine • numerous waves of mobilisation in Russia can't end war • the Russian government acknowledges the fact that demilitarisation & de-Nazification have failed • Putin can't afford to lose & decides to strike in a memorable way: a small (perhaps nuclear) missile destroys Kiev & surroundings within a radius of 10-15km as a deterrent • US & NATO cannot retaliate openly, will not use nuclear war head • proxy war continues from Warsaw who can now claim it is the next target since now Kiev is no more • very precise, non-nuclear missiles launched (perhaps from Poland) but intercepted in the sky before they reach Moscow (which theoretically features one of the best air shield system in the world) • Kissinger reiterates Zelensky should give in, Biden will not start a 3rd world war against Russia, Europe will fight only with sanctions • Zelensky loses the war, a new capital (Lvov?) is chosen for ruined Ukraine • Russia will have to pay a hefty price for reparations for generations to come • curfew, economic slowdown, shortages, unemployment... are gradually replaced by artificial solutions (ration stamps, coupons, cards, 5-year plans, only state companies are in activity...) to guarantee a welfare sate • risks of a civil war are quashed since the government is aware of threats of being overthrown • Russian government resorts to severe totalitarian measures to control public opinion (disconnected internet reminiscent of China) → new iron curtain isolates Russia from most countries, including traditionally close ones such as CIS
]]> Optimistic scenario • Kiev doesn't ramp up military counter-offensive after sham referendums • Russia annexes separatist regions • partial mobilisation is enough to safeguard new borders • Putin gives up plans to demilitarise Ukraine • young Russian men who had left gradually come back (without being imprisoned for desertion) • protests of Russian population are quelled • war (i.e. special operation) transforms into smaller, localised conflicts in breakaway states (now part of Russia) • Russian economy learns to cope with sanctions (like N.Korea, Cuba, Iran or China) → Putin has saved people in pro-Russian states in the (very) long term - at least in the eyes of the Kremlin Mediocre scenario • Kiev doesn't give up military counter-offensive to recover lost territories despite sham referendums • the US & the West continue to support / encourage Kiev's legitimate military strike back instead of negotiating a truce • 2nd (and 3rd?) wave of mobilisation is accompanied by increased cases of denunciation (reminiscent of the red hunt in the US after WW2) • Putin continues demilitarisation of Ukraine at a huge human cost in the name of de-Nazification • protests of Russian population lead to martial law, widespread curfew, economic slowdown, shortages, unemployment • government propaganda & distortion increase dramatically • supply chains continuously struggle to accommodate for sanctions • growing sense of isolation from both the West and even the Middle East (India, China, some CIS members such as Kazakhstan...) → Putin, alike Stalin, hasn't lost the war but his regime is perceived as totalitarian even within Russia Pessimistic scenario • Kiev doesn't give up military counter-offensive to recover lost territories despite sham referendums & even tries to regain Crimea • West continues to support Kiev in this attempt to reunify Ukraine • numerous waves of mobilisation in Russia can't end war • the Russian government acknowledges the fact that demilitarisation & de-Nazification have failed • Putin can't afford to lose & decides to strike in a memorable way: a small (perhaps nuclear) missile destroys Kiev & surroundings within a radius of 10-15km as a deterrent • US & NATO cannot retaliate openly, will not use nuclear war head • proxy war continues from Warsaw who can now claim it is the next target since now Kiev is no more • very precise, non-nuclear missiles launched (perhaps from Poland) but intercepted in the sky before they reach Moscow (which theoretically features one of the best air shield system in the world) • Kissinger reiterates Zelensky should give in, Biden will not start a 3rd world war against Russia, Europe will fight only with sanctions • Zelensky loses the war, a new capital (Lvov?) is chosen for ruined Ukraine • Russia will have to pay a hefty price for reparations for generations to come • curfew, economic slowdown, shortages, unemployment... are gradually replaced by artificial solutions (ration stamps, coupons, cards, 5-year plans, only state companies are in activity...) to guarantee a welfare sate • risks of a civil war are quashed since the government is aware of threats of being overthrown • Russian government resorts to severe totalitarian measures to control public opinion (disconnected internet reminiscent of China) → new iron curtain isolates Russia from most countries, including traditionally close ones such as CIS ]]> active textbook to ramp up = to bolster or strengthen; used in economics and business to describe an increase in a firm's production ahead of anticipated increases in product demand. Alternatively, ramp-up describes the period from completed initial product development to maximum capacity utilization, characterized by product and process experimentation and improvements sham = situation, feeling, system, etc. that is not as good or true as it seems to be to quell = to stop sth such as violent behaviour or protests; to stop or reduce strong or unpleasant feelings to quash /kwɔʃ/ = to take action to stop sth from continuing; to annul; to reject as not valid, esp. by a legal procedure breakaway = (of a political group, an organization, or a part of a country) having separated from a larger group or country; separatist truce = agreement between enemies or opponents to stop fighting for an agreed period of time denunciation = act of criticizing sb/sth strongly in public de-Nazification = social process of removing Nazis from official positions and giving up any allegiance to Nazism curfew = law which says that people must not go outside after a particular time at night until the morning; the time after which nobody must go outside martial law = situation where the army of a country controls an area instead of the police during a time of trouble to accommodate = to change your behaviour so that you can deal with a new situation better deterrent = thing that makes sb less likely to do sth to retaliate = to do sth harmful to sb because they have harmed you first hefty = (of an amount of money) large; larger than usual or expected ration = fixed amount of food, fuel, etc. that you are officially allowed to have when there is not enough for everyone to have as much as they want, for example during a war to resort = to make use of sth, especially sth bad, as a means of achieving sth, often because there is no other possible severe = extremely bad or serious to overthrow = to remove a leader or a government from a position of power by force iron curtain = Political, military, and ideological barrier erected by the Soviet Union after World War II to seal off itself and its dependent eastern European allies from open contact with the West and other noncommunist areas 20220922 09:00-10:00 1.5 active SC - Progressing in your career By the end of this session you will have studied Zoom meeting details Meeting ID: 740 6071 7305 Passcode: x72G2u https://us04web.zoom.us/j/74060717305?pwd=QyNeXcI9N9XfHCU0Ht8qhfOOOT0Yfl.1 session dates ICS event Download & import the english_lessons_nlmkspeakingclub.ics file for your calendar @ Sergey S, Sergey D, Andrey Z, Lyudmila, Evgeniy → only read the text, don't fill in the gaps smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Personal development icons8-reading-100.png pg 9 ex 5 reading The Peter Principle the_business_mac_millan_advanced_students_book_pg9_the_peter_principle.pdf Lesson plan: 09:00-09:05 5min introduction activating schemata 09:05-09:12 target language presentation (tense, aspect & voice) 09:15-09:25 10min break out session #1 ~3min / qs → 3qs SSS mingle during b/o session ~5min main session feedback → restart Zoom session 09:35-09:50 10min break out session #2 ~3min / qs → 3qs SSS mingle during b/o session 5min main session feedback 09:50-10:00 target language review delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ review active vs passive voice, aspects ✓ practise reading for detail ]]> The Business Advanced C1 1 Lead in active edit_ol_qa pix/icons8-collaboration-100_white.png In the 21st century, your career progression depends on [the corporate ladder | continuous learning]? ✓ continuous learning → improve your employability career ladder | corporate ladder = metaphor for job promotion. In business and human resources management, the career ladder typically describes the progression from entry level positions to higher levels of pay, skill, responsibility, or authority employability (long-term ~ / short term ~) = fact of having the skills and qualifications that will make sb want to employ you What should managers tell you when setting objectives: how to achieve | what to achieve? ✓ what to achieve → focus on SMART objectives SMART objective = specific, measurable, achievable, realistic, time-bound In the 21st century, what is more important [control | empowerment]? ✓ empowerment → more horizontal management styles demand less micromanagement micromanagement = management style whereby a manager closely observes and/or controls and/or reminds the work of their subordinates or employees. Micromanagement is generally considered to have a negative connotation, mainly because it shows a lack of freedom and trust in the workplace Nowadays, do you work more with or without your boss? ✓ without → work independently → involves self-learning skills Team working has become [more | less] important? ✓ probably more important → synergy may achieve greater results Interpersonal skills become [more | less] important? ✓ more important → effective communication at manager level is often more relevant than expertise active textbook Tense, aspect and voice key to exercise Mouse-over to view key: 1 worked 2 was published 3 are 4 be considered 5 are clearly being made 6 are based 7 is 8 is not actually doing 9 is based 10 not only gain 11 remains 12 may be summarised 13 are required to carry them out 14 may then be placed 15 are best suited ]]> 2 Follow-up active edit_ol_qa pix/icons8-collaboration-100_white.png When should staff be promoted? on what grounds? ✓ professional experience gained in the company ✓ loyalty to the company ✓ KPI ✓ performance appraisals To get promoted, do you [get more of your manager's mind-share | avoid reporting without any particular reason] ✓ avoid reporting if nothing to say (in a more modern environment) ✓ get your manager's mind share (in a more traditional environment) Isn't it professionally suicidal to say 'no' to overtime? ✓ set limits for the amount of overtime you do → keep work life balance → don't burn out to burnout = to reach the state of being extremely tired or ill, either physically or mentally, because you have worked too hard To get things done faster, do you [work alone | scratch a few backs]? ✓ scratch a few backs to scratch a few backs = to do favours for people in the hope they will be returned, e.g. Scratch my back and I'll scratch yours What training solutions are a must to climb the corporate ladder? ✓ management styles ✓ strategic thinking ✓ interpersonal skills ✓ negotiations ✓ conflict management ✓ dealing with a crisis ✓ resilience → become more independent from your superiors = learn to learn by yourself resilience = ability of people or things to feel better quickly after sth unpleasant, such as shock, injury, etc Which training courses are less useful? 〆presentation techniques 〆time management 〆writing correspondence (...) career ladder | corporate ladder = metaphor for job promotion. In business and human resources management, the career ladder typically describes the progression from entry level positions to higher levels of pay, skill, responsibility, or authority SMART objective = specific, measurable, achievable, realistic, time-bound micromanagement = management style whereby a manager closely observes and/or controls and/or reminds the work of their subordinates or employees. Micromanagement is generally considered to have a negative connotation, mainly because it shows a lack of freedom and trust in the workplace to burnout = to reach the state of being extremely tired or ill, either physically or mentally, because you have worked too hard self-confident = showing poise and confidence in your own worth mind-share = amount of time spent thinking on sth to scratch a few backs = to do favours for people in the hope they will be returned, e.g. Scratch my back and I'll scratch yours resilience = ability of people or things to feel better quickly after sth unpleasant, such as shock, injury, etc to suit sb down to the ground = to be extremely convenient for sb employability (long-term ~ / short term ~) = fact of having the skills and qualifications that will make sb want to employ you invariable /ɪnˈvɛərɪəbl / = always the same; never changing premise = statement that is assumed to be true and from which a conclusion can be drawn aptitude = natural propensity or talent flawed = which has a mistake. error discretion (at sb's ~) = freedom or power to decide what should be done in a particular situation thus = from that fact or reason or as a result, in the way indicated performance appraisal = evaluation of work achieved insight = clear or deep perception of a situation to get the upper hand = to be in a controlling position to juggle = to manage several tasks at the same time to assert oneself = to behave in a firm, confident way attribute = quality ascribed to a person or thing satire = way of criticizing a person, an idea or an institution in which you use humour to show their faults or weaknesses; a piece of writing that uses this type of criticism the both He's does not care about myself me ]]> hierarchy /ˈhʌɪərɑːki/ 20220920 09:00-10:00 1.5 active Case study Perigord Gourmet By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced pg 80 reading Fois gras, or fatted goose liver (left margin) pg 80 ex 2 reading Perigord Gourmet the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220913 cancelled → to be rescheduled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook pg 80 reading Fois gras, or fatted goose liver (left margin) pg 80 ex 2 reading Perigord Gourmet ]]> cruel = having a desire to cause pain and suffering; causing pain or suffering slaughterhouse /'slɔ:tə:,haus/ = building where animals are killed for food extremist /ɪksˈtri:mɪst/ = person who holds extreme or fanatical political or religious views and esp. resorts to or advocates extreme action congruent with = (formal) suitable for sth; appropriate in a particular situation gourmand /ˈɡuəmənd/ = (often disapproving) person who enjoys eating and eats large amounts of food foodie = person who has an ardent or refined interest in food,[1] and who eats food not only out of hunger but also as a hobby. The related terms "gastronome" and "gourmet" define roughly the same thing, i.e. a person who enjoys food for pleasure. But the connotation of "foodie" differs slightly—a sort of everyman with a love for food culture and different foods of cruel cruelty of the towards animals They preferred to drink champagne and others the like ]]> recipe /ˈresɪpɪ/ 20220919 20220628 09:00-10:00 1.5 active Cultural differences in Armenia By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced pg 80 reading Fois gras, or fatted goose liver (left margin) pg 80 ex 2 reading Perigord Gourmet the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220913 cancelled → to be rescheduled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook Armenia, country of Transcaucasia, lying just south of the great mountain range of the Caucasus and fronting the northwestern extremity of Asia. To the north and east Armenia is bounded by Georgia and Azerbaijan, while its neighbours to the southeast and west are, respectively, Iran and Turkey. Naxçıvan, an exclave of Azerbaijan, borders Armenia to the southwest. The status of Nagorno-Karabakh (also called Artsakh), an enclave of 1,700 square miles (4,400 square km) in southwestern Azerbaijan populated primarily by ethnic Armenians, was from 1988 the source of bitter conflict between Armenia and Azerbaijan. By the mid-1990s Karabakh Armenian forces had occupied much of southwestern Azerbaijan, but, after a devastating war in 2020, they were compelled to withdraw from most of that area. Armenia was converted to Christianity about 300 ce, becoming the first kingdom to adopt the religion after the Arsacid king Tiridates III was converted by St. Gregory the Illuminator. The Armenians have therefore maintained an ancient and rich liturgical and Christian literary tradition. Believing Armenians today belong mainly to the Armenian Apostolic (Orthodox) Church or the Armenian Catholic Church, in communion with Rome. The Russian campaigns against the Persians and the Turks in the 18th and 19th centuries resulted in large emigrations of Armenians under Muslim rule to the Transcaucasian provinces of the Russian Empire and to Russia itself. Armenians settled in Yerevan, Tʿbilisi, Karabakh, Shemakha (now Şamaxı), Astrakhan, and Bessarabia. At the time of the massacres in Turkish Armenia in 1915 (see Armenian Genocide), some Armenians found asylum in Russia. A number settled in the enclave of Nagorno-Karabakh, within the neighbouring Muslim country of Azerbaijan. Armenians now constitute about three-fourths of the population of Nagorno-Karabakh; since 1988 there have been violent interethnic disputes and sporadic warfare between Armenians and Azerbaijanis in and around the enclave. After the conflict between the two ethnic groups escalated, most of Armenia’s Azerbaijani population fled or was expelled from the country. Another wave of Armenians emigrated during the economic crisis of the 1990s. By the mid-1990s an estimated 750,000 Armenians—about one-fifth of the population—had left the country. According to most estimates, as a result of the 20th-century emigration waves, at least 5,000,000 Armenians now live abroad, with a plurality living in the states of the former Soviet Union and more than 1,000,000 living in the United States. Under Soviet rule the Armenian economy was transformed from agricultural to primarily industrial; agriculture, however, remains important, accounting for about two-fifths of the gross domestic product and employing one-fifth of the labour force. Industry is heavily dependent on imports of energy and raw materials. The massive earthquake of 1988 destroyed nearly one-third of Armenia’s industrial capacity, seriously weakening the economy. In 1989 the conflict over Nagorno-Karabakh led Azerbaijan to impose a blockade, closing a vital natural gas pipeline to Armenia. The subsequent severe energy shortage—combined with the disruption of key trade routes due to civil unrest in Georgia—caused a sharp drop in industrial production, further devastating the economy. Most of the population of Armenia thus experienced severe economic hardship during the 1990s. After independence, Armenia implemented a number of structural reforms in an effort to create the institutional and legal basis for a market economy. Reforms included substantial privatization of industry and agriculture, restructuring of the tax and financial systems, and price liberalization. A new currency, the dram, was introduced in 1993, replacing the ruble. Mechanical engineering, machine tools and electrical power machinery, electronics, and the chemical and mining industries hold a prominent place in Armenia’s heavy industry, but light and food industries are also fairly well advanced. Yerevan, Gyumri, and Vanadzor are machine-building cities. The centres of the chemical industries are Yerevan, Vanadzor, and Alaverdi. Nonferrous metallurgy—in Alaverdi in the northern Highland and in Kapan and Kajaran along the southern Zangezur (Siuniq) mountains—includes the mining and dressing of copper, molybdenum, and other ores, the smelting of copper, and the extraction of precious and rare metals. The greatest single disaster in the history of the Armenians came with the outbreak of World War I (1914–18). In 1915 the Young Turk government resolved to deport the whole Armenian population of about 1,750,000 to Syria and Mesopotamia. It regarded the Turkish Armenians—despite pledges of loyalty by many—as a dangerous foreign element bent on conspiring with the pro-Christian tsarist enemy to upset the Ottoman campaign in the east. In an event that would later be known as one of the early genocides of the 20th century, hundreds of thousands of Armenians were driven from their homes, massacred, or marched until they died. The death toll of Armenians in Ottoman Turkey during this period has been estimated at between 600,000 and 1,500,000. Tens of thousands emigrated to Russia, Lebanon, Syria, France, and the United States, and the western part of the historical homeland of the Armenian people was emptied of Armenians. The 71 years of Soviet rule in Armenia were a period of relative security from hostile neighbours, of great economic development, and of cultural and educational achievements. But full expression of Armenian national aspirations was impossible under the imposed Soviet regime. Particularly harsh were the years of Joseph Stalin’s rule (1928–53), during which state terror was used to suppress the political and intellectual elite in the republic, to crush peasant resistance to the collectivization of agriculture, and to destroy the influence of the church. https://www.britannica.com/place/Armenia ]]> 20220915 09:00-10:00 1.5 active Writing press statements (2/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 79 ex 6 style the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220628 cancelled → 20220919 rescheduled 20220913 cancelled → to be rescheduled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook T / Cl If people are striking in the streets, the government should [allay | quell] the protest ✓ probably need to allay the protest in a democratic way (...) If it's not your fault, you want to [refuse | deny] accusations ✓ deny was set for homework pg 79 ex 6 style pg 79 ex 7 writing a press statement → role play journalist and PR officer → practise 'dos and donts' from pg 76 ex 2 reading, pg 77 ex 5 alliterations & analogies → use the sound bite technique → control damage ✓ change characters ✓ find a vindicator ✓ blame someone else ✓ be seen as a victim rather than a perpetrator (i.e. villain) ]]> to allay /əˈleɪ / = to diminish (fear, suspicion, etc.); relieve or alleviate (pain, hunger, etc.) to quell = crush or put down (a rebellion etc.); reduce (rebels etc.) to submission; suppress (fear, anger, etc.) to quash /kwɔʃ/ = to take action to stop sth from continuing; to annul; to reject as not valid, esp. by a legal procedure to dispel = to force to go away; used both with concrete and metaphoric meanings; to dissipate; to disperse; to scatter over-the-counter = without a prescription; needing no prescription CGI = computer generated images rumour = piece of information, or a story, that people talk about, but that may not be true Be frankly To be frank | Frankly speaking They have a tasty fertile land for living I joined to a | the Russian group I need to be благодарный thankful They must not don't have to do it (i.e. accept the invitation) The suspected suggested answer is 'yes' Some of our partners in abroad still work with us It has many sides is multifaceted ]]> 20220909 rescheduled 20220623 20220623 09:00-10:00 1.5 lc By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 79 ex 6 style the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220628 cancelled → to be rescheduled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 20220908 09:00-10:00 1.5 active SC - Improving communication & interpersonal skills By the end of this session you will have studied Zoom meeting details Meeting ID: 740 6071 7305 Passcode: x72G2u https://us04web.zoom.us/j/74060717305?pwd=QyNeXcI9N9XfHCU0Ht8qhfOOOT0Yfl.1 session dates ICS event Download & import the english_lessons_nlmkspeakingclub.ics file for your calendar smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. The Business 2.0 Upper Intermediate pg 32 ex 2 reading Rising star makes sparks fly pg 32 ex 3 memo analysis the_business_upper_intermediate_2_0_students_book_pg32-33_meteor_bank.pdf Lesson plan: 09:00-09:05 5min introduction activating schemata 09:05-09:12 target language presentation (interpersonal skills) 09:15-09:25 10min break out session #1 ~3min / qs → 3qs SSS mingle during b/o session ~5min main session feedback → restart Zoom session 09:35-09:50 10min break out session #2 ~3min / qs → 3qs SSS mingle during b/o session 5min main session feedback 09:50-10:00 target language review (tentative vs persuasive language) delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ review conditionals ✓ practise listening for detail ]]> The Business Upper Intermediate 2.0 B2 2 Information technology IT downtime, hardware upgrade, soft skills retraining Collecting feedback, suggesting solutions Conflict management (when sparks fly) Meteor Bank 1 Lead in active edit_ol_qa pix/icons8-collaboration-100_white.png When and why would experienced staff resign? ✓ disagreement with hierarchy ✓ resistance to change ✓ better work opportunities from the competition What knowledge management and/or security issues are likely when experienced staff leave a company? 〆customer dissatisfaction (due to lack of personalised service) 〆delays in delivery 〆longer work hours What kind of manager & set of skills are needed when rejuvenating a company's workflow? ✓ a manager with determination that is not offending other people ✓ being result oriented in a way that is not working against employees' workflow ✓ diplomacy with senior staff to rejuvenate = to make young again active textbook Lexical material: Staff turnover, restructuring, downtime pg 32 ex 1 discussion T / Cl What kind of person is a rising star: ambitious, determined, workaholic? (...) Such a rising star will make changes that are probably easy - or difficult - to put in place? ✓ probably generate resistance → make sparks fly to make sparks fly = to increase risks of a dispute, to clash pg 32 ex 2 reading Rising star makes sparks fly pg 32 ex 3 memo analysis pg 33 ex 4 listening the_business_mac_millan_upper_intermediate_audio_cd01_42.ogg the_business_mac_millan_upper_intermediate_audio_cd01_43.ogg the_business_mac_millan_upper_intermediate_audio_cd01_44.ogg the_business_mac_millan_upper_intermediate_audio_cd01_45.ogg T / Cl Is the bank growing too fast? to the detriment of older customers? (...) When do you implement standardisation, before or after decentralisation? (...) What is the most important for a bank? ✓ data security & confidentiality → no way to outsource IT to a 3rd party?! pg 33 ex 5 discussion ]]> 2 Follow-up active edit_ol_qa pix/icons8-collaboration-100_white.png How would you expand the bank's business? What stages would you go through? ✓ centralise to ensure same procedures & standards are running in all subsidiaries ✓ replicate, make information redundant for increased reliability through a computer grid What do you think were the reasons for recruiting S.Finlay in the first place? ✓ manage the expansion ✓ meet the rising demand for electronic services ≠ outsource IT What skills does S.Finlay need to improve? What training does he need? 〆 managers & sys admins don't understand S.Finlay's strategy 〆 staff members don't understand S.Finlay's strategy → share vision = like many IT gurus, S.Finlay may be less skilled at managing people What are your conclusions? Should S.Finlay be replaced? ✓ give oneself the means to achieve your goals ✓ recruit more experienced staff ✓ S.Finlay needs to improve his communication & interpersonal skills to manage more efficiently active textbook ]]> turnover = rate at which employees leave a company and are replaced by other people job rotation = practice of changing staff at frequent intervals by discharges and substitutions teething = small problems that a company, product, system, etc. has at the beginning to irritate = to annoy sb, especially by sth you continuously do or by sth that continuously happens to make sparks fly = to increase risks of a dispute, to clash lenient = not as strict as expected when punishing sb or when making sure that rules are obeyed to drag = to pull sb/sth along with effort and difficulty deliberate = done on purpose rather than by accident; planned malicious = intending or intended to do harm can't make an omelette without breaking (some) eggs = to achieve a certain goal one must sometimes incur damage, experience difficulties, or make sacrifices to the detriment of = at the cost of exhausted = very tired to get rid of sb/sth = to make yourself free of sb/sth that is annoying you or that you do not want; to throw sth away to blame ~ sb/sth (for sth) | ~ sth on sb/sth = to think or say that sb/sth is responsible for sth bad to claim = to say that sth is true although it has not been proved and other people may not believe it; to demand or ask for sth because you believe it is your legal right to own or to have it glitch = (informal) a small problem or fault that stops sth working successfully, e.g. A few technical glitches forced us to postpone the demonstration; sudden irregularity or malfunction (of equipment etc.) demanding = (of a person) expecting a lot of work or attention from others; not easily satisfied to rejuvenate = to make young again another differently competition not between of them Our personnel don't can can't go to the competitors It's like a magic There's no one single answer ]]> 20220906 09:00-10:00 1.5 active Writing press statements (1/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 78 ex 2 3 reading the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220628 cancelled → to be rescheduled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook T / Cl If you found minute traces of horse in your minced meat, veal labelled meatballs, how would you react? (...) A journalist asks you at a press conference about a mistake. What do you reply? [We wholeheartedly agree | We openly admit] a mistake has been made. ✓ We openly admit pg 78 ex 2 3 reading ]]> to clamp down = to make a determined attempt to stop people doing sth bad wholeheartedly = without reserve; without reservation Lindane = chemical substance (C6H6Cl6) used as an agricultural insecticide residue /ˈrezɪdju:/ = what is left over or remains; a remainder; the rest minute = very small, tiny banning order = decree that prohibits sth 20220902 20220901 09:00-10:00 1.5 active Using alliteration to sound more eloquent Writing press statements By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 78 ex 2 3 reading the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220628 cancelled → to be rescheduled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook pg 77 ex 5 alliteration ]]> 20220817-1127 One meaning 'you' in a formal, impersonal context active grammar active textbook Deadlines are like traffic jams: stop before! Giving a media interview is like assembling a weapon: if you forget one piece it can be lethal (E.Kosarev - 20141021) pg 77 ex 6 analogies pg 77 ex 7 analogies pg 77 ex 8 9 speaking → practise sound bites e.g. explain (or deny) why your nightclub refused entry to certain people (apparently on the ground of their physical appearance) ✓ use alliterations ✓ use some analogy ]]> alliteration = occurrence of the same letter or sound at the beginning of adjacent or closely connected words e.g. cool, calm, and collected one the day after yesterday At the first time (glance) it looks like... ]]> 20220830 09:00-10:00 1.5 active Building bridges from questions you don't want to answer By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 78 ex 2 3 reading the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220628 cancelled → to be rescheduled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook active textbook the_business_advanced_audio_cd02_16.ogg the_business_advanced_audio_cd02_17.ogg the_business_advanced_audio_cd02_18.ogg the_business_advanced_audio_cd02_19.ogg the_business_advanced_audio_cd02_20.ogg the_business_advanced_audio_cd02_21.ogg the_business_advanced_audio_cd02_22.ogg the_business_advanced_audio_cd02_23.ogg T / Cl Is doing business in Russia like walking a tightrope? (...) ]]> to fork out = to raise, or pitch with a fork; pay a lot of money for sth walking a tightrope = doing sth dangerous to beat (sb) to = do something before someone else does it insider trading = illegal use of insider information for profit in financial trading legitimate = lawful, proper, regular, conforming to the standard type; logically admissible alliteration = occurrence of the same letter or sound at the beginning of adjacent or closely connected words e.g. cool, calm, and collected 20220826 20220621 09:00-10:00 1.5 active Speaking club feedback - graded contents By the end of this session you will have studied smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 78 ex 2 3 reading the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220628 cancelled → to be rescheduled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook The 4 disciplines of execution are: 1. Focus on the Wildly Important Exceptional execution starts with narrowing the focus— clearly identifying what must be done, or nothing else you achieve really matters much. 2. Act on the Lead Measures Twenty percent of activities produce eighty percent of results. The highest predictors of goal achievement are the 80/20 activities that are identified and codified into individual actions and tracked fanatically. 3. Keep a Compelling Scoreboard People and teams play differently when they are keeping score, and the right kind of scoreboards motivate the players to win. 4. Create a Cadence of Accountability Great performers thrive in a culture of accountability that is frequent, positive, and self-directed. Each team engages in a simple weekly process that highlights successes, analyzes failures, and course-corrects as necessary, creating the ultimate performance-management system. https://franklincoveynorth.com/all-solutions/execution/the-4-disciplines-of-execution/ ]]> quarry /kwɘrɪ/ = place where large amounts of stone, etc. are dug out of the ground mine pit = deep hole in the ground from which minerals are dug out patient = able to wait for a long time or accept annoying behaviour or difficulties without becoming angry have could never ever could be a the manager of a plant (in Russia, you can't be a manager without professional experience) ]]> 20220825 09:00-10:00 1.5 active SC - Case study - Selig and Lind By the end of this session you will have studied Zoom meeting details Meeting ID: 740 6071 7305 Passcode: x72G2u https://us04web.zoom.us/j/74060717305?pwd=QyNeXcI9N9XfHCU0Ht8qhfOOOT0Yfl.1 session dates ICS event Download & import the english_lessons_nlmkspeakingclub.ics file for your calendar smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. Market Leader 3rd edition Upper Intermediate Unit 7 Management styles Case study - Selig and Lind pg 72 background pg 73 description of managers 1-4 → read & prepare pg 73 task 2, 3 market_leader_3rd_upper_intermediate_pg72-73_selig_and_lind_choosing_a_manager.pdf Lesson plan: 09:00-09:05 5min introduction activating schemata 09:05-09:12 target language presentation (arguing for a case - tentative vs persuasive language) 09:15-09:25 10min break out session #1 ~3min / qs → 3qs SSS mingle during b/o session ~5min main session feedback → restart Zoom session 09:35-09:50 10min break out session #2 ~3min / qs → 3qs SSS mingle during b/o session 5min main session feedback 09:50-10:00 target language review (tentative vs persuasive language) delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ review tentative & persuasive language forms (can, could, might, should, must) ✓ practise listening for detail ]]> active textbook T / Cl Would you like to relocate to Copenhagen, Denmark? ✓ better work life balance in Scandinavian countries ✓ lifestyle closer to nature (...) What differences in corporate culture & management style would you expect? ✓ stronger labour rules to protect employees ✓ less stressful work conditions Lexical material: Choosing the right manager & management style pg 72 background reading T / Cl What management mistakes do you think Paul Johnstone made? (...) Was he too authoritarian? (...) pg 72 management style of Paul team member #1 market_leader_3rd_upper_intermediate_audio_cd02_22.ogg T / Cl What is a better management style: saying what to do or how to do things? ✓ what to do = focus on goals → provide support only if needed = situational management Hersey & Blanchard - Situational leadership
hersey_and_blanchard_situational_management_chart.png
team member #2 market_leader_3rd_upper_intermediate_audio_cd02_23.ogg T / Cl What is more effective: being a people's person or focusing on results? ✓ depends on short & long term goals → build rapport if long term, strategic goals are set Blake & Mouton - Managerial chart
blake_and_mouton_managerial_chart.jpg
team member #3 market_leader_3rd_upper_intermediate_audio_cd02_24.ogg T / Cl Has Paul Johnstone any potential for improving his management style? 〆should have already proven by now that he is prepared to learn & improve himself → current situation is not a warning but a likely dismissal → leadership course is probably too late What management styles should be used? ✓ see pg 67 ex D pg 72 replacing the project manager pg 73 read descriptions pg 73 task 1 2 T / Cl Rank candidates in terms of suitability → Isn't Ruth too decisive? (indeed, sales management consists in pushing people) → Will the team want to work 6-7 days a week with Kazuo when they're already exhausted? → Is Eduardo decisive enough? → Has Martina got sufficient interpersonal skills? pg 73 task 3 4 〆Martina has limited experience in managing people (only IT, not multicultural) ✓ Eduardo may set a better example for a customer service to retail outlets though is not goal oriented ]]> active textbook video DVD case study commentary Feedback T / Cl Why did he alienate from his staff? 〆result-oriented 〆unclear goal-setting 〆demotivating by not involving staff in decision-making 〆poor, little constructive feedback → improve communication skills What are the most striking weaknesses of the candidates? 〆Ruth doesn't appear to want to accommodate her management style to an international team 〆Kazuo might turn people off by considering company is more important than individuals 〆Eduardo may be too hesitant and not prepared to take tough decisions because he wants to be liked too much 〆Martina believes people are motivated by money Who would the consultant recommend? ✓ Ruth might face some resistance at the beginning but eventually will meet deadlines = favourite candidate ✓ Eduardo would build a good rapport with team members but might not get things done = front-runner to be confirmed pg 73 writing a recommendation use expressions from pg 67 ex D use expressions from pg 68 ex E see pg 131 writing a report (including an executive summary) ]]> disheartening = not to motivate or encourage distant = not friendly; not wanting a close relationship with sb morale /mə:'æl/ = amount of confidence and enthusiasm, etc. that a person or a group has at a particular time to the letter = in every detail ashamed ~ (of sth/sb / yourself) | ~ (that ...) | ~ (to be sth) = feeling shame or embarrassment about sb/sth or because of sth you have done to alienate /ˈeɪljəneɪt/ = to make sb less friendly or sympathetic towards you; to make sb feel that they do not belong in a particular group front-runner = competitor thought likely to win rapport /ræ'pɔ:r/ (with sb) | ~ (between A and B) = a friendly relationship in which people understand each other very well tenacious = that does not stop holding sth or give up sth easily; determined to overlook = to fail to notice to carry out = to execute, to perform to tread (on) = to put down or press the foot, place the foot to tread on one's toes = to do something that embarrasses or offends someone else stay like a previous remains the same | doesn't change but we get a new management style ...how he needs to be more efficiently efficient On your back In comparison with you we look very lazy He doesn't trust to his team ]]> 20220823 09:00-10:00 1.5 active Communicating in a crisis By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 76 ex 2 reading It will never happen to me the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220623 cancelled 20220628 cancelled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook ]]> active textbook It will never happen to me Dos or don'ts ]]> to strangle at birth = to stop sth as soon as it has begun trick question = question that you do to deceive sb or to annoy sb as a joke tricky question = question that is difficult to answer sound bite = short comment that is taken from a longer conversation or speech and broadcast alone because it is more effective, very short speech, usually on radio or television about in their health... Maybe I can share my experience to with other people They're always waiting looking forward to the salute fireworks A lot of people slipped and broke his their arms ... find somebody to repair stitch up wounds ]]> 20220822 20220614 09:00-10:00 1.5 active Pursuing legal action By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 75 ex 9 vocab the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220621 cancelled → 20220826 20220623 cancelled 20220628 cancelled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook → complete gaps in a chronological order ✓ locate area of brand risk, damage or abuse ✓ track perpetrators ✓ initiate reversal ✓ monitor progress ✓ issue a cease & desist order ✓ pursue civil or legal action T / Cl What are the risks of importing Chinese-made consumer goods? 〆import duties 〆poor manufacturing quality (...) pg 75 ex 11 discussion ]]> passing off = unauthorised commercial use of a company's brand name, logo, etc ambush marketing = masquerading masquerade /ˌmæskəˈreɪd/ = false show or pretence to masquerade = to appear in disguise, assume a false appearance cybersquatting = registering a domain's name featuring another company's band name to cease = to end to desist = to cease to proceed or act reversal = change or overthrowing, an official declaration that it is false to issue 'cease & desist' orders = judicial remedy issued in order to prohibit a party from doing or continuing to do a certain activity to litigate = make the subject of a lawsuit; to contest in law; to prosecute or defend by pleadings, exhibition of evidence, and judicial debate in a court vulnerable = that may be wounded or harmed; (foll. by to) exposed to damage by a weapon, criticism malicious = intending or intended to do harm to perpetrate /ˈpə:pɪtreɪt/ = to commit a crime malicious /məˈlɪʃəs/ = having or showing hatred and a desire to harm sb or hurt their feelings freeload = take advantage of other people's generosity without giving anything in return defacing = to spoil the surface or appearance of (something), for example by drawing or writing on it to infringe = to break a law or rule civil action = non-criminal lawsuit that begins with a complaint and usually involves private parties listened heard this in the recording There are five of them that they don't reply didn't deliver Maybe somebody took my packet parcel ]]> 20220818 09:00-10:00 1.5 active Mitigating risk and pursuing legal action By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 75 ex 6 vocab the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220614 cancelled → 20220822 20220621 cancelled → 20220826 20220623 cancelled 20220628 cancelled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook Lexical material: Masquerading T / Cl Is it easy to copy the logo & name of a company on the internet? (...) = passing off When you go to a ball & wear a mask, what is it called? ✓ masquerade pg 75 ex 7 8 listening the_business_advanced_audio_cd02_15.ogg ]]> to perpetrate /ˈpə:pɪtreɪt/ = to commit a crime to litigate = (law) to take a claim or dispute to a court of law to desist (from sth / from doing sth) = (formal) to stop doing sth malicious /məˈlɪʃəs/ = having or showing hatred and a desire to harm sb or hurt their feelings freeload = take advantage of other people's generosity without giving anything in return defacing = to spoil the surface or appearance of (something), for example by drawing or writing on it to infringe = to break a law or rule fitting trying (it) on He's familiar on with this topic It's something unlegal illegal ]]> 20220816 09:00-10:00 1.5 active Enterprise risk management By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 73 ex 5 expressing stance pg 74 ex 2 3 reading Enterprise risk management the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220614 cancelled 20220621 cancelled 20220623 cancelled 20220628 cancelled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook Enterprise risk management pg 74 ex 4 vocab ]]> 1 Talking about risk pix/icons8-dictionary-100_white.png active shuffled_boxes 2 ERM strategies active edit_ol_qa pix/icons8-collaboration-100_white.png Do you always identify risk at the level of granular detail? 〆probably not, unless it may impact company's performance granular detail = with much detail Is compliance with international law material to business performance? ✓ depends on the scalability of your activities material to = information or ideas for use in creating a book or other work; something that may impact the expected result What excessive measures to reduce risk may have an impact on the long-term viability of your company? ✓ systemic double checking might slow down transactions ✓ observing eco-friendly recommendations could be expensive What could you cite as the reason for your company going bankrupt? ✓ cheaper competition from Asia? ✓ reputational damage (...) to cite sth (as sth) = to mention sth as a reason or an example, or in order to support what you are saying active textbook ]]> ERM = enterprise risk management hazard risks = fire, flood, theft, vandalism operational risks = overheads exceed income, suppliers fail to deliver, staff problems... financial risks = cash flow problems, bank refuses overdraft... strategic risks = wrong marketing, poor product placement, competition... proactive = controlling a situation by causing something to happen rather than waiting to respond to it after it happens hazard = source of danger; a possibility of incurring loss or misfortune to put it in a nutshell = to sum up prominent = important or well known; easily seen to mitigate = make less severe or harsh shortfall = amount by which something is less than expected or required compelling = that makes you pay attention to it because it is so interesting and exciting detrimental (to) = causing harm or injury to mitigate = to lessen or to try to lessen the seriousness or extent of to beleaguer /bɪˈli:ɡə/ = to annoy persistently, pester, bug to withstand = to be strong enough not to be hurt or damaged by extreme conditions, the use of force, etc to cover bases = to do everything necessary to be sure that something is successful material to = information or ideas for use in creating a book or other work; something that may impact the expected result to cite sth (as sth) = to mention sth as a reason or an example, or in order to support what you are saying to attribute sth to sth = to say or believe that sth is the result of a particular thing human capital flight = emigration or immigration of individuals who have received advanced training at home brain drain = migration of skilled personnel in search of better standards of living and quality of life, higher salaries, access to advanced technology and more stable political conditions in different places worldwide organizational brain drain = mass exodus of talented workers from a company, often because they sense instability, a lack of opportunity within the company, or they may feel that they can realize their career goals more easily at another company (source: investopedia.com) Barbara Streisand effect = phenomenon that occurs when an attempt to hide, remove, or censor information has the unintended consequence of increasing awareness of that information, often via the Internet be focus (were) focused on risk management issues This product definitely is definitely beginning to take hold (OR is definitely taking hold) We could not lost lose the market twice How the company could react on to that I don't know how long it will be last ]]> 20220812 20220804 09:00-10:00 1.5 active Expressing perspective and stance 2/2 By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 72 ex 3 reading for stance pg 73 text A B C D the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220614 cancelled 20220621 cancelled 20220623 cancelled 20220628 cancelled zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 2 Reading for perspective active edit_ol_qa pix/icons8-collaboration-100_white.png If you say 'across the board', you sound [objective | subjective] ✓ objective → may sound also confident across the board = including everyone or all, so that all are included; generally speaking If you say 'it could be argued', you sound [assertive | tentative] ✓ tentative → you are aware of both pros & cons but not really confident assertive = confident 'The strategy is successful' → How can you make this sentence more tentative? ✓ It seems that... To sound more objective, you can say [there remains little doubt that | in my view] ✓ there remains little doubt that To sound apologetic, you can say [we realise that | on balance] ✓ we realise that on balance = when all factors are taken into consideration active textbook text A B C D Identifying stance expressions
suggested answers

set for homework pg 73 ex 5 expressing stance ]]> 3 Expressing stance pix/icons8-dictionary-100_white.png active shuffled_boxes shuffled_words active textbook ]]> active textbook ]]> 1 ERM (enterprise risk management) active edit_ol_qa pix/icons8-collaboration-100_white.png What types of risks is a company likely to face? ✓ hazard risks ✓ operational risks ✓ financial risks ✓ strategic risks How do you have your bases covered? ✓ implement ERM (enterprise risk management) ✓ put in place contingency plans to cover bases = to do everything necessary to be sure that something is successful What are the main advantages of ERM? ✓ makes risks more prominent to managers ✓ identifies risks that don't have a significant impact on production e.g. smashing a car ✓ helps recognition of 'good' risk that can make a company grow ✓ facilitates defining 'bad' risk that leads to loss prominent = important or well known; easily seen Is customer shortfall is a strategic or operational risk? ✓ strategic Is a supply chain problem a financial or operational risk? ✓ operational What could threaten the continuity of your company? ✓ operational risk e.g. human capital flight ✓ financial risk e.g. fine for violating rules human capital flight = emigration or immigration of individuals who have received advanced training at home brain drain = migration of skilled personnel in search of better standards of living and quality of life, higher salaries, access to advanced technology and more stable political conditions in different places worldwide organizational brain drain = mass exodus of talented workers from a company, often because they sense instability, a lack of opportunity within the company, or they may feel that they can realize their career goals more easily at another company (source: investopedia.com) insolvent = declared in law unable to pay debts on balance = when all factors are taken into consideration tentative /ˈtentətɪv/ = done by way of trial, experimental; hesitant, not definite apologetic = offering or expressing apology across the board = including everyone or all, so that all are included assertive = confident to deteriorate (into sth) = to become worse in tatters = ruined, demolished beleaguered /bɪˈli:ɡə/ = harassed, teased, annoyed, frustrated to the point of giving up to somewhere I could take care of a lot of things It's Never is too late ]]> competence /ˈkɔmpɪtəns/ objective /əbˈdʒektɪv/ confident /ˈkɔnfɪdənt/ hypocrisy /hɪˈpɔkrəsɪ/ hazard /ˈhæzəd/ launch /lɔ:ntʃ/ 20220811 09:00-10:00 1.5 active SC - employee retention schemes By the end of this session you will have studied Zoom meeting details Meeting ID: 740 6071 7305 Passcode: x72G2u https://us04web.zoom.us/j/74060717305?pwd=QyNeXcI9N9XfHCU0Ht8qhfOOOT0Yfl.1 session dates ICS event Download & import the english_lessons_nlmkspeakingclub.ics file for your calendar smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. Business Partner B2, Pearson Unit 1.2 Employee retention pg 10 ex 1 2 vocab pg 10 ex 3 reading for gist pg 10 Investment banks' work-life balance schemes will pay off business_partner_b2_pg10_employee_retention_schemes_future_perfect_vs_continuous.pdf Lesson plan: 09:00-09:05 5min introduction activating schemata 09:05-09:12 target language presentation (future continuous - future perfect) 09:15-09:25 10min break out session #1 ~3min / qs → 3qs SSS mingle during b/o session ~5min main session feedback → restart Zoom session 09:35-09:50 10min break out session #2 ~3min / qs → 3qs SSS mingle during b/o session 5min main session feedback 09:50-10:00 target language review (future continuous - future perfect) delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ review employee retention strategies ✓ practise reading for detail ✓ review future forms (to explain what objectives will have been reached by a given deadline) ]]> 20210120-1440 Future continuous vs future perfect active grammar textbook ]]> active textbook → feedback in main session pg 10 ex 3 reading for gist pg 10 Investment banks' work-life balance schemes will pay off pg 10 ex 4 reading for detail → feedback in breakout rooms ]]> wip textbook pg 11 ex 5 C grammar ]]> 1 Employee retention strategies active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png pix/icons8-construction-100_white.png pix/icons8-dictionary-100_white.png pix/icons8-reading-100_white.png pix/icons8-theatre-mask-100_white.png Discuss in groups the following questions. Practise future simple, future continuous and future perfect. Don't forget to use time markers to justify the use of the future perfect! (e.g. by 2022). will be running (future continuous) our retention strategies in different training centres. This will support (future simple) our employee-oriented management culture. We will have developed (future perfect) a more humane work environment by 2022.]]> What will you have accomplished by the end of the year that will make you feel proud? ✓ manage your work load without consequences on your personal life → work-life balance work load = work that a person is expected to do in a specified time Do you believe employee satisfaction will be accounting for retention more than promotion or a higher remuneration in the near future (because of the crisis, inflation, etc)? 〆hygiene factors will be more in demand in times of crisis retention = action of keeping sth rather than losing it or stopping it to account for = to be the reason or explanation for What will be more effective for retaining employees [work life balance | promotion | life long learning opportunities]? ✓ depends on generations → training which supports life long learning will attract more savvy employees savvy = practical knowledge or understanding of sth Have you got an exit interview to find out why staff need a sabbatical, are not happy with their work-life balance, or are tired of menial tasks? ✓ will be implementing such employee satisfaction survey in the future sabbatical = period of time when sb, especially a teacher at a university, is allowed to stop their normal work in order to study or travel What learning solutions will you put in place to reduce staff turnover? ✓ be a trendsetter like international joint-ventures that attract talent pools ✓ offer international work experience abroad in a branch / subsidiary / mother company → be ready to let go your best employees to have role models for younger ones → retain staff trendsetter = (often approving) a person who starts a new fashion or makes it popular turnover = rate at which employees leave a company and are replaced by other people 2 (review of past topic
if time available)]]> active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png pix/icons8-construction-100_white.png pix/icons8-dictionary-100_white.png pix/icons8-reading-100_white.png pix/icons8-theatre-mask-100_white.png Discuss in groups the following questions. Practise future simple, future continuous and future perfect. Don't forget to use time markers to justify the use of the future perfect! (e.g. by 2022). What steps should a corporate university undertake to avoid organisational brain drain? ✓ better remuneration ✓ feedback from team not only negative but also positive human capital flight = emigration or immigration of individuals who have received advanced training at home brain drain = migration of skilled personnel in search of better standards of living and quality of life, higher salaries, access to advanced technology and more stable political conditions in different places worldwide organizational brain drain = mass exodus of talented workers from a company, often because they sense instability, a lack of opportunity within the company, or they may feel that they can realize their career goals more easily at another company (source: investopedia.com) When do you think you will perhaps have become the best learning organization for the development of customized learning solutions? ... once the new generation will have replaced the current one which is still handicapped by the vertical management style of the Soviet legacy by 2026, on the CU's 10th anniversary! What will you need to achieve the best system for the development of managers as internal trainers? ✓ financial incentives ✓ approval of managers to let staff put self-development higher on their agenda better GUI than experience provided by SAP modules menial = (usually disapproving) (of work) not skilled or important, and often boring or badly paid sabbatical = period of time when sb, especially a teacher at a university, is allowed to stop their normal work in order to study or travel to pay off = to yield a profit or result humane /hju:ˈmeɪn/ = showing kindness towards people and animals by making sure that they do not suffer more than is necessary Millennials = also known as Generation Y or Gen Y, are the demographic cohort following Generation X and preceding Generation Z. Researchers and popular media use the early 1980s as starting birth years and the mid-1990s to early 2000s as ending birth years, with the generation typically being defined as people born from 1981 to 1996.[1] Most millennials are the children of baby boomers and early Gen Xers;[2] millennials are often the parents of Generation Alpha work load = work that a person is expected to do in a specified time retention = action of keeping sth rather than losing it or stopping it to account for = to be the reason or explanation for savvy = practical knowledge or understanding of sth trendsetter = (often approving) a person who starts a new fashion or makes it popular turnover = rate at which employees leave a company and are replaced by other people will have achieved level C1 I will be proud I will have be proud when ... When I listened heard about this... By the end of the year we'll have a more well-worked cohesive | homogeneous team The situation is very unstabilised unstable ]]> 20220809 09:00-10:00 1.5 active Expressing perspective and stance 1/2 By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 72 ex 3 reading for stance pg 73 text A B C D the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220614 cancelled 20220621 cancelled 20220623 cancelled 20220628 cancelled 20220804 cancelled → 20220812 zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook 1 Explicit vs implicit stances active edit_ol_qa pix/icons8-collaboration-100_white.png What is a mortgage & property ladder? = financial instrument to help poor people to buy their house → aid for those with a bad credit risk or little money Should a bank manager advise you to take risks & take out a loan? 〆probably not banks make money by lending and NOT by giving investment advice = conflict of interest You want to apply for a loan but the manager thinks you won't be able to pay. The bank manager should be [explicit | implicit]? ✓ implicit = take risks at your own cost so the bank can make money What is the difference between 'I disagree' (1) and 'I'm afraid I have a different opinion' (2) (1) explicit (2) implicit explicit /ɪksˈplɪsɪt/ = clear and easy to understand implicit /ɪmˈplɪsɪt/ = suggested without being directly expressed active textbook the_business_advanced_audio_cd02_14.ogg ]]> explicit /ɪksˈplɪsɪt/ = clear and easy to understand implicit /ɪmˈplɪsɪt/ = suggested without being directly expressed liquidator = person responsible for closing down a business and using any profits from the sale to pay its debts to expel = to force to leave or move out many for a very long time People don't usually love like this Banks make money not only by this сделка with such agreement(s) Still, in any every month, they (= liquidators) put in the street expelled people because they couldn't pay ]]> 20220808 20220802 09:00-10:00 1.5 active Sad indictments By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 71 ex 5 reading Damage control → finish reading the article → check new expressions pg 72 ex 3 reading for stance pg 73 text A B C D the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220614 cancelled 20220621 cancelled 20220623 cancelled 20220628 cancelled 20220802 cancelled → 20220808 20220804 cancelled → 20220812 zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook ]]> indictment /ɪnˈdaɪtmənt/ = official statement accusing someone of committing a crime coward = not brave or either it's a tsar, or it's a god She's very трусливый coward She was so aggressive on with this dog If you are going to somewhere You don't pay attention for to this ]]> 20220729 20220721 09:00-10:00 1.5 active Crisis survivors By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 71 ex 5 reading Damage control the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220614 cancelled 20220621 cancelled 20220623 cancelled 20220628 cancelled 20220721 cancelled → 20220729 zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 2 Damage control active edit_ol_qa pix/icons8-collaboration-100_white.png How do you control damage? ✓ change characters ✓ find a vindicator ✓ blame someone else ✓ be seen as a victim rather than a perpetrator (i.e. villain) → be forgiven more easily Survivors [should | shouldn't] follow conventional wisdom on reputation management 〆shouldn't blindly follow ≠ feel-good gurus Survivors [accept | refuse] short-term losses in return for long-term gains ✓ accept = pain thresholds Nowadays corporate defence is [redundant | relevant] 〆redundant = only an exercise in moral authority Critics [stand up for | ignore] ordinary citizens (the little guy) ✓ stand up for = purport, intend to help Survivors [believe | don't believe] they need showing some moral rectitude for the little guy 〆don't believe the little guy has more rights than the corporation = crisis management does not depend on financial & ethical standards Crisis management depends on [fighting & defeating your opponent | good communication] ✓ defeating your opponent = political model of crisis management Whistle blowers & corporate stalkers [scrutinise with hostility | observe with impartiality] ✓ scrutinise with hostility = to fill the media vacuum active textbook Damage control Indictment is [savvy marketing | sensationalism] (...) = paranoia ]]> active textbook to grieve = to cause to feel sorrow to be toppled = to fall down, as if collapsing canard /kæˈnɑ:d/ = (formal) a false report or piece of news to worship = to show respect for God or a god, especially by saying prayers, singing, etc. with other people in a church, etc to espouse = (formal) to give your support to a belief, policy etc redemption = act of delivering from sin or saving from evil, act of purchasing back something previously sold virtuous = behaving in a very good and moral way to purport /ˈpə:pət/ = to propose or intend messianic = relating to a messiah promising deliverance to lionise = to assign great social importance to to torpedo = to make (a policy, institution, plan, etc.) ineffective or inoperative; destroy to be under siege /si:dʒ/ = military operation in which an attacking force seeks to compel the surrender of a fortified place by surrounding it and cutting off supplies etc plaintiff = person who brings an action in a court of law indictment /ɪnˈdaɪtmənt/ = official statement accusing someone of committing a crime stalker /'stɔ:kə:/ = person who follows and watches another person over a long period of time in a way that is annoying or frightening; person who follows an animal quietly and slowly, especially in order to kill or capture it whistle-blower = person, usually an employee, who exposes information or activity within a private, public, or government organization that is deemed illegal, illicit, unsafe, fraud, or abuse of taxpayer funds to defeat = to stop sth from being successful; to beat, to win against sb in a war, competition, sports game, etc 20220728 09:00-10:00 1.5 active SC - Robert Cialdini's principles of influence By the end of this session you will have studied Zoom meeting details Meeting ID: 740 6071 7305 Passcode: x72G2u https://us04web.zoom.us/j/74060717305?pwd=QyNeXcI9N9XfHCU0Ht8qhfOOOT0Yfl.1 session dates ICS event Download & import the english_lessons_nlmkspeakingclub.ics file for your calendar video Robert Cialdini - Science Of Persuasion Extensive scholarly training in the psychology of influence, together with over 30 years of research into the subject, has earned Dr. Cialdini an international reputation as an expert in the fields of persuasion, compliance, and negotiation. His books including, Influence: Science & Practice and Influence: The Psychology of Persuasion are the results of more than 30 years of study into the reasons why people comply with requests in business settings. Worldwide, Influence has sold over 3 million copies and has been published in thirty languages. Additionally, USA Today lists Influence in their 12 Best Business Books of All Time. Watch the video. https://www.youtube.com/watch?v=kv0sOX6Alrk Answer the questions. → what are the 6 principles of persuasion mentioned? → what examples are given to support them? Lesson plan: 09:00-09:05 5min introduction activating schemata 09:05-09:12 target language presentation (modal verbs to convince - you should - you ought to) 09:15-09:25 10min break out session #1 ~3min / qs → 3qs SSS mingle during b/o session ~5min main session feedback → restart Zoom session 09:35-09:50 10min break out session #2 ~3min / qs → 3qs SSS mingle during b/o session 5min main session feedback 09:50-10:00 target language review (modal verbs) delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ practise persuasion techniques ✓ review modals verbs (to convince people to agree with your ideas, choices and solutions.)

Practice:

We will be rehearsing the following strategy in breakout rooms.
Robert Cialdini's principles of influence 1. reciprocity 2. scarcity 3. authority 4. consistency 5. likeability 6. social proof / consensus (7. unity)
]]> 1 Persuasion techniques active edit_ol_qa pix/icons8-collaboration-100_white.png principles_of_persuasion_by_robert_cialdini_and_steve_martin bigspeak.com
]]> Robert Cialdini - Science Of Persuasion Extensive scholarly training in the psychology of influence, together with over 30 years of research into the subject, has earned Dr. Cialdini an international reputation as an expert in the fields of persuasion, compliance, and negotiation. His books including, Influence: Science & Practice and Influence: The Psychology of Persuasion are the results of more than 30 years of study into the reasons why people comply with requests in business settings. Worldwide, Influence has sold over 3 million copies and has been published in thirty languages. Additionally, USA Today lists Influence in their 12 Best Business Books of All Time. https://www.youtube.com/watch?v=kv0sOX6Alrk ]]> situation in which two people, countries, etc. provide the same help or advantages to each other ✓ reciprocity → be the first to give → personalise e.g. giving a mint to get a tip return the favour smallness of quantity in proportion to the wants or demands ✓ scarcity → highlight benefits → show it is unique → what could be lost desire to have the unique or last one available someone who is regarded as an authority by someone else ✓ authority → wear a uniform or formal suit → display diplomas → get introduced by someone else who mentions your experience, qualifications... celebrity endorsement quality of always behaving in the same way or of having the same opinions, standard, etc ✓ consistency → commit to what you have already agreed → write voluntary, active, public commitments loyalty to a brand, stick to your choice despite price increase property that makes a person likeable, that allows them to be liked ✓ likeability → behave in a similar manner → pay (genuine)compliments → show you want to cooperate e.g. share personal interests before negotiating if others like you, then that means that you possess the ability to get along with others, which is a prized workplace skill idea that people copy the actions of others in an attempt to emulate behaviour in certain situations ✓ social proof / consensus → show others like you follow the herd instinct state of being in agreement and working together ✓ unity speaker is one of us 2 Persuasive speech hw2022020101 pix/icons8-lecturer-100_white.png active prep_2columns_2qa edit_text_for_reading_task shuffled_boxes (you may add presentation notes or type in your examples here) ]]> 3. authority Our top manager has actually attended this course last week and she said she'd been able to put into practice her new knowledge very quickly.]]> icons8-lecturer-100.png

Robert Cialdini's principles of influence

1. reciprocity 2. scarcity 3. authority 4. consistency 5. likeability 6. social proof / consensus (7. unity) ]]> reciprocity = situation in which two people, countries, etc. provide the same help or advantages to each other consistency = quality of always behaving in the same way or of having the same opinions, standard, etc likeability = property that makes a person likeable, that allows them to be liked scarcity of = smallness of quantity in proportion to the wants or demands; deficiency to trade off = to give up one desired objective in order to get another, when both cannot be achieved at the same time; to make a compromise to pretend = to behave in a particular way, in order to make other people believe sth that is not true to deceive = to make sb believe sth that is not true to be on to sb = to understand the motives of someone; not be deceived reciprocity = situation in which two people, countries, etc. provide the same help or advantages to each other consistency = quality of always behaving in the same way or of having the same opinions, standard, etc likeability = property that makes a person likeable, that allows them to be liked scarcity of = smallness of quantity in proportion to the wants or demands; deficiency for the question There are relations between of them It's work works in on | from both sides ]]> 20220726 09:00-10:00 1.5 active Risk management vs damage control 3 By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 71 ex 5 reading Damage control the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220614 cancelled 20220621 cancelled 20220623 cancelled 20220628 cancelled 20220721 cancelled → 20220729 zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook ]]> to worship = to love unquestioningly and uncritically or to excess to repent = (of sth) (formal) to feel and show that you are sorry for sth bad or wrong that you have done to opine /əuˈpaɪn/ = to hold or express as an opinion rigid /'ridʒəd/ = (often disapproving) (of rules, methods, etc.) very strict and difficult to change; stiff and difficult to move or bend to communicate Some software which let allow you to communicate Nobody cares about that you are not don't agree with... ]]> 20220725 20220719 09:00-10:00 1.5 active Risk management vs damage control 2 By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 71 ex 5 reading Damage control the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220614 cancelled 20220621 cancelled 20220623 cancelled 20220628 cancelled 20220719 cancelled → 20220725 20220721 cancelled → 20220729 zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> 1 Lead in active edit_ol_qa pix/icons8-collaboration-100_white.png According to traditional PR rules, you [should always apologise & recall products | fight accusations] ✓ apologise & recall the product (according to traditional PR rules) but often fighting accusations is more effective... If you defend yourself against false accusations, you generate [positive | negative] publicity? ✓ negative publicity → avoid making too much noise Unless you are obviously guilty of wrong-doing, you should [defend yourself | fight] ✓ fight attack = best form of defence active textbook the_business_advanced_audio_cd02_13.ogg Functional language: Controlling damage pg 70 ex 3 listening for detail the_business_advanced_audio_cd02_13.ogg pg 143 audio script ]]> conventional wisdom = ideas or beliefs generally accepted as true vindicator = person who argues to defend or justify some policy or institution inference = reasoning involved in drawing a conclusion or making a logical judgement on the basis of circumstantial evidence and prior conclusions rather than on the basis of direct observation to be toast = burnt, with no chances of recovering from the mistake Mother Goose (author) = supposed author of a book of nursery rhymes first published as "Mother Goose's Melodies," and usually called simply "Mother Goose." The first English edition is said to have been printed in 1719 in London Mother Goose (book) = traditional book of stories that every child reads Mother Goose rules = traditional rules handed down from generation to generation without questioning Jesse Jackson = United States civil rights leader who led a national campaign against racial discrimination and ran for presidential nomination to stonewall = to obstruct or hinder any discussion, engage in delaying tactics or refuse to cooperate pundit = person who knows a lot about a particular subject and who often talks about it in public; an expert; a Hindu learned in Sanskrit and in the philosophy, religion, and jurisprudence of India to put lipstick on the pig = to make something unpleasant look more attractive by artificial means choir /ˈkwaɪə/ = regular group of singers, esp. taking part in church services discussable arguable Any None of them tell the truth Some of them go in this square on strike ]]> 20220714 09:00-10:00 1.5 active SC - Lifelong learning (rescheduled contents from 20220630) By the end of this session you will have studied

New Zoom credentials!

NLMK speaking club zoom_meeting.png Zoom meeting details Meeting ID: 740 6071 7305 Passcode: x72G2u https://us04web.zoom.us/j/74060717305?pwd=QyNeXcI9N9XfHCU0Ht8qhfOOOT0Yfl.1 session dates ICS event Download & import the english_lessons_nlmkspeakingclub.ics file for your calendar Lesson plan: 09:00-09:05 5min introduction activating schemata 09:05-09:12 target language presentation (modal verbs of possibility) We have to collaborate with different functions = external reason I should collaborate with different functions = recommendation 09:15-09:25 10min break out session #1 ~3min / qs → 3qs SSS mingle during b/o session ~5min main session feedback → restart Zoom session 09:35-09:50 10min break out session #2 ~3min / qs → 3qs SSS mingle during b/o session 5min main session feedback 09:50-10:00 target language review (modal verbs) delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ practise answering questions from the peer review team ✓ review modals verbs (to explain what lifelong learning should do for you, what it can do now, what it will be able to provide you with in the long run)

Practice:

We will be rehearsing the following strategy in breakout rooms.
Minto Pyramid Principle 1. Answer, thesis or key point 2. Arguments & main points 3. Supporting details & ideas
]]> 20201003-0932 Must vs have to, must in the past active grammar 20191014-2338 'Should' to give somebody advice active grammar 1 Lifelong learning active edit_ol_qa pix/icons8-collaboration-100_white.png
Minto Pyramid Principle 1. Answer, thesis or key point 2. Arguments & main points 3. Supporting details & ideas
→ practise modal verbs of possibility We have to collaborate with different functions = external reason I should collaborate with different functions = recommendation (↔ I would collaborate if I were you) ]]> visual src: https://www.pwfo.org/blog/the-shift-from-continuous-professional-development-to-lifelong-learning At what stage(s) of their career among those in the picture are your staff? Are they ready to shift from continuous professional development to lifelong learning? ]]> should do for you ✓ what lifelong learning can | may do now ✓ what lifelong learning will be able to provide you with in the long run ✓ what obstacles you could | might face ]]> What is lifelong learning? lifelong learning = ongoing, voluntary, and self-motivated pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development inclusion = including individuals of different backgrounds in everyday activities and ensuring they have access to resources and opportunities in ways that are similar to their peers Could the risk of social and / or professional exclusion be the adequate motivational factor? ✓ people are always volunteer in times of survival How can you progress in your career? ✓ first, identify your needs ✓ then, request support from your employer ✓ don't limit yourself to your industry Should the NLMK corporate university become a lifelong learning centre? ✓ depends on governance ✓ CEO vision ✓ shareholders support What obstacles may the NLMK corporate university face when striving to provide lifelong learning solutions? 〆lack of an exhaustive competencies model → need to balance various criteria such as work/life balance What activities should / could the corporate university undertake? ✓ provide self-assessment tools ✓ relay services provided by a Chamber of Commerce → how to take advantage of new anti-crisis regulations put in place? → what jobs will be in demand in the near future? → what skills should be acquired in priority? to relay = to receive and send on information, news, etc. to sb ✓ carry out sociological surveys ✓ contact community centres ✓ outsource consulting agencies The leading HR-consulting company in Russia. We believe that It's people that make a business. We know this better than others, because our business is to work with people. Since 1989, we have been helping leading Russian and international companies to find the best solutions in the field of talent management: talent assessment, people development and creating of systems aimed at improving business efficiency. We provide cutting-edge HR technologies to our customers due to our partnership with Skolkovo — the leading innovation center in Russia. https://www.ecopsy.com/ ]]> ✓ conduct surveys ✓ analyse big data ✓ make projections ✓ proffer recommendations lifelong learning = ongoing, voluntary, and self-motivated pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development inclusion = including individuals of different backgrounds in everyday activities and ensuring they have access to resources and opportunities in ways that are similar to their peers to relay = to receive and send on information, news, etc. to sb knowledges knowledge and new skills You not must don't have to (= it's not necessary) improve your competence when you don't need it You should to study new topics every each time if you have such options For our managers we have to think about in the profit First we should to know (find out) what they need to know ]]> isolated /ˈaɪsəleɪtɪd/ 20220712 09:00-10:00 1.5 active Risk management vs damage control 1 By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. The Business Advanced Unit 6 Risk management pg 71 ex 5 reading Damage control the_business_mac_millan_advanced_students_book_pg70-83_unit6_risk_management.pdf schedule 20220614 cancelled 20220621 cancelled 20220623 cancelled 20220628 cancelled Watch out!

New Zoom credentials!

zoom_meeting.png Zoom meeting details Meeting ID: 755 6424 5604 Passcode: 6aWaz1 https://us04web.zoom.us/j/75564245604?pwd=6mvLetBp2b0b5ya1I4dRCKqQe7fXMQ.1 ]]> active textbook pg 114 feedback → compare crisis management decisions ]]> to tamper = to meddle with or make unauthorized changes to scrap = to cancel or get rid of sth that is no longer practical or useful listened heard on the radio about... All my babies have had grown up It's concerning to concerns | has to do with the business Maybe it's worth to delete shutting down (OR it's better to shutter down) the company at all altogether Do you agree that they join to you because... I remember what company is it is I don't remember how it was covered discovered We spent a lot of money for on this ]]> wise /'waiz/ 20220707 09:00-10:00 1.5 active Risk assessment 4 By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. Lifestyle Upper Intermediate Risk assessment lifestyle_upper_intermediate_students_book_pg_70-73_168_risk_assessment_mixed_conditionals.pdf schedule 20220614 cancelled 20220621 cancelled 20220623 cancelled 20220628 cancelled zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook lifestyle_upper_intermediate_audio_cd02_4.ogg pg 73 ex 10 speaking ]]> 2 Considering alternatives pix/icons8-metronome-filled-100_white.png pix/icons8-collaboration-100_white.png pix/icons8-dictionary-100_white.png active edit_ol_qa You work for the Rockdale Centre. Consider alternative solutions. Supposing that employees gathered to protest, I would try to take advantage of the situation and show the Rockdale centre can manage such challenges show you can manage challenges If we meet unauthorised reporters we will escort them out of the premises to escort = to accompany Should 1 000 protesters come we could use helicopters to evacuate VIPs evacuate If you step down to pressure once, you won't be perceived as a reliable partner to be perceived as If we had organised an interview with Hamilton before announcing his participation in the event we would not have such a dilemma now dilemma Had all conferences in the world been cancelled each time disruptions by protesters were expected, no conference would have made it possible to exchange new ideas no exchange of ideas possible 3 Role play role_play active Find means to defuse tension before the event. Then, re-consider if you should go ahead with the conference or cancel it. Recycle new expressions and language. You want to cancel the event or at least stop Carl Hamilton from attending. ✓ Had we known about accusations of dumping toxic waste earlier, we wouldn't have invited him in the first place! ✓ If we met Hamilton to understand his viewpoint on allegations of pollution, we could take a more informed decision... 〆Should anyone get hurt no organisation will ever want to come back here! 〆Won't VIPs call off their visit if they find out their security is at risk? You want Carl Hamilton to be a speaker and prove the Rockdale Centre can manage such challenges. ✓ If we run the event as planned we could turn a threat into an opportunity! ✓ We would build a reputation for reliability & crisis management. → What if we arranged a meeting between the protest leaders & Hamilton before the conference actually begins? ✓ extra Tv coverage of the event ✓ good publicity active textbook SSS support their opinion → use mixed conditionals from pg 71 ex 4 ]]> wip textbook Methodology: Presentations smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. presentations_mindmap.pdf
presentations mindmap
]]> active textbook disruption = act of delaying or interrupting the continuity riverbank = ground along either side of a river allegation (of sth) (against sb) | ~ (that ...) | ~ (about sb/sth) = public statement that is made without giving proof, accusing sb of doing sth that is wrong or illegal fire extinguisher = metal container with water or chemicals inside for putting out small fires agile = able to think quickly and in an intelligent way; able to move quickly and easily to accuse ~ sb (of sth) = to say that sb has done sth wrong or is guilty of sth which who like our product It's a fund rising raising action We have a тупик dead end | stalemate Because the situation is doing has been lasting for more than half a year If I could see saw the situation could be tense Could you imagine that there is no any protest In On the one hand they would like to show... ]]> 20220705 09:00-10:00 1.5 active Risk assessment 3 By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. Lifestyle Upper Intermediate Risk assessment pg 73 ex 7 vocab lifestyle_upper_intermediate_students_book_pg_70-73_168_risk_assessment_mixed_conditionals.pdf schedule 20220614 cancelled 20220621 cancelled 20220623 cancelled 20220628 cancelled zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook Grammar: Conjunctions pg 73 ex 6 vocab pg 73 ex 7 vocab word focus: connectors feedback ]]> active textbook ]]> 1 Anticipating risks active edit_2columns_2qa List risks and preventive measures to ensure the safety of the event. Risk assessment: 〆wild fire in surrounding woods 〆hungry wild bears 〆presence of paparazzi 〆car park = potential bottleneck (because it is too small) 〆restrict access to activists disrupting the conference 〆activists hiding in caves or woods Preventive measures: → patrol surrounding caves & woods → use different accesses to avoid traffic congestion ✓ entrance A for VIP → provide limousine for VIP ✓ entrance B for the press → reserve car park for the press ✓ entrance C for visitors → schedule a shuttle for visitors → video monitoring of the river bank ✓ rescue boat at disposal ✓ carry out security checks before visitors reach entrances ✓ locate smoking areas within the building only ✓ set out procedures in case of emergency to escort sb from = to accompany to patrol = to walk or travel around an area, esp. at regular intervals, in order to protect or supervise it squad = section of a police force that deals with a particular type of crime; group of players or competitors from which a team is chosen for a particular game or match to close off = to isolate or separate premises = building and land near to it that a business owns or uses to drown = to die because you have been underwater too long and you cannot breathe that unauthorised persons... Some guests could sink drown For In my experience it's not happened doesn't happen very often As we agreed before, see you at on (the) 5th ( of ) July Today we have (received) a an order (приказ) that on my position the request requested level of English is C1 ]]> 20220630 09:00-10:00 1.5 active Hints & tips for self-study By the end of this session you will have studied ICS event Download & import the english_lessons_nlmkspeakingclub.ics file for your calendar 20220714 speaking club #5 NLMK speaking club zoom_meeting.png Zoom meeting details Meeting ID: 820 2528 5774 https://efedu.zoom.us/j/82025285774 ]]> 1 Practising case studies without a teacher pix/icons8-treadmill-100_white.png active prep_2columns_2qa Choose a case study from a course book with your partner. example Market Leader 3rd edition Upper Intermediate Unit 4 Success pg 42 Case study Kensington United market_leader_3rd_upper_intermediate_students_book_pg42-43-133-141_case_study_kensington_united_negotiation.pdf → read the background before you meet your partner → go through the contents together as students (you probably don't need the teacher's book at this stage) → listen to the audio recording together (you may want to check the teacher's book though is seldom mandatory) → role play with different cards (usually at the end of the book) → watch the DVD with a consultant's feedback on the case study → compare your recommendations with those given by the consultant ]]> to resort to = to make use of sth, especially sth bad, as a means of achieving sth, often because there is no other possible solution; обращаться за помощью icons8-lecturer-100.png

Prompts for session plan

Have you done your homework? Let's look at exercise... Can we compare our answers for...? I am role A, you are... Are there any new expressions you don't understand? Do you want to pause and play it again? What do you agree or disagree with? What would you do next time?... ]]> 2 Mentoring in the absence of a teacher pix/icons8-graduation-cap-100-unfilled_white.png pix/icons8-training-100_white.png active prep_2columns_2qa Choose an article or audio recording from a course book with your partner. You are the teacher, your partner is the student. Next time, change roles. example Market Leader 3rd edition Upper Intermediate Unit 4 Success pg 38 ex A B C listening pg 38 ex A B reading pg 39 reading Profile Carlos Slim market_leader_3rd_upper_intermediate_students_book_pg36-38_successful_businesses_carlos_slim.pdf → read the teacher's book, check the answers / audio script for new expressions (decide what you will have learnt by the end of this session) = your prep as a mentor / teacher → ask a few general questions to introduce the topic (or use a quote) = activating schemata → explain session goal → check if your partner knows new expressions (which you have found in the teacher's book) = pre-teaching → go through the contents together as teacher / student = your lesson plan (you may want to skip some exercises, or change the order) → play the audio recording(s) (make maximum use of the teacher's book audio script at this stage - share screens if relevant) = target language in context → study the article (make maximum use of the teacher's book answers at this stage - share screens if relevant) = controlled practice → drill new language (vocab and/or grammar) by asking (probably closed) questions = semi controlled practice → recycle new language (vocab and/or grammar) by asking (more open) questions = freer practice → compare what you have learnt = session feedback ]]> to resort to = to make use of sth, especially sth bad, as a means of achieving sth, often because there is no other possible solution; обращаться за помощью icons8-lecturer-100.png

Prompts for session plan

Have you ever heard of...? What do you think about...? What do you think you will have learnt by the end of today's session? Are there any words which you don't understand? Can you please build a sentence with (new vocab item)? Let's look at exercise... What's your answer for...? Are there any new expressions you don't understand? Do you want to pause and play it again? Where in the article do you find...? Can you learn business acumen on an MBA course? (yes / no) How can you improve your business acumen? (internship, MBA course...) What do you agree or disagree with? What would you do next time?... ]]> business acumen = keenness and quickness in understanding and dealing with a business situation 3 Monitoring progress pix/icons8-movie-100_white.png active prep_2columns_2qa improvised presentation ]]> Choose a topic which you know well and does not need preparation e.g: self-introduction, your company, your flagship product ✓ be spontaneous, don't read any notes → rely on your communication skills and language ✓ record yourself on video every 4-6 months hint: you may use Zoom ✓ compare your new video recording with the previous one → check progress in language & communicativeness ✓ record other takes until you are satisfied with your corrections → keep this latest video recording for your next check ]]> icons8-lecturer-100.png

Target language

Problems with our services I'd like to present the problems we have with our services I'd like to describe the problems we have with our services I'd like to address the challenges we have with our services ]]> active textbook to resort to = to make use of sth, especially sth bad, as a means of achieving sth, often because there is no other possible solution; обращаться за помощью business acumen = keenness and quickness in understanding and dealing with a business situation guinea pig /ˈɡɪnɪ/ = person used in medical or other experiments 20220616 09:00-10:00 1.5 active SC - Reporting & refocusing answers using the passive voice By the end of this session you will have studied 09:00-09:05 5min introduction activating schemata 09:05-09:12 target language presentation (reported speech) 09:15-09:25 10min break out session #1 SSS mingle during b/o session & present their previous partner's answer to their new partner ~5min main session feedback 09:30-09:45 10min break out session #2 SSS mingle during b/o session & present their previous partner's answer to their new partner 8min main session feedback 09:50-10:00 target language review (passive form) delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ practise answering questions from the peer review team ✓ practise listening for gist ✓ recycle vocab for summarising ✓ review reporting (to explain what you have learnt / what you have been told at a training) ✓ review the passive voice (to refocus on the object rather than the subject)

Practice:

We will be rehearsing the following strategy in breakout rooms.
STAR method (S) Situation (T) Task (A) Action (R) Result
schedule 20220630 speaking club #4 tbc NLMK speaking club zoom_meeting.png Zoom meeting details Meeting ID: 820 2528 5774 https://efedu.zoom.us/j/82025285774 ]]> 1 Refocusing on actions active edit_2columns_2qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png is provided to the key customer. The key customer is provided with information on the main completed tasks by the NLMK CU .]]> active stopwatch_by_dwyl 1 Mingling patterns active mingling_patterns Valentina Andrey Z Aleksandra Lyudmila Polina Sergey S 2 Reporting answers using the STAR method active edit_ol_qa_writing pix/icons8-collaboration-100_white.png Take notes of your partner's answer. → be ready to repeat and/or paraphrase the answer → if possible, use the passive voice when the subject is obvious, or to avoid repeating it Change roles. In the next breakout room you will present your previous partner's answer to your new partner(s) → practise reported speech → practise passive voice ]]>
STAR method (S) Situation (T) Task (A) Action (R) Result
]]> Corporate university experts created an internal trainer profile document to visualize training skills development. → An internal trainer profile document was created to visualize training skills development. (passive) The internal trainer profile document has evolved (present perfect) over the years → My colleague explained the internal trainer profile document had evolved (past perfect) over the years (reported speech with tenses back-shifting)]]> What does the internal trainer profile document embrace? How has this profile evolved over the years? How do you conduct supervision of eligible trainers? What are the criteria required for the eligibility of trainers to be supervised? What tools and objectives are assessed to validate the target level of internal trainers? How do you accredit your new internal trainers? When is it the right time to accredit your new internal trainers? How long does it take to accredit your new internal trainers? What criteria do you use? to embrace = охватывать (взглядом, мыслью) It was There were not so many internal trainers These tools needed to be automatisation automated ...and the another other is about systems thinking What do you think in about the work of an | the internal trainer? We don't have automatical (any) automisation (yet) , it's just our imagine imagination We can offer for him some learning solutions She was giving informations information Just try to stay survive alive (OR Just trying to survive) - no goals! The importancy importance should be appeared visible to everybody How As I said to told Lydumila we don't have... It was has been updated 3 times in this year ]]> scheme /'ski:m/ 20220609 09:00-10:00 1.5 active Risk assessment 2 By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. Lifestyle Upper Intermediate Risk assessment pg 72 ex 4 vocab lifestyle_upper_intermediate_students_book_pg_70-73_168_risk_assessment_mixed_conditionals.pdf schedule 20220616 speaking club #3 zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> Lifestyle B2 active textbook pg 72 ex 5 speaking ]]> In case of vs if active grammar the case of = reason → would be configured ≠ because of being deployed ✓ when (= if) = condition → would be configured if they were deployed [If | In case] the Customer receives a written notice from the Contractor, it shall provide the requested documents. - if = only when it receives a written notice → condition - in case = before the transaction begins → reason ]]> bizarre = strange, odd confident = sure of oneself outbreak = sudden eruption of anger, war, disease, rebellion, etc in case = because of a possibility of something happening, being needed, etc; in connection with someone or something, or in the situation of something; an in case-clause gives a reason while an if-clause describes a condition supposing that = used to ask sb to pretend that sth is true or to imagine that sth will happen provided that = (only) if - used to emphasise if; impose specific conditions or set limits on a situation; as long as, so long as, on condition that used to say what must happen or be done to make it possible for sth else to happen the job work I don't have anything except of this to put procedures in place if in case there is an emergency It happened many times a long time ago ]]> 20220607 09:00-10:00 1.5 active Risk assessment By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. Lifestyle Upper Intermediate Risk assessment pg 71 ex 7 conditionals lifestyle_upper_intermediate_students_book_pg_70-73_168_risk_assessment_mixed_conditionals.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> Lifestyle B2 active textbook ]]> active textbook lifestyle_upper_intermediate_audio_cd02_3.ogg ]]> bizarre = strange, odd confident = sure of oneself outbreak = sudden eruption of anger, war, disease, rebellion, etc obstinacy = insistence; настойчивость sawmill = factory in which wood is cut into boards using machinery Dremel = multinational brand of power tools, focusing on home improvement and hobby applications. Dremel is known primarily for its rotary tools such as the Dremel 3000, 4000 and 8200 series which are similar to the pneumatic die grinders used in the metalworking industry by tool or moldmakers. Dremel later expanded its product range and now produces butane tools, benchtop and hand-held saws and oscillating tools on the HR strategy If I hadn't worked last week I would test might have tested my Dremel tool They're not ready to suggest offer me some job in Europe All the roof is covered by with grass I'm afraid we could lost lose a lot of time ]]> 20220602 09:00-10:00 1.5 active Risk assessment - review of mixed conditionals By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. Lifestyle Upper Intermediate Risk assessment pg 71 ex 6 grammar lifestyle_upper_intermediate_students_book_pg_70-73_168_risk_assessment_mixed_conditionals.pdf Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press icons8-hand-with-pen-100.png Complete the following exercises Unit 10 Present perfect continuous & simple key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit10_present_perfect_continuous_and_simple_w_key.pdf schedule 20220606-07 Belgium tbc zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20210320-0858 Third conditional active grammar 20190618-0937 Conditionals active decks deck_of_phrases_conditionals.csv active textbook Feedback ]]> severance package = pay and benefits that employees may be entitled to receive when they leave employment at a company unwillfully possibility of opportunity take not good to recruit little qualified | unexperienced people instead of not having them none at all It was a strike blow for to her proud pride | self-esteem ]]> 20220531 09:00-10:00 1.5 active SC - Reporting answers using the STAR method By the end of this session you will have studied 09:00-09:05 5min introduction activating schemata 09:05-09:12 target language presentation (reported speech) 09:15-09:25 10min break out session #1 SSS mingle during b/o session & present their previous partner's answer to their new partner ~5min main session feedback 09:30-09:45 10min break out session #2 SSS mingle during b/o session & present their previous partner's answer to their new partner 8min main session feedback 09:50-10:00 target language review (reported speech) delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ practise answering questions from the peer review team ✓ practise listening for gist ✓ recycle vocab for summarising ✓ review reporting

Practice:

We will be rehearsing the following strategy in breakout rooms.
STAR method (S) Situation (T) Task (A) Action (R) Result
We will be reviewing the following grammar in the main session. → prepare any questions you may have @ Groups 3 - 4 - 6 (optional review for other groups) smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use Intermediate, Murphy Unit 47 48 reported speech key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_unit47-48_reported_speech_w_key.pdf schedule 20220616 speaking club #3 NLMK speaking club zoom_meeting.png Zoom meeting details Meeting ID: 820 2528 5774 https://efedu.zoom.us/j/82025285774 ]]> 20200917-1600 Reported speech (B1) active grammar active stopwatch_by_dwyl 1 Reporting answers using the STAR method active edit_ol_qa_writing pix/icons8-collaboration-100_white.png Take notes of your partner's answer. → be ready to repeat and/or paraphrase the answer Change roles. In the next breakout room you will present your previous partner's answer to your new partner(s) → practise reported speech ]]>
STAR method (S) Situation (T) Task (A) Action (R) Result
]]> What kinds of programmes are in place to increase efficiency and problem solving in working tasks for managers? How can governance impact in positive and negative manners the activities of a company? What governance tools are in place at NLMK to ensure power and authority flow through the board before they reach the CEO? How has the population of trainers changed during these 5 years since the corporate university was launched? Why could the TTT system be more effective than using external trainers? to embrace = охватывать (взглядом, мыслью) is consists consists of 2 parts We need to diversify and not to concentrate for on one country It has a positive impact for on our company We became more bigger ]]> 20220530 20220526 09:00-10:00 1.5 active Finding fixes By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. Lifestyle Upper Intermediate Risk assessment pg 71 ex 4 grammar lifestyle_upper_intermediate_students_book_pg_70-73_168_risk_assessment_mixed_conditionals.pdf Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press icons8-hand-with-pen-100.png Complete the following exercises Unit 10 Present perfect continuous & simple key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit10_present_perfect_continuous_and_simple_w_key.pdf schedule 20220531 speaking club 20220606-07 Belgium tbc zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> Lifestyle B2 1 Lead in active edit_ol_qa pix/icons8-collaboration-100_white.png What are these 2 men in the photo doing? Are they well equipped? ✓ they are finding fixes ✓ wear a helmet & appropriate outfit fix = (informal) solution to a problem, especially an easy or temporary one Could they have prepared better to such glitches? or are these usual teething problems? ✓ get a ladder (...) glitch = (informal) small problem or fault that stops sth working successfully teething problems = small problems that a company, product, system, etc. has at the beginning If you were in their situation, what would you do? ✓ call maintenance (...) What are contingencies? How do you deal with them? → make contingency plans contingency = events that may or may not happen, possibility black swan = metaphor describing an event which is unanticipated (perhaps because it seemed impossible or because no-one had considered it before), but which has very far-reaching consequences active textbook pg 70 ex 1 speaking T / Cl How would you build the extension (a terminal) to an airport like Heathrow? (...) What problem areas are likely to happen? (...) pg 70 ex 2 listening lifestyle_upper_intermediate_audio_cd02_1.ogg Grammar: Mixed conditionals pg 71 ex 4 grammar ]]> active textbook conditionals mindmap ]]> wip textbook pg 71 ex 5 grammar set for homework pg 71 ex 6 grammar ]]> to reassure /ˌriːəˈʃɔːr/ = to comfort someone and stop them from worrying to dispatch ~ sb/sth (to ...) (formal) = to send sb/sth somewhere, especially for a special purpose to blow up = to break or destroy or to be destroyed by explosion circumstance = conditions and facts that are connected with and affect a situation, an event or an action faulty = not perfect; not working or made correctly runway = long narrow strip of ground with a hard surface that an aircraft takes off from and lands on many much time We didn't haven't met him yet I am not don't pretend to know sth (OR anything) There are some thing unexpectable unexpected things They are not organised didn't organise the parking ]]> 20220524 09:00-10:00 1.5 active Migration considerations By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press icons8-hand-with-pen-100.png Complete the following exercises Unit 10 Present perfect continuous & simple key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit10_present_perfect_continuous_and_simple_w_key.pdf schedule 20220531 speaking club zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook to overtake = to go past a moving vehicle or person ahead of you because you are going faster than they are to lease sth (from sb) | ~ sth (out) (to sb) = to use or let sb use sth, especially property or equipment, in exchange for rent or a regular payment the scene stage The programme is not резиновый stretchable It should be look like that I can let me afford to do it so It's not as easy as we think had thought before Just say you are against of war ]]> 20220519 09:00-10:00 1.5 active Review of tenses By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press icons8-hand-with-pen-100.png Complete the following exercises Unit 10 Present perfect continuous & simple key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit10_present_perfect_continuous_and_simple_w_key.pdf schedule 20220531 speaking club zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook 1 Review of tenses active decks deck_shuffled deck_of_phrases_tenses_review_b1_03.csv plausible = reasonable and likely to be true open procedure opening (OR opening celebration) We didn't dig the whole to take to extract these resources It doesn't hasn't expired yet I have other things doing happening ]]> 20220517 09:00-10:00 1.5 active SPEAKING CLUB - Dealing with questions from the peer review team By the end of this session you will have studied Zoom meeting details Meeting ID: 820 2528 5774 https://efedu.zoom.us/j/82025285774

Speaking club format

Tuesdays or Thursdays 09:00-10:00 x2 / month 60min Zoom 1 main session with 8-10 people → 4-5 breakout rooms Lesson plan: 09:00-09:10 5min introduction activating schemata 09:10-09:25 10min break out session #1 4min main session feedback 09:35-09:45 8min break out session #2 8min main session feedback 09:52-10:00 target language review delayed error correction

Objectives:

✓ keep in touch with the language (vocab, grammar, CLIP topics...) ✓ practise answering questions from the peer review team

Practice:

We will be rehearsing the following strategies in breakout rooms.
MBA writing strategies - for/against essay 1. Introduction → rephrase the topic statement = show you understand the subject matter ✓ focus on the top three reasons / arguments in favour of or against → support your argumentation with examples 〆don't use a chronological narrative 2. Arguments in favour of Support statement 3. Arguments against Support statement 4. Conclusion
STAR method (S) Situation (T) Task (A) Action (R) Result
Minto Pyramid Principle 1. Answer, thesis or key point 2. Arguments & main points 3. Supporting details & ideas
]]> active stopwatch_by_dwyl 1 Dealing with questions from the peer review team active edit_ol_qa pix/icons8-collaboration-100_white.png
MBA writing strategies - for/against essay 1. Introduction → rephrase the topic statement = show you understand the subject matter ✓ focus on the top three reasons / arguments in favour of or against → support your argumentation with examples 〆don't use a chronological narrative 2. Arguments in favour of Support statement 3. Arguments against Support statement 4. Conclusion
STAR method (S) Situation (T) Task (A) Action (R) Result
Minto Pyramid Principle 1. Answer, thesis or key point 2. Arguments & main points 3. Supporting details & ideas
]]> Building a self-learning organisation, what does it mean to you? How is your company shaping and fostering management culture? How do your department managers share best practices with employees? How does your team identify needs for learning coming from management in a top-down approach? say talk about the first stage We remembered recalled (= remembered + discussed) the 5th discipline Up to my feeling is (that) it's a little bit easier They work how as internal trainers She develops grooms me (OR I am being groomed) as a leader I use these knowledges this knowledge I plan my work according to the experience of... 2 million for one per (training | teaching) day (of learning ) It is more cheaper ]]> 20220506 20220512 09:00-10:00 1.5 active How to design courses in critical thinking By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press icons8-hand-with-pen-100.png Complete the following exercises Unit 10 Present perfect continuous & simple key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit10_present_perfect_continuous_and_simple_w_key.pdf schedule 20220517 speaking club 20220531 speaking club zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook active textbook Dutch management scholar and psychoanalyst, Professor of leadership development and organizational change at INSEAD, and consultant.[1] His work focuses on leadership and the dynamics of individual and organizational change.[2] Specifically, Kets de Vries explores the interface between management theory, psychoanalysis, psychotherapy, executive coaching and evolutionary psychology. The American Psychological Association awarded him the Harry and Miriam Levinson Award in 2001 for his contributions to the field of consultation and in 2009, Kets de Vries was rated amongst the Top 50 Thinkers in Management ]]> many a long time ago All teachers praised to him It's the only company which hasn't isn't under the sanctions (OR is not sanctioned) yet We understand you are not participate participating (OR don't participate) on in all this If you are shouting for at your subordinates ]]> 20220505 09:00-10:00 1.5 active PTEC - anticipating questions By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press icons8-hand-with-pen-100.png Complete the following exercises pg 303 ex 2 3 Units 1-14 appendix 2 key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_appendix_ex2-3_past_simple_present_perfect_w_key.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. presentations_mindmap.pdf schedule 20220512 needs rescheduling 20220517 speaking club 20220531 speaking club zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Anticipating questions active edit_ol_qa_writing edit_ol_qa pix/icons8-collaboration-100_white.png Easy questions ✓ no prep required → just practise to warm up suggested answer: When did you join the corporate university's team? What portfolio does the corporate university? Not difficult questions 〆may require some preparation → find examples, support stories... suggested answer: What do you do at the corporate university? → sphere of responsibility What solutions are you proud of? ✓ systems thinking makes it possible to be effective at all levels thanks to data analysis What kind of difficulties do you have? ✓ survey results obtained by HR are not sufficient for corporate university needs ✓ managers are upset when they have to answer the same questions twice Give me an example of how you participate in the value creation process of the corporate university. If you could do these things again, what would like to change? ✓ If I could, I would hire more staff at once rather than one at a time (2nd conditional) What would you have done differently? ✓ I would have demanded a greater budget (= 3rd conditional) Challenging questions 〆you haven't really thought about it yet → find some arguments hasn't been wasn't very pleased How long are have you been waiting for? It's a long time that (that = relative pronoun ≠ time marker) since (= time marker) I didn't see saw her If you are were doing (OR could do) these things again, what would you like to change? ]]> 20220428 09:00-10:00 1.5 active Minto Pyramid Principle By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press icons8-hand-with-pen-100.png Complete the following exercises pg 303 ex 2 3 Units 1-14 appendix 2 key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_appendix_ex2-3_past_simple_present_perfect_w_key.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. presentations_mindmap.pdf schedule 20220512 needs rescheduling 20220517 speaking club 20220531 speaking club zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Minto Pyramid Principle pix/icons8-collaboration-100_white.png active deck_shuffled_lines_halign prep_deck_shuffled_lines_halign ‘The Pyramid Principle’, a book written by Barbara Minto, was published in the 1970s by McKinsey & Company. Barbara Minto was responsible for training new recruits into becoming expert consultants in the shortest possible time. https://www.toolshero.com/communication-skills/minto-pyramid-principle/ Put the stages in the correct order. Practise answering some questions using the Minto Pyramid Principle. ]]> ]]> The Minto Pyramid Principle (aka the McKinsey’s Pyramid Principle) wip textbook Minto Pyramid Principle, also referred to as the McKinsey’s Pyramid Principle, is a tool used to process and structure large amounts of information to convey a story, message or presentation without omitting important details. The principle of the McKinsey Pyramid is to cut to the chase in written texts or presentations. This ensures that the audience’s attention is captured and that a riveting story can be created that’s easy to remember and understand. 1. Start with the answer, thesis or key point 2. Group arguments and summarise the main points 3. Present supporting details and ideas in a logical manner https://www.toolshero.com/communication-skills/minto-pyramid-principle/ ]]> 2 Drafting a presentation pix/icons8-collaboration-100_white.png active deck_shuffled_lines_halign prep_deck_shuffled_lines_halign ]]> chewy = (of food) needing to be chewed a lot before it can be swallowed percept perceived him ...to fight for the thing what you are believing believe in ]]> 20220426 09:00-10:00 1.5 active Present perfect vs past simple By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 14 past simple vs present perfect icons8-hand-with-pen-100.png Complete the following exercises pg 26-29 key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit13-14_present_perfect_vs_past_simple_w_key.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. presentations_mindmap.pdf schedule 20220512 needs rescheduling 20220517 speaking club 20220531 speaking club zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Role play role_play active Recycle new expressions and language. Explain how recent changes on the market have affected your business. You are pessimistic & conservative. 〆I have never seen this before. 〆It started in... when we were... 〆I had heard of this in other countries, markets... You think change is a good thing. You are optimistic & open to new solutions. ✓ I have seen it before... ✓ It's not the crisis or the technology! ✓ People have always been naturally resistant to change. ✓ We weren't happier in the past, were we?! to give up = to put an end to a state or an activity; to stop, end felt fell off the ladder NLMK is not sanctions sanctioned We need a lot of additional (spare) parts ... and actually we find have found it in Italy We developed our competentencies competencies ... to not use give up all parts it's not possible It's just the awfulest worst ]]> homogeneous /ˌhɔməuˈdʒi:njəs/ 20220425 20220421 09:00-10:00 1.5 active Video presentation - feedback By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 14 past simple vs present perfect icons8-hand-with-pen-100.png Complete the following exercises pg 26-29 key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit13-14_present_perfect_vs_past_simple_w_key.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. presentations_mindmap.pdf schedule 20220512 needs rescheduling 20220517 speaking club 20220531 speaking club zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook incongruity = quality of disagreeing; being unsuitable and inappropriate how what people see think about this video There were some noncongruities incongruities ...plate plain clothes ]]> 20220419 09:00-10:00 1.5 active Describing the corporate university's campus By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 14 past simple vs present perfect icons8-hand-with-pen-100.png Complete the following exercises pg 26-29 key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit13-14_present_perfect_vs_past_simple_w_key.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. presentations_mindmap.pdf schedule 20220512 needs rescheduling 20220517 speaking club 20220531 speaking club zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook visual Russia’s economy is stagnating. Increasing uncertainty has impacted investor and consumer decisions. There are substantial risks to Russia’s medium-term outlook. Economic recovery will need a predictable policy environment and a new model of diversified development. Prospects for further poverty reduction and shared prosperity are limited. https://www.worldbank.org/en/country/russia/publication/russian-economic-report-32 T / Cl Ukraine's guaranteed post-war economic recovery vs Russia's uncertain fate ]]> to make do = to use a poor substitute when one does not have the right thing; to get by how what it looks like It's very expensive in service to maintain ]]> 20220418 20220322 09:00-10:00 1.5 active PTEC - Answering questions with the STAR approach By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 14 past simple vs present perfect icons8-hand-with-pen-100.png Complete the following exercises pg 26-29 key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit13-14_present_perfect_vs_past_simple_w_key.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. presentations_mindmap.pdf schedule 20220322 cancelled (to be rescheduled) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220407 3 Answering questions with the STAR approach hw20220412 active pix/icons8-collaboration-100_white.png 3 Answering questions with the STAR approach hw20220412 active edit_ol_qa_writing edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Give me a specific example of a time at the corporate university when you used good judgement and logic in solving a problem with a learning solution. (S) Situation (T) Task (A) Action (R) Result (S) Situation In 2021 we had 2 accidents in the main factory that cost a million dollars and disrupted production. It was the first time we had a big explosion. Internal investigation identified the human factor as the cause. (Staff had changed technology but not procedures. They had failed to calculate the risk in the oxygen converter.) (T) Task Based on investigation results, we were tasked by the management council to provide a learning solution dealing with risk management. (A) Action We suggested a series of action to foster a risk culture in NLMK. It will consist firstly of general courses for managers. Then, the following courses focus on mitigating risk with the supply chain, accounting, etc depending on staff's area of interest. (R) Result Our KPIs are to reach a zero fatality level as well as reduce the LTFR (Lost Time Injury Frequency Rate) from 1.5 to 0.5. LTFR = Lost Time Injury Frequency Rate Describe a time when you were faced with a stressful situation that demonstrated you had well assimilated coping skills learnt during your continuous learning with the corporate university? (S) Situation (T) Task (A) Action (R) Result (S) Situation In the early days of the Covid pandemic, there were hardly no means of on-line communication beside Skype. Our objective was not to withhold on-going learning processes. Teaching on-line was a very stressful experience for trainers who had only just learnt to deliver face to face. (T) Task We tested 6 software solutions to deliver learning solutions on-line. We had to identify the optimum solutions for both trainers and students. (A) Action We outsourced a customer-oriented software company (Cloud Group) who were able to create the most appropriate solutions tailored to our needs in close cooperation with us. (R) Result We ended up with a win-win solution. They now also sell this product not only to NLMK. What is your typical way of dealing with conflict? Give me an example how your lifelong learning environment has helped you to deal successfully with another person even when that individual may not have personally liked you (or vice versa). (S) Situation (T) Task (A) Action (R) Result (S) Situation Clients expect a single interlocutor when enquiring about learning solutions, however we have currently 3 centres of expertise: corporate university: managerial & soft skills learning technological university: professional learning training & development: only outsourced courses (T) Task We need to put in place a CRM (customer relationship management) (A) Action The technological university focuses on the production function. The corporate university deals with all other functions. We have created an on-line CRM system so that it doesn't matter who is responsible for the solution, i.e. we have implemented a needs-oriented system (R) Result Learning needs and access to the market place for learning solutions are now available through a user-friendly interface to me We had the a conversation Who will come? not the first faces prominent | leading figures of the organisation I visited attended all of them I not always could not always help you ]]> 20220414 09:00-10:00 1.5 active Adapting presentation delivery in clip videos to target audience By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 14 past simple vs present perfect icons8-hand-with-pen-100.png Complete the following exercises pg 26-29 key to exercise Check your answers with the key at the end of the file. english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit13-14_present_perfect_vs_past_simple_w_key.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. presentations_mindmap.pdf schedule 20220322 cancelled (to be rescheduled) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220407 3 Answering questions with the STAR approach hw20220412 active pix/icons8-collaboration-100_white.png active textbook 1 Review of conditionals active deck_shuffled deck_of_phrases_conditionals_b2_03.csv 2 Review of conditionals active shuffled_boxes to cope (with sth) = to deal successfully with sth difficult is look looks like what you need It's getting goes by quickly Did Didn't your mum didn't tell you it's not right I don't know, I'm not don't care They were crying for shouting at them ]]> 20220412 09:00-10:00 1.5 active Review of perfect aspect By the end of this session you will have studied 20220322 cancelled (to be rescheduled) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220407 3 Answering questions with the STAR approach hw20220412 active pix/icons8-collaboration-100_white.png active textbook 20200404-0823 Present perfect vs past simple active grammar now ----|----|----|---- 1 (2) 3 ≠ 2 points in time → past simple 2) He has worked in this company for many years Does he still work in this company? ✓ yes = 2 points in time 
             now
----|----|----|----
    1   (2--->3)
(2+3) experience in the past & relevance to today → present perfect I [saw already | have already seen] this film three times ✓ have already seen 
             now
----|----|----|----
   x  x  x--->3
= many times so far / up to now → present perfect Time markers used with the perfect aspect: so far - yet - already - up to now - since - lately - over the last fortnight (...) Time markers used with the past simple: ago - this time last week - last month - last night - earlier today (...) ]]> 20210630-1227 Points in time vs completed actions active decks deck_of_phrases_past_simple_past_perfect_present_perfect_future_perfect_points_in_the_past_vs_completed_actions.csv off away from us We fell felt we have few little practice Yesterday I had to split the share responsibility with our HR colleague. I'm very interesting interested to have in having all functional academy ]]> 20220407 09:00-10:00 1.5 active PTEC - speaking strategies UNIT 6 By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. presentations_mindmap.pdf --> schedule 20220322 cancelled (to be rescheduled) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220329 Answering questions with the STAR approach hw20220331 pix/icons8-collaboration-100_white.png 3 Answering questions with the STAR approach hw20220412 active edit_ol_qa_writing edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Give me a specific example of a time at the corporate university when you used good judgement and logic in solving a problem with a learning solution. (S) Situation (T) Task (A) Action (R) Result (S) Situation In 2021 we had 2 accidents in the main factory that cost a million dollars and disrupted production. It was the first time we had a big explosion. Internal investigation identified the human factor as the cause. (Staff had changed technology but not procedures. They had failed to calculate the risk in the oxygen converter.) (T) Task Based on investigation results, we were tasked by the management council to provide a learning solution dealing with risk management. (A) Action We suggested a series of action to foster a risk culture in NLMK. It will consist firstly of general courses for managers. Then, the following courses focus on mitigating risk with the supply chain, accounting, etc depending on staff's area of interest. (R) Result Our KPIs are to reach a zero fatality level as well as reduce the LTFR (Lost Time Injury Frequency Rate) from 1.5 to 0.5. LTFR = Lost Time Injury Frequency Rate Describe a time when you were faced with a stressful situation that demonstrated you had well assimilated coping skills learnt during your continuous learning with the corporate university? (S) Situation (T) Task (A) Action (R) Result (S) Situation In the early days of the Covid pandemic, there were hardly no means of on-line communication beside Skype. Our objective was not to withhold on-going learning processes. Teaching on-line was a very stressful experience for trainers who had only just learnt to deliver face to face. (T) Task We tested 6 software solutions to deliver learning solutions on-line. We had to identify the optimum solutions for both trainers and students. (A) Action We outsourced a customer-oriented software company (Cloud Group) who were able to create the most appropriate solutions tailored to our needs in close cooperation with us. (R) Result We ended up with a win-win solution. They now also sell this product not only to NLMK. What is your typical way of dealing with conflict? Give me an example how your lifelong learning environment has helped you to deal successfully with another person even when that individual may not have personally liked you (or vice versa). (S) Situation (T) Task (A) Action (R) Result (S) Situation Clients expect a single interlocutor when enquiring about learning solutions, however we have currently 3 centres of expertise: corporate university: managerial & soft skills learning technological university: professional learning training & development: only outsourced courses (T) Task We need to put in place a CRM (customer relationship management) (A) Action The technological university focuses on the production function. The corporate university deals with all other functions. We have created an on-line CRM system so that it doesn't matter who is responsible for the solution, i.e. we have implemented a needs-oriented system (R) Result Learning needs and access to the market place for learning solutions are now available through a user-friendly interface LTFR = Lost Time Injury Frequency Rate follow run to the in parallel ]]> 20220405 09:00-10:00 1.5 active Adapting the corporate university's model to changes By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. smartphone or tablet device print presentations_mindmap.pdf schedule 20220322 cancelled (to be rescheduled) quarterly test Quarterly test results Mixed conditionals type 1 and type 2 (unreal situations) B2 03 Real, unreal and mixed conditionals C1 01 Obstacles B2 02 Presentation techniques B2 04 Writing Total 90% zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220329 Answering questions with the STAR approach hw20220331 pix/icons8-collaboration-100_white.png 1 How does the corporate university adapt to changes? active edit_ol_qa pix/icons8-collaboration-100_white.png How does the corporate university adapt to changes? ✓ provide new learning solutions ✓ change management ✓ cybersecurity cyber security = state of being protected against the criminal or unauthorized use of electronic data, or the measures taken to achieve this How do you convey new values? ✓ encourage critical thinking ✓ provide informed choice ✓ pay attention to side effects 〆don't contradict government views 〆don't expose people to the risk of being denunciated informed choice = situation when a person is given options to choose from several diagnostic tests or treatments, knowing the details, benefits, risks and expected outcome of each denunciation = act of reporting someone who has broken a rule or law to the authorities How has the operational model been adapted? ✓ check needs more frequently quarterly_test_nlmkind01_20220315.xml Quarterly test active quarterly_test_feedback quarterly_test active textbook side effect = unexpected result of a situation or course of action that happens as well as the result you were aiming for cyber security = state of being protected against the criminal or unauthorized use of electronic data, or the measures taken to achieve this informed choice = situation when a person is given options to choose from several diagnostic tests or treatments, knowing the details, benefits, risks and expected outcome of each. Informed consent is when a person agrees to the test or treatment they have been offered, knowing the details, benefits, risks and expected outcome denunciation = act of reporting someone who has broken a rule or law to the authorities to allay /əˈleɪ / = to diminish (fear, suspicion, etc.); relieve or alleviate (pain, hunger, etc.) to quell = crush or put down (a rebellion etc.); reduce (rebels etc.) to submission; suppress (fear, anger, etc.) to quash /kwɔʃ/ = to take action to stop sth from continuing; to annul; to reject as not valid, esp. by a legal procedure to dispel = to force to go away; used both with concrete and metaphoric meanings; to dissipate; to disperse; to scatter In On the other hand If you are on the inhabited an uninhabited island... You will not do make any attempt to get out of this situation It is mean means It is look looks ]]> 20220329 09:00-10:00 1.5 active PTEC - dealing with questions and sound bites By the end of this session you will have studied EF Quarterly test → complete and send back by e-mail by 20220318 icons8-lecturer-100.png Prepare a 2-3min presentation (you may choose any product or service you like). Don't spend more time than 30min on this task! schedule 20220322 cancelled (to be rescheduled) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Range of speaking needs & registers pix/icons8-collaboration-100_white.png active deck_shuffled_lines_halign prep_deck_shuffled_lines_halign General interviews (business school and job applications) Business interviews (head hunting) Business delivery Public speaking ]]> General interviews (business school and job applications) background questions motivational questions behavioural questions Business interviews (head hunting) experience interviews case interviews stress interviews Business delivery sales pitches Powerpoint reports presentations Q&A sessions Public speaking sound bites press conferences pyramid answers TV interviews ]]> 1 Improving text in slides active edit_ol_qa_writing edit_ol_qa pix/icons8-collaboration-100_white.png Our objectives • Provide accounting support • Maintain a database of currency operations. • participate in yearly financial reports; Be consistent with punctuation]]> → either skip all articles ✓ Organization of delivery processes of goods from suppliers to company warehouse → or use all of them ✓ Organization of the delivery process of goods from the supplier to a warehouse of the company Be consistent with ellipses of articles T travel and V visa policies]]> Use capital letters only in names or acronyms Get Gain new experience]]> Avoid simple expressions such as 'good, bad...' About me Miscellanies / Personal interests ]]> Make use of standard and/or fixed expressions Fech Fetch your labour contract at the HR center centre (BrEn) ✓ Fech Fetch your labour labor contract at the HR center (AmEn) ]]> Use a spell checker and be consistent with the language (e.g. either British English or American English, but not both). Be grammatically consistent when listing tasks 1 Speaking strategies active edit_match_qa prep_match_qa pix/icons8-dictionary-100_white.png Match the expressions with their definition. Which of these speaking strategies could help you during a peer review interview? STAR method structured manner of responding to a behavioural-based interview question by discussing the specific situation, task, action, and result of the situation you are describing behavioural interview questions questions about how you have behaved in the past and how you have handled certain work situations sound bite short clip of speech extracted from a longer piece of audio, often used to promote or exemplify the full length piece; short phrase or sentence that captures the essence of what the speaker was trying to say press release official statement made to journalists by a large organization, a political party or a government department MBA-like question questions designed to understand your past behaviour to predict how you will perform, asking very specific examples of what you did and what thought process helped you make that decision, and the impact your decision made 2 The STAR method pix/icons8-collaboration-100_white.png active deck_shuffled_lines_halign deck_shuffled_lines prep_deck_shuffled_lines_halign Give me a specific example of a time at the corporate university when you used good judgement and logic in solving a problem with a learning solution. ]]> Situation Task Action Result ]]> Situation: Describe the situation that you were in or the task that you needed to accomplish. You must describe a specific event or situation, not a generalized description of what you have done in the past. Be sure to give enough detail for the interviewer to understand. This situation can be from a previous job, from a volunteer experience, or any relevant event. Task: What goal were you working toward? Action: Describe the actions you took to address the situation with an appropriate amount of detail and keep the focus on YOU. What specific steps did you take and what was your particular contribution? Be careful that you don’t describe what the team or group did when talking about a project, but what you actually did. Use the word 'I', not 'we' when describing actions. Result: Describe the outcome of your actions and don’t be shy about taking credit for your behaviour. What happened? How did the event end? What did you accomplish? What did you learn? Make sure your answer contains multiple positive results. ]]> 3 Answering questions with the STAR approach hw20220331 active prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Give me a specific example of a time at the corporate university when you used good judgement and logic in solving a problem with a learning solution. (S) Situation (T) Task (A) Action (R) Result Describe a time when you were faced with a stressful situation that demonstrated you had well assimilated coping skills learnt during your continuous learning with the corporate university? (S) Situation (T) Task (A) Action (R) Result What is your typical way of dealing with conflict? Give me an example how your lifelong learning environment has helped you to deal successfully with another person even when that individual may not have personally liked you (or vice versa). (S) Situation (T) Task (A) Action (R) Result press release = official statement made to journalists by a large organization, a political party or a government department sound bite = short clip of speech or music extracted from a longer piece of audio, often used to promote or exemplify the full length piece. In the context of journalism, a sound bite is characterized by a short phrase or sentence that captures the essence of what the speaker was trying to say, and is used to summarize information and entice the reader or viewer STAR method = structured manner of responding to a behavioural-based interview question by discussing the specific situation, task, action, and result of the situation you are describing behavioural interview questions = questions about how you have behaved in the past and how you have handled certain work situations. Employers use this technique to understand candidates' various work-related challenges that demonstrate critical thinking and problem solving, and situations that showcase leadership skills, conflict resolution and performance under pressure to abroad You perceive receive | obtain | gain new experience ]]> 20220317 09:00-10:00 1.5 active PTEC - preparing for oral delivery By the end of this session you will have studied EF Quarterly test → complete and send back by e-mail by 20220318 zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220127 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png https://docs.google.com/document/d/1dbhohFCpJhSFi1y78XrDClWt-knlIx2fN5B0UUFAHqQ/edit?usp=sharing ]]> Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> 1 Preparing for oral delivery pix/icons8-collaboration-100_white.png active deck_shuffled_lines_halign prep_deck_shuffled_lines_halign 1. 2. 3. 4. 5. 6. 7. 8. ]]> record yourself on video dry run your presentation get feedback from colleagues ]]> 2 Oral delivery - Focus on volume active edit_2columns_2qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png talk about the selling points of this product. Today, we'll talk about the selling points of this product.]]> Read the sentence and try interpreting it in different ways. What the hell are you doing here?! What the hell are you doing here?! What the hell are you doing here?! What the hell are you doing here?! What the hell are you doing here?! What the hell are you doing here?!]]> 3 Oral delivery - Focus on flow active edit_2columns_2qa pix/icons8-lecturer-100_white.png What the hell are you doing here?! W h a t t h e h e l l (pause) a r e you (pause) doing--here?! Whatthehell (pause) a r e you---doing---here?! What--the--hell--are (pause) you (pause) doing---here?! Whatthe--h e l l--are--you--d o i n g----here?!]]> 4 Oral delivery - Focus on pitch & rhythmical patterns active edit_2columns_2qa pix/icons8-lecturer-100_white.png that is the question]]> () in the text] before the keyword.]]> that is the question To be or not to be, that is the question To be or not to be, () that is () the question To be () or not to be, that () is the question]]> 5 Rehearsing for sound modulation pix/icons8-lecturer-100_white.png active deck_shuffled_lines_halign prep_deck_shuffled_lines_halign (paste your script here) ]]> Principal Missions of the Learning Organisation (excerpt from CLIP datasheet - pg 4) 1. The main objective of NLMK University is helping the Company achieve its strategic objectives by fostering its human capital, strengthening management, leadership and cross-contextual competencies of its employees. All processes and activities of the University are centred around this objective. 2. The University offers learning solutions to the management of all ranks, from foreman to CEO, as well as to the management talent pool, candidates for all managerial positions, management of NLMK ecosystem companies (strategic partners, clients, suppliers and contractors) as well as to communities of the regions where the Company is present. 3. The University employs training methodology based on the Leaders Teach Leaders approach, which drives transfer of knowledge and expertise up, down and across the management ranks. 4. NLMK University’s ambition is to be the best learning environment for NLMK and its ecosystem. The University plans to achieve the following:  be the essential tool in development and deployment of the Company's strategy;  promote corporate learning culture and lifelong learning mindset;  manage professional journey of corporate leaders to promote growth at a personal, team and corporate levels;  shape transformational learning experiences for leadership to ensure skill acquisition and continuous development;  develop new formats and methods of business learning and upskilling. Interface with other L&D providers in the company (excerpt from CLIP datasheet - pg 7) 1. Following the launch of NLMK University, the Corporate Learning Function (CLF) of NLMK has two parts:  NLMK Corporate University offers a tailor-made learning curriculum to the top- middle- and the line management as well as the management talent pool, focusing on leadership and management skills applied in cross-contextual environments.  NLMK Technological University offers courses to the operators and shop floor employees focusing on professional skills and statutory job requirements. 2. The University team supports a wider organizational L&D environment, including the Technological University, in a variety of ways. It develops e-learning courses, expands choice of workshops, invests in professional development of internal trainers, designs and conducts sessions and conferences for business units and functions, implements projects across divisions and expands NLMK library resources. 3. In addition, NLMK University takes responsibility for creating an environment for fast knowledge transfer, both within NLMK and with its ecosystem, including strategic partners and clients. ]]> intensity = strength of sth, for example light, that can be measured pitch = how high or low a sound is, especially a musical note perfect pitch = ability to identify or sing a musical note correctly without the help of an instrument slab = thick flat piece of stone, wood or other hard material to by our mind Our emotions are influenced influence to our mind ]]> 20220315 09:00-10:00 1.5 active Developing incubators for start-ups By the end of this session you will have studied EF Quarterly test → complete and send back by e-mail by 20220318 zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220127 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png https://docs.google.com/document/d/1dbhohFCpJhSFi1y78XrDClWt-knlIx2fN5B0UUFAHqQ/edit?usp=sharing ]]> Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> 1 Business incubators active edit_ol_qa pix/icons8-collaboration-100_white.png Business incubator is an organization that helps startup companies and individual entrepreneurs to develop their businesses by providing a fullscale range of services starting with management training and office space and ending with venture capital financing.[1] The National Business Incubation Association (NBIA) defines business incubators as a catalyst tool for either regional or national economic development. NBIA categorizes its members' incubators by the following five incubator types: academic institutions; non-profit development corporations; for-profit property development ventures; venture capital firms, and a combination of the above.[2] Business incubators differ from research and technology parks in their dedication to startup and early-stage companies. Research and technology parks, on the other hand, tend to be large-scale projects that house everything from corporate, government, or university labs to very small companies. Most research and technology parks do not offer business assistance services, which are the hallmark of a business incubation program. However, many research and technology parks house incubation programs.[3] Incubators also differ from the U.S. Small Business Administration's Small Business Development Centers (and similar business support programs) in that they serve only selected clients. Congress created the Small Business Administration in the Small Business Act of July 30, 1953. Its purpose is to "aid, counsel, assist and protect, insofar as is possible, the interests of small business concerns." In addition, the charter ensures that small businesses receive a "fair proportion" of any government contracts and sales of surplus property.[4] SBDCs work with any small business at any stage of development, not only startup companies. Many business incubation programs partner with their local SBDC to create a "one-stop shop" for entrepreneurial support.[5] Within European Union countries there are different EU and state funded programs that offer support in form of consulting, mentoring, prototype creation, and other services and co-funding for them. TecHub is one of the examples for IT companies and ideas.[6] In India, the business incubators are promoted in a varied fashion: as Technology Business Incubators (TBI) and as Startup Incubators—the first deals with technology business (mostly, consultancy and promoting technology related businesses) and the later deals with promoting startups (with more emphasis on establishing new companies, scaling the businesses, prototyping, patenting, and so forth). The mission on creating specific innovations among the young minds of researchers via. 101 specialized incubators have been boosted in various parts of India through AIM-India. For instance, AIC-IIITKottayam,[7] a Startup-based Incubator, specializes in IoT Cloud research jointly with world class incubators from Germany, the US, Austria, and so forth. source: Wikipedia]]> How could business incubators help in times of sanctions? ✓ provide transitional and/or part-time work opportunities for white collars who have just lost their jobs ✓ supply products & services struck by sanctions = develop the SME sector SME = Small and Medium sized Enterprises How can incubators support start-ups? ✓ foster a climate of entrepreneurship ✓ share resources in IT, legal consulting, bookkeeping How could the NLMK corporate university put in place incubators? ✓ partner with existing business schools ✓ invite business teachers to Lipetsk & other regions Why would organising incubators help the NLMK corporate university in its role? ✓ support employer brand image ✓ gain international recognition in spite of economic sanctions business incubator = organization that helps startup companies and individual entrepreneurs to develop their businesses by providing a fullscale range of services starting with management training and office space and ending with venture capital financing.[1] The National Business Incubation Association (NBIA) defines business incubators as a catalyst tool for either regional or national economic development. NBIA categorizes its members' incubators by the following five incubator types: academic institutions; non-profit development corporations; for-profit property development ventures; venture capital firms, and a combination of the above SME = Small and Medium sized Enterprises captive market = markets where the potential consumers face a severely limited number of competitive suppliers. Their only choices are to purchase what is available or to make no purchase at all. The term therefore applies to any market where there is a monopoly or oligopoly is broken broke down They have just few (very) little money I don't have any day without job work I don't know do if they are independent or not Nobody except of my dentist could see them ]]> ceramics /sɪˈræmɪks/ 20220311 20220301 11:30-12:30 1.5 active Lifelong learning By the end of this session you will have studied EF Quarterly test → complete and send back by e-mail by 20220318 zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220127 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png https://docs.google.com/document/d/1dbhohFCpJhSFi1y78XrDClWt-knlIx2fN5B0UUFAHqQ/edit?usp=sharing ]]> Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> 1 Lifelong learning active edit_ol_qa pix/icons8-collaboration-100_white.png visual src: https://www.pwfo.org/blog/the-shift-from-continuous-professional-development-to-lifelong-learning At what stage(s) of their career among those in the picture are your staff? Are they ready to shift from continuous professional development to lifelong learning? ]]> What is lifelong learning? lifelong learning = ongoing, voluntary, and self-motivated pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development inclusion = including individuals of different backgrounds in everyday activities and ensuring they have access to resources and opportunities in ways that are similar to their peers Could the risk of social and / or professional exclusion be the adequate motivational factor? ✓ people are always volunteer in times of survival How can you progress in your career? ✓ first, identify your needs ✓ then, request support from your employer ✓ don't limit yourself to your industry Should the NLMK corporate university become a lifelong learning centre? ✓ depends on governance ✓ CEO vision ✓ shareholders support What obstacles may the NLMK corporate university face when striving to provide lifelong learning solutions? 〆lack of an exhaustive competencies model → need to balance various criteria such as work/life balance What activities should / could the corporate university undertake? ✓ provide self-assessment tools ✓ relay services provided by a Chamber of Commerce → how to take advantage of new anti-crisis regulations put in place? → what jobs will be in demand in the near future? → what skills should be acquired in priority? to relay = to receive and send on information, news, etc. to sb ✓ carry out sociological surveys ✓ contact community centres ✓ outsource consulting agencies The leading HR-consulting company in Russia. We believe that It's people that make a business. We know this better than others, because our business is to work with people. Since 1989, we have been helping leading Russian and international companies to find the best solutions in the field of talent management: talent assessment, people development and creating of systems aimed at improving business efficiency.⁠ We provide cutting-edge HR technologies to our customers due to our partnership with Skolkovo — the leading innovation center in Russia. https://www.ecopsy.com/ ]]> ✓ conduct surveys ✓ analyse big data ✓ make projections ✓ proffer recommendations lifelong learning = ongoing, voluntary, and self-motivated pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development inclusion = including individuals of different backgrounds in everyday activities and ensuring they have access to resources and opportunities in ways that are similar to their peers to relay = to receive and send on information, news, etc. to sb TCP = disinfectant and germicide (tri chloro phenylmethyliodasalicyl) for with their conditions Not all the time it's such extremely so extreme Zelenka TCP doesn't let allow my body to recover It's to arise increase your level of aggression ]]> 20220310 11:30-12:30 1.5 active Brainstorming how the NLMK corporate university can help people in times of crisis By the end of this session you will have studied Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220127 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png https://docs.google.com/document/d/1dbhohFCpJhSFi1y78XrDClWt-knlIx2fN5B0UUFAHqQ/edit?usp=sharing ]]> Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> active textbook to relay = to receive and send on information, news, etc. to sb informed = having or showing a lot of knowledge about a particular subject or situation could let can afford to hire high quality specialists Some of my friends (acquaintances) ... One of the nine ninth of the people... Some people which who have a very bad mood I'm not don't care about what's going on They used some special military kind of thing weapons | chemical warfare I felt myself very bad ]]> 20220303 09:00-10:00 1.5 active 2022 Russian invasion of Ukraine By the end of this session you will have studied New schedule Tuesdays + Thursdays 09:00-10:00 → group 03 Monday 09:00-10:00 tbc zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220127 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png https://docs.google.com/document/d/1dbhohFCpJhSFi1y78XrDClWt-knlIx2fN5B0UUFAHqQ/edit?usp=sharing ]]> Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> active textbook On 24 February 2022, Russia launched a large-scale invasion of Ukraine, marking a major escalation of the ongoing Russo-Ukrainian War. The campaign was preceded by a prolonged Russian military buildup since early 2021, and demands by Russia to legally prohibit Ukraine from joining NATO. At about 03:00 UTC (06:00 Moscow time, UTC+3) on 24 February, Russian president Vladimir Putin announced a military operation in eastern Ukraine; minutes later, missile strikes began at locations across the country, including Ukraine's capital Kyiv. The Ukrainian Border Service stated that its border posts with Russia and Belarus were attacked.[45][46] Multiple countries condemned the attack and imposed sanctions on Russia. The attack, which has been met with international condemnation, comes after Russian President Vladimir Putin on Monday recognised two breakaway regions held in eastern Ukraine by pro-Russian rebels as independent states and ordered troops into the territories. src: Wikipedia T / Cl The Russian spy boss humiliated by Putin Sergey Naryshkin was put on the spot for suggesting Russia consider giving the West one last ultimatum. If scriptwriters were behind the Kremlin’s videos, they would be in high demand by streaming platforms The dramatic intensity of the scene would make it stand out in any movie or piece of fiction, but it’s not fiction – it happened on Monday. Since then, all the world has seen the video of what took place. Russian President Vladimir Putin brings together his security council and asks each of its members whether they support the decision to recognize the independence of the self-proclaimed republics of Donetsk and Luhansk, located in southeastern Ukraine. It’s the turn of Sergey Naryshkin, head of the SVR foreign intelligence service, who breaks from the script and suggests that the West be given one last chance to return to the Minsk agreements, the series of international pacts signed between Russia and Ukraine to avoid war in the Donbas region of Ukraine. He suggests this could be done by giving the West a short-term ultimatum. Putin interrupts him dryly: “What does that mean? Are you suggesting we start negotiations or recognize sovereignty?” And that’s when the moment comes. Naryshkin starts to stutter, he doesn’t know what to say, he mumbles “yes” then “no,” and his face turns white for seconds that seem to last an eternity. “Speak clearly,” Putin interjects. Feeling the pressure, the spy chief does a U-turn and goes one step further: he says he supports the annexation of Donetsk and Luhansk into the Russian Federation. But he is again called out by Putin: “We’re not talking about that. We’re talking about recognizing their independence or not. Yes or no?” So the nervous Naryshkin takes back what he said once again: yes, yes, he supports it. “Thanks, you can take your seat.” https://english.elpais.com/opinion/2022-02-23/the-russian-spy-boss-humiliated-by-putin.html T / Cl Visa, Mastercard Suspend Services To Russian Banks Hit By Sanctions Russia’s invasion of Ukraine triggered an array of sanctions from governments around the world targeting Russian government, businesses, financial institutions and high profile individuals and oligarchs. Sanctions from Western nations include excising select Russian banks from SWIFT, the international financial-messaging system. The measures have largely unplugged Russia from the international financial system and have crippled its economy, plunging the ruble to a record low and prompting queues outside banks and ATMs as people try to withdraw cash in case limits are put in place. Many reportedly intend to convert their savings to more stable currencies like the euro or U.S. dollar to protect their savings as fears over the currency mount. Mastercard and Visa have blocked a number of Russian institutions from their payment networks in compliance with Western sanctions, the companies announced Monday and Tuesday, as they pledged to work with regulators to enforce any future restrictions amid a plummeting ruble and run on Russian banks. https://www.forbes.com/sites/roberthart/2022/03/01/visa-mastercard-suspend-services-to-russian-banks-hit-by-sanctions/?sh=63fa5dcf77d5 ]]> patriarchy = society, system or country that is ruled or controlled by men part & parcel = necessary or important part; something necessary to a larger thing to plunder = to steal things from a place, especially using force during a time of war haggling = ~ (with sb) (over sth) arguing with sb in order to reach an agreement, especially about the price of sth daunting = discouraging through fear; intimidating self-indulgent = (disapproving) allowing yourself to have or do things that you like, especially when you do this too much or too often reckless = showing a lack of care about danger and the possible results of your actions CSR = corporate social responsibility herd instinct = natural tendency in people or animals to behave or think like other people or animals thrifty = (approving) careful about spending money and not wasting things tight-fisted = not willing to spend or give much money; mean; stingy to splash out = to spend a lot of money on sth without counting trustworthy = that you can rely on to be good, honest, sincere, etc. to humiliate = унижать plague = infectious disease that kills a lot of people to refuse = to say that you will not do sth that sb has asked you to do else we could do else ]]> 20220301 09:00-10:00 1.5 lc By the end of this session you will have studied New schedule Tuesdays + Thursdays 09:00-10:00 → group 03 Monday 09:00-10:00 tbc zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220127 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png https://docs.google.com/document/d/1dbhohFCpJhSFi1y78XrDClWt-knlIx2fN5B0UUFAHqQ/edit?usp=sharing ]]> Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> 20220222 11:20-12:20 1.5 active PTEC - building a cohesive narrative flow By the end of this session you will have studied 202202?? (rescheduled 20220125) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220127 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png https://docs.google.com/document/d/1dbhohFCpJhSFi1y78XrDClWt-knlIx2fN5B0UUFAHqQ/edit?usp=sharing ]]> Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png active prep_2columns_2qa edit_text_for_reading_task shuffled_boxes Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> alliteration = use of the same letter or sound at the beginning of words that are close together, as in sing a song of sixpence rhyme = word that has the same sound or ends with the same sound as another word icons8-lecturer-100.png

Pitch structure

rhetorical question / hook / quote self-introduction name of your company target customer & needs brief description main benefits differences from competition USP(s) (unique selling point) your request / call for action anticipated questions promise ]]> quote = group of words or a short piece of writing taken from a book, play, speech, etc. and repeated because it is interesting or useful 1 Enriching language with synonyms Building a narrative flow & cohesion active edit_ol_qa pix/icons8-dictionary-100_white.png to listen to talk about → Today, we'll talk about the selling points of this product.]]> ]]> to depict to portray to represent to remind to remind = to help sb remember sth important that they must do to show in, or as in, a picture to hide to reveal to disclose to hide = to put or keep sb/sth in a place where they/it cannot be seen or found to make sth known to sb, to show sth that previously could not be seen to suggest to claim to symbolise to claim = to say that sth is true although it has not been proved and other people may not believe it to express indirectly by an image, form, or model to illustrate to embody to recall to recall = to make sb think of sth to make the meaning of sth clearer by using examples, pictures, etc; to express or represent an idea or a quality to be reminiscent of to be regarded as to be considered as to be reminiscent of = reminding you of sb/sth to be thought about in a particular way to remind = to help sb remember sth important that they must do to depict = to show in, or as in, a picture to portray = to show sb/sth in a picture; to describe sb/sth in a piece of writing to reveal = to make sth known to sb, to show sth that previously could not be seen to disclose = to make sth known to sb, to show sth that previously could not be seen to claim = to say that sth is true although it has not been proved and other people may not believe it to suggest = to express indirectly by an image, form, or model to recall = to make sb think of sth to illustrate = to make the meaning of sth clearer by using examples, pictures, etc to embody = to express or represent an idea or a quality to be reminiscent of = reminding you of sb/sth to be regarded as = to be thought about in a particular way to be considered as = to be thought about in a particular way for on this activity maximum half a year I didn't visit haven't attended | been to the English school for more than 2 months Let's me to depict the main advantages of this product The design of the Iphone is embody embodies of minimalism and usability]]> 20220218 11:30-12:30 1 active PTEC - rehearsing the breakdown / plan of a presentation PTEC - presentations striking a compromise between pitches & public speaking By the end of this session you will have studied 202202?? (rescheduled 20220125) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220127 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png https://docs.google.com/document/d/1dbhohFCpJhSFi1y78XrDClWt-knlIx2fN5B0UUFAHqQ/edit?usp=sharing ]]> Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png active prep_2columns_2qa edit_text_for_reading_task shuffled_boxes Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> alliteration = use of the same letter or sound at the beginning of words that are close together, as in sing a song of sixpence rhyme = word that has the same sound or ends with the same sound as another word icons8-lecturer-100.png

Pitch structure

rhetorical question / hook / quote self-introduction name of your company target customer & needs brief description main benefits differences from competition USP(s) (unique selling point) your request / call for action anticipated questions promise ]]> quote = group of words or a short piece of writing taken from a book, play, speech, etc. and repeated because it is interesting or useful 1 Functional language for presentations active edit_match_qa pix/icons8-collaboration-100_white.png to talk about
to observe
to mention
I would like [ ] our sales target Introducing the topic → I would like to talk about our sales target]]> to bring up to raise Today, I would like to [ ] the problem of late payment Introducing the topic to refer to to originate from This issue [ ] the problem we had discussed at our last meeting Giving the background to have a look at to focus on To begin with, we're going to [ ] the advantages of our solution, and then we'll [ ] what we need to achieve our targets Explaining the breakdown / plan First of all Last but not least [ ] we'll have to examine the sales targets Making transitions from one part to another to feature to lack This solution [ ] some unique selling points Describing characteristics to notice to note Please, [ ] this is quite unusual Making observations To put it in a nutshell To sum up [ ], we have seen the pros & cons of this solution, how much it costs, and why you really need it Drawing conclusions 2 Presentation keywords active deck_shuffled_lines_halign pix/icons8-dictionary-100_white.png to talk about
to observe
to mention
Introducing the topic to present → to talk about ]]>

1. Introducing the topic

to bring up to raise

2. Giving the background (putting in the picture)

to refer to to originate from

3. Explaining the breakdown / plan

to have a look at to focus on

4. Making transitions from one part to another

First of all Last but not least

5. Describing characteristics

to feature to lack

6. Making observations

to notice to note

7. Drawing conclusions

to put it in a nutshell to sum up ]]> 1. Introducing the topic to bring up to raise to deal with to address to tackle to broach

2. Giving the background (putting in the picture)

to refer to to originate from to have to do with to relate to to be associated with

3. Explaining the breakdown / plan

to have a look at to focus on to cover

4. Making transitions from one part to another

First of all Last but not least to begin with then eventually

5. Describing characteristics

to feature to lack to possess to sport to star

6. Making observations

to notice to note to point out to show

7. Drawing conclusions

to put it in a nutshell to sum up to end with to conclude (by saying that...) ]]> 3 Signposting active edit_role_play pix/icons8-lecturer-100_white.png Make sure the audience understand what you are talking about. Be logical. Explain where you come from, where you are now, where you're going to. → break down your presentation into clear parts 1. Introducing the topic to bring up to raise to deal with to address to tackle to broach

2. Giving the background (putting in the picture)

to refer to to originate from to have to do with to relate to to be associated with

3. Explaining the breakdown / plan

to have a look at to focus on to cover

4. Making transitions from one part to another

First of all To begin with Then Eventually Last but not least

5. Describing characteristics

to feature to lack to possess to sport to star

6. Making observations

to notice to note to point out to show

7. Drawing conclusions

to put it in a nutshell to sum up to end with to conclude (by saying that...)]]> visual ]]> You have invented a new machine. Give a short presentation: you want to convince business angels to invest in further development. Would you like to drive this state-of-the-art vehicle? It is designed to address the urban needs of emerging economies! Today, we'll look at... visual You have invented a new machine. Give a short presentation: you want to convince business angels to invest in further development. ]]> How can we tackle traffic jams in the city? This is what I'm going to talk about in today's presentation To begin with... to broach = to begin a discussion of something difficult to feature = to include someone or something as an important part to sport = to have or wear sth in a proud way so that everyone can see; to wear or be decorated with something to possess = to have; владеть to lack = not to have to address = to deal with eventually = finally; в конечном итоге state-of-the-art = using the most modern or advanced techniques or methods; as good as it can be at the present time pay draw your attention to the problem of late payment This solution do not have the lack lacks some unique selling points Ishow 'm showing | 'll show you the picture ]]> 20220214 09:00-10:00 1.5 active PTEC - building rapport (understanding pitches vs public speaking) By the end of this session you will have studied 20220214 09:00-10:00 (rescheduled 20220215) 20220218 11:30-12:30 (rescheduled 20220217) schedule 202202?? (rescheduled 20220125) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220127 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100.png Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png active prep_2columns_2qa edit_text_for_reading_task shuffled_boxes Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> alliteration = use of the same letter or sound at the beginning of words that are close together, as in sing a song of sixpence rhyme = word that has the same sound or ends with the same sound as another word icons8-lecturer-100.png

Pitch structure

rhetorical question / hook / quote self-introduction name of your company target customer & needs brief description main benefits differences from competition USP(s) (unique selling point) your request / call for action anticipated questions promise ]]> quote = group of words or a short piece of writing taken from a book, play, speech, etc. and repeated because it is interesting or useful 5 Introduction to public speaking & giving presentations active edit_ol_qa pix/icons8-collaboration-100_white.png World Championship of Public Speaking: Part 2 Published on Nov 9, 2012 Each year, Toastmasters International hosts the World Championship of Public Speaking. After months of regional elimination rounds, 30,000 international competitors are whittled down to nine finalists, the best public speakers in the world. http://www.youtube.com/watch?annotation_id=annotation_958291&feature=iv&src_vid=rvbg9kFDTxg&v=LK_N_3NvDbA 1) emotional language 2) intonation, pace of delivery 3) body language 4) connection with the audience (share experience) 5) convincing, long-lasting message → use the Presentation Checklist you completed earlier Compare the following candidates:]]> Andrew 〆too emotional body language (posture)? 〆excessive emotional language 〆cliches → too theatrical Stuart ✓ rhetorical question which involves the audience (Do you want to know...?) ✓ body language (hands supporting 'What if') 〆wrong tie 〆little assertive posture 〆not charismatic enough to be persuasive = 3rd Ronald ✓ more effective making people laugh than asking a rhetorical question → good connection with the audience ✓ rather charismatic, father-like, trustworthy appearance ✓ me, myself and I = tripling technique ✓ addressing the audience on the left, in front, and on his right (during 'Me, myself and I') Palaniappa ✓ sense of humour e.g. 25 pairs, women 50 ✓ connecting with the audience e.g. Imagine your shoes are for me... Come on, take them off! ✓ able to engage audience by asking them to actually do sth memorable = very smart = 2nd Kenny 〆speech delivered like a sermon by a priest 〆excessive emotional language for certain audiences 〆rather dressed up → posture in contradiction with message Diana 〆excessive emotional level 〆distractingly painful & husky voice Ryan ✓ begins speech off stage (i.e. no introduction, jump into action) ✓ trust is a must (rhyme) ✓ a tattoo or two (alliteration) ✓ sharing a secret (four tattoos) → building rapport ✓ body language ('the' girl, 4 tattoos) ✓ use of ellipses in the narrative (skips traditional 'I do', concludes by 'I promise') ✓ convincing message & experience audience may identify with = winner pinnacle /ˈpɪnəkl/ = top or most successful point to seal the deal = to come to an agreement, to finalise the deal; to make an agreement official sting = sharp often poisonous wounding organ of an insect, snake, etc to NLMK, she... He would like to pay draw attention to the audience The conferencer announcer | presenter | keynote speaker speaks like... There is no different idea They just use an idea that has been created someone has had | someone has come up with before It's looks like ]]> 20220210 11:20-12:20 1.5 active Future training needs & relevance to postponed accreditation By the end of this session you will have studied 202202?? (rescheduled 20220125) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220127 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100.png Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> active textbook to swot on sth = to study very hard, especially in order to prepare for an exam for our questions He didn't know also either ... but it doesn't isn't so It's really true I feel myself as like a learning slave swoting on an exam ]]> 20220201 11:20-12:20 1.5 lc By the end of this session you will have studied 202201?? (rescheduled 20220125) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220127 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100.png Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> 20220127 11:20-12:20 1.5 active PTEC - evaluating sales pitches (Presentation Checklist) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 32 Annex 3. NLMK CU Business Model (this is the older CLIP datasheet) 20211118_CLIP_Datasheet_NLMK_CU.pdf schedule 202201?? (rescheduled 20220125) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220120 Presentation Checklist hw20220127 active edit_2columns_2qa prep_2columns_2qa How can you tell if a presentation is successful? Add your own criteria under the headings to evaluate a presentation. 4 Presentation Checklist hw20220127 active edit_2columns_2qa prep_2columns_2qa How can you tell if a presentation is successful? Add your own criteria under the headings to evaluate a presentation. Methodology Visuals Use of language Delivery Conclusion icons8-lecturer-100.png

Presentation checklist

METHODOLOGY ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> 3 Pitch analysis - case study 1 active edit_ol_qa pix/icons8-collaboration-100_white.png Presentation Checklist to decide if and why the presentation was successful) video 2010 Dayton elevator speech winner http://www.youtube.com/watch?v=i6O98o2FRHw ]]> What are the positive aspects of this pitch? ✓ convincing argumentation & simple concept ✓ short sentences without conjunctions to insist on mechanically exponential growth pattern ✓ tripling technique (e.g. This course was cheap, interesting and effective) ✓ alliteration (e.g. rapid, relevant and realistic) ✓ rhymes (your brand in their hand) What areas need to be improved? 〆no start up capital mentioned 〆no call for action or request (i.e. asking audience to reflect on or do sth) 〆no comparison with competition 〆too fast speech (poor articulation, grammar mistake...) 〆little rapport with the audience rapport /ræ'pɔ:r/ = friendly relationship in which people understand each other very well Was the presentation successful? Would you invest money in this project? ✓ yes, because the narrative (i.e. selling of the product) was convincing although delivery had many mistakes Conclusion: → if you have a good idea, you can sell it even with a poor presentation Opening: → if you have a bad idea, can you sell it with a good presentation? 4 Pitch analysis - case study 2 active edit_ol_qa pix/icons8-collaboration-100_white.png Presentation Checklist to decide if and why the presentation was successful) video 2012 BPC elevator speech winner elevator_pitch_contest_winner_nancy_t_wheeler_university_of_dayton.mp4 http://www.youtube.com/watch?v=BIo-enMAIxE ]]> What are the positive aspects of this pitch? ✓ supportive body language ✓ short sentences ✓ call for start up capital ✓ break even point ✓ ROI - return on investment ✓ comparison with competition to break even = to attain a level at which there is neither gain nor loss, as in business What areas need to be improved? 〆little convincing concept (do you really need it?) 〆questionable projections 〆rather artificial intonation in rhetorical questions (sounds too much like a sales pitch) projection = estimate or statement of what figures, amounts, or events will be in the future, or what they were in the past, based on what is happening now Was the presentation successful? Would you invest money in this project? ✓ no, because the narrative (i.e. description & selling of the product) failed to convince although delivery was better than in case study 1 2 Writing a pitch hw2022020101 pix/icons8-lecturer-100_white.png active prep_2columns_2qa edit_text_for_reading_task shuffled_boxes Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> alliteration = use of the same letter or sound at the beginning of words that are close together, as in sing a song of sixpence rhyme = word that has the same sound or ends with the same sound as another word icons8-lecturer-100.png

Pitch structure

rhetorical question / hook / quote self-introduction name of your company target customer & needs brief description main benefits differences from competition USP(s) (unique selling point) your request / call for action anticipated questions promise ]]> quote = group of words or a short piece of writing taken from a book, play, speech, etc. and repeated because it is interesting or useful to break even = to attain a level at which there is neither gain nor loss, as in business return (~ on investment, R.O.I) = amount of profit made on investment business angel = investor who provides financial backing for small start-ups or entrepreneurs. Angel investors are usually found among an entrepreneur's family and friends and are essentially the exact opposite of a venture capitalist venture capitalist = investor who either provides capital to start-up ventures or supports small companies that wish to expand but do not have access to equities markets rapport /ræ'pɔ:r/ = friendly relationship in which people understand each other very well projection = estimate or statement of what figures, amounts, or events will be in the future, or what they were in the past, based on what is happening now subscription = sum of money that you pay regularly to be a member of a club or to receive a service in sth There is no any demonstration I could spend time more effective effectively ]]> 20220120 09:00-10:00 1.5 active PTEC - learning from mistakes PTEC - how to analyse a presentation & learn from mistakes Presenting a business model By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 32 Annex 3. NLMK CU Business Model (this is the older CLIP datasheet) 20211118_CLIP_Datasheet_NLMK_CU.pdf schedule 202201?? (rescheduled 20220125) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20220118 Rephrasing presentations to engage your audience hw20220120_n2 pix/icons8-hand-with-pen-100_white.png you, we Force them to be active listeners. → use possessive determiners like your, our, their]]> 20220118 Vocab describing common mistakes hw20220120 pix/icons8-dictionary-100_white.png Match the expressions with their definition. 3 Rephrasing presentations to engage your audience hw20220120_n2 active edit_ol_qa_writing prep_ol_qa_writing pix/icons8-hand-with-pen-100_white.png pix/icons8-collaboration-100_white.png you, we Force them to be active listeners. → use possessive determiners like your, our, their Make the topic easier to understand → narrow the topic by using closed questions (i.e. include answer in the question Can we improve sales? Why / why not? Ask the audience to contribute & be active → ask an open question How can we improve sales? What do we need? ]]> Do you need the advantages of our new solution? Can you find any disadvantages? ]]> Quarter 3 sales results Have sales satisfied our targets for the third quarter? Why / why not? Sales forecasts and business opportunities Will sales follow the current trend? What can we do to grow? Strategy and objectives for year 2022 Have we devised our plans well to reach our short term objectives this year? to devise = to invent sth new or a new way of doing sth Causes and impact of the crisis on turnover Do you agree with the causes of the crisis? How could we have mitigated the downturn? downturn = fall in the amount of business that is done; a time when the economy becomes weaker 1 Vocab describing common mistakes hw20220120 active edit_match_qa prep_match_qa pix/icons8-dictionary-100_white.png Match the expressions with their definition. visual ]]> --> to flick You shouldn't do that with your pen when speaking to move or make sth move with sudden quick movements to fidget You will distract your audience if you keep doing so to move restlessly posture /'pɔstʃə:/ It shouldn't be too relaxed or rigid position in which you hold your body when standing or sitting voice modulation You will sound boring if you haven't enough manner of speaking in which the loudness or pitch or tone of the voice is modified lectern You shouldn't hide behind it when speaking stand for holding a book in a church or chapel, esp. for a bible from which lessons are to be read; a similar stand for a lecturer 2 Dealing with bad habits and mistakes active edit_ol_qa pix/icons8-collaboration-100_white.png What can you do to avoid those mistakes and/or bad habits? Flicking with your pen when speaking ✓ try holding a cup almost filled to capacity to force you to be calm to flick = to move or make sth move with sudden quick movements Fidgeting and as a result distracting your audience ✓ imagine a cat is resting on your shoulder ✓ place a pair of gloves on your shoulders → they shouldn't fall off to fidget = to move restlessly, without stopping, nervously Your posture is not comfortable or looks artificial ✓ imagine yourself under water or walking on the moon, with no gravity → you may move without difficulty, smoothly, but you'll have to do so slowly posture /'pɔstʃə:/ = position in which you hold your body when standing or sitting You sound boring because you haven't enough voice modulation ✓ highlight in your notes expressions which you want to stress ✓ drill rhetorical questions ✓ rehearse key sentences e.g. 1st introduction, conclusion voice modulation = manner of speaking in which the loudness or pitch or tone of the voice is modified You are hiding behind the lectern when speaking ✓ avoid using a lectern altogether → use a 2nd monitor on the floor facing you rather than the audience ✓ stand in the middle of the stage when giving the introduction, making transitions and concluding ✓ move towards the left when talking about advantages ✓ move towards the right when talking about disadvantages → make use of space but don't overdo it lectern = stand for holding a book in a church or chapel, esp. for a bible from which lessons are to be read; a similar stand for a lecturer 4 Presentation Checklist hw20220127 active edit_2columns_2qa prep_2columns_2qa How can you tell if a presentation is successful? Add your own criteria under the headings to evaluate a presentation. Methodology Visuals Use of language Delivery Conclusion objectives & tasks breakdown / plan of the presentation logical structure check audience understanding with CCQs (Concept Checking Questions) clear parts transitions between parts Has the goal of the presentation been achieved? timing (total vs per slide) clear & memorable conclusion legibility no information overload (e.g. tables from spreadsheets) variety (infographics line graphs, bar graphs, pie charts...) layout of information on the slide (top left → bottom right) video clips mini intervention(s) of subject-matter experts vocab graded language and little jargon grammatical structures & accuracy conjunctions, adverbial phrases tripling arguments metaphors pace articulation & pronunciation intonation no obvious signs of reading stress on keywords body language eye contact recap general conclusion recommendations contacts if further information required call for action opening Q&A session ]]> to flick = to move or make sth move with sudden quick movements to fidget = to move restlessly posture /'pɔstʃə:/ = position in which you hold your body when standing or sitting gesture /'dʒestʃə:/ = movement that you make with your hands, your head or your face to show a particular meaning voice modulation = manner of speaking in which the loudness or pitch or tone of the voice is modified to take charge = to assume control lectern = stand for holding a book in a church or chapel, esp. for a bible from which lessons are to be read; a similar stand for a lecturer shade ~ of sth = different kind or level of opinion, feeling, etc rigid /'ridʒəd/ = (often disapproving) (of rules, methods, etc.) very strict and difficult to change; stiff and difficult to move or bend mannerism = way of speaking or moving that is typical of a person see look at sales results for... ... to be ranked higher on this list What do you think what we have better (the most | mostly): (colon to introduce a list of items) pluses or minuses, risks or opportunities? What causes do you think had more impact to on our turnover ]]> 20220118 11:20-12:20 1.5 active UNIT 5 PRESENTATIONS UNDER THE EYE OF THE CAMERA - how to use the structure of an elevator pitch for presentations By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 32 Annex 3. NLMK CU Business Model (this is the older CLIP datasheet) 20211118_CLIP_Datasheet_NLMK_CU.pdf 20220120 09:00-10:00 (rescheduled 20220120 11:20-12:20) 202201?? (rescheduled 20220125) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Lead in active edit_ol_qa pix/icons8-collaboration-100_white.png Answer the following questions. visual Imagine you are in this conference room. How do you make people listen to you? ]]> Can you be efficient at work without public speaking skills? ✓ presentation skills are considered as hygiene factors → a good manager must be able to communicate What do you worry about when delivering a presentation? 〆information overload = lacking methodology 〆lacking rehearsal & feedback 〆working after hours & burning out 〆stage fright = preparing the presentation and not the presenter stage fright = nervous feelings felt by performers before they appear in front of an audience rehearsal = time that is spent practising a play or piece of music in preparation for a public performance After much training in presentations, you may feel effective, but are you efficient? Being effective is about doing the right things, while being efficient is about doing things right. https://www.insightsquared.com/blog/effectiveness-vs-efficiency-whats-the-difference/#:~:text=Effective%20(adj.),Efficient%20(adj.)&text=The%20difference%20between%20effectiveness%20and%20efficiency%20can%20be%20summed%20up,is%20about%20doing%20things%20right]]> effective = adequate to accomplish a purpose; producing the intended or expected result efficient = performing or functioning in the best possible manner with the least waste of time and effort You have a bright idea but you need money. You meet a CEO in the lift of a business centre. How do you ask for his/her financial support? lift pitch ≠ collocation ]]> elevator pitch = 10-second to 1-minute talk or arguments used by a person trying to persuade people, usually business angels or venture capitalists, to invest in a business project What are the differences between an elevator or sales pitch and a presentation? ✓ timing ✓ contents ✓ more active body language ✓ few or no visuals → convincing rather than reporting How can elevator and sales pitch techniques help improve your presentations? forcing them to accept or disagree with your argumentation (...) → be convincing rather than just descriptive
visual
Imagine you are the player in red on the left. How will you score against that team of friendly-looking rugby players in blue on the right? ]]> 2 Structure of a pitch hw20220127 pix/icons8-collaboration-100_white.png active deck_shuffled_lines_halign prep_deck_shuffled_lines_halign 1. 2. s___-i___________ 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. ]]> ]]> 3 Rephrasing presentations to engage your audience hw20220120_n2 active edit_ol_qa_writing prep_ol_qa_writing pix/icons8-hand-with-pen-100_white.png pix/icons8-collaboration-100_white.png you, we Force them to be active listeners. → use possessive determiners like your, our, their Make the topic easier to understand → narrow the topic by using closed questions (i.e. include the answer in the question) Can we improve sales? Why / why not? Ask the audience to contribute & be active → ask an open question How can we improve sales? What do we need? ]]> Do you need the advantages of our new solution? Open question: Can you find any disadvantages? ]]> Topic: Quarter 3 sales results Closed question: Open question: Closed question: Have sales satisfied our targets for the third quarter? Why / why not? Open question: What do we need to improve results in Q4? Topic: Sales forecasts and business opportunities Closed question: Open question: Closed question: Will sales follow the current trend? Open question: What can we do to grow? Topic: Strategy and objectives for year 2022 Closed question: Open question: Closed question: Have we devised our plans well to reach our short term objectives this year? Open question: What could we change in our strategy if we had no financial restrictions? to devise = to invent sth new or a new way of doing sth Topic: Causes and impact of the crisis on turnover Closed question: Open question: Closed question: Do you agree with the causes of the crisis? Open question: How could we have mitigated the downturn? downturn = fall in the amount of business that is done; a time when the economy becomes weaker 4 Criteria for evaluating a presentation active pix/icons8-collaboration-100_white.png deck_shuffled_lines_halign visual → place the following criteria under the correct headings. → use them for self assessment as well as evaluating other presentations.

Methodology

rh____i__l q________

Visuals

inf_______ o___l__d

Use of language

tri_____ arg______

Delivery

p___ e__ con____

Conclusion

op____g
]]> Methodology introduction rhetorical question(s) / hook breakdown / plan of the presentation clear parts transitions between parts clear & memorable conclusion Visuals legibility no information overload (e.g. tables from spreadsheets) variety (line graphs, bar graphs, pie charts...) Use of language vocab grammatical structures tripling arguments Delivery pace articulation & pronunciation intonation stress on keywords body language eye contact Conclusion recap general conclusion recommendations opening --> ]]> 1 Vocab describing common mistakes hw20220120 active prep_match_qa edit_match_qa pix/icons8-dictionary-100_white.png Match the expressions with their definition. to flick You shouldn't do that with your pen when speaking to move or make sth move with sudden quick movements to fidget You will distract your audience if you keep doing so to move restlessly, without stopping, nervously posture /'pɔstʃə:/ It shouldn't be too relaxed or rigid position in which you hold your body when standing or sitting voice modulation You will sound boring if you haven't enough manner of speaking in which the loudness or pitch or tone of the voice is modified lectern You shouldn't hide behind it when speaking stand for holding a book in a church or chapel, esp. for a bible from which lessons are to be read; a similar stand for a lecturer to devise = to invent sth new or a new way of doing sth downturn = fall in the amount of business that is done; a time when the economy becomes weaker elevator pitch = 10-second to 1-minute talk or arguments used by a person trying to persuade people, usually business angels or venture capitalists, to invest in a business project to pitch to someone = to aim an idea or product at someone, to promote by means of an argument and demonstration posture /'pɔstʃə:/ = position in which you hold your body when standing or sitting to flick = to move or make sth move with sudden quick movements to fidget = to move restlessly, without stopping, nervously voice modulation = manner of speaking in which the loudness or pitch or tone of the voice is modified lectern = stand for holding a book in a church or chapel, esp. for a bible from which lessons are to be read; a similar stand for a lecturer 'm coming arrived here a couple of hours ago I was in a very bad health condition ill I wasn't sleep hadn't slept for more than 3 days ]]> 20220113 11:20-12:20 1.5 active Describing the corporate university's operating model By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 12 Figure 6. NLMK University Operating Model (this is the latest CLIP datasheet by O.Bagrin) 20211118_CLIP_Datasheet_NLMK_CU.pdf 20220120 09:00-10:00 (rescheduled 20220120 11:20-12:20) 202201?? (rescheduled 20220125) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 University Operating Model active deck_shuffled_lines Stage 1 At this stage organizational learning needs and objectives are identified and agreed. As described above, this is carried through a dialogue with key University’s stakeholders during strategy development phase as well as with annual reviews with the University’s business customers. Stage 2 At this stage programme portfolio architecture is updated based on agreed learning objectives to achieve a sensible trade-off between various learning needs and constraints. For instance, at this stage decisions are made to include new learning courses in the portfolio, combine various learning solutions into programmes catering for different development objectives or career tracks. Various constraints, such as available time or immediate learning priorities are factored in. Stage 3 After target programme portfolio architecture is approved by the Academic Council, the University teams commence design of new learning solutions or updates of the existing ones. Each course or programme undergoes a pilot phase, where they are tested in a small group setting. After finalization and acceptance by a Business customer, they are released for a rollout. Stage 4 Learning courses are delivered by internal trainers in various formats, primarily through a blended learning (a combination of face-to-face sessions and independent distant learning). Normally, a full rollout of any learning programme takes a period between few months (for a specific audience) and two years (for the entire organization). Stage 5 At this stage the University liaises with its business customers to provide continuing support for improved conversion of acquired knowledge and skills into desired competencies. This is done through project work and on-the-job practices. Learning outcomes are also being monitored and assessed. Stage 6 The University teams analyse results of learning process on an ongoing basis. This is done through continuing assessment of a customer experience, knowledge acquisition, behavioural changes and business impact.]]> 2 Delivering value to customers via cross-functional teams active edit_ol_qa pix/icons8-collaboration-100_white.png Answer the questions. NLMK corporate university operating model ]]> 1. Cross-functional teams often function as self-directed teams assigned to a specific task which calls for the input and expertise of numerous departments. 2. Assigning a task to a team composed of multi-disciplinary individuals increases the level of creativity and establishes common opinion. Each member offers an alternative perspective to the problem and potential solution to the task. 3. In business today, innovation is a leading competitive advantage and cross-functional teams promote innovation through a creative collaboration process. (src: Wikipedia)]]> In what stage(s) of this chart do you contribute to delivering value to customers? ✓ occasionally work across various stages ✓ focus on only a single or few stages = feature cross-functional activities → need to know your portfolio How does the corporate university deliver value to customers (i.e. who are being trained)? ✓ design learning solutions tailored to business & employee needs ✓ align solutions with the corporate culture ✓ MBO (management by objectives) How do you place the right tools in the right hands? ✓ focus on a customer perspective rather than the learning organisation's actions ✓ use pilot groups ✓ competences model ✓ MBI assessment ✓ gain support from heads of depts of target learners to ensure adequate motivation to gain = to obtain How many CSR oriented projects does the corporate university feature? ✓ green city project in collaboration with local authorities now being discussed ✓ perhaps only based on collaboration with local regional government CSR = corporate social responsibility to commence = to begin to liaise with sb = to work closely with sb and exchange information with them roll-out = occasion when a company introduces a new product, especially an aircraft, to the public philanthropic /ˌfɪlənˈθrɔpɪk/ = loving one's fellow men; benevolent isn't doesn't care It could influence for his vision ]]> 20220111 11:20-12:20 1.5 active Addressing threats & opportunities (third, mixed conditionals) (2/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. C2 EF General English - Book 1 Unit 5 Conditionals icons8-hand-with-pen-100.png pg 58 ex G EFEKTA-GE-C2.1-U5_pg58_conditionals.pdf schedule Tuesday - Thursday 11:20-12:20 starting January 2021 zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook active textbook 20190624-1734 active review 20190624-1736 active review active textbook That'd be much too expensive! = that would be /ðætəd bi:/ T / Cl 2) Simple vs double contractions I would /wud/ have → I would've /'wudəv/ I would've chosen this one I would've /wudəv/ → I'd've /'ædəv/ I'd've chosen this one T / Cl Ellipsis wouldn't it? /ˈwudn(t)ɪt/ It would be a good idea, wouldn't? T / Cl Connected speech (contractions + elision = linking) You would have → you'd 've /j[u:/u/ə] /dəv/ I would've chosen this one I wouldn't've chosen that one /wudn(t)əv/ ]]> indiscriminately /,indəs'krimənətli:/ 20211230 11:20-12:20 1.5 lc By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. C2 EF General English - Book 1 Unit 5 Conditionals icons8-hand-with-pen-100.png pg 58 ex G EFEKTA-GE-C2.1-U5_pg58_conditionals.pdf schedule Tuesday - Thursday 11:20-12:20 starting January 2021 zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20211227 09:00-10:00 1.5 active How would you address teething problems of a corporate university aspiring to CLIP accreditation? (review of conditionals) By the end of this session you will have studied Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit85_some_any_w_key.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. C2 EF General English - Book 1 Unit 5 Conditionals icons8-hand-with-pen-100.png pg 58 ex F G EFEKTA-GE-C2.1-U5_pg58_conditionals.pdf schedule Tuesday - Thursday 11:20-12:20 starting January 2021 zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook active textbook 1 Follow-up practice active edit_ol_qa pix/icons8-collaboration-100_white.png What teething problems would a corporate university have if staff didn't speak English fluently? ✓ understanding best practice ✓ satisfying employer brand expectations ✓ keeping up with trends (...) teething problems = small problems that a company, product, system, etc. has at the beginning What could be a corporate university's black swan situation? 〆changing rules 〆new criteria 〆not being able to understand the needs and aspirations of staff from generation Z black swan = metaphor describing an event which is unanticipated (perhaps because it seemed impossible or because no-one had considered it before), but which has very far-reaching consequences What obstacles could you have pre-empted if you had known about them earlier? ✓ moving from off-line to on-line solutions ✓ adapting methodology to distance learning ✓ retaining attention of participants ✓ gaining recognition of certificates & diplomas from both employers and learners to pre-empt = to prevent something from happening by taking action first teething problems = small problems that a company, product, system, etc. has at the beginning black swan = metaphor describing an event which is unanticipated (perhaps because it seemed impossible or because no-one had considered it before), but which has very far-reaching consequences fix = (informal) solution to a problem, especially an easy or temporary one glitch = (informal) small problem or fault that stops sth working successfully to pre-empt = to prevent something from happening by taking action first learnings = plural of "learning" in the sense of "(specific) things or lessons that have been learned". It is often considered non-standard English, even though it is rather widely used prevalent /ˈprevələnt/ = that exists or is very common at a particular time or in a particular place; common, widespread 20211223 11:20-12:20 1.5 active Addressing threats & opportunities (third, mixed conditionals) (1/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf. conditionals_mindmap.pdf English Grammar in Use - Intermediate 3rd ed - Murphy Unit 85 Some vs any icons8-hand-with-pen-100.png Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit85_some_any_w_key.pdf schedule Tuesday - Thursday 11:20-12:20 starting January 2021 zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20210320-0858 Third conditional active grammar 20190618-0937 Conditionals active decks deck_of_phrases_conditionals.csv active textbook conditionals mindmap ]]> 1 Mixed conditionals active deck_shuffled deck_of_phrases_mixed_conditionals_b2_03.csv 2 Mixed conditionals active deck_shuffled deck_of_phrases_mixed_conditionals_b2_04.csv have made (2nd conditional) the right choice We would have a better workflow now if we had made (mixed conditional) the right choice You could have made an interesting hypothesis if you have had had (3rd conditional) more time for research You could have made an interesting hypothesis if you have had (mixed conditional) more time for research ]]> 20211222 20211216 09:00-10:00 1.5 active Quarterly test feedback By the end of this session you will have studied EF Quarterly test → check the graded correction sent by e-mail schedule 20211202 NLMK ind 01 advance cancellation → reschedule by 26.12 ✓ 20211216 NLMK ind 01 advance cancellation → rescheduled 20211222 Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf. conditionals_mindmap.pdf English Grammar in Use - Intermediate 3rd ed - Murphy Unit 85 Some vs any icons8-hand-with-pen-100.png Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit85_some_any_w_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> wip textbook quarterly_test_nlmkind01_20211216.xml Quarterly test active quarterly_test quarterly_test_feedback active textbook Quarterly test results Have something done (B2 03) Have something done (B2 04) Reported speech (B1 01) Employability (B2 02) Order of adjectives (B1 02) Writing Total 76% T / Cl Feedback ]]> knowledges knowledge in at the same time It is not more then than 10% I don't know where is it is The spread of this 10% is not the same in the Corporate function and as in the production side In additional In addition | Additionally , just a few companies have such accreditation It is showing shows your weak points We can evaluate yourself ourselves This system can be use used for permanent improvement ]]> 20211220 09:00-10:00 1.5 active Accreditation from the horse's mouth - EFMD presentation of CLIP by Valery Katkalo - Feedback By the end of this session you will have studied EF Quarterly test → complete and send back by e-mail by 20211217 schedule 20211202 NLMK ind 01 advance cancellation → reschedule by 26.12 20211216 NLMK ind 01 advance cancellation → reschedule by 26.12 Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf. conditionals_mindmap.pdf English Grammar in Use - Intermediate 3rd ed - Murphy Unit 85 Some vs any icons8-hand-with-pen-100.png Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit85_some_any_w_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20211214 Inspiring Corporate Learning - Presentation by Valery Katkalo hw20211220 Read the article available side by side in both English and Russian. Check some of questions asked and answered during the presentation. Prepare any questions you may have about the two figures from the articles. https://www.globalfocusmagazine.com/inspiring-corporate-learning/-->]]> wip textbook active textbook T / Cl What solutions have you developed which are absolutely unique and therefore might be of interest to the peer review team for sharing with other already accredited corporate universities? T / Cl What steps can you take to ensure external stakeholders are prepared to the PRT visit as well as you are? T / Cl Preparing for PRT questions Inspiring Corporate Learning → choose items relevant to your specialisation among the new criteria from figure 2 → make up likely questions ]]> active textbook to pretend = to behave in a particular way, in order to make other people believe sth that is not true to aspire to sth = to have a strong desire to achieve or to become sth to think aloud = to express one's thoughts as soon as they occur mishmash = (informal, usually disapproving) a confused mixture of different kinds of things, styles, etc for to the other people, your network because they are not дураки idiots | silly Not many organisations pretend aspire to this accreditation I'm thinking out of my head aloud ]]> 20211214 09:00-11:00 3 active Accreditation from the horse's mouth - EFMD presentation of CLIP by Valery Katkalo By the end of this session you will have studied EFMD accreditation process from the horse's mouth, presentation by Valery Katkalo → read the article. Prepare any questions you may have. Inspiring Corporate Learning by Martin Moehrle and Steven Smith October 18, 2021 Global Focus, The EFMD Business Magazine https://www.globalfocusmagazine.com/inspiring-corporate-learning/ zoom_meeting.png Zoom meeting details Meeting ID: 840 9757 6304 Password: 825286 https://eu-nlmk.zoom.us/j/84097576304?pwd=RzUvdDdBQ3lKUTc0RUE1bzFrenJEZz09 ]]> wip textbook https://docs.google.com/document/d/1aFqAp_3g1JakQqUhHOEvDAYhmerBjueZ4PIlNOWycq4/edit?usp=sharing ]]> 1 Inspiring Corporate Learning active hw20211220 edit_reading_floating Read the article and answer the questions. https://www.globalfocusmagazine.com/inspiring-corporate-learning/ -->]]> How do you ensure that your learning function is fully aligned with your organisation’s strategy and business priorities? What is excellence in corporate learning? How do you get a fair outside-in view of your learning and development function that is not a check-the-box process but one that takes your business context into account, engages your stakeholders, and fuels your function’s strategic development? Why do you want to avoid a check-the-box process? Inspiring Corporate Learning | Вдохновляющее Корпоративное Обучение Inspiring Corporate Learning | Вдохновляющее Корпоративное Обучение Martin Moehrle, Steven Smith 20211018 Global Focus, The EFMD Business Magazine
1. Learning is a key factor of success for organisations in today’s dynamic business and societal environments. But how to ensure that your learning function is fully aligned with your organisation’s strategy and business priorities? And what is excellence in corporate learning actually all about? How do you get a fair outside-in view of your learning and development function that is not a check-the-box process but one that takes your business context into account, engages your stakeholders, and fuels your function’s strategic development? 1. Обучение является ключевым фактором успеха организаций в современной динамичной деловой и социальной средах. Но как обеспечить, чтобы функция обучения полностью соответствовала стратегии и бизнес-целям организации? И что на самом деле представляет собой превосходство в корпоративном обучении? Как получить справедливую внешнюю оценку своей функции обучения и развития, которая не является процессом проверки, а учитывает контекст бизнеса, вовлекает заинтересованных лиц и способствует стратегическому развитию функции обучения? 2. These were the kinds of questions addressed by EFMD’s launch of its Corporate Learning Improvement Process (CLIP) in the early 2000s, under the leadership of Gordon Shenton, its first Director. CLIP has since become the premier quality management tool for corporate learning. It combines assessment and development of a learning function and rests upon a framework of quality standards. And its tested process of self-assessment and peer review allows the learning function to engage its stakeholders in a constructive dialogue on its current state and its future ambition. 2. Именно на такие вопросы ответил Европейский фонд развития менеджмента (European Foundation for Management Development - EFMD), запустивший аккредитационную Программу совершенствования корпоративного обучения (Corporate Learning Improvement Process - CLIP) в начале 2000-х годов под руководством Гордона Шентона, первого директора EFMD. С тех пор, CLIP стал главным инструментом управления качеством корпоративного обучения. Он сочетает в себе оценку и развитие функции обучения и основывается на системе стандартов качества. А его уже проверенный процесс самооценки (self-assessment process) и экспертной оценки (peer review process) позволяет обучающей функции вовлекать заинтересованные стороны в конструктивный диалог о своем текущем состоянии и в своих будущих амбициях. 3. Since CLIP’s inception, corporate learning has evolved remarkably. Continuous transformation has become the new normal within organisations, requiring ongoing reskilling and upskilling of the workforce. This has pushed learning from being a formal activity to become increasingly embedded into the work itself. Digitalisation has also moved to the forefront, bringing with it the power of data analytics. This allows for greater focus on learner experience and the personalisation of learning. In addition, the combination of continuous transformation and digitalisation requires the learning function to synchronise its learning strategy to the business in real-time through agile work practices, often drawing on an eco-system of internal and external partners to co-create solutions. 3. С момента создания CLIP корпоративное обучение заметно эволюционировало. Непрерывная трансформация стала новой нормой в организациях, требующей постоянной переподготовки и повышения квалификации рабочей силы. Это привело к тому, что обучение из формальной деятельности стало все более интегрированным в саму работу. Цифровизация также вышла на передний план, принеся с собой возможности анализа данных. Это позволяет уделять больше внимания опыту учащихся и персонализации обучения. Кроме того, сочетание непрерывной трансформации и цифровизации требует, чтобы функция обучения синхронизировала свою стратегию обучения с бизнесом в режиме реального времени с помощью гибких методов работы (agile), часто используя экосистему внутренних и внешних партнеров для совместного создания решений. visual support To better reflect this new environment, EFMD decided last year to carry out a comprehensive refresh of the CLIP model of excellence in corporate learning, valid from 2021 onward. The now modernised and simplified CLIP framework is structured in five chapters, each with three standards composed of four criteria. The chapter flow follows a clear value chain logic and covers all relevant aspects of a world-class learning organisation.]]> 4. В 2017 году опрос корпоративной сети EFMD выявил шесть вызовов для корпоративного обучения и шесть препятствий, которые необходимо преодолеть, чтобы адекватно справиться с ними (см. рисунок 1). Трансформация корпоративного обучения Рисунок 1: Трансформация корпоративного обучения: от поставщика обучения к средству, способствующему обучению (EFMD Global Focus, 12(1), стр. 46-49) Чтобы лучше отразить эту новую среду, EFMD в прошлом году решил провести всестороннее обновление модели CLIP для повышения качества корпоративного обучения, действующей с 2021 года. В настоящее время модернизированная и упрощенная структура CLIP состоит из пяти направлений, каждый из которых содержит три стандарта, состоящих из четырех критериев. Порядок направлений следует четкой логике цепочки создания стоимости и охватывает все соответствующие аспекты обучающей организации мирового класса. visual support]]> 5. В первом направлении рассматривается стратегия функции обучения, ее позиционирование, управление и логика создания ценности. Во втором направлении рассматриваются обслуживаемые целевые рынки и их сегментация, связи с учащимися и их менеджерами, а также интеграция предприятий в цепочку создания ценности обучения. Предложение функции обучения для различных сегментов рынка является предметом третьего направления, включая его согласованность, разработку и развертывание. В четвёртом направлении рассматриваются ресурсы, которыми управляет функция обучения, начиная с собственной команды и заканчивая тем, как она создает и использует внутреннюю и внешнюю экосистемы обучения. Наконец, в пятом направлении рассматривается влияние функции обучения на отдельных лиц, бизнес и общество, а также соответствующий цикл измерения и обратной связи в направлении «Стратегия» (см. рисунок 2). Рисунок 2: Новая структура качестве CLIP: 5 направлений, 15 стандартов, 60 критериев 6. Three transversal themes cut through all five chapters: digital, agile, and international. The digital transformation pervades all aspects of corporate learning. Agile comprises responsiveness, flexibility, personalisation, among other topics. And the international mindset and connectivity of the learning function allow organisations to learn from and with the world, even if they have a limited geographic footprint. 6. Три сквозные темы проходят через все пять глав: цифровизация, гибкость и интернационализация. Цифровая трансформация пронизывает все аспекты корпоративного обучения. Гибкость включает в себя, среди прочего, оперативность и персонализацию. А международное мышление и связь с функцией обучения позволяют организациям учиться у всего мира и взаимодействовать с ним, даже если они имеют ограниченное географическое присутствие. 7. The CLIP framework takes a broad view of Corporate Learning & Development and covers both the professionalism applied in all learning and development processes and practices, as well as their grounding in business and organisational reality and their link to the company’s strategic and transformation agenda. The CLIP process continues to rest on the two main pillars of self-assessment and peer review. Four peers from the CLIP community interview all relevant stakeholders of a learning function to then identify and give feedback on points of excellence, strengths, areas for development and considerations for the future. 7. Структура CLIP охватывает широкий взгляд на корпоративное обучение и развитие и охватывает как профессионализм, применяемый во всех процессах и практиках обучения и развития, так и их обоснованность в бизнес- и организационной реальности и их связь со стратегией и программой преобразований компании. Процесс аккредитации по CLIP по-прежнему основывается на двух главных принципах самооценки и коллегиального обзора. Четверо коллег из сообщества CLIP проводят собеседования со всеми соответствующими заинтересованными сторонами, участвующими в обучающей функции, чтобы затем определить и дать обратную связь о преимуществах, сильных сторонах, областях для развития и соображениях на будущее. 8. The benefits of pursuing a CLIP accreditation remain unchanged. These include - internal recognition within the organisation, getting awareness and buy-in for the cause learning, and the role and plans of the learning function among all stakeholders - contribution to the employer brand, especially as learning has become a prominent aspect of the employer value proposition - acceleration of the function’s strategic development by validating and enriching the strategic roadmap of the corporate learning function - access to the CLIP community of forward-looking learning and talent development leaders. 8. Преимущества прохождения аккредитации CLIP остаются неизменными. К ним относятся: • внутреннее признание в организации, повышение осведомленности и участие в обучении бизнеса, а также роль и планы функции обучения среди всех заинтересованных сторон; • вклад в бренд работодателя, особенно с учетом того, что обучение стало важным аспектом ценностного предложения работодателя; • ускорение стратегического развития обучающей функции за счет подтверждения и обогащения стратегической дорожной карты корпоративной функции обучения • доступ к сообществу CLIP, состоящему из перспективных лидеров в области обучения и развития талантов. 9. The redesign task force was led by Steven Smith, co-author of this article and former EVP at Capgemini and CLO at Nordea Bank. Our heartfelt thanks go to him and all other members of the global CLIP community who so generously contributed time and expertise to this project. We are proud of the outcome and can already witness how the refreshed CLIP framework continues to inspire learning and development functions around the world to join the club of those who have already gone through accreditation. 9. Целевую группу по перепроектированию структуры CLIP возглавлял Стивен Смит, соавтор этой статьи и бывший руководитель ценностного предложения работодателя (employment value proposition) в Capgemini и директор по обучению (Chief Learning Officer) в Nordea Bank. Мы от всего сердца благодарим его и всех других членов глобального сообщества CLIP, которые так щедро выделили время и знания для этого проекта. Мы гордимся результатом и уже можем наблюдать, как обновленная структура CLIP продолжает вдохновлять функции обучения и развития по всему миру, чтобы присоединиться к клубу тех, кто уже прошел аккредитацию. ensure = to guarantee align with = to arrange sth in the correct position, or to be in the correct position, in relation to sth else outside-in view = customer-centric view which looks at the entire organisation from the perspective of customers. It is a preferred approach to rethink and redesign your business. Observe what customers do in practice. It often reveals obvious opportunities for improvement inception = start of an institution, an organization, etc reskilling = process of learning a new or the same old skill or trade for the same group of personnel. Retraining is required[by whom?] to be provided on a regular basis to avoid personnel obsolescence due to technological changes and the individuals' memory capacity. This short-term instruction course shall serve to re-acquaint personnel with skills previously learnt (recall to retain the potentials) or to bring their knowledge or skills up-to-date (latest) so that skills stay sharp. This kind of training could be provided annually or more frequently as maybe required, based on the importance of consistency of the task of which the skill is involved. Examples of refreshers are cGMP, GDP, HSE trainings. Retraining (repetition of a training conducted earlier) shall also be conducted for an employee, when the employee is rated as ‘not qualified’ for a skill or knowledge, as determined based on the assessment of answers in the training questionnaire of the employee (src: wikipedia) upskilling = teaching (an employee) additional skills embedded = incorporated, included normal = usual or average state, level or standard forefront = in or into an important or leading position in a particular group or activity agile = able to think quickly and in an intelligent way; able to move quickly and easily drawing on = using information or your knowledge of something to help you do something overcome = to succeed in dealing with or controlling a problem that has been preventing you from achieving sth cope = to deal successfully with sth difficult to carry out = put in effect, execute cohesiveness = situation in which all the parts of sth fit together well leverage = having the ability to influence pervade = to spread through and be noticeable in every part of sth responsiveness = quality of reacting quickly grounding = teaching of the basic parts of a subject pursuing = doing sth or trying to achieve sth over a period of time buy-in = fact of agreeing with, accepting, or supporting something that another person suggests or does prominent = important or well known witness = to see sth take place
2 Presentation by Valery Katkalo active edit_ol_qa pix/icons8-collaboration-100_white.png How do you wage your battle for talents? to wage sth against / on sb/sth = to begin and continue a war, a battle, etc What examples of NLMK roadshows do you know of? Who else is applying for CLIP? ✓ already certified: Sber, Siburg ✓ in some remote future RZhD, Centralbank, Neft? What alternatives are there to CLIP? ✓ global CCU 〆not as prestigious, well-known or international What are some of the EFMD mantras? ✓ nobody's perfect mantra = word, phrase or sound that is repeated again and again, especially during prayer or meditation What are important criteria for success? ✓ quality of self-assessment report & formalisation of documentation ✓ team (only 3 meetings) ✓ quality of discussion Which session is the most important? Why? ✓ 1st session (...) What is meant by a 2-way street? ✓ self-assessment plus exchange of ideas for EFMD peer team = mutual interest Why should interviews be held in English? ✓ tangible evidence of international aspirations ✓ part of the company's DNA ✓ part of corporate culture What are the differences between Sber & NLMK in their corporate university solutions? ✓ LTL more developed at NLMK because of shop floor needs (Sber had a more top to bottom approach because of its kind of business) → cf Boeing as a pioneer in LTL What are the differences between 0, 3 and 5 year accreditation results? ✓ 3 yr accreditation features 2-3 serious quality improvements to be addressed at the risk of losing certification ✓ 5 year accreditation points out areas for improvement 3 Follow up questions to presentation by Valery Katkalo]]> active edit_ol_qa pix/icons8-collaboration-100_white.png What changes did you notice in the activities and processes of NLMK Corporate University during the application process for CLIP? ✓ operating model ✓ structure transformation ✓ automatisation ✓ participation in competitive events ✓ portfolio ✓ evaluation system ✓ campus ✓ gap analysis as a start to self assessment ✓ braver in business & corporate learning ✓ testing new IT solutions How do you see your personal contribution towards obtaining accreditation process? ✓ NPS as an example of digitalisation What will change in your work during the accreditation process and after it? to ensure = to guarantee to align with = to arrange sth in the correct position, or to be in the correct position, in relation to sth else outside-in view = customer-centric view which looks at the entire organisation from the perspective of customers. It is a preferred approach to rethink and redesign your business. Observe what customers do in practice. It often reveals obvious opportunities for improvement inception = start of an institution, an organization, etc reskilling | retraining = process of learning a new or the same old skill or trade for the same group of personnel. Retraining is required[by whom?] to be provided on a regular basis to avoid personnel obsolescence due to technological changes and the individuals' memory capacity. This short-term instruction course shall serve to re-acquaint personnel with skills previously learnt (recall to retain the potentials) or to bring their knowledge or skills up-to-date (latest) so that skills stay sharp. This kind of training could be provided annually or more frequently as maybe required, based on the importance of consistency of the task of which the skill is involved. Examples of refreshers are cGMP, GDP, HSE trainings. Retraining (repetition of a training conducted earlier) shall also be conducted for an employee, when the employee is rated as ‘not qualified’ for a skill or knowledge, as determined based on the assessment of answers in the training questionnaire of the employee (src: wikipedia) upskilling = teaching (an employee) additional skills embedded = incorporated, included normal (noun) = usual or average state, level or standard at / in / to the forefront (of sth) = in or into an important or leading position in a particular group or activity agile = able to think quickly and in an intelligent way; able to move quickly and easily Agile methodology = iterative approach to project management and software development that helps teams deliver value to their customers faster and with fewer headaches. Instead of betting everything on a "big bang" launch, an agile team delivers work in small, but consumable, increments to draw on = to use information or your knowledge of something to help you do something to overcome = to succeed in dealing with or controlling a problem that has been preventing you from achieving sth to cope with = to deal successfully with sth difficult to carry out = put in effect, execute cohesiveness = situation in which all the parts of sth fit together well to leverage = to have the ability to influence to pervade = to spread through and be noticeable in every part of sth responsiveness = quality of reacting quickly grounding = teaching of the basic parts of a subject to pursue = to do sth or trying to achieve sth over a period of time buy-in = fact of agreeing with, accepting, or supporting something that another person suggests or does prominent = important or well known to witness = to see sth take place 20211213 09:00-10:00 1.5 active Accreditation from the horse's mouth - workshop new proposal with Polina & Vassif By the end of this session you will have studied 20211202 NLMK ind 01 advance cancellation → reschedule by 26.12 20211216 NLMK ind 01 advance cancellation → reschedule by 26.12 Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf. conditionals_mindmap.pdf English Grammar in Use - Intermediate 3rd ed - Murphy Unit 85 Some vs any icons8-hand-with-pen-100.png Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit85_some_any_w_key.pdf icons8-lecturer-100.png EFMD accreditation process from the horse's mouth, presentation by Valery Katkalo 20211214 09:00-11:00 zoom_meeting.png Zoom meeting details Meeting ID: 840 9757 6304 Password: 825286 https://eu-nlmk.zoom.us/j/84097576304?pwd=RzUvdDdBQ3lKUTc0RUE1bzFrenJEZz09 Preliminary questions re contents & format of delivery https://docs.google.com/document/d/1aFqAp_3g1JakQqUhHOEvDAYhmerBjueZ4PIlNOWycq4/edit?usp=sharing zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook https://www.globalfocusmagazine.com/inspiring-corporate-learning/ → write 5-8 question long hand out in Russian about the presentation (and not the article) @ Polina → list of attendees per groups + target language ]]> cramming / mugging / swotting (from swot, akin to "sweat", meaning "to study with determination") = practice of working intensively to absorb large volumes of information in short amounts of time. It is often done by students in preparation for upcoming exams, especially just before they are due. Usually the student's priority is to obtain shallow recall suited to a superficial examination protocol, rather than to internalize the deep structure of the subject matter. Cramming is often discouraged by educators because the hurried coverage of material tends to result in poor long-term retention of material, a phenomenon often referred to as the spacing effect. Despite this, educators nevertheless widely persist in the use of superficial examination protocols, because these questions are easier to compose, quicker (and therefore cheaper for the institution) to grade, and objective on their own terms. When cramming, one attempts to focus only on studies and to forgo unnecessary actions or habits. In contrast with cramming, active learning and critical thinking are two methods which emphasize the retention of material through the use of class discussions, study groups and individual thinking. Each has been cited as a more effective means of learning and retaining information as compared to cramming and memorization. (src: wikipedia) to acknowledge = to accept that sth is true; to tell sb that you have received sth that they sent to you; to show that you have noticed sb/sth by smiling, waving, etc; to publicly express thanks for help you have been given link | url (uniform/universal resource locator) = address of a resource on the Internet to liaise with sb = to work closely with sb and exchange information with them 20211209 09:00-10:00 1.5 active Accreditation from the horse's mouth - draft review with Polina & Vassif By the end of this session you will have studied 20211202 NLMK ind 01 advance cancellation → reschedule by 26.12 20211216 NLMK ind 01 advance cancellation → reschedule by 26.12 Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf. conditionals_mindmap.pdf English Grammar in Use - Intermediate 3rd ed - Murphy Unit 85 Some vs any icons8-hand-with-pen-100.png Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit85_some_any_w_key.pdf icons8-lecturer-100.png EFMD accreditation process from the horse's mouth, presentation by Valery Katkalo 20211214 09:00-11:00 zoom_meeting.png Zoom meeting details Meeting ID: 840 9757 6304 Password: 825286 https://eu-nlmk.zoom.us/j/84097576304?pwd=RzUvdDdBQ3lKUTc0RUE1bzFrenJEZz09 Preliminary questions re contents & format of delivery https://docs.google.com/document/d/1aFqAp_3g1JakQqUhHOEvDAYhmerBjueZ4PIlNOWycq4/edit?usp=sharing zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook https://docs.google.com/document/d/1aFqAp_3g1JakQqUhHOEvDAYhmerBjueZ4PIlNOWycq4/edit?usp=sharing 20211209 - meeting PK, VF, VS @ Duncan Add questions for people not in the corporate university Assign break-out rooms  . with a mix of English language learners and fluent speakers . mix target staff with non NLMK corporate university stakeholders (inclusive activity) @ Duncan Distribute graded hand-outs per level (and NOT per break-out room) 20211213 screencast 20211212/3 pdf  Watch screencast explaining concept before the conference <- video by Duncan @ Vassif Edit & distribute general ‘big picture’ hand-out for other stakeholders 20211209 groups for break out rooms 20211210 executive summary Postponed till 202202 Distribute general ‘big picture’ hand-out for other stakeholders key dates, concepts, learning solutions… in English Feb - March 2021? = support material for mock interviews ]]> 20211206 09:00-10:00 1.5 active Addressing threats & opportunities (zero, first, second conditionals) By the end of this session you will have studied 20211202 NLMK ind 01 advance cancellation → reschedule by 26.12 20211216 NLMK ind 01 advance cancellation → reschedule by 26.12 schedule NLMK ind 01 Tuesday - Thursday 11:20-12:20 starting January 2021 tbc - reschedule NLMK group 01 Thursday 11:20-12:20 → Monday 09:00-10:00 OR Thursday 09:00-10:00 schedule 20211214 09:00-11:00 (3ach) presentation by Valery Katkalo (instead of regular lessons 09:00-10:00 + 10:10-11:10 w/ NLMK group03+06) → 20211213 1.5ach charged in attendance sheets of NLMK group 3 & 4 (prep time by Duncan) → 20211214 1.5ach charged in attendance sheets of NLMK group 3 & 4 (presentation by Valery) Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf. conditionals_mindmap.pdf English Grammar in Use - Intermediate 3rd ed - Murphy Unit 40 Third conditional icons8-hand-with-pen-100.png Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit40_if_3rd_conditional_key.pdf icons8-lecturer-100.png EFMD accreditation process from the horse's mouth, presentation by Valery Katkalo 20211214 09:00-11:00 zoom_meeting.png Zoom meeting details Meeting ID: 840 9757 6304 Password: 825286 https://eu-nlmk.zoom.us/j/84097576304?pwd=RzUvdDdBQ3lKUTc0RUE1bzFrenJEZz09 Preliminary questions re contents & format of delivery https://docs.google.com/document/d/1aFqAp_3g1JakQqUhHOEvDAYhmerBjueZ4PIlNOWycq4/edit?usp=sharing zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 2 Follow-up discussion active edit_ol_qa pix/icons8-collaboration-100_white.png visual support
Look at this picture. What does it suggest? What could a learning organisation tailor to your needs if money and time were not an issue?]]> What would happen if a corporate university tailored its learning solutions to the needs of its target audience better than other business schools and universities? ✓ it would attract talent pool = people would not only come to learn but also stay & work with your organisation 〆 it might result in well-trained staff looking for better professional opportunities elsewhere → prepare the right people to the right places Why could the remote learning infrastructure have failed? ✓ if all trainers hadn't been involved in this process ✓ the corporate university wouldn't have survived the pandemic without distance learning What obstacles could there be to implementing life-long learning solutions? 〆if it were not timely 〆the corporate university might not support life-long learning solutions without a more developed HR dept 〆failure to motivate internal staff to be promoted 〆resistance to changing your habits timely = at the right moment Should a corporate university tailor courses only to the needs of its industry? 〆no, many processes are common to different industries e.g. delivering presentations → share best practices 〆competitors could acquire your know-how to your detriment to the detriment = at the cost of; resulting in harm or damage to sb/sth What are the company's threats of not fulfilling its role in corporate social responsibility? 〆fail to stand up to its reputation → worsen brand appeal to worsen = to become or make sth worse than it was before 20200417-2057 Zero, first conditional (real situations) active grammar 20210320-0857 Second conditional active grammar active textbook conditionals mindmap ]]> 20190618-0937 Conditionals active decks deck_of_phrases_conditionals.csv obedient = doing, or willing to do, what you have been told to do by someone in authority obedience = fact that people or animals do what they are told to do timely = at the right moment to the detriment = at the cost of; resulting in harm or damage to sb/sth to worsen = to become or make sth worse than it was before could had any free time ]]> 20211129 09:00-10:00 1.5 active CLIP accreditation - typical visit structure by Valery By the end of this session you will have studied print Download onto your tablet or print the following pdf. conditionals_mindmap.pdf English Grammar in Use - Intermediate 3rd ed - Murphy Unit 40 Third conditional icons8-hand-with-pen-100.png Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit40_if_3rd_conditional_key.pdf icons8-lecturer-100.png EFMD accreditation process from the horse's mouth, presentation by Valery Katkalo 20211214 09:00-11:00 to be confirmed zoom_meeting.png Zoom meeting details Meeting ID: 840 9757 6304 Password: 825286 https://eu-nlmk.zoom.us/j/84097576304?pwd=RzUvdDdBQ3lKUTc0RUE1bzFrenJEZz09 Preliminary questions re contents & format of delivery https://docs.google.com/document/d/1aFqAp_3g1JakQqUhHOEvDAYhmerBjueZ4PIlNOWycq4/edit?usp=sharing zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 CLIP accreditation - Typical visit structure active edit_2columns_2qa prep_2columns_2qa prep_ol_qa_writing
1. The Learning Function’s leadership team and select members of staff (5-6 ключевых руководителей и экспертов КУ; 90 минут);
✓ Confirm list of participants 14 days before visit
]]> День 1. 1. The Learning Function’s leadership team and select members of staff (5-6 ключевых руководителей и экспертов КУ; 90 минут); 2. Executive Committee members (3-4 индивидуальные встречи по 30 мин с ключевыми руководителями компании, СЕО и СЕО-1); 3. Heads of corporate functions and business units (2 встречи по 45 мин в каждой с 2 руководителями корпоративных функций и бизнес-единиц); 4а. The CHRO (Глава HR корпорации, 45 мин) 4b. The head of talent management (45 мин)

День 2.

5. Participants in the Learning Function’s leadership and functional programs (2 группы по 3 менеджера компании, которые прошли обучение в КУ; по 45 мин); 6. Internal and external facilitators (основные сотрудники КУ - learning partner, senior expert, program manager, trainer; 2 группы по 3-4 человека в каждой, по 45 мин) 7. Training efficiency and analytics and e-learning teams’ members (3-4 ключевых сотрудника КУ в этих функционалах, 90 минут); 8. External partners such as consulting companies, universities or technology (3-4 представителя этих внешних партнеров по совместным образовательным проектам, например, INSEAD, 90 мин);

День 3.

9. HR business partners (3-4 корпоративных HR-партнера, 45 мин). ∙ Feedback session (председатель PRT дает от имени всей PRT обратную связь, называя выдающиеся и сильные стороны КУ, зоны развития и области недостаточной - по мнению PRT - зрелости КУ; участники от КУ те же, что в сессии 1; 30 мин.).

Comments 1

В ходе 2 дня PRT может запросить дополнительную индивидуальную встречу с ректором КУ для прояснения аспектов работы КУ, которые не вполне понятны для PRT. Таким образом, от КУ во встречах с PRT должно участвовать 15-18 человек (сессии 1, 6, 7). Общее время PRT с ними - 270 мин или 4,5 часа, включая 2 сессии по 90 мин для углубленного анализа механизма работы и качества команды КУ на сессиях 1 и 7.

Comments 2

Операционная работа КУ проверяется также на сессиях 4b, 5, 8, 9. Стратегическая роль КУ, его влияние на развитие компании в целом, вопросы общей эффективности КУ - основная повестка сессий 2, 3, 4а. В целом вопросы на сессиях задаются для уточнения понимания членами PRT ранее присланных им SAR, datasheet и других материалов о компании и ее КУ, а также для выяснения качества бизнес-процессов КУ и уровня профессиональной зрелости его сотрудников. Конечно, три «красных нити» критериев CLIP (internalisation, digitalisation, agility) будут в фокусе внимания, равно как и общая тема стратегической роли КУ для развития компании (поскольку это ключевое отличие зрелого КУ от корпоративного учебного центра). Разумеется, КУ может подсветить свои уникальные достоинства через композицию участников его трёх основных сессий в программе визита - например, для КУ НЛМК это система внутренних тренеров.

Comments 3

Обращаю особое внимание на сессии 7 и 8, которые не только одни из самых важных (о чем говорит их продолжительность по 90 мин), но и требуют разнообразия конкретных проектов и свидетельств их эффективности. Важно здесь и подтверждение акцентов/фокусов КУ на темы этих сессий и устойчивости этих фокусов. Пока трудно сказать, что это очень сильно развитые аспекты работы КУ НЛМК (но, возможно, у меня неполная информации). Важно, что в новой оргструктуре КУ эти вопросы получили приоритезацию и в ближайшие 6 месяцев полезно сделать/стартовать здесь значимые проекты. Инфраструктура ушла из повестки, поскольку это онлайн визит. Вопросы финансирования КУ и другие операционные подробности легко прояснить в ходе других встреч. ]]> ✎ Notes День 1 @ Valentina Decide who will be in each group Prep interview in Russian @ Duncan Conduct rehearsal in English of 90 минут meeting with leadership team День 2 7. Training efficiency and analytics and e-learning teams’ members Evgeny Skrochinsky Sergey Dmitriev ]]> PRT = peer review team For this reason As a result I need to do more I bought an annual abonament subscription It's how we influence for the company development ]]> 20211125 09:00-10:00 1.5 active Leading companies about the value of CLIP Full introduction to CLIP By the end of this session you will have studied print Download onto your tablet or print the following pdf. conditionals_mindmap.pdf English Grammar in Use - Intermediate 3rd ed - Murphy Unit 40 Third conditional icons8-hand-with-pen-100.png Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit40_if_3rd_conditional_key.pdf Recommended videos about EFMD accreditation video Leading companies about the value of CLIP Kai Liebert, Head of Global Learning Campus at Siemens Jan Berg, President of MLP Corporate University Christian Standaert, General Manager of the ArcelorMittal University Tyra Malzy, Head of Mazars University Teresa Manobens, Director of Corporate University and Talent Management at Gas Natural Fenosa https://www.youtube.com/watch?v=2ZgLxEsphzs video Full Introduction to CLIP - Corporate Learning Improvement Process Dr. Martin Moehrle, Associate Director, Corporate Services, EFMD & CLIP Director, talks about CLIP - Corporate Learning Improvement Process https://www.youtube.com/watch?v=hdbr1-uAVQY icons8-lecturer-100.png EFMD accreditation process from the horse's mouth, presentation by Valery Katkalo 20211214 09:00-11:00 to be confirmed zoom_meeting.png Zoom meeting details Meeting ID: 840 9757 6304 Password: 825286 https://eu-nlmk.zoom.us/j/84097576304?pwd=RzUvdDdBQ3lKUTc0RUE1bzFrenJEZz09 Preliminary questions re contents & format of delivery https://docs.google.com/document/d/1aFqAp_3g1JakQqUhHOEvDAYhmerBjueZ4PIlNOWycq4/edit?usp=sharing zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 CLIP Testimony - Mazars active edit_ol_qa pix/icons8-collaboration-100_white.png CLIP Testimony - Mazars Tyra Malzy, Head of Mazars University, exposes three key points of the CLIP accreditation process https://www.youtube.com/watch?v=QuM4VnQpue8]]> How did the EFMD accreditation team get into the trenches with them? ✓ spent three days with them ✓ spoke with stakeholders, participants ✓ helped understanding the learning process = priceless feedback to get into the trenches What did the team rallying around the corporate university bring about? ✓ visibility ✓ buzz going on in the organisation → created communication & momentum to rally = to come together or bring people together in order to help or support sb/sth How can accreditation help recruiting younger talent pools? ✓ accreditation alongside prestigious institutions ✓ evidence of both believing in and providing quality learning ✓ attracts young graduates looking to develop themselves = employer branding 2 Full Introduction to CLIP - Corporate Learning Improvement Process hw20220110 active edit_ol_qa pix/icons8-collaboration-100_white.png Full Introduction to CLIP - Corporate Learning Improvement Process Dr. Martin Moehrle, Associate Director, Corporate Services, EFMD & CLIP Director, talks about CLIP - Corporate Learning Improvement Process https://www.youtube.com/watch?v=hdbr1-uAVQY]]> When is the best time for a company to engage in CLIP? (02:00) 〆doesn't make much sense when already in full swing of transformations ✓ must have achieved a certain level of maturity 〆shouldn't wait for a phase of high stability or well-rounded functions (because nowadays there is always some instability ahead) in full swing = actively going on rounded = having a wide variety of qualities that combine to produce sth pleasant, complete and balanced Why is the CLIP feedback report relevant to the company's development? (02:56) ✓ EFMD accreditation can help to devise future development paths even in times of limited clarity ✓ provides a strategic view of top priorities to work on in the near future → prepares to embark upon the following, more challenging stages of a corporate university to embark on / upon sth = to start to do sth new or difficult Why is CLIP not a rigid, bureaucratic, paper-pushing process with just a black and white outcome? (03:24) ✓ is a flexible tool that can be adapted to the context of different organisation and industries ✓ leverages the combined experience & knowledge of the CLIP community → the corporate university will serve as a partner to the business units to leverage = to have the ability to influence What are the 3 benefits of going through CLIP accreditation? (03:54) ✓ internal recognition → raises level of confidence in management & commitment to learning → generates a unique, internal team-building experience → improves staff's self-confidence in providing quality solutions ✓ external recognition → strengthens employer brand → signals potential hiring candidates they may realise their potential & enhance their careers ✓ powerful tool for the development of the learning function → engages all stakeholders & eco-system in reflecting upon the role of learning, sustaining & improving performance → consider how to bring the learning function to the next level employer brand = employer's reputation as a place to work, and their employee value proposition, as opposed to the more general corporate brand reputation and value proposition to customers Which (among the 8 criteria mentioned) are most relevant to your field? (06:04) 8 criteria for excellence in learning 1 strategic positioning 2 target markets, marketing & participant management 3 programmes & services 4 resources 5 processes 6 suppliers 7 innovation & development 8 global outreach ✓ CLIP may improve your processes, e.g. learning plan → design a roadmap ✓ may address gaps in communication among departments ✓ CLIP may help manage resources & allocate staff to given tasks → avoid overlapping functions ✓ CLIP can give shape to strategic positioning → how customers perceive the corporate university → how to focus on priorities & objectives ✓ CLIP can suggest what innovation & development are relevant → change habits to improve your workflow outreach = activity of an organization that provides a service or advice to people in the community, especially those who cannot or are unlikely to come to an office, a hospital, etc. for help to perceive = to understand or think of sth in a particular way What views are taken to assess CLIP in a holistic manner? (06:30) ✓ strategic view ✓ client view ✓ process view ✓ innovation & change view → help staff get the bigger picture holistic = considering a whole thing or being to be more than a collection of parts To what phase of the accreditation do you think you will be contributing mostly? How? (06:41) ✓ preparing the application form, eligibility report, self-assessment report, SWOT analysis? ✓ taking part in in-depth interviews conducted by 4 experienced peers from other CLIP organisations? ✓ data review? 〆peer review report What follows up the accreditation? (07:24) ✓ improvement plan ✓ continuous development journey to rally = to come together or bring people together in order to help or support sb/sth in full swing = actively going on rounded = having a wide variety of qualities that combine to produce sth pleasant, complete and balanced to leverage = to have the ability to influence to embark on / upon sth = to start to do sth new or difficult employer brand = employer's reputation as a place to work, and their employee value proposition, as opposed to the more general corporate brand reputation and value proposition to customers; Minchington describes employer brand as "the image of your organization as a 'great place to work' in the mind of current employees and key stakeholders in the external market (active and passive candidates, clients, customers and other key stakeholders). The art and science of employer branding is therefore concerned with the attraction, engagement and retention initiatives targeted at enhancing your company's employer brand EVP | employer value proposition = (also sometimes referred to as an employee value proposition) used to define an organization's employment offering. Likewise the marketing disciplines associated with branding and brand management have been increasingly applied by the human resources and talent management community to attract, engage and retain talented candidates and employees, in the same way that marketing applies such tools to attracting and retaining clients, customers and consumers outreach = activity of an organization that provides a service or advice to people in the community, especially those who cannot or are unlikely to come to an office, a hospital, etc. for help holistic = considering a whole thing or being to be more than a collection of parts to force sb (into sth / into doing sth) = to make sb do sth that they do not want to do, заставлять to offend = to make sb feel upset because of sth you say or do that is rude or embarrassing; обижать Does Will it be useful if we use this teleprompter He wasn't didn't get only get this accreditation In this At that time they will be in the hotel Nobody in the world satisfies to this standard ]]> 20211122 09:00-10:00 1.5 active What would happen if the corporate university had...? By the end of this session you will have studied print Download onto your tablet or print the following pdf. conditionals_mindmap.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use Intermediate 3rd ed - Murphy Unit 38 Second conditional icons8-hand-with-pen-100.png pg 77 ex 77.1 77.2 77.3 77.4 key to exercise Check your answers with the key at the end of the file http://www.ictnle.com/tmp_pdf/english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit38_if_2nd_conditional_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 2 Follow-up discussion active edit_ol_qa pix/icons8-collaboration-100_white.png visual support
Look at this picture. What does it suggest? What could a learning organisation tailor to your needs if money and time were not an issue?]]> What would happen if a corporate university tailored its learning solutions to the needs of its target audience better than other business schools and universities? ✓ it would attract talent pool = people would not only come to learn but also stay & work with your organisation 〆 it might result in well-trained staff looking for better professional opportunities elsewhere → prepare the right people to the right places Why could the remote learning infrastructure have failed? ✓ if all trainers hadn't been involved in this process ✓ the corporate university wouldn't have survived the pandemic without distance learning What obstacles could there be to implementing life-long learning solutions? 〆if it were not timely 〆the corporate university might not support life-long learning solutions without a more developed HR dept 〆failure to motivate internal staff to be promoted 〆resistance to changing your habits timely = at the right moment Should a corporate university tailor courses only to the needs of its industry? 〆no, many processes are common to different industries e.g. delivering presentations → share best practices 〆competitors could acquire your know-how to your detriment to the detriment = at the cost of; resulting in harm or damage to sb/sth What are the company's threats of not fulfilling its role in corporate social responsibility? 〆fail to stand up to its reputation → worsen brand appeal to worsen = to become or make sth worse than it was before timely = at the right moment to the detriment = at the cost of; resulting in harm or damage to sb/sth to worsen = to become or make sth worse than it was before a the happiest people person If you bought some new clothes, you could share its them with me Would you mind if I borrowed you your computer It could be tailored for to our industry ]]> 20211118 09:00-10:00 1.5 active Accreditation from the horse's mouth - preliminary questions with Valery Katkalo By the end of this session you will have studied EFMD accreditation process from the horse's mouth, presentation by Valery Katkalo Preliminary questions re contents & format of delivery Meeting with Valery Katkalo & Valentina https://docs.google.com/document/d/1aFqAp_3g1JakQqUhHOEvDAYhmerBjueZ4PIlNOWycq4/edit?usp=sharing zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook EFMD Accreditation explained... from the horse's mouth - preliminary questions with Valery Katkalo * from the horse’s mouth = from a reliable source, on the best authority. This idiom is not offensive. It's not truly comparing someone to a horse but is referencing a longer history in which horses played an important role Preliminary questions re contents & format of delivery Meeting with Valery Katkalo & Valentina https://docs.google.com/document/d/1aFqAp_3g1JakQqUhHOEvDAYhmerBjueZ4PIlNOWycq4/edit?usp=sharing

Executive summary

→ Valery Katkalo will explain how EFMD examiners conduct accreditation interviews so that employees of NLMK can prepare their answers (both language & contents wise)

A Timing

→ VL drafts a presentation plan What keywords should staff know in English in order to be able to attend your presentation? deadline 30.11 → DP introduces keywords & concepts during lessons prior to presentation deadline 07.11 → presentation via Zoom 09.11 or 23.11, 09:00-11:00 subject to approval

B Presentation breakdown

15min presentation 5min feedback in breakout rooms in small groups 15min presentation 5min feedback in breakout rooms in small groups 10min presentation 10min Q&A session

C Sample questions + graded answers

1. What methods & formats are used by accreditation examiners to conduct interviews? ✓ format (one to one, collective, ad-hoc mini presentation on site...) ✓ concept checking questions ✓ experience interview ✓ case interview 2. Is there a reference grid listing skills and/or knowledge expected from corporate university staff? 〆don't expect all corporate university staff members to have a degree in HR or education? e.g. knowledge management ← top managers organisational learning vs learning organisation ← top managers, middle managers product learning ← middle managers Agile tools ← IT staff (...) 3. How in depth should staff be able to answer questions? ✓ within data available in the clip data sheet only? ✓ depending on their position and speciality? e.g. NLMK life-long learning solutions that are not available at Philips 4. To what extent should staff have the same answers? ✓ expected to be innovative 〆in what areas should they not contradict each other? 5. Can staff as dynamic actors of the corporate university express their personal opinions about possible future areas of development for the corporate university within NLMK? ✓ be more visible at domestic & international events ✓ earn a reputation for... ✓ become an ineluctable business & training pole in the steel industry ✓ staff should be owners of their corporate university 6. Are staff supposed/allowed to think outside the box and discuss trendsetting beyond NLMK's infrastructure? ✓ look into developing its reach in corporate social responsibility → provide accessible, quality educational opportunities for the local population not necessarily in the steel industry 7. What mistakes should be avoided in order not to disappoint accreditation examiners (Martin Mueller & Shan Shan)? 〆fail to know business gurus such as Peter Senge? 〆limit yourself to accreditation needs → examiners probably want evidence the corporate university features a talent pool that has the potential to take its development to the next level (...) ]]> active textbook Valentina What does the review address? Package of docs Team - who are they, is there a team at all? Comprehensive team of professionals 3 points of interest Agility Digitalisation Internalisation Why is the team interested in the internalisation accreditation? In managerial terms, is there a culture needed for accreditation? What are possible accreditation decisions? 0 - 3 - 5 years 5 years Need to prove sustainability of the process In organisational & business terms 15-20 people to be interviewed How to address the obvious risk of turnover of younger staff members to ensure long-term sustainability? Systems, process, leadership Not only retaining but also attracting ]]> 20211115 09:00-10:00 1.5 active NLMK corporate university SWOT analysis (2/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 30 NLMK CU SWOT Analysis CLIP_02.06.2021_wip_dpotter.pdf video Anymemo - tutorial #2 how to load wordlists from ICTNLE.com Make sure you tap (or double tap if not in focus) the green box menu top left to make the login box grow bigger. https://disk.yandex.ru/i/TOEhP63OmVNP1A video Anymemo - tutorial #1 how to load wordlists from ICTNLE.com (if the sound quality is poor when watching from the cloud try downloading onto your computer) https://disk.yandex.ru/i/bGmoWhalALjRLg zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 2 Opportunities and threats active deck_shuffled_lines_halign Not enough proficient level of English among managers limits internationalization Opportunities Threats ]]> ✓ will result in a learning hub for the whole group development of relations with the NLMK ecosystem ✓ centralize managerial development not only in NLMK, but in all assets creation and development of the virtual campus ✓ will expand the possibilities of working with the ecosystem ✓ give the opportunity to connect all learning resources under one roof Threats technological changes and global digitalization require that the corporate university stays on top of recent trends and incorporates them into the learning solutions portfolio in order to stay relevant Not enough proficient level of English among managers limits internationalization underdeveloped corporate training market in Russia and lack of professionals high competition for personnel on the market ]]> 2 Follow-up discussion active edit_ol_qa pix/icons8-collaboration-100_white.png Why could the underdeveloped corporate training market in Russia and lack of professionals be an opportunity for NLMK? ✓ could be the opportunity to be the best on the market How could high competition for personnel hamper the development of the corporate university? generous = kind in the way you treat people; willing to see what is good about sb/sth to differ = A ~s from B to be different from sb/sth; (with sb) (about / on / over sth) to disagree with sb absolutely stopped our production completely We will be out of board irrelevant | out of date I could spend my time for on sth Many years she lived has been living in the middle of Russia many years Sometimes I could differ tell the difference between British and American ]]> interpret /ɪnˈtə:prɪt/ committee /ɪkəˈmɪtɪ/ 20211111 09:00-10:00 1.5 active NLMK corporate university SWOT analysis By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 30 NLMK CU SWOT Analysis CLIP_02.06.2021_wip_dpotter.pdf video Anymemo - tutorial #2 how to load wordlists from ICTNLE.com Make sure you tap (or double tap if not in focus) the green box menu top left to make the login box grow bigger. https://disk.yandex.ru/i/TOEhP63OmVNP1A video Anymemo - tutorial #1 how to load wordlists from ICTNLE.com (if the sound quality is poor when watching from the cloud try downloading onto your computer) https://disk.yandex.ru/i/bGmoWhalALjRLg zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Accreditation process description by Valery Katkalo - draft active prep_contents textbook 1 Strengths and weaknesses active deck_shuffled_lines_halign The corporate university provides employees with a life-long learning system Strengths Weaknesses / development challenges ]]> ✓ from governance and decision-making processes to participation in learning solution design and delivery cooperation with the best international educational communities, global business schools, high-quality local providers and industry experts corporate university portfolio aligned with the group’s strategic objectives corporate university as an important part in branding policy/activities The corporate university provides employees with a life-long learning system remote learning infrastructure and competences implemented in response to COVID 19 challenge and restrictions strong operating model The corporate university plays an important part in branding policy/activities Weaknesses / Development challenges The corporate university needs to strengthen its role in organizational development by expanding its influence and developing flawless reputation in its expertise area need to implement predictive analytics in order to be more proactive need to expand new digital mechanics and implement them in all Learning Solutions ]]> 2 Follow-up discussion active edit_ol_qa pix/icons8-collaboration-100_white.png What are the obstacles to implementing life-long learning solutions? 〆the corporate university cannot support support life-long learning solutions with a more developed HR dept Why is the remote learning infrastructure a success? ✓ all trainers were involved in this process SWOT analysis = strategic planning technique used to help a person or organization identify strengths, weaknesses, opportunities, and threats related to business competition or project planning workable = that can be used successfully and effectively; practical mixed confused today with yesterday I don't know how to react on to this It's difficult to suggest offer money (financial compensation) It stops restricts the opportunity to sell solutions out of NLMK It's possible to assign yourself to this solution for you Everything which is concerning to concerns remote (solutions) is the future ]]> 20211108 09:00-10:00 1.5 lc By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 30 NLMK CU SWOT Analysis CLIP_02.06.2021_wip_dpotter.pdf video Anymemo - tutorial #2 how to load wordlists from ICTNLE.com Make sure you tap (or double tap if not in focus) the green box menu top left to make the login box grow bigger. https://disk.yandex.ru/i/TOEhP63OmVNP1A video Anymemo - tutorial #1 how to load wordlists from ICTNLE.com (if the sound quality is poor when watching from the cloud try downloading onto your computer) https://disk.yandex.ru/i/bGmoWhalALjRLg zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20211101 09:00-10:00 1.5 active Serving new markets with next generation corporate universities By the end of this session you will have studied Anymemo - tutorial how to load wordlists from ICTNLE.com (if the sound quality is poor when watching from the cloud try downloading onto your computer) https://disk.yandex.ru/i/bGmoWhalALjRLg zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20211028 1 How schools kill creativity hw20211101 pix/icons8-collaboration-100_white.png Ken Robinson: How schools kill creativity http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html]]> 1 Serving new markets with next generation corporate universities active edit_ol_qa pix/icons8-collaboration-100_white.png Organizations constantly need to adapt themselves to stay aligned with an ever-changing and increasingly complex environment. Corporate Universities puts "smart learning" at the forefront, with strategies to secure alignment between organization and environment, which need both speed of learning and learning in the right direction. Across the globe, corporate universities have emerged as vehicles of such strategy-driven learning. 'Corporate Universities' bridges the gap between the disciplines of strategic management and corporate learning, combining general strategy with the concept of corporate universities, which, to date, has predominantly been an HR topic. Readers will find new concepts, as well as generic corporate university strategies to link corporate strategy to organizational learning. In-depth cases show how corporate universities are used to renew, transform, and optimize strategy and include important lessons learned by corporate university executives, from both small and global companies, as well as governmental organizations across different industries. Written for academics in strategy, HRD, and organizational behaviour disciplines, as well as practicing managers alike, Corporate Universities is the first book that offers a consistent set of concepts, frameworks, and cases to integrate general strategy with organizational learning. Martyn F. Rademakers is Managing Director of the Center for Strategy & Leadership and has been a Research Associate at the Rotterdam School of Management, Erasmus University, Rotterdam. https://play.google.com/store/books/details/Corporate_Universities_Drivers_of_the_Learning_Org?id=QbsTAwAAQBAJ&hl=en_US&gl=US]]> What is the most effective way to ensure knowledge management? ✓ implement organisation learning in a learning organisation → on-line platform with anonymous forum for Q&A, feedback ✓ formalise all good practices What format(s) should the corporate university of the future endorse? Subject-matter experts delivering one-off training? Case studies rather than theoretical lectures? ✓ one solution available in different formats ✓ both synchronous & asynchronous delivery ✓ graded contents tailored to individual needs ✓ interactive delivery to satisfy learner's needs ✓ multimedia labs ✓ continuous assessment → corporate university should become a 24/7 immersion in a learning environment (reminiscent of learning a language in a foreign country) to endorse = to support, approve What soft skills will the corporate university of the future provide for its knowledge workers in 10-25 years? ✓ learning how to learn = being curious, creative, resilient, as well as an inspirational role model → long-term employability 1 How schools kill creativity hw20211101 active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Ken Robinson: How schools kill creativity http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html]]> Why don't schools teach creativity although it is needed at work? 〆maths & languages are more valued than dance & drama, worldwide 〆education is based on & stems from industrial needs → public schools educate pupils out of creativity ✓ children are born artists (Picasso) 〆children lose their capacity to take a chance & be wrong = schools squander children ✓ education is predicated on academic ability 〆academic inflation proves education is shifting under our feet → more university graduates will be recruited now in a (few) year(s) than all years put together (ever before) (UNESCO) → need for human ecology (Sir Ken) to stigmatise = to treat sb in a way that makes them feel that they are very bad or unimportant to squander = to waste money, time, etc. in a stupid or careless way to be predicated ~ sth on / upon sth = to base sth on a particular belief, idea or principle Do you think the government has yet to find a better format for education? ✓ retrain teachers ✓ occasionally invite professionals to conduct workshops (as business schools do) → encourage a more creative approach & flexibility in teaching → impose a great variety of tools & ways to conduct lessons (rule - practice lesson, test - teach - test lesson, systems lesson, case studies, discovery lesson, presentation lessons, role plays, games...) ✓ give grades to teams and not individual pupils → encourage teamwork, cooperation, trust (but do assign individual objectives & responsibilities) 〆only parents need grades to assess progress made How can schools foster creativity and not kill it? 〆schools are only a framework for delivering standardised knowledge ✓ teachers foster creativity ✓ public education should empower teachers to inspire pupils through their delivery to foster = to encourage sth to develop Are we prepared to be wrong? 〆most probably not 〆lack of policy for forgiving mistakes → depends on local (corporate university) culture → should involve no punishment → address fear of trying sth new → allocate areas of work which may go pear-shaped (e.g. sandbox environment - NLMK lab) to go pear-shaped = to go wrong What are the differences in contents provided by public education, higher education and corporate universities? ✓ public education focuses on teaching a variety of disciplines ✓ higher education provides more specialisation ✓ corporate universities provide timely relevant training & tools What advantages do corporate universities have over public education? ✓ more financial resources ✓ greater flexibility Which challenges can corporate universities address more effectively than public education or business schools? ✓ fostering a motivating environment → ability to learn from their peers & mentors ✓ time relevance of learning solutions ✓ quality of trainers (often company managers) 〆less regular delivery People should have fewer degrees and more relevant continuous training? Do you agree? ✓ employment in soft skills don't necessarily involve academic and/or technical knowledge obtained with a degree → gain human experience (e.g. through internship) Is it the corporate university's role to provide this human experience?... How can your educational system address needs of the future? ✓ be agile ✓ anticipate changing needs How can the corporate university ensure sustainability of the learning organisation? ✓ reduce staff turnover ✓ be a trendsetter like international joint-ventures that attract talent pools ✓ offer international work experience abroad in a branch / subsidiary / mother company → be ready to let go your best employees to have role models for younger ones → retain staff trendsetter = (often approving) a person who starts a new fashion or makes it popular What steps should a corporate university undertake to avoid organisational brain drain? ✓ better remuneration ✓ feedback from team not only negative but also positive human capital flight = emigration or immigration of individuals who have received advanced training at home brain drain = migration of skilled personnel in search of better standards of living and quality of life, higher salaries, access to advanced technology and more stable political conditions in different places worldwide organizational brain drain = mass exodus of talented workers from a company, often because they sense instability, a lack of opportunity within the company, or they may feel that they can realize their career goals more easily at another company (source: investopedia.com) to stigmatise = to treat sb in a way that makes them feel that they are very bad or unimportant to squander = to waste money, time, etc. in a stupid or careless way to be predicated ~ sth on / upon sth = to base sth on a particular belief, idea or principle to avert = to prevent sth bad or dangerous from happening trendsetter = (often approving) a person who starts a new fashion or makes it popular human capital flight = emigration or immigration of individuals who have received advanced training at home brain drain = migration of skilled personnel in search of better standards of living and quality of life, higher salaries, access to advanced technology and more stable political conditions in different places worldwide organizational brain drain = mass exodus of talented workers from a company, often because they sense instability, a lack of opportunity within the company, or they may feel that they can realize their career goals more easily at another company (source: investopedia.com) oxidation = process of oxidizing; the addition of oxygen to a compound with a loss of electrons; always occurs accompanied by reduction learn teach | train our trainers how they could use this feedback We are not don't pretend to have a learning management We are not pretend pretending to have a learning management It's the adaption for to something It's to make your life more bright brighter He had wroted written then ]]> cistern /ˈsɪstən/ 20211028 09:00-10:00 1.5 active Developing relations with the Group’s foreign assets By the end of this session you will have studied Anymemo - tutorial how to load wordlists from ICTNLE.com (if the sound quality is poor when watching from the cloud try downloading onto your computer) https://disk.yandex.ru/i/bGmoWhalALjRLg smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - 3rd edition Advanced by Martin Hewings, Cambridge University Press Unit 35 Tense choice in reported speech pg 71 ex 35.1 35.2 35.3 key to exercise Check your answers with the key at the end of the file advanced_grammar_in_use_3rd_ed_with_answers_martin_hewings_pg70-71-259_unit35_tense_choice_reported_speech_w_key.pdf Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 24 Scope of Activities and Markets Served CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Developing relations with the Group’s foreign assets active deck_shuffled_lines To begin with, the approach to replicate the NLMK corporate university learning solutions is piloted with foreign assets. First of all | The first step consists in determining the needs... the NLMK corporate university determines the needs of foreign assets in corporate university learning solutions. Then, it is necessary to define responsible people who will assist in implementing the corporate university learning solutions for foreign assets. After that we customise (cases, videos). It is important to stress that Experts from foreign assets are involved in the process of customizing the corporate university learning solutions, adding the matters specific for their companies. The international master-trainers could have TTT programmes and learned corporate university TTT methodology. Finally, the NLMK corporate university plans to integrate international trainers into the trainers’ community with a view to creating a single corporate university trainers’ community, consisting of Russian and international trainers.]]> 1 Serving new markets in the future active edit_ol_qa pix/icons8-collaboration-100_white.png Organizations constantly need to adapt themselves to stay aligned with an ever-changing and increasingly complex environment. Corporate Universities puts "smart learning" at the forefront, with strategies to secure alignment between organization and environment, which need both speed of learning and learning in the right direction. Across the globe, corporate universities have emerged as vehicles of such strategy-driven learning. 'Corporate Universities' bridges the gap between the disciplines of strategic management and corporate learning, combining general strategy with the concept of corporate universities, which, to date, has predominantly been an HR topic. Readers will find new concepts, as well as generic corporate university strategies to link corporate strategy to organizational learning. In-depth cases show how corporate universities are used to renew, transform, and optimize strategy and include important lessons learned by corporate university executives, from both small and global companies, as well as governmental organizations across different industries. Written for academics in strategy, HRD, and organizational behaviour disciplines, as well as practicing managers alike, Corporate Universities is the first book that offers a consistent set of concepts, frameworks, and cases to integrate general strategy with organizational learning. Martyn F. Rademakers is Managing Director of the Center for Strategy & Leadership and has been a Research Associate at the Rotterdam School of Management, Erasmus University, Rotterdam. https://play.google.com/store/books/details/Corporate_Universities_Drivers_of_the_Learning_Org?id=QbsTAwAAQBAJ&hl=en_US&gl=US]]> What is the most effective way to ensure knowledge management? ✓ implement organisation learning in a learning organisation → on-line platform with anonymous forum for Q&A, feedback ✓ formalise all good practices What format(s) should the corporate university of the future endorse? Subject-matter experts delivering one-off training? Case studies rather than theoretical lectures? to endorse = to support, approve What soft skills will the corporate university of the future provide for its knowledge workers in 10-25 years? ✓ creativity → long-term employability 1 How schools kill creativity hw20211101 active prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Ken Robinson: How schools kill creativity http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html]]> Why don't schools teach creativity although it is needed at work? 〆maths & languages are more valued than dance & drama, worldwide 〆education is based on & stems from industrial needs → public schools educate pupils out of creativity ✓ children are born artists (Picasso) 〆children lose their capacity to take a chance & be wrong = schools squander children ✓ education is predicated on academic ability 〆academic inflation proves education is shifting under our feet → more university graduates will be recruited now in a (few) year(s) than all years put together (ever before) (UNESCO) → need for human ecology (Sir Ken) to stigmatise = to treat sb in a way that makes them feel that they are very bad or unimportant to squander = to waste money, time, etc. in a stupid or careless way to be predicated ~ sth on / upon sth = to base sth on a particular belief, idea or principle Do you think the government has yet to find a better format for education? ✓ retrain teachers ✓ occasionally invite professionals to conduct workshops (as business schools do) → encourage a more creative approach & flexibility in teaching → impose a great variety of tools & ways to conduct lessons (rule - practice lesson, test - teach - test lesson, systems lesson, case studies, discovery lesson, presentation lessons, role plays, games...) ✓ give grades to teams and not individual pupils → encourage teamwork, cooperation, trust (but do assign individual objectives & responsibilities) 〆only parents need grades to assess progress made How can schools foster creativity and not kill it? 〆schools are only a framework for delivering standardised knowledge ✓ teachers foster creativity ✓ public education should empower teachers to inspire pupils through their delivery to foster = to encourage sth to develop Are we prepared to be wrong? 〆most probably not 〆lack of policy for forgiving mistakes → depends on local (corporate university) culture → should involve no punishment → address fear of trying sth new → allocate areas of work which may go pear-shaped (e.g. sandbox environment - NLMK lab) to go pear-shaped = to go wrong What are the differences in contents provided by public education, higher education and corporate universities? ✓ public education focuses on teaching a variety of disciplines ✓ higher education provides more specialisation ✓ corporate universities provide timely relevant training & tools What advantages do corporate universities have over public education? ✓ more financial resources ✓ greater flexibility Which challenges can corporate universities address more effectively than public education or business schools? ✓ fostering a motivating environment → ability to learn from their peers & mentors ✓ time relevance of learning solutions ✓ quality of trainers (often company managers) 〆less regular delivery People should have fewer degrees and more relevant continuous training? Do you agree? ✓ employment in soft skills don't necessarily involve academic and/or technical knowledge obtained with a degree → gain human experience (e.g. through internship) Is it the corporate university's role to provide this human experience?... How can your educational system address needs of the future? ✓ be agile ✓ anticipate changing needs How can the corporate university ensure sustainability of the learning organisation? ✓ reduce staff turnover ✓ be a trendsetter like international joint-ventures that attract talent pools ✓ offer international work experience abroad in a branch / subsidiary / mother company → be ready to let go your best employees to have role models for younger ones → retain staff trendsetter = (often approving) a person who starts a new fashion or makes it popular What steps should a corporate university undertake to avoid organisational brain drain? ✓ better remuneration ✓ feedback from team not only negative but also positive human capital flight = emigration or immigration of individuals who have received advanced training at home brain drain = migration of skilled personnel in search of better standards of living and quality of life, higher salaries, access to advanced technology and more stable political conditions in different places worldwide organizational brain drain = mass exodus of talented workers from a company, often because they sense instability, a lack of opportunity within the company, or they may feel that they can realize their career goals more easily at another company (source: investopedia.com) to endorse = to support, approve blurb = short description of a book, a new product, etc., written by the people who have produced it, that is intended to attract your attention and make you want to buy it at / in / to the forefront (of sth) = in or into an important or leading position in a particular group or activity predominantly = mostly to date = up to the present time; until now cohesive = forming a united whole (it looks as) if it will happen happens today To begin with, the approach to replicate NLMK corporate university learning solutions is being piloted with foreign assets It's blocked their possibility ability to percept perceive Behind of us is Moscow ↔ We can't give away Moscow You want to be /-/ anonymous (because you don't want anyone to know that you don't know) ]]> determined /dɪˈtə:mɪnd/ 20211025 09:00-10:00 1.5 active Funding models - update By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use Intermediate, Murphy Unit 47 48 reported speech key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_unit47-48_reported_speech_w_key.pdf Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 24 Scope of Activities and Markets Served CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Funding models - follow-up discussion update active edit_ol_qa pix/icons8-collaboration-100_white.png How could the NLMK corporate university improve its revenue? ✓ improve visibility → strive to boast your achievements rather than wait for international recognition coming by itself → attempt to be awarded prizes in the HR community ✓ attend conferences locally & abroad ✓ be ready to sell learning solutions to industries that have nothing in common with the steel industry ✓ provide training in varied languages such as English and Chinese How could the NLMK corporate university obtain the backbone it needs to become an international university and be almost independent from its steel industry mother? ✓ grow organically or take over existing schools? ✓ create a commercial department ✓ invest in product learning, i.e. a method how people design & sell their products (reminiscent of product knowledge training) product learning = method how people design & sell their products, reminiscent of product knowledge training Is there a strong enough political will, governance and shareholders' interest to free the corporate university from its initial, steel industry target audience? → 2 paths ✓ focus on the industry's eco-system → become an ineluctable business & training pole in the steel industry ✓ look into developing its reach in corporate social responsibility → provide accessible, quality educational opportunities for the local population not necessarily in the steel industry ineluctable = that you cannot avoid; irresistible Mind your own business! = не вмешивайтесь не в своё дело!; не вмешивайся в чужие дела! product learning = method how people design & sell their products, reminiscent of product knowledge training ineluctable = that you cannot avoid; irresistible existed visible in the industry If you are not existed don't exist in the industry We didn't suspect expect this He insists of on doing the corporate university less methodological ]]> 20211021 09:00-10:00 1.5 active UNIT 4: SCOPE OF ACTIVITIES AND MARKETS SERVED By the end of this session you will have studied Each manager - depending on their grade - can take no more than 80 hours of CU LS per year in various formats (f2f, remote, hybrid) and more hours (including?) in Management level program as an exception (except if?) if he is appointed (has been assigned | given | granted?) to it. smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use Intermediate, Murphy Unit 47 48 reported speech key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_unit47-48_reported_speech_w_key.pdf Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 24 Scope of Activities and Markets Served CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Proof reading practice active edit_ol_qa_writing prep_ol_qa_writing pix/icons8-hand-with-pen-100_white.png Each manager - depending on their grade - can take no more than 80 hours of corporate university learning solutions per year in various formats (f2f, remote, hybrid) and more hours in Management level program as an exception if he is appointed to it. ]]> Although each manager - depending on their grade - can take no more than 80 hours of corporate university learning solutions per year in various formats (f2f, remote, hybrid), they may enjoy extra hours in a management level program if they belong to the managerial personnel reserve.]]> 20200917-1600 Reported speech (B1) active grammar 1 Reported speech active deck_shuffled deck_of_phrases_reported_speech_b1_02.csv 2 Lead in active edit_ol_qa_writing edit_ol_qa pix/icons8-collaboration-100_white.png The NLMK corporate university has developed and implemented learning solutions for approximately 6900 managers in the NLMK Group and its ecosystem. In addition, upon request from businesses, it develops learning solutions for NLMK Group subsidiaries. Use indirect speech to paraphrase businesses' requests.]]> We need training in safety. → Businesses said they needed training in safety. Business customers reply: We will provide such training. → Business customers replied they would provide such training.]]> We need to reorganise all our learning solutions! Oleg Bagrin said that...]]> we needed to reorganise all our learning solutions. You should have real management skills. Oleg Bagrin said that...]]> you had to have real management and leadership skills. We will have to be more advanced in leadership. Oleg Bagrin said that...]]> we would have to be more advanced in leadership. We should be more mature in our pedagogical design. Oleg Bagrin said that... ]]> we had to be more mature in our pedagogical design. In the past, we didn't worry if we were delivering the same information in various learning solutions. Oleg Bagrin said that...]]> in the past, we didn't worry | weren't worried if we were | had been delivering the same information in various learning solutions. I'll check if learning solutions satisfy the mapping of target competences. Oleg Bagrin said that...]]> he would check if learning solutions satisfy | satisfied the mapping of target competences. are belong to the group which... It's include consists of 12-20 people I'm ready to place you | put you | enrol you on reserve you right now If you will be are the next president... He was win was elected | won His English is much much more better than me mine It's a result of to be being accepted and appointed ]]> 20211018 09:00-10:00 1.5 active Satisfying business requests UNIT 4: SCOPE OF ACTIVITIES AND MARKETS SERVED By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - 3rd edition Advanced by Martin Hewings, Cambridge University Press Unit 71 Adjectives and adverbs icons8-hand-with-pen-100.png pg 142 ex 71.1 71.2 71.3 key to exercise Check your answers with the key at the end of the file advanced_grammar_in_use_3rd_ed_with_answers_martin_hewings_pg153-5-269_unit71_adjectives_and_adverbs_w_key.pdf Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 24 Scope of Activities and Markets Served CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Business requests active deck_shuffled_lines The NLMK corporate university has developed and implemented learning solutions for approximately 6900 managers in the NLMK Group and its ecosystem. In addition, upon request from businesses, it develops learning solutions for NLMK Group subsidiaries. Each manager depending on the grade can take no more than 80 hours of CU LS per year in various formats (f2f, remote, hybrid) and more hours in Management level program as an exception if he is appointed to it. The number of e-learning courses per year is unlimited. E-learning courses are not included into the participants’ learning hours calculation. E-learning courses may serve as of pre-course (preparation for the main learning); in this case they are assigned to the learners in the system. All e-learning courses are available in the SAP SF LMS for each NLMK employee for self-study. On the one hand, The NLMK corporate university develops and implements learning solutions for approximately 6900 managers in the NLMK Group and its ecosystem. On the other hand, upon request from businesses, it develops learning solutions for NLMK Group subsidiaries. E-learning courses may serve as a pre-course (preparation for the main learning) because All e-learning courses are available for self-study in the SAP SF LMS for each NLMK employee. However, each manager - depending on their grade - can take no more than 80 hours of CU LS per year in various formats (f2f, remote, hybrid) and more hours in the management level programme as an exception if he/she is appointed to it. Nonetheless, The number of e-learning courses per year is unlimited. Indeed, E-learning courses are not included into the participants’ learning hours calculation.]]> justly (adv) = in a fair or morally correct way just (adv) = now, very soon, or very recently; exactly or equally; only; simply; used to make a statement or order stronger; almost not or almost; very; completely exclusion = deliberately not including sth in what you are doing or considering exception = thing that does not follow a rule facultative = optional more spread richer | more varied It's an exclusion exception We have some faculty facultative | optional learning courses ]]> 20211014 09:00-10:00 1.5 lc By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - 3rd edition Advanced by Martin Hewings, Cambridge University Press Unit 71 Adjectives and adverbs icons8-hand-with-pen-100.png pg 142 ex 71.1 71.2 71.3 key to exercise Check your answers with the key at the end of the file advanced_grammar_in_use_3rd_ed_with_answers_martin_hewings_pg153-5-269_unit71_adjectives_and_adverbs_w_key.pdf Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 24 Scope of Activities and Markets Served CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20211011 09:00-10:00 1.5 active Funding model (2/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use Intermediate 3rd ed - Murphy Unit 46 Have something done icons8-hand-with-pen-100.png pg 92-93 ex 46.1 46.2 46.3 key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit46_have_something_done_w_key.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - 3rd edition Advanced by Martin Hewings, Cambridge University Press Unit 71 Adjectives and adverbs icons8-hand-with-pen-100.png pg 142 ex 71.1 71.2 71.3 key to exercise Check your answers with the key at the end of the file advanced_grammar_in_use_3rd_ed_with_answers_martin_hewings_pg153-5-269_unit71_adjectives_and_adverbs_w_key.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 24 Scope of Activities and Markets Served CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 2 Follow-up discussion (cont.) active edit_ol_qa pix/icons8-collaboration-100_white.png What makes the corporate university profitable? 〆not profitable yet → focus on potential for profit ✓ design of learning solutions ✓ delivery of learning solutions ✓ lease of campus facilities e.g. 500-seat hall ✓ the corporate university doesn't actually need to make money lease = legal agreement that allows you to use a building, a piece of equipment or some land for a period of time, usually in return for rent When can you expect a return on investment? 〆business customers are available only 4 days per year ✓ ROI should be mirrored by the company's turnover → impact on company's turnover will be tangible only in the future What prerequisites are needed for the corporate university to be viable? ✓ adapt business model ✓ good product ✓ availability of top managers-trainers to attract internal learners 〆learning solutions delivered by unknown managers are less appealing Why are top managers keen on providing training? ✓ training should be free for NLMK employees e.g. transparency, fraud, steel industry ✓ top managers want the opportunity to develop employees → top managers are not necessarily interested in training external clients 〆prospective external clients want training provided by top NLMK managers and not some unknown trainer Why was income expected to rise by at least 50% in 2021? ✓ since 2020 NLMK CU has started to design and deliver learning solutions for external clients ✓ now reconsidering timely relevance of adapting to external needs when requests for internal solutions are not satisfied yet timely = at the right moment, when needed timely = at the right moment, when needed preliminary expectation rough estimate It's better to increase in by 50% They don't want to do make additional efforts They will spend more time for (on) preparing It increases the involvement of trainers two times twofold It increases doubles the involvement of trainers two times ]]> 20211007 09:00-10:00 1.5 active Funding model By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use Intermediate 3rd ed - Murphy Unit 46 Have something done icons8-hand-with-pen-100.png pg 92-93 ex 46.1 46.2 46.3 key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit46_have_something_done_w_key.pdf Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 23 Funding Model CLIP_02.06.2021_wip_dpotter.pdf Scheduled 20211011 smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - 3rd edition Advanced by Martin Hewings, Cambridge University Press Unit 71 Adjectives and adverbs icons8-hand-with-pen-100.png pg 142 ex 71.1 71.2 71.3 key to exercise Check your answers with the key at the end of the file advanced_grammar_in_use_3rd_ed_with_answers_martin_hewings_pg153-5-269_unit71_adjectives_and_adverbs_w_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Auxiliaries and modal verbs active deck_shuffled deck_of_phrases_auxiliaries_modal_verbs_b1_02.csv wip textbook 20191128-0838 Talking about figures (how to say decimal figures) active grammar 1 Funding models active edit_text_for_reading_task pix/icons8-collaboration-100_white.png 1 = [117 million] 2 = [1.6 million] 3 = [72.5] 4 = [2019] 5 = [2020] 6 = [162 million] 7 = [1.97 million] 8 = [82.4] 9 = [500 000] 10 = [50%] 2 Follow-up discussion active edit_ol_qa pix/icons8-collaboration-100_white.png What makes the corporate university profitable? 〆not profitable yet → focus on potential for profit ✓ design of learning solutions ✓ delivery of learning solutions ✓ lease of campus facilities e.g. 500-seat hall lease = legal agreement that allows you to use a building, a piece of equipment or some land for a period of time, usually in return for rent When can you expect a return on investment? 〆business customers are available only 4 days per year ✓ ROI should be mirrored by the company's turnover → impact on company's turnover will be tangible only in the future What prerequisites are needed for the corporate university to be viable? ✓ adapt business model ✓ good product ✓ availability of top managers-trainers to attract internal learners 〆learning solutions delivered by unknown managers are less appealing Why are top managers keen on providing training? ✓ training should be free for NLMK employees e.g. transparency, fraud, steel industry ✓ top managers want the opportunity to develop employees → top managers are not necessarily interested in training external clients 〆prospective external clients want training provided by top NLMK managers and not some unknown trainer facilities = buildings, equipment, and services provided for a particular purpose amenities = something, such as a swimming pool or shopping centre, that is intended to make life more pleasant or comfortable for the people in a town, hotel, or other place; сопутствующая инфраструктура; инфраструктурные объекты lease = legal agreement that allows you to use a building, a piece of equipment or some land for a period of time, usually in return for rent listen hear another person, sitting the next next door | close | nearby Maybe I'm doing making the other another mistake We could spend time for on sth else Everybody should remind learn these numbers by heart ]]> 20211006 09:00-10:00 1.5 active Having something done By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 23 Funding Model CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 2 Have something done active deck_shuffled deck_of_phrases_have_something_done_b2_03.csv 3 Have something done active deck_shuffled_monochrome deck_of_phrases_have_something_done_b2_04.csv the our main our value the main our value ... how to transfer your knowledges knowledge They are very close closely connected processes We can rich reach the goal Is it possible to solve that problem possible to decide by learning or sth else? ]]> 20211004 09:00-10:00 1.5 active Going digital By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. Going digital pg 21-22 IT Resources for Training and Learning - Electronic Learning Platforms (LMS) CLIP_02.06.2021_wip_dpotter.pdf quarterly test EF Quarterly test Send by e-mail by 20210930 quarterly test Quarterly test results Questions B1 03 Comparatives B2 01 Verb patterns B2 01 Passive B2 01 Governance B2 01 Organisational learning vs learning organisation B2 02 Writing Total 75% zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> quarterly_test_nlmkind01_20210927.xml Quarterly test active quarterly_test_feedback 1 Going digital active edit_ol_qa pix/icons8-collaboration-100_white.png As of today, the corporate university offers 154 digital learning solutions for the target audience. They comprise e-learning courses, video lectures, business simulations, interactive lectures and webinars. These learning solutions facilitate employees' self-learning and enable them to take individual learning tracks based on the corporate Competency Model. In the coming few years we are planning to expand the scope of participants and invite other NLMK Group partners to the learning process. ]]> Who is in charge of digital learning solutions? ✓ both IT and project management team = common responsibility ✓ nowadays, most staff can choose by themselves e.g. Kurseria, Lektoria (...) Are digital learning solutions offered by management on a top to bottom basis, or do they come from needs voiced bottom up? ✓ both from top to bottom and bottom up ✓ bottom up approach for digital teams focusing on problem solving in a project → corporate university = facilitator What is the role of the virtual campus? personal learning management system → identify who you are and make suggestions = virtual compass which provides a roadmap ✓ collecting needs ✓ carry out preliminary preparation ✓ provide learning ✓ undertake knowledge testing ✓ run follow-up support to carry out = to do or complete something, especially that you have said you would do or that you have been told to do to undertake = to do or begin to do something, especially something that will take a long time or be difficult Do you design e-libraries yourself or ask software companies to write them for you? 〆only buy ready-made products ✓ Alpina ✓ MIF ✓ SmartReading ✓ Harvard Business Review 20211003-2135 Have something done active grammar subject + auxiliary/modal verb + object + past participle Is the agent (hairdresser) important? 〆 no → arrangement for a different person to do sth for us ✓ I have my hair cut every month by ♣my neighbour who is a butcher subject + auxiliary/modal verb + object + past participle + preposition + agent ♣ my neighbour who is a butcher = agent A hotel manager asks the customer: Will you [have served your breakfast | have your breakfast served] in your room? ✓ will you have your breakfast served = arrangement for a different person to do sth for us ... or will you have it downstairs? [arrangement | request] ≠ arrangement ✓ request, order ]]> 2 Have something done active deck_shuffled deck_of_phrases_have_something_done_b2_03.csv to carry out = to do or complete something, especially that you have said you would do or that you have been told to do to undertake = to do or begin to do something, especially something that will take a long time or be difficult good well As The deeper (OR The more involved) you are in your business the more you are possible able to cover new interests in your job ]]> 20210927 09:00-10:00 1.5 active Making staff feel safe By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. Going digital pg 21-22 IT Resources for Training and Learning - Electronic Learning Platforms (LMS) CLIP_02.06.2021_wip_dpotter.pdf --> quarterly test EF Quarterly test Review the following: grammar focus Grammar: Verb patterns Order of adjectives The passive Comparative and superlative forms Questions vocab pre teach Lexical material: Discourse markers Organizational Learning and the Learning Organization The Fifth discipline Corporate university campus Governance Role of the business customer functional language 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 zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20210923 3 Why good leaders make you feel safe? hw20210927 pix/icons8-collaboration-100_white.png Why good leaders make you feel safe | Simon Sinek What makes a great leader? Management theorist Simon Sinek suggests, it's someone who makes their employees feel secure, who draws staffers into a circle of trust. But creating trust and safety — especially in an uneven economy — means taking on big responsibility. https://www.youtube.com/watch?v=lmyZMtPVodo]]> 2 International educational cooperation active edit_ol_qa pix/icons8-collaboration-100_white.png ✓ ranked 6th according to the Financial Times Management Education Customized ranking in 2020 ✓ professors ✓ quality content (INSEAD) What is the INSEAD business school? Do INSEAD professors have enough competencies to speak about the business specificities of your company? ✓ Dream 100 Executive Development Programme for management levels 2-3 talent pool ✓ four-module programme for top management team (What & who) What training solutions and staff are targeted? ✓ Roy Pollok, The 6D Company ✓ Ken Phillips (global gurus) What global gurus does the NLMK corporate university entrust its trainees with? to entrust ~ A (to B) | ~ B with A = to make sb responsible for doing sth or taking care of sb ✓ increase the value of learning and development in the NLMK corporate university ✓ increase their personal value as learning professionals (6D) What are participants able to apply after completing the Six Disciplines course? 3 Why good leaders make you feel safe? hw20210927 active edit_ol_qa pix/icons8-collaboration-100_white.png Why good leaders make you feel safe | Simon Sinek What makes a great leader? Management theorist Simon Sinek suggests, it's someone who makes their employees feel secure, who draws staffers into a circle of trust. But creating trust and safety — especially in an uneven economy — means taking on big responsibility. https://www.youtube.com/watch?v=lmyZMtPVodo]]> Why was Captain Swenson recognised? ✓ ran into live fire when caught in an ambush in Afghanistan ✓ rescued the wounded ✓ pulled out the dead = brave → reminiscent of a hero? to recognise = to express obligation, thanks, or gratitude for What is remarkable about what Captain Swenson did? ✓ he kissed his wounded soldier who was being evacuated by helicopter → emotional intelligence? emotional intelligence = ability to understand, use, and manage your own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict What is the difference in making sacrifices in the army and in business? ✓ in the army, they're willing to sacrifice themselves so that others may gain → leaders are rewarded with a medal ✓ in business, leaders give bonuses to people who are ready to sacrifice others so that leaders may gain = opposite action Do you know of - or believe that - soldiers are attracted by the ideology: having a vocation, giving a service to their country? 〆their environment doesn't define how they act ✓ they would sacrifice themselves for you (if you can create the right environment) What is special about this environment? What are the 2 key ingredients? ✓ trust ✓ cooperation ≠ words or instructions → empathy What is the circle of safety? ✓ an area where the tribe of social animals collaborate together → feel safe ✓ protect against external danger = feeling of trust & cooperation How does the anecdote of the airport staff support the anti-thesis (i.e. situation in which you are not in the circle of safety)? 〆if you don't follow the rules → lose your job = don't trust their leaders What makes a good parent? ✓ giving love ✓ ensuring education ✓ teaching discipline ✓ providing support to make great achievements ✓ giving opportunities to try and fail → be a role model? How many leaders prepare their successors? 〆lack of talent management 〆little concern for knowledge management = self-protection in Russia What is lifetime employment policy? ✓ don't lay off staff for performance issues (because you wouldn't lay off children either) → coach when there is an issue Would you sacrifice numbers to save people? ✓ in practice, reduce operational costs before labour costs because recruiting is time consuming What is the difference between head counts and heart counts? ✓ don't lay off staff during hard times ✓ people who feel safe will collaborate better & spontaneously make compromises = better to all suffer a little than one should suffer a lot How different are some of the recognised leaders at the top and unofficial leaders at the bottom? ✓ many leaders at the top feature only authority 〆they lack empathy 〆they are not trusted ✓ leaders at the bottom (usually) lack authority → feature consideration for others ✓ they are trusted = create a safe environment Why are some staff members ready to sacrifice themselves? ✓ because that's what their managers would do for them = guarantee of a safe environment for all ≠ networking ambush = act of hiding and waiting for sb and then making a surprise attack on them reminiscent of = reminding you of sb/sth to recognise = to express obligation, thanks, or gratitude for emotional intelligence = ability to understand, use, and manage your own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict before to twelve He may carries on dealling dealing with his own project People it's are the most valuable active asset in the business ... to pay fairy fair taxes It's better to ... instead of give giving money Somebody could stole steal this money You will never join to the army I'm waiting expect that my subordinates will be more successful than me ]]> wounded /'wu:ndəd/ 20210923 09:00-10:00 1.5 active Working with partners By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 20-21 Main partners CLIP_02.06.2021_wip_dpotter.pdf quarterly test EF Quarterly test (scheduled 20210927) Review the following: grammar focus Grammar: Verb patterns Order of adjectives The passive Comparative and superlative forms Questions vocab pre teach Lexical material: Discourse markers Organizational Learning and the Learning Organization The Fifth discipline Corporate university campus Governance Role of the business customer functional language 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 zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Working with partners active edit_ol_qa pix/icons8-collaboration-100_white.png Who are your ecosystem partners? ✓ close business partners who belong to the same group of 25000 shareholders (logistics, railways, admin) ✓ clients, suppliers... Why would your partners need training skills development programmes and/or methodological materials out-of-the-box? ✓ more profitable for them ✓ makes staff rotation possible Why were learning solutions before 2020 created by internal resources only? Before 2020 all learning solutions were implemented by subject matter experts from functional departments and CU content designers based on internal expertise. The main goal of this approach was to gather and replicate best NLMK practice. How has learning solutions designing changed since 2020? They started working together with the leading Russian training companies co-designing learning solutions to ensure integration of global and Russian best practices in particular topics. Now the NLMK corporate university has developed solid partnership with different educational organizations in Russia and overseas for both learning solutions content design and delivery. ✓ consultation by experts, e.g. Roy Pollock ✓ reduced time to market (from 1 year to 3 months) ✓ changed from a cascading, linear approach to a more agile style Roy Pollock Can you name any institutions with which NLMK collaborates locally? Thunderbird School of Global Management Moscow School of Management Skolkovo Ericson International Coaching College Adidas Academy Most Creative Camp National Research University “Higher School of Economics” 3 Why good leaders make you feel safe? hw20210927 active prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Why good leaders make you feel safe | Simon Sinek What makes a great leader? Management theorist Simon Sinek suggests, it's someone who makes their employees feel secure, who draws staffers into a circle of trust. But creating trust and safety — especially in an uneven economy — means taking on big responsibility. https://www.youtube.com/watch?v=lmyZMtPVodo]]> Why was Captain Swenson recognised? What is remarkable about what Captain Swenson did? What is the difference in making sacrifices in the army and in business? Do you know of - or believe that - soldiers are attracted by the ideology: having a vocation, giving a service to their country? What is special about this environment? What are the 2 key ingredients? What is the circle of safety? How does the anecdote of the airport staff support the anti-thesis (i.e. situation in which you are not in the circle of safety)? What makes a good parent? What is lifetime employment policy? Would you sacrifice numbers to save people? What is the difference between head counts and heart counts? How different are some of the recognised leaders at the top and unofficial leaders at the bottom? Why are some staff members ready to sacrifice themselves? predisposition /'pri:dɪspə'zɪʃ(ə)n/ (to / towards sth) | ~ (to do sth) = condition that makes sb/sth likely to behave in a particular way or to suffer from a particular disease; предрасположение was not hasn't been repaired after since the second world war 2nd We don't need so much many middle managers They are not cared don't care about this We need the most big biggest changes ]]> 20210920 09:00-10:00 1.5 active Do you mind attending a training? (2/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. New Inside Out Upper Intermediate pg 53 ex 2 3 vocab & grammar new_inside_out_upper_intermediate_students_book_pg52-53_verb_patterns_successful_marriage.pdf Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 20-21 Main partners CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook 20190418-1837 active review grammar_verb_patterns_selection_b1_02.csv grammar_verb_patterns_selection_b2_01.csv grammar_verb_patterns_selection_b2_03.csv to entrust ~ A (to B) | ~ B with A = to make sb responsible for doing sth or taking care of sb to deny = to say that sth is not true; отрицать; отвергать to go on = to continue the job work as quick as I can I forgot calling to call back the engineer ]]> 20210916 09:00-10:00 1.5 active Do you mind attending a training? By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. New Inside Out Upper Intermediate pg 53 ex 2 3 vocab & grammar new_inside_out_upper_intermediate_students_book_pg52-53_verb_patterns_successful_marriage.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 20-21 Main partners CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> wip textbook 1 Do you mind? active edit_text_for_reading_task prep_contents pix/icons8-collaboration-100_white.png pix/icons8-reading-100_white.png pix/icons8-theatre-mask-100_white.png Read the fictional anecdote. Complete the gaps with the appropriate form of the verb in brackets. to drink 5 cups of coffee in the morning ✓ The manager stopped drinking 5 cups of coffee in the morning = the manager does not do it any more]]> attending = [1] being = [2] to improve = [3] being = [4] spending = [5] to find = [6] looking for = [7] telling = [8] hiding = [9] feeling = [10] signing up = [11] showing off = [12] thinking about = [13] Do you mind attending another training? It's already paid for and we've had a last minute cancellation from another candidate... The employee looked at his manager as though it meant being tortured for hours on end. Although he was ambitious and genuinely meant to improve his skills, he admitted not being keen on going there... 2. Wouldn't you enjoy spending 2 days out of the office? The manager enquired further. He tried to find other arguments but was interrupted in his thoughts by a phone call. A minute later, he turned back to his staff member who'd kept looking for some excuse. Well, I regret telling you about that wonderful opportunity now: they've found someone else. 3. The relieved employee tried hiding his emotions, and denied feeling disappointed. Don't worry, I'll consider signing up for the next session! He could have carried on showing off his good intentions but the manager had already stopped thinking about it, fortunately... ]]> Do you mind [1] another training (to attend)? It's already paid for and we've had a last minute cancellation from another candidate... The employee looked at his manager as though it meant [2] tortured for hours on end (to be). Although he was ambitious and genuinely meant [3] his skills (to improve), he admitted not [4] keen on going there (to be)... 2. Wouldn't you enjoy [5] 2 days out of the office? (to spend) The manager enquired further. He tried [6] other arguments (to find) but was interrupted in his thoughts by a phone call. A minute later, he turned back to his staff member who'd kept [7] some excuse (to look for). Well, I regret [8] you about that wonderful opportunity now (to tell): they've found someone else. 3. The relieved employee tried [9] his emotions (to hide), and denied [10] disappointed (to feel). Don't worry, I'll consider [11] for the next session! (to sign up) He could have carried on [12] his good intentions (to show off) but the manager had already stopped [13] it (to think about), fortunately... ]]> 2 Follow-up discussion active edit_ol_qa pix/icons8-collaboration-100_white.png Answer the questions. Have you or a colleague of yours ever been in a similar situation? on either side? ✓ common situation ✓ sometimes managers just need to complete a group → devalue the training to devalue = to give a lower value to sth, making it seem less important than it really is Can you think of any reasons why the employee reacted negatively to the training opportunity? 〆more urgent items on the agenda 〆didn't see the need for this particular course 〆could have felt upset was given a training opportunity only because it was free agenda = list of items of business to be considered at a meeting; a series of things to be done What was the mistake made by the manager? 〆provided no or wrong incentive (shouldn't have said it was free) → provide relevance to employee's needs → could have suggested this training was actually scheduled in the employee's individual development plan incentive = reason for doing sth relevance = reference to the matter in hand What solutions would you recommend taking for the manager? ✓ attend an effective communication course ✓ ask employees what they want ✓ present this course as a reward to compete for among chosen employees reward = thing that you are given because you have done sth good, worked hard, etc 20191016-1704 Verb patterns active grammar agenda = list of items of business to be considered at a meeting; a series of things to be done to devalue = to give a lower value to sth, making it seem less important than it really is incentive = reason for doing sth relevance = reference to the matter in hand reward = thing that you are given because you have done sth good, worked hard, etc to deserve = if sb/sth deserves sth, it is right that they should have it, because of the way they have behaved or because of what they are to remember + infinitive = to keep in mind you need to do sth and not to forget to remember + gerund = to recall a past action to try + gerund = to try & see what happens to try + infinitive = to try & get a result can't stand = to dislike very much for hours on end = continuously and without stopping for the amount of time that is mentioned genuinely = truly, really medical ward = терапевтическое отделение больницы study = room, especially in sb's home, used for reading and writing attic = room or space just below the roof of a house, often used for storing things semi-detached = (BrE) (of a house) joined to another house by a wall on one side that is shared 's look looks like that they don't understand other things I give to them the possiblity to study... Another possibility it's to move to abroad ... deep late evening ]]> tortured /'tɔ:rtʃə:d/ 20210913 09:00-10:00 1.5 active Becoming an internal trainer By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 19 Distribution of LTL approach participants by managerial level CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20210909 Distribution of LTL approach participants by managerial level hw20210913 edit_2columns_2qa prep_contents pix/icons8-reading-100_white.png Read the text. Build questions with the expressions underlined. 2 Distribution of LTL approach participants by managerial level hw20210913 active edit_2columns_2qa edit_text_for_reading_task prep_contents pix/icons8-reading-100_white.png Read the text. Build questions about the expressions underlined. number of internal trainers for basic corporate learning solutions has increased greatly from 2017 to 2021 → Why/How has the number of internal trainers for basic corporate learning solutions increased greatly from 2017 to 2021? → Since when has the number of internal trainers for basic corporate learning solutions increased greatly? (...)]]> number of internal trainers for basic corporate learning solutions has increased greatly from 2017 to 2021. To enable their high performance as trainers, NLMK corporate university experts have developed and launched a series of programmes: Train-the-Trainer (2 levels) (further – TTT), training skills development programmes (8 courses), Group Supervision 2. To visualize training skills development CU experts have created an internal trainer profile document, which describes successful behaviours of a trainer delivering a course. Every internal trainer is eligible for supervision and feedback on trainer’s skills development from CU experts till (s)he reaches the target level of the trainer’s behaviour. 3. As soon as the trainer gets to the target level (s)he is offered one supervision per year or supervision on demand to maintain and develop trainer’s skills. All data on a trainer’s progress is stored in his/her trainer’s profile on the corporate university's internal website. 4. The internal trainers' learning and development system includes accreditation for the position of an internal trainer, with further growth to a master trainer. A master trainer is an experienced trainer who invests time to develop new internal trainers.]]> 1. number of internal trainers 2. Train-the-Trainer 3. internal trainer profile document 4. eligible for supervision 5. target level 6. accreditation for the position of an internal trainer 7. master trainer 1. How has the population of trainers changed during these 5 years since the corporate university was launched? 2. Why could the TTT system be more effective than using external trainers? 3. What does the internal trainer profile document embrace? How has this profile evolved over the years? 4. How do you conduct supervision of eligible trainers? What are the criteria required for the eligibility of trainers to be supervised? 5. What tools and objectives are assessed to validate the target level of internal trainers? 6. How do you accredit your new internal trainers? When is it the right time to accredit your new internal trainers? How long does it take to accredit your new internal trainers? What criteria do you use? 7. Who are master trainers and what do they do for other trainers? Why are master trainers needed in your system? New Inside Out Upper Intermediate B2 active textbook visual support
T / Cl → practise present continuous for descriptions They are standing in the kitchen, holding glasses of wine. → practise present simple for habits They often cook together. T / Cl They enjoy [to cook | cooking] together ✓ cooking to enjoy + ing = verb pattern T / Cl He is trying [to repair | repairing] the car ✓ to repair to try + infinitive ↔ try and get a result = verb pattern
visual support

--> T / Cl Have you ever tried to read the mind of your spouse? (...) pg 52 ex 1 2 reading pg 52 ex 3 listening new_inside_out_upper_intermediate_audio_cd02_06.ogg ]]> to embrace = (formal) to include sth; (formal) to accept an idea, a proposal, a set of beliefs, etc., especially when it is done with enthusiasm eligible = able to have or do it because they have the right qualifications, are the right age, etc to deserve = if sb/sth deserves sth, it is right that they should have it, because of the way they have behaved or because of what they are to remember + infinitive = to keep in mind you need to do sth and not to forget to remember + gerund = to recall a past action to try + gerund = to try & see what happens to try + infinitive = to try & get a result can't stand = to dislike very much is could the TTT system could be more effective than to use using external trainers? How is has this profile has been changed during those 5 years? The profile is consists of some parts A lot of efforts from the both sides She is boring bored ]]> 20210909 09:00-10:00 1.5 active Developing learning clusters By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 15-16 Section C Structure, Facilities and Resources of the Learning Organisation pg 17 CU NLMK Learning clusters CLIP_02.06.2021_wip_dpotter.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 17 Have got and have pg 34 section B reading icons8-hand-with-pen-100.png pg 35 ex 17.1 17.2 17.3 17.4 key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit17_have_got_vs_have_w_key.pdf Optional (if time available) smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 50 Questions 2 (embedded questions) pg 100 section A reading icons8-hand-with-pen-100.png pg 101 ex 50.1 key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit50_embedded_questions_w_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Speaking active edit_ol_qa pix/icons8-collaboration-100_white.png What are the differences between the space for design thinking sessions and the exhibition space for visitors? ✓ design thinking sessions → flip charts → boards → Lego bricks for prototype modelling → sticky tapes → low & high chairs, bean bags ⇒ miscellanies to provoke & stimulate minds ✓ exhibition space → stands → frames → booths What new technologies are used in the multimedia Lab to allow creating digital educational content in accordance with the latest trends? How do learning clusters of geographically adjacent interconnected companies and enterprises operating in the learning sphere on a certain territory complement each other? ✓ provide continuous employee education within the NLMK Group ✓ the pandemic has made the need for training facilities redundant → most learning solutions have gone on-line 2 Distribution of LTL approach participants by managerial level hw20210913 active edit_2columns_2qa prep_ol_qa edit_text_for_reading_task prep_contents pix/icons8-reading-100_white.png Read the text. Build questions with the expressions underlined. number of internal trainers for basic corporate learning solutions has increased greatly from 2017 to 2021 → Why/How has the number of internal trainers for basic corporate learning solutions increased greatly from 2017 to 2021? → Since when has the number of internal trainers for basic corporate learning solutions increased greatly? (...)]]> number of internal trainers for basic corporate learning solutions has increased greatly from 2017 to 2021. To enable their high performance as trainers, NLMK corporate university experts have developed and launched a series of programmes: Train-the-Trainer (2 levels) (further – TTT), training skills development programmes (8 courses), Group Supervision 2. To visualize training skills development CU experts have created an internal trainer profile document, which describes successful behaviours of a trainer delivering a course. Every internal trainer is eligible for supervision and feedback on trainer’s skills development from CU experts till (s)he reaches the target level of the trainer’s behaviour. 3. As soon as the trainer gets to the target level (s)he is offered one supervision per year or supervision on demand to maintain and develop trainer’s skills. All data on a trainer’s progress is stored in his/her trainer’s profile on the corporate university's internal website. 4. The internal trainers' learning and development system includes accreditation for the position of an internal trainer, with further growth to a master trainer. A master trainer is an experienced trainer who invests time to develop new internal trainers.]]> number of internal trainers Train-the-Trainer internal trainer profile document eligible for supervision target level accreditation for the position of an internal trainer master trainer cluster = group of things of the same type that grow or appear close together bean bag = sealed bag containing dried beans, PVC pellets, expanded polystyrene, or expanded polypropylene shaped like a pear to sit on basement = room or rooms in a building, partly or completely below the level of the ground do you want Did you have difficulty to find finding the book you wanted? Do you mind to open opening the window? I will send it to have their approvement approval to send it to EFMD It's not worth to share this sharing We equipped these rooms by with computers ]]> 20210906 09:00-10:00 1.5 active Questions about the subject vs the object By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 15-16 Section C Structure, Facilities and Resources of the Learning Organisation pg 17 CU NLMK Learning clusters CLIP_02.06.2021_wip_dpotter.pdf Optional (if time available) smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 49 Questions icons8-hand-with-pen-100.png pg 99 ex 49.3 49.4 key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit49_questions_w_key.pdf Optional (recommended) smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - 3rd edition Advanced by Martin Hewings, Cambridge University Press Unit 26 Wh- questions with who whom which how whose icons8-hand-with-pen-100.png pg 64 ex 26.1 26.2 26.3 26.4 key to exercise Check your answers with the key at the end of the file advanced_grammar_in_use_3rd_ed_with_answers_martin_hewings_pg63-64-268_unit26_wh_questions_with_who_whom_which_how_whose_w_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20200518-1147 Building questions (questions word order) active grammar 20200219-1856 Auxiliary verbs active grammar 4 Building questions active deck_shuffled deck_of_phrases_building_questions_a2_03.csv fell fall over sth? (question about the subject → no auxiliary needed) Who What did you fell fall over sth ? (= question about the object → use an auxiliary) How did the accident did happen? Who is speaking speaks the best? How What 's your boss called? Who Which of us (i.e. choose from a group) has not told a lie at some time in our lives? ]]> 20210902 09:00-10:00 1.5 active Using the passive and building questions By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 15-16 Section C Structure, Facilities and Resources of the Learning Organisation pg 17 CU NLMK Learning clusters CLIP_02.06.2021_wip_dpotter.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 99 Order of adjectives pg 199 icons8-hand-with-pen-100.png Complete exercises pg 357 358 key key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit99_order_of_adjectives_w_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 4 The passive active deck_shuffled deck_of_phrases_the_passive_b1_02.csv 4 The passive active deck_shuffled_monochrome deck_of_phrases_the_passive_b1_03.csv 4 Building questions active deck_shuffled deck_of_phrases_building_questions_a2_03.csv way road I remind remember how I wrote my dissertation I have been was writing some pages between cooking... I'm very close to finish finishing (the) proof-read proof-reading I couldn't see what I change else I didn't percept perceive all 3 adjectives ]]> 20210830 09:00-10:00 1.5 active Creating a new structure for a new mission, new ambitions & goals Corporate university learning clusters By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 15-16 Section C Structure, Facilities and Resources of the Learning Organisation pg 17 CU NLMK Learning clusters CLIP_02.06.2021_wip_dpotter.pdf icons8-hand-with-pen-100.png Writing Essay - 200 words How can governance impact in positive and negative manners the activities of a company? What governance tools are in place at NLMK to ensure power and authority flow through the board before they reach the CEO? → complete the graded correction of your essay sent by e-mail zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 3 Corporate university's new units active decks03 deck_of_phrases_corporate_university_s_new_units.csv 20191105-1626 Order of adjectives active grammar 20191105-1703 Order of adjectives (mindmap) active textbook order of adjectives mindmap.png adjectives_mindmap.pdf ]]> 1 Corporate university campus active fantastic learning centre (adjective of opinion before facts) size age shape colour origin material type noun]]> shuffled_boxes adjacent (to sth) = (of an area, a building, a room, etc.) situated next to or near sth up to in my understanding ... the system around of NLMK He is the main actionary shareholder He grown up has groomed his successor This committee was leaded led by the board member At one hand side | extreme It's not doesn't fit to our operation model ]]> 20210826 09:00-10:00 1.5 active Addressing the 3 Ms Creating a new structure for a new mission, new ambitions & goals print Download onto your tablet or print the following pdf for our next lesson. pg 15-16 Section C Structure, Facilities and Resources of the Learning Organisation pg 17 CU NLMK Learning clusters CLIP_02.06.2021_wip_dpotter.pdf Rescheduled from previous lesson icons8-hand-with-pen-100.png Writing Essay - 200 words How can governance impact in positive and negative manners the activities of a company? What governance tools are in place at NLMK to ensure power and authority flow through the board before they reach the CEO? → practise discourse markers to ensure a logical flow (discourse_markers_mindmap.pdf) (you may want to use information below) Corporate governance The ultimate goal of the Company is to create value for its shareholders. At NLMK we believe that good Corporate Governance is critical for achieving this goal... https://nlmk.com/en/about/governance/ → send by e-mail duncanpotter@yandex.ru zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook 1 Lead in (continuation from previous lesson) active edit_ol_qa pix/icons8-collaboration-100_white.png Answer the questions. Practise comparative & superlative forms. NLMK corporate university structure --> ]]> What is the biggest risk in your corporate university? in your company? 〆not finding a balance between motivation and skills What divisions of the corporate university appeared first? Which are bigger / smaller? ✓ the Trainers' dept is the oldest ✓ the Design dept is younger ✓ the Learning Solutions is the largest ✓ the Internal trainers' dept seems to be the smallest ✓ the Evaluation dept is the most critical How similar to / different from other companies is the internal structure of the corporate university? How is the structure changing? Why? 2 Building a learning organisation active edit_text_for_reading_task prep_contents pix/icons8-reading-100_white.png Read the text. Match the underlined expressions in the text with the definitions. Answer the questions below. these three Ms? What is meant by the simplest of reasons? How can you check if your corporate goal is well understood? Are the structures and clusters in place at NLMK sufficient?]]> plausible = reasonable and likely to be true three Ms = meaning, management, measurement firm = not likely to change; strong, solid and in control groundwork = work that is done as preparation for other work that will be done later; foundation or basis these three Ms? ✓ 3 Ms = meaning, management, measurement What is meant by the simplest of reasons? ✓ For learning to become a meaningful corporate goal, it must first be understood How can you check if your corporate goal is well understood? ✓ explain the corporate goal at every training, corporate session, on the web-site ✓ justify employee's short-term goals within the perspective of the corporate goal ✓ show how each staff member is involved in and needed to achieve the corporate goal ✓ your bonus depends on reached objectives ]]> plausible, well-grounded definition of learning organizations; it must be actionable and easy to apply. Second is the question of management. We need clearer guidelines for practice, filled with operational advice rather than high aspirations. And third is the question of measurement. We need better tools for assessing an organization’s rate and level of learning to ensure that gains have in fact been made. 2. Once these “three Ms” are addressed, managers will have a firmer foundation for launching learning organizations. Without this groundwork, progress is unlikely, and for the simplest of reasons. For learning to become a meaningful corporate goal, it must first be understood. (adapted from https://hbr.org/1993/07/building-a-learning-organization) ]]> What are these three Ms? ✓ 3 Ms = meaning, management, measurement What is meant by the simplest of reasons? ✓ For learning to become a meaningful corporate goal, it must first be understood How can you check if your corporate goal is well understood? ✓ explain the corporate goal at every training, corporate session, on the web-site ✓ justify employee's short-term goals within the perspective of the corporate goal ✓ show how each staff member is involved in and needed to achieve the corporate goal ✓ your bonus depends on reached objectives To what extent are the 'Three Ms' implemented in your company? 〆meaning is still area for improvement ✓ merit-based increase depends on individual performance (4 criteria) → staff should be result-oriented, innovative, cooperative... How actionable and easy to apply is your definition of the learning organisation? ✓ clear goal What examples of operational advice rather than high aspirations can you think of? ✓ no-injury policy rather than some intangible, best-steel corporation aspiration Are you well equipped to measure the level of learning? ✓ check the NPS level after each training NPS = Net Promoter Score plausible = reasonable and likely to be true three Ms = meaning, management, measurement firm = not likely to change; strong, solid and in control groundwork = work that is done as preparation for other work that will be done later; foundation or basis advisory board = body that provides non-binding strategic advice to the management of a corporation, organization, or foundation. The informal nature of an advisory board gives greater flexibility in structure and management compared to the board of directors. Unlike the board of directors, the advisory board does not have authority to vote on corporate matters or bear legal fiduciary responsibilities. Many new or small businesses choose to have advisory boards in order to benefit from the knowledge of others, without the expense or formality of the board of directors (src: Wikipedia) CU creation the creation of a corporate university with the main goal in strengthening in order to strengthen management competencies Since its launch in 2016, the NLMK CU has used the following approach: /-/ inviting invite NLMK subject matter experts to become internal trainers ]]> 20210823 09:00-10:00 1.5 active Creating a new structure for a new mission By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 15-16 Section C Structure, Facilities and Resources of the Learning Organisation CLIP_02.06.2021_wip_dpotter.pdf icons8-hand-with-pen-100.png Writing Essay - 200 words How can governance impact in positive and negative manners the activities of a company? What governance tools are in place at NLMK to ensure power and authority flow through the board before they reach the CEO? → practise discourse markers to ensure a logical flow (discourse_markers_mindmap.pdf) (you may want to use information below) Corporate governance The ultimate goal of the Company is to create value for its shareholders. At NLMK we believe that good Corporate Governance is critical for achieving this goal... https://nlmk.com/en/about/governance/ → send by e-mail duncanpotter@yandex.ru zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 2 The Fifth discipline, by Peter Senge active edit_text_for_reading_task prep_contents pix/icons8-reading-100_white.png Answer the following questions.]]> Do you feel some collective aspiration in your workplace? Inventing new knowledge is not a specialized activity... it is a way of behaving - Do you agree? Why is it important to be a knowledge worker? What do you need to provide a framework for action: only tools, or also ideas? nurtured = cared for and protected while they are growing knowledge worker = professionals whose job is to "think for a living", e.g. programmers, physicians, pharmacists, architects, engineers, scientists, design thinkers, public accountants, lawyers, editors, and academics organizational redundancy = form of dismissal and may arise where the requirement for employees to undertake work of a particular kind has ceased or diminished. ... Examples of potential redundancy situations might be where you: can no longer employ one or more members of staff in your organisation, due to reduced funds tacit = that is suggested indirectly or understood, rather than said in words explicit = clear and easy to understand, without any doubt nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.” 2. To achieve these ends, Senge suggested the use of five “component technologies”: systems thinking, personal mastery, mental models, shared vision, and team learning. 3. In a similar spirit, Ikujiro Nonaka characterized knowledge-creating companies as places where “inventing new knowledge is not a specialized activity…it is a way of behaving, indeed, a way of being, in which everyone is a knowledge worker.” 4. Nonaka suggested that companies use metaphors and organizational redundancy to focus thinking, encourage dialogue, and make tacit, instinctively understood ideas explicit. 5. (...) But does it provide a framework for action? How, for example, will managers know when their companies have become learning organizations? What concrete changes in behaviour are required? What policies and programmes must be in place? How do you get from here to there? (adapted from https://hbr.org/1993/07/building-a-learning-organization) ]]> 20201219-0927 Comparative and superlative forms active grammar 2 Comparative and superlative wip active pix/icons8-collaboration-100_white.png deck_shuffled_lines_halign 1) short 2) adjectives 3) adjectives 4) longer 5) irregular adjectives ending with ending with y forms forms consonant + vowel + consonant er/est er/est ier/est more/the most ]]> 1 Lead in active edit_ol_qa pix/icons8-collaboration-100_white.png Answer the questions. Practise comparative & superlative forms. NLMK corporate university structure --> ]]> What is the biggest risk in your corporate university? in your company? 〆not finding a balance between motivation and skills 〆lose motivation 〆getting bogged down in the daily grind to be bogged down = to stop progressing; to slow to a halt; to become entangled with a variety of obstacles making your efforts unproductive or unsatisfying daily grind = (informal) an activity that is tiring or boring and takes a lot of time What divisions of the corporate university appeared first? Which are bigger / smaller? ✓ the Trainers' dept is the oldest ✓ the Design dept is younger ✓ the Learning Solutions is the largest ✓ the Internal trainers' dept seems to be the smallest ✓ the Evaluation dept is the most critical How similar to / different from other companies is the internal structure of the corporate university? ✓ terminology was coined in-house to match the company & industry needs to coin = to invent a new word or phrase that other people then begin to use How is the structure changing? Why? ✓ now understanding the need to train beyond NLMK employees ✓ anticipate accreditation needs ✓ use internal IT solutions ✓ shift to on-line solutions to nurture = to care for and protect sb/sth while they are growing and developing; to help sb/sth to develop and be successful to diminish = to reduce to cease = to end knowledge worker = professionals whose job is to "think for a living", e.g. programmers, physicians, pharmacists, architects, engineers, scientists, design thinkers, public accountants, lawyers, editors, and academics organizational redundancy = form of dismissal and may arise where the requirement for employees to undertake work of a particular kind has ceased or diminished. ... Examples of potential redundancy situations might be where you: can no longer employ one or more members of staff in your organisation, due to reduced funds tacit = that is suggested indirectly or understood, rather than said in words explicit = clear and easy to understand, without any doubt to be bogged down = to stop progressing; to slow to a halt; to become entangled with a variety of obstacles making your efforts unproductive or unsatisfying daily grind = (informal) an activity that is tiring or boring and takes a lot of time to coin = to invent a new word or phrase that other people then begin to use settlement = place where people have come to live and make their homes, especially where few or no people lived before; поселение auctionary shareholders' supervision It's the highest organ body Only they could understand if is it is different from other companies or not Our data sheet is a much more bigger document Our data sheet is a much more bigger advanced document ]]> 20210819 09:00-10:00 1.5 active UNIT 3: STRUCTURES AND CLUSTERS - Describing the structure, facilities and resources of the learning organisation By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 14-15 Section C Structure, Facilities and Resources of the Learning Organisation pg 15 figure 10. NLMK CU Structure (ignore because out-of-date) CLIP_02.06.2021_wip_dpotter.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 106 107 108 Comparison (much better / the sooner the better) pg 212 section D The... The icons8-hand-with-pen-100.png Complete exercises pg 359-360 key key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit106-108_comparatives_superlatives_w_key.pdf Scheduled 20210823 (or earlier if time available) icons8-hand-with-pen-100.png Writing Essay - 200 words How can governance impact in positive and negative manners the activities of a company? What governance tools are in place at NLMK to ensure power and authority flow through the board before they reach the CEO? → send by e-mail duncanpotter@yandex.ru zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Lead in active edit_ol_qa pix/icons8-collaboration-100_white.png Watch the video. Answer the questions. Organizational Learning and the Learning Organization David M. Kopp https://www.youtube.com/watch?v=D9xoAGSJY0Q ]]> What are the five key characteristics of a learning organisation? ✓ engage in systems thinking ✓ commitment to personal mastery and mental methods ✓ communication ✓ promote a shared vision ✓ commitment to team learning learning organisation = a house where organisational learning (a process) takes place Could you have organisation learning without a learning organisation? 〆not in the long term, especially in a large company 〆organisation learning without a learning organisation runs the risk of providing irrelevant, outdated training which lacks a shared vision → outsourcing training results in the absence of systems thinking where only individual needs rather than team ones are satisfied If you don't use it, you lose it How do you engage in systems thinking in your company? ✓ methodological units are responsible not only for functioning but also training ✓ strategic understanding → operational correction of processes = optimisation see example of the reception at the hotel which informs when guests check out What tools do you implement to ensure commitment to personal mastery and mental methods? ✓ discussions to make staff understand their role in the whole process → identify who is responsible for a given process mastery = great knowledge about or understanding of a particular thing Why is it important to promote a shared vision? ✓ address the risk of working in a vacuum ✓ use the 'super goal' → motivation to improve your work How do you recognise commitment to team learning? ✓ Team members are as passionate about their ideas as others' ideas → staff immediately react to sth wrong 2 The Fifth discipline, by Peter Senge (continuation from previous lesson) active edit_text_for_reading_task prep_contents pix/icons8-reading-100_white.png Read the text. Match the underlined expressions in the text with the definitions. cared for and protected while they are growing = nurtured professionals whose job is to "think for a living", e.g. programmers, physicians, pharmacists, architects, engineers, scientists, design thinkers, public accountants, lawyers, editors, and academics = knowledge worker form of dismissal and may arise where the requirement for employees to undertake work of a particular kind has ceased or diminished. ... Examples of potential redundancy situations might be where you: can no longer employ one or more members of staff in your organisation, due to reduced funds = organizational redundancy that is suggested indirectly or understood, rather than said in words = tacit clear and easy to understand, without any doubt = explicit nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.” 2. To achieve these ends, Senge suggested the use of five “component technologies”: systems thinking, personal mastery, mental models, shared vision, and team learning. 3. In a similar spirit, Ikujiro Nonaka characterized knowledge-creating companies as places where “inventing new knowledge is not a specialized activity…it is a way of behaving, indeed, a way of being, in which everyone is a knowledge worker.” 4. Nonaka suggested that companies use metaphors and organizational redundancy to focus thinking, encourage dialogue, and make tacit, instinctively understood ideas explicit. 5. (...) But does it provide a framework for action? How, for example, will managers know when their companies have become learning organizations? What concrete changes in behaviour are required? What policies and programmes must be in place? How do you get from here to there? (adapted from https://hbr.org/1993/07/building-a-learning-organization) ]]> to nurture = to care for and protect sb/sth while they are growing and developing; to help sb/sth to develop and be successful knowledge worker = professionals whose job is to "think for a living", e.g. programmers, physicians, pharmacists, architects, engineers, scientists, design thinkers, public accountants, lawyers, editors, and academics organizational redundancy = form of dismissal and may arise where the requirement for employees to undertake work of a particular kind has ceased or diminished. ... Examples of potential redundancy situations might be where you: can no longer employ one or more members of staff in your organisation, due to reduced funds tacit = that is suggested indirectly or understood, rather than said in words explicit = clear and easy to understand, without any doubt vacuum = space that is completely empty of all substances, including all air or other gas; existing separately from other people, events, etc. when there should be a connection view on = a personal opinion about sth; an attitude towards sth view of = way of understanding or thinking about sth to create for creating cases They should not be /-/ (working against each other) contradictory We have remote delayed feedback It depends what result they want after they will get this learning solution ... to develop in a parallel If you don't pay the attention on to these people ]]> way /'wei/ where /'wer/ were /wə:/ 20210816 09:00-10:00 1.5 active Describing the LTL approach 2/2 By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. discourse_markers_mindmap.pdf Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 13 pt 3 Key stakeholders participate in learning solutions’ delivery as internal trainers CLIP_02.06.2021_wip_dpotter.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 43 The passive icons8-hand-with-pen-100.png Complete exercises pg 87 ex 43.3 43.4 pg 345 key key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit43_passive_w_infinitive_and_perfect_infinitive_structures_w_keys.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 2 LTL approach, discourse markers (2/3) hw20210816a active decks03 deck_of_phrases_discourse_markers_ltl_approach02.csv 3 LTL approach, discourse markers (3/3) hw20210816b active decks03 deck_of_phrases_discourse_markers_ltl_approach03.csv active textbook discourse markers smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. discourse_markers_mindmap.pdf ]]> active textbook video The Governance Problem: How it Started A look at the root of the main problem with governance today, in response to a Jan. 24, 2013 Globe and Mail article about Bob Monks by Janet McFarland, "Storming the boardroom: Sound, fury and little else." (Report on Business section, page B8). See also, What is Governance? (http://www.youtube.com/watch?v=zpxBeq...). Opinions, ideas expressed in this video were formed and influenced by Policy Governance(R) principles. Policy Governance was designed by Dr. John Carver and is in use by boards of all types around the world. For more information, please visit http://www.browndogconsulting.com. https://www.youtube.com/watch?v=V0zemSfMWSQ T / Cl Why was there frustration and disappointment with pace or lack of true governance reform? (...) Why have they lost the battle of terminology? (...) ✓ fundamental lack of common understanding of what governance is (business owner, manager, partner, chair of the board, CEO) board authority = group authority != single individual at the top Which 2 hats create a conflict? 〆can't be accountable to a board of which he is the chair 〆can't exercise his board responsibilities even if he has more power than his fellow board members
what_is_governance_roles_and_relationships.png

what_is_governance_accountability_vs_empowerment.png

T / Cl What governance tools are in place at NLMK to ensure power and authority flow through the board before they reach the CEO? ✓ rules which regulate who are on the board ✓ board members are changed every 3 years ✓ include directors from different industries (...) ]]> 2 Role play active role_play Recycle new expressions and language. Recycle new expressions and language. You founded your business by taking over a Soviet, state-owned company in the early 90s when the Russian Federation was going through many changes. You managed to save jobs and preserve assets. It was tough but you kept the company afloat. You believe you know best how to manage the company. 〆Authority cannot be shared by a group of people. ✓ I'm confident I can exercise my board responsibilities even if I have more power than my fellow board members. 〆There's no way I'm going to step down! 〆I believe only in vertical management 〆Current needs in the steel industry can't be addressed by empowerment You are a member of the board. You have work experience in the Soviet era, the current Russian Federation, as well as abroad in international joint-ventures. You want the founder and CEO to retire. 〆Responsibilities of the board chair and CEO cannot be held by the same person 〆You can't be accountable to a board of which you are the chair ✓ You must retire 〆If you're confident you can exercise your board responsibilities, why do you need us? 〆Board members like me can't play just an advisory or supporting role! 〆Interests of shareholders cannot be effectively executed ✓ Power and authority should flow through the board before it gets to the CEO → we need to translate expectations into written, comprehensive and concise policy → compliance should be monitored accountable (to sb) (for sth) = responsible for your decisions or actions and expected to explain them when you are asked afloat = (of a business, etc.) having enough money to pay debts; able to survive to step down = to give up or retire from a position that what I can It depends how long you are have been in a governing position As much as level The more levels we have as much the greater the distance we have As far as The more a company grows up, the more... ]]> hierarchical /,hai'rɔrkəkəl/ 20210812 09:00-10:00 1 active Describing the LTL approach (1/2) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 13 pt 3 Key stakeholders participate in learning solutions’ delivery as internal trainers CLIP_02.06.2021_wip_dpotter.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 43 The passive icons8-hand-with-pen-100.png Complete exercises pg 87 pg 345 key key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit43_passive_w_infinitive_and_perfect_infinitive_structures_w_keys.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit43_passive_w_infinitive_and_perfect_infinitive_structures_w_keys.pdf T / Cl Feedback ✓ find the adjective e.g. edible ✓ choose the right verb e.g. to eat ✓ find the past participle → eaten ⇒ It can be eaten ]]> 20210708-1045 LTL approach, discourse markers active decks03 deck_of_phrases_discourse_markers_ltl_approach01.csv for on English per week? He had to been be carried on ... to extend spread | disseminate this knowledge to (among) all staff ]]> 20210809 09:00-10:00 1.5 active Giving an overview of the 'New Manager' e-course By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 12 'New Manager' e–course CLIP_02.06.2021_wip_dpotter.pdf schedule 20210719-20210806 Duncan's holiday break (substitution by Darren) Rescheduled from previous lesson English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 19 20 Present continuous vs going to - Appendix the future icons8-hand-with-pen-100.png Complete exercises pg 308 309 310 ex 13 english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_appendix_ex_10-11-12-13_the_future_w_key.pdf ]]> 20210712 2 'New Manager' e–course advantages hw20210715 edit_text_for_reading_task pix/icons8-reading-100_white.png Read the following extracts. If possible, re-write some sentences with the passive voice when the subject is obvious, or to avoid repeating it. active textbook Complete exercises pg 308 309 310 ex 14 english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_appendix_ex_10-11-12-13_the_future_w_key.pdf T / Cl Feedback EF logo EF English Live https://corporate.ef.com/partner/Corp/default.aspx?z=839943 EF Grammar Lab Course → Apps & Tools → Grammar Lab ✓ additional practice ]]> active textbook time line time line ]]> 2 'New Manager' e–course advantages prep_contents active edit_text_for_reading_task pix/icons8-collaboration-100_white.png pix/icons8-reading-100_white.png pix/icons8-theatre-mask-100_white.png Read the following extracts. If possible, re-write some sentences with the passive voice when the subject is obvious, or to avoid repeating it. is provided to the key customer. The key customer is provided with information on the main completed tasks by the NLMK CU .]]> is provided to the key customer. The key customer is provided information on the main completed tasks by the NLMK CU This allows to determine exactly the customer needs and finalize the material taking into account the HR VP feedback. This allows to determine exactly Customer needs are determined exactly and material finalised taking into account the HR VP feedback. ]]> 1. In order to be customer-oriented, the NLMK CU has a sprint demo meeting with the main Business Customer. The NLMK CU provides information to the key customer on the main completed tasks. This allows to determine exactly the customer needs and finalize the material taking into account the HR VP feedback. The Agile method helps to stay connected with all parties involved in the development process and adjust new requirements and contents quickly. 2. The main advantage of this course is its electronic format: availability 24/7, asynchronous learning and the ability to use all the material as instructions at any time (even after the course is completed). By the way, we can regularly update the course, because HR processes are a living organism in any company. is mean means that... I have bought it 2 weeks ago (2 weeks ago = point in time → past simple) It's the first time I came come here I have not been waiting not many much | for a long time I have had been there twice before (before = time marker → past in the past → past perfect) We corrected this data sheet by on our own We corrected this data sheet by our own ourselves It's meaningful to play in this game We try to answer for this ]]> determine /dɪˈtə:mɪn/ 20210712 09:00-10:00 1.5 active Giving examples of learning solutions (New Manager) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 12 'New Manager' e–course CLIP_02.06.2021_wip_dpotter.pdf Rescheduled from previous lesson English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 19 20 Present continuous vs going to - Appendix the future icons8-hand-with-pen-100.png Complete exercises pg 308 309 310 ex 12 13 english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_appendix_ex_10-11-12-13_the_future_w_key.pdf schedule 20210719-20210806 Duncan's holiday break (substitution by Darren) zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook Complete exercises pg 308 309 310 ex 13 english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_appendix_ex_10-11-12-13_the_future_w_key.pdf T / Cl Feedback ]]> 4 Management levels 6-8 programme Foremen School (cont.) active edit_text_for_reading_task Complete the gaps with the expressions below In response to Business Customer needs NLMK CU methodology experts have designed the Foremen School Programme TDS... 1. There is the so-called [1] (designed by NLMK CU in cooperation with HR professionals and production experts) which represents the main challenges a foreman faces in [2] practices and shows concrete topics and tools to cover these managerial [3]. In close collaboration with key experts from the production site (real professionals sharing [4] working situations), NLMK CU methodology experts have prepared and developed scenarios for video shooting which is a basis of e-learning courses. 2. The first step was to run the pilot version. On a weekly basis the NLMK CU and HR representatives discussed the programme status, pilot version current issues/progress and made the necessary [5] and took decisions. After each stage of the pilot, NLMK CU methodology experts provided Business customer representatives (T&D director and her deputies) with a detailed report including numbers (participants, NPS, CSI), any technical or organizational issues, proposed action plan/solution for further improvement as well as the programme [6] stories. [1] = Content Map [2] = managerial [3] = gaps [4] = authentic [5] = adjustments [6] = success 1. There is the so-called [1] (designed by NLMK CU in cooperation with HR professionals and production experts) which represents the main challenges a foreman faces in [2] practices and shows concrete topics and tools to cover these managerial [3]. In close collaboration with key experts from the production site (real professionals sharing [4] working situations), NLMK CU methodology experts have prepared and developed scenarios for video shooting which is a basis of e-learning courses. 2. The first step was to run the pilot version. The NLMK CU and HR representatives discussed the programme status, pilot version current issues/progress, made the necessary [5] and took decisions on a weekly basis. After each stage of the pilot, NLMK CU methodology experts provided Business customer representatives (T&D director and her deputies) with a detailed report including numbers (participants, NPS, CSI), any technical or organizational issues, proposed action plan/solution for further improvement as well as the programme [6] stories. 20210712-0807 The passive active grammar 20210422-1755 Passive forms active review grammar_passive_selection_b2_01.csv grammar_passive_selection_b2_02.csv 1 'New Manager' e–course overview active edit_text_for_reading_task pix/icons8-reading-100_white.png Read the following extracts. Find sentences using the passive and transform them into the active form. Everyone's opinion... After discussing the content... In this roadmap... Development of the course methodology... Three issues... Everyone's opinion must be taken into consideration. After discussing the content, a roadmap with steps and deadlines was formed. In this roadmap was set the final date when the NLMK CU can share new work experience Three issues are discussed at this meeting: What did I do yesterday, what will I do today and difficulties. 1. This Learning Solution is a part of the Onboarding Direction (...) The complexity of such a development lies in the fact that the e-course has a main customer (HR VP), and there are experts on each topic (15 people): everyone's opinion must be taken into consideration. To determine a clear understanding of the course content, the NLMK CU conducted a series of interviews with newly appointed managers. On the basis of problems revealed during the research we identified key learning results and created a content map and exercises which will help the participants to get the required experience and practise skills to close all gaps. Interviews with HR experts helped us to create a detailed content map consisting of 5 topics and 67 e-lessons in the format of micro-learning. 2. After discussing the content, a roadmap with steps and deadlines was formed. In this roadmap was set the final date when the NLMK CU can share new work experience. Development of the course methodology is carried out by the NLMK CU while the creative concept is undertaken by the outsourcing side. Nowadays the NLMK CU has regular meetings (timeboxing) every Monday with our provider in which we choose the list of cases that need to be completed at a certain time. Iterative development means that we can decide what we can do based on our capabilities and the experience of the previous iteration. Besides weekly meetings with the provider, the NLMK CU has daily internal meetings. The meeting lasts no more than 15 minutes. Three issues are discussed at this meeting: What did I do yesterday, what will I do today and difficulties. Everyone's opinion must be taken into consideration. We must take into consideration the opinion of everyone. We must... After discussing the content, a roadmap with steps and deadlines was formed. In this roadmap was set the final date when the NLMK CU can share new work experience Development of the course methodology is carried out by the NLMK CU while the creative concept is undertaken by the outsourcing side. Three issues are discussed at this meeting: What did I do yesterday, what will I do today and difficulties. 2 'New Manager' e–course advantages hw20210715 active prep_contents edit_text_for_reading_task pix/icons8-reading-100_white.png Read the following extracts. If possible, re-write some sentences with the passive voice when the subject is obvious, or to avoid repeating it. is provided with information on the main completed tasks by the NLMK CU .]]> 1. In order to be customer-oriented, the NLMK CU has a sprint demo meeting with the main Business Customer. The NLMK CU provides information to the key customer on the main completed tasks. This allows to exactly determine the customer needs and finalize the material taking into account the HR VP feedback. The Agile method helps to stay connected with all parties involved in the development process and adjust new requirements and contents quickly. 2. The main advantage of this course is its electronic format: availability 24/7, asynchronous learning and the ability to use all the material as instructions at any time (even after the course is completed). By the way, we can regularly update the course, because HR processes are a living organism in any company. for on the road The most of the time not me I wasn't speaking I hope you are going to (that when you are there on holiday = present simple with a future meaning) you have a nice time ]]> 20210708 09:00-10:00 1.5 active Giving examples of learning solutions (Management levels 6-8 programme Foremen School) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 11-12 Management levels 6-8 programme Foremen School CLIP_02.06.2021_wip_dpotter.pdf Rescheduled from previous lesson English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 19 20 Present continuous vs going to - Appendix the future icons8-hand-with-pen-100.png Complete exercises pg 308 309 310 ex 10 11 12 13 english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_appendix_ex_10-11-12-13_the_future_w_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> active textbook Defining the skills citizens will need in the future world of work, McKinsey To future-proof citizens’ ability to work, they will require new skills— but which ones? A survey of 18,000 people in 15 countries suggests those that governments may wish to prioritize. (...) Respondents’ proficiency was lowest in two skill groups in the digital category—‘software use and development’ and ‘understanding digital systems'. June 2021 © Cavan Images/Getty Images by Marco Dondi, Julia Klier, Frederic Panier, and Jörg Schubert 56 foundational skills in the future world of work
56 foundational skills in the future world of work, McKinsey

Marco Dondi is a consultant in McKinsey’s Geneva office, Julia Klier is a partner in the Munich office, Frederic Panier is a partner in the Brussels office, and Jörg Schubert is a senior partner in the Dubai office. Designed by McKinsey Global Publishing Copyright © 2021 McKinsey & Company. All rights reserved. Qualtrics Survey: New Capabilities & Skills Q5 Are your managers trained in helping their teams to establish a personal development plan, and to follow through on this? London Business School - EFMD Global pg 7 EFMD Agile Learning SIG facilitated by LBS
]]> 20210708-1045 Arrangements, offers, plans active decks deck_of_phrases_future_arrangements_offers_plans.csv active textbook english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_appendix_ex_10-11-12-13_the_future_w_key.pdf T / Cl Feedback (to be continued) ]]> 3 Management levels 6-8 programme Foremen School active edit_text_for_reading_task Complete the gaps with the expressions below In response to Business Customer needs NLMK CU methodology experts have designed the Foremen School Programme TDS... 1. A learning track has been designed to reflect all these aspects in a single programme, with a focus on the target audience: the talent pool for the foreman position. This track has its specifics in terms of content and number of modules and represents a combination of e-learning, f2f and remote courses which are interconnected by the learning activities between the modules. 2. The e-learning courses are specially designed for the Foremen School and have a unique format – a video series with main characters from the production process simulating real working situations played by professional actors: a foreman and his team, his chief and colleagues from other departments. [1] = track [2] = target audience [3] = pool [4] = face-to-face [5] = series [6] = foreman 1. A learning [1] has been designed to reflect all these aspects in a single programme, with a focus on the [2]: the talent [3] for the foreman position. This track has its specifics in terms of content and number of modules and represents a combination of e-learning, [4] and remote courses which are interconnected by the learning activities between the modules. 2. The e-learning courses are specially designed for the Foremen School and have a unique format – a video [5] with main characters from the production process simulating real working situations played by professional actors: a [6] and his team, his chief and colleagues from other departments. empathy = ability to understand another person's feelings, experience, etc to craft = to make sth using special skills, especially with your hands orthodoxy = idea or view that is generally accepted grit = courage and determination that makes it possible for sb to continue doing sth difficult or unpleasant to cope with = to deal successfully with sth difficult series (usually singular) = several events or things of a similar kind that happen one after the other foreman = worker who is in charge of a group of other factory or building workers with In a the future, we need to... My oral English is not enough too either They don't like to spend time for on that ]]> 20210705 09:00-10:00 1.5 active Explaining the role of the business customer (cont.) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 10-11 Figure 8. Some examples of Learning Solutions Business Customers CLIP_02.06.2021_wip_dpotter.pdf Rescheduled from previous lesson English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 19 20 Present continuous vs going to - Appendix the future icons8-hand-with-pen-100.png Complete exercises pg 308 309 310 ex 10 11 12 13 english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_appendix_ex_10-11-12-13_the_future_w_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20210701 Role of the business customer hw20210705 Place a zero article (-), indefinite (a, an) or definite article (the) in the gaps [ ]. Continue from pt 2. 1 Role of the business customer hw20210705 active edit_text_for_reading_task textbook Place a zero article (-), indefinite (a, an) or definite article (the) in the gaps [ ] 1. The Business Customer indicates the business and learning goals of a learning solution and its target audience, highlights diverse focuses of learning, specifies in detail the concepts and skills to be developed and their correlation with the corporate competencies, levels of evaluation, and the learning solution target KPIs (participants’ satisfaction, knowledge test, behavior changes, impact on business results). Also the Business Customer monitors learning solution piloting results and further improvements. 2. The Business Customer approves the learning solution structure and format (remote/e-learning/face-to-face (hereinafter – f2f/hybrid learning) that is reflected in the form of the so-called Technical Design Specification. TDS is a basis for CU methodology experts to develop learning solutions from scratch. 3. The Business Сustomer appoints subject matter experts from a functional department who participates in learning solution design. They provide relevant expert knowledge, best NLMK practice and experience as well as all the necessary data (e.g. documents, materials, etc.). 4. There are often cases when the Business customer or key stakeholder becomes a subject matter expert himself/herself and participates in the learning solution design. The = [1] the = [2] (-) = [3] a = [4] (-) = [5] (-) = [6] the = [7] the | (-) = [8] the | (-) = [9] the = [10] (-) = [11] The = [12] the = [13] The = [14] a | the = [15] The = [16] a | the = [17] the = [18] the = [19] the = [20] a | the = [21] the = [22] 2 Examples of Learning Solutions by Business Customers active edit_ol_qa pix/icons8-collaboration-100_white.png Explain in 2-3 sentences what the following learning solutions consist of. How valuable and efficient are learning solutions? ✓ they have a strong impact on capitalisation ✓ they generate positive feedback from learners How have learning solutions changed your workflow? ✓ staff understand their company better ✓ employees get the bigger picture DREAM 100 Executive Development Programme ✓ VIP & vice-presidents ✓ strategy & vision oriented Management level 4 Talent Pool Development Programme ✓ MBA level ✓ strategic rather than operational skills Foremen School (management levels 6-8 programme) ✓ production level ✓ telling / directing (Hersey & Blanchard) Leadership in Occupational Health and Safety (middle and line management) ✓ middle managers ✓ 0 death ✓ 0 injuries ✓ should pay greater attention to health & safety Systems Thinking and Decision Making Company Management and Value Creation Enterprise Economics Team Management Change Management: I am change promoter Investment Project Management 2.0 Project Management Principles Investment Activity Management Client Orientation Effective communication Design-thinking Digitalization Effective Interaction in Virtual Environment Production System Production System Tools (including PS Tools Workshops) Leader Work Standard IT We're living good well ... we're getting the first seat place | rank in capitalisation in Russia I'm ve just understand understood the place I'm working work on in | at 20210701 09:00-10:00 1.5 active Explaining the role of the business customer By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 10-11 Figure 8. Some examples of Learning Solutions Business Customers CLIP_02.06.2021_wip_dpotter.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. future_forms_mindmap.pdf English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 19 20 Present continuous vs going to - Appendix the future icons8-hand-with-pen-100.png Complete exercises pg 308 309 310 ex 10 11 12 13 english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_appendix_ex_10-11-12-13_the_future_w_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20210630-1227 Arrangements, plans, promises and intentions active decks deck_of_phrases_future_arrangements_plans_promises_intentions.csv active textbook future forms mindmap
smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. future_forms_mindmap.pdf ]]> 20190418-1837 Future forms active decks deck_of_phrases_future_forms.csv 1 Role of the business customer]]> Role of the business customer active edit_text_for_reading_task textbook Place a zero article (-), indefinite (a, an) or definite article (the) in the gaps [ ] 1. The Business Customer indicates the business and learning goals of a learning solution and its target audience, highlights diverse focuses of learning, specifies in detail the concepts and skills to be developed and their correlation with the corporate competencies, levels of evaluation, and the learning solution target KPIs (participants’ satisfaction, knowledge test, behavior changes, impact on business results). Also the Business Customer monitors learning solution piloting results and further improvements. 2. The Business Customer approves the learning solution structure and format (remote/e-learning/face-to-face (hereinafter – f2f/hybrid learning) that is reflected in the form of the so-called Technical Design Specification. TDS is a basis for CU methodology experts to develop learning solutions from scratch. 3. The Business Сustomer appoints subject matter experts from a functional department who participates in learning solution design. They provide relevant expert knowledge, best NLMK practice and experience as well as all the necessary data (e.g. documents, materials, etc.). 4. There are often cases when the Business customer or key stakeholder becomes a subject matter expert himself/herself and participates in the learning solution design. The = [1] the = [2] (-) = [3] a = [4] (-) = [5] (-) = [6] the = [7] the | (-) = [8] the | (-) = [9] the = [10] (-) = [11] The = [12] the = [13] The = [14] a | the = [15] The = [16] a | the = [17] the = [18] the = [19] the = [20] a | the = [21] the = [22] the practice (which | that = defining clause → definite article ‘the’) they need in compliance with | according to | in order to achieve their goal. I have never ever understand understood the future tense ]]> 20210628 09:00-10:00 1.5 active Providing a description of the structures or mechanisms in place (cont.) By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 10-11 Figure 8. Some examples of Learning Solutions Business Customers CLIP_02.06.2021_wip_dpotter.pdf quarterly test Quarterly test results Grammar: Future forms Grammar: Present continuous vs future Grammar: Articles (with NLMK collocations) Vocab: Time clauses with a future meaning Vocab: Steel industry Vocab: Goals and missions Vocab: Management styles Writing Total 65% zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> quarterly_test_nlmkind01_20210610.xml Quarterly test active quarterly_test_feedback 4 Discussion active edit_ol_qa pix/icons8-collaboration-100_white.png Answer the questions. According to the United Nations, Good Governance is measured by the eight factors of Participation, Rule of Law, Transparency, Responsiveness, Consensus Oriented, Equity and Inclusiveness, Effectiveness and Efficiency, and Accountability.]]> Why is governance important in improving a company's performance? How can participation impact on a company's turnover? ✓ motivation of staff guarantees commitment to objectives ✓ bottom up flow of information turnover = total amount of goods or services sold by a company during a particular period of time; rate at which employees leave a company and are replaced by other people shared profits, bonuses, career incentives Are rule of law and transparency always on a manager's mind? 〆KPIs are higher on the agenda 〆transparency only starting to be implemented in Russia ✓ local economic ecosystem calls for a homogeneous integration rather than just transparency political correctness, CSR How can you be both responsive and consensus-oriented? ✓ obtain support from your subordinates consensus-oriented = trying to reach a decision that all members of a group agree with How difficult is it to implement equity and inclusiveness in your industry? equity = situation in which everyone is treated equally inclusiveness = practice or policy of providing equal access to opportunities and resources for people who might otherwise be excluded or marginalized, such as those having physical or mental disabilities or belonging to other minority groups Is accountability a challenging trait to develop in young managers? ✓ more empowerment & time will progressively address lack of maturity trait = characteristic turnover = total amount of goods or services sold by a company during a particular period of time; rate at which employees leave a company and are replaced by other people homogeneous /hə'mɔdʒənəs/ = all of the same or similar kind or nature are not don't depend on cybersecurity If you have a long trial probation period it's no problem ]]> 20210624 09:00-10:00 1.5 active UNIT 2: GOVERNANCE - Providing a description of the structures or mechanisms in place By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 10 pt 1 Continuing alignment with the company’s strategic priorities → prepare for oral presentation CLIP_02.06.2021_wip_dpotter.pdf Rescheduled from previous lesson icons8-hand-with-pen-100.png Writing Essay #3b - 150 words How do your department managers share best practices with employees? → send by e-mail duncanpotter@yandex.ru zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Governance active edit_ol_qa pix/icons8-collaboration-100_white.png Answer the questions. Scythian Messengers Meet the Persian King Darius I by Franciszek Smuglewicz. Creation Date: end of the 18th century - beginning of the 19th century. Provided by Lithuanian Art Museum. PD for Public Domain Mark Governance has been defined to refer to structures and processes that are designed to ensure accountability, transparency, responsiveness, rule of law, stability, equity and inclusiveness, empowerment, and broad-based participation. ... In the development literature, the term 'good governance' is frequently used. (src: Concept of Governance | International Bureau of Education http://www.ibe.unesco.org)]]> What do you understand by governance? ✓ how managerial decisions influence company activities ✓ how leadership is implemented ↔ management style How does governance affect you in your work? ✓ how you may perform among executives ✓ how much you can participate in & influence the decision-making process Can you think of examples of good and poor governance? ✓ move over the past 20 years from managers taking decisions to today's empowerment ✓ LTL approach is not restricted by hierarchy ✓ your boss still remembers about you ✓ work-life balance 〆only work-work balance! flexitime = system in which employees work a particular number of hours each week or month but can choose when they start and finish work each day 2 Warm up active shuffled_words_in_sentences pix/icons8-cafe-100_white.png The purpose of the NLMK CU is leadership and corporate competencies development to support...]]> strategic priorities. | Structures | ensure continuing | and mechanisms | the company’s | alignment with Structures and mechanisms ensure continuing alignment with the company’s strategic priorities. What do you understand by 'alignment'? ✓ synchronisation that supports the idea | Every learning | business customer | solution has a | solution development. | of learning Every learning solution has a business customer that supports the idea of learning solution development. What is a business customer? ✓ top manager, internal trainer development need. | solution ensures | that the learning solution | Every learning | reflects current & future | content Every learning solution ensures that the learning solution content reflects current & future development needs. How do you satisfy current & future development needs? ✓ IDP & predictive analytics 3 Structures and mechanisms active decks deck_of_phrases_structures_and_mechanisms.csv governance = system by which an organisation is controlled and operates, and the mechanisms by which it, and its people, are held to account. Ethics, risk management, compliance and administration are all elements of governance accountability = liability to be called on to render an account; the obligation to bear the consequences for failure to perform as expected empowerment = giving or delegating power or authority alignment = act of adjusting or aligning the parts of a device in relation to each other equity = situation in which everyone is treated equally inclusiveness = practice or policy of providing equal access to opportunities and resources for people who might otherwise be excluded or marginalized, such as those having physical or mental disabilities or belonging to other minority groups flexitime = system in which employees work a particular number of hours each week or month but can choose when they start and finish work each day consensus-oriented = trying to reach a decision that all members of a group agree with trait = characteristic our own ourselves How (do) your managerial decisions influence on the capitalisation of your company? ... who remembers I am existed exist ? ]]> 20210621 09:00-10:00 1.5 active Unit review: Principal Missions of the Learning Organisation By the end of this session you will have studied Prepare for unit review grammar focus 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 vocab pre teach 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 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 quarterly test EF Quarterly test Review grammar & vocab Rescheduled from previous lesson icons8-hand-with-pen-100.png Writing Essay #3b - 150 words How do your department managers share best practices with employees? → send by e-mail duncanpotter@yandex.ru zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 Hersey and Blanchard situational leadership active edit_ol_qa pix/icons8-soccer-100_white.png Use the chart to explain how managers can adapt their LTL approach. hersey_and_blanchard_situational_management_chart.png ]]> How can you use this chart to help leaders with a more vertical / horizontal management approach? ✓ show how some more experienced staff members will perform better if given more empowerment ✓ suggest why some perhaps elder employees may not be used to a horizontal management style where they are expected to take decisions by themselves empowerment, professional maturity What obstacles or difficulties could leaders face when putting in practice the Hersey & Blanchard approach? 〆a trainer or team leader may not be interested in supporting the career development of a given staff member 〆staff may have less ambitious professional aspirations than required 〆resistance to change lack of time, different professional aspirations Should the corporate university hint at some elder managers prejudices? 〆some team leaders may be prejudiced glass ceiling, gender gap Are there any gender issues in your company? ✓ current Lipisk branch head Tatyana Averchenkova may be the next president ✓ climbed the corporate ladder at NLMK over 16 years = a unique success story for a woman in the steel industry gender role 2 Role play active role_play Recycle new expressions and language. Recycle new expressions and language. You are a personnel officer. Convince an experienced but old-fashioned manager to become a trainer and delegate more. You may need to flatter him/her a little. You work too hard. It's time to slow down and perhaps adapt to new ways of doing business! You could be a great role model. Share your experience! We need only 4 days a year from you... ✓ learning solution ✓ horizontal management ✓ empowerment ✓ MBO (merit based objectives) ✓ groom a new generation You have been working over 30 years in the industry. You know people inside out and don't believe in horizontal management. You have better things to do than become a trainer... A learning solution is just corporate policy talk - what you mean is simply another training which I don't need! The best incentive for people is money. Full stop! Training people is no promotion! I have no clue how to teach staff... ✓ vertical management ✓ professional maturity ✓ gender role active textbook to pay lip service = to say that you support or agree with sth without doing anything to prove it to preach = to tell people about a particular religion, way of life, system, etc. in order to persuade them to accept it to empower = to delegate authority to name but a few = to give just a few examples because there are many more subsequently = next owing to = thanks to, because of groomed = prepared or trained for an important job or position perceived = considered, thought of glass ceiling = ceiling based on attitudinal or organizational bias in the work force that prevents minorities and women from advancing to leadership positions gender gap = difference in opinions or attitudes between men and women concerning a variety of public and private issues, including political candidates, parties, or programmes gender role = overt expression of attitudes that indicate to others the degree of your maleness or femaleness MBO = merit based objectives MBI = merit based increase (of one's salary) The first of all it is about... Another CLIP data sheet which is much more thick detailed | thorough | exhaustive strike>ForTo which square (pane) each person is belong belongs to ...to give some pieces of advices advice ]]> 20210610 09:00-09:40 1 active Shaping & fostering management culture By the end of this session you will have studied Prepare for unit review grammar focus 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 vocab pre teach 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 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 quarterly test EF Quarterly test 20210617 Review grammar & vocab Please send an updated version of your CLIP Data sheet ✓ done icons8-hand-with-pen-100.png Writing Essay #3b - 150 words How do your department managers share best practices with employees? (new assignment completing #3) → send by e-mail duncanpotter@yandex.ru Rescheduled from previous lesson smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 77 78 79 articles icons8-hand-with-pen-100.png pg 154-159 Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit77-78-79_articles_w_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 1 How is your company shaping and fostering management culture? active edit_text_for_reading_task Read the text. Match the underlined expressions in the text with the definitions. role-model = person that you admire and try to copy to pay lip service = to say that you support or agree with sth without doing anything to prove it to preach = to tell people about a particular religion, way of life, system, etc. in order to persuade them to accept it to empower = to delegate authority to name but a few = to give just a few examples because there are many more subsequently = next owing to = thanks to, because of groomed = prepared or trained for an important job or position perceived = considered, thought of role model. Managers should not just pay lip service, they should actually practise what they preach. Oleg Bagrin, an inspirational leader, set standards in fostering our management culture. 2. We have created learning solutions which covered standards of managerial work, how to provide feedback & empower staff, and how to deal with conflictual situations, to name but a few. 3. In order to run these courses we have chosen and subsequently trained top and middle managers to perform also as internal trainers. They are key resources owing to their expertise and recognised authority. 4. We will soon be celebrating our 5th anniversary. During this period, we have created 21 learning solutions and groomed more than 400 internal trainers, who - in turn - have taught more than 21 000 employees. 5. These are just numbers. But what have we really achieved? We have changed the standards of managerial practice, now it is perceived as normal to be a trainer. ]]> role-model = person that you admire and try to copy to pay lip service = to say that you support or agree with sth without doing anything to prove it to preach = to tell people about a particular religion, way of life, system, etc. in order to persuade them to accept it to empower = to delegate authority to name but a few = to give just a few examples because there are many more subsequently = next owing to = thanks to, because of perceived = considered, thought of to groom sb (for / as sth) = to prepare or train sb for an important job or position full stop = mark ( . ) used at the end of a sentence and in some abbreviations didn't update haven't updated the data sheet yet Some of them work have been working with me more than 5 years It's not necessary to for her For At the beginning ...only one way to build a managerial culture (1st time time mentioned → indefinite article, we don't know which one it is) ...only one way to build the managerial culture which consists of ... (= defining clause → we know which one it is → definite article) We have grown up groomed more then than 400 internal trainers ]]> 20210603 09:00-09:40 1 active Explaining the performance appraisal and competencies development By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. pg 7 Figure 3. NLMK Performance appraisal and competencies development cycle → prepare for oral presentation CLIP_02.06.2021_wip_dpotter.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. Articles mindmap articles_mindmap.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 77 78 79 articles icons8-hand-with-pen-100.png pg 154-159 Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit77-78-79_articles_w_key.pdf icons8-hand-with-pen-100.png Writing → check the suggested correction of your essay #2 Building a self-learning organisation, what does it mean to you? → prepare for our next lesson any questions you may have regarding mistakes & corrections icons8-hand-with-pen-100.png Writing → complete the graded correction of your essay #3 How is your company shaping and fostering management culture? How do your department managers share best practices with employees? (use the file you have received) → update where indicated (save changes automatically in a different colour using the revision feature) → send back for a final review by e-mail duncanpotter@yandex.ru zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 20210520 hw20210527 Where are the managers? Optional (if time available) → read the article again → check vocab → answer the questions 1 NLMK Performance appraisal and competencies development cycle active edit_ol_qa pix/icons8-soccer-100_white.png Use the chart to explain how HR employees participate in the integration process of NLMK CU learning solutions. NLMK_performance_appraisal_and_competencies_development_cycle.png, NLMK Clip datasheet fig 3 ]]> Why do you need to break down performance appraisal over 3 years? ✓ a one-year makes long-term objectives more accessible ✓ a two-year cycle enables appraisal to prepare for your needs faster than waiting 3 years ✓ a two-year cycle provides trainers with timely feedback ✓ a three-year cycle guarantees long-term objectives are realistic objectives set in April, goal reviews in July What is a key tool for planning the 1st year? individual development plan What solutions are implemented for planning the 2nd year? 360/180 assessment Why is a 3-year cycle just a compromise? ✓ managers performing also as trainers couldn't deal with the workload during a 2-year cycle ✓ a 4-5 year appraisal cycle would postpone important feedback on training needs for the corporate university 2 Hersey and Blanchard situational leadership active edit_ol_qa pix/icons8-soccer-100_white.png Use the chart to explain how managers can adapt their LTL approach. hersey_and_blanchard_situational_management_chart.png ]]> How can you use this chart to help leaders with a more vertical / horizontal management approach? ✓ show how some more experienced staff members will perform better if given more empowerment ✓ suggest why some perhaps elder employees may not be used to a horizontal management style where they are expected to take decisions by themselves empowerment, professional maturity What obstacles or difficulties could leaders face when putting in practice the Hersey & Blanchard approach? 〆a trainer or team leader may not be interested in supporting the career development of a given staff member 〆staff may have less ambitious professional aspirations than required lack of time, different professional aspirations MBO = MBI = IDP = Individual Development Programme CC = Career Committees In On the one hand, nobody has a clear answer How to communicate with OR sth to these people? ... spending more time for on communications Things could look like very similar ... for new employees who are came to (joined) NLMK ]]> 20210527 09:00-09:40 1 active Explaining the 70/20/10 principle By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 25 when I do / when I've done / when and if icons8-hand-with-pen-100.png Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit25_when_i_do_when_i_ve_done_w_key.pdf icons8-hand-with-pen-100.png Writing → complete the graded correction of your essay #2 Building a self-learning organisation, what does it mean to you? (use the file you have received) → update where indicated (save changes automatically in a different colour using the revision feature) → send back for a final review by e-mail duncanpotter@yandex.ru Optional (if time available) icons8-reading-100.png 2 Where are the managers? (see session 20210520) → read the article again → check vocab → answer the questions 2 Where are the managers? zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> Articles mindmap active textbook Articles mindmap
articles_mindmap.pdf ]]> 1 NLMK CU learning strategy and HR personnel development strategy (continuation from previous lesson) active edit_text_for_reading_task textbook Place a zero article (-), indefinite (a, an) or definite article (the) in the gaps [ ] The = [13] (-) = [14] the = [15] the = [16] the = [17] (-) = [18] (-) = [19] (-) = [20] The = [21] the = [22] the = [23] (-) = [24] (-) = [25] the = [26] (-) = [27] Interface with HR processes The NLMK CU learning strategy and HR personnel development strategy should be closely connected since CU learning actions are an integral part of the HR cycle, the performance appraisal and competencies development cycle. (see Figure 2 below). NLMK CU is not involved in the regular performance assessment and other evaluations. Overall, it is positioned as a Center of expertise in corporate leadership learning and development. The HR Department formulates Individual Development Plans for managers based on the Competency Model, their regular assessments, the findings of Personnel and Talent Commissions, and the 70/20/10 principle: 70% development from job-related experiences, 20% development from interactions with others, and 10% development through formal educational events. The Annual Learning & Development Plan and the CU learning solutions portfolio are designed on the basis of all collected learning and development needs, NLMK strategic priorities, the gap analysis of managers' competencies and worldwide trends. Interface with HR processes [1] The NLMK CU learning strategy and [2] the / (-) HR personnel development strategy should be closely connected since [3] CU learning actions are [4] an integral part of [5] the HR cycle, performance appraisal and competencies development cycle. [6] The NLMK CU is not involved in [7] (-) regular performance assessment and [8] (-) other evaluations. Overall, it is positioned as [9] the Centre of [10] (-) expertise in [11] (-) corporate leadership learning and [12] (-) development. [13] The HR Department formulates Individual Development Plans for [14] (-) managers based on [15] the Competency Model, their regular assessments, [16] (-) findings of Personnel and Talent Commissions, and [17] the 70/20/10 principle: 70% development from [18] (-) job-related experiences, 20% development from [19] (-) interactions with others, and 10% development through [20] (-) formal educational events. [21] The Annual Learning & Development Plan and [22] the CU learning solutions portfolio are designed on [23] the basis of all [24] (-) collected learning and development needs, [25] (-) NLMK strategic priorities, [26] the /a gap analysis of managers' competencies and [27] (-) worldwide trends. 2 Learning solutions portfolio active edit_2columns_2qa prep_ol_qa pix/icons8-construction-100_white.png Answer the 1st question, then explain the 7 directions the portfolio consists of. Practise future forms. dashboard ]]> will focus on dashboards data such as profitability and volume of production, but... Personnel are going to need training in... As a result, the corporate university will participate in conferences to anticipate needs and support (3) innovation and changes at NLMK.]]> 1 strategy and cost management Using strategy priorities, we're going to... 2 production system It will play a key role in... 3 innovations and changes Thanks to..., these are going to be new competencies for our managers 4 people and teams 5 management level programmes 6 onboarding 7 internal trainers’ development What are the differences between business and personnel needs? → business needs ✓ focus on general dashboards data e.g. profitability, volume of production, differentiation of products... ✓ use learning solutions ✓ managers set NLMK strategic priorities and learning needs for their subordinates → personnel needs ✓ identify & close gaps thanks to IDP ✓ become more competent ✓ improve communication ✓ solve conflicts ✓ Competency Model gap analysis and learning needs set by NLMK employees IDP Individual Development Plan How can the NLMK CU support the following directions? 1 strategy and cost management 2 production system 3 innovations and changes 4 people and teams 5 management level programmes 6 onboarding 7 internal trainers’ development 1 strategy and cost management e.g. EBITDA management level course with INSEAD 2 production system e.g. best practice 3 innovations and changes e.g. participate in relevant conferences to anticipate changes 4 people and teams e.g. show how to be a good manager 5 management level programmes e.g. 3 courses at top, middle & foremen levels 6 onboarding e.g. now in the process of creating new e-courses specially designed for both newly promoted managers & new employees 7 internal trainers’ development e.g. LTL - Leaders Teach Leaders 3 Performance consulting active edit_ol_qa pix/icons8-collaboration-100_white.png Discuss the following excerpt from 'The Six Disciplines of Breakthrough Learning' workshop Faced with a performance deficit, business leaders often assume that a training program is the answer. That is true when the root cause of the suboptimal performance is a lack of skill or knowledge. However, many other factors in a business’s structure, processes, and climate can adversely affect performance. If training is prescribed without first identifying the true cause of the performance deficit, then the training may fail to improve performance; the time and resources invested will be wasted. Andrew Jefferson, JD - Roy Pollock, DVM, PhD src: 'The Six Disciplines of Breakthrough Learning' workshop leaflet How do you make sure that a training programme is the solution to a performance deficit? ✓ compare needed performance prior to and expected performance post training ✓ collect feedback from managers on how colleagues make use of new skills at work In what situation was training not the answer? What are the dangers of assuming training is the answer? 〆culture-related issues, local customs and individual values can't always be addressed by training 〆some horizontal management style may lead to worse performance 〆both managers and staff may not respond well to this approach → provide training only based on LTL model adversely = going in the opposing direction, having a negative effect What gaps, lacks, needs could not be addressed yet by the CU? 〆hard skills for blue collars (because the CU focuses on soft skills for managers) = is covered by the technical university 〆digitalisation? 〆automation]]> 70/20/10 principle = 70% development from job-related experiences, 20% development from interactions with others, and 10% development through formal educational events onboarding = (aka organisational socialisation) management mechanism through which new employees acquire the necessary knowledge, skills, and behaviours in order to become effective organizational members and insiders indicator = sign that shows you what sth is like or how a situation is changing personal /'pə:sənəl/ = your own; not belonging to or connected with anyone else personnel /,pə:sə'nel/ = staff; people who work for an organization or one of the armed forces; department in a company that deals with employing and training people (syn. human resources) suboptimal = of less than the highest standard or quality adversely = going in the opposing direction, having a negative effect to prescribe = (used about a person or an organization with authority) to say what should be done or how sth should be done to legitimise (justify) my needs For me being a the self-learning organizationit is mean means that our learning management system was (has already been) installed All people are responsible for keep keeping knowledge, share sharing them it in a an understandable format The key issue of this approach is giving | granting responsibility of for getting, using and implementing the result of knowledge ]]> personal /'pə:sənəl/ (your own) personnel /,pə:sə'nel/ (staff) 20210520 09:00-09:40 1 active Learning & personnel development strategies By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 25 when I do / when I've done / when and if icons8-hand-with-pen-100.png Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit25_when_i_do_when_i_ve_done_w_key.pdf icons8-hand-with-pen-100.png Writing → complete the graded correction of your essay #2 Building a self-learning organisation, what does it mean to you? (use the file you have received) → update where indicated (save changes automatically in a different colour using the revision feature) → send back for a final review by e-mail duncanpotter@yandex.ru zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 3 Goals and the so-called Super Goal (continuation from 20210513) active edit_ol_qa pix/icons8-collaboration-100_white.png pix/icons8-dictionary-100_white.png pix/icons8-reading-100_white.png pix/icons8-theatre-mask-100_white.png Discuss in groups the following questions. Practise future simple, future continuous and future perfect. Don't forget to use time markers to justify the use of the future perfect! (e.g. by 2022). Hints are only to help you start thinking - they may be wrong will be running (future continuous) our development strategy in yearly, 2-year and 3-year cycles. This will foster (future simple) a strong management culture. We will have reached (future perfect) our so-called Super Goal to be an internationally recognized Corporate University by 2022.]]> What tools will enable you to unlock/support/enhance leadership potential? The CU will provide examples of self-learning and not only leadership. New technologies will help unlock access to horizontal management. Recruitment of new people from varied horizons (who studied and/or worked abroad) will support leadership. Bonuses could be awarded to managers who impact on the turnover. Leader Work Standard? How will you establish a systematic approach to knowledge management? ✓ share best practices and experience ✓ build a self-learning organization When do you think you will perhaps have become the best learning organization for the development of customized learning solutions? ... once the new generation will have replaced the current one which is still handicapped by the vertical management style of the Soviet legacy by 2026, on the CU's 10th anniversary! What will you need to achieve the best system for the development of managers as internal trainers? ✓ financial incentives ✓ approval of managers to let staff put self-development higher on their agenda better GUI than experience provided by SAP modules Where are the managers? hw20210527 3 edit_short_reading_floating active to open a box, write your answers, and save them in text format on your computer.]]> Why do you think some managers show little interest in repeat business? 〆lack of responsibility, ownership of their future & commitment to shared goals Why an MBA might not teach you how to manage staff in Russia? 〆The days of super capitalism are over but... 〆terror How can the demise of the Soviet Union still affect some generations of managers? 〆 micromanagement 〆the vestige of past socialism and its 5-year planning schemes, together with patriarchal values, plagues efforts to hold anyone accountable Do you agree with the claim that the fate of low-skilled workforce is to be governed by terror? Why could a system of patriarchal values make management more challenging in the Russian Federation? little or no initiative is granted to the younger aspiring ones who haven't gained enough trustworthiness yet Do you agree with the claim that Russia needs its own managers, not well-formatted, politically-correct, MBA-thinking ones? Do you agree with the conclusion that promotion based on loyalty or expertise is not the best way manage staff? Where are the managers (scheduled 202100603) D.Potter 20190817 ictnle.com
1. 'Where's the manager? Where's the manager? Who's in charge?!' I hear myself asking the ravishing, long-legged, blond salesperson in front of me. She nods at her colleague, a man in his mid-twenties who hasn't had a shave for a few days - probably because now it's fashionable to look miserably casual and 'out-of-bed' - and who is obviously very busy with his phone posting comments on a social network. His badge does say he's a manager, and so does his careless behaviour suggest... 2. Although most needed shops in big towns are everywhere, look alike, and feature virtually the same assortment or provide the same range of services, not all managers in Russia, especially in retail, show so little interest in repeat business. Other managers seem to be at the opposite extreme and will zealously enquire about your needs until you give in. Is it simply their way of being polite and considerate? Are they genuine or still inexperienced in mimicking the typical facade one sees in the USA (i.e. 'tooth-paste advertising smile' and 'Have a nice day' expressions)? 3. There are all sorts of managers: intern managers, middle managers, senior managers, executive managers, managers with a beard and without, managers with dyed hair and also with dyed hair, and Russian managers. How do you choose the manager you need, you want to become, or you want to make redundant? That's something an expensive, western MBA won't teach you. 4. Attracted by the big lights, professional migration is not an unusual phenomenon. In the Russian Federation, however, the centralisation of most public services and the private sector means there is a significantly higher concentration of jobseekers ready to commute 4 hours a day than elsewhere in Europe. Regional social and economic disparities are also greater than in many other developed countries since the Russian Federation consists arguably of a handful of 'developed' cities surrounded by so-called 'developing' areas. Therefore, unless they have studied in a bigger town, most younger employees transpose their provincial lifestyle and culture to the workplace. The term 'provincial' doesn't necessarily involve a negative connotation, what is more relevant is that life in smaller towns is still affected by the Soviet Union era and its demise. 5. The Russian Federation numbers over 170 ethnic groups who speak some 100 languages. A common Caucasus trait of character is the pride and self-esteem that prevent people from accomplishing minor tasks. Even a waiter will deny providing unsolicited help. Keeping distance and lack of eye contact or greetings may be quite normal for some, rather shocking for Europeans, or just tolerated by other more occidental-minded Russians. Gender discrimination is no exception even in bigger cities. 6. Of course, although the managers you have to deal with are unlikely to represent more than actually half a dozen of those 170 different ethnic groups, it is them who will be in touch more regularly than you. However memorable a lifestyle and example of aspirations you might give your managers, they'll probably be influenced subconsciously more by them than by you... Witness how expats tend to smile less to sales assistants in shops after a few years in Russia. 7. If your managers were visibly of another complexion (for instance with black, golden or green skin) you'd be less confused by misleadingly similar appearances. The so-called Euro-Asian mindset in Russia is still governed by a cornerstone of the Soviet Union and tsarist managing tradition with arguably old, unqualified leaders (Gorbatchev being the youngest): a strong patriarchal system of values whereby loyalty prevails over skills. As a result, little or no initiative is granted to the younger aspiring ones who haven't gained enough trustworthiness yet and who need to be controlled through terror and micro-management. Principles of delegation and subsidiarity seem irrelevant and misunderstood. 8. Identifying the right managers and providing guidelines for a country where the fate of low-skilled workforce is to be governed by terror is often not within the scope of multinationals' HR officers operating in the Russian Federation. There has also been a clear sign of expats at executive management positions being gradually replaced by local Russian managers in many European companies. Whether the fate of Russian white collars is to get accustomed to western expectations and strike a compromise to not implement their more traditional, vertical management style will take some generations to put into practice spontaneously. 9. Generation-wise, the typical age of 33-35 for European managers means they have had time to settle down, build a family, learn to be patient. The threshold of Russian managers in the city is noticeably lower at perhaps 26-28 and engenders a more dynamic, though more reckless, sort of manager. In contradiction with the patriarchal system of values of 'provincial-style' managers, the latest Z generation of managers born and bred in the city (read Moscow or Saint Petersburg) won't be shy to speak their mind or behave like a wet blanket when their western counterparts might be keeping a low-profile. Generally speaking, both 'patriarchal-style' managers and these latter mentioned talented, multilingual sharks are strangely influenced by the self-made, maverick business people of the 90s who generated a controversial image of the autocratic, successful manager with their prosaic business acumen. The days of super capitalism are over but many of the methods have remained. 10. Albeit all those sweeping generalisations, Russian managers have a kind of ingeniousness and experience in dealing with insurmountable obstacles that their circumspect counterparts in the well-regulated western world have lost the need to address. They are more flexible in tackling dual standards when Europeans would be at a loss, professionally and morally. Many clever government measures are taken to ensure there is no opportunity for bribing, the digitalisation of reporting financial transactions to name but one, however the Russian Federation is a vast area where, at the end of the day, practicality and interpersonal skills (or the lack of) just win. Russia needs its own managers, not well-formatted, politically-correct, MBA-thinking ones. 11. The conclusion is blunt: management in Russia doesn't always mean being responsible; this is a vestige of past socialism and its 5-year planning schemes which, together with patriarchal values, plague efforts to hold anyone accountable. Criteria such as nitpicking transparency, traceability, compliance, corporate social responsibility, equal opportunities, etc satisfy the needs of a democracy in an open market economy. These concepts are not corporeal for most Russian managers because companies are only starting to be less monopolistic. 12. Perhaps the solution comes from Scandinavia where, apparently, many senior managers have a humanitarian background rather than some education in business or engineering. According to the Peter Principle coined in the 1970s, competent engineers and skilled workers are wrongly promoted manager on the grounds of current achievements rather than their aptitudes to hold a higher position in the hierarchy. If promotion based on loyalty or expertise is not the key, then some understanding of corporate social responsibility, better communication and people skills are perhaps what Russian managers need. ravishing = extremely beautiful, gorgeous zealously = in a manner marked by active interest and enthusiasm considerate = always thinking of other people's wishes and feelings; careful not to hurt or upset others demise = /dɪˈmaɪz/ end or failure of an institution, an idea, a company, etc unsolicited = not asked for and sometimes not wanted patriarchal = ruled or controlled by men; giving power and importance only to men; patriarchal values implicitly involve many-year-long loyalty and a vertical management style rather than a horizontal one subsidiarity = principle of social organization that holds that social and political issues should be dealt with at the most immediate (or local) level that is consistent with their resolution. Presently best known as a general principle of European Union law. According to this principle, the EU may only act (i.e. make laws) where action of individual countries is insufficient. wet blanket = person who is not enthusiastic about anything and who stops other people from enjoying themselves maverick = person who does not behave or think like everyone else, but who has independent, unusual opinions acumen = ability to understand and judge things quickly and clearly insurmountable = (formal) (of difficulties, problems, etc.) that cannot be dealt with successfully blunt = very direct; saying exactly what you think without trying to be polite vestige = small part of sth that still exists after the rest of it has stopped existing to plague = ~ sb/sth (with sth) to cause pain or trouble to sb/sth over a period of time nitpicking = as nitpicking inherently requires fastidious, meticulous attention to detail, the term has become appropriated to describe the practice of meticulously searching for minor, even trivial errors in detail (often referred to as "nits" as well), and then criticising them (see hypercriticism) corporeal = that can be touched; physical rather than spiritual coined = new invented word or phrase that other people then begin to use albeit = although circumspect = thinking very carefully about sth before doing it, because there may be risks involved; cautious reckless = showing a lack of care about danger and the possible results of your actions genuine = real; exactly what it appears to be; not artificial; sincere and honest; that can be trusted mimicking = copying the way sb speaks, moves, behaves, etc; imitating
GUI = graphical user interface share = (in sth) any of the units of equal value into which a company is divided and sold to raise money. People who own shares receive part of the company's profits palette = thin board or slab or other surface, usually with a hole for the thumb, on which an artist lays and mixes colours; range of colours used by an artist ravishing = extremely beautiful, gorgeous zealously = in a manner marked by active interest and enthusiasm considerate = always thinking of other people's wishes and feelings; careful not to hurt or upset others demise = /dɪˈmaɪz/ end or failure of an institution, an idea, a company, etc unsolicited = not asked for and sometimes not wanted patriarchal = ruled or controlled by men; giving power and importance only to men; patriarchal values implicitly involve many-year-long loyalty and a vertical management style rather than a horizontal one subsidiarity = principle of social organization that holds that social and political issues should be dealt with at the most immediate (or local) level that is consistent with their resolution. Presently best known as a general principle of European Union law. According to this principle, the EU may only act (i.e. make laws) where action of individual countries is insufficient. wet blanket = person who is not enthusiastic about anything and who stops other people from enjoying themselves maverick = person who does not behave or think like everyone else, but who has independent, unusual opinions acumen = ability to understand and judge things quickly and clearly insurmountable = (formal) (of difficulties, problems, etc.) that cannot be dealt with successfully blunt = very direct; saying exactly what you think without trying to be polite vestige = small part of sth that still exists after the rest of it has stopped existing to plague = ~ sb/sth (with sth) to cause pain or trouble to sb/sth over a period of time nitpicking = as nitpicking inherently requires fastidious, meticulous attention to detail, the term has become appropriated to describe the practice of meticulously searching for minor, even trivial errors in detail (often referred to as "nits" as well), and then criticising them (see hypercriticism) corporeal = that can be touched; physical rather than spiritual coined = new invented word or phrase that other people then begin to use albeit = although circumspect = thinking very carefully about sth before doing it, because there may be risks involved; cautious reckless = showing a lack of care about danger and the possible results of your actions genuine = real; exactly what it appears to be; not artificial; sincere and honest; that can be trusted mimicking = copying the way sb speaks, moves, behaves, etc; imitating didn't do haven't done it first The speed of changes is very higher much greater ...a strategy for two thousand and third twenty thirty (2030) We get some new knowledges knowledge We spent on the job at work more than... We pay attention for to such interpersonal skills ]]> 20210513 09:00-09:40 1 active Describing obstacles to training in horizontal management By the end of this session you will have studied The course log is available in the dynamic menu top left floating menu. session dates Click on any session date to check feedback, new vocab, etc. smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Intermediate by Murphy, Cambridge University Press Unit 25 when I do / when I've done / when and if icons8-hand-with-pen-100.png Complete exercises key to exercise Check your answers with the key at the end of the file english_grammar_in_use_intermediate_3rd_ed_murphy_cambridge_unit25_when_i_do_when_i_ve_done_w_key.pdf print 3 Goals and the so-called Super Goal (see session 20210506) → answer questions → recycle vocab Hint: You may click on the hand with a pen icons8-hand-with-pen-100.png to open a box, write your answers, and save them in text format on your computer. (You will be role playing these questions & answers) smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 5-6 Interface with HR processes → reading for gist → list new expressions CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 867 0842 2326 https://efedu.zoom.us/j/86708422326 ]]> 3 Goals and the so-called Super Goal (rescheduled from 20210506) active edit_ol_qa pix/icons8-collaboration-100_white.png pix/icons8-dictionary-100_white.png pix/icons8-reading-100_white.png pix/icons8-theatre-mask-100_white.png Discuss in groups the following questions. Practise future simple, future continuous and future perfect. Don't forget to use time markers to justify the use of the future perfect! (e.g. by 2022). Hints are only to help you start thinking - they may be wrong will be running (future continuous) our development strategy in yearly, 2-year and 3-year cycles. This will foster (future simple) a strong management culture. We will have reached (future perfect) our so-called Super Goal to be an internationally recognized Corporate University by 2022.]]> How will you be shaping and fostering management culture? Oleg Bagrin, an inspirational leader, set standards in fostering management culture. His role model will be copied by subordinate managers used to Soviet style, vertical management. Managers need training in managing other managers rather than staff. They will be focusing on horizontal management skills. We will be using benchmarking tools & best practice. Management level 4 Talent Pool Development Programme? Who will have developed leadership and corporate competencies? The HR's role is misunderstood. Managers are still under the influence of the Soviet, vertically integrated system. Their mentality is not compatible with the principle of subsidiarity. Managers hold HR responsible for their self-development. They also perceive HR as an administrative body only. Managers will be expected to be responsible for their self-development and not rely only on HR. active participants in ECLF (Executive Corporate Learning Forum)? 1 NLMK CU learning strategy and HR personnel development strategy active edit_text_for_reading_task textbook Place a zero article (-), indefinite (a, an) or definite article (the) in the gaps [ ] The = [1] (-) = [2] (-) = [3] an = [4] the = [5] the = [6] the = [7] (-) = [8] a = [9] (-) = [10] (-) = [11] (-) = [12] Interface with HR processes The NLMK CU learning strategy and HR personnel development strategy should be closely connected since CU learning actions are an integral part of the HR cycle, the performance appraisal and competencies development cycle. (see Figure 2 below). NLMK CU is not involved in the regular performance assessment and other evaluations. Overall, it is positioned as a Center of expertise in corporate leadership learning and development. The HR Department formulates Individual Development Plans for managers based on the Competency Model, their regular assessments, the findings of Personnel and Talent Commissions, and the 70/20/10 principle: 70% development from job-related experiences, 20% development from interactions with others, and 10% development through formal educational events. Annual Learning & Development Plan and CU learning solutions portfolio are designed on the basis of all collected learning and development needs, NLMK strategic priorities, the gap analysis of managers' competencies and worldwide trends. Interface with HR processes [1] The NLMK CU learning strategy and [2] the / (-) HR personnel development strategy should be closely connected since [3] CU learning actions are [4] an integral part of [5] the HR cycle, performance appraisal and competencies development cycle. [6] The NLMK CU is not involved in [7] (-) regular performance assessment and [8] (-) other evaluations. Overall, it is positioned as [9] the Centre of [10] (-) expertise in [11] (-) corporate leadership learning and [12] (-) development. [13] The HR Department formulates Individual Development Plans for [14] (-) managers based on [15] the Competency Model, their regular assessments, [16] (-) findings of Personnel and Talent Commissions, and [17] the 70/20/10 principle: 70% development from [18] (-) job-related experiences, 20% development from [19] (-) interactions with others, and 10% development through [20] (-) formal educational events. [21] The Annual Learning & Development Plan and [22] the CU learning solutions portfolio are designed on [23] the basis of all [24] (-) collected learning and development needs, [25] (-) NLMK strategic priorities, [26] the /a gap analysis of managers' competencies and [27] (-) worldwide trends. to foster = to encourage sth to develop principle of subsidiarity = political policy in which power to make decisions is given to a smaller group at local level, used especially about the European Community giving power to its member countries true right It's very different than from | to other managers It was has been happening from for more than 50 years I don't know for what (it is) for If he do not start hadn't started conducting the training, right now just a few top managers do would be doing this He told to our regions, please take as much autonomy as you can It's working works till (as long as | provided) you have your stick ]]> 20210506 09:00-09:40 1 active Describing the principal missions & goals of the CU By the end of this session you will have studied The course log is available in the dynamic menu top left floating menu. session dates Click on any session date to check feedback, new vocab, etc. smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 3 Strategy 2022 goals pg 5 Principal Missions of the Learning Organisation → reading for gist → list new expressions CLIP_02.06.2021_wip_dpotter.pdf @ Valentina icons8-hand-with-pen-100.png Writing → complete the graded correction of your essay (use the file you have received) → update where indicated (save changes automatically in a different colour using the revision feature) → send back for a final review by e-mail duncanpotter@yandex.ru zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 1 Strategy 2022 goals active shuffled_words_in_sentences The purpose of the NLMK CU is leadership and corporate competencies development to support the NLMK Group Strategy 2022, which consists of 4 goals:]]> efficiency in Leadership operational Leadership in operational efficiency steel low-cost in Growth production Growth in low-cost steel production world portfolio class sales World-class sales portfolio in Leadership safety sustainability and Leadership in sustainability and safety 20200415-1657 Position of adverbs in future, affirmative and negative tenses active grammar 20190724-2308 Present simple instead of future after a time marker active grammar 2 Principal Missions of the Learning Organisation active edit_ol_qa pix/icons8-collaboration-100_white.png pix/icons8-dictionary-100_white.png pix/icons8-reading-100_white.png pix/icons8-theatre-mask-100_white.png Discuss in groups the following questions. Practise adverbs and present simple instead of future after a time marker. as soon as, once, when, after... unlikely, possibly, likely, probably, certainly, surely Once we are an internationally recognised corporate university we will probably have... We certainly won't need any more training in... when staff receive education in...]]> How will you enhance the NLMK Group's competitiveness? As soon as... we will certainly invest in the development of leadership competencies for all managers and talent pool candidates Once predictive learning analytics have become available, it will help us making projections & focus resources in the right direction (being pro-active) How will you become the best centre of corporate learning expertise for the company’s employees? Once we are accredited, we will evolve into an ecosystem which... Once we have mastered the learning management system (LMS), we will have a very convenient solution for all our employees to find... 20210506-0027 Future simple, future continuous, future perfect active grammar Which action is 'in progress'? ✓ (4~5) I will be travelling next week = future continuous Which action is a 'point in time'? ✓ (4.5) I will visit the customer (on Tuesday) = future simple Which action will be completed by a certain time? ✓ (5) I will have signed the contract = future perfect ]]> 3 Goals and the so-called Super Goal (scheduled as prep for 20210513) active prep_ol_qa edit_ol_qa pix/icons8-construction-100_white.png pix/icons8-collaboration-100_white.png pix/icons8-dictionary-100_white.png pix/icons8-reading-100_white.png pix/icons8-theatre-mask-100_white.png Discuss in groups the following questions. Practise future simple, future continuous and future perfect. Don't forget to use time markers to justify the use of the future perfect! (e.g. by 2022). Hints are only to help you start thinking - they may be wrong will be running (future continuous) our development strategy in yearly, 2-year and 3-year cycles. This will foster (future simple) a strong management culture. We will have reached (future perfect) our so-called Super Goal to be an internationally recognized Corporate University by 2022.]]> How will you be shaping and fostering management culture? Management level 4 Talent Pool Development Programme? Who will have developed leadership and corporate competencies? active participants in ECLF (Executive Corporate Learning Forum)? What tools will enable you to unlock/support/enhance leadership potential? Leader Work Standard? How will you establish a systematic approach to knowledge management? ✓ share best practices and experience ✓ build a self-learning organization When do you think you will perhaps have become the best learning organization for the development of customized learning solutions? by 2026, on the CU's 10th anniversary! What will you need to achieve the best system for the development of managers as internal trainers? better GUI than experience provided by SAP modules sustainability = that can continue or be continued for a long time without endangering future generations, which is financially viable we go away from the COVID situation (crisis) has ended Once we have mastered the learning management system (LMS), we will have a very comfortable convenient place for all our employees where they can find... I must to have signed the contract by the end of the week ]]> 20210429 09:00-09:40 1 active Explaining the role of the Corporate University By the end of this session you will have studied The course log is available in the dynamic menu top left floating menu. session dates Click on any session date to check feedback, new vocab, etc. print 3 Company structure & organisation (see session 20210422) → answer questions → recycle vocab Hint: You may click on the hand with a pen icons8-hand-with-pen-100.png to open a box, write your answers, and save them in text format on your computer. (You will be role playing these questions & answers) smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 3 Brief history of the Learning Organisation → reading for gist → list new expressions CLIP_02.06.2021_wip_dpotter.pdf icons8-hand-with-pen-100.png Writing Essay #1 - 70 words What are your department's strategy goals for 2022? What is our role within NLMK? Essay #2 - 100 words Building a self-learning organisation, what does it mean to you? Essay #3 - 150 words How is your company shaping and fostering management culture? How do your department managers share best practices with employees? Essay #4 - 200 words How does your team identify needs for learning coming from management in a top-down approach? What kinds of programmes are in place to increase efficiency and problem solving in working tasks for managers? → complete ONE essay set during the placement test → send by e-mail duncanpotter@yandex.ru zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> Review new vocab with space repetition software. Check in the right column (or use the link below): inc_cci_course_admin/how_to_use_srs.inc Check contents of the course outline - subject to your approval inc_cci_course_admin/course_outline_ef.inc 1 Role play role_play active Recycle new expressions and language. Use your prep from session 20210422 ex 3 Company structure & organisation You work at NLMK. Introduce the structure & organisation of your company. Explain why your company is a market leader. 〆location of plants ✓ self-sufficient in key raw materials and energy ✓ flexible production chain ✓ balanced product mix ✓ efficient sales system ✓ widespread customer portfolio (...) You are a journalist. Ask questions about the company. Leading international manufacturer of high-quality steel products? (Why / How...) Vertically integrated business model? Biggest advantage? (What is...) Most efficient and profitable steel-makers in the world? (Why is...) React quickly to changing market conditions? (How...) (...) active textbook CLIP_02.06.2021_wip_dpotter.pdf T / Cl Feedback ]]> 2 Role of the Corporate University active edit_text_for_reading_task Read the text. Match the underlined expressions in the text with the definitions. to cascade = to disseminate information from senior to junior levels in an organization talent = people or a person with a natural ability to do sth well pool = group of people available for work when needed part and parcel = emphasizing that sth is involved or included in sth else to address = to think about a problem or a situation and decide how you are going to deal with it to underpin = to support or form the basis of an argument, a claim, etc cascading knowledge and experience to the next levels. 2. The NLMK CU target audience consists of about 6000 managers and internal talent pool for management positions, as well as strategic partners, ecosystem managers and key customers. 3. In addition to developing and delivering learning solutions, the NLMK CU team provides scientific L&D data and technical materials, supports and expands the NLMK professional library, organises conferences, strategic sessions and workshops, develops e-learning courses, etc. 4. Because the CU is part and parcel of the company, it can address the needs of managerial learning better than an outsourced trainer. The CU's goal is to help managers and leaders think about the strength and weaknesses of, and alternatives to, their existing knowledge that underpins their actions. ]]> 3 Stages of managerial learning pix/icons8-dictionary-100_white.png active edit_text_for_reading_task Match the stages with their definitions Managerial learning involves managers' attempts to develop an understanding of the connections between their actions and an organization's outcomes, as well as the role of an organization (src: Google). The CU assists managers and leaders in their progression through 3 stages... managers think about the strength and weaknesses of, and alternatives to, their existing knowledge that support their actions = being critically reflective managers are able to do without knowing how they do it = being effective managers know how they do it = being reflective being effective = managers are able to do without knowing how they do it being reflective = managers know how they do it being critically reflective = managers think about the strength and weaknesses of, and alternatives to, their existing knowledge that support their actions 4 Role play role_play active Recycle new expressions and language. You work at NLMK. Explain the role of your CU (Corporate University) ✓ acquisition of new knowledge, skills and new practices (... important part of the company's success) ✓ make it clear to employees (... how to become independent learners) ✓ 2016 ✓ to centralize ✓ to unify a group-wide system of management education ✓ Leaders Teach Leaders ✓ cascade knowledge and experience ✓ rely on internal training to preserve confidentiality of industrial solutions ✓ put in place a knowledge management system to maintain a viable learning environment (...) You are a journalist. Ask questions about the company's corporate university. Established? (When...) Why? (was it...) Size of target audience? (What...) Kind of data & materials? (to provide) LTL? Knowledge management? (How different...) Goal of the corporate university? (What...) Self-learning organization? (How...) (...) self-sufficiency = autonomy profitable = that makes or is likely to make money ensuring = making sure that sth happens raw = in its natural state; not yet used or made into sth else effectiveness = producing a successful result leverage = having the ability to influence balanced = in equal, correct or good amounts widespread = existing or happening over a large area portfolio = range of products or services ASU = apparent steel use (ASU) is defined as production plus net imports minus net exports and commonly used to measure steel demand. ASU can be calculated for finished steel and crude steel equivalent. ASU per capita is calculated by dividing total consumption by population size to cascade = to disseminate information from senior to junior levels in an organization LTL = Leaders Teach Leaders approach being effective (about managers) = managers are able to do without knowing how they do it being reflective (about managers) = managers know how they do it being critically reflective (about managers) = managers think about the strength and weaknesses of, and alternatives to, their existing knowledge that support their actions 's concerning to concerns the strategic planning We are one of third three companies around It means that they could make cheaper steel than we are can A lot of time we were have been a very conservative company for a long time All our managers are from the Europe and the US ]]> 20210422 09:00-09:40 1 active UNIT 1: PRINCIPAL MISSIONS OF THE LEARNING ORGANISATION - Introducing your company Describing the position of the Learning Organisation in the company structure By the end of this session you will have studied Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> active textbook background assessment - Lyudmila AOI (area of interest) learning history 〆 no exams passed exposure to L2 ✓ 3x / week ✓ interlocutors from France, Spain, Portugal spelling ✓ BrEn linguistic expectations ✓ general English goals ✓ achieve level intermediate by September 21 background assessment - Evgeniy AOI (area of interest) learning history 〆 no exams passed exposure to L2 ✓ 3x / week ✓ interlocutors from France, Spain, Portugal spelling ✓ BrEn linguistic expectations ✓ general English goals ✓ achieve level intermediate by September 21 --> Number of teaching hours per level (according to ALTE - Association of Language Testers of Europe) CEF (Common European Framework) Guide, Pearson
Common European Framework, Guide in Pearson - number of teaching hours per level (according to ALTE)
EF - levels & exams concordances
levels & exams, EF
EF logo Estimated level 20210422 speaking B2 / C1 (upper intermediate / advanced) EF level 13

]]> active textbook steel industry, Wikipedia

Steel production (in million tons) by country in 2007

T / Cl What key figure do you need to express business performance? ✓ turnover What indicator(s) do you need to describe market needs in the steel industry? ✓ ASU = apparent steel use (ASU) is defined as production plus net imports minus net exports and commonly used to measure steel demand. ASU can be calculated for finished steel and crude steel equivalent. ASU per capita is calculated by dividing total consumption by population size ]]> 1 Overview of the steel industry pix/icons8-collaboration-100_white.png active edit_ol_qa edit_text_for_reading_task textbook Discuss in groups the following questions. Which countries are the biggest producers of steel? In 2005, China was the top steel producer with about one-third of the world share; Japan, Russia, and the US followed respectively (src: British Geological Survey) one-third of the word share Why is the steel industry often considered an indicator of economic progress? It plays a critical role in infrastructural and overall economic development. The construction industry is the largest consumer, accounting for approximately 50% of total world steel consumption. Transport sector (cars, trucks, aviation, shipbuilding, and rail) is the second. The machinery industry and metal products industry each consume around 14% of the world's steel. infrastructural and economic development What countries caused a massive increase in the demand for steel? The economic boom in China and India caused a massive increase in the demand for steel. Between 2000 and 2005, world steel demand increased by 6%. Chinese steel use is projected to show 1.0% growth in 2019. Per capita finished steel consumption in 2018 was 224.5 kg for world and 590.1 kg for China (Source: World Steel Association). The same for India was 70.9 kg in 2018 economic boom - ASU (Apparent Steel Use) 2 Introducing your company active edit_text_for_reading_task Read the text. Match the underlined expressions in the text with the definitions. self-sufficiency = autonomy raw = in its natural state; not yet used or made into sth else profitable = that makes or is likely to make money ensuring = making sure that sth happens effectiveness = producing a successful result leverage = having the ability to influence balanced = in equal, correct or good amounts widespread = existing or happening over a large area portfolio = range of products or services self-sufficiency in key raw materials and energy, combined with the technological superiority of its production capacity the NLMK Group is one of the most efficient and profitable steel-makers in the world. 2. It has a diversified product mix, ensuring its leading position in local markets and sales effectiveness. 3. By leveraging NLMK Group advantages – flexible production chain, balanced product mix, efficient sales system and widespread customer portfolio – we are able to react quickly to changing market conditions. ]]> 3 Company structure & organisation pix/icons8-construction-100_white.png pix/icons8-dictionary-100_white.png pix/icons8-reading-100_white.png pix/icons8-collaboration-100_white.png active prep_ol_qa edit_ol_qa edit_2columns_2qa to open a box, write your answers, and save them in text format on your computer.]]> manufacturer, steel products NLMK is a leading international manufacturer of high-quality steel products. ]]> The NLMK Group is a vertically integrated business model horizontally / vertically integrated Where are NLMK plants located? Why? Mining and steel-making are concentrated in cost-efficient regions cost-efficient Where are finished products manufactured? Why? Finished products are manufactured close to our main customers in Russia, North America, and the EU. finished product = product that is ready for sale Why is NLMK one of the most efficient and profitable steel-makers in the world? NLMK is self-sufficient in key raw materials and energy. It also features a technologically superior production capacity self-sufficient = autonomous 4 Describing the role of the learning organisation active shuffled_words_in_sentences in was The NLMK CU established 2016 in order centralize to and a Group-wide unify system education of management The NLMK CU was established in 2016 in order to centralize and unify a Group-wide system of management education Teach based on the Leaders Learning is Leaders approach Learning is based on the Leaders Teach Leaders approach Top to the knowledge and managers cascade experience next levels Top managers cascade knowledge and experience to the next levels consists The NLMK CU audience of about target 6000 managers The NLMK CU target audience consists of about 6000 managers scientific L&D data The NLMK CU provides and technical materials team The NLMK CU team provides scientific L&D data and technical materials self-sufficiency = autonomy profitable = that makes or is likely to make money ensuring = making sure that sth happens raw = in its natural state; not yet used or made into sth else effectiveness = producing a successful result leverage = having the ability to influence balanced = in equal, correct or good amounts widespread = existing or happening over a large area portfolio = range of products or services ASU = apparent steel use (ASU) is defined as production plus net imports minus net exports and commonly used to measure steel demand. ASU can be calculated for finished steel and crude steel equivalent. ASU per capita is calculated by dividing total consumption by population size ferrous scrap = iron and steel scrap which comes many consumer products like automobiles and household appliances to industrial structures and equipment such as buildings, railroads, trains, bridges, ships, and farming equipment. Ferrous scrap is the most recycled material in the world to cascade = to disseminate information from senior to junior levels in an organization LTL = Leaders Teach Leaders approach in which are mineral resources are If you would like to produce much more cheaper steel... If I can influence to sth We produce as much closer close to the customer as we can]]> 09:00-10:00 1.5 future By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. ]]> active textbook active textbook