nlmkgroup01 y21nlmkgroup01 20221103 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. ]]> sbook_plugins/wordlist_generated_from_xml_clog_sbook_for_sbook_session.inc NLMK group 1 Aleksandra Zaparnyuk 11 Olga Berbentseva 12 berbentseva_ov@nlmk.com Polina Kolesova kolesova_pv@nlmk.com Vasif Faradzhov faradzhov_vv@nlmk.com 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/ 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 ]]> 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
]]> 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 ... ]]> 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/ 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 ]]> 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 ]]> 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 ]]> 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 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/ 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 ]]> 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/ 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 ]]> 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 Reporting answers using the STAR method 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 ]]> 20220413 10:10-11:10 1.5 active PTEC - dealing with questions and sound bites By the end of this session you will have studied This is the last lesson in this course (English practice will continue in a speaking club format 1-2 / month) zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20220405 5 Rehearsing for sound modulation hw20220412 pix/icons8-lecturer-100_white.png prep_deck_shuffled_lines_halign 5 Rehearsing for sound modulation hw20220412 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. ]]> 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 Range of speaking needs & registers pix/icons8-collaboration-100_white.png active deck_shuffled_lines_halign prep_deck_shuffled_lines_halign Types of questions (business school and job applications) Personal interviews (head hunting) (you want to sell yourself) Business delivery (you want to sell an idea or product) Public speaking (you probably don't know your audience personally) ]]> Types of questions (business school and job applications) background questions motivational questions behavioural questions Personal 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 ]]> 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 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 active textbook Answers using STAR method Watch the following videos. Olga - take 01 Aleksandra - take 01 Olga - take 02 Aleksandra - take 02 Methodology: Monitoring progress ✓ record yourself on video every 4-6 months hint: you may use Zoom ✓ 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 ✓ 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 ]]> 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 should we should do ]]> 20220405 18:30-19:30 1.5 active PTEC - drafting a presentation & preparing for oral delivery PTEC - drafting a presentation PTEC - preparing for oral delivery PTEC - presentations striking a compromise between pitches & public speaking By the end of this session you will have studied Quarterly test results Aleksandra 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 % Olga 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 % zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20220315 2 Writing a pitch hw20220322 pix/icons8-lecturer-100_white.png quarterly_test_nlmkgroup01_20220315.xml Quarterly test active quarterly_test quarterly_test_feedback 2 Writing a pitch hw20220322 pix/icons8-lecturer-100_white.png active prep_2columns_2qa edit_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 Drafting a presentation pix/icons8-collaboration-100_white.png active deck_shuffled_lines_halign prep_deck_shuffled_lines_halign ]]> 2 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 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. ]]> go through the presentation checklist 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 hw20220412 pix/icons8-lecturer-100_white.png active prep_deck_shuffled_lines_halign 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 20220329 18:30-19:30 1.5 lc By the end of this session you will have studied Quarterly test results Aleksandra 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 % Olga 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 % zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20220315 2 Writing a pitch hw20220322 pix/icons8-lecturer-100_white.png 20220322 18:30-19:30 1.5 active PTEC - building rapport (understanding pitches vs public speaking) (Aleksandra) PTEC - preparing for oral delivery PTEC - presentations striking a compromise between pitches & public speaking 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: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20220315 2 Writing a pitch hw20220322 pix/icons8-lecturer-100_white.png 2 Writing a pitch hw20220301 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]]> 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 1 Functional language for presentations hw20220315 active edit_match_qa prep_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 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 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 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 too either He's very confidential confident When you know what you should to say He works with the public very good well ]]> 20220315 18:30-19:30 1.5 active PTEC - rehearsing the breakdown / plan of a presentation PTEC - building a cohesive narrative flow 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: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20220301 Functional language for presentations hw20220315 pix/icons8-collaboration-100_white.png 1 Functional language for presentations hw20220315 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 highlight 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 highlight 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... 2 Writing a pitch hw20220322 pix/icons8-lecturer-100_white.png active prep_2columns_2qa 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 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 the a state-of-the-art vehicle? ... and the last not but not the least She introducted introduced the topic ]]> 20220301 18:30-19:30 1.5 active PTEC - building rapport (understanding pitches vs public speaking) By the end of this session you will have studied Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20220222 Writing a pitch hw20220301 pix/icons8-lecturer-100_white.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 hw20220301 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 1 Functional language for presentations hw20220315 active prep_match_qa 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 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 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 wouldn't didn't work, managers will see could tell | should be able to see the difference in the atmosphere of the team (OR the difference in team spirit) You would like to present me sth to me and then... It is concerned conceived like a place where... ]]> 20220222 18:30-19:30 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. smartphone or tablet device 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 --> zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20220203 Presentation Checklist hw20220210 pix/icons8-collaboration-100_white.png How can you tell if a presentation is successful? Add your own criteria under the headings to evaluate a presentation. 4 Presentation Checklist hw20220210 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 ]]> 1 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? 2 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 hw20220301 pix/icons8-lecturer-100_white.png active prep_2columns_2qa edit_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 infographic = collection of imagery, data visualizations like pie charts and bar graphs, and minimal text that gives an easy-to-understand overview of a topic 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 for to everyone ]]> 20220217 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. smartphone or tablet device 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 --> zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20220203 Presentation Checklist hw20220210 pix/icons8-collaboration-100_white.png How can you tell if a presentation is successful? Add your own criteria under the headings to evaluate a presentation. 20220210 09:00-10:00 1.5 active PTEC - how to analyse a presentation & learn from mistakes (Aleksandra) 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 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 --> zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20220127 Criteria for evaluating a presentation hw20220203 pix/icons8-collaboration-100_white.png 20220127 Vocab describing common mistakes hw20220203n2 pix/icons8-dictionary-100_white.png Match the expressions with their definition. 1 Vocab describing common mistakes active hw20220203n2 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 3 Criteria for evaluating a presentation hw20220203 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 --> ]]> 4 Presentation Checklist hw20220210 active prep_2columns_2qa edit_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 ]]> 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 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 necessarily necessary ... because they can't understand what does it mean means ]]> 20220203 09:00-10:00 1.5 active PTEC - how to analyse a presentation & learn from mistakes 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 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 --> zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20220127 Criteria for evaluating a presentation hw20220203 pix/icons8-collaboration-100_white.png 20220127 Vocab describing common mistakes hw20220203n2 pix/icons8-dictionary-100_white.png Match the expressions with their definition. 1 Vocab describing common mistakes active hw20220203n2 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 lectrn = 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 3 Criteria for evaluating a presentation hw20220203 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 --> ]]> 4 Presentation Checklist hw20220210 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 ]]> 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 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 20220127 09:00-10:00 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. smartphone or tablet device 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 --> zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20220124 hw20220127 Structure of a pitch pix/icons8-collaboration-100_white.png ]]> 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 〆not knowing how to speak to a wider audience may soon become a handicap handicap = something that makes it difficult for sb to do sth What do you worry about when delivering a presentation? 〆making a good enough first impression 〆lacking charisma 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 hw20220203 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 hw20220203n2 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 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 me I'm worried about... ...a person with a big much expertise Let's see on look at how quarter sales results have... ]]> 20220124 09:00-10:00 1.5 active How would you address teething problems of a corporate university aspiring to CLIP accreditation? (review of conditionals) Describing the corporate university's operating model 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_unit40_if_3rd_conditional_key.pdf smartphone or tablet device 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 zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> wip 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? 〆moving from off-line to on-line solutions 〆adapting methodology to distance learning → should have made more efforts to retain attention of participants who were little used to on-line delivery 〆gaining recognition of certificates & diplomas from both employers and learners → should have focused more on marketing on-line courses 〆empty vacancies due to a lack of professionals in corporate learning (especially in Lipetsk) → should have been training and recruiting in local universities for needed positions earlier (e.g. practice of companies in the US to support MBA students) to pre-empt = to prevent something from happening by taking action first 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 2 Structure of a pitch hw20220127 pix/icons8-collaboration-100_white.png active prep_deck_shuffled_lines_halign deck_shuffled_lines_halign 1. 2. s___-i___________ 3. 4. 5. 6. 7. 8. 9. 10. ]]> ]]> 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 to commence = to begin to liaise with sb = to work closely with sb and exchange information with them ongoing = continuing to exist or develop roll-out = occasion when a company introduces a new product, especially an aircraft, to the public to undergo = to experience sth, especially a change or sth unpleasant to gain = to obtain How As we said before one day per 4 hours per day After this we take choose some interesting moments things | parts | items ]]> 20220113 09:00-10:00 1.5 lc 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_unit40_if_3rd_conditional_key.pdf zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20211228 11:20-12:20 1.5 active What would happen if the corporate university had...? Zero conditional (habits), first conditional (predictions & promises), 2nd conditional (hypothetical situations in the present) 2nd conditional (hypothetical situations in the present), 3rd conditional (hypothetical situations in the past) Mixed conditionals (hypothetical situations resulting from the past or present) 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 session dates 20211228 11:20-12:20 (rescheduled 20211230) Mondays Thursdays 202220113+ 09:00-10:00 new regular time slot zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> quarterly_test_nlmkgroup01_20211216.xml Quarterly test active quarterly_test_feedback 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 → improve brand recognition also as a talent forge 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 20210320-0858 Third conditional active grammar active textbook conditionals mindmap ]]> 20190618-0937 Conditionals active decks deck_of_phrases_conditionals.csv 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 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/ ]]> 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 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 20211221 11:20-12:20 1.5 active Full introduction to CLIP By the end of this session you will have studied EF Quarterly test → complete and send back by e-mail by 20211217 Rescheduled from previous lesson smartphone or tablet device 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 session dates 20211221 11:20-12:20 (rescheduled 20211223) 20211228 11:20-12:20 (rescheduled 20211230) 202220110+ 09:00-10:00 new regular time slot zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20211214 Inspiring Corporate Learning - Presentation by Valery Katkalo hw20211221 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/-->]]> 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 ]]> 2 Full Introduction to CLIP - Corporate Learning Improvement Process 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 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 20211216 18:10-19:10 1.5 lc By the end of this session you will have studied EF Quarterly test → complete and send back by e-mail by 20211217 Rescheduled from previous lesson smartphone or tablet device 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 session dates 20211221 11:20-12:20 (rescheduled 20211223) 20211228 11:20-12:20 (rescheduled 20211230) 202220110+ 09:00-10:00 new regular time slot zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20211214 Inspiring Corporate Learning - Presentation by Valery Katkalo hw20211221 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/-->]]> 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 hw20211221 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 e.g. tight cooperation with business customers? (hygiene factor) 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 20211209 11:20-12:20 1.5 active Leading companies about the value of CLIP How do the peer review team get in the trenches? 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 session dates 20211221 11:20-12:20 (rescheduled 20211223) 20211228 11:20-12:20 (rescheduled 20211230) 202220110+ 09:00-10:00 new regular time slot zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 (only Olga present) ]]> 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 in the trenches /'trentʃəz/ = working in the most active and difficult parts of a job or business 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 to bring about = to result in buzz = strong feeling of pleasure, excitement or achievement; sound of people talking, especially in an excited way momentum = ability to keep increasing or developing 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 Follow-up discussion active edit_ol_qa pix/icons8-collaboration-100_white.png Have you got enough buzz going on in your learning organisation? 〆only one-off events? 〆little cohesive continuation or direction towards achieving a particular skill set one-off = made or happening only once and not regularly skill set = person's range of skills or abilities What are the benefits of guided self-assessment? ✓ better understanding of your own role & actions required ✓ greater involvement & more memorable experience ✓ ability to select solutions tailored to your needs ✓ long term impact memorable = easy to remember How can you create more momentum among stakeholders who are not members of the corporate university? ✓ set common goals ✓ tailor your solutions to their learning goals ✓ make your partners grow together with you ✓ show how your corporate university can generate profit for both yourself & your partners momentum = ability to keep increasing or developing What else could the peer review team teach you about the learning process? ✓ go beyond the examination-like process to experience a genuine exchange of ideas ✓ step back & get the big picture ✓ reflect more often ✓ interact with other stakeholders more efficiently ✓ choose more relevant learning solutions in the trenches /'trentʃəz/ = working in the most active and difficult parts of a job or business to rally = to come together or bring people together in order to help or support sb/sth buzz = strong feeling of pleasure, excitement or achievement; sound of people talking, especially in an excited way memorable = easy to remember momentum = ability to keep increasing or developing one-off = made or happening only once and not regularly skill set = person's range of skills or abilities relatively /'relətivli:/ 20211125 11:20-12:20 1.5 active NLMK corporate university SWOT analysis Addressing threats & opportunities (zero, first, second 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. pg 30 NLMK CU SWOT Analysis CLIP_02.06.2021_wip_dpotter.pdf @ Aleksandra (see lesson 20211028 if you need more explanation) smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. reported_speech_mindmap.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 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 zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 1 Serving new markets with next generation corporate universities active edit_ol_qa pix/icons8-collaboration-100_white.png https://www.amazon.com/Next-Generation-Corporate-Universities-Organizational/dp/111871847X The objective of this book is to provide innovative approaches for developing people and expanding organizational capabilities. If you also have this objective, this book is for you, because each chapter is written by a qualified author to provide the information you need. Donald L. Kirkpatrick, Ph.D., professor emeritus, University of Wisconsin, and author, Evaluating Training Programs: The Four Levels Corporate Universities: Drivers of the Learning Organization by Martijn Rademakers https://play.google.com/store/books/details/Corporate_Universities_Drivers_of_the_Learning_Org?id=QbsTAwAAQBAJ&hl=en_US&gl=US 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. ]]> 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 ✓ mentoring ✓ internationalisation ✓ digitalisation ✓ agility 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 ✓ micro learning ✓ gamification ✓ VR (virtual reality) ✓ 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 one-off = made or happening only once and not regularly asynchronous /əˈsɪŋkrənəs/ 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 resilient = able to feel better quickly after sth unpleasant such as shock, injury, etc long-term employability = skills and abilities that allow you to be employed What solutions does the corporate university provide to guarantee the long-term employability of its staff? ✓ leaders standard work ✓ systems thinking (...) 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 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 This will 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 is another issue for all learning organisations in the RF High competition for personnel on the market is another challenge ]]> 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? ✓ create their own training system & brand ✓ set own standards → could be the opportunity to be the best on the market How could high competition for personnel hamper the development of the corporate university? 〆attract talent pool at a greater cost → provide other incentives, e.g. be a part of a learning organisation and organisational learning to hamper = to slow down, make difficult to endorse = to support, approve one-off = made or happening only once and not regularly 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 resilient = able to feel better quickly after sth unpleasant such as shock, injury, etc long-term employability = skills and abilities that allow you to be employed 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 flawless = without default and therefore perfect workable = that can be used successfully and effectively; practical to hamper = to slow down, make difficult popular desired | demanded We should to show that cooperation is... ]]> 20211118 11:20-12:20 1.5 active Serving new markets with next generation corporate universities By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. reported_speech_mindmap.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 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 zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20211028 1 How schools kill creativity hw20211111 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 How schools kill creativity hw20211111 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 ✓ match teaching to current (tik-tok?) generation habits (e.g. micro learning) → 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, gamification...) ✓ 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 gamification = educational approach that seeks to motivate students by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning 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 timely = at the right moment 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) holistic = considering a whole thing or being to be more than a collection of parts; emphasizing the organic or functional relation between parts and the whole; opposite of atomistic to predicate sth on / upon sth = to base sth on a particular belief, idea or principle 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 gamification = educational approach that seeks to motivate students by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning 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) 20211111 11:20-12:20 1.5 active Going digital (Aleksandra) 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 zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20211028 1 How schools kill creativity hw20211111 pix/icons8-collaboration-100_white.png Ken Robinson: How schools kill creativity http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html]]> 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 3 Have something done active deck_shuffled_monochrome deck_of_phrases_have_something_done_b2_04.csv 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%] 1. The NLMK corporate university is a structural subdivision of the NLMK Group. It is responsible for the annual budget preparation which is part of the annual HR budget. The financial resources allocated to the NLMK corporate university are adequate /ˈædɪkwɪt/ (appropriate) to enable it to achieve its mission and level of ecosystem development. 2. The actual budget of the NLMK corporate university, including operating expenses, was a hundred and 17 million roubles (EUR one point six, rate seventy two point five RUB/EUR) in twenty nineteen. In [5], the level of costs amounted to one hundred and sixty two million roubles (EUR one point ninety seven million rate eighty two point four RUB/EUR). This growth is justified by the increasing number of learning solutions as well as the preparation for the NLMK corporate university campus opening in 2021. Since 2020 the NLMK corporate university has started to design and deliver learning solutions for external clients and made a profit of five hundred thousand roubles. In 2021, the income is expected to rise by at least fifty percent and will be spent on Campus needs (IT tools, Infrastructure, etc.). 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 ROI = return on investment tangible = that can be clearly seen to exist, e.g. a company's buildings, machinery, etc What prerequisites are needed for the corporate university to be viable? ✓ adapt business model ✓ good product ✓ availability of top managers-trainers to train both internal & external learners 〆learning solutions delivered by unknown managers are less appealing prerequisite = something that must exist or happen before sth else can happen or be done viable /ˈvaɪəbl/ = that can be done; that will be successful from an economic point of view Are top managers really keen on providing training? ✓ top managers want the opportunity to develop their own staff = training should be free for NLMK 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 = conflict of interest → teach external leaders to teach their own staff rather than only external staff = bring your LTL approach to other companies → become a trendsetter conflict of interest = situation in which public decisions are influenced by personal interests 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 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 to boast = to show with pride How could the NLMK corporate university obtain the backbone it needs to become an international university and become 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 adequate /ˈædɪkwɪt/ = enough in quantity, or good enough in quality, for a particular purpose or need 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 ROI = return on investment prerequisite = something that must exist or happen before sth else can happen or be done tangible = that can be clearly seen to exist, e.g. a company's buildings, machinery, etc viable /ˈvaɪəbl/ = that can be done; that will be successful from an economic point of view conflict of interest = situation in which public decisions are influenced by personal interests timely = at the right moment, when needed to boast = to show with pride product learning = method how people design & sell their products, reminiscent of product knowledge training ineluctable = that you cannot avoid; irresistible on working at work ... expected to rise in twenty twenty first one ]]> 20211028 11:20-12:20 1.5 active UNIT 4: SCOPE OF ACTIVITIES AND MARKETS SERVED Developing relations with the Group’s foreign assets Satisfying business requests Developing relations with the Group’s foreign assets 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 24 Scope of Activities and Markets Served 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 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 zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 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 their grade - can take no more than 80 hours of CU LS per year in various formats (f2f, remote, hybrid) they may enjoy extra hours in a management level programme if they belong to the managerial talent pool. 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. 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 programme if they belong to the managerial talent pool. Nonetheless, The number of e-learning courses per year is unlimited. Indeed, E-learning courses are not included into the participants’ learning hours calculation.]]> 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. Would you disagree with what Oleg Bagrin said?]]> 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. 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 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 ✓ multilingual = being curious, creative, resilient, as well as an inspirational role model → long-term employability 1 How schools kill creativity hw20211111 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 ✓ match teaching to current (tik-tok?) generation habits (e.g. micro learning) → 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, gamification...) ✓ 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 gamification = educational approach that seeks to motivate students by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning 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 timely = at the right moment 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) holistic = considering a whole thing or being to be more than a collection of parts; emphasizing the organic or functional relation between parts and the whole; opposite of atomistic to predicate sth on / upon sth = to base sth on a particular belief, idea or principle 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) Despite Although the number of e-learning courses per year is unlimited... ]]> 20211021 11:20-12:20 1.5 active Going digital Funding models 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 zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 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? ✓ depends on current trends ✓ both from top to bottom and bottom up ✓ bottom up approach for digital teams focusing on problem solving in a project → corporate university = facilitator ✓ be pro-active → offer solutions before customers come to you with such requests = become a trendsetter and offer new ideas in compliance with market trends e.g. develop a design thinking learning solution to promote a creative approach in managers 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 3 Have something done active deck_shuffled_monochrome deck_of_phrases_have_something_done_b2_04.csv 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 ROI = return on investment What prerequisites are needed for the corporate university to be viable? ✓ adapt business model ✓ good product ✓ availability of top managers-trainers to train both internal & external learners 〆learning solutions delivered by unknown managers are less appealing prerequisite = something that must exist or happen before sth else can happen or be done 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 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 become 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 trendsetter = (often approving) a person who starts a new fashion or makes it popular to suppose = предполагать 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 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 ROI = return on investment prerequisite = something that must exist or happen before sth else can happen or be done timely = at the right moment, when needed product learning = method how people design & sell their products, reminiscent of product knowledge training ineluctable = that you cannot avoid; irresistible to in a course ]]> 20211014 11:20-12:20 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 zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20211007 3 Why good leaders make you feel safe? hw20211014 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]]> 1 Carrot or stick? active edit_ol_qa pix/icons8-collaboration-100_white.png Some people believe work in a nuclear power plant is more pleasant and less stressful than in a commercial company? Why? ✓ life-long employment ✓ less competitive environment → feel safe at work 〆creativity & initiative means taking risks Which is the most efficient way of managing people: the carrot or the stick? Why? What does it depend on? How should management styles adapt to the subordinates professional experience & social maturity? Should a good leader be able to work in different industries because they are expected to manage people rather than be specialists? Should management styles embrace mentoring of new hires? ✓ managers are inspirational, may be a role model 〆peer review may be more effective How often do leaders groom their successors? Is it important? 〆leaders may be afraid of future competition → depends on mutual trust Why should leaders make staff feel safe? ✓ motivated staff will work better in the long term ✓ more loyal staff can concentrate on performance and not be distracted by external difficulties How can good leaders actually make you feel safe? ✓ treat everyone equally ✓ support employee's initiatives ✓ understand what staff members can and can't do ✓ foster talent development ✓ assign interesting, challenging tasks = create a climate of trust maternity leave, paid vacation... 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 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 empathy with sb/sth | for sb/sth | between A and B = ability to understand another person's feelings, experience, etc to set the mood of your team You can do make the life of your children or staff better ]]> wounded /'wu:ndəd/ 20211007 11:20-12:20 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 Olga Questions B1 03 Comparatives B2 01 Verb patterns B2 01 Verb patterns B2 03 Passive B2 03 Governance B2 01 Organisational learning vs learning organisation B2 02 Writing Total % Aleksandra Questions B1 03 Comparatives B2 01 Verb patterns B2 01 Verb patterns B2 03 Passive B2 03 Governance B2 01 Organisational learning vs learning organisation B2 02 Writing Total 82% 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: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20210923 Do you mind?]]> hw20210930a pix/icons8-reading-100_white.png Read the fictional anecdote. Complete the gaps with the appropriate form of the verb in brackets. 20210923 Follow-up discussion hw20210930 pix/icons8-collaboration-100_white.png Answer the questions. quarterly_test_nlmkgroup01_20210930.xml Quarterly test active quarterly_test_feedback 1 Do you mind? hw20210930a 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 hw20210930 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 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 to be on the same wavelength = to have the same way of thinking or the same ideas or feelings as sb else to be on the same page = to have the same way of thinking or the same ideas or feelings as sb else 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” 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? 1 Carrot or stick? active edit_ol_qa pix/icons8-collaboration-100_white.png Some people believe work in a nuclear power plant is more pleasant and less stressful than in a commercial company? Why? ✓ life-long employment ✓ less competitive environment → feel safe at work 〆creativity & initiative means taking risks Which is the most efficient way of managing people: the carrot or the stick? Why? What does it depend on? How should management styles adapt to the subordinates professional experience & social maturity? Should a good leader be able to work in different industries because they are expected to manage people rather than be specialists? Should management styles embrace mentoring of new hires? ✓ managers are inspirational, may be a role model 〆peer review may be more effective How often do leaders groom their successors? Is it important? 〆leaders may be afraid of future competition → depends on mutual trust Why should leaders make staff feel safe? ✓ motivated staff will work better in the long term ✓ more loyal staff can concentrate on performance and not be distracted by external difficulties How can good leaders actually make you feel safe? ✓ treat everyone equally ✓ support employee's initiatives ✓ understand what staff members can and can't do ✓ foster talent development ✓ assign interesting, challenging tasks = create a climate of trust maternity leave, paid vacation... 3 Why good leaders make you feel safe? hw20211014 active prep_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 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 as though = as if to be on the same wavelength = to have the same way of thinking or the same ideas or feelings as sb else to be on the same page = to have the same way of thinking or the same ideas or feelings as sb else to entrust ~ A (to B) | ~ B with A = to make sb responsible for doing sth or taking care of sb don't aren't interested in this theme (topic) No else known knew about those conferences They don't want to take a part in this training ... to hear get | gather their opinion Out target audience is more wider ]]> 20210923 11:20-12:20 1.5 active Becoming an internal trainer 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. pg 19 Distribution of LTL approach participants by managerial level CLIP_02.06.2021_wip_dpotter.pdf Optional homework 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 quarterly test EF Quarterly test (scheduled 20210930) 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: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20210916 Distribution of LTL approach participants by managerial level hw20210923 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 prep_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? How long does it take to become a master trainer? 20191016-1704 Verb patterns active grammar 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 1 Do you mind? hw20210930a 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 hw20210930 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 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 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 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 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 to torture = to hurt sb physically or mentally in order to punish them or make them tell you sth for hours on end = continuously and without stopping for the amount of time that is mentioned genuinely = truly, really relieved = feeling happy because sth unpleasant has stopped or has not happened; showing this as though = as if to be on the same wavelength = to have the same way of thinking or the same ideas or feelings as sb else to be on the same page = to have the same way of thinking or the same ideas or feelings as sb else 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 on to sth I have begun began to work (OR working) on this project many years ago ]]> 20210916 11:20-12:20 1.5 active Developing learning clusters Describing learning facilities, premises and equipment 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 17 CU NLMK Learning clusters CLIP_02.06.2021_wip_dpotter.pdf @ Aleksandra 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: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 3 Corporate university's new units active decks03 deck_of_phrases_corporate_university_s_new_units.csv 4 Follow-up discussion active edit_ol_qa pix/icons8-collaboration-100_white.png What unit(s) do you usually work with? ✓ units responsible for content creation (...) In what other unit(s) would you like to work? ✓ the Digital Learning Solutions Unit which is responsible for the creation of digital content Which unit(s) would you not like to work in? Why? 〆unit(s) in charge of administrative tasks Which units are likely to grow in the future? Why? ✓ Digital Learning Solutions Unit ✓ increasing need for on-line solutions What is the most challenging unit to work for? ✓ Digital Learning Solutions Unit ✓ staff need digital skills ✓ employees should have experience in digital content creation ✓ provide easy, accessible 'no code' solutions for enriching accounts of social media 20191105-1626 Order of adjectives active grammar 1 Order of adjectives - semi-controlled practice active Put the adjectives in coloured boxes on a horizontal line in the correct order. opinion adjectives before fact adjectives size age shape colour origin material type noun shuffled_boxes a large old rectangular brown French wooden bed a ravishing young long-legged blond Swedish girl 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 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 booth = small tent or temporary structure at a market, an exhibition or a fairground, where you can buy things, get information or watch sth miscellanies = group or collection of different kinds of things What new technologies are used in the multimedia Lab to allow creating digital educational content and deliver it in accordance with the latest trends? ✓ glass room (interactive screen available to the lecturer for delivering contents) ✓ synchronous and asynchronous collaborative editing ✓ platforms to involve participants by asking them to respond with a remote control (e.g. Whenspeak, Eventicomm, Eventish...) ✓ live surveys ✓ dedicated chats / forums? ✓ platform to collect feedback from participants ✓ video coverage of keynote speakers' lectures glass room = interactive screen available to the lecturer for delivering contents 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 ✓ enable employees to learn across different time zones ✓ self-service approach helps people choose the most convenient times and contents from various options and variants ✓ the pandemic has made the need for training facilities redundant → most learning solutions have gone on-line to complement = to add to sth in a way that improves it or makes it more attractive 2 Distribution of LTL approach participants by managerial level hw20210923 active prep_2columns_2qa edit_2columns_2qa 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 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? What document is used to visualise training skills development? 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? What advantages do trainers obtain after reaching the target level? 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? 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 to evolve sth) (from sth) (into sth) = to develop gradually, especially from a simple to a more complicated form; to develop sth in this way to conduct = to carry out, execute adjacent /əˈdʒeɪsənt/ (to sth) = (of an area, a building, a room, etc.) situated next to or near sth 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 booth = small tent or temporary structure at a market, an exhibition or a fairground, where you can buy things, get information or watch sth to aspire to = to have a strong desire to achieve or to become sth to complement = to add to sth in a way that improves it or makes it more attractive miscellanies = group or collection of different kinds of things clearly clear in the new structure It will be in on (the) one hand ]]> 20210909 11:20-12:20 1.5 active Addressing the 3 Ms 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 15 figure 10. NLMK CU Structure (ignore because out-of-date) 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: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 1 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. 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 20220215-1114 Comparative and superlative forms active grammar 2 Comparative and superlative hw20220203 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 ]]> 20211014-1708 active review 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 Training Support Unit Head 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 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 sufficient = enough 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) 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 developed educated | trained managers They should be understandable for (by) any member of the team ]]> 20210902 11:20-12:20 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 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: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 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 ✓ mental methods ✓ 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 → motivation to improve your work 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 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 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) ]]> mastery = great knowledge about or understanding of a particular thing 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 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 haven't think hadn't thought | been thinking about it As far In my opinion, if we have... It's firstly the first (reason) It shows they are really interesting interested in this project You don't know for what you do sth for You can't to create sth new ]]> 20210826 11:20-12:20 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 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: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 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 → 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 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) ]]> 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 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 on of your task This company is cutting the edge We are trying to make put them be in place They are in on their way to be in place ]]> 20210819 11:20-12:20 1.5 active Giving an overview of the 'New Manager' e-course 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. discourse_markers_mindmap.pdf 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 zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20210812 hw20210819b LTL approach, discourse markers (3/3) Put the sentences together in a logical order. Use discourse markers to support the narrative flow. 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 T / Cl Practise discourse markers e.g. All internal trainers are managers, conversely not all managers are trainers. ]]> 1 The Governance Problem: How it Started active edit_ol_qa pix/icons8-movie-100_white.png 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
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]]> Imagine you founded your own business, would you want to be in charge when your company grows bigger, or step down to let another CEO lead the board? ✓ governance is also about grooming your successor successor = person or thing that comes after sb/sth else and takes their/its place Why was there frustration and disappointment with pace or lack of true governance reform? pace = speed at which sb/sth walks, runs or moves Why have they lost the battle of terminology? ]]> Why is there a fundamental lack of common understanding of what governance is? ✓ board authority = group authority ≠ single individual at the top Which 2 hats create a conflict? ]]> What governance tools are in place at NLMK to ensure power and authority flow through the board before they reach the CEO? ]]> 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. Remember: you are not the owner any more because your company has shareholders. You don't want to be only a board member. 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. To improve the company's performance, you want the founder and CEO to have the same responsibilities and authority as board members, or retire. The future of the company needs better governance and not single-handed leadership that is now outdated. 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 conversely = with the terms of the relation reversed e.g. conversely, not all English people are teachers successor = person or thing that comes after sb/sth else and takes their/its placeaccountable (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 considerations consideration many things For today (OR At present) I'm the only person to know how to take decision decisions ]]> 20210812 11:20-12:20 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 @ Aleksandra (Olga - optional) smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. English Grammar in Use - Advanced by Hewings Unit 12 13 present continuous vs going to vs present simple for the future 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_advanced_hewings_cambridge_unit12_13_present_continuous_going_to_present_simple_for_the_future_w_key.pdf ]]> 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. ]]> 20210712-0807 The passive active grammar 3 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 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 edit_text_for_reading_task prep_contents edit_ol_qa edit_1qa edit_2columns_2qa prep_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 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 .]]> 1. In order to be customer-oriented, a sprint demo meeting with the main Business Customer is held. Information on the main completed tasks is provided to the key customer. This allows the customer needs to be determined exactly and the material taken into account by the HR VP feedback to be finalised. 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, the course can be regularly updated, because HR processes are a living organism in any company. 1. In order to be customer-oriented, the NLMK CU holds 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. 3 LTL approach, discourse markers (1/3) active decks03 deck_of_phrases_discourse_markers_ltl_approach01.csv 4 LTL approach, discourse markers (2/3) active decks03 deck_of_phrases_discourse_markers_ltl_approach02.csv 5 LTL approach, discourse markers (3/3) hw20210819b active decks03 deck_of_phrases_discourse_markers_ltl_approach03.csv redundant = (of a person) without a job because there is no more work available for you in a company postponed = arranged to take place at a later time or date to withhold = to hold back 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 20210708 11:20-12:20 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 zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20210701 hw20210708 Examples of Learning Solutions by Business Customers CLIP_02.06.2021_wip_dpotter.pdf]]> 2 Examples of Learning Solutions by Business Customers hw20210708 active edit_2columns_2qa Answer questions pt 1 and 2 below. Leadership in Occupational Health and Safety (middle and line management) ✓ targets middle managers ✓ guarantees 0 death and aims at 0 injuries ✓ emphasises need to pay greater attention to health & safety Leader Work Standard
Eisenhower Decision Matrix
]]> Which programmes would you recommend? Why? ✓ company course for onboarding of new hires ✓ safety oriented courses ✓ IT course to save time & be more productive DREAM 100 Executive Development Programme Management level 4 Talent Pool Development Programme Foremen School (management levels 6-8 programme) Leadership in Occupational Health and Safety (middle and line management) 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]]> 3 Management levels 6-8 programme Foremen School active edit_text_for_reading_task Complete the gaps with the expressions below. Would you like to attend this course? Why / why not? 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. 4 Management levels 6-8 programme Foremen School (cont.) active edit_text_for_reading_task Complete the gaps with the expressions below. What other courses could benefit from the same format? 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 the 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. 5 Discussion active edit_ol_qa pix/icons8-collaboration-100_white.png Answer the questions. What would be the purpose of forbidding the use of e-mails and any form of instant messaging on Fridays? Would you support such form of governance? ✓ encourage more face-to-face communication ✓ be less distracted by incoming messages What courses support the development of governance skills? ✓ DREAM 100 targets top-level managers ✓ training at INSEAD is more relevant to middle managers What skills do you think staff are asking for the most? ✓ hard skills ✓ IT skills 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. ]]> 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 adjustment = small change made to sth in order to correct or improve it 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 integrated plant = комбинат pay draw our attention on to ... It is no a secret It is no not a secret And what about else... Our efficiency will be fallen down drop | decrease very quickly ]]> technical /ˈteknɪkəl/ asked /askt/ /ast/ developed /di'veləpt/ discussed /,di'skəst/ proposed /prə'pəuzd/ deputies /'depyu:ti:z/ hours /'auə:z/ 20210701 11:20-12:20 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 Aleksandra 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 81% Olga 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 83% zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> quarterly_test_nlmkgroup01_20210617.xml Quarterly test active quarterly_test_feedback 20190904-1851 Oxford comma active grammar 1 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 | a = [20] a | the = [21] the = [22] 2 Examples of Learning Solutions by Business Customers hw20210708 active prep_ol_qa edit_2columns_2qa Answer questions pt 1 and 2 below. Leadership in Occupational Health and Safety (middle and line management) ✓ targets middle managers ✓ guarantees 0 death and aims at 0 injuries ✓ emphasises need to pay greater attention to health & safety ]]> Which programmes would you recommend? Why? ✓ company course for onboarding of new hires ✓ safety oriented courses ✓ IT course to save time & be more productive DREAM 100 Executive Development Programme Management level 4 Talent Pool Development Programme Foremen School (management levels 6-8 programme) Leadership in Occupational Health and Safety (middle and line management) 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]]> to highlight = to make more imortant; to stress correlation = connection between two things in which one thing changes as the other does from scratch = from the beginning subject matter expert = эксперт в предметной области; специалист в конкретной области; специалист профильного направления stakeholder = person or company that is involved in a particular organization, project, system, etc., especially because they have invested money in it long-term lengthy courses I don't know what are they consist of ]]> 20210624 11:00-12:00 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 explanation CLIP_02.06.2021_wip_dpotter.pdf zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 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 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? ✓ the vision expressed in the corporate statement & mission needs governance to be fully implemented ✓ the board of directors must ensure policies are observed from top to bottom ✓ executives should set examples to be followed KPI, capitalisation, turnover, accidents at work How can participation impact on a company's (financial) turnover? ✓ motivation of staff guarantees commitment to objectives ✓ bottom up flow of information (financial | staff) 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 〆good managers know when and how to stay on the right side of the law ✓ NLMK cannot afford to avoid tax, ignore or breach the law ✓ the company is subject to regular audits ✓ reputation is often more important than results political correctness CSR = corporate social responsibility to breach (the law) = to not keep to an agreement or not keep a promise How can you be both responsive and consensus-oriented? ✓ obtain support from your subordinates ✓ use facilitation tools ✓ follow a win-win approach to save time 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? 〆the steel industry is rather conservative 〆many prejudices still prevail 〆the workplace is perceived as a men's world (hard, physical activities & frequent injuries) 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 to prevail (in / among sth) = to exist or be very common at a particular time or in a particular place Is accountability a challenging trait to develop in young managers? 〆some young, ambitious managers are not afraid of taking risks ✓ more empowerment will address the common lack of responsibility & recklessness of younger managers ✓ inexperienced managers are afraid of making mistakes → younger staff avoid taking responsibilities ✓ NLMK is the main employer in the region → young managers won't take chances → choose adequate mentors trait = characteristic recklessness = trait of giving little thought to danger 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 cutting edge = the newest, most advanced stage in the development of sth 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 responsive = ready to react quickly or in the correct way to sth/sb trait = characteristic adequate = appropriate 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 subject matter expert = эксперт в предметной области; специалист в конкретной области; специалист профильного направления homogeneous /hə'mɔdʒənəs/ = all of the same or similar kind or nature CSR = corporate social responsibility to breach (the law) = to not keep to an agreement or not keep a promise to prevail (in / among sth) = to exist or be very common at a particular time or in a particular place recklessness = trait of giving little thought to danger mid centuries mediaeval ages people were afraid that... They don't make a participation participate in the decision-maker decision making (process) Our governance can influence on the employee Not all buildings have things are equipped to help people with health problems disabilities ]]> 20210617 10:40-11:20 1 active Shaping and fostering management culture By the end of this session you will have studied 20210617 19:00-19:40 rescheduled - to be confirmed (Olga absent) print How is your company shaping and fostering management culture? → read the text → match the underlined expressions in the text with the definitions. How is your company shaping and fostering management culture? quarterly test EF Quarterly test 20210617 Review grammar & vocab (will be sent by e-mail) zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 1 How is your company shaping and fostering management culture?]]> 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. ]]> 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! ✓ 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 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 inside out = thoroughly; from every perspective little small | short programme (training | course | learning solutions) ...a role model who knows anything everything You should help for our company ...how to behave yourself on a in public ...to pay a lip service ]]> 20210610 10:40-11:20 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 session dates 20210617 19:00-19:40 rescheduled - to be confirmed quarterly test EF Quarterly test 20210617 Review grammar & vocab zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 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 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, gender role 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 = overt expression of attitudes that indicate to others the degree of your maleness or femaleness 3 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 ]]> What is the purpose of MBOs? ✓ encourage staff to be more ambitious ✓ motivate with a bonus ✓ help achieve company goals MBO = merit based objectives depends whether business objectives have been achieved (regardless of your rapport with the team) & focuses on rather short term results What are the advantages of MBI? ✓ help improve one's skills ✓ increase one's salary MBI focuses on 4 directions ('meanings'): result cooperation innovation sustainability MBI = merit based increase (of one's salary) depending on your rapport with the team to encourage a cooperative, long-term behaviour 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 1 How is your company shaping and fostering management culture? (scheduled as prep 20210617)]]> How is your company shaping and fostering management culture? active prep_contents edit_text_for_reading_task Read the text. Match the underlined expressions in the text with the definitions. 1. to give just a few examples because there are many more 2. to say that you support or agree with sth without doing anything to prove it 3. considered, thought of 4. to tell people about a particular religion, way of life, system, etc. in order to persuade them to accept it 5. next 6. person that you admire and try to copy 7. to delegate authority 8. prepared or trained for an important job or position 9. thanks to, because of 1. Shaping managerial culture is a challenge: first, you need to identify a 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. ]]> empowerment = giving or delegating power or authority 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 depends whether business objectives have been achieved (regardless of your rapport with the team) & focuses on rather short term results MBI = merit based increase (of one's salary) depending on your rapport with the team to encourage a cooperative, long-term behaviour 20210608 20210603 10:40-11:20 1 active Understanding management styles & needs By the end of this session you will have studied 2 Where are the managers? (see session 20210527) → read the article again → check vocab → answer the questions 2 Where are the managers? Rescheduled from previous lesson smartphone or tablet device 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 session dates 20210603 advance cancellation 20210608 10:40-11:20 rescheduled 20210603 20210610 10:40-11:20 regular lesson 20210617 19:00-19:40 rescheduled - to be confirmed zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> Where are the managers?]]> Where are the managers? 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
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 relation = way in which two people, groups or countries behave towards each other or deal with each other; manner in which two things may be associated relationship = way in which two people, groups or countries behave towards each other or deal with each other; connection or association in of such relations My manager said told me it's prohibited to drive some friends... It's less fewer people every year who... Some person is responsible for his their work It's illegal to be against of our government For In my opinion we haven't got this system ]]> 20210527 10:40-11:20 1 active Explaining how the learning solutions portfolio addresses professional & personal needs (continuation) By the end of this session you will have studied 1 Learning solutions portfolio (see session 20210520) → 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. Rescheduled from previous lesson smartphone or tablet device 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 zoom_meeting.png Zoom meeting details Meeting ID: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 1 Learning solutions portfolio (rescheduled from 20210520) 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 ✓ foster a pleasant working environment ✓ be motivated & engaged in the strategy and tasks of the CU ✓ 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 2 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? 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]]> Where are the managers?]]> Where are the managers? 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
dashboard = part of a car in front of the driver that has instruments and controls in it; type of graphical user interface which often provides at-a-glance views of key performance indicators (KPIs) relevant to a particular objective or business process. In other usage, "dashboard" is another name for "progress report" or "report" and considered a form of data visualization EBITDA /i bi ta:/ = Earnings before Interest, Taxes, Depreciation and Amortization; widely used in many areas of finance when assessing the performance of a company, such as securities analysis. Allows a comparison of profitability between different companies, by discounting the effects of interest payments from different forms of financing (by ignoring interest payments), political jurisdictions, etc 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 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 adversely = going in the opposing direction, having a negative effect require requirement from business to develop... ... to help employees close all his their gaps I can't to split this I'm not can't remember how to say it correct correctly ... what we have known learnt in these conferences We can put these informations this information in our new learning solutions We can put these pieces of informations information in our new learning solutions ...when a trainer is not interesting interested to develop (in developing) an employee ]]> 20210520 10:40-11:20 1 active Explaining how the learning solutions portfolio addresses professional & personal needs By the end of this session you will have studied print Download onto your tablet or print the following pdf for our next lesson. future_forms_mindmap.pdf smartphone or tablet device print Download onto your tablet or print the following pdf for our next lesson. pg 6 Seven directions of the NLMK CU learning solutions portfolio → reading for gist → list new expressions pg 7 Figure 3. NLMK Performance appraisal and competencies development cycle → prepare for oral presentation CLIP_02.06.2021_wip_dpotter.pdf Optional homework (depending on your needs) 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: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 20190304-1037 Future forms grammar 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 Learning solutions portfolio (to be continued 20210527) active prep_ol_qa edit_2columns_2qa 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 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 From On (the) one hand They are connected with xyz and connected with xyz and connected with xyz (synonymous expressions: they are linked with | are related to | have to do with)... They are not very grown mature They're going to be implemented in the next year ]]> process /'prɔ,ses/ 20210513 10:40-11:20 1 active Learning & personnel development strategies 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: 885 6993 9491 https://efedu.zoom.us/j/88569939491 ]]> 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. We will be enquiring about the needs of our target audience. 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)? 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 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] The = [13] (-) = [14] the = [15] the = [16] the = [17] (-) = [18] (-) = [19] (-) = [20] (-) = [21] (-) = [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. 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 GUI = graphical user interface 70/20/10 principle = 70% development from job-related experiences, 20% development from interactions with others, and 10% development through formal educational events is are no other opinions It has influence on us despite although we are a new generation The CU, it is we us ]]> process /'prɔ,ses/ 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) Once we foster management culture we will have employees who understand the strategy of the NLMK group 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... Once we accumulate all the best practice we may disseminate | cascade knowledge to lower levels 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 20210513) active prep_ol_qa 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)? 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 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) ✓ facilitate 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? (What... to stand for) 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 from 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]]> 18:30-19:30 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