 Syndicate this site
|
« abril 2006 | Main | junho 2006 » maio 26, 2006 A Associação de ex-alunos do IE em Portugal promove hoje, dia 26 de Maio de 2006, um jantar de confraternização. cumprimentos, 
maio 23, 2006 Esta é uma notícia giro, sobre networking, do site CNN Money em parceria com a revista Fortune. Five months of networking, still no new job (FORTUNE) - Dear Annie: Is it really true that senior-management jobs are more often found through networking than by any other means? I'm skeptical, because it just isn't working for me. I'm in charge of international marketing for a division of a large global company. In the aftermath of a merger last year, my job is less interesting than it used to be. I'm ready to move on, and since January I've been doing everything the networking experts recommend: going to conferences, heading up a trade-group committee, getting in touch with former colleagues and other acquaintances to hear the scuttlebutt about possible openings, etc. But so far, nada. What do you think? Dear NZ: I think you haven't given it enough time yet. Five months may seem like forever when you're anxious to make a change, but networking your way into a senior-management position may take longer. Doing all the right things, as you have been, puts you out ahead of most of your competition. The ExecuNet poll shows that, while 84% of senior managers agree that broad networks of personal and professional contacts are crucial to success, just 19% say their own networks are in "excellent" or "very good" shape. "Networking is time-consuming," says ExecuNet president Mark Anderson. "But sooner or later, the payoff will be there, and probably when you least expect it." Anderson recommends that everyone - not just people who are currently seeking a new job - spend at least one hour a week getting to know peers at other companies, going to work-related social events, or even meeting new people through volunteer work. "Over the course of a year, just one hour a week adds up to a full workweek of effort, and you'll be amazed at how many new connections you've made," he says. Anderson speaks from experience. Some years ago a friend from an old job told him about ExecuNet, and he started looking into it. Later the same year, Anderson went to a Stanford alumni luncheon and got to chatting with ExecuNet CEO Dave Opton. The two hit it off, and Opton eventually hired Anderson. "I got this job through two different networking events that were six months apart. It's not always quick," he notes. "People tend to attribute a promotion, or a great move to another company, to luck, or to being 'in the right place at the right time.' But far more often, it's the result of networking," Anderson adds. "The more people know who you are and what you're good at, the 'luckier' you're likely to be." So hang in there.
maio 16, 2006 NEXT GENERATION TOEFL The next generation TOEFL, also known as TOEFL iBT, will be officially introduced in the United States as a secured testing instrument for admissions decisions in September 2005. It will be phased in other parts of the world, starting October 2005, with Canada, Germany, France and Italy, and elsewhere in 2006. This latest version of the TOEFL exam offers a number of innovative changes that make it considerably different from the paper-based TOEFL (PBT) or the computer-based TOEFL (CBT). One of the most notable changes is that the iBT is a test of academic English, rather than a general English test, that reflects the language used in college and university settings with tasks that require test takers to integrate and synthesize information in order to communicate effectively. This major change is designed to provide better information about a test taker’s ability to communicate effectively in an academic setting. Another noteworthy change in the TOEFL iBT is the inclusion of an oral component. All iBT test takers will be assessed on their speaking skills. While this change cannot assure schools that students have the requisite speaking skills for academic success, it will provide some degree of quantification of this skill. It is anticipated that the speaking scores could be used by university graduate departments in place of the Test of Spoken English. Unlike the current TOEFL versions, the iBT will assess performance in four skill areas: reading, writing, listening, and speaking. There will no longer be a Structure/Written Expression section. Many of the tasks require test takers to synthesize information in order to respond. For example, test takers will read and take notes and/or listen and take notes in order to complete some of the speaking and writing tasks. Yes, test takers will be allowed, even encouraged, to take notes as they read and listen. Note taking not only facilitates the integration of information from the different media, but it also simulates the demands of the academic setting, thereby reinforcing the importance of the academic skill of note taking. In addition to the above described major format changes, the new iBT will undergo a delivery mode change—it will be delivered via the Internet at secured sites around the world. Exams will be offered on a regular schedule rather than on-demand like the current CBT. All test takers will have to keyboard their written responses since handwritten essays will no longer be accepted. Spoken responses will be recorded over the Web. Although this is a computer-delivered exam, it is not a computer-adaptive exam. Test takers taking the same form will see the same questions. All of these changes in format also require changes in the scoring and score reports. Five scores will be reported on the iBT score reports: Total score: 0-120 For more detailed information on setting new score standards, including comparisons between current CBT and PBT scores and the new iBT scores, see www.ets.org/toefl/nextgen/scorereport.html. NAFSA conference attendees will also be able to learn more about the standard-setting procedure at the Wednesday 9:15 Setting Scores for the Next Generation TOEFL Test session. Before coming to this presentat ion, par t i c i pant s should vi s i t www.ets.org/toefl/nextgen/scorereport.html and become familiar with the scoring information provided there. Christa Hansen is director of the American English Institute at the University of Oregon.
Publico aqui notícia que saiu em Londres na semana passada. El IE Business School ocupa la 7ª posición mundial en programas abiertos de formación ejecutiva, según el ranking de Financial Times Madrid, Mayo de 2006. El IE Business School ocupa la 7ª posición del mundo en programas abiertos de formación ejecutiva, según el Ranking 2006 de Executive Education que publicó ayer lunes el diario británico Financial Times. Este ranking internacional, que analiza la calidad de la formación directiva, sitúa al IE en la 19ª posición del mundo en el ranking combinado que incluye los resultados de los rankings parciales de programas abiertos para directivos y formación in-company. Dentro de los programas abiertos de formación del IE destaca el ‘Foro del Liderazgo Empresarial’, un programa en el que participan Presidentes, Vicepresidentes y Consejeros Delegados de las principales empresas españolas, que se reúnen mensualmente con personalidades del mundo de la política, las finanzas, la economía y la empresa. Coordinado por el IE, este espacio de debate propicia la confrontación de ideas y la predicción de tendencias políticas y económicas en distintas regiones del planeta, lo que permite bosquejar una visión global. Entre las personalidades que han participado recientemente en las sesiones del ‘Foro del Liderazgo Empresarial’ del IE figuran George Soros, Edward Prescott, Klaus Schwab o Mikhail Kasianov, entre otros. Todos ellos han compartido con los miembros del ‘Foro del Liderazgo Empresarial’ su visión económica, política o social, sobre temas de actualidad. El Ranking de Executive Education de Financial Times analiza distintos parámetros de calidad de los programas de executive education. Entre ellos, evalúa el grado de satisfacción de los participantes respecto a la preparación y el diseño de los cursos, la calidad del claustro de profesores, el enfoque internacional de los programas, el perfil del alumnado, el desarrollo de habilidades de dirección, el cumplimiento de expectativas, etc. Tanto en el análisis de los programas abiertos, como en el de la formación in-company, los expertos han contrastado la opinión de participantes y empresas clientes.
|
© Instituto de Empresa Business School 2006 | |
