Clases de Inglés para Profesionales en Capital

Clases de Inglés para Profesionales en Capital

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Artículo en Inglés sobre Recursos Humanos: Guía para el Seleccionador

Artículo en Inglés sobre Recursos Humanos: Guía para el Seleccionador

A continuación encontraremos una lectura útil para la práctica de reading en Inglés (nivel Intermedio – Alto).

 

Do you really need to recruit?

When someone resigns, retires or leaves a post for some other reason, it´s a good opportunity to assess whether the vacancy still serves a purpose and ask yourself if you need to recruit a replacement or whether the work can be dealt with differently.

 

Reasons to recruit

Here are the most frequent reasons for recruitment

  1. More help and or expertise are needed in sales.
  2. More administrative support is needed to enable managers to spend more time on developing the business
  3. The workload has increased and people are being overstretched, so there is need to reorganize and bring in another person
  4. A new market is being targeted and someone with specific expertise and experience in that market is needed.

 

Alternatives to recruitment

Don´t assume that recruitment is the only option. Before taking any steps, review how you organize your business and yourself and ask the following questions:

  • Can systems be improved so that more effective use is made of staff time?
  • Can the team work more effectively within the existing system by identifying and concentrating on priorities?
  • Can outsourcing be a more cost-effective solution to taking on the fixed cost of a new member of staff?
  • Was the previous person fully occupied?
  • Is this an ideal chance to reorganize job roles?
  • Is it the right time to promote somebody into the vacant position?
  • Will anyone be needed in this post in the future, does it fit in with future plans
  • Could the job be split and allocated to present employees without overloading them?
  • Was the job the previous person doing really necessary?
  • Is it right to keep the tasks the previous employee was doing as one person´s job
  • Were you getting value for money out of someone doing that job?

 

Going ahead with recruitment

If, after a good look at the job, you decide you do need to recruit, even if the job has been redefined and the content has changed, the next stage is to define clearly what you are looking for by formulating a job description and a person specification.

 

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Infografía en Inglés: La diferencia entre Jefes y Líderes

managersleadersinfographic800-768x4277

 

VOCABULARIO:

  • Traits = rasgos
  • Set = establecer, fijar
  • Send out = enviar
  • Payoff = retribución
  • Worthwile = que vale la pena
  • Entails = conlleva, implica
  • Flowchart = diagrama de flujos
  • Encourages = alienta
  • Stick to the plans = seguir el plan
  • ASAP = As Soon As Possible, cuan pronto como sea posible
  • Reach = alcanzar
  • Bottom line = el resultado final
  • Under budget = por debajo del presupuesto
  • Challenges = reta, plantea un reto
  • Fix = arreglar
  • Afford = costear
  • Foster = impulsar
  • Trust = confianza

 

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Artículo: “Language is collateral damage in the gig economy”

Artículo: “Language is collateral damage in the gig economy”
As Deliveroo instructs its managers to avoid words that might make their team sound like employees, David Hann explores how some words have their own agendas.

The Guardian  has recently unearthed an internal communication by Deliveroo, the online food delivery company, to its managers which instructs them on the words to use, and not to use, when describing the relationship between the company and its couriers. The managers are told that the couriers should be called ‘independent suppliers’, not employees; they wear ‘kit’, not uniform; they are paid ‘fees’, not wages and so on.

The missive is clearly a response to unrest amongst Deliveroo’s workforce. Like Uber, another giant in the gig economy that has grown from nothing to a global player in a few short years, it has hit a few bumps in the road over its treatment of the people who deliver its services. The company has faced strike action and legal challenges because it doesn’t pay couriers and drivers for sick leave, holiday or the other benefits to which employees are usually entitled.

Deliveroo may argue that it doesn’t employ couriers, but it has certainly employed the power of language in fighting the claims against it. The list reveals a truth that we all know but very rarely think about: language doesn’t just describe the world, it helps to shape it. Some say that Deliveroo couriers are employees in all but name – but the company is clearly aware of how important that name is! Its missive is an example of the politically-inflected nature of language, something which manifests itself in all sorts of ways.

The use of language to change perceptions is not new in the business world – euphemistic terms such as ‘downsizing’ ‘rightsizing’ and ‘restructuring’ may not sound as ruthless as ‘cutting jobs’ but they spell trouble for employees nonetheless. Such language practices are not restricted to business. Words such as ‘collateral damage’ and ‘rendition’ have been coined or purloined to obscure far more brutal actions than those of a company cutting jobs to stay afloat. Of course, the use of new words or old words in new ways to promote a certain worldview is not only the preserve of those wishing to hide dubious or deadly practices. Terms such as ‘gay’ or ‘special needs’ are now well-established but were originally introduced to counter negative perceptions of particular minority groups.

It could be said that all the examples above actually reveal the limits of language’s power. After all, the very existence of the Guardian article shows that people are aware of the processes at work when language is used to manipulate perceptions. Terms such as ‘collateral damage’ are usually uttered or written with a disclaimer, ‘gay’ has become a term of abuse among young people (although the extent to which it carries homophobic intent is disputed), ‘special needs’ still carries a certain stigma, and so on. However, this misses an important point about the nature of language, and one which the Deliveroo dos-and-don’ts list helps illustrate.

In advising its managers to use a word like ‘kit’, the company not only avoids ‘uniform’ with all its connotations of belonging and uniformity/conformity, but also draws on flavours of other usages of ‘kit’. Most obviously, it is used in a sporting context but it also carries subtler associations to do with a certain trendiness and modern outlook. Linguists have long been aware that words pick up and carry forward meanings from their contexts of use and that audiences absorb these associative meanings without necessarily being aware of them. The words become overlayered with the sediment of familiarisation and this often hides their associative meanings from conscious appraisal. Politicians and advertisers have long been aware of the ideological effect of overlaying language with the sediment of familiarisation. And they achieve that effect through a very simple technique – repetition: ‘elites’ are ‘liberal’ (or maybe, ‘liberals’ are ‘elite’), ‘lefties’ are ‘loony’, ‘Islam’ is ‘radical’, ‘capitalism’ is ‘unbridled’ and ‘beans’ (or should I say ‘beanz’) still means ‘heinz’! By these means, the adjectives infect the nouns they describe until the word ‘Islam’ carries the notion of radicalism without the word ‘radical’ having to be used.

However, these overlayered and taken-for-granted terms to describe the world around us can be disturbed and exposed. For example, the feminist movement brought to the surface how referring to humanity as ‘mankind’, labelling the police force as ‘policemen’ and calling groups of women ‘girls’ carries ideological freight which ultimately helps perpetuate gender inequalities. Overhauling ingrained language usage may not of itself change the status quo, but it is an essential element in that process.

By their very nature, the embedded, taken-for-granted ideological meanings of particular words and phrases are hard to uncover. Yet being aware of the processes by which they take hold is a step in countering their effects. In the dispute over pay and conditions between Deliveroo and its couriers, the battle of words plays a central role.

 

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Cómo escribir e-mails de trabajo: Estilo Formal vs. Informal

Cómo escribir e-mails de trabajo: Estilo Formal vs. Informal
EXPRESIONES:
FORMAL / NEUTRAL INFORMAL
Thank you for your email received 12 Feb. Thanks for the email
With regard/reference to… Re…
I would be grateful if you could… Please could you…
We regret to advise you that… I am sorry to tell you that…
Please accept our apologies for…
I’m sorry for…
I was wondering if you could… Could you …?
We note that you have not… You haven´t …
We would like to remind you that…
Don´t forget that …
It is necessary for me to…
I need to …
It is possible that I will…
I might …
Would you like me to…?
Shall I …?
However, …
But, …
In addition, …
Also, …
Therefore, …
So, …
If you require any further information, please do not hesitate to contact me.
If you´d like more details, let me know.
I look forward to meeting you next week.
See you next week
VOCABULARIO:
FORMAL / NEUTRAL INFORMAL
assistance help
due to beause of
enquire ask
inform tell
information
facts
obtain get
occupation job
possess
have
provide
give
repair fix
request ask for
requirements
needs
verify check (prove)

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Vocabulario Contable

Vocabulario Contable
VERBO SIGNIFICADO SUSTANTIVO ADJETIVO
to allocate distribuir, repartir, asignar, adjudicar allocation  —-
to complete completar completion complete
to cost costar cost costly
to employ emplear employee – employer employable
to inform informar information informative
to produce producir production – product productive
to profit producir ganancias profit profitable
to sell vender sale  —-

ACTIVIDAD:

Use la forma correcta de las palabras de la tabla para completar las oraciones.

a. We have far too much work – we need to _______________________ an assistant to help us.

b. Everything we do depends on having accurate _______________________ .

c. The company _______________________ electrical goods like photocopiers and scanners.

d. We can´t have new laptops for everyone because it´s simply too _______________________.

e. The pre-tax _______________________ was over USD 12 bn.

f. We´ve been _______________________the conference room on the ground floor. Let´s meet down there at 2 pm.

g. They hope to _______________________ the report by Friday.

h. We always have the highest _______________________at Christmas.

RESPUESTAS: (están en color blanco, mantener seleccionado con el cursor para verlas)

a. employ

b. information

c. produces – sells

d. costly

e. profit

f. allocated

g. complete / produce

h. sales

 
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Formas de Plantear Decisiones en Inglés

Formas de Plantear Decisiones en Inglés

A fin de avanzar en una reunión de trabajo, necesitamos utilizar el idioma para resumir decisiones y verificar que todos están de acuerdo. Los siguientes son algunos ejemplos de cómo hacerlo:

Agree + to + verb
Management has agreed to give all staff an extra seven days’ leave.

Agree + that + phrase
We agreed that it was best to stop discussing the options.

Decide + to + verb
We decided to produce an information pack.

Take/make a decision + to + verb
Management has made a decision to move to Milton Keynes.

The decision is + to + verb
The decision is to move to Milton Keynes

 

ACTIVITY:

Rewrite each sentence using the word(s) in brackets and beginning as shown. You
may need to change the form of the word(s) in brackets.


Example:
‘The new model will be called “Invicta”.’ (decide)
We decided/have decided to call the new model ‘Invicta’.

  1. ‘OK, we’ll install the new computers next week.’ (agree to)
    We ……
  2. ‘The boss is going to apply for the post in Glasgow.’ (decide)
    The boss ……
  3. The company chose to move to Spain. (make/decision)
    The company ……
  4. Do we all accept that EFB is the new name for the company? (agree)
    Do we ……
  5. The Marketing Department thinks £19 is too expensive, too. (agree that)
    The Marketing ……
  6. The directors voted to rename the company. (decision)
    The …….

 

ANSWERS:

There is more than one possible answer in some cases.

1. We agreed/have agreed to install the new computers next week.
2. The boss decided/has decided to apply for the post in Glasgow.
3. The company made/has made the decision to move to Spain.
4. Do we agree that EFB is the new name for the company?
5. The Marketing Department agrees/agreed/has agreed that £19 is too
expensive.
6 The (directors’) decision is to rename the company.

 

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Lectura: “¿Qué es la efectividad gerencial?”

Lectura: “¿Qué es la efectividad gerencial?”

A continuación tenemos un artículo que lo ayudará a practicar sus habilidades de Reading en Inglés. Éste es el tipo de lecturas que empleamos en nuestros cursos de Inglés en Empresas:

There are no absolute measures of managerial effectiveness. Organisations have aims and objectives, and managers are effective when they help their organisation to achieve these aims and objectives. Thus, it is important that every manager (and employee) knows the purpose of their organisation, the purpose of their job and the work-specific objectives they must meet.

There are various ways of explaining the purpose of a job, and we consider two approaches here.

The most common term is key performance indicators, or KPIs. Setting KPIs is often an organisation-wide process. One version of this process is Management by Objectives. Variations of this are found in all types of organisations, although the process is often no longer referred to as Management by Objectives.

Management by Objectives aims to identify key areas in a person’s work and to set targets against which his or her performance (or effectiveness) may be measured.

Management by Objectives is a simple idea which often proves to be very difficult to apply. Peter Drucker, a well-known writer on management, suggests that effectivemanagers follow the same eight practices. They:

  • ask ‘what needs to be done’
  • ask ‘what is right for the enterprise’
  • develop action plans
  • take responsibility for decisions
  • take responsibility for communicating
  • focus on opportunities
  • run productive meetings
  • think and say ‘we’ rather than ‘I’.

(Source: Drucker, 2004)

 

The first two practices give managers the knowledge they need. The next four help them convert this knowledge into effective action. The last two ensure that the whole team or organisation feels responsible and accountable. Most of the practices are applicable at all levels of management.

 

VOCABULARIO ÚTIL:

  1. effectiveness = (sustantivo) Eficacia
  2. measures = (sustantivo) Medidas
  3. aims = (sustantivo) Objetivos
  4. achieve = (verbo) Lograr
  5. Thus = (adverbio) Entonces
  6. purpose = (sustantivo) Objetivo
  7. meet = (verbo) Cumplir con (un objetivo, una expectativa)
  8. approaches = (sustantivo) Abordajes
  9. key = (adjetivo) Clave
  10. targets = (sustantivo) Objetivos
  11. enterprise = (sustantivo) Empresa

 

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¿Cómo se utilizan las preposiciones de tiempo?

¿Cómo se utilizan las preposiciones de tiempo?

Utilizamos las siguientes preposiciones para referirnos a instancias temporales:

In is used for periods of time such as months, seasons and years: in the summer, in the autumn, in September, in June, in 1987.

 

On is used for days and dates: on Tuesday, on 14 June, on my birthday.

Note that you say ‘on the 14th of June’ though you write ‘on 14 June’:

[Spoken] The brochure will be ready on the 14th of June.

[Written] The brochure will be ready on 14 June.

 

At is used for specific points of time: at one o’clock, at 5 p.m., at lunchtime.

Exceptions are: at Christmas, at Easter, at weekends. No preposition is used with: today, tomorrow, yesterday and words preceded by last, this and next: last month, this year, next week.

 

ACTIVITY:

Complete the following sentences with a preposition if necessary. Note that in some cases no preposition is required.

Example

We talked …… last month about the meeting. ANSWER: We talked last month about the meeting. (No preposition needed.)

  1. We agreed to think it over …… the summer.
  2. We can take the final decision …… September.
  3. We can make the final preparations …… the autumn.
  4. We can move …… Christmas.
  5. The last time they wanted to relocate was …… 1987.
  6. The best time would be …… June.
  7. A meeting …… Tuesday, Wednesday or Thursday would be OK.
  8. There are always people away …… Mondays and Fridays.
  9. They like to go away …… weekends.

 

ANSWERS:

  1. We agreed to think it over in the summer.
  2. We can take the final decision in September.
  3. We can make the final preparations in the autumn.
  4. We can move at Christmas.
  5. The last time they wanted to relocate was in 1987.
  6. The best time would be in June. (Or without a preposition – The best time would be June.)
  7. A meeting on Tuesday, Wednesday or Thursday would be OK.
  8. There are always people away on Mondays and Fridays.
  9. They like to go away at weekends.

 

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Formas de Realizar Sugerencias en Inglés

Formas de Realizar Sugerencias en Inglés

Why don’t …?

Why don’t we go through it now?

Why don’t you call Reloc to check?

 

Let’s …

Let’s give it a more interesting title.

 

Shall …?

Shall we say three hours?

 

What/How about + -ing?

What about offering a buffet?

How about calling it ‘Ideas for Our Future’?

 

What/How about + noun?

What about a buffet?

What about ‘Ideas for Our Future’?

 

Modal verbs for making suggestions:

‘Should’ (= advisable)

We should finalise the agenda and get it circulated today.

 

‘Had better’ (= advisable)

We’d better provide transport for them. You’d better start now.

 

‘Could’ (= possible)

We could book for longer.

 

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Lectura: ¿De qué depende su Efectividad como Jefe?

Lectura: ¿De qué depende su Efectividad como Jefe?

A continuación encontraremos otra lectura útil para la práctica de reading en Inglés (nivel Intermedio – Alto):

At least four sets of factors influence your effectiveness as a manager, and not all of them are under your direct control.

You. In the first place, there is you. You bring a unique blend of knowledge, skills, attitudes, values and experience to your job, and these will influence your effectiveness. If you have been a manager for some time, you will remember some of the mistakes you made as a new manager, and can see how your greater skills now help you to be more effective.

Your job. Then there is the job that you do. It is likely to have many features in common with other managerial jobs, but just as you are unique, so is your job in its detailed features and some of its demands on you. There may be a good or bad match between your skills and the demands of the job, and this affects your potential effectiveness.

The people you work with. The people you work with exert a major influence on how effective you can be as a manager. Descriptions of a manager include ‘a person who gets work done through other people’, ‘someone with so much work to do that he must get other people to do it’, and ‘the person who decides what needs doing, and gets someone else to do it’. Perhaps surprisingly they get close to the truth with their emphasis on the importance of people for the achievement of a manager’s work. One measure of managerial effectiveness is the extent to which a manager can motivate people and coordinate their efforts to achieve optimum performance. However, in most settings managers do not control people in the way that they can control the other resources that they need to get their work done. Rather, managers are dependent on people. Managers’ effectiveness is limited by the qualities, abilities and willingness of these people.If we had been writing 50 years ago, we would have mentioned that there are organisations where commands are frequently given, for example, the military services, the fire service and the police service. In the twenty-first century there will still be situations where a manager in such organisations gives an order and expects immediate compliance. However, many of the processes in organisations such as these now involve softer methods of managing staff.

Your organisation. Finally, the organisation you work in determines how effective you can be. How the organisation is structured and your position in it affect your authority and your responsibilities, and impose constraints on what you are able to achieve. Similarly, the culture of the organisation, with its unwritten norms and ways of working, also influences your ability to be effective as a manager.

Effectiveness, then, does not come from just learning a few management techniques. Some techniques are important and necessary, but managerial effectiveness is more complex. It is influenced by a range of factors – you, the job you do, the people you work with, and the organisation you work in.

 

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¿Qué tipo de Inglés es necesario para poder estudiar a nivel de posgrado en el exterior?

¿Qué tipo de Inglés es necesario para poder estudiar a nivel de posgrado en el exterior?

You may well be confident in using English in everyday situations, but the kind of English you need for study is rather different. It is what is known as ‘Academic English’, or ‘English for Academic Purposes’ (EAP), and is the English you need to undertake the following activities:

  • read and understand university course books and materials;
  • identify (and make notes on) the main points from written and spoken materials – books, cassettes, video, DVD, CD-ROM, etc.;
  • express concepts and ideas in your own words;
  • organise your writing so that the meaning of your argument or description is clear;
  • use correct grammar, punctuation and spelling;
  • write in an appropriate style;
  • be able to check your written work for accuracy and meaning;
  • choose the appropriate structure for the task and use academic conventions, e.g. referencing;
  • understand the requirements of questions set for assignments and examinations.

Although you will develop these skills further as you study, you do need them to some extent before you start. The process of working through various tasks will help you to decide whether you feel ready to start studying at higher education level.

Advice on reading and understanding academic texts

  • When reading new materials, first read through a complete section without stopping to get a general idea of the overall meaning.
  • Try to guess unfamiliar words from the context.Then, read the section again and check key words in an English-English dictionary.
  • Write the definitions in English, not in your first language.
  • Write a sentence or two in English, in your own words, summarising the main ideas in the text.

Advice on identifying the main points from written materials

  • Practise by reading articles in ‘serious’ newspapers or magazines or listening to/watching serious programmes on the radio or TV, and making notes in English in your own words about the main points.
  • Write a summary of the article or programme.
  • Show it to a friend to see if he or she can get an idea of what the article was about from your summary.

 

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