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02 Performance Criteria
02 Performance Criteria
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02 Performance Criteria

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  • 1. Performance criteria for Project editor Core competence: Area: Desktop publishing (Quality and quantity of work and ability to complete tasks) • Linguistic repertoire: follow up on translation faults • Contribution of ideas or insights facilitating and conducive to approval of the textbooks by Curriculum Officer and the company’s strategy on publishing textbooks of different disciplines • Seamlessly smooth flow of ideas along development of salient interconnecting or intertwining themes or plots • Coherence and cohesion of texts around a central theme • Adoption of investigative approach in presentation of ideas and content logically and systematically • Familiarity with prior knowledge of students according to the sequence of teaching with our textbooks. • Incorporate different students activities into textbooks appropriately • Fabricate up-to-date assessment tasks in line with latest assessment methods and rubrics • Readership: right match between level of students and difficulties of the content • Ability to easify difficult academic texts into ones suitable for band 2 high school students • Provision of valuable and suitable feedback to authors • Ability to locate updated information relevant to replace obsolete content of the textbooks • Ability to integrate latest information from different seminars into the textbooks • Liveliness and creativity of scripts arousing and sustaining students’ interests in reading the content Area: Management and Administration • Project management: Ensure smooth logistical flow between production and editorial departments and within editorial department and between authors and project editor (co-ordination skills, negotiation skills, problem-solving skills, decision making skills) • Human resources: Selection tests and interviews; performance appraisal of editors and coaching skills • Leadership skills: managing, counselling, coaching and mentoring, resolving conflicts, managing crisis Area: Other objective criteria • Reliability (e.g. Punctuality, attendance, adherence to instructions) • Social coping (e.g. ability to get along with other, working as part of team) • Organisation coping (e.g. understanding of corporate culture, conformity with employer policies) • Initiative to learn and finish tasks • Knowledgeability, creativity and knowledge management • Social networking with teachers, knowledge base and authors etc. 1
  • 2. Performance criteria for Editor Core competence: Area: Desktop publishing (Quality and quantity of work and ability to complete tasks) • Linguistic repertoire: follow up on translation faults • Contribution of ideas or insights facilitating and conducive to approval of the textbooks by Curriculum Officer and the company’s strategy on publishing textbooks of different disciplines • Seamlessly smooth flow of ideas along development of salient interconnecting or intertwining themes or plots • Coherence and cohesion of texts around a central theme • Adoption of investigative approach in presentation of ideas and content logically and systematically • Familiarity with prior knowledge of students according to the sequence of teaching with our textbooks. • Incorporate different students activities into textbooks appropriately • Fabricate up-to-date assessment tasks in line with latest assessment methods and rubrics • Readership: right match between level of students and difficulties of the content • Ability to easify difficult academic texts into ones suitable for band 2 high school students • Provision of valuable and suitable feedback to authors • Ability to locate updated information relevant to replace obsolete content of the textbooks • Ability to integrate latest information from different seminars into the textbooks • Liveliness and creativity of scripts arousing and sustaining students’ interests in reading the content Area: Other objective criteria • Reliability (e.g. Punctuality, attendance, adherence to instructions) • Social coping (e.g. ability to get along with other, working as part of team) • Organisation coping (e.g. understanding of corporate culture, conformity with employer policies) • Initiative to learn and finish tasks • Knowledgeability, creativity and knowledge management • Social networking with teachers, knowledge base and authors etc. 2

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