The document outlines the performance criteria for a Project Editor position. It describes the core competencies expected in two main areas: desktop publishing and management/administration. For desktop publishing, criteria include linguistic skills, contributing ideas to improve textbooks, ensuring coherent themes and ideas, familiarity with student knowledge levels, incorporating student activities, developing assessments, ensuring appropriate difficulty levels, providing feedback, and integrating updated information. For management, criteria involve project management, human resources tasks like interviews, and demonstrating leadership, reliability, teamwork, and initiative.

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.
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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