This document outlines activities for an Assessment Coordinator role in AMS. It describes creating templates for assessment plans and workspaces to structure how degree programs document their assessment processes. It also covers distributing goal sets, running reports, and reviewing faculty submissions. The coordinator role ensures an institution complies with accreditation standards by demonstrating a cyclical assessment process for academic and non-academic programs through AMS documentation.
The document defines various terms related to the Taskstream accountability management system (AMS). Key terms include AMS Coordinator which provides administrative access and tools to set up workspaces and templates. Workspaces group participating areas and reviewers to share and assess plans and artifacts. Templates provide the structure for accountability processes and link assessment tools to requirements. Outcomes must be measurable and can be mapped to goals and assessed in plans.
24221030 Enhance Oracle Sshr With Advanced Personalizations And Oa Fwk Extens...Hossam El-Faxe
Enhance Oracle SSHR with Advanced Personalizations and OA FWK Extensions discusses personalizations, extensions, custom look and feel (CLAF), and deploying extensions in Oracle Application Framework (OAF). It describes how to add new fields, identify available fields, dynamically set properties using SPEL, maintain personalizations using JDR utilities, extend views and entities, add validation, and deploy extensions.
The document discusses configuring security profiles in Oracle E-Business Suite SSHR module. It describes creating two security profiles based on the predefined Vision Supervisor Profile: Supervisor Profile No Granted Access and HUS Supervisor Profile Granted Access. It also assigns these profiles to the Manager Self-Service responsibilities to restrict managers' access to only employees in their supervisor hierarchy. Finally, it tests the new profiles by logging in as a manager and verifying they can only see employees under them.
The document discusses DCMS Next Generation workflow and automation solutions. It provides an overview of potential applications like enterprise applications, collaboration tools, and process automation. It highlights features like business process automation, organization modeling, collaboration, and content management. It also describes use cases like event organization, document approvals, and document collaboration.
Advanced Find allows users to create powerful searches to locate specific records and activities in CRM. Briefings are weekly emails sent to staff on various topics and contacts can view which they are subscribed to. CRM contains contacts from colleges and other organizations along with their college type, job title, primary role, and other information. The communications tab accesses groups and mass communication functions while dashboards provide quick overviews of team information. History shows recent activity on organizations and contacts over time.
This document discusses defining appraisals in Oracle HRMS. It describes different types of appraisals including manager-employee, 360 degree, and self-appraisals. It covers how to design appraisal and assessment templates to evaluate competencies and set objectives. It also discusses using appraisal information for suitability matching and succession planning. The document provides guidance on performing self-appraisals in SSHR and using appraisal data for reporting and analysis.
This document provides an overview of creating a basic people management template in Oracle Human Capital Management (HCM) to improve data entry efficiencies. Key steps include identifying an existing template to build from, configuring data fields and buttons, setting context-sensitive behaviors, defining the task flow and form function, and testing the new template. The goal is to combine related employee data from multiple forms into a single template interface to streamline the data entry process for HR users.
The document defines various terms related to the Taskstream accountability management system (AMS). Key terms include AMS Coordinator which provides administrative access and tools to set up workspaces and templates. Workspaces group participating areas and reviewers to share and assess plans and artifacts. Templates provide the structure for accountability processes and link assessment tools to requirements. Outcomes must be measurable and can be mapped to goals and assessed in plans.
24221030 Enhance Oracle Sshr With Advanced Personalizations And Oa Fwk Extens...Hossam El-Faxe
Enhance Oracle SSHR with Advanced Personalizations and OA FWK Extensions discusses personalizations, extensions, custom look and feel (CLAF), and deploying extensions in Oracle Application Framework (OAF). It describes how to add new fields, identify available fields, dynamically set properties using SPEL, maintain personalizations using JDR utilities, extend views and entities, add validation, and deploy extensions.
The document discusses configuring security profiles in Oracle E-Business Suite SSHR module. It describes creating two security profiles based on the predefined Vision Supervisor Profile: Supervisor Profile No Granted Access and HUS Supervisor Profile Granted Access. It also assigns these profiles to the Manager Self-Service responsibilities to restrict managers' access to only employees in their supervisor hierarchy. Finally, it tests the new profiles by logging in as a manager and verifying they can only see employees under them.
The document discusses DCMS Next Generation workflow and automation solutions. It provides an overview of potential applications like enterprise applications, collaboration tools, and process automation. It highlights features like business process automation, organization modeling, collaboration, and content management. It also describes use cases like event organization, document approvals, and document collaboration.
Advanced Find allows users to create powerful searches to locate specific records and activities in CRM. Briefings are weekly emails sent to staff on various topics and contacts can view which they are subscribed to. CRM contains contacts from colleges and other organizations along with their college type, job title, primary role, and other information. The communications tab accesses groups and mass communication functions while dashboards provide quick overviews of team information. History shows recent activity on organizations and contacts over time.
This document discusses defining appraisals in Oracle HRMS. It describes different types of appraisals including manager-employee, 360 degree, and self-appraisals. It covers how to design appraisal and assessment templates to evaluate competencies and set objectives. It also discusses using appraisal information for suitability matching and succession planning. The document provides guidance on performing self-appraisals in SSHR and using appraisal data for reporting and analysis.
This document provides an overview of creating a basic people management template in Oracle Human Capital Management (HCM) to improve data entry efficiencies. Key steps include identifying an existing template to build from, configuring data fields and buttons, setting context-sensitive behaviors, defining the task flow and form function, and testing the new template. The goal is to combine related employee data from multiple forms into a single template interface to streamline the data entry process for HR users.
This document contains a student's submissions for their Chartered Postgraduate Diploma in Marketing Strategy. It includes a declaration of original work, word counts for each task, and the date of submission. The main body of the document contains three tasks - a report on delivering a culture of innovation, flexibility, and risk management at Associated Motorways Ltd; an internal marketing plan to drive change management; and a briefing paper on risk identification, analysis, and management through internal marketing. Key recommendations include developing a learning organization, encouraging innovation, managing risks through internal marketing, and improving the student's own supportive leadership style.
The growth of a company is a complex process. The researchers discuss the reasons and engines for the growth widely. It can be defined by the increasing size of a company, in terms of employees, of turnover, or network but none of these definitions really explain the essence of growth. According to us, the growth of the company is a mix between matters of size and another ingredient: the maturity of the company. The maturity of a company is not measurable easily by looking at the company. There is here a need for models describing the process of maturation, of growth, of a company. The aim of this paper is to explore one key stage of the maturation process, used by many researchers: the professionalization of a company. The professionalization is the passage from inadequate managerial skills, often coupled with a paternalistic atmosphere, to a functional structure, delegation of authority and formal communication systems and analysis. This is the transformation we chose to lay the emphasis on. In the theory part, a lot of concepts have to be explored. The professionalization is firstly about an entrepreneur gaining some aspects of the manager. He has to obtain some of the qualities of the manager, without giving up the characteristics that make him a successful entrepreneur. Thus, we have to study closely the difference between the entrepreneur and the manager, and find out what qualities make them what they are. Then, we will look closely the learning process of the entrepreneur. Can he acquire the manager’s qualities by his own? How can he do it? The next part will outline the theoretical framework of the professionalization: what are the different steps of the growth, and what are the criteria of the maturation of the company? Finally, we have to describe the possibilities of reaction of the company itself, for instance if the entrepreneur fail to acquire the managerial competences. All these questions will be confronted with empirical data from the cases Polaris, Liko and Index.
Total Quality Service Management Book 1aireen clores
The document provides an introduction to total quality management (TQM), explaining that TQM is a management approach focused on continuous improvement through meeting customer needs and integrating all organizational functions, with an emphasis on quality in all processes and aspects of the organization. It discusses the history and principles of TQM, comparing it to other management styles, and noting that TQM requires organizational transformation and following its principles, including management commitment, employee empowerment, fact-based decision making, and continuous improvement with a customer focus.
Performance Appraisal Methods of Multinational organizationTanjil Sakhawat
This document provides an overview of performance appraisal methods used by multinational organizations. It begins with an executive summary and introduction discussing what performance appraisals are and how they work. It then describes different types of performance appraisal methods and discusses the strategic importance of performance management in a global context. Key points made include that performance appraisals are used to evaluate employees and justify compensation decisions, and that the approach to performance management may differ depending on whether the employee is from the parent country, host country, or third country. Criticisms of performance appraisals are also presented.
This document provides an overview of HCL, an Indian multinational information technology company. It discusses HCL's history beginning in 1976, its core values of entrepreneurship and partnerships. It also outlines HCL's operations in India, including its leadership position in providing IT services and solutions across various industries. The company has a presence in 17 countries and partnerships with Fortune 1000 firms to deliver solutions in key verticals like financial services, healthcare, aerospace and more.
This document is an assignment cover sheet for a student named Sameh Kandil Mohammed Ibrahim. It includes sections for the student and tutor to fill out. The student section includes the assignment/case study name. The tutor section includes spaces for overall mark, individual question marks, comments, and confirmation that the work is the student's own. The contents page lists 5 chapters in the assignment focusing on sustainable business practices at AECOM, an infrastructure firm.
The document outlines the design and implementation of a PM Academy within a large IT services organization. Key points:
- The PM Academy was designed to align with industry standards like PMBOK while blending with the organization's needs and culture. It aimed to sustainably enable PM competency development.
- Challenges included ensuring course alignment with the organization's relationship model, viewing coaches as long-term mentors rather than just trainers, and encouraging continuous learning.
- Adoption depended on stakeholders understanding individual benefits - for participants, career progression; for coaches, enhancing knowledge and networking.
- Building a collaborative PM community was a key strategy to encourage participation and continuous learning.
Although it has been suggested that U.S. investors often check corporate values and ethics, it would seem that the principal criteria is usually only whether the executive team is perceived as having the necessary management skills to carry the company. Sadly, most organizations are wholly over-managed and under-led with bureaucratic, arrogant, and uncreative cultures. MBA schools that turn out managers and not leaders certainly don't help. The result is poorly implemented strategies, acquisitions without the needed synergy, costly re-engineering, and downsizing and quality programs that fail to deliver. Other spiritual theorists and this study substantiate that worker performance and corporate profits, however, can be increased by efforts specifically aimed at boosting personal and workplace spirituality. Dr. Scharmer calls it the "Blind Spot" of a leadership stuck in the past. In a completed pilot study, strong correlations were found between the standard Ellison Spiritual Well-Being Scale and a developed Spiritual Development Scale. In addition, strong correlations were also found between a Workplace Spirituality Well-Being Scale (based on the Open Organizational Profile survey and assessments guidelines from Kotter and Mitroff) individually each with a developed Workplace Commitment, Satisfaction, Attachment, and Values Scale as well as with a Profit Scale.
This document provides assignment briefs for four blog posts on the topic of leadership and people management as part of an OTHM Level 6 Diploma in Business Management. The briefs include instructions for each blog post, specifying which assessment criteria each blog post addresses. Blog Post 1 focuses on leadership styles and theories. Blog Post 2 examines motivation theories and reward systems. Blog Post 3 analyzes team dynamics and effectiveness. Blog Post 4 evaluates performance management systems. Comprehensive guidelines are provided on the expected content, structure, word count and referencing for each blog post.
Develop a portfolio to demonstrate school leadership and management competenc...Saide OER Africa
This document introduces the portfolio module of the Advanced Certificate in Education (School Management and Leadership) program. The purpose of the module is to provide a framework for students to compile a portfolio of evidence demonstrating their competence in school leadership and management. The portfolio will contain evidence collected throughout the program, as well as historical evidence from students' previous work experience. Students will organize their evidence, write reflective commentaries, and develop a professional growth plan to submit for final assessment. Completing the portfolio module successfully will require students to plan, collect, organize and reflect on evidence of their learning and skills over the course of the ACE program.
The document provides an overview of basic search engine optimization techniques for beginners, outlining strategies for optimizing website domains, file names, meta tags, titles, content and other on-page elements to improve search engine rankings. It distinguishes between white hat and black hat SEO tactics, advising readers to focus on using ethical techniques that provide value to users rather than trying to manipulate search engines.
This document discusses using a Balanced Scorecard approach for an organization's HR strategy and processes. It describes how integrating HR metrics and goals into a Balanced Scorecard can help align HR activities with overall business strategy. Some key areas that can be measured include hiring processes, candidate selection, training programs, performance evaluations, and aligning employee compensation and promotion with strategic goals. The document provides guidance on developing an HR Balanced Scorecard, including identifying objectives and metrics for different perspectives like learning and growth, internal processes, and financial outcomes.
This document summarizes key findings from Aberdeen Group's Onboarding Benchmark Report from August 2006. It finds that onboarding new employees is important for retention and company brand. Onboarding now encompasses acclimating and engaging employees, not just orientation. It involves forms, tasks, and socialization. While more companies now formally onboard, many still rely on paper-based processes and do not recognize onboarding's impact on retention and productivity. Best practices include defining onboarding processes, integrating it with hiring, extending it to six months, and using technology for forms, tasks and socialization.
This document provides an updated guidebook for Continuous Process Improvement (CPI) and Lean Six Sigma (LSS) within the Department of Defense (DoD). It summarizes key changes from the original 2006 guidebook, including a new emphasis on adapting CPI principles and implementing LSS. The guidebook defines the CPI framework and roles within DoD, providing latitude for how different services and agencies can structure their own improvement efforts while achieving common goals and metrics. It aims to foster an organizational culture of continuous improvement through leadership engagement and problem-solving at all levels.
New quality evaluation framework is assessed, tested and devised against two global websites in order to validate the reliability of the framework.
The upshot of this study is that it can be used by organisations in order to assess their website quality and simultaneously use the framework to analyse their potential gaps or faults in their digital strategy.
This document discusses three proven tracks for motivating employees and project teams: value creation, leadership opportunity, and gain share. Value creation involves recognizing and rewarding team members for ideas that create cost savings or other benefits. Leadership opportunity provides growth opportunities by assigning higher responsibilities or volunteering roles to recognize top performers. Gain share rewards the entire project team if project profitability targets are exceeded. These tracks are grounded in motivation theories like Maslow's hierarchy of needs and Herzberg's two-factor theory. Value creation can come from value engineering during planning or ongoing value improvement plans during execution. Leadership opportunities may involve specific project roles or volunteering. Gain share compensates for measurable performance gains. Together these tracks aim to fulfill higher-level needs
An expert document summarizes the benefits of automating performance management processes over manual processes. Key benefits include making reviews faster and easier to administer, providing more relevant feedback, identifying competency gaps, increasing productivity, and eliminating paper work. Automation aligns employee goals with organizational objectives, facilitates competency management, streamlines evaluations, and allows for data analysis to drive improvements.
HRMS domain modules with performance testing approachSiva Kota
The document provides an overview of the modules in an HRMS system including talent management, onboarding, payroll, employee self-service, manager self-service, appraisal and training, and promotion. It describes the key processes and workflows in each module such as the recruiting process in talent management, the onboarding process, payroll processing features, and functions available through the employee and manager self-service portals. The document also provides high-level architecture of the HRMS system.
This white paper discusses combining internal audit and second line of defense functions. It summarizes that while the three lines of defense model positions internal audit independently in the third line, in practice responsibilities and job titles vary, with some organizations combining internal audit and second line functions like risk management and compliance. The paper analyzes perspectives on combining functions from stakeholders and professional standards. It identifies basic conditions and safeguards needed to ensure auditor independence and objectivity if functions are combined, such as having no management responsibilities, formalized roles, and segregation of duties. The paper concludes that combining functions is not preferred but may be acceptable if basic conditions are met and safeguards established.
The document discusses the importance of customer service and provides tips for effectively handling difficult customers. It emphasizes being responsive, reliable, and respectful. When dealing with rude customers, the key is to remain calm, not take things personally, actively listen and sympathize, apologize gracefully, and find a solution. The document also discusses different customer personality types and avoiding common errors like making assumptions without considering context. Good customer service requires understanding situations from the customer's perspective.
Tier 1 provides support for basic account creations, adding affiliations, and checking out areas to add content to workspaces. Tier 2 assists with single sign-on account creations, hierarchy changes, coordinator permissions, special site processes, canceling reviews, troubleshooting non-bug issues, organizational goal sets, and general workspace management. Tier 3 handles organizational area creations by creating batches and manager accounts, setting up sandboxes for guest accounts, and developing custom guides, and requires requests to go through the AMS implementation team.
This document contains a student's submissions for their Chartered Postgraduate Diploma in Marketing Strategy. It includes a declaration of original work, word counts for each task, and the date of submission. The main body of the document contains three tasks - a report on delivering a culture of innovation, flexibility, and risk management at Associated Motorways Ltd; an internal marketing plan to drive change management; and a briefing paper on risk identification, analysis, and management through internal marketing. Key recommendations include developing a learning organization, encouraging innovation, managing risks through internal marketing, and improving the student's own supportive leadership style.
The growth of a company is a complex process. The researchers discuss the reasons and engines for the growth widely. It can be defined by the increasing size of a company, in terms of employees, of turnover, or network but none of these definitions really explain the essence of growth. According to us, the growth of the company is a mix between matters of size and another ingredient: the maturity of the company. The maturity of a company is not measurable easily by looking at the company. There is here a need for models describing the process of maturation, of growth, of a company. The aim of this paper is to explore one key stage of the maturation process, used by many researchers: the professionalization of a company. The professionalization is the passage from inadequate managerial skills, often coupled with a paternalistic atmosphere, to a functional structure, delegation of authority and formal communication systems and analysis. This is the transformation we chose to lay the emphasis on. In the theory part, a lot of concepts have to be explored. The professionalization is firstly about an entrepreneur gaining some aspects of the manager. He has to obtain some of the qualities of the manager, without giving up the characteristics that make him a successful entrepreneur. Thus, we have to study closely the difference between the entrepreneur and the manager, and find out what qualities make them what they are. Then, we will look closely the learning process of the entrepreneur. Can he acquire the manager’s qualities by his own? How can he do it? The next part will outline the theoretical framework of the professionalization: what are the different steps of the growth, and what are the criteria of the maturation of the company? Finally, we have to describe the possibilities of reaction of the company itself, for instance if the entrepreneur fail to acquire the managerial competences. All these questions will be confronted with empirical data from the cases Polaris, Liko and Index.
Total Quality Service Management Book 1aireen clores
The document provides an introduction to total quality management (TQM), explaining that TQM is a management approach focused on continuous improvement through meeting customer needs and integrating all organizational functions, with an emphasis on quality in all processes and aspects of the organization. It discusses the history and principles of TQM, comparing it to other management styles, and noting that TQM requires organizational transformation and following its principles, including management commitment, employee empowerment, fact-based decision making, and continuous improvement with a customer focus.
Performance Appraisal Methods of Multinational organizationTanjil Sakhawat
This document provides an overview of performance appraisal methods used by multinational organizations. It begins with an executive summary and introduction discussing what performance appraisals are and how they work. It then describes different types of performance appraisal methods and discusses the strategic importance of performance management in a global context. Key points made include that performance appraisals are used to evaluate employees and justify compensation decisions, and that the approach to performance management may differ depending on whether the employee is from the parent country, host country, or third country. Criticisms of performance appraisals are also presented.
This document provides an overview of HCL, an Indian multinational information technology company. It discusses HCL's history beginning in 1976, its core values of entrepreneurship and partnerships. It also outlines HCL's operations in India, including its leadership position in providing IT services and solutions across various industries. The company has a presence in 17 countries and partnerships with Fortune 1000 firms to deliver solutions in key verticals like financial services, healthcare, aerospace and more.
This document is an assignment cover sheet for a student named Sameh Kandil Mohammed Ibrahim. It includes sections for the student and tutor to fill out. The student section includes the assignment/case study name. The tutor section includes spaces for overall mark, individual question marks, comments, and confirmation that the work is the student's own. The contents page lists 5 chapters in the assignment focusing on sustainable business practices at AECOM, an infrastructure firm.
The document outlines the design and implementation of a PM Academy within a large IT services organization. Key points:
- The PM Academy was designed to align with industry standards like PMBOK while blending with the organization's needs and culture. It aimed to sustainably enable PM competency development.
- Challenges included ensuring course alignment with the organization's relationship model, viewing coaches as long-term mentors rather than just trainers, and encouraging continuous learning.
- Adoption depended on stakeholders understanding individual benefits - for participants, career progression; for coaches, enhancing knowledge and networking.
- Building a collaborative PM community was a key strategy to encourage participation and continuous learning.
Although it has been suggested that U.S. investors often check corporate values and ethics, it would seem that the principal criteria is usually only whether the executive team is perceived as having the necessary management skills to carry the company. Sadly, most organizations are wholly over-managed and under-led with bureaucratic, arrogant, and uncreative cultures. MBA schools that turn out managers and not leaders certainly don't help. The result is poorly implemented strategies, acquisitions without the needed synergy, costly re-engineering, and downsizing and quality programs that fail to deliver. Other spiritual theorists and this study substantiate that worker performance and corporate profits, however, can be increased by efforts specifically aimed at boosting personal and workplace spirituality. Dr. Scharmer calls it the "Blind Spot" of a leadership stuck in the past. In a completed pilot study, strong correlations were found between the standard Ellison Spiritual Well-Being Scale and a developed Spiritual Development Scale. In addition, strong correlations were also found between a Workplace Spirituality Well-Being Scale (based on the Open Organizational Profile survey and assessments guidelines from Kotter and Mitroff) individually each with a developed Workplace Commitment, Satisfaction, Attachment, and Values Scale as well as with a Profit Scale.
This document provides assignment briefs for four blog posts on the topic of leadership and people management as part of an OTHM Level 6 Diploma in Business Management. The briefs include instructions for each blog post, specifying which assessment criteria each blog post addresses. Blog Post 1 focuses on leadership styles and theories. Blog Post 2 examines motivation theories and reward systems. Blog Post 3 analyzes team dynamics and effectiveness. Blog Post 4 evaluates performance management systems. Comprehensive guidelines are provided on the expected content, structure, word count and referencing for each blog post.
Develop a portfolio to demonstrate school leadership and management competenc...Saide OER Africa
This document introduces the portfolio module of the Advanced Certificate in Education (School Management and Leadership) program. The purpose of the module is to provide a framework for students to compile a portfolio of evidence demonstrating their competence in school leadership and management. The portfolio will contain evidence collected throughout the program, as well as historical evidence from students' previous work experience. Students will organize their evidence, write reflective commentaries, and develop a professional growth plan to submit for final assessment. Completing the portfolio module successfully will require students to plan, collect, organize and reflect on evidence of their learning and skills over the course of the ACE program.
The document provides an overview of basic search engine optimization techniques for beginners, outlining strategies for optimizing website domains, file names, meta tags, titles, content and other on-page elements to improve search engine rankings. It distinguishes between white hat and black hat SEO tactics, advising readers to focus on using ethical techniques that provide value to users rather than trying to manipulate search engines.
This document discusses using a Balanced Scorecard approach for an organization's HR strategy and processes. It describes how integrating HR metrics and goals into a Balanced Scorecard can help align HR activities with overall business strategy. Some key areas that can be measured include hiring processes, candidate selection, training programs, performance evaluations, and aligning employee compensation and promotion with strategic goals. The document provides guidance on developing an HR Balanced Scorecard, including identifying objectives and metrics for different perspectives like learning and growth, internal processes, and financial outcomes.
This document summarizes key findings from Aberdeen Group's Onboarding Benchmark Report from August 2006. It finds that onboarding new employees is important for retention and company brand. Onboarding now encompasses acclimating and engaging employees, not just orientation. It involves forms, tasks, and socialization. While more companies now formally onboard, many still rely on paper-based processes and do not recognize onboarding's impact on retention and productivity. Best practices include defining onboarding processes, integrating it with hiring, extending it to six months, and using technology for forms, tasks and socialization.
This document provides an updated guidebook for Continuous Process Improvement (CPI) and Lean Six Sigma (LSS) within the Department of Defense (DoD). It summarizes key changes from the original 2006 guidebook, including a new emphasis on adapting CPI principles and implementing LSS. The guidebook defines the CPI framework and roles within DoD, providing latitude for how different services and agencies can structure their own improvement efforts while achieving common goals and metrics. It aims to foster an organizational culture of continuous improvement through leadership engagement and problem-solving at all levels.
New quality evaluation framework is assessed, tested and devised against two global websites in order to validate the reliability of the framework.
The upshot of this study is that it can be used by organisations in order to assess their website quality and simultaneously use the framework to analyse their potential gaps or faults in their digital strategy.
This document discusses three proven tracks for motivating employees and project teams: value creation, leadership opportunity, and gain share. Value creation involves recognizing and rewarding team members for ideas that create cost savings or other benefits. Leadership opportunity provides growth opportunities by assigning higher responsibilities or volunteering roles to recognize top performers. Gain share rewards the entire project team if project profitability targets are exceeded. These tracks are grounded in motivation theories like Maslow's hierarchy of needs and Herzberg's two-factor theory. Value creation can come from value engineering during planning or ongoing value improvement plans during execution. Leadership opportunities may involve specific project roles or volunteering. Gain share compensates for measurable performance gains. Together these tracks aim to fulfill higher-level needs
An expert document summarizes the benefits of automating performance management processes over manual processes. Key benefits include making reviews faster and easier to administer, providing more relevant feedback, identifying competency gaps, increasing productivity, and eliminating paper work. Automation aligns employee goals with organizational objectives, facilitates competency management, streamlines evaluations, and allows for data analysis to drive improvements.
HRMS domain modules with performance testing approachSiva Kota
The document provides an overview of the modules in an HRMS system including talent management, onboarding, payroll, employee self-service, manager self-service, appraisal and training, and promotion. It describes the key processes and workflows in each module such as the recruiting process in talent management, the onboarding process, payroll processing features, and functions available through the employee and manager self-service portals. The document also provides high-level architecture of the HRMS system.
This white paper discusses combining internal audit and second line of defense functions. It summarizes that while the three lines of defense model positions internal audit independently in the third line, in practice responsibilities and job titles vary, with some organizations combining internal audit and second line functions like risk management and compliance. The paper analyzes perspectives on combining functions from stakeholders and professional standards. It identifies basic conditions and safeguards needed to ensure auditor independence and objectivity if functions are combined, such as having no management responsibilities, formalized roles, and segregation of duties. The paper concludes that combining functions is not preferred but may be acceptable if basic conditions are met and safeguards established.
The document discusses the importance of customer service and provides tips for effectively handling difficult customers. It emphasizes being responsive, reliable, and respectful. When dealing with rude customers, the key is to remain calm, not take things personally, actively listen and sympathize, apologize gracefully, and find a solution. The document also discusses different customer personality types and avoiding common errors like making assumptions without considering context. Good customer service requires understanding situations from the customer's perspective.
Tier 1 provides support for basic account creations, adding affiliations, and checking out areas to add content to workspaces. Tier 2 assists with single sign-on account creations, hierarchy changes, coordinator permissions, special site processes, canceling reviews, troubleshooting non-bug issues, organizational goal sets, and general workspace management. Tier 3 handles organizational area creations by creating batches and manager accounts, setting up sandboxes for guest accounts, and developing custom guides, and requires requests to go through the AMS implementation team.
This document provides troubleshooting tips for various single sign-on (SSO) methods in Taskstream, including Blackboard SSO, LTI SSO, SAML SSO, Shibboleth SSO, CampusCruiser SSO, CAS SSO, TS API SSO, and Web Service Token SSO. For each method, it identifies what attribute is used to determine SSO (e.g. PK ID for Blackboard, name and email for LTI/SAML) and recommends checking for duplicate accounts or ensuring attribute values match between the portal and Taskstream if SSO fails. It also provides tips for specific processes like updating PK IDs in Blackboard or handling duplicate CampusCruiser Person
This document provides answers to common questions about using the AMS (Assessment Management System). It explains how to edit content, check in requirements, add affiliations, create accounts, submit work for review, email usernames and passwords, attach documents, and enroll participating areas in a workspace. Force checking in of requirements by an AMS Coordinator and the check out/check in process to allow editing by one user at a time are also described.
This document provides an overview of the Accountability Management System (AMS) for faculty, administrators, and staff. AMS is a portal designed to help institutions manage outcomes assessment and continuous improvement processes. It allows users to define objectives and outcomes collaboratively and track assessments. Users are assigned to workspaces corresponding to their roles to add and review content, and discuss requirements with colleagues. The purpose is to improve learning, not evaluate individuals. Technical support is available through help documents or by contacting the vendor.
The taskstream enterprise data hub moodletaskstream
The document describes how Moodle, a learning management system, can connect to Taskstream, an assessment management system. The Moodle administrator sets up the initial connection, while the assessment program manager links specific Moodle course sections to Taskstream assignments. Students access and submit Taskstream assessments through their Moodle courses, and faculty evaluate the submissions and send grades back to the Moodle gradebook.
The taskstream enterprise data hub canvastaskstream
Canvas and Taskstream allow students to access and complete assessments in Taskstream directly from their Canvas course. Faculty can then evaluate student submissions in Taskstream and send grades back to the Canvas gradebook. The connection between the two systems is set up by the institution's administrators and coordinators.
The taskstream enterprise data hub blackboardtaskstream
The document describes the connection between Blackboard and Taskstream, allowing students to access and complete Taskstream assessments from their Blackboard course. Faculty can then evaluate student submissions in Taskstream and send grades back to the Blackboard gradebook. The Blackboard administrator and Taskstream coordinator set up the connections between courses, assignments, and systems.
This document provides a summary of a quick-start guide for field placement database administration in Taskstream. It discusses setting up a new field placement database or editing an existing one. Key areas covered include permissions, terminology, selecting fields, and establishing associations between placements and academic programs/courses. The guide provides instructions for customizing the database to meet an organization's specific needs and terminology.
There have been increased requests from leads to allow edTPA students to resubmit work to Pearson if they uploaded corrupted files or want to change files before final submission. The submit to Pearson button for a student can be re-enabled in the student administration system by selecting the student and choosing to reset the submission button, which allows further uploads as long as the student has not fully submitted to Pearson.
Quick start guide - performance by standards reports taskstream
This document provides instructions for creating a Performance by Standards report in Taskstream. The report allows users to generate assessment performance reports based on selected standards and rubric criteria. It provides steps for selecting standards, templates, rubric criteria, users/filters, and programs. The report then displays performance results for each criterion and standard, and allows drilling down into standard group and author details.
Running an evaluation form responses reporttaskstream
The Evaluation Form Responses Report allows administrators to generate reports on evaluations completed using custom forms. It provides aggregated results for entire groups of respondents and individual respondents, comparing submission responses. The report can only aggregate data from forms used for evaluations, not author submissions. To run the report, an administrator selects a form, respondents, and evaluation date range. The report displays summary statistics and details, including all individual responses.
The document provides instructions for running Program Activity Reports in Taskstream. It describes how to generate reports for all authors, a single author, or authors grouped by evaluator. The report displays authors' progress and status in different areas of a program. It can show details on individual authors' submissions and evaluations for a given area. The report data can be filtered and exported to Excel for further analysis.
Quick start guide - multi-program status reports - copytaskstream
The document provides instructions for generating a Multi-Program Status Report in Taskstream. It describes how to generate a report for a single individual or group of individuals to view their enrollment status, submission counts, and evaluation completion across one or more programs. The report displays summary and detailed information about requirements submitted, evaluated, and pending evaluation for each program an individual is enrolled in. It also indicates their overall completion status.
This document provides instructions for running and saving a Performance by DRF Category Report in Taskstream. The report shows performance for each requirement and category in a DRF and can be generated for individual participants, all participants, or subgroups. The report results include a main summary, individual category/requirement details, and author performance details. Saved reports can be given a name and description and shared with other coordinators.
The document provides instructions for using the Directed Response Folio (DRF) Assessment System to design assessment templates. It discusses how to create and customize DRF templates which define work requirements and methods of evaluation. Templates are organized in a three-level structure of general information, categories, and requirements. The DRF Template Builder allows customizing this structure and assigning evaluation methods.
1. The document provides instructions for creating a Degree Review Framework (DRF) program in Taskstream to distribute a portfolio template to students. This includes entering a program title and description, selecting program options and permissions, enrolling participants, and making the program active.
2. Key steps include selecting the reviewer and evaluator permissions, choosing a template, generating a self-enrollment code for students, and manually enrolling reviewers and evaluators through the member locator.
3. The last sections cover grouping authors with reviewers/evaluators, optionally attaching resources, and changing the program status to active once setup is complete.
This document provides instructions for using the LessonBuilder tool in Taskstream:
1. The LessonBuilder can be accessed from the Lessons, Units & Rubrics page and used to create new standards-based lessons, search existing lessons, and edit or delete lessons.
2. To create a new lesson, users select a template and provide a title, then add and save content for each lesson element on the Build Lesson page.
3. Existing lessons can be adapted by copying them or converting between formats like Quick Form and more detailed formats. Archived lessons can also be viewed.
The Taskstream Unit Builder allows users to create and manage instructional units by organizing existing lessons and activities. Users can create new units using templates, search existing units, and edit or delete units. When building a unit, the Unit Builder provides elements to add details like learning objectives, assessments, and attached lessons. Lessons can be created in the Lesson Builder and then associated with units. The Unit Builder helps teachers organize and sequence lessons into cohesive instructional units.
This document provides an agent quick start guide for OfficeSuite call center services. It outlines how agents can sign in and out of queue duty to receive calls either from their phone using an ACD sign in/out button or through a web browser by selecting "Go Ready" to sign in and "Sign Out" to sign out. Agents should sign in and out of queue duty at least once per day in order to receive or stop receiving calls.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Self-Paced Activities for AMS— Assessment Coordinator Activity
Last updated February 2012 Page 1
SELF-PACED ACTIVITIES FOR AMS:
ASSESSMENT COORDINATOR ACTIVITY
Table of Contents
Introduction....................................................................................................................................2
The Reviewer Role...........................................................................................................................2
I. Acting as a Reviewer...............................................................................................................2
1. Activity: Review Submissions...............................................................................................3
The AMS Coordinator Role...............................................................................................................4
I. Scenario.................................................................................................................................4
II. Create Workspace /Templates ................................................................................................5
1. Activity 1: Create Assessment Plan Template .......................................................................5
2. Activity 2: Create an Operational Plan Template...................................................................7
3. Activity 2: Create Workspace Template................................................................................7
III. Workspace Management......................................................................................................10
1. Activity: Set up Workspaces in the “Workspace Management” area....................................11
IV. Goal Sets..............................................................................................................................13
1. Activity: Create & Distribute a Goal Set..............................................................................14
V. Running Reports...................................................................................................................15
1. At-A-Glance Reports.........................................................................................................15
2. Management Reports.......................................................................................................17
VI. Communications and Resources............................................................................................18
1. Activity: Explore Communications & Resources..................................................................19
Administration of Faculty Credentials .............................................................................................20
I. Scenario...............................................................................................................................20
II. Edit Faculty Profiles ..............................................................................................................21
1. Activity: Enter Information on Behalf of Faculty..................................................................21
III. Credential Faculty.................................................................................................................21
1. Activity: Review and Confirm Faculty Credentials................................................................22
IV. FacultyActivity Report..........................................................................................................22
1. Activity: Explore Faculty Activity and Related One-Click Reports..........................................22
V. (Optional) Administering Faculty Credentials..........................................................................23
2. Activity: Administering Faculty Credentials.........................................................................23
2. Self-Paced Activities for AMS— Assessment Coordinator Activity
Last updated February 2012 Page 2
Appendix.......................................................................................................................................25
INTRODUCTION
The prerequisiteforthisactivityisthatyouhave completedthe AMSFacultyMemberActivities.
Some of the tasksyouwill dointhe followingpageswill require thatyouhave submittedworkasa
Facultymemberinthe *OutcomesAssessmentWorkspace*.
In thissetof activitiesyouwill learnaboutsome otherrolesthatare involvedinthe outcomes
assessmentprocessandhowthese variousrolesuse the TaskStreamsystem:
Reviewerrole: A persondesignatedbythe institution,departmentorprogramto review
worksubmittedbyfaculty(e.g.MissionStatements,Outcomes,Assessmentplansor
findings,etc.).Thisreviewprocesscanserve multiple purposes;itcan be usedsimplyto
ensure thatdocumentationissubmittedinatimelywayand/oritcan be usedto provide
guidingfeedbackforthe purpose of improvement.
AMS Coordinator: A person(ormultiple people) whouse variousAMSCoordinator(or
“admin”) toolstoset up,monitorandreport onactivitiesconductedviathe Workspace.
These activities include:
o Creatingan assessmentplantemplate
o CreatingWorkspace Template
o Distributingthe Workspace Template tovariousareasof the organizationthatneed
to add contentto the workspace
o Runningreports
You will alsoreturntothe Faculty Credentials module,thistime consideringit fromthe perspective
of administration.
THE REVIEWER ROLE
I. Acting as a Reviewer
In thisactivityyouwill playthe role of a reviewer.Asmentionedabove,areviewer mightsimply
ensure thatdocumentationissubmittedinatimelywayorhe or she mightbe taskedwithproviding
guidingfeedbackforthe purpose of improvement.
*Keepin mind: The Reviewerrole inAMSisthe same as the Evaluatorrole inLAT. Actionsyou’ve
learnedinLATtrainingwill applytothisAMS Reviewer activity.
3. Self-Paced Activities for AMS— Assessment Coordinator Activity
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1. Activity: Review Submissions
Login and Access Items to Review
1. Log in toAMS
2. Clickon the “Items RequiringReview”link. This
linkshouldappearinthe leftpanel of your
homepage (fig.1).
*Note: if youdo not see the link“ItemsRequiringReview”ORyoudonot see submissionsthat
are awaitingyourreviewfromthe workspace titled*OutcomesAssessmentWorkspace*,thenyou
have not beenassignedthe proper permissions. Pleasecontactthe trainingcoordinatortocorrect
thisproblem.
Review Items
Review 1-2of the itemssubmittedtoyou(e.g., missionstatement).
For eachitemyou review:
1. Addsome commentsthatwouldhelpimprove the contentof the submission.
2. Release the reviewtothe participatingarea.
View All Submissions
1. Back on the homepage,selectthe “View all Submissions”link(fig.1).
2. Familiarize yourself withthisview of the submissions.
QUESTION 1: WHATIS THE DIFFERENCE BETWEEN CLICKING “ITEMS REQUIRINGREVIEW”AND
“VIEW ALL SUBMISSIONS”?
fig. 1
4. Self-Paced Activities for AMS— Assessment Coordinator Activity
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Put on your faculty hat again!
1. Nowput onyour facultyhat again.Openyourworkspace (from the majorworkpanel of
your AMS home page) andgo to the ‘Readand SubmitReview’tab.
2. Readreview.Notice thatmissionstatementisnolongerlockedso thatyoumay continue to
editit.(Thisisbecause the AMS Coordinatorsetthe preferenceforMissionStatement to
alloweditingafterrelease,somethingyouwill doyourself foranothertemplate,laterinthis
trainingsession.)
THE AMS COORDINATOR ROLE
I. Scenario
Your institutionhasrecentlypromoted youfromfacultymembertothe new Directorof Assessment
position. Youare charged withhelpingthe institutionpreparefortheirnext accreditationvisitby
SACS(SouthernAssociationof Collegesand Schools)in2015.
For backgroundinformation,itmaybe useful toreadmore aboutSACS:
http://sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdf (section3.3)
QUESTION 2: HOW DOES A DIRECTOR OF ASSESSMENT ENSURE THAT THEIR INSTITUTION CAN
COMPLY WITH THE ABOVE MENTIONED SACS ACCREDITATION CRITERIA?HOWIS TASKSTREAM
USED TO HELP DEMONSTRATE COMPLIANCE WITH THIS CRITERION?
SACSaccreditationcriteria:
SACS3.3.1 “the Institutionidentifiesexpectedoutcomes,assessesthe
extenttowhichitachievesthese outcomes,andprovidesevidenceof
improvementbasedonanalysisof the results”
5. Self-Paced Activities for AMS— Assessment Coordinator Activity
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As Directorof Assessment,you have decided thatbothacademicand non-academicprograms and
serviceswithinthis institution should engageinacyclical outcomesassessmentprocessandcreate
documentsthatdemonstrate thatthe institutionisaddressingthe SACsaccreditationcriteria.In
your Workspace template,youwill addthe following requirementsthatprogramswithinthe
institutionmusteachfill out:
Missionstatement:A missionstatementisastatementof the purpose of a specificareaof
the organizationorthe organizationitself.The missionstatementshouldguide the actions
of the organization,spell outitsoverall goal,provide asense of direction,andguide
decision-making.
Learning outcomes.
Curriculummap.
Assessmentplansand relatedinformation.Every twoyears,all programsmust submit:
o An assessmentplan;
o Followingthe collectionof assessmentdata(viaLATor otherassessmentmethods),
assessmentfindings basedonthatplan.
Operational Plans and relatedinformation. Thisplanwill include aplace forprogramsto
listthe actionitemsthatwill be usedtoimprove outcomesin subsequentassessment
cycle(s).
*Note: if any of the above termsare unfamiliartoyou,refertoyourpreviousAMSfaculty
membertrainingactivityand/orthe AMSglossary.
II. Create Workspace /Templates
In the nextfewsteps,youwill be structuringthe templatesand Workspacesthatyourinstitution’s
degree programs will use tocollectthe documentation describedinthe scenario(mission
statement,learningoutcomes,assessmentplan,etc.).
1. Activity 1: Create AssessmentPlan Template
Login and Begin
Log intoAMS as yourself. Youhave alreadybeengiventhe
AMS Coordinatorrole at the highestpermissionlevel.
Make sure youare workingwithinthe Z_TaskStreamAMS
Training Area. Youcan confirmthisbylookingatthe left
panel,atthe “At-a-Glance Oversight”reportslabel(fig.2).
fig. 2
6. Self-Paced Activities for AMS— Assessment Coordinator Activity
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*Note: If youare notable to access thisAMS OA whenyoulog inwithyouraccount, please notify
the trainingmanager.If youhave beengivenproperpermissions,youshouldbe able tosee AMS
Coordinatortool links inthe leftpanel of yourAMShomepage.
Create the Assessment Plan Template
WithTaskStream,the AMS Coordinatorcreatesanassessmentplantemplate,tailoringthe input
areas to the needsof the particularinstitution. People inthatinstitutionthenuse the assessment
planto documenthoweachoutcome will be measuredand,later,todocumentthe findingsfrom
these measures.
Variousinstitutionsmayhave differentdatatheyhope tocollectfromthe departments,degree
programsor coursesas part of the assessmentprocess. Commontoall assessmentplans,however,
isthat the departmentordegree programmustestablishoutcomesthattheywishtomeasure.
Establishingoutcomesis,therefore,aprerequisite forusinganassessmentplan.
Go to Workspace Tools and selectAssessmentPlanTemplate builder.
1. Create a newcustomassessmentplantemplate. Be sure the name youassignincludesyour
ownname or otherinformationthatmakesiteasyforyouto distinguishitfromtemplates
createdby otherpeople whoare doingorientation(e.g.,Assessment PlanTemplate- [name
here])
*Note: ThisAssessmentPlantemplate will be neededforthe nexttrainingactivity(“Create
Workspace Template”).
2. The AssessmentPlantemplate isdefinedontwoscreens. Youare initiallynavigatedtoStep
1: Create the Plan Components. Fromthere youcan “Save and Continue to Findings
Components”(Step2). On each screen:
a. Change some elementsof the screen: modifydirections;include/exclude fields;
change a fieldlabel.
b. Adda customcomponent
i. On the Planscreen,add “Implementationdetails”,askingfacultytodescribe
the time frame of the assessment andwhowill dowhat.
ii. On the Findingsscreen,addacomponentfor“lessonslearned”
3. Be sure to save yourwork!
QUESTION 3: WHATIS THE PURPOSE OF THE ASSESSMENT PLAN TEMPLATE? WHATARE THE
TWO PARTS OF AN ASSESSMENT PLAN?
7. Self-Paced Activities for AMS— Assessment Coordinator Activity
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2. Activity 2: Create an Operational Plan Template
Create the Operational Plan Template
WithTaskStream,the AMS Coordinatorcreatesanoperational plantemplate,tailoringthe input
areas to the needsof the particularinstitution. People inthatinstitutionthenuse the operational
planto documentactionstheywill take toimprove the learningandteachingenvironment,and
later,to documentstatusesoneachof those actionitems.The operational planisusuallydoneafter
the assessmentplanfindingsare complete,andeachactioncan linktothe findings inthe
assessmentplan.
Variousinstitutionsmayhave differentdatatheyhope tocollectfromthe departments,degree
programsor coursesas part of the assessmentprocess. Commontoall operational plans,however,
isthat the departmentordegree programmust include the outcomesthattheywishto improve.
Establishingoutcomesis,therefore,also prerequisite tousinganoperational plan.
Sometimesoperational plansare usedtodocumentoperationalorstrategicoutcomesandaction
itemsrelatedtothem.Inthese cases,the operational planwouldnotnecessarilybe relatedtothe
assessmentplaninanyway,andmay be usedas a standalone document.
Go to Workspace Tools and selectOperationalPlanTemplatebuilder.
4. Create a newcustomoperational plantemplate. Be sure the name youassignincludesyour
ownname or otherinformationthatmakesiteasyforyouto distinguishitfromtemplates
createdby otherpeople whoare doingorientation(e.g., OperationalPlanTemplate- [name
here])
*Note: ThisOperational Plantemplatewill be neededforthe nexttrainingactivity(“Create
Workspace Template”).
5. The Operational Plantemplateisdefinedontwoscreens. Youare initiallynavigatedtoStep
1: Create the Operational Plan Components. Fromthere youcan “Save and Continue to
Status Report Components”(Step2). On each screen:
c. Change some elementsof the screen: modifydirections;include/exclude fields;
change a fieldlabel.
d. Adda customcomponent
6. Be sure to save yourwork!
3. Activity 2: Create Workspace Template
The Workspace template definesthe documentationrequirementsthatfacultyindifferentareasof
the institution(e.g.,programs,departmentsorcourses) will be requiredtofill out,eithercyclically
(e.g. everyotheryear) oras a onetime requirement(inTaskStreamparlance, a“standing
requirement”). Once the template hasbeencreated,youwill enroll Participatingareas(e.g.,
8. Self-Paced Activities for AMS— Assessment Coordinator Activity
Last updated February 2012 Page 8
programs,departmentsorcourses) thatwill eachgeta copy of the template andbe able toadd
contentto it.
Create the Workspace Template with the template “wizard”
Go to Workspace Tools and selectWorkspace Template Builder.
1. Create a new Workspace Template. Again,be sure the name youassignincludesyourown
name or otherdistinguishinglanguage(e.g.,OutcomesAssessmentWorkspace Template-
[name here])
2. Clickthe buttonto BeginCreatingYourWorkspace Template. Youare navigatedtothe
Starting Format, the firstof 4 stepsthatwill enable youtocreate a new Workspace
template.
3. Use the Wizardto Create a Starting Format
a. Addtwo “standingrequirements”: missionstatement;outcomes
b. Adda cyclical requirementthatasksparticipatingareastosubmitassessmentplans
and findings.
i. Selectthe AssessmentPlantemplate youcreatedinthe previousactivity
ii. Selectthe Operational Plantemplateyoucreatedinthe previousactivity
iii. Setthe cycle requirementforeverytwoyears,fortwocycles.
c. Adda CurriculumMapas a cyclical requirement.
4. Save and continue. Youare navigatedtoa screenthatenablesyoutoCustomize yourCycle
Names(optional).
5. Finish,tocontinue ontoStep2: Structure/Requirements.
a. Furthercustomize the template byusingthe AddAreabuttoncreate anewstanding
requirement“RetentionStatistics.” Thiswillbe anarea forcollectinginformation
on the retentionof studentsinthe program(adddirectionstoguide people onhow
to do thisstep)
*Tip: The purpose of addinga customrequirementistoprovide forthe manywaysthat
institutionscollectdataon variousaspectsof theirorganization.Thisareaisverysimilartosetting
up a requirementwithinthe DRFtemplate.Youcanadd customforms,or just allow participating
areas to addtextor attachments.
QUESTION 4: WHATIS THE PURPOSE OF THE WORKSPACE?WHY DOES AN AMS
COORDINATOR NEED TO CREATE A WORKSPACE TEMPLATE?
9. Self-Paced Activities for AMS— Assessment Coordinator Activity
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Create the Workspace Template without the wizard
Try creatinganotherWS template withoutthe startingwizard.Notice thatif youwantedto,youcan
endup withthe same structure as the one above.
QUESTION 5: WHY ARE THERE TWO WAYS TO CREATE WSTEMPLATES (WIZARD VS.
FREEFORM)? WHATARE THE DIFFERENCES?
Complete the Workspace Template
1. Returnto your original Workspace template. SelectStep 3:ReviewMethods.
*Note: Notice thatreviewisoptional inAMSwhereasevaluationinLATisnot optional.
2. One of yourevaluationmethodsshouldbe asimple reviewmethod(e.g.Meets/Doesnot
Meetrequirement)
3. One of yourevaluationmethodsshouldbe amore advancedreview method. Forthis
exercise,use the RubricWizardtocreate a rubric to associate with yourmissionstatement
requirement.
In designingarubric,bearinmindthe requirementitwillbe usedtoevaluate.Forexample,
whencreatinga rubricto evaluate the missionstatement,the rubricshouldreflectcriteria
to be usedby a reviewerlookingforagoodmissionstatement.
*Note: youwill be requiredtoleave the Workspace template areainordertocreate the rubric.
Aftercreatinga rubric,returnto Step 3 of the Workspace template buildertoattach yournew
rubric to the MissionStatementrequirement.
QUESTION 6: WHY DO WE REFER TO “REVIEW”METHODS IN AMS,VS. CALLINGTHEM
“EVALUATION”METHODS, AS WE DO IN LAT? WHY IS REVIEW OPTIONAL IN AMS?
4. On Step4: Preferences,youhave the optiontoreturnto the otherstepsand make changes.
Whenyouconsideryourtemplate complete,clickContinue toCreate Workspace.
10. Self-Paced Activities for AMS— Assessment Coordinator Activity
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III. Workspace Management
“Workspace Management”isthe admintool that enablesAMSCoordinatorsto distribute the
Workspace template(s) theyhave created.
You distribute Workspacestoareasof the organization(forexample,adepartment,degreeprogram
or course) ratherthan distributingitdirectlytoindividual people.Theseenrolledareasbecome
knownas “ParticipatingAreas”.
Individualswhoare affiliatedwithaparticularparticipatingareawill gainaccesstothe Workspace
viathe AMS homepage. Forexample,if facultyare teachwithinthe biologyprogram, andthen
biologyisenrolledandreceivesacopyof the Workspace template,thenall of the facultythatare
part of the biologyprogramwill gainaccesstothisworkspace. The AMS Coordinatorcanchoose to
give these peopleeitherFULLACCESS(the abilitytoview and addcontentto the Workspace) or
VIEW ACCESS(the abilitytoview contententeredbyothers,andcontribute todiscussionsaround
that content,butnot be able to editthe content).
*Note: if a facultymemberbecomesunaffiliatedwiththe areaof the organization(forexample,
whentheyleave the institutionforanotherjob),the contententeredbythatpersonremains
intactbecause the workis “owned”bythe participatingarea(e.g.degree program). Inthisway,
AMS is quite differentthanLATin that work iscollaborativelycreated,notownedbyan individual.
Fig.3 (below) showsthe variousrolesassociatedwithaWorkspace how theyinteractduringthe
overall workflow.
fig. 3
11. Self-Paced Activities for AMS— Assessment Coordinator Activity
Last updated February 2012 Page 11
1. Activity: Set up Workspacesin the “Workspace Management” area
In thisactivity,youwill distributeyourtemplateviathe Workspace Managementarea.Youwill also
enroll participatingareasandreviews.
Returnto Workspace Tools and selectWorkspace Management.
Perform Setup and Enrollment
1. Create a new Workspace. Asalways,be sure to include yourname inthe title
2. On Step1: Setup, give yourselfall roles(reviewerandall Workspace management
permissions).
3. Continue toStep2: Template,and selectthe template youcreatedinActivity2(above)
4. Navigate toStep3: Enrollmentandenroll some of the academicdegree programs(e.g.
anthropology, English, arthistory, etc.) intothe workspace asparticipatingareas.
Notice thatthe facultymembersineachof these degree programsare automatically
enrolled(because theyare “affiliated/registered”withtheseparticipatingareas).Theyare
givenFULL (edit) accesstothe workspace.Notice youcanchange the permissionlevels to
eitherNoAccessor View onlyaccess.
5. (Optional) Explore:Sometimesfacultyhave joint
appointmentsinmore thanone program.Inthis
case,theywouldneedtobe added(or add
themselves)toa secondaryaffiliation.
You can add additional affiliationstoyourown
account inthe “My account info” areaof the AMS
screen (fig. 4). Once you’ve accessedMyAccount,
click“Addorganizationaffiliations”.
QUESTION 7: WHATIS THE EFFECT OF ADDINGA SECOND “AFFILIATION”TO ONE OF THE
FACULTY MEMBERS?
Explore (& Set) Preferences
If you’dleftthe Workspace Managementareato explore MyAccount,returnto the Workspace
Managementarea. Navigate toStep4: Preferencesandexplorethe otherpreferencesinthe
Workspace Managementarea:
*Note that like LAT,youhave multiple groupingoptions.The “CurrentGroupingPreferences”
default,however,istohave nogroups.
fig. 4
12. Self-Paced Activities for AMS— Assessment Coordinator Activity
Last updated February 2012 Page 12
QUESTION 8: WHY WOULD A WORKSPACE MANAGER WANT TO CHANGE THE GROUPING
OPTION?
On the Preferencestab,Managerscan “forcibly”checkinrequirementsthatre checkedoutto a
particularParticipatingArea.
QUESTION 9: WHY WOULD A WORKSPACE MANAGER WANT TO FORCE CHECK-IN A
REQUIREMENT? MORE IMPORTANTLY, WHAT IS THE REASON AMSEVEN REQUIRES SOMEONE TO
CHECK SOMETHING OUT (AND WHY DOESN’T LAT REQUIRE THIS?)
Work typicallygetslockedwhensubmittedforreview. Managerscanalsolockor unlockindividual
requirements atcertaintimes(forexample,theycanlockworkdownaftera deadline haspassed,or
unlockworkthat was reviewedandreleased).
On the Preferencestab,lockandunlockworkfor a particularParticipatingArea.Reversethisonce
done.
QUESTION 10: WHATIS THE LOCKING SYSTEM USED FOR? WHY MIGHT A WORKSPACE
MANAGER WANT TO LOCK OR UNLOCK WORK AT DIFFERENT POINTS IN TIME? HOW DOES
LOCKINGSYSTEM IN AMS DIFFER FROM LAT?
AMS Coordinatorscanalso seta requirementtoautomaticallyunlockafterthe review iscomplete.
1. Setthe MissionStatementrequirementthe release/editingpreference sothatafterreview
iscomplete itisunlocked(andthereforemaycontinue tobe edited)
QUESTION 11: WHY WOULD A WSMANAGER WANT TO SET THIS EDITINGPREFERENCE AS
SUCH?
13. Self-Paced Activities for AMS— Assessment Coordinator Activity
Last updated February 2012 Page 13
Activate Workspace
Until it isactivated,a workspace cannotbe viewedbyparticipants.
1. Havingcompletedthe previousstepsforthisWorkspace,proceedtoStep5: Status.
2. Change the Statusto Active.
IV. Goal Sets
One additional thingthatthe AMSCoordinatorcan do isto create and distribute Goal setsto
participatingareas.Before undertakingthistask,thinkbackto the trainingsessiononAMSas a
facultymemberandrecall howyouwere askedtomap Outcomesto Goals.
How were those goalscreatedanddistributedformappingpurposes?The activitybelowwalksyou
throughthese steps.
*Tip: You may want toreviewthe definitionfora“goal set”in the glossaryarea.Thinkaboutthe
differencesbetweenagoal setand an outcome set.How are these tworelatedtoone another?
QUESTION 12: WHATIS A GOAL SET, WHERE IS THIS CREATED AND BY WHOM? HOW IS IT
DIFFERENT THAN AN OUTCOME SET? WHERE ARE OUTCOME SETS CREATED AND BY WHOM?
14. Self-Paced Activities for AMS— Assessment Coordinator Activity
Last updated February 2012 Page 14
1. Activity: Create & Distribute a GoalSet
Use the “Organizational GoalsEditor”linkinthe leftpanel of
your AMS homepage (fig. 5).
Create a Goal Set
1. Create a new goal set called“General EducationGoals”
a. Append yourname to the title since this
activity will be done byotherswho are inthis
training.
* Tip: To create your goal set,you mightuse a setof General Educationgoalsfoundata typical
college oruniversity.The Universityof Kentuckyhasadescribedthoroughlywhatgoalsare and
shouldbe froma leadershipperspective:
http://getinvolved.uky.edu/Leadership/pdf/Organizational%20Goal%20Setting.pdf
2. Setthe statusto “inactive”,asyouare not yetreadyto distribute thisset.
3. You may,if you want,define termsforthe twolevelsof aGoal Set. These defaultto“Goal”
and “Initiative”
4. Setthe “OwningOrganizational Area”toZ_TaskStreamAMSTraining Area. Note that
owningareasimplyrepresentsthe level of the organizationthatthe goal setpertainsto.In
thiscase,it isat the top (OA/institution) levelsowe wouldchoose the name of the
institution.
a. Do not worryabout selectingadistribution. Youwill distribute thissetinStep2
(below)
5. ClickContinue
6. ClickAddNewGoal to beginenteringgoalsforthisset. (see Tipthatfollowsthesesteps)
a. Afteraddingthisfirst goal,be sure to AddNew Initiative.
7. Continue toaddGoals and associatedinitiativestobuildyourset
a. (Optional) Experimentwiththe “Reorder”feature tochange the orderof goalsor of
initiativeswithingoals.
Distribute the Goal Set
1. Returnto the goal setyoucreatedin the previousstep.
2. Clickthe “Edit Goal Set Properties”button
3. Setthe Statusto “Active”
4. Distribute the Goal setto the entire OA
Once distributed,membersof participatingareasthatyouhave enrolledintothe Workspace
will gainaccessto the Goalsvia theirOutcome requirementswhenmappingoutcomesto
goals.
*Tip: Please referbackto the previoustrainingsession(AMSasa FacultyMember) if youwishto
revisitthe experience of aFacultymemberwhoismappingoutcomestogoals.
fig. 5
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V. Running Reports
Reportsserve veryimportantbutvariedpurposesinAMS.Asyourun the reports,ask yourself what
isthe purpose of eachreport?
*Tip: You may want toreferto online helpmaterialstounderstandhow touse these reports,and
theirpurpose
For the followingreports,you will be logging inas Jeff Harmon, a fictitious AMS Coordinator
who has a lot of data for you to look at.
His username is: j
His password is: 23skidoo
! Please only use this account to generate reports. Do not make any edits to this account, add
data, or change permissions!
1. At-A-Glance Reports
To access At-A-Glance reports, loginasabove user(Jeff Harmon) andgo to the AMS platform.
Make sure youare in the OA called“General
College/University”.If not,use the pull-downatthe
bottomleftside of screentochange Organization(fig. 6)
Once you are sure youare inthe right University,clickonthe
linkonthe leftside of yourscreenunderthe “At-A-Glance
Oversight”header(fig. 7). Inthiscase,the linkisfor the
entire OA “General University”.The linkrepresentsthe area
of yourorganizationthatyouhave beengivenpermissionto
run reports on.This mightbe the entire organization,orjust
a certaindepartmentordegree program.Inthiscase, Jeff has
access to runreportson the entire organization
At-A-Glance Status report
Run the At-A-Glance StatusReport,forthe Workspace called“ProgramOutcomesAssessment&
ActionPlan”(fig. 8)
fig. 8
Explore the summarypage,andthen clickon the View links todrill downto the actual work
products.
fig. 6
fig. 7
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You mightalsoexplore otherActive Workspacestosee otherversionsof thisreport.
QUESTION 13: WHATIS THE PURPOSE OF THE AT-A-GLANCE STATUS REPORT? WHATDOES IT
TELL YOU? WHY IS IT IMPORTANT?
At-A-Glance Goal Alignment report
Run the At-A-Glance Goal Alignment report,selecting“General University StrategicGoals”(fig.9)
fig. 9
Clickon the namesof the Participatingareastosee a more granularview of how eachparticipating
area alignedtheiroutcomestothe StrategicUniversitygoals.
QUESTION 14: WHATIS THE PURPOSE OF AT-A-GLANCE GOAL ALIGNMENT REPORT? WHAT
DOES IT TELL YOU? WHY IS IT IMPORTANT? WHAT IS THE DIFFERENCE BETWEEN THE SUMMARY VIEW
AND THE DETAILED VIEW?
Assessment Plan Summary report
Run the AssessmentPlanSummary report(bottomof listonAt-a-Glance reportpage) forthe
Workspace called“ProgramOutcomesAssessment&ActionPlan.”
Selectthe Assessmenttemplate called“AssessmentPlanandAssessmentfindings”;select
Organizational area(e.g.Collegeof Business”);and,selecttoshow onlyTotals.
Explore all filters,viewsanddrill downs.
(Optional) Furtherexploration:Gobackto search criteriaandmake otherselections.
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QUESTION 15: WHATIS THE PURPOSE OF THE ASSESSMENT PLAN SUMMARY REPORT? WHAT
DOES IT TELL YOU? WHY IS IT IMPORTANT?
2. ManagementReports
The Managementreportsallowyouto see Activityforasingle
participatingareaor fora groupof participatingareaswithin
specificWorkspacesorforCustomformsassociatedwiththe
requirement.
To access ManagementReports,clickonthe linkonthe left
side of yourscreenunderthe “reports” header(fig. 10).
* Note:youdidnotexplore customformsinthisAMS trainingsessions;howeverformscanbe
usedmuchthe same waytheyare inLAT- as a submissionrequirementorasa review method
Workspace Activity report
Run the Workspace Activityreport on the Workspacecalled “ProgramOutcomesAssessment&Action
Plan”. Selectto showall participatingareas.
Explore mainsummaryreportas well asdrill downs
QUESTION 16: WHATIS THE PURPOSE OF THE WORKSPACE ACTIVITY REPORT? WHAT DOES IT
TELL YOU? WHY IS IT IMPORTANT?
Review Results report
Go back to ManagementReportshome page.
Run the ReviewResultsreport onthe WS template called“ProgramAssessment&ActionPlan
Template”.Runiton all participatingareasforall dates.
fig. 10
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Explore mainsummaryreportas well asdrill downs
QUESTION 17: WHATIS THE PURPOSE OF THE REVIEW RESULTS REPORT? WHATDOES IT TELL
YOU? WHY IS IT IMPORTANT?
VI. Communications and Resources
AMS Coordinatorsemployothertoolstohelpthemmanage the assessmentprocessand
communicate importantdates,informationandevents acrossthe institution.
To explore the variouscommunicationsandresourcestoolsthatAMSprovides,log outof the
account youwere justusingto view reportsandlogback inas your ownAMS Coordinatoraccount.
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1. Activity: Explore Communications& Resources
Announcements
Accessthe Announcementslinkfromyourhomepage
(fig.11).
Postan announcementabouthavingatrainingsession
for writingmeasurableoutcomes.
Web Page
The AMS Resource Toolsarea(fig.12) includesaccesstoWebPage Builder.
fig. 12
Still loggedinwithyourAMSCoordinator account, create a webpage thathas informationabout
writinggoodoutcomes (youcando a websearchto findthisinfo).
Usingthe “Manage resources”(alinkinthe AMS Coordinatortoolsheadinginleftnavigationpanel)
distribute thisresource toanumberof organizational areas.
Locate the distributedresourcesunderSharedResources(topnavigationbar).
(Optional) Other Tools
If you still have time,exploreall the othertoolsandutilitiesthatAMShas to offer(outside of the
Workspace,reviewandreportingtools).Youshouldonlycomplete thisoptionalactivityif youhave
at least1 hour to complete the nextandlastactivity:FacultyCredentials.
QUESTION 18: WHATARE THE OTHER TOOLS YOU DISCOVERED AND WHAT DO YOU THINK THEY
ARE USED FOR?
fig. 11
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ADMINISTRATION OF FACULTY CREDENTIALS
I. Scenario
In the firstAMS trainingsession,youhadtoenteryourfacultycredentialsintoTaskStream forthe
purpose of allowingyourinstitutiontoevaluate whetheryouare qualifiedtoteachthe coursesthat
youare teaching.Inaddition,some facultyalsofindthisanice wayto maintainandupdate
informationabouttheirresearchandacademicactivitiesforthe purpose of creatingaCV
(CurriculumVitae).
In thistrainingsession,youwill assumethe role of apersonwhomust validate andconfirmthatthe
facultymembersare qualifiedtoteachbasedonthe credentialstheyenter.Thisprocessisrequired
by accreditationagenciestoensure thatall facultyare qualifiedtoteachthe coursestheyare
teaching.
To start thisactivity,loginto your accountin the Z_TaskStream AMS Training Area.
From AMS Home,clickon the FacultyCredentialstab.
*Note:If you do notsee the FacultyCredential areaenabledforyouor if yousee lessthan the
optionslistedbelow,pleasecontactyourtrainingmanagertohave him/hersetupthe correct
permissionsandaccess. Asshownbelow (fig.13) youshouldsee fourlinkswhenyouclickonthe
FacultyCredentialstab:
EditFacultyProfiles
PublishCVs
Credential Faculty
Generate Reports
fig. 13
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II. Edit Faculty Profiles
The abilitytoenterfacultyinformationonbehalfof (other) Facultymembersisapermissionthatis
usedbyinstitutions whenthey alreadymaintainfacultyinformationinothersystemsandwanta
wayto populate profilesinTaskStreamwithoutrequiringfacultytore-enterthatinformation.
*Note: inthe future,TaskStreamplanstobuildimportcapabilitiestoaccomplishthissame task in
bulk,however,atthe momentthe manual re-entryof dataisthe onlywaythiscan be done.
1. Activity: Enter Information on Behalfof Faculty
To start enteringinformationonbehalf of otherfaculty,clickonthe “EditFacultyProfiles”link.
Enter or update informationonthe profile of atleastone facultymember otherthan yourself.
For each facultymemberyou update:
1. In the top rightcornerof the screen, use the Enter Informationfor Facultypull-downlistto
selectafacultymember.
*Note: There shouldbe several entriesof facultyinformationbasedonthe firstAMStraining
activityself-pacedactivity
2. Use the linksinthe leftpanel of the screentonavigate toone of the variousinformation
areas. Feel free toadd/update informationinmultiple areasforthe same facultymember.
3. Use the editfunctionsof thatarea to addor update information.
QUESTION 19: WHY DOES ENTERING INFORMATION ON BEHALF OF OTHER FACULTY REQUIRE A
SPECIAL PERMISSION?
III. Credential Faculty
Credentialingfacultyisakeypartof the facultycredentialingmodule. Facultycredentialinginvolves
reviewingandverifyingacademicexperience forafacultymemberanddeterminingwhichcourses
he or she isqualifiedtoteach.
The same person(AMSCoordinator) maybe assignedtodoboth the review andconfirmation,or
these tasksmaybe performedbyseparate people –whicheverthe institutionprefers. Forthe
purpose of thisexercise,youhave beengivenpermissiontodoboth.
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1. Activity: Review and Confirm Faculty Credentials
Navigate tothe Credential Facultytab
Selectfacultytoreview,eitherbysearchingforamemberbyname OR viathe browse functionality.
IF yousearch byname,youwill be navigateddirectlytothe Review Credentialspage forthe
selectedfacultymember
IF youuse the browse functionality,youwillsee aresultstable listingmultiple faculty
members. Inthiscase,clickingthe Review Credentialsbuttonabove/belowthattable will
navigate youto the Review Credentialspage forthe firstfacultymemberonthatlist. From
there youwill have the optiontonavigate toothersonthe list.
Reviewandconfirmthe credentialsforone ormore facultymembers.
QUESTION 20: WHY MIGHT AN INSTITUTION PREFER REVIEW AND CONFIRMATION TO BE TWO
SEPARATE STEPS AND DONE BY DIFFERENT PEOPLE? WHY MIGHT THEY WANT IT TO BE THE
SAME PERSON?
IV. Faculty Activity Report
The FacultyActivityReportprovidesbothsummariesanddetailedviewsof facultyscholarlyactivity.
Thisreport,whichisonlyvisible touserswiththe FacultyCredentialsReportingpermission,enables
administratorstogeta quickview of the "productivity"of facultyinrelationtotheirrankandstatus
and the goalsthat have beenestablishedwithfacultyatthe beginningof the year.
1. Activity: Explore Faculty Activity and Related One-Click Reports
Navigate tothe Reportstab.
Notice the “FacultyActivitybyType”graph,and the variousFacultyCredentialingStatisticsgraphs.
Faculty Activity Report
Generate a newFacultyActivityReport.
Explore the differentfeaturesof the report,includingthe drill-downs.
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One-Click Reports
Returningtothe Reportstab, lookagainat the “FacultyActivitybyType”graph. Each linkinthis
graph accessesa “one click”version of the FacultyActivityreport,pre-filteredforthe type of
informationdescribedbythe link.
Run some of the one clickreports.
QUESTION 21: WHATARE THE DIFFERENTKINDS OF REPORTS YOU CAN FIND IN THIS AREA AND
WHAT DO THEY TELL YOU?
V. (Optional) Administering Faculty Credentials
If time permits,continue withthisoptional activity:
In thisactivity,youwill becomethe TaskStreamInstitutional SystemAdministrator(ISA),arole that
isgivenonlytoa selectnumberof peopleinthe institution,andrequiresahigherlevel of permission
and training.The admintoolsavailabletothe ISA are usuallythose thatare somewhatspecialized
and affectthe setupandconfigurationof the TaskStreamsite.Inadditionthe ISA canprovide admin
rolesandpermissionstoAMSaccount holderswithintheirinstitution.
*Note: To complete thisactivity,youwill needtobe giventhe ISA role.Pleasecontactthe Training
managerto ask for thispermission.Please mentionthatyouneeditinorderto complete the ISA
portionof the FacultyCredentialstraining.
2. Activity: Administering Faculty Credentials
Once you have thispermission,youwillsee aSystemAdmin
linkonthe leftnavigationareaof yourAMS home page (fig14).
1. Log intoSystemAdministratorandaccessthe Manage
FacultyCredentialsarea.
2. Explore the differentoptionsavailabletoyouinthis
area:
a. Editingdirections
b. Viewingcourses
c. Term setup
d. Permissions
fig. 14
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QUESTION 22: WHATIS THE PURPOSE OF EACH OF THESE FEATURES?
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APPENDIX
Example of Full Organizational Structure.
Universityof SouthernCarolina
Administrative SupportServices
Admissions
CareerManagementCenter
Financial Aid
InstitutionalEffectiveness
Registrar
School of Business
Accounting
Accounting(B.S.)
AppliedEconomics(B.S.)
BusinessAdministration
BusinessAdministration(B.S.)
MBA
BusinessAdministration(M.B.A.)
ProfessionalAccountancy(M.B.A.)
School of Communications
CinemaandPhotography
Cinemaand Photography(B.S.)
CommunicationManagement
CommunicationManagement(B.S.)
Communications(M.S.)
Journalism
Journalism(B.A.)
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School of Education
Early ChildhoodEducation
ElementaryEducation(B.A.)
SecondaryEducation
Mathematics Education(B.A.)
Science Education(B.A.)
School of Engineering&Sciences
Engineering
Civil Engineering(B.S.)
Mechanical Engineering(B.S.)
Mathematicsand ComputerSciences
ComputerInformationSystems(B.S.)
Mathematics(B.A.)
Mathematics – ComputerScience (B.S.)
Sciences
Biology(B.S.)
Chemistry(B.S.)