This academic recommendation letter is for Mr. Lars C.H. Johansen from Associate Professor Lam Shun Yin of Nanyang Business School. The professor states that Lars was an engaged student who actively participated in class and contributed valuable insights. He demonstrated strong teamwork and cooperation skills on group projects. The professor was pleased to have Lars in class and considers him to be highly motivated with great interpersonal skills and a deep intellect. The letter recommends Lars for future employment.
Skrip juruacara majlis kejohanan sukan tahunan kali keNorazliah Ani
Kejohanan sukan tahunan SMK Ringlet diadakan pada 21 Jun 2012. Acara dimulakan dengan perarakan masuk kontinjen rumah sukan dan unit beruniform, diikuti upacara menaikkan bendera dan bacaan ikrar. Pelbagai acara sukan dan perbarisan diadakan. Johan keseluruhan dimenangi oleh Rumah Merah.
The 45-minute lesson taught by Miss F. Kaloo focused on assertiveness. In the introduction, the teacher read a story to learners and asked them to picture it. During the lesson progression, the teacher explained assertiveness concepts like definitions, contributing factors, and behaviors through discussion and presentations. The teacher concluded by summarizing key points and assigning learners a roleplay homework to be assessed using a rubric.
Cesar Morales has completed his Masters degree in Cinematography and Post Production at the University of Greenwich. Throughout his studies, Cesar showed great initiative and imagination in his filmmaking projects, always completing work on time and to budget in a professional manner. His graduation film was original and completed using his own secured resources. The letter writer recommends Cesar for further study or employment in the film industry based on his strong academic and filmmaking skills.
What are my rights and responsibilities living in citizenship in canadaWilliam Cheryl
Canadian citizens have both rights and responsibilities. Some key rights include democratic rights like voting, language rights, equality rights, legal rights, mobility rights within Canada, freedom of religion, and more. Responsibilities of citizens include obeying laws, taking responsibility for oneself and family through work, serving on a jury if called, voting in elections, helping others in the community through volunteering, and protecting the environment and cultural heritage.
This document provides a template for a cover letter with three paragraphs. The first paragraph introduces the applicant and the position they are applying for. The second paragraph discusses why the applicant is interested in the company and how their skills match the job requirements. The third paragraph restates their interest, refers the reader to their resume, provides contact information, and thanks the employer for their consideration. The template recommends highlighting 3-5 key qualifications from the job description and relating relevant experiences from their resume.
This academic recommendation letter is for Mr. Lars C.H. Johansen from Associate Professor Lam Shun Yin of Nanyang Business School. The professor states that Lars was an engaged student who actively participated in class and contributed valuable insights. He demonstrated strong teamwork and cooperation skills on group projects. The professor was pleased to have Lars in class and considers him to be highly motivated with great interpersonal skills and a deep intellect. The letter recommends Lars for future employment.
Skrip juruacara majlis kejohanan sukan tahunan kali keNorazliah Ani
Kejohanan sukan tahunan SMK Ringlet diadakan pada 21 Jun 2012. Acara dimulakan dengan perarakan masuk kontinjen rumah sukan dan unit beruniform, diikuti upacara menaikkan bendera dan bacaan ikrar. Pelbagai acara sukan dan perbarisan diadakan. Johan keseluruhan dimenangi oleh Rumah Merah.
The 45-minute lesson taught by Miss F. Kaloo focused on assertiveness. In the introduction, the teacher read a story to learners and asked them to picture it. During the lesson progression, the teacher explained assertiveness concepts like definitions, contributing factors, and behaviors through discussion and presentations. The teacher concluded by summarizing key points and assigning learners a roleplay homework to be assessed using a rubric.
Cesar Morales has completed his Masters degree in Cinematography and Post Production at the University of Greenwich. Throughout his studies, Cesar showed great initiative and imagination in his filmmaking projects, always completing work on time and to budget in a professional manner. His graduation film was original and completed using his own secured resources. The letter writer recommends Cesar for further study or employment in the film industry based on his strong academic and filmmaking skills.
What are my rights and responsibilities living in citizenship in canadaWilliam Cheryl
Canadian citizens have both rights and responsibilities. Some key rights include democratic rights like voting, language rights, equality rights, legal rights, mobility rights within Canada, freedom of religion, and more. Responsibilities of citizens include obeying laws, taking responsibility for oneself and family through work, serving on a jury if called, voting in elections, helping others in the community through volunteering, and protecting the environment and cultural heritage.
This document provides a template for a cover letter with three paragraphs. The first paragraph introduces the applicant and the position they are applying for. The second paragraph discusses why the applicant is interested in the company and how their skills match the job requirements. The third paragraph restates their interest, refers the reader to their resume, provides contact information, and thanks the employer for their consideration. The template recommends highlighting 3-5 key qualifications from the job description and relating relevant experiences from their resume.
Resident Assistant Creative Program advertisingLizzi Kay
Resident Assistant Creative Program Advertising can make or break a program. Using some creativity will catch a students eye and increase the chance of them attending the program.
The document discusses the changing landscape of higher education, including increased pressure from the federal government and national organizations to measure student learning outcomes, contain costs, and demonstrate educational quality. It also outlines issues facing colleges and universities in New Hampshire, such as developing clear metrics to evaluate academic programs, improving 4-year graduation rates, and integrating technology and online learning.
The document outlines the Northeastern Association of College and University Housing Officers' (NEACUHO) 2012-2017 Strategic Plan. It was developed by a Strategic Plan Task Force charged in 2011. They focused on 5 areas: communication, events/offerings, finances, membership needs, and structure/governance. A steering committee compiled input from think tanks and members to identify 5 strategic priorities, including developing financial procedures, reviewing board structure, evaluating events, reviewing the annual calendar, and analyzing communication. The plan's vision is for NEACUHO to be the premier housing organization in the Northeast and includes short and long-term priorities to achieve this vision through 2017.
This document profiles the past presidents of NEACUHO (Northeast Association of College and University Housing Officers) from 2013 to 1995, providing 1-3 sentences on their tenure and accomplishments as president. Each past president highlights working with members, moving the organization forward, strategic planning, and the value of NEACUHO in their professional development. Conference sites during each president's term are also listed.
The document discusses how practicing positive psychology principles can help people find success. It outlines research showing that happiness precedes and enables success, rather than merely resulting from it. The key principles discussed include focusing on positive emotions to broaden thinking, finding meaning and engagement in daily activities, using optimism to change one's mindset, and investing in social relationships. Practicing gratitude, kindness, and character strengths can help shift one's outlook. The presentation aims to help people recognize ways to incorporate these principles in their daily lives to improve well-being and performance.
Rape culture is defined as an environment where rape is prevalent and normalized through media and popular culture. It is perpetuated by misogynistic language and objectification of women, as well as by trivializing sexual assault. Victim blaming is a key aspect of rape culture, where victims are held partially or fully responsible for crimes committed against them. The lenient six-month sentence given to Brock Turner for sexually assaulting an unconscious woman sparked national outrage and showed why many victims choose not to report assaults. Rape culture also affects men, though this has been overlooked. Ending rape culture requires addressing its root causes such as toxic definitions of masculinity and not tolerating rape jokes.
This document summarizes testimony from six witnesses about how rape culture and victim blaming affect survivors of sexual assault. The witnesses describe how even from a young age, victims are often told they "deserved it" or were "asking for it" based on behaviors or clothing. They discuss high-profile cases where reporters, jurors, and communities blamed victims rather than supporting them. The document aims to illustrate how widespread and socially ingrained tendencies to excuse perpetrators' actions and blame victims continue to be.
Rape culture is a problem because it normalizes male violence against women and victim blaming. Statistics show that 1 in 6 women and 1 in 10 men in the US are victims of rape, yet 98% of rapists never go to jail and only 32% of rapes are reported. Rape culture has led to the objectification of women becoming normal in society, which is evidenced by common victim-blaming statements. The document calls on people to reflect on how they may contribute to rape culture through sexist jokes or comments and to speak out against the normalization of sexual assault.
For better or for worse, the dynamics of credit and blame are at the heart of every team and organization and make or break every career. Unfortunately, credit and blame are rarely assigned in an objective or fair manner. Learn how you can avoid a demoralizing “blame game” culture and instead set yourself and your team up for success.
This document discusses how to stop the blame game in organizations to reduce stress and conflict. It argues that most conflict arises from predictable mistakes by well-intentioned people and reactions to those mistakes, rather than truly bad actors. When frustrated, people often blame others reflexively in ways that damage relationships and productivity. However, taking a reflective approach and assuming others' intentions are reasonable can help defuse tensions and build trust and cooperation. The document provides strategies for developing an organizational culture of appreciation instead of blame.
D8 Victims in society. Culture in reactions to victimisationVSE 2016
(Alice Bosma, Eva Mulder, Pauline Aarten, Antony Pemberton from Intervict)
Cultural victimology also concerns the manner in which society views victimization and the manner in which victimological processes shape societal and political developments. The final workshop concerns these phenomena.
It is unfortunately hardly news that the societal reaction to victims’ ordeals often compounds rather than ameliorates their suffering . The emblematic form of this so-called secondary victimization is that suffered by victims of rape, whose ability to cope with their ordeal is greatly hampered by this phenomenon . A key victimological topic of research therefore seeks to understand the mechanisms underlying SV. Two Intervict PhD-projects aim to gain further insight in these mechanisms. The first seeks to evaluate the way that the victims emotional display shapes reactions. Do people react differently to sad or angry victims? The second considers the role of stereotypes. Do we react differently to the victimization of victims who conform more closely to stereotypical depiction of victims?
Victimological processes also play a role in societal and political developments that at first glance might not be associated with victimization. A particularly relevant one are processes of radicalization. A recent INTERVICT collaboration with the Universities of St.Andrews, Cork and Jaen sought to evaluate the role of victimization, experience of grievance on the radicalization processes and the prevention of radicalization. This RADVICT project illuminates the importance of viewing victimological processes beyond the direct subjects of our concern.
Taken together the workshop will address some of the complexities in our attempts to improve the lot of victims of crime. Participants will be asked to consider what innovate avenues we might employ to overcome or ameliorate the processes underlying secondary victimization, and means to prevent victimization experience from turning into perpetration. Can we use our firsthand knowledge of victim experience to prevent secondary victimization and perhaps even retaliation?
Vcic presents an awareness guide for law enforcementcashbey
The document provides information about Vermont's Sex Offender Awareness Guide and Sex Offender Registry from the Vermont Crime Information Center. It includes a mission statement noting the guide is intended to raise community awareness of sex crimes, offenders, and the registry. It also provides an overview of who must register as a sex offender in Vermont and notes that not all offenders are posted on the internet registry, with aggravated sex offenders requiring lifetime internet posting.
Cultivating Your Staff Garden discusses managing staff transitions by viewing it as cultivating a garden. It recommends observing the existing "soil" or foundation to understand staff strengths and weaknesses. Weeds represent problem staff that may require patience and persistence rather than immediate dismissal. Pruning and transplanting represent intentional development of staff skills. Pests are challenges like uncooperative staff that require management. With vision, observation, weeding, pruning, transplanting, and addressing challenges, the director can transform their staff over time from the current to desired state, just as a garden is cultivated season to season.
The document outlines learning outcomes for various programs and services offered by an Office of Residence Life and Housing. It includes outcomes related to living in residential communities, room assignments, programming, resident assistants, staff training, facilities, and student organizations. The goals focus on developing communication, leadership, community building, and self-advocacy skills to enhance the residential experience.
This document discusses the importance of diversity and its relationship to bullying. It defines diversity as the presence of people who differ in terms of characteristics like race, culture, religion, socioeconomic status, sexual orientation, and ability. The document explains that diversity is important because it expands worldliness, enhances social development, and prepares students for future career success in a global society. It also discusses how bullying is often related to perceived differences, and provides definitions of bullying. The document provides suggestions for how to address bullying by not engaging in it, supporting victims, and creating a culture of inclusion and respect for differences.
The document summarizes a presentation about developing a statewide career readiness certification program for college students in Indiana. It outlines the proposed goals of validating students' career preparation, consistency across schools, and recognition among employers. Example programs from other universities are reviewed, as are the National Career Readiness Certificate skills assessment. The draft criteria for the Indiana Collegiate Career Competency Award include developing professional identity, gaining professional experience, and learning key skills. Employer feedback supported the proposal as addressing important skills but suggested some changes. Next steps discussed finalizing the program and promoting adoption.
This document outlines plans for a virtual peer-to-peer professional development network called USAdelante. The network aims to support over 300 underrepresented college students through weekly coaching calls and exercises focused on skills like time management, public speaking, and career planning. A beta pilot with 20 students from 15 schools tested exercises and found high student engagement. The proposed full pilot would expand this to 300 students over 10 months, evaluating impact on retention and sense of community. Scaling strategies include partnering with high schools to identify student leaders and build the network.
Resident Assistant Creative Program advertisingLizzi Kay
Resident Assistant Creative Program Advertising can make or break a program. Using some creativity will catch a students eye and increase the chance of them attending the program.
The document discusses the changing landscape of higher education, including increased pressure from the federal government and national organizations to measure student learning outcomes, contain costs, and demonstrate educational quality. It also outlines issues facing colleges and universities in New Hampshire, such as developing clear metrics to evaluate academic programs, improving 4-year graduation rates, and integrating technology and online learning.
The document outlines the Northeastern Association of College and University Housing Officers' (NEACUHO) 2012-2017 Strategic Plan. It was developed by a Strategic Plan Task Force charged in 2011. They focused on 5 areas: communication, events/offerings, finances, membership needs, and structure/governance. A steering committee compiled input from think tanks and members to identify 5 strategic priorities, including developing financial procedures, reviewing board structure, evaluating events, reviewing the annual calendar, and analyzing communication. The plan's vision is for NEACUHO to be the premier housing organization in the Northeast and includes short and long-term priorities to achieve this vision through 2017.
This document profiles the past presidents of NEACUHO (Northeast Association of College and University Housing Officers) from 2013 to 1995, providing 1-3 sentences on their tenure and accomplishments as president. Each past president highlights working with members, moving the organization forward, strategic planning, and the value of NEACUHO in their professional development. Conference sites during each president's term are also listed.
The document discusses how practicing positive psychology principles can help people find success. It outlines research showing that happiness precedes and enables success, rather than merely resulting from it. The key principles discussed include focusing on positive emotions to broaden thinking, finding meaning and engagement in daily activities, using optimism to change one's mindset, and investing in social relationships. Practicing gratitude, kindness, and character strengths can help shift one's outlook. The presentation aims to help people recognize ways to incorporate these principles in their daily lives to improve well-being and performance.
Rape culture is defined as an environment where rape is prevalent and normalized through media and popular culture. It is perpetuated by misogynistic language and objectification of women, as well as by trivializing sexual assault. Victim blaming is a key aspect of rape culture, where victims are held partially or fully responsible for crimes committed against them. The lenient six-month sentence given to Brock Turner for sexually assaulting an unconscious woman sparked national outrage and showed why many victims choose not to report assaults. Rape culture also affects men, though this has been overlooked. Ending rape culture requires addressing its root causes such as toxic definitions of masculinity and not tolerating rape jokes.
This document summarizes testimony from six witnesses about how rape culture and victim blaming affect survivors of sexual assault. The witnesses describe how even from a young age, victims are often told they "deserved it" or were "asking for it" based on behaviors or clothing. They discuss high-profile cases where reporters, jurors, and communities blamed victims rather than supporting them. The document aims to illustrate how widespread and socially ingrained tendencies to excuse perpetrators' actions and blame victims continue to be.
Rape culture is a problem because it normalizes male violence against women and victim blaming. Statistics show that 1 in 6 women and 1 in 10 men in the US are victims of rape, yet 98% of rapists never go to jail and only 32% of rapes are reported. Rape culture has led to the objectification of women becoming normal in society, which is evidenced by common victim-blaming statements. The document calls on people to reflect on how they may contribute to rape culture through sexist jokes or comments and to speak out against the normalization of sexual assault.
For better or for worse, the dynamics of credit and blame are at the heart of every team and organization and make or break every career. Unfortunately, credit and blame are rarely assigned in an objective or fair manner. Learn how you can avoid a demoralizing “blame game” culture and instead set yourself and your team up for success.
This document discusses how to stop the blame game in organizations to reduce stress and conflict. It argues that most conflict arises from predictable mistakes by well-intentioned people and reactions to those mistakes, rather than truly bad actors. When frustrated, people often blame others reflexively in ways that damage relationships and productivity. However, taking a reflective approach and assuming others' intentions are reasonable can help defuse tensions and build trust and cooperation. The document provides strategies for developing an organizational culture of appreciation instead of blame.
D8 Victims in society. Culture in reactions to victimisationVSE 2016
(Alice Bosma, Eva Mulder, Pauline Aarten, Antony Pemberton from Intervict)
Cultural victimology also concerns the manner in which society views victimization and the manner in which victimological processes shape societal and political developments. The final workshop concerns these phenomena.
It is unfortunately hardly news that the societal reaction to victims’ ordeals often compounds rather than ameliorates their suffering . The emblematic form of this so-called secondary victimization is that suffered by victims of rape, whose ability to cope with their ordeal is greatly hampered by this phenomenon . A key victimological topic of research therefore seeks to understand the mechanisms underlying SV. Two Intervict PhD-projects aim to gain further insight in these mechanisms. The first seeks to evaluate the way that the victims emotional display shapes reactions. Do people react differently to sad or angry victims? The second considers the role of stereotypes. Do we react differently to the victimization of victims who conform more closely to stereotypical depiction of victims?
Victimological processes also play a role in societal and political developments that at first glance might not be associated with victimization. A particularly relevant one are processes of radicalization. A recent INTERVICT collaboration with the Universities of St.Andrews, Cork and Jaen sought to evaluate the role of victimization, experience of grievance on the radicalization processes and the prevention of radicalization. This RADVICT project illuminates the importance of viewing victimological processes beyond the direct subjects of our concern.
Taken together the workshop will address some of the complexities in our attempts to improve the lot of victims of crime. Participants will be asked to consider what innovate avenues we might employ to overcome or ameliorate the processes underlying secondary victimization, and means to prevent victimization experience from turning into perpetration. Can we use our firsthand knowledge of victim experience to prevent secondary victimization and perhaps even retaliation?
Vcic presents an awareness guide for law enforcementcashbey
The document provides information about Vermont's Sex Offender Awareness Guide and Sex Offender Registry from the Vermont Crime Information Center. It includes a mission statement noting the guide is intended to raise community awareness of sex crimes, offenders, and the registry. It also provides an overview of who must register as a sex offender in Vermont and notes that not all offenders are posted on the internet registry, with aggravated sex offenders requiring lifetime internet posting.
Cultivating Your Staff Garden discusses managing staff transitions by viewing it as cultivating a garden. It recommends observing the existing "soil" or foundation to understand staff strengths and weaknesses. Weeds represent problem staff that may require patience and persistence rather than immediate dismissal. Pruning and transplanting represent intentional development of staff skills. Pests are challenges like uncooperative staff that require management. With vision, observation, weeding, pruning, transplanting, and addressing challenges, the director can transform their staff over time from the current to desired state, just as a garden is cultivated season to season.
The document outlines learning outcomes for various programs and services offered by an Office of Residence Life and Housing. It includes outcomes related to living in residential communities, room assignments, programming, resident assistants, staff training, facilities, and student organizations. The goals focus on developing communication, leadership, community building, and self-advocacy skills to enhance the residential experience.
This document discusses the importance of diversity and its relationship to bullying. It defines diversity as the presence of people who differ in terms of characteristics like race, culture, religion, socioeconomic status, sexual orientation, and ability. The document explains that diversity is important because it expands worldliness, enhances social development, and prepares students for future career success in a global society. It also discusses how bullying is often related to perceived differences, and provides definitions of bullying. The document provides suggestions for how to address bullying by not engaging in it, supporting victims, and creating a culture of inclusion and respect for differences.
The document summarizes a presentation about developing a statewide career readiness certification program for college students in Indiana. It outlines the proposed goals of validating students' career preparation, consistency across schools, and recognition among employers. Example programs from other universities are reviewed, as are the National Career Readiness Certificate skills assessment. The draft criteria for the Indiana Collegiate Career Competency Award include developing professional identity, gaining professional experience, and learning key skills. Employer feedback supported the proposal as addressing important skills but suggested some changes. Next steps discussed finalizing the program and promoting adoption.
This document outlines plans for a virtual peer-to-peer professional development network called USAdelante. The network aims to support over 300 underrepresented college students through weekly coaching calls and exercises focused on skills like time management, public speaking, and career planning. A beta pilot with 20 students from 15 schools tested exercises and found high student engagement. The proposed full pilot would expand this to 300 students over 10 months, evaluating impact on retention and sense of community. Scaling strategies include partnering with high schools to identify student leaders and build the network.
Let’s go with some more details. SSB interview is conducted for 5 days. For these days candidates need to stay in campus and have to complete every day different tasks inclusive of individual tasks and group tasks. http://www.delhicareergroup.com/ssb-coaching-in-chandigarh.php
Performance based assessment by ladmim abdessamad - crmef-smAbdessamad Ladmim
This document discusses performance-based assessment (PBA). It begins by defining PBA as a form of assessment that requires students to perform tasks rather than answer ready-made questions. It then discusses the advantages of adopting PBA, including that it assesses complex skills in a more realistic way and gives students clearer criteria for success. The document outlines different types of PBA tasks and lists some pros and cons. It provides examples of how PBA can be used to assess language skills and concludes by citing references on language assessment.
At MindGears, we believe that organizational development practices and initiatives have basic starting ingredients. These starting program serves as an HR business model and a springboard for a meaningful and progressive OD practice. Allow us to share with you how we envision it for mid-tier companies wanting to get out of the HR administrative paradigm to a WLP-driven HR mindset.
Shifting the conversation from cost to value! How to gather the right evidenc...Dr. Regis P. Chasse, MBA
For many years, Chief Learning Officers have proudly reported the cost of a learning hour, the ratio of L&D professionals per 1000-employee, or how many people their high-priority programs reached (efficiency); however, many learning executives struggle to articulate the real business value of their learning initiatives. Moving the conversation with stakeholders from a cost perspective to a value perspective is a critical aspect of engaging in rich exchanges with the business and becoming a true business partner.
After a focused effort, Majid Al Futtaim’s Leadership Institute now uses a pragmatic and cost-effective approach to measure the business impact of learning (effectiveness). The Leadership Institute Framework for Effectiveness Evaluation (LIFE2) will be introduced, supported with real examples from its School of Leadership Development and the School of Analytics & Technology.
Objectives :
• Understand the pillars of the Leadership Institute Framework for Effectiveness Evaluation (LIFE2)
• Understand the key steps to develop their own measurement approach for a specific program
• Understand the importance of post-measurement dialog with the business and follow-though
• Gain insights on the Leadership Institute lessons learned while implementing this framework
Target audience: Learning and HR business partners and executives who want to build credibility and trust with the business, and show the business value of their learning initiatives.
This document outlines a multi-phase plan to help NDSU Extension professionals improve through self-assessment and professional development. Phase One involves moving from competency assessments to having employees complete self-assessments in areas like subject matter expertise, communications, technology skills, and program development. These self-assessments will help employees identify their own professional development needs and create individualized plans. Phase Two will define what professionalism means for Extension, including the components of image, attitude, behavior, and communications. The goal is to provide targeted training to different employee groups. The document encourages employees to start by selecting two self-assessments to complete in January and discuss the results at their yearly performance review.
This document outlines a multi-phase plan to help NDSU Extension professionals improve through self-assessment and professional development. Phase One involves moving from competency assessments to having employees complete self-assessments in areas like subject matter expertise, communications, technology skills, and program development. These self-assessments will help employees identify their own professional development needs and create individualized plans. Phase Two will define what professionalism means for Extension, including the components of image, attitude, behavior, and communications. The goal is to provide targeted training to different employee groups. The document encourages employees to start by selecting two self-assessments to complete in January and discuss the results at their yearly performance review.
Performance Management for HR Practitioners - Week 5GovLoop
The document summarizes a webinar on performance management processes for HR practitioners. It outlines the agenda which includes discussing the monitoring and developing phase, individual development plans, performance improvement periods, and the rating and rewarding phase. It provides details on supervisor responsibilities and the practitioner's role in each part of the process. It also includes a scenario about an employee with declining performance and takes questions from participants.
Ravinder Tulsiani’s innate talent in enterprise development first appeared at the age of fourteen when he launched a profitable mail-order business. That extremely impressive beginning set the tone for a career filled with exceptional results across several industries.
This document provides an overview of career development and implementation at Dexon. It discusses key concepts like understanding career development and assessing employees' skills, interests, and development goals. It outlines a 4-step career development conversation process between employees and managers: preparation, exploration of interests/goals, agreement on a development plan, and regular reviews. Common barriers to career growth like lack of opportunities and supervisor support are also addressed. The presentation provides templates and worksheets to help structure career development conversations and plans. It suggests pilot testing the new career development framework before full deployment.
The document discusses career development and its implementation at an organization. It begins with an overview of career development and its benefits for both employees and organizations. It then outlines the career development process, including assessing skills, exploring options, formulating development plans, and evaluating progress. The next sections provide details on implementing career development conversations between managers and direct reports, and the roles and responsibilities of employees, managers, and the organization in supporting career development. The document concludes with examples of tools and programs that can be used to facilitate career development discussions and planning.
The document discusses strategies for gaining support from line managers for talent management programs. It outlines seven strategies: 1) Co-designing corporate strategy to ensure alignment, 2) Identifying business challenges and talent gaps, 3) Communicating effectively, 4) Reviewing training programs collectively, 5) Creating a teaching culture, 6) Conducting talent review meetings, and 7) Setting up councils to review programs monthly. The strategies aim to integrate line managers in the talent management process through collaboration, communication, and collective oversight of programs.
Georgetown County Public Works Training ProposalESD UNU-IAS
Georgetown County Public Works Training Proposal
Ms. Peg Howell, M.B.A., Community Outreach Coordinator, Georgetown RISE, RCE Georgetown
Ms. Maeve Snyder, M.S., Director of Communications and Education Task Force, Georgetown RISE - Coastal Training Program Coordinator, Winyah Bay National Estuarine Research Reserve, RCE Georgetown
9th Americas RCE Regional Meeting
13 & 14 October, 2020
NAF is working significantly to increase our impact in the coming years, and has engaged the Bridgespan Group to solicit stakeholder's input and help form its next five-year strategic plan.
Digging Deeper into Standards-Based Grading and Reportingaescurriculum
This presentation examines Standards-Based Grading more in depth and give teacher an opportunity to look at research and issues around a move to Standards-Based Grading
The Future of Faculty Advising at JSRCC (1)JaKen Caston
The document discusses the changing role of faculty advising at Reynolds Community College. It notes challenges including enrollment issues, limited faculty availability, and underprepared students. It recommends that advising focus more on student outcomes and life goals rather than just course selection. It also suggests students access counseling first before faculty advising and that advisors receive training to better understand student challenges and direct them to resources for support.
The document provides information about the DeVos Graduate School of Business Management at Northwood University. It summarizes that the university was founded in 1959 to teach practical career skills and business principles based on free-enterprise concepts. It offers flexible MBA programs for working professionals, including 24-month daytime, weekend, and evening options, as well as a 12-month accelerated daytime program. The school aims to provide students with the necessary tools to lead and drive change in their careers and lives.
Insider's Guide 7: Essential Senior Leadership Interview QuestionsRiverstone training
Discover the essential questions for senior leadership roles in our video "Insider's Guide: 7 Essential Senior Leadership Interview Questions." From strategic leadership to managerial skills, learn how to prepare effectively for senior manager interviews. Gain insights into the key questions and answers crucial for securing top positions in senior management.
You can check the full video here: https://youtu.be/pvIZn6IzPj4
For more information visit our website www.riverstonetraining.com.sg
email us on info@riverstonetraining.com.sg
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Elevate your interview preparation for senior leadership positions with our insider's guide. Master these essential questions to showcase your skills and experience effectively, securing your next senior manager role with confidence.
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This presentation was presented at WACUHO at the 2009 conference. The session requires Turning Point and allows attendees to add input by clicking on a remote during the presentation.
Similar to Developing a Professional Development Model for RA Staff (20)
Developing a Professional Development Model for RA Staff
1. NEACUHO
DEVELOPING A FALL DRIVE IN
201 2
PROFESSIONAL
DEVELOPMENT MODEL Presented by:
David Grimes
FOR RA STAFF R e s i d e n c e D i r e c t o r,
St. John Fisher College
Amanda Nasso
R e s i d e n c e D i r e c t o r,
St. John Fisher College
2. GOALS & LEARNING OUTCOMES
Understand St. John Fisher’s G.R.A .D.E program and why it
was created
Develop ways to integrate a professional development model
into your campus/of fice structure
Find ways to address student staf f issues through professional
development programming and outside of all staf f training
3. WHAT IS G.R.A.D.E.?
G.R.A .D.E. is an acronym that stands for Gaining Resident
Assistant Developmental Experience
Was developed in response to RA frustration with old
committee model
4. G.R.A.D.E.’S GOALS
1. Give the RAs more opportunities to shape their
own RA experience and determine what they want
to gain from it
2. Make sure committee responsibilities were still
taken care of
3. Better utilize existing campus resources
4. Provide RAs with skills that will help them be
successful after graduation
6. G.R.A.D.E. REQUIREMENTS
In-Service Learning
New and Returning RAs must attend all 4 in-service sessions (2 per
semester that will take the place of a staff meeting)
In-service sessions are co-sponsored with other campus departments
Tuesday, October 9, 2012: Mental Health Counseling
Tuesday, November 13, 2012: Alcohol and Other Drugs
Tuesday, February 19, 2013: Safety and Security
Tuesday, April 2, 2013: Office of Multicultural Affairs
7. G.R.A.D.E. REQUIREMENTS
Events
All RAs must complete 1 event per academic year
Events include:
Six Week Celebration
Thanksgiving Dinner
Holiday Brunch
ResLife Appreciation Day
End of the Year Banquet
RA Senior Week Activities
RA Mentor Program*
8. G.R.A.D.E. REQUIREMENTS
Electives
Elective Requirements are dependent upon the RA’s level of
experience in the RA position
Returning RAs
(1 semester or more at start of Fall training) – 6 points
New RAs
(new to position at start of Fall semester) – 3 points
Mid Year RAs
(new to the position at start of Spring semester) – 2 points
Returning Mid Year RAs
(RAs with past experience who are returning for the Spring semester) – 2 points
9. G.R.A.D.E. REQUIREMENTS
Elective Examples: (NOTE: All electives are not created equal)
RA Training Ser vice
Curriculum Development Food and Clothing Drive
Presenting Spring Into Service
Staff Development Team
Campus Wide Committees
Conference s Safety Committee
Diversity Student Summit A&OD Committee
RD2B Day of Celebration Committee
Brockport RA Conference
Cortland RA Conference Conflict Management
Mediation Team
Sustained Dialogue
RARA’s
Recruitment
Marketing Miscellaneous
Shadow an RD
Freshman Experience
Open Houses
10. ELECTIVE HIGHLIGHTS
RA Training
Curriculum Development
Staff Development Team
Conflict Management
Mediation Team
Miscellaneous
Shadow an RD
Freshman Experience
11. G.R.A.D.E. REQUIREMENTS
RA Recruitment and Selection
All RAs must provide availability to ResLife
If assigned, they will be assisting with individual and group interviews
during Fall and Spring RA Selection process
Monthly Motivator
RA Training Evaluations
12. RETURNING RAS
(1 SEMESTER OR MORE OF JOB EXPERIENCE)
All 4 in-services
1 Event
6 pts of electives
Assist with Monthly Motivator
Help with RA Selection (interviews)
Complete RA Training surveys
13. NEW RAS
All 4 in-services
1 Event
3 pts of electives
Assist with Monthly Motivator
Help with RA Selection (interviews)
Complete RA Training surveys
14. MAKING THE G.R.A.D.E.
Yearly Process:
During RD Training, divide up event, elective and in-service
committee responsibilities
Host an Introductory session during RA Training
Registration process for Resident Assistants
Host a Registration night
Preference Form
Based on experience, fit, don’t guarantee first preference
RAs evaluate using a reflection form
15. EVALUATING G.R.A.D.E.
After an RA completes an event, in-service or elective, they must
complete a G.R.A.D.E. reflection form via Qualtrics in order to get
credit for them.
G.R.A.D.E. Reflection forms are due within one week of completing
an event, in-service, or elective.
Questions that are asked include:
What were your specific responsibilities for the elective?
What were your overall impressions of the elective?
What went well for the elective that you would recommend for the future?
Is there anything you would like to suggest we change for the future?
16. EVALUATING G.R.A.D.E.
Feedback from the evaluation forms goes to the G.R.A.D.E
Coordinator, who then tracks that RAs have completed there
individual job responsibilities
Additionally, the G.R.A.D.E Coordinator provides the feedback to the
Pro Staff member who coordinated the committee, so that
improvements may be made for the future.
G.R.A.D.E. Tracking Sheet
Evaluation Form
17. REVAMPING G.R.A.D.E.
G.R.A .D.E. began in 2007, at St. John Fisher College.
In Spring 2012, we were tasked with evaluating its success,
including:
Eliminating electives that were no longer relevant
Making changes to increase the success of specific electives
Looking to other campuses for their RA Professional Development
Models
18. APPLYING G.R.A.D.E. ON YOUR CAMPUS
At your institution, do you have a similar program or
professional development opportunities that your staf f can
take advantage of?
Is this a job expectation or volunteer opportunity?
19. THINGS TO CONSIDER
Are there Of fices or Departments who are asking for your
assistance or collaboration from your student staf f?
What role does your student staf f play in RA Training or RA
selection? In what ways can you increase their involvement?
What challenges could you face in implementing G.R.A .D.E. on
your campus?
20. QUESTIONS?
We are more than happy to share any and all of our G.R.A .D.E
resources.
Contact us at:
David Grimes: dgrimes@sjfc.edu, (585) 385-7236
Amanda Nasso: ajnasso@sjfc.edu, (585) 385-8105