This document introduces validated self-assessment as a method for students to assess and improve their employability skills. It discusses the key employability skills, why they are important, how self-assessment works, and the benefits it provides. Specifically, it allows students to identify, prove, and enhance their skills through reflecting on activities against performance criteria and obtaining validation from assessors.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative & enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their demonstration of these skills at different performance levels through reflection and submission of evidence, which is then validated by an assessor. This validation helps students prove, improve, and apply their employability skills.
The document introduces the concept of employability skills and validated self-assessment. It defines employability skills as a set of 10 skills including communication, problem solving, teamwork, planning, using technology, and using information. It explains that employability skills are important for getting jobs and performing well in life. The validated self-assessment process involves students self-assessing their employability skills performance on assessment sheets at one of three levels of independence, and getting validation from an assessor to prove and improve their skills.
The document provides guidance for conducting behavioral interviews at Citrix. It outlines the objectives of interviewing and selection training which includes learning how to use behavioral interviewing techniques. It describes key components of behavioral interviewing such as focusing questions on the essential job functions and using open-ended questions. Sample behavioral interview questions are provided addressing skills such as coping with stress, motivating others, and taking initiative. Guidance is given on preparing for an interview, including developing an interview plan and evaluating candidates based on the required technical and behavioral skills for the target position.
Integrating technology in teaching writing - Nile TESOL PWSIGMahmoud Mokhtar
This presentation is prepared for a training session at Nile TESOL PWSIG.
In the presentation, you will find tools and websites you can integrate into teaching writing.
The document provides an overview of interviewing skills for both interviewers and interviewees. It discusses how to effectively evaluate resumes, prepare interview questions, conduct interviews, and provide tips for interviewers before, during, and after the interview process. The goal is to structure interviews to allow candidates to demonstrate their qualifications for the position through open-ended questions and by making the interview more of a conversation.
The supervisor provides a glowing evaluation of student Angela Li's internship performance. Angela receives the highest possible rating of 5 out of 5 in nearly all evaluation categories, including ability to learn, reading/writing skills, listening/oral communication, creative/problem-solving skills, professional development, interpersonal/teamwork skills, work habits, and character. The supervisor notes Angela quickly learned new applications and completed all assigned tasks on time and above expectations. Additionally, the supervisor would consider Angela for a permanent position and recommends her as an asset to any organization.
The document provides an interview guide outlining the interview process in six sections:
1. Interview Preparation - Details logistics like reserving a room and providing candidate materials.
2. Interview Opening - Welcomes the candidate, introduces panel members, and explains the interview structure.
3. Evaluation Questions - Contains behavioral and technical questions to assess the candidate's background, skills, and experience over 50 minutes.
4. Interview Close - Allows candidate questions and discusses next steps.
5. Discussion and Ratings - Evaluators assess the candidate and discuss strengths and weaknesses.
6. HR Follow Up - HR collects forms, analyzes results, presents data to evaluators, and plans next steps
The document provides guidance on preparing for and participating in job interviews, including researching the employer and position, practicing common interview questions, using examples from your experience, and reviewing your performance after the interview. It also describes different types of interviews like competency-based, group, panel, and assessment centers that may involve exercises, presentations, or psychometric tests. Resources for practicing interviews are recommended, as preparation, research, and demonstrating relevant skills and qualifications are emphasized as important for interview success.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative & enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their demonstration of these skills at different performance levels through reflection and submission of evidence, which is then validated by an assessor. This validation helps students prove, improve, and apply their employability skills.
The document introduces the concept of employability skills and validated self-assessment. It defines employability skills as a set of 10 skills including communication, problem solving, teamwork, planning, using technology, and using information. It explains that employability skills are important for getting jobs and performing well in life. The validated self-assessment process involves students self-assessing their employability skills performance on assessment sheets at one of three levels of independence, and getting validation from an assessor to prove and improve their skills.
The document provides guidance for conducting behavioral interviews at Citrix. It outlines the objectives of interviewing and selection training which includes learning how to use behavioral interviewing techniques. It describes key components of behavioral interviewing such as focusing questions on the essential job functions and using open-ended questions. Sample behavioral interview questions are provided addressing skills such as coping with stress, motivating others, and taking initiative. Guidance is given on preparing for an interview, including developing an interview plan and evaluating candidates based on the required technical and behavioral skills for the target position.
Integrating technology in teaching writing - Nile TESOL PWSIGMahmoud Mokhtar
This presentation is prepared for a training session at Nile TESOL PWSIG.
In the presentation, you will find tools and websites you can integrate into teaching writing.
The document provides an overview of interviewing skills for both interviewers and interviewees. It discusses how to effectively evaluate resumes, prepare interview questions, conduct interviews, and provide tips for interviewers before, during, and after the interview process. The goal is to structure interviews to allow candidates to demonstrate their qualifications for the position through open-ended questions and by making the interview more of a conversation.
The supervisor provides a glowing evaluation of student Angela Li's internship performance. Angela receives the highest possible rating of 5 out of 5 in nearly all evaluation categories, including ability to learn, reading/writing skills, listening/oral communication, creative/problem-solving skills, professional development, interpersonal/teamwork skills, work habits, and character. The supervisor notes Angela quickly learned new applications and completed all assigned tasks on time and above expectations. Additionally, the supervisor would consider Angela for a permanent position and recommends her as an asset to any organization.
The document provides an interview guide outlining the interview process in six sections:
1. Interview Preparation - Details logistics like reserving a room and providing candidate materials.
2. Interview Opening - Welcomes the candidate, introduces panel members, and explains the interview structure.
3. Evaluation Questions - Contains behavioral and technical questions to assess the candidate's background, skills, and experience over 50 minutes.
4. Interview Close - Allows candidate questions and discusses next steps.
5. Discussion and Ratings - Evaluators assess the candidate and discuss strengths and weaknesses.
6. HR Follow Up - HR collects forms, analyzes results, presents data to evaluators, and plans next steps
The document provides guidance on preparing for and participating in job interviews, including researching the employer and position, practicing common interview questions, using examples from your experience, and reviewing your performance after the interview. It also describes different types of interviews like competency-based, group, panel, and assessment centers that may involve exercises, presentations, or psychometric tests. Resources for practicing interviews are recommended, as preparation, research, and demonstrating relevant skills and qualifications are emphasized as important for interview success.
This document provides an overview of effective interview techniques. It discusses what recruiters look for in candidates, how to prepare for an interview, common interview formats and questions. Preparing includes self-reflection, researching the employer, and practicing. Interviews typically involve multiple rounds and a mix of question types. The document provides tips for having a successful interview and assessing your performance after.
The document discusses HR management practices, including the purpose of HR functions, major HR functions, recruitment and selection processes, training and development, and performance management. Specifically, it covers topics such as job analysis, types of recruitment, interviewing best practices, training needs assessment, and training delivery methods. The overall purpose of HR according to the document is to hire, retain, and develop talents to achieve organizational goals.
This document provides instructions for creating an employability skills portfolio. The portfolio highlights a student's skills, abilities, knowledge, and talents through organized evidence. It demonstrates abilities better than a resume alone. The portfolio contains 3 sections: personal profile with identity and career information, employability skills with examples of fundamental, personal management, and teamwork skills, and a reflection on strengths and plans to improve weaknesses in each skills area. Completing the portfolio helps students identify their suited fields, areas for improvement, and market themselves effectively to employers.
This document provides an overview of interview techniques for both conducting and participating in interviews. It discusses different types of interviews such as situational, behavioral, and narrative interviews. It also outlines important techniques for organizations conducting interviews, such as focusing on personality, intelligence, or ethics. Additionally, it recommends techniques for candidates participating in interviews, such as arriving early, having good body language like eye contact, and reinforcing points with examples. The overall document aims to help both interviewers and interviewees have successful interviews.
This document provides an overview of interviewing and networking. For interviewing, it discusses preparation, different types of interviews, common questions, and tips for each stage of an interview. It also covers traditional, behavioral, and case interview questions. For networking, it defines networking as exchanging information and establishing professional contacts to form relationships with others in your field.
This document outlines the agenda for a two-day human resources training workshop. Day one will cover topics such as defining human resources, skills inventory, forecasting, job analysis, job competencies, recruitment, interviewing, and employee orientation. Day two will focus on training, performance reviews, absenteeism, diversity, compensation, discipline, termination, and exit interviews. Each session provides learning objectives and discusses concepts and case studies related to the topic. Participants are encouraged to share thoughts and personal objectives. The workshop aims to help HR professionals handle skills like staffing, development, and employee relations.
Mission India Consultancy www.missionindiaconsultancy.comDinesh Kumar Mishra
-understands career path & compensation
-has completed required training
Office:
-has capacity for new candidate
-can provide required support
Manager:
-is prepared with required documents
-has allotted sufficient time
Environment:
-is conducive for a career discussion
Self:
-is in a positive frame of mind
This ensures a smooth career interview
The career interview process:
1. Welcome the candidate
2. Discuss candidate's strengths
3. Explain expectations & commitments
4. Address any concerns candidate may have
5. Discuss & finalize next steps
6. Close on a positive note
This structured process helps achieve
Im Rahmen der Lehrveranstaltung “Multimedia” an der FH Wien (Studiengang Journalismus & Medienmanagement) untersuchte die Projektgruppe den nach dem Medientransparenzgesetz erstmals veröffentlichten Datensatz, der Inserate, Werbekooperationen und Förderungen von öffentlichen Rechtsträgern beinhaltet.
Dabei wurde der Fokus vor allem auf den Vergleich der Inseratenvergabe an Print- und Onlinemedien gelegt. Außerdem wurden die Inserate und Werbekooperationen aus allgemeiner Unternehmenssicht beleuchtet. Dabei dienten die Ministerien und die Stadt Wien als beispielhafte öffentliche Rechtsträger.
Die Präsentation der Recherche-Ergebnisse fand am 14.01.2013 an der FH Wien statt. Die Präsentation kann hier herunter geladen werden.
Designing a Robot Cell
April 2012 – June 2012
Production of one (small) size of the control cabinet
Annual amount of cabinets: 55,000
1-shift ONLY
1 worker (the worker should be able to feed a second cell of the same type)
Use a handling robot and an external (stationary) weld gun and minimum one conveyor
220 working days per year, 7.5 hrs. per day excluding 0.5 hr. break.
Total availability of workers plus robot cell: 80%
Left, right, bottom and top plate of the control cabinet should be spot-welded
The back plate, door and hook are added manually afterwards. Not included in our task.less
4 team members
This short document contains a link and encourages the reader to click on it to access some unspecified content or offer. No other context or details are provided about what would be obtained by clicking the link.
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial. Muchos países experimentaron fuertes caídas en el PIB y aumentos en el desempleo debido a los cierres generalizados y las restricciones a los viajes. Aunque las vacunas han permitido la reapertura de muchas economías, los efectos a largo plazo de la pandemia en sectores como el turismo y los viajes aún no están claros.
Programmübersicht Business Line 2015 - Aktuelle Termine und Kurzbeschreibungen aus dem offenen Seminarangebot von Management- und Kommunikationsseminaren. Durchführung von kleinen Gruppen (3- mx. 8 Teilnehmer) in Hamburg.
Weitere Infos unter: http://www.dialogart.de
This document provides word rearrangement puzzles where letters from each word must be used to form the name of a country. Level 1 contains the words "chain pure tango" which can be rearranged into "Taiwan". Level 2 contains the words "rain mail pains reign regalia enemy" which can be rearranged into "Germany". Level 3 does not include any example words.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative and enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their employability skills performance against criteria at three levels of independence, have their assessments validated by an instructor, and receive feedback to improve their skills. The goal is to help students understand, prove, and improve their employability skills.
The document introduces the concept of employability skills and validated self-assessment. It defines employability skills as a set of 10 skills including communication, problem solving, teamwork, planning, using technology, and using information. It explains that employability skills are important for getting jobs and performing well in life. The validated self-assessment process involves students self-assessing their employability skills performance against criteria at different levels, collecting evidence, and getting validation from an assessor to help improve skills and prove skills to employers.
This document provides an overview of effective interview techniques. It discusses what recruiters look for in candidates, how to prepare for an interview, common interview formats and questions. Preparing includes self-reflection, researching the employer, and practicing. Interviews typically involve multiple rounds and a mix of question types. The document provides tips for having a successful interview and assessing your performance after.
The document discusses HR management practices, including the purpose of HR functions, major HR functions, recruitment and selection processes, training and development, and performance management. Specifically, it covers topics such as job analysis, types of recruitment, interviewing best practices, training needs assessment, and training delivery methods. The overall purpose of HR according to the document is to hire, retain, and develop talents to achieve organizational goals.
This document provides instructions for creating an employability skills portfolio. The portfolio highlights a student's skills, abilities, knowledge, and talents through organized evidence. It demonstrates abilities better than a resume alone. The portfolio contains 3 sections: personal profile with identity and career information, employability skills with examples of fundamental, personal management, and teamwork skills, and a reflection on strengths and plans to improve weaknesses in each skills area. Completing the portfolio helps students identify their suited fields, areas for improvement, and market themselves effectively to employers.
This document provides an overview of interview techniques for both conducting and participating in interviews. It discusses different types of interviews such as situational, behavioral, and narrative interviews. It also outlines important techniques for organizations conducting interviews, such as focusing on personality, intelligence, or ethics. Additionally, it recommends techniques for candidates participating in interviews, such as arriving early, having good body language like eye contact, and reinforcing points with examples. The overall document aims to help both interviewers and interviewees have successful interviews.
This document provides an overview of interviewing and networking. For interviewing, it discusses preparation, different types of interviews, common questions, and tips for each stage of an interview. It also covers traditional, behavioral, and case interview questions. For networking, it defines networking as exchanging information and establishing professional contacts to form relationships with others in your field.
This document outlines the agenda for a two-day human resources training workshop. Day one will cover topics such as defining human resources, skills inventory, forecasting, job analysis, job competencies, recruitment, interviewing, and employee orientation. Day two will focus on training, performance reviews, absenteeism, diversity, compensation, discipline, termination, and exit interviews. Each session provides learning objectives and discusses concepts and case studies related to the topic. Participants are encouraged to share thoughts and personal objectives. The workshop aims to help HR professionals handle skills like staffing, development, and employee relations.
Mission India Consultancy www.missionindiaconsultancy.comDinesh Kumar Mishra
-understands career path & compensation
-has completed required training
Office:
-has capacity for new candidate
-can provide required support
Manager:
-is prepared with required documents
-has allotted sufficient time
Environment:
-is conducive for a career discussion
Self:
-is in a positive frame of mind
This ensures a smooth career interview
The career interview process:
1. Welcome the candidate
2. Discuss candidate's strengths
3. Explain expectations & commitments
4. Address any concerns candidate may have
5. Discuss & finalize next steps
6. Close on a positive note
This structured process helps achieve
Im Rahmen der Lehrveranstaltung “Multimedia” an der FH Wien (Studiengang Journalismus & Medienmanagement) untersuchte die Projektgruppe den nach dem Medientransparenzgesetz erstmals veröffentlichten Datensatz, der Inserate, Werbekooperationen und Förderungen von öffentlichen Rechtsträgern beinhaltet.
Dabei wurde der Fokus vor allem auf den Vergleich der Inseratenvergabe an Print- und Onlinemedien gelegt. Außerdem wurden die Inserate und Werbekooperationen aus allgemeiner Unternehmenssicht beleuchtet. Dabei dienten die Ministerien und die Stadt Wien als beispielhafte öffentliche Rechtsträger.
Die Präsentation der Recherche-Ergebnisse fand am 14.01.2013 an der FH Wien statt. Die Präsentation kann hier herunter geladen werden.
Designing a Robot Cell
April 2012 – June 2012
Production of one (small) size of the control cabinet
Annual amount of cabinets: 55,000
1-shift ONLY
1 worker (the worker should be able to feed a second cell of the same type)
Use a handling robot and an external (stationary) weld gun and minimum one conveyor
220 working days per year, 7.5 hrs. per day excluding 0.5 hr. break.
Total availability of workers plus robot cell: 80%
Left, right, bottom and top plate of the control cabinet should be spot-welded
The back plate, door and hook are added manually afterwards. Not included in our task.less
4 team members
This short document contains a link and encourages the reader to click on it to access some unspecified content or offer. No other context or details are provided about what would be obtained by clicking the link.
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial. Muchos países experimentaron fuertes caídas en el PIB y aumentos en el desempleo debido a los cierres generalizados y las restricciones a los viajes. Aunque las vacunas han permitido la reapertura de muchas economías, los efectos a largo plazo de la pandemia en sectores como el turismo y los viajes aún no están claros.
Programmübersicht Business Line 2015 - Aktuelle Termine und Kurzbeschreibungen aus dem offenen Seminarangebot von Management- und Kommunikationsseminaren. Durchführung von kleinen Gruppen (3- mx. 8 Teilnehmer) in Hamburg.
Weitere Infos unter: http://www.dialogart.de
This document provides word rearrangement puzzles where letters from each word must be used to form the name of a country. Level 1 contains the words "chain pure tango" which can be rearranged into "Taiwan". Level 2 contains the words "rain mail pains reign regalia enemy" which can be rearranged into "Germany". Level 3 does not include any example words.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative and enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their employability skills performance against criteria at three levels of independence, have their assessments validated by an instructor, and receive feedback to improve their skills. The goal is to help students understand, prove, and improve their employability skills.
The document introduces the concept of employability skills and validated self-assessment. It defines employability skills as a set of 10 skills including communication, problem solving, teamwork, planning, using technology, and using information. It explains that employability skills are important for getting jobs and performing well in life. The validated self-assessment process involves students self-assessing their employability skills performance against criteria at different levels, collecting evidence, and getting validation from an assessor to help improve skills and prove skills to employers.
The document introduces the concept of employability skills and validated self-assessment. It defines employability skills as a set of 10 skills including communication, problem solving, teamwork, and planning that are important for work and life. It explains that validated self-assessment involves students self-assessing their employability skills performance against criteria at different levels, and getting validation from an assessor by providing evidence. The process is meant to help students improve, prove, and apply their employability skills.
The document introduces the concept of employability skills and validated self-assessment. It defines employability skills as a set of 10 skills including communication, problem solving, teamwork, and planning that are important for work and life. It explains that validated self-assessment involves students self-assessing their employability skills performance against criteria at different levels, and getting validation from an assessor by providing evidence. The benefits of this process include improving and proving one's employability skills.
This document provides instructions for how to complete a validated self-assessment of employability skills. It defines employability skills as those demanded by employers, including initiative & enterprise, self-management, learning, communication, teamwork, problem solving, planning & organizing, technology, using information, and mathematical techniques. It explains that self-assessment involves identifying activities to demonstrate skills, selecting a performance level, reflecting on criteria, and identifying evidence samples. Validation involves an assessor reviewing evidence to confirm the self-assessment.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative & enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their performance of these skills at one of three levels of independence, have their assessments validated by an instructor, and receive feedback to improve. The goal is to help students understand, prove, and improve their employability skills.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative and enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their employability skills performance against criteria at three levels of independence, have their assessments validated by an instructor, and receive feedback to improve their skills. The goal is to help students understand, prove, and improve their employability skills.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative and enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their performance on these skills at one of three levels of independence using validated self-assessment forms, have their evidence validated by an assessor, and receive feedback to improve their skills. Self-assessment and validation helps students understand, prove, and improve their employability skills.
This document provides instructions for how to complete a validated self-assessment of employability skills. It defines employability skills as those demanded by employers, including initiative, self-management, learning, communication, teamwork, problem solving, planning, technology use, using information, and mathematical techniques. It explains that self-assessment involves identifying activities demonstrating skills, selecting a performance level, reflecting on criteria, and identifying evidence samples. Validation involves an assessor reviewing the self-assessment. The self-assessment is designed to help individuals prove, improve, and apply their employability skills.
This document provides instructions for how to complete a validated self-assessment of employability skills. It defines employability skills as those demanded by employers, including initiative & enterprise, self-management, learning, communication, teamwork, problem solving, planning & organizing, technology, using information, and mathematical techniques. It explains that self-assessment involves identifying activities to demonstrate skills, selecting a performance level, reflecting on criteria, and identifying evidence samples. Validation from an assessor is then used to prove skills levels. The goal is to help individuals understand, improve, and prove their employability skills.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative & enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their employability skills performance against criteria at three levels, collect evidence, and get validation from an assessor. This validation helps students prove, improve, and apply their employability skills.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative & enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their demonstration of these skills at various performance levels through reflection and submission of evidence, which is then validated by an assessor. Validated self-assessment is intended to help students understand, improve, and prove their employability skills.
This document discusses behavioral interviews and competency frameworks. It provides details on:
- The key features and steps of behavioral interviews, which ask applicants to describe past behaviors to determine suitability.
- Guidelines and an outline for conducting behavioral interviews, including introducing the interview, discussing job responsibilities, gaining behavioral examples, and concluding.
- Competency frameworks define the competencies required by an organization. Elements include proficiency levels, role profiles, competency definitions, and assessment data.
- Benefits of competency frameworks include linking objectives, ensuring employee clarity, and competency development.
Training needs analysis, skills auditing and training roi presentation 31 aug...Charles Cotter, PhD
This document discusses training needs analysis, skills auditing, and training return on investment. It provides an overview of the training process and cycle, including training needs analysis, skills auditing, workplace skills plans, and evaluating training return on investment. It describes a 6-step process for conducting a training needs analysis involving situational analysis, envisioning desired outcomes, identifying data collection methods, collecting data, sharing findings, and developing an implementation plan. Best practices for skills auditing are outlined, including using job analyses and developing performance standards. The skills auditing process involves determining skills requirements, auditing actual skills, and identifying development needs.
What A GOOD Interview Process Looks LikeDavid Dewey
This presentation explores the advantages of a structured interview process and how this helps you to predict how candidates are going to perform in the role.
This 1-day training program provides an overview of competency-based job selection interviewing (CBI) skills. The objectives covered include an introduction to CBI, HR planning and job analysis processes, the fundamentals of CBI, the CBI process steps, a role play activity to practice CBI, and job selection reporting. Key aspects of CBI covered are defining selection criteria, preparing effective questions using the STAR technique, conducting a structured interview, evaluating responses, and developing a job selection report. A role play activity allows participants to practice applying the CBI process. The training aims to help participants effectively evaluate candidates and make the best selection decisions using a valid competency-based approach.
This 3-day training program provides skills for successful job interviews, including preparing for interviews, crafting cover letters and CVs, demonstrating competencies, and practicing interview techniques. The training covers competency-based interviewing methods that assess skills through structured behavioral questions. Participants engage in role plays and learn to formulate examples using the STAR method in response to competency-based interview questions. The goal is to help candidates understand how to optimize their performance and impact during job interviews.
The document provides information on performance appraisal. It discusses what performance appraisal is, why it is conducted, when it should be conducted, its objectives, and who is involved. It also outlines various traditional methods of performance appraisal like graphic rating scales, ranking, and paired comparison. Modern methods like MBO, psychological appraisals, assessment centers, and 360-degree feedback are also summarized. Common problems associated with conducting appraisals such as halo effect, bias, comparison rating, and central tendency are highlighted.
Performance appraisal is used to evaluate employee performance and behavior in the workplace. It provides information about performance, development needs, and feedback. There are traditional methods like graphic rating scales, rankings, and checklists as well as modern methods like management by objectives, psychological testing, and 360 degree feedback which collects input from bosses, peers, reports and customers. Effective performance appraisal aims to improve performance through communication but can be impacted by biases, comparisons, and other issues in the evaluation process.
Generative AI Deep Dive: Advancing from Proof of Concept to ProductionAggregage
Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
Discover how Standard Chartered Bank harnessed the power of Neo4j to transform complex data access challenges into a dynamic, scalable graph database solution. This keynote will cover their journey from initial adoption to deploying a fully automated, enterprise-grade causal cluster, highlighting key strategies for modelling organisational changes and ensuring robust disaster recovery. Learn how these innovations have not only enhanced Standard Chartered Bank’s data infrastructure but also positioned them as pioneers in the banking sector’s adoption of graph technology.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AIVladimir Iglovikov, Ph.D.
Presented by Vladimir Iglovikov:
- https://www.linkedin.com/in/iglovikov/
- https://x.com/viglovikov
- https://www.instagram.com/ternaus/
This presentation delves into the journey of Albumentations.ai, a highly successful open-source library for data augmentation.
Created out of a necessity for superior performance in Kaggle competitions, Albumentations has grown to become a widely used tool among data scientists and machine learning practitioners.
This case study covers various aspects, including:
People: The contributors and community that have supported Albumentations.
Metrics: The success indicators such as downloads, daily active users, GitHub stars, and financial contributions.
Challenges: The hurdles in monetizing open-source projects and measuring user engagement.
Development Practices: Best practices for creating, maintaining, and scaling open-source libraries, including code hygiene, CI/CD, and fast iteration.
Community Building: Strategies for making adoption easy, iterating quickly, and fostering a vibrant, engaged community.
Marketing: Both online and offline marketing tactics, focusing on real, impactful interactions and collaborations.
Mental Health: Maintaining balance and not feeling pressured by user demands.
Key insights include the importance of automation, making the adoption process seamless, and leveraging offline interactions for marketing. The presentation also emphasizes the need for continuous small improvements and building a friendly, inclusive community that contributes to the project's growth.
Vladimir Iglovikov brings his extensive experience as a Kaggle Grandmaster, ex-Staff ML Engineer at Lyft, sharing valuable lessons and practical advice for anyone looking to enhance the adoption of their open-source projects.
Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
Twitter: https://x.com/albumentations
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
2. *This presentation will help you answer the following:
1. What are the ‘LINKup Employability Skills’?
2. Why are Employability Skills so important?
3. Why ‘assess’ Employability Skills?
4. Who assesses your Employability Skills?
5. How are your Employability Skills assessed?
6. What are the 3 Performance Levels?
7. How can Validated Self Assessment benefit you?
8. What are the steps involved in Self Assessment?
9. What’s involved in Validation?
OBJECTIVES
3. 1. What are the ‘LINKup Employability Skills’?
Employability Skills are …
Also known as:
Key Competencies
Generic skills
Life skills
DEMANDED by employers today
ESSENTIAL for applying your technical skills in
the workplace
Valuable in ALL areas of life!
Employability Skills
4. 1. What are the ‘LINKup Employability Skills’?
The ‘LINKup Employability Skills’ …
Initiative & Enterprise
Self Management
Learning
Communication
Teamwork
Problem Solving
Planning & Organising
Technology
Using Information
Mathematical Techniques
5. 1. What are the ‘LINKup Employability Skills’?
LINKup Employability Skills Employability Skills Key Competencies
Initiative & Enterprise Initiative & Enterprise
Self Management Self Management
Learning Learning
Communication Communication Communicating Ideas and Information
Teamwork Teamwork Working with Others and in Teams
Problem Solving Problem Solving Solving Problems
Planning & Organising Planning & Organising Planning & Organising
Technology Technology Using Technology
Using Information Collecting, Analysing and Organising Information
Mathematical Techniques Using Mathematical Ideas and Techniques
The ‘LINKup Employability Skills’ …
include Employability Skills & Key Competencies as follows:
6. Job advertisement
2. Why are Employability Skills so important?
JOBS!
“… a self starter, highly analytical,
effective problem solver, a good
communicator ...”
7. 2. Why are Employability Skills so important?
JOBS! Essential skills and attributes:
• High levels of written and oral communication
skills
• Problem Solving and decision making ability
• Ability to work effectively with others as part
of a team
• Ability to work in a changing environment
• Ability to research, write and evaluate
complex issues
Extract from Job & Person Specification
8. JOBS
• Employers look for these skills because they want ‘work-ready’ graduates
• Research shows successful companies recruit people with these skills
• Proving you have these skills will help you get and keep a job
LIFE IN GENERAL
• Actually, these skills help you perform effectively in ALL areas of life
2. Why are Employability Skills so important?
9. 2. Why are Employability Skills so important?
Mark Rebecca
Employee HR Manager
Rebecca (HR Manager) …
“We look for people with very good soft skills, in particular communication,
teamwork and problem solving. We do not employ people who are unable
to work in a team regardless of their technical skills.
When I interviewed Mark, his soft skills such as communication, teamwork
and problem solving stood out by far in comparison to the other people
that we interviewed. And it was for this reason that Mark got the job.”
Advanced Rapid Robotic Manufacturing
10. 2. Why are Employability Skills so important?
Mark Rebecca
Employee HR Manager
Mark (Graduate and employee) …
It is widely known that many employers look at soft skills first before they
look at qualifications. Therefore presenting only a Diploma or a Degree is
just simply not enough to ensure success at a job interview these days.
Gaining recognition for your soft skills through the Key Competencies
program will give you the edge at a job interview. And I guarantee it!”
Advanced Rapid Robotic Manufacturing
11. 3. Why ‘assess’ Employability Skills?
1. To PROVE your skills (through formal certification)
AND
2. To help you UNDERSTAND and IMPROVE them (through the
assessment process)
TWO reasons…
PROVE & IMPROVE!
12. 4. Who assesses your Employability Skills?
Assessment is based on SELF ASSESSMENT.
YOU take control of your assessment and YOU benefit directly…
YOU SELF ASSESS your performance, so
YOU UNDERSTAND your skills, so
YOU KNOW HOW to improve them, so
YOU can PROVE & EXPLAIN them at a job interview, so
YOU GET THE JOB! … plus many other benefits.
YOU !
13. 4. Who assesses your Employability Skills?
Trainers, employers & peers offer great support but if THEY control
the assessment then …
THEY ASSESS your performance, so
THEY UNDERSTAND your skills, so
THEY can PROVE & EXPLAIN your skills at a job interview, so
THEY GET THE JOB ????
YOU !
14. 4. Who assesses your Employability Skills?
“Who is responsible for developing (and assessing) generic skills?”
“The lecturer does make a big
difference, and so does your
employer, but at the end of the day
… its YOU!”
“Well I think its up to the
individual”
“I think the ultimate
responsibility is yourself.
But its more of a contract
between myself and the
facilitators or teachers”
“Its definitely the student’s
responsibility”
From video - Generic Skills:
Views and experiences of
workers and students.
Courtesy of NCVER
15. 5. How are your Employability Skills assessed?
• You Self Assess your Employability Skills performance
• as part of any suitable course or work activities (NOT extra activities!)
• against clear criteria on Validated Self Assessment sheets
• at one of 3 Performance Levels
• and submit samples of evidence to your assessor for Validation
Using a process called …
Validated Self Assessment
16. 6. What are the 3 Performance Levels?
PERFORMANCE LEVEL 1 - FOLLOW given guidelines to achieve set goals
PERFORMANCE LEVEL 2 - CHOOSE from a range of available strategies,
information and resources to achieve goals
PERFORMANCE LEVEL 3 - CREATE new strategies, or modify existing strategies,
to meet the specific needs of a real life context
• Performance Levels indicate how self-directed you are in
performing the Employability Skills
• The more self-directed you are, the higher the performance level
*IMPORTANT: Ensure you clearly understand the differences between these Performance Levels
Increasing
Self-Directedness
17. 6. What are the 3 Performance Levels?
PERFORMANCE LEVEL 1 - FOLLOW given guidelines to achieve set goals
PERFORMANCE LEVEL 2 - CHOOSE from a range of available strategies,
information and resources to achieve goals
PERFORMANCE LEVEL 3 - CREATE new strategies, or modify existing strategies,
to meet the specific needs of a real life context
• All Performance Levels are important
• It is beneficial to prove that you can perform at every level
• Achieving higher levels does not automatically mean you have
achieved the lower levels
Increasing
Self-Directedness
18. 7. How can Validated Self Assessment benefit you?
It is designed to help you develop your
Employability Skills ‘Know How’
enabling you to…
• Identify your Employability Skills
• Prove your Employability Skills
• Improve your Employability Skills
• Apply Employability Skills effectively anywhere
• Talk convincingly about your Employability Skills at job interviews
Employability Skills
19. 8. What are the steps involved in Self Assessment?
Step 1: IDENTIFY a suitable activity to demonstrate an Employability Skill
Step 2: COLLECT the appropriate Validated Self Assessment sheet
Step 3: NOMINATE the appropriate Performance Level
Step 4: REFLECT on the criteria for your nominated Performance Level
Step 5: IDENTIFY samples of evidence to address the relevant criteria
Let’s consider each step in turn …
20. 8. What are the steps involved in Self Assessment?
Step 1: IDENTIFY a suitable activity to demonstrate an Employability Skill
This can be ANY suitable course or work related activity including:
• a class activity
• any self directed learning activity
• a course assessment task
• industry project or work experience
• committee meetings (eg Student Representative Council)
• special events
• ANY activity RELEVANT to your field of study or work
21. Step 2: COLLECT the appropriate Validated Self Assessment sheet
Sam Brooks
29 Feb 2003
Library Orientation Activity
Collect the appropriate Validated Self Assessment sheet for the
Employability Skill you wish to assess.
Available from ‘LINKup Assessments’ on homepage after you Register.
Enter your Name, Date and title of the Assessment Activity
8. What are the steps involved in Self Assessment?
22. 8. What are the steps involved in Self Assessment?
Step 3: NOMINATE the appropriate Performance Level
Sam Brooks
29 Feb 2003
Library Orientation Activity
Identify the ‘Level’ that reflects how ‘self-
directed’ your approach was and tick your
‘Nominated Performance Level’
23. 8. What are the steps involved in Self Assessment?
Step 4: REFLECT on the criteria for your nominated Performance Level
Criteria includes:
• General descriptions
AND
• Performance ‘Level’ criteria
24. 8. What are the steps involved in Self Assessment?
Step 4: REFLECT on the criteria for your nominated Performance Level
Read the criteria for your ‘Level’ … VERY CAREFULLY
Think about what you did in your activity that meets the criteria EXACTLY
Tick the appropriate ‘Level’ criteria if you believe you achieved it
25. 8. What are the steps involved in Self Assessment?
Step 5: IDENTIFY samples of evidence to address the relevant criteria
Refer to section 1.2 of assignment sheet for clear statement of purpose of information
IDENTIFY one sample of evidence to meet the criteria EXACTLY:
Important:
You DO NOT need to explain your evidence in detail … just clearly state, ‘point-out’ or
reference it. Evidence could include …
• a brief statement of what you did
• a specific reference to relevant sections in a document or report for the activity
• Trainer/Employer signature verifying demonstrated competence of criteria
26. 8. What are the steps involved in Self Assessment?
*** An EASIER WAY to get started ***
Start with the Interactive Forms making self
assessment MUCH EASIER including…
• audio tracks explaining the criteria
• examples of evidence
• simplified layout
• enter your evidence online
• and much more!
Assessment Forms available
from homepage in two formats:
Word or Interactive
27. 9. What’s involved in Validation?
Step 1: SUBMIT completed Validated Self Assessment to assessor
Step 2: Assessor VALIDATES that your evidence meets the criteria
Step 3: Assessor RECORDS all successful validations
Step 4: Assessor provides FEEDBACK to help you improve
Let’s consider each step in turn …
28. 9. What’s involved in Validation?
Step 1: SUBMIT completed Validated Self Assessment to assessor
Submit the Validated Self Assessment sheet (along with any attached evidence)
to the assessor responsible for the activity you have performed.
Step 2: Assessor VALIDATES that your evidence meets the criteria
The Assessor simply…
(1) Reads your evidence
(2) Checks that it clearly & fully meets the relevant Performance Level criteria
(3) Validates each satisfactory sample of evidence
To achieve validation for the Employability Skill your evidence must satisfy *all
criteria for your nominated Performance Level.
(*NOTE: Assessor may accept up to TWO criteria achieved at a different Performance
Level OR not achieved)
29. 9. What’s involved in Validation?
3. Assessor RECORDS all successful validations
Successful validations are recorded.
Unsuccessful assessments are not recorded but are
valuable learning opportunities to prepare you for
future assessments.
EXAMPLE:
“VSMART” Student Management System (TAFE SA, TTG)
Records the number of successful assessments for each
Employability Skill plus a log of evidence.
30. 9. What’s involved in Validation?
4. Assessor provides FEEDBACK to help you improve
Carefully read any assessor feedback
and feel free to discuss it with them. This
is a great way to continue to improve
your understanding and skills.
EXAMPLE:
You may receive feedback on a LINKup
Review Sheet giving you specific
recommendations to help you improve.
31. … a framework for life
Validated Self Assessment will help you
LINKup your Employability Skills
32. Rob Denton
TAFE SA
Tea Tree Gully Campus
rob.denton@tafesa.edu.au
(08) 8207 8192
EMPLOYABILITY SKILLS
Validated Self Assessment