The document defines the minimum requirements for passing a Level 3 Infrastructure Technician Apprenticeship. It outlines three criteria for assessment: what the apprentice can do, how they work, and their interpersonal skills. For each criteria, minimum requirements are defined for a pass grade, as well as dimensions that demonstrate work significantly above expectations for a merit or distinction. Knowledge modules in areas like networking, operating systems, and cloud services are also outlined.
Access the Unified communications technician occupational brief to see the minimum requirement that an apprentice needs to demonstrate for this standard.
The occupational brief for the Unified communications trouble shooter apprenticeship standard. This document is no longer maintained but provides the full detail needed to demonstrate competency for this standard.
Network engineer occupational brief that outlines the level of detail needed to show competency in this standard. The minimum requirements outline what is required and some examples on how apprentices can achieve this.
The document describes Aspiring Minds, a company that provides state-of-the-art assessment technologies to conduct reliable, standardized evaluations. It operates in 15 countries and 27 Indian states, assessing over 2 million candidates. The document outlines several of Aspiring Minds' assessment technologies, including AMCAT, Automata, SVAR, and AM Situations. It provides details on what each technology evaluates, how evaluations are conducted, benefits, and metrics like reliability. The document promotes Aspiring Minds' ability to help organizations set benchmarks and make training and recruitment decisions through adaptive, standardized, and valid assessments.
A Business Analyst (BA) is someone who analyzes an organization and designs its processes and systems to help the organization achieve its goals. The BA acts as a liaison between stakeholders and recommends solutions that integrate business and technology. The role involves analyzing business problems and resolving them with technological solutions. The training program covers topics like requirements gathering, software engineering methods, documentation, quality assurance, and resume preparation to help professionals and fresh graduates build skills as a BA. The 6-week online or classroom course includes study materials, tests, and placement assistance on successful completion.
Access the Unified communications technician occupational brief to see the minimum requirement that an apprentice needs to demonstrate for this standard.
The occupational brief for the Unified communications trouble shooter apprenticeship standard. This document is no longer maintained but provides the full detail needed to demonstrate competency for this standard.
Network engineer occupational brief that outlines the level of detail needed to show competency in this standard. The minimum requirements outline what is required and some examples on how apprentices can achieve this.
The document describes Aspiring Minds, a company that provides state-of-the-art assessment technologies to conduct reliable, standardized evaluations. It operates in 15 countries and 27 Indian states, assessing over 2 million candidates. The document outlines several of Aspiring Minds' assessment technologies, including AMCAT, Automata, SVAR, and AM Situations. It provides details on what each technology evaluates, how evaluations are conducted, benefits, and metrics like reliability. The document promotes Aspiring Minds' ability to help organizations set benchmarks and make training and recruitment decisions through adaptive, standardized, and valid assessments.
A Business Analyst (BA) is someone who analyzes an organization and designs its processes and systems to help the organization achieve its goals. The BA acts as a liaison between stakeholders and recommends solutions that integrate business and technology. The role involves analyzing business problems and resolving them with technological solutions. The training program covers topics like requirements gathering, software engineering methods, documentation, quality assurance, and resume preparation to help professionals and fresh graduates build skills as a BA. The 6-week online or classroom course includes study materials, tests, and placement assistance on successful completion.
Individual written assessment.
This assessment accounts for 20% of your final grade.
The assessment is due in Week 5 Friday 10th August 2018 at 11:55 PM AEST.
There is a late deduction of one point per day after the due date.
Please enter the following information into the template below:
Marks and Numbers of Packages: DRW-68-1026
Description and Quantity of Merchandize: Fuse Box 156
Gross Weight: 9.0000
Value: $141.00
Marks and Numbers of Packages: DRW-68-1026
Description and Quantity of Merchandize: Fuse Box 156
Gross Weight: 9.0000
Value: $141.00
Systems Analysis and Design 6e Dennis Test BankLauriewest24
- The document contains a test bank for Chapter 3 of a systems analysis and design textbook, with multiple choice questions and answers.
- It provides the email to contact to obtain the full test bank.
- The questions cover topics from the chapter like requirements analysis techniques, conducting interviews, non-functional requirements, and benchmarking.
College of administrative and financial sciences assignmentmehek4
This document provides instructions and questions for an accounting assignment. It includes 6 questions related to cost accounting concepts like cost functions, operating leverage, process costing, and overhead allocation. Students must submit their assignment by February 27th 2021 at 11:59pm by uploading it to Blackboard in Word format. Late assignments will not be accepted and there are specific formatting guidelines that must be followed.
This document discusses how to create a valid certification examination through a process informed by psychometrics. It involves performing a job task analysis to determine the skills and knowledge to assess. Requirements are developed and published, then subject matter experts write exam items and a beta period tests them. An Angoff session sets the passing score. Ongoing maintenance through analysis ensures continued validity. Interested parties can get involved by assisting as subject matter experts or helping promote awareness of the certification.
This document provides information on various career opportunities in information technology within the healthcare field. It lists job postings from several healthcare organizations in Buffalo, NY and nearby areas. The jobs described include positions like Cybersecurity Analyst, Database Administrator, Network System Specialist, SEO Analyst, Social Media Coordinator, Help Desk Analyst, Quality Assurance Tester. For each role, it provides details on the required technical skills, soft skills, and salary range. It also includes a concluding paragraph reflecting on the role of MIS professionals in using information systems to increase business effectiveness and efficiency.
The Software developer occupational brief shows the level of detail that is required to demonstrate competency across the apprenticeship standard. This shows what apprentices should do for the what, how and with whom in order to achieve pass, merit and distinction grades.
Model driven requirements engineering in the context of erp implementationDr. Hamdan Al-Sabri
Model-driven requirements engineering in the context of erp implementation:
Introduction
Definition of Concepts
Knowledge Gap
Research Questions &Objectives
Scope of the Thesis
The Proposed Solutions:
Analysis of the ERP Reference Models (RMs) (O1)
Developing a new framework (LORS) for building the Enterprise Model (EM) (O2)
Developing a Structure Approach (SEAC) for Model Matching (O3)
Conclusion &Future Work
This document discusses job analysis, which involves systematically breaking down jobs into their component tasks and skills. It describes job-oriented, person-oriented, and trait-oriented approaches to job analysis. The purposes of job analysis include recruitment, performance evaluation, training, and job design. Common methods of job analysis include questionnaires, interviews, observation, and critical incidents. Specific techniques like the Job Components Inventory, Functional Job Analysis, Position Analysis Questionnaire, and Task Inventories are also outlined. The document concludes by explaining job evaluation methods like ranking, classification, factor comparison, and point systems.
Read the case description boeing’s high flying approach to hr plaMARK547399
The document discusses Boeing's approach to addressing labor shortages. It asks the reader to review a case study on Boeing's HR planning and recruitment. It then poses three questions:
1. Explain at least three advantages of filling positions with current employees rather than outside candidates.
2. What external recruitment sources is Boeing currently using? Recommend at least three other sources and why they would be beneficial.
3. How would you advise Boeing to select its engineers? In other words, which selection methods would you advise them to use, in what order and why?
The technology intern position is a part-time, hourly role that reports to the IT project manager and assists the technology department staff. Key responsibilities include helping with PC deployment, the help desk, inventory tasks, and assisting users with computer hardware and software issues. Qualifications include being enrolled in a relevant educational program, having experience with PC and software use, strong customer service skills, and the ability to work independently and communicate effectively. The position requires maintaining confidentiality and complying with all organizational policies. Performance is evaluated annually.
This document provides information about getting fully solved assignments for various MBA programs and subjects from an assignment help service. It lists the contact email and phone number to get in touch for assistance. It also provides details of an operations management assignment, including the subject code, credits, marks, and 6 questions related to the topic asking students to answer providing explanations and definitions.
The document discusses various aspects of staffing and selecting employees, including:
1) The typical selection process involves limiting applicants, screening, testing, interviewing, checking backgrounds, and making job offers.
2) Legal concerns around equal employment opportunity, testing, interviews, and background checks must be considered.
3) Selection methods aim to evaluate person-job fit and person-organization fit through tools like structured interviews, references, and assessing skills, abilities, and personalities.
The document discusses the importance of having the right people involved in starting and running an open source certification program. It identifies key roles needed such as subject matter experts, general technical support, writers, media contacts, translators and managers. Having knowledgeable experts helps develop the certification content and tests, while technical support is needed to set up websites and other technology pieces. Writers can create training materials, documentation and help with translations. Media contacts and managers assist with promotion and keeping the various efforts organized respectively.
All companies need to be more effectively than ever before. In the current financial climate, every dollar invested is important and know that your business is operating efficiently is an imperative need, but as a Manager not always easy to know if the decisions are really the best for your company.
This position is for an Opto-Mechanical Engineer located in Washington D.C. responsible for designing, developing, and implementing optical and mechanical systems to support neurobiological research. Key responsibilities include working with research teams to understand requirements, designing systems using CAD software, performing analysis, and managing projects from concept to delivery. A background in optical engineering and 5 years of experience developing optical systems is required.
The document discusses various fact-finding techniques used by systems analysts to identify requirements, including sampling existing documentation, observation, questionnaires, interviews, prototyping, and joint requirements planning. It describes the difference between functional and non-functional requirements, and the importance of properly identifying and managing requirements to avoid cost overruns, delays, user dissatisfaction, and other issues. The fact-finding process involves problem analysis, requirements discovery, documentation, and ongoing management of requirements as needs change over the project lifecycle.
This document discusses various methods for software requirements elicitation, including structured and unstructured interviews, keyword mapping techniques, quality function deployment (QFD) to classify requirements, and using the capability maturity model (CMM) for risk analysis. It proposes training users, collecting keywords from stakeholders, using pictures to facilitate agreement on meanings, mapping keywords to generate requirements, and using QFD and CMM to ensure requirements are relevant and address risks.
The document discusses various methods for testing taxonomies, including card sorting, A/B testing, user/use case testing, indexing testing, and QA testing. Card sorting and A/B testing are used early in development to test structure and labeling ideas, while user testing, indexing testing, and QA testing validate that the taxonomy supports intended uses after implementation. Different tests are suited to different stages, and all aim to evaluate how well the taxonomy serves its purpose.
The document defines the minimum standards and grading criteria for a Level 4 Information Systems Business Analyst apprenticeship. It outlines three criteria for assessment and grading: technical competencies, work performance, and interpersonal skills. Apprentices must meet minimum requirements in all three areas to pass, and demonstrate skills significantly above expectations in two of the three areas to earn a merit, or all three areas for a distinction. The document provides detailed descriptions of expectations for each competency standard and criteria.
The data analyst occupational brief. This document provides coverage for the minimum requirement expected in the level 4 data analyst apprenticeship. As this document is no longer maintained by the tech partnership and is essential to the apprenticeship it is worth having a copy. Information is accurate for the level 4 data analyst apprentice as of March 2020.
Individual written assessment.
This assessment accounts for 20% of your final grade.
The assessment is due in Week 5 Friday 10th August 2018 at 11:55 PM AEST.
There is a late deduction of one point per day after the due date.
Please enter the following information into the template below:
Marks and Numbers of Packages: DRW-68-1026
Description and Quantity of Merchandize: Fuse Box 156
Gross Weight: 9.0000
Value: $141.00
Marks and Numbers of Packages: DRW-68-1026
Description and Quantity of Merchandize: Fuse Box 156
Gross Weight: 9.0000
Value: $141.00
Systems Analysis and Design 6e Dennis Test BankLauriewest24
- The document contains a test bank for Chapter 3 of a systems analysis and design textbook, with multiple choice questions and answers.
- It provides the email to contact to obtain the full test bank.
- The questions cover topics from the chapter like requirements analysis techniques, conducting interviews, non-functional requirements, and benchmarking.
College of administrative and financial sciences assignmentmehek4
This document provides instructions and questions for an accounting assignment. It includes 6 questions related to cost accounting concepts like cost functions, operating leverage, process costing, and overhead allocation. Students must submit their assignment by February 27th 2021 at 11:59pm by uploading it to Blackboard in Word format. Late assignments will not be accepted and there are specific formatting guidelines that must be followed.
This document discusses how to create a valid certification examination through a process informed by psychometrics. It involves performing a job task analysis to determine the skills and knowledge to assess. Requirements are developed and published, then subject matter experts write exam items and a beta period tests them. An Angoff session sets the passing score. Ongoing maintenance through analysis ensures continued validity. Interested parties can get involved by assisting as subject matter experts or helping promote awareness of the certification.
This document provides information on various career opportunities in information technology within the healthcare field. It lists job postings from several healthcare organizations in Buffalo, NY and nearby areas. The jobs described include positions like Cybersecurity Analyst, Database Administrator, Network System Specialist, SEO Analyst, Social Media Coordinator, Help Desk Analyst, Quality Assurance Tester. For each role, it provides details on the required technical skills, soft skills, and salary range. It also includes a concluding paragraph reflecting on the role of MIS professionals in using information systems to increase business effectiveness and efficiency.
The Software developer occupational brief shows the level of detail that is required to demonstrate competency across the apprenticeship standard. This shows what apprentices should do for the what, how and with whom in order to achieve pass, merit and distinction grades.
Model driven requirements engineering in the context of erp implementationDr. Hamdan Al-Sabri
Model-driven requirements engineering in the context of erp implementation:
Introduction
Definition of Concepts
Knowledge Gap
Research Questions &Objectives
Scope of the Thesis
The Proposed Solutions:
Analysis of the ERP Reference Models (RMs) (O1)
Developing a new framework (LORS) for building the Enterprise Model (EM) (O2)
Developing a Structure Approach (SEAC) for Model Matching (O3)
Conclusion &Future Work
This document discusses job analysis, which involves systematically breaking down jobs into their component tasks and skills. It describes job-oriented, person-oriented, and trait-oriented approaches to job analysis. The purposes of job analysis include recruitment, performance evaluation, training, and job design. Common methods of job analysis include questionnaires, interviews, observation, and critical incidents. Specific techniques like the Job Components Inventory, Functional Job Analysis, Position Analysis Questionnaire, and Task Inventories are also outlined. The document concludes by explaining job evaluation methods like ranking, classification, factor comparison, and point systems.
Read the case description boeing’s high flying approach to hr plaMARK547399
The document discusses Boeing's approach to addressing labor shortages. It asks the reader to review a case study on Boeing's HR planning and recruitment. It then poses three questions:
1. Explain at least three advantages of filling positions with current employees rather than outside candidates.
2. What external recruitment sources is Boeing currently using? Recommend at least three other sources and why they would be beneficial.
3. How would you advise Boeing to select its engineers? In other words, which selection methods would you advise them to use, in what order and why?
The technology intern position is a part-time, hourly role that reports to the IT project manager and assists the technology department staff. Key responsibilities include helping with PC deployment, the help desk, inventory tasks, and assisting users with computer hardware and software issues. Qualifications include being enrolled in a relevant educational program, having experience with PC and software use, strong customer service skills, and the ability to work independently and communicate effectively. The position requires maintaining confidentiality and complying with all organizational policies. Performance is evaluated annually.
This document provides information about getting fully solved assignments for various MBA programs and subjects from an assignment help service. It lists the contact email and phone number to get in touch for assistance. It also provides details of an operations management assignment, including the subject code, credits, marks, and 6 questions related to the topic asking students to answer providing explanations and definitions.
The document discusses various aspects of staffing and selecting employees, including:
1) The typical selection process involves limiting applicants, screening, testing, interviewing, checking backgrounds, and making job offers.
2) Legal concerns around equal employment opportunity, testing, interviews, and background checks must be considered.
3) Selection methods aim to evaluate person-job fit and person-organization fit through tools like structured interviews, references, and assessing skills, abilities, and personalities.
The document discusses the importance of having the right people involved in starting and running an open source certification program. It identifies key roles needed such as subject matter experts, general technical support, writers, media contacts, translators and managers. Having knowledgeable experts helps develop the certification content and tests, while technical support is needed to set up websites and other technology pieces. Writers can create training materials, documentation and help with translations. Media contacts and managers assist with promotion and keeping the various efforts organized respectively.
All companies need to be more effectively than ever before. In the current financial climate, every dollar invested is important and know that your business is operating efficiently is an imperative need, but as a Manager not always easy to know if the decisions are really the best for your company.
This position is for an Opto-Mechanical Engineer located in Washington D.C. responsible for designing, developing, and implementing optical and mechanical systems to support neurobiological research. Key responsibilities include working with research teams to understand requirements, designing systems using CAD software, performing analysis, and managing projects from concept to delivery. A background in optical engineering and 5 years of experience developing optical systems is required.
The document discusses various fact-finding techniques used by systems analysts to identify requirements, including sampling existing documentation, observation, questionnaires, interviews, prototyping, and joint requirements planning. It describes the difference between functional and non-functional requirements, and the importance of properly identifying and managing requirements to avoid cost overruns, delays, user dissatisfaction, and other issues. The fact-finding process involves problem analysis, requirements discovery, documentation, and ongoing management of requirements as needs change over the project lifecycle.
This document discusses various methods for software requirements elicitation, including structured and unstructured interviews, keyword mapping techniques, quality function deployment (QFD) to classify requirements, and using the capability maturity model (CMM) for risk analysis. It proposes training users, collecting keywords from stakeholders, using pictures to facilitate agreement on meanings, mapping keywords to generate requirements, and using QFD and CMM to ensure requirements are relevant and address risks.
The document discusses various methods for testing taxonomies, including card sorting, A/B testing, user/use case testing, indexing testing, and QA testing. Card sorting and A/B testing are used early in development to test structure and labeling ideas, while user testing, indexing testing, and QA testing validate that the taxonomy supports intended uses after implementation. Different tests are suited to different stages, and all aim to evaluate how well the taxonomy serves its purpose.
The document defines the minimum standards and grading criteria for a Level 4 Information Systems Business Analyst apprenticeship. It outlines three criteria for assessment and grading: technical competencies, work performance, and interpersonal skills. Apprentices must meet minimum requirements in all three areas to pass, and demonstrate skills significantly above expectations in two of the three areas to earn a merit, or all three areas for a distinction. The document provides detailed descriptions of expectations for each competency standard and criteria.
The data analyst occupational brief. This document provides coverage for the minimum requirement expected in the level 4 data analyst apprenticeship. As this document is no longer maintained by the tech partnership and is essential to the apprenticeship it is worth having a copy. Information is accurate for the level 4 data analyst apprentice as of March 2020.
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
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https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
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National Career Readiness Certification: An Overviewbscdesign
The document discusses ACT's National Career Readiness Certificate (NCRC) program. The NCRC is earned by taking three WorkKeys assessments that measure applied mathematics, locating information, and reading for information. It demonstrates achievement in workplace employability skills. The NCRC also measures soft skills like teamwork, customer service, and managerial potential. Over 1.7 million certificates have been issued since the program launched in 2006. The assessments provide employers with insights into cognitive and soft skills to help match individuals to jobs and help the economy.
The document defines core competencies and provides descriptions of levels of proficiency for each competency. It includes competencies such as technical/job knowledge, achievement orientation, customer service orientation, communication, self-development, teamwork, and initiative. For each competency, it describes the expected behaviors, skills, and experience required at different proficiency levels from basic to expert.
AN EMPLOYEE PERCEPTION TOWARDS HR PRACTICESYOGESH KUMAR
This study primarily tells about the various perception levels of the working human forces categorized under varying aspects of the standpoint policies of any management organization..The study essentially focuses on two majorly occurring HR practices namely PA and T&D...
This presentation could fetch you good gains in acquiring prime knowledge over elemental facets of human resource management | human resource development over a period of time wherein you will be able to analyse and ascertain the chain flow of the prolonging process withheld in the core subject of study that primarily describes on the perception levels of the employees over the hr practices amended at the mgmt organization for its well functioning & regularise routines.
This document provides an overview of the qualifications pack for an assessor role in the IT-ITES sector. It includes sections on key contacts, qualifications details, a glossary of relevant terms, and the various national occupational standards units. The role of an assessor is to deliver accredited training and assessment services in the training and vocational education sector. The document outlines the minimum education, training, and experience requirements for the role and lists the applicable national occupational standards.
The document discusses needs assessment, which is the first step in the instructional design process. It involves analyzing the organization, tasks, and people to determine if training is needed and what type of training may be appropriate. Organization analysis considers if training aligns with business goals and resources. Task analysis identifies important job tasks and required knowledge/skills. Person analysis determines if deficiencies are due to lack of knowledge/skills or other factors like motivation. The document provides details on different needs assessment methods and how to ensure employees are receptive to training. It also covers task analysis, competency models, and factors that indicate when training may or may not be needed.
Running head Application of Semester Knowledge .docxtoddr4
Running head: Application of Semester Knowledge 1
Application of Semester Knowledge 3
Demonstrate a connection between knowledge or concepts from the current semester courses (i.e., 1. Security Architecture and Design 2. Business Continuity Planning and Disaster Recovery Planning) and how those have been or could be applied in the work place (assume you are working as a software engineer).
Application of Semester Knowledge
Name
Institution of Affiliation
Date
Throughout this semester, we have learnt and acquired knowledge and skills in the fields of Disaster Recovery planning, Business Continuity Planning and Security Architecture. The knowledge has been of great value to me as a software engineer in my place of work where I was posted recently and has even ensured I was promoted to be part of the board members of the software engineers in the company. This is due to two emergency cases of cyber-attacks that I handled professionally thanks to the prior knowledge I had from our previous semester.
DRP and CRP all fall under business domain. The knowledge acquired in this case help in protecting the company against unauthorized access into the company’s technology , building a technology system that is able to prevent security threatening emergencies and ensuring the business continues in case such disaster befalls the company or business entity. Therefore as a software engineer I was always prepared for the worst rather than just prevention part of it. This involves putting in place practices, preparations and processes that always ensure the continuity and preservation of the company in cases where there are disruptions to the day to day operations of the company or business. Part of the tasks that I was performing as a software engineer therefore involved testing, identification, selection, implementation and updating of specific processes that ensure critical services are not affected by the network disruptions. A good example is in the past month where we realized that some individuals had hacked the customer service system and taken private information of customers and were calling the ignorant ones to disclose their Pass words of mobile banking by claiming to be our agents in this case we revoked the customer services for a few hours and changed the whole system but ensured the other services were available as normal. I led part of the team that built a mobile detector that led us to one apartment within the city where with the help of security agents the culprits were captured with all the laptops and every item they were using including mobile phones.it was after this that we developed a system that would detect whenever somebody wanted to hack the customer service system thus reinstating normalcy in the business.
As a softw.
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
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The document discusses compensation management and various compensation systems. It defines compensation and its key elements, including job evaluation methods, pay structures, and incentive schemes. It outlines the objectives and components of an effective compensation system, and how such systems are used, developed, and administered.
The Service Delivery Manager will oversee a team that handles service cases and performance reporting for internal customers and students. They will manage workloads, prioritize tasks, and develop the service delivery organization. Key responsibilities include managing staff, ensuring service level agreements are met, implementing processes, building client relationships, and delivering services according to agreements. Objectives are to promptly resolve support cases, follow procedures, manage time reporting, communicate with clients, maintain performance and technical skills, and ensure code quality. The role requires experience managing teams, a technical background, strong communication and problem-solving skills, and the ability to work independently.
The Senior Systems Administrator manages a team and is responsible for overseeing system installations, monitoring servers, and evaluating new hardware and software. Key responsibilities include performing system monitoring and analysis, reducing operational risk, developing procedures, and evaluating new solutions. The role manages provision of support while ensuring strategic objectives are met. Focus capabilities include displaying resilience, communicating effectively, thinking critically to solve problems, managing technology and projects, and developing people.
The document provides an overview of HR management training topics including HR planning, recruitment, selection, training and development, performance management, and career management. It then discusses several HR processes in more detail, including manpower planning, recruitment sources and techniques, selection tests and their advantages/disadvantages, training need analysis, and evaluating training effectiveness.
This document provides guidance on using the STAR technique to prepare for job applications and interviews. It begins with learning outcomes around unpacking job ads, understanding the STAR approach, and practicing its use. It then covers an overview of a presentation on using STAR effectively in interviews, how to read job ads and selection criteria, and student activities to identify skills and practice the STAR method. Finally, it discusses the application process, types of interview questions, and tips for assessing fit with an employer.
Effectiveness of Organizational TrainingJorge Boria
The request to measure effectiveness of the training performed at an organization is not met by the "beauty contest" survey taken at the end of an activity. Moreover, since 85% of knowledge acquired by adults is lost in two weeks unless used, as reported by Jane Tippett in Nurses’ acquisition and retention of knowledge after trauma training, it is of fundamental importance that the gauge corresponds to the needs. In this presentation we describe a low tech yet highly effective method for measuring the improvement in productivity gained by training attendees. The method, used since last century in a large telecom organization, is based on some premises: training is only useful if aligned with job outcomes; training should be timely and not carried out solely for consuming the training budget; training objectives should be described as learning objectives, that is to say, what behavioral changes the training is attempting to achieve; managers are responsible for the skills and competencies of their employees.
Introduction to Staffing - An Essential Human Resources Function - Aditya Das...Aditya Dasgupta
The document discusses key aspects of human resource management and staffing processes. It covers topics like human resource planning, recruitment, selection, training and development, performance management, compensation and benefits.
It emphasizes the importance of job analysis in understanding job requirements and specifications. The recruitment and selection processes involve multiple steps from attracting candidates to making the final hiring decision. Performance appraisal is used to evaluate employee performance and potential. Strategic workforce planning aims to address current and future staffing needs.
GRADED SET 2Acute CareFor Skill Set 2, you must complete a.docxwhittemorelucilla
GRADED SET 2
Acute Care
For Skill Set 2, you must complete an acute care project. At
The conclusion of your project, you’re expected to submit a
Written report. The report should be no shorter than three
Pages, not including the reference and title page, and written
In APA format.
Skill
Possible projects could be
• Developing and presenting an in-service education
Program to the department
• Drafting a job description
• The role played by JCAHO in this type of setting
• Discussing the role of the HIT in acute care
Description
You’ll learn how to research information, compile information
, and report information.
Materials Submitted for Evaluation
Description and findings of the project in report format (two
To four pages) to include
• Description statement (description of project)
• Purpose statement (purpose of project)
• Research methodology (what methods you used to
Research the project)
• Findings
• Graphs and statistics (if applicable)
Cancer Registry Project
Specifications for Skill Set 5
• What is a cancer registry?
• What is the role of the cancer registrar?
• What does AHIMA require for credentialing as a certified?
Tumor registrar?
• What are the requirements to maintain certification?
• What is the certified tumor registrar’s role in the
American Cancer Society?
Description
This skill set requires you to write a three-page document,
not including the title page, the abstract, or the reference
page. Please also write it in APA format.
For-Profit Business/Consulting
Specifications for Skill Set 7
Note to Student:
This Skill Set pertains to a for-profit busi-
ness or consulting business that deals with the HIT
functions, such as coding consultants, health record
off-site storage centers, security/HIPAA consultants, tran-
scription companies, and so on.
For the final project, please complete the following:
• Review the role of HIT professionals in for-profit
businesses or consulting.
• Identify the education and experience required to
work in these settings.
• Review the responsibilities and regulations of this
industry in relation to the HIT industry.
• Discuss the risks and legal issues related to working
in this setting.
Description
You’ll learn about alternative roles and settings for HIT
Professionals, the policies and procedures for this type of
Setting, and the education and credentials needed to work in
this setting. You’ll also learn about government regulations
for this type of setting, review contracts for this type of
Business
, and observe the communication skills needed
for interaction with clients in this type of setting.
.
GRADED SKILL SET 8
Acute Care Correspondence
Management
Review and discuss the HIPPA’s policies
and proc-
dures for releasing health information
Prepare a diagram representing the steps a facility
would need to take for release of information
according to HIPAA
Module 1 - Home
INFORMATION SECURITY MANAGEMENT FRAMEWORKS
Modular Learning Outcomes
Upon successful comp ...
CHCLEG003Manage legal and ethical complianceAssessmentJinElias52
CHCLEG003Manage legal and ethical compliance
Assessment Student Name: .............................................................
Table of Contents
CHCLEG003 Manage legal and ethical compliance 3
How to work through this assessment 3
Assessment information and scope 4
Assessment tasks 4
Resubmissions 4
Authenticity Requirements 5
Part A – Questions 6
Student Declaration 31
Record of assessment 32
CHCLEG003 Manage legal and ethical compliance
This unit describes the skills and knowledge required to research information about compliance and ethical practice responsibilities, and then develop and monitor policies and procedures to meet those responsibilities. The unit applies to people working in roles with managerial responsibility for legal and ethical compliance in a small to medium sized organisations. There may or may not be a team of workers involved.
Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:
· use of suitable facilities, equipment and resources, including
· current legislation and regulations
· workplace policies and procedures
· modelling of industry operating conditions, including:
· use of real or simulated organization for which the candidate develops policies and procedures
· integration of problem-solving activitiesHow to work through this assessment
This assessment is designed to assess your performance of competency for the unit CHCLEG003 Manage legal and ethical compliance. Your assessor or workplace supervisor will help you fully understand assessment requirements for this unit. The features of this assessment are detailed in the following table.
Feature of the assessment resource
Explanation
Assessment information and scope
This section provides details of the unit of competency covered, setting out information about the aims of the unit, what areas are covered, how the assessment tasks must be completed and how the assessment is conducted.
Assessment tasks
This section outlines the assessment tasks in detail, including the relevant documentation you need to complete and submit along with your assessment tasks.
Record of assessment
As you progress through the assessment tasks, your assessor will use the record of outcome to confirm your performance and provide relevant advice and feedback.
Before you commence your Assessment tasks, you should review the information provided by your training organisation about assessment. You should not commence your Assessment tasks until you have read and understood this information. Your training organisation must also provide information about assessment while on practical placement, including specific timelines.Assessment information and scope
Who is the assessment designed for?
The assessment is designed for candidates to demonstrate their competency having completed formal learning experiences in this unit. Assessment may occur in real and/or sim ...
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. 2
Digital Industries Apprenticeships: Occupational Brief Level 3 Infrastructure Technician Apprenticeship
Minimum Standards and Grading Criteria
This paper defines the minimum requirements for the knowledge, skills and behaviours defined in the standard, which are required for a pass. It also defines the criteria to be used for
awarding the grade for merit or distinction. This paper should be read in conjunction with the Standard and Assessment Plan for the Level 4 Software Developer Apprenticeship
Overview of Grading
There are three sets of criteria on which the assessment and grading is made. The three criteria are
The What: what the apprentice has shown they can do,
The How: the way in which the work has been done
The With Whom: The personal and interpersonal qualities the apprentice has brought to all their work relationships
Each of these three criteria has minimum (expected) requirements, which must be satisfied for a pass.
Each of these criteria has a number of dimensions which should be considered to determine if the apprentice is significantly above the minimum (expected) level of quality
The purpose of grading is to differentiate between those apprentices whose work is at the expected level of quality against the totality of the skills, knowledge and behaviours specified in the
standard and those whose work is significantly above this expected level
For a pass, each of the three sets of criteria must demonstrate at least the expected (minimum requirement) level of quality
For a merit, the What has to be significantly above the level of quality and one of either the How or the With Whom has to be significantly above the level of quality expected
For a distinction, each of the three sets of criteria must be significantly above the expected level of quality
The assessor takes a holistic judgement of whether or not their assessments demonstrate that the apprentice is “significantly above the expected level of quality” in each of these three areas
and can then determine which grade should be awarded
3. 3
The what – what the apprentice has shown they can do
Minimum Requirements
The following table shows what the minimum, expected requirements are for a pass on this criteria
Competency Standard Minimum, expected, requirements for a pass
Communication
Works both independently and as part of a
team and following the organisations
standards; competently demonstrating an
ability to communicate both in writing and
orally at all levels, using a range of tools and
demonstrating strong interpersonal skills and
cultural awareness when dealing with
colleagues, customers and clients during all
tasks.
The apprentice should be able to use a minimum of 3 tools to communicate
• Oral
• Face-to-face
• Remote
• Diagrammatic
The apprentice should be able to demonstrate and compile three different forms of written professional correspondence.
The apprentice must be able to explain 3 types of communication styles to ensure cultural awareness and appropriateness for customer is
taken into account.
IT Security
Demonstrates the necessary skills and
behaviours to securely operate across all
platforms and areas of responsibilities in line
with organisational guidance, legislation
The apprentice must demonstrate how they comply with organisational security processes and how they would recognised and escalate
issues.
The apprentice must be able to locate and follow policies and legislation
Remote Infrastructure
Effectively operates a range of mobile
devices and securely add them to a network
in accordance with organisations policies and
procedures
The apprentice must demonstrate how to securely connect a minimum of two different types of devices (e.g. laptop/mobile) to access the
organisation’s network services (e.g. email, files, applications)
4. 4
Data
Effectively records, analyses and
communicates data at the appropriate level
using the organisation’s standard tools and
processes and to all stakeholders within the
responsibility of the position
The apprentice must be able to select and securely use three appropriate tools when working with and analysing data.
Problem solving
Applies structured techniques to common
and non-routine problems, testing
methodologies and troubleshooting and
analyses problems by selecting the digital
appropriate tools and techniques in line with
organisation guidance and to obtain the
relevant logistical support as required
The apprentice must be able to select and use three appropriate tools for testing, troubleshooting and analysing problems.
The apprentice must be able to demonstrate compliance with organisational guidance.
The apprentice should demonstrate processes and practices for obtaining logistical support.
Workflow management
Works flexibly and demonstrates the ability
to work under pressure to progress allocated
tasks in accordance with the organisation’s
reporting and quality systems
The apprentice must be able to demonstrate the ability to prioritise workflow and manage allocated tasks.
The apprentice must be able to record tasks and comply with organisations quality processes.
Health and Safety
Interprets and follows IT legislation to
securely and professional work productively
in the work environment
Understands and applies Health & Safety
policies to every day work
The apprentice must be able to demonstrate their interpretation and secure working practices in accordance with IT legislation.
The apprentice must demonstrate an understanding and apply Health & Safety policies to every day work.
Performance
Optimises the performance of hardware,
software and Network Systems and services
in line with business requirements
The apprentice must be able to demonstrate how to configure a minimum of three pieces of hardware and configure three different types
of software in line with business requirements.
Understands and responds to the correct
processes associated with WEEE (the Waste
Electrical and Electronic
Equipment Directive)
The apprentice must be able to explain how to comply when required with WEEE and the implications of data protection during disposal.
5. 5
The What – what the apprentice has shown they can do
Criteria for a Merit or Distinction
The following table shows what the apprentices would need to demonstrate to be assessed as significantly above the expected level for what they have done
Dimensions Description of what significantly above the expected level
of quality looks like
Breadth – the range of tools and
methods understand and applied
Understands and applies a wide range of tools and methods
Accurately and appropriately applies and effectively
implements the right tools and methods in a variety of
different situations
Depth – the level to which these
tools and methods are understood
and applied
A capable user - exploits the functionality/capability of the
tools and methods
Broad understanding of different tools and methods and
how and why they can be applied in different contexts
Complexity – the extent and
prevalence of inter-related and inter-
dependant factors in the work and
how well the apprentice has dealt
with these
Deals confidently and capably with interrelated and
interdependent factors in their work
The how: the way in which the work has been done
The following table shows what the minimum, expected requirements are for a pass on this criteria
6. 6
Competency Standard Minimum expected requirements for a pass
Apprentices can demonstrate the full range
of skills, knowledge and behaviours required
to fulfil their job role
Knows what skills, knowledge and behaviours are needed to do the job well
Are aware of their own strengths in the job role, and any areas for improvement
Appreciate who else is important, for them to do their job and fulfil the role effectively (e.g. colleagues, managers, other stakeholders)
Are aware of potential risks in the job role (e.g. security, privacy, regulatory)
Use personal attributes effectively in the role
Understand how the job fits into the organisation as a whole
Apprentices can demonstrate how they
contribute to the wider business objectives
and show an understanding of the wider
business environments
Understands the goals, vision and values of the organisation
Aware of the commercial objectives of the tasks/ projects they are working on
Understands their role in meeting or exceeding customers’ requirements and expectations
Is in tune with the organisation’s culture
Apprentices can demonstrate the ability to
use both logical and creative thinking skills
when undertaking work tasks, recognising
and applying techniques from both.
Logical thinking:
• Recognises the conclusion to be reached
• Proceeds by rational steps
• Evaluates information, judging its relevance and value
• Supports conclusions, using reasoned arguments and evidence Creative thinking:
• Explores ideas and possibilities
• Makes connections between different aspects
• Embraces ideas and approaches as conditions or circumstances change
Apprentices can show that they recognise
problems inherent in, or emerging during,
work tasks, and can tackle them effectively
Problem-solving:
• Analyses situations
• Defines goals
• Contributes to the development of solutions
• Prioritises actions
• Deals with unexpected occurrences
The How: the way in which the work has been done
Criteria for a Merit or Distinction
The following table shows what the apprentices would need to demonstrate to be assessed as significantly above the expected level for the way in which the work has been done
7. 7
Dimensions Description of what significantly above the expected
level of quality looks like
Responsibility – the scope of
responsibility and level of
accountability demonstrated in the apprentices work
Undertakes work that is more complex, more critical or
more difficult
Works independently and takes responsibility
Initiative Demonstrates an ability to extend or enhance their
approach to work and the quality of outcomes
Doesn’t just solve the problem but explores all known
options to do it better, more efficiently, more elegantly or
to better meet customer needs
Delivery focus – the extent to which
the apprentice has shown they can
grasp the problems, identify
solutions and make them happen to meet
client needs
Shows good project management skills, in defining
problem, identifying solutions and making them happen
Demonstrates a disciplined approach to execution,
harnessing resources effectively
Drives solutions – with a strong goal focused and
appropriate level of urgency
8. 8
The with whom: the personal and interpersonal qualities the apprentice has brought to internal and
external relationships
Minimum Requirements
The following table shows what the minimum, expected requirements are for a pass on this criteria
Minimum expected requirements for a pass
Apprentices can manage relationships with
work colleagues, including those in more
senior roles, customers/clients and other
stakeholders, internal or external and as
appropriate to their roles, so as to gain their
confidence, keep them involved and
maintain their support for the task/project in
hand
Apprentices can establish and maintain
productive working relationships, and can
use a range of different techniques for doing
so.
Managing relationships:
• Understands the value and importance of good relationships
• Acknowledges other people’s accomplishments and strengths
• Understands how to deal with conflict
• Promotes teamwork by participating Customer/client relationships:
• Understands their requirements, including constraints and limiting factors
• Sets reasonable expectations
• Undersands how to communicate with them in decisions and actions
• Interacts positively with them
• Provides a complete answer in response to queries (‘transparency’, ‘full disclosure’) Stakeholders:
• Understands who they are and what their ‘stake’ is
• Prioritises stakeholders in terms of their importance, power to affect the task and interest in it Agrees objectives
Apprentices can communicate effectively
with a range of people at work, one-to-one
and in groups, in different situations and
using a variety of methods.
Apprentices can demonstrate various
methods of communication, with an
understanding of the strengths, weaknesses
and limitations of these, the factors that
Intention/purpose:
• Understands the purpose of communicating in a particular situation or circumstance (e.g. inform, instruct, suggest, discuss,
negotiate etc.)
• Checks that the person/people with whom one is communicating also understand the purpose
• Is sensitive to the dynamics of the situation
• Is aware of anything that might disrupt the effectiveness of the communication (e.g. status, past history) a. Method:
9. 9
may disrupt it, and the importance of
checking other people’s understanding.
• Understands the most appropriate method for the situation
• Aware of the limitations of the chosen method, and the possible risks of miscommunication (e.g. ambiguity)
• Takes account of the affective dimensions of the method (e.g. body language, tone of voice, eye contact, facial expression etc.)
b. Execution:
• Expresses self clearly and succinctly, but not over-simplifying
• Checks that the other person/people understand what is being expressed
• Takes account of the potential barriers to understanding (e.g. filtering, selective perception, information overload)
• Modifies the purpose and methods of communication during a situation in response to cues from the other person/people
The With Whom: the personal and interpersonal qualities the apprentice has brought to internal and external relationships
Criteria for Merit or Distinction
The following table shows what the apprentices would need to demonstrate to be assessed as significantly above the expected level for the personal and interpersonal qualities the
apprentice has brought to internal and external relationships
Dimensions Description of what significantly above the expected
level of quality looks like
Scope and appropriateness – the range
of internal and external people
and situations that the apprentice
has engaged appropriately and effectively
with
Internally – works alone, 1:1, in a team and with
colleagues at all levels
Externally – works with customers, suppliers and
partners in a variety of situations
Reads situations, adapts behaviours, and communicates
appropriately for the situation and the audience
Reliability – the extent to which they perform
and behave professionally
Can be trusted to deliver, perform and behave
professionally, manages and delivers against
expectations, proactively updates colleagues and
behaves in line with the values and business ethics
A role model and exemplar to others Actively works with others and leads by example
10. 10
Annex: Infrastructure Technician: Knowledge and Understanding
Knowledge and Understanding is assessed on programme through Knowledge Modules and Vendor or Professional Qualifications
Knowledge Module 1: Networking and Architecture (for Level 3 Infrastructure Technician Apprenticeships)
The Knowledge Standards Definition of the Minimum Requirements
Working knowledge of: a range of cabling
and connectivity, the various types of
antennas and wireless systems and IT test
equipment
a)
b)
c)
d)
Understand and identify Ethernet, Coaxial, Fibre optic and RJ 45 connector
Understand and identify a range of Cat 1-6 cables
Understand and identify Directional, Omni directional, point to point, point to multi point, mobile antennas Understand
the types of wireless systems
e) Understand the relevant test equipment associated with each element of the above
Understands maintenance processes and
applies them in working practices
a)
b)
Understands the requirements for managing maintenance work order records
Understands how to respond to real time system down times for maintenance order requests.
c) Understand how to undertake short notice tasking requests
d) Understand how to record all maintenance tasking through a job card system of control
e) Understand maintenance tools
f) Understand, configure and manage updates
g) Understand how to manage local storage
h) Understand how to monitor system performance
Understands and applies the basic
elements and architecture of computer
systems and business IT architecture
a)
b)
Understand the basic architecture of “computer systems”
Understand business IT architecture, taking into account the full range of devices: OS, applications, databases, servers, networking,
security and services
Understands where to apply the relevant
numerical skills e.g Binary
a)
b)
Understanding of Internet Protocol addresses and how they work
Understand how computers see IP addresses
c) Understand and be able to use binary arithmetic and create large numbers from groups of binary units or bits
11. 11
Understands the relevant networking skills
necessary to maintain a secure network
a)
b)
Understanding of Platforms and Data Communications
Understanding of the requirements to configure IP settings
c) Understanding how to deploy and configure DNS service
d) Understanding of how to create and configure virtual networks
e) Understanding how to configure/ support networking settings and connectivity
f) Understanding how to configure/ support and maintain network security
g) Understanding how to configure/ support remote management systems
h) Understand why and how to install domain controllers
i) Understand the need for creating and managing Active Directory users and computers
j) Understand how to create and manage Active Directory groups and organizational units (OUs)
The following Vendor or Professional Certifications exempt apprentices from this knowledge module
CCNA 1*
MTA Network Fundamentals
Network +*
A +
CIW Network Technology Associate*
* Or their direct replacement
12. 12
Knowledge Module 2: Mobile and Operating Systems (for Level 3 Infrastructure Technician Apprenticeships)
The Knowledge Standards
Definition of the Minimum Requirements
Understands the similarities, differences
and benefits of the current Operating
Systems available
a) Understanding of different platforms
b) Understands the process for constructing PCs with applied Software utilised
c) Understands and is able to apply knowledge to various operating systems with installations required for end to end testing. d)
Understand native applications and tools
e) Understands security principles associated with different platforms and operating systems
Understands how to operate remotely and
how to deploy and securely integrate
mobile devices
a) Undertakes a Data Network Deployed Exercise to implement and deploy remote and mobile communications technology
b) Understands Secure Communications Interfaces for mobile connectivity c) Understand mobility
d) Understand remote management and assistance
e) Understands security in mobile devices
f) Understanding of configuration for:
• support remote access/ connections
• support mobility options
• support security for mobile devices
The following Vendor or Professional certifications exempt apprentices from this knowledge module
CCNA Security*
MCP Managing and Maintaining Windows 8*
MCP Configuring Windows 8*
MTA Mobility and Devices
Fundamentals*
Security +
Mobile +
CIW Internet Business Associate
13. 13
CIW Mobile Application Development
*Or their direct replacement
Knowledge Module 3: Cloud Services (for Level 3 Infrastructure Technician Apprenticeships)
The Knowledge Standards
Definition of the Minimum Requirements
Understanding and working knowledge of
Cloud and Cloud Services
a) Understand how to create and configure virtual machines
b) Understand hosted applications, such as: email, server, storage, desktops
c) Understand and explain provision tenants
d) Understand how to configure secure passwords and management of passwords
e) Understand how to manage user and security groups and/or cloud identities and their importance
f) Understand how to configure DNS records for services
g) Understand how to enable client connectivity to Cloud Service
Understands the importance of disaster
recovery and how a disaster recovery plan
works and their role within it
a)
b)
c)
Understand backup and recovery methods
Understand what a Disaster recovery plan is and where it can be found
Understand their role within the disaster recovery plan
d) Understand what should be in a recovery plan
e) Understand how and when it should be practiced or tested
f) Understand how to implement and configure system recovery
g) Understand how to configure file recovery
The following Vendor or Professional certifications exempt apprentices from this knowledge module
MTA Server Admin*
Enabling Office 365 Services
Enabling Office 365 Identities and Requirements
MTA Could Fundamentals
Install, Configure Windows Server
14. 14
2012*
Administration of Windows Server
2012*
Configure Advanced Windows Server 2012 Services*
*Or their direct replacement
Knowledge Module 4: Coding and Logic (for Level 3 Infrastructure Technician Apprenticeships)
The Knowledge Standards
Definition of the Minimum Requirements
Understands the similarities and
differences between a range of coding and
logic
a) Understand working/scripting at command line: particularly when supporting any server work
b) Understand and recognise different coding and language
c) Understand application life cycle management
d) Understand algorithms and data structures
e) Understand web page development
The following Vendor or Professional certifications exempt apprentices from this knowledge module
MTA Software Development Fundamentals
App Development
Knowledge Module 5: Business Processes (for Level 3 Infrastructure Technician Apprenticeships)
The Knowledge Standards
Definition of the Minimum Requirements
Understands and complies with business
processes
a)
b)
Understanding of Security Operating Procedures
Understanding and ability to work confidentiality
c) Understanding of how to work within the Company Operating Procedures
d) Understanding and ability to comply with Data Protection
15. 15
Working knowledge of business IT skills
relevant to the organisation
a)
b)
Understanding of company IT requirements
Understanding of company IT systems and platforms
c) Understanding of company IT business required skills
d) Understand software life cycles Understanding of desktop applications, messaging systems, document management
The following Vendor or Professional certifications exempt apprentices from this knowledge module
CIW Internet Business Associate
ITIL Foundation Level