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This document provides information about MBA admission requirements and the application process. It outlines the eligibility criteria, including a minimum 50% aggregate marks in a bachelor's degree. The admission process involves registering for an entrance exam like PGCET or KMAT, taking the exam, undergoing a shortlisting and ranking process, and final admission. The document also describes some MBA entrance exams, the syllabus which includes English, general knowledge, quantitative ability, and reasoning, and the objective, multiple-choice format of the exams.
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This document provides information about MBA admission requirements and the application process. It outlines the eligibility criteria, including a minimum 50% aggregate marks in a bachelor's degree. The admission process involves registering for an entrance exam like PGCET or KMAT, taking the exam, undergoing a shortlisting and ranking process, and final admission. The document also describes some MBA entrance exams, the syllabus which includes English, general knowledge, quantitative ability, and reasoning, and the objective, multiple-choice format of the exams.
The document provides information about the requirements and curriculum for an MBA in Quality Management. It outlines the program objectives, admission criteria, core competencies, advanced core courses, concentration requirements, and capstone course. It also lists several quality management tools commonly used in the field like check sheets, control charts, Pareto charts, and scatter plots.
This document outlines the regulations for the Diploma in Applied Computer Systems Engineering program, including admission requirements, course schedules, and assessment policies. To be admitted, applicants must have at least two years of IT work experience, an IT certification, or equivalent competence. Courses cover topics like operating systems, networking, and security. Students must complete 120 credits total, including 72 at level 6, and are assessed using an 11-point grading scale.
The document discusses training packages, units of competency, and how to develop good training and assessment. It provides definitions for key terms like training package, qualification, unit of competency, and outlines how training packages are structured. It explains that training packages comprise nationally endorsed qualifications and units of competency. It also gives a brief overview of how training packages are developed by industry reference committees and skills service organizations.
The document discusses transitioning New York's 599 Program, which provides unemployment insurance benefits to eligible claimants in approved training programs, to a One Stop system. It outlines the pilot program phases, roles of One Stop and Special Programs Unit staff, approval criteria, and benefits of increased coordination between workforce agencies through the One Stop system such as better serving clients and fully utilizing funding.
The LSU Flores Professional MBA (PMBA) format attracts professionals early in their career who are seeking career advancement opportunity, and who require advanced business knowledge and skills to make themselves more competitive in their marketplace. The PMBA format consists of applicants from diverse industries and roles all around the greater Baton Rouge area.
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1) The document outlines protocols for CLARS centers and language training providers to determine a client's eligibility for and to schedule language assessments and refer them to appropriate training programs.
2) It provides guidance on initial contact, scheduling appointments, determining eligibility, conducting needs assessments and formal language assessments, and discussing training options.
3) Screenshots demonstrate the process for intake forms, looking up client files, entering assessment results, and printing client reports to facilitate proper handling and referrals.
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This document provides information on a Master of Business Administration program with a concentration in Project and Operations Management. The 36-credit, 72-week program costs $12,564 total and prepares students for middle to upper level managerial positions requiring project management expertise. The program focuses on developing skills in areas like online communications, financial management, and business law to manage large-scale global organizations and projects effectively and efficiently. Graduation requires completing all courses with a grade of B or higher and an overall B average within 150% of program duration.
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it’s a big task for students to decide whether it’s MBA or PGDM that suits their career goals, often leaving MBA aspirants in a dilemma as the entrance exams draw near.
The document discusses an HRMS training model that links organizational strategic goals and training needs. It describes how training specialists must understand business strategy and use HRMS tools to analyze training needs, develop programs, and evaluate effectiveness. Screens and applications in training management information systems help store and manage data on courses, employees, and results to document training costs, impact, and compliance.
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This document appears to be a student's grade report for a class called "Performance Management" taught by Farhan Javed. It shows the student received a grade of unspecified letters and numbers and earned a score of 80 points on the module. In summary, this brief document relates a student's performance and grade for a specific class assignment.
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The Organisational Benefits of Employee AdvocacyICFAIEDGE
Organisations spend large sums of money to get their products, management and company reputation to be projected in positive light. Despite all of this, it helps to get employees to spread the word. Simply because employee feedback is received with a lot more seriousness and credbility by their peers and friends than what a PR firm can ever manage to achieve. When looked at in this perspective, employee advocacy offers immense organisational benefits. Learn more in this presentation.
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The skill level of the maintenance personnel in most companies is well below what industry would say is acceptable. In the past, I have been involved with the assessment of the skill level for hundreds of maintenance personnel in the U.S. and Canada and found 80% of the people assessed scored less than 50% of where they need to be in the basic technical skills to perform their jobs. The literacy level of maintenance personnel is also a problem. In some areas of the United States we find that up to 40% of maintenance personnel in a plant are reading below the eighth grade level. After performing the Gunning FOG index, we find the reading level for mechanical maintenance personnel should be the twelfth year level and electrical maintenance personnel the fourteenth year level (associate degree).
The document discusses training evaluation and effectiveness from an ISO-9000 perspective. It outlines Kirkpatrick's four-level model of training evaluation, including reaction, learning, behavior, and results. However, the model has limitations as levels three and four are rarely completed due to difficulties in measurement. The document also discusses defining training needs, designing training, providing training, and evaluating training outcomes as key steps in an effective training process.
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This document provides details on a Master of Business Administration program with a concentration in financial management. The 36-credit, 72-week program costs $12,564 total and prepares students to work in middle to upper level management positions requiring expertise in areas like finance, accounting, and financial planning. The program focuses on developing skills in areas such as online communications, leadership, marketing, information technology, and quantitative analysis as well as financial management challenges specific to multinational businesses.
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1) The document outlines protocols for CLARS centers and language training providers to determine a client's eligibility for and to schedule language assessments and refer them to appropriate training programs.
2) It provides guidance on initial contact, scheduling appointments, determining eligibility, conducting needs assessments and formal language assessments, and discussing training options.
3) Screenshots demonstrate the process for intake forms, looking up client files, entering assessment results, and printing client reports to facilitate proper handling and referrals.
Cognitel is a leading learning services provider in India for the ICT sector. It provides flexible learning through its online platform to major telecom companies. Cognitel offers both traditional classroom and online training methods.
This job posting is seeking an instructor for the Aviation Systems Technology program at Guilford Technical Community College. Key responsibilities include developing and teaching courses, advising students, maintaining industry credentials, and ensuring safety in aircraft operating areas and labs. A minimum of an associate's degree in aviation, airframe and powerplant certification, and 3 years of industry experience are required. Duties also involve administrative tasks, professional development, and supporting the college's mission. The position requires safely operating aircraft and systems, standing for long periods, and lifting heavy equipment.
The document outlines a curriculum for an electronic commerce course comprising 5 modules covering topics such as business analysis, web design, quality assurance, e-marketing, and legal/ethical aspects, with the overall aim of producing employable e-commerce designers and developers. It provides details on the objectives, structure, distribution of modules, entry requirements, teaching staff qualifications, assessments, tools, and consumables needed for delivering the 803-hour course over a period of 6 months.
The document provides an overview of the requirements and process for obtaining the Project Management Professional (PMP) credential. It discusses the PMP role delineation study which defines the job of a project manager. It outlines the eligibility requirements, application process, fees, examination policies, and maintenance requirements for continuing certification. The timeline shows the key steps in the process from meeting eligibility to applying, taking the exam, and maintaining the credential.
This document provides information on a Master of Business Administration program with a concentration in Project and Operations Management. The 36-credit, 72-week program costs $12,564 total and prepares students for middle to upper level managerial positions requiring project management expertise. The program focuses on developing skills in areas like online communications, financial management, and business law to manage large-scale global organizations and projects effectively and efficiently. Graduation requires completing all courses with a grade of B or higher and an overall B average within 150% of program duration.
The Managing the Service Delivery System (MSDS) Diploma Program equips managers from operating service companies and after-sales service organizations with the skills to improve service delivery performance through a series of modules focusing on topics like industry analysis, redesigning service delivery systems, and change management. The program utilizes case studies, exercises, and a final project implementing improvements at the participant's company to develop practical skills in performance improvement.
it’s a big task for students to decide whether it’s MBA or PGDM that suits their career goals, often leaving MBA aspirants in a dilemma as the entrance exams draw near.
The document discusses an HRMS training model that links organizational strategic goals and training needs. It describes how training specialists must understand business strategy and use HRMS tools to analyze training needs, develop programs, and evaluate effectiveness. Screens and applications in training management information systems help store and manage data on courses, employees, and results to document training costs, impact, and compliance.
This document provides information about project management certification programs, with a focus on the Project Management Professional (PMP) certification from the Project Management Institute (PMI). It describes the requirements to earn the PMP certification, including work experience, education hours, agreeing to the PMI code of ethics, and passing a 200 question multiple choice exam. The exam covers all five process groups of initiating, planning, executing, monitoring/controlling, and closing. It also provides tips for preparing for and taking the PMP exam, such as understanding your learning style, using study resources, and practicing with sample exam questions.
This document appears to be a student's grade report for a class called "Performance Management" taught by Farhan Javed. It shows the student received a grade of unspecified letters and numbers and earned a score of 80 points on the module. In summary, this brief document relates a student's performance and grade for a specific class assignment.
This chapter discusses the importance of evaluating training programs and the process of planning and implementing effective training evaluations. There are several reasons to evaluate training, including demonstrating the measurable benefits of training investments and identifying ways to improve programs. Effective evaluations assess outcomes related to learning, transfer of skills to the job, and business results. Different evaluation designs have strengths and weaknesses depending on factors like whether comparisons are made to untreated groups. Calculating return on investment and conducting utility analysis can help determine the financial benefits of training programs.
The Organisational Benefits of Employee AdvocacyICFAIEDGE
Organisations spend large sums of money to get their products, management and company reputation to be projected in positive light. Despite all of this, it helps to get employees to spread the word. Simply because employee feedback is received with a lot more seriousness and credbility by their peers and friends than what a PR firm can ever manage to achieve. When looked at in this perspective, employee advocacy offers immense organisational benefits. Learn more in this presentation.
The document provides information on management education programs offered by IMT Centre for Distance Learning (IMT-CDL). It summarizes that IMT-CDL offers (1) a two-year PGDM with specializations in various fields, (2) one-year specialized PG diploma programs, and (3) a one-year PG diploma in cyber security. The programs aim to help students advance their careers, develop business expertise, and gain leadership skills to survive economic slowdowns. Students can learn flexibly through distance learning while earning.
Alternative Education National Skills Standards And Certification Program By ...Rachelle Fegarido
The document discusses the National Skills Standards and Certification System implemented by the Technical Education and Skills Development Authority (TESDA) in the Philippines. TESDA develops competency standards, qualifications, and assessment arrangements to certify middle-level skilled workers. Individuals can earn certification by completing institution-based or work-based training programs. Certification validates that workers have the skills and competencies required for their occupation according to national standards, and helps improve their employment opportunities and wages.
Maintenance Skills Training for industry is a hot subject right now. In many areas of the country, companies are competing for skilled maintenance personnel.
“A Deloitte study found that the skills gap may leave an estimated 2.4 million positions unfilled between 2018 and 2028, with a potential economic impact of $2.5 trillion”
The skill level of the maintenance personnel in most companies is well below what industry would say is acceptable. In the past, I have been involved with the assessment of the skill level for hundreds of maintenance personnel in the U.S. and Canada and found 80% of the people assessed scored less than 50% of where they need to be in the basic technical skills to perform their jobs. The literacy level of maintenance personnel is also a problem. In some areas of the United States we find that up to 40% of maintenance personnel in a plant are reading below the eighth grade level. After performing the Gunning FOG index, we find the reading level for mechanical maintenance personnel should be the twelfth year level and electrical maintenance personnel the fourteenth year level (associate degree).
The document discusses training evaluation and effectiveness from an ISO-9000 perspective. It outlines Kirkpatrick's four-level model of training evaluation, including reaction, learning, behavior, and results. However, the model has limitations as levels three and four are rarely completed due to difficulties in measurement. The document also discusses defining training needs, designing training, providing training, and evaluating training outcomes as key steps in an effective training process.
What is the difference between a diploma and a post graduate diploma itminstitute
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This document provides information about an Automotive Collision Repair program. The 5-semester program prepares students for careers in collision repair through hands-on training. Graduates earn a diploma and have employment opportunities as technicians, painters, managers, and insurance adjusters earning $15,000-$60,000 annually. The program director, Tim Morton, oversees the program and ensures students gain the skills for success in the field.
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1. Directors: G.Jayaram*, JE Temperley *, LJ Brand **, PG Hancocks**
* (USA) ** (South Africa)
14 September 2012
PARTS CERTIFICATION
Parts Representative - Career Path
Introduction:
Learning Paths available through JDU lead to qualification in the John Deere Parts Certification
Program.
The objectives of the program are:
To raise standards within the dealer parts workforce and promote professionalism.
To recognize individual’s ability, skills and experience at all levels.
To train and assess parts personal against standards and enable certification.
To retain parts personal within their chosen career.
General Information:
Career Paths are structured learning plans made of existing and new training courses all available
from John Deere through JDU. All students on courses will be assessed and provided they reach
the required standard will receive credits for each course (one credit is equivalent to approx 1 hour
training). Training credits achieved within the last 3 years are counted towards the grade.
There are 2 positions and 2 tiers within the program. These are known by John Deere position
names and Certification level numbers
Name Level
Parts Representative 1
Advance Parts Representative 2
Phone: (011) 437-2648Fax (011) 437-2811
E-mail: BarnardJanalize@JohnDeere.com
Janalize Barnard
Training Manager
John Deere (Pty) Ltd
Reg. No. 1950/037595/07
Hughes Ext. 47, 38 Oscar Str., HUGHES 1459
P.O. Box 25551, EAST RAND 1462
2. Training Media:
Training will be delivered through one of three different training media:
ILT – Instructor Led Training - The traditional face to face teaching method, this will be predominantly
held at the Training Centre in Boksburg & different Central Africa locations.
DLM – Distance Learning Module – A computer based training course where the time, place and
pace are dictated by the student.
DLC – Distance Learning Class – A computer based training course where the student connects up
to “live” interactive training session.
Training Categories:
The different subjects of training are categorized into one of four categories as follows:
- Core
- Selling & Marketing
- Resource Utilization
- Product Application
1. Core Courses:
Core courses are the building “blocks” in a specific career path.
Core courses are delivered through either DLM’s, DLC’s or ILT’s. The majority of the core subjects
cover basic equipment overview and operation training.
2. Resource Utilization: (Information sources and IT)
These courses address subjects related to the day-by-day activities of a specific Career Path. The
range of these courses is information for the new employee through to resource training for
experienced employees. Many courses deal with the computer as a tool and an information source.
3. Selling & Marketing: (Customer Care)
Selling and Marketing (Customer Care) should be a vital element of any dealer employee role.
Typically sales are one-on-one, so communication skills for parts personal can be very helpful.
These courses address the skills and techniques required of the first-rate customer care and
communication.
4. Product Application:
These courses focus on Products such as Tractors, Combines, SPFH and Sprayers etc.
Level 1 will focus on basic product knowledge. Product overview, walk around, most common wear
parts per product line and basic component identification.
3. Level 2 will be more products specific with a combination of Service Essentials DLM’s, Service
Fundamental ILT and Sales Solutions ILT.
Training Credits
All students on all courses will be assessed and provided they reach the required standard will
receive credits for each course (one day of training = 8 credits)
Assessment:
The assessment and recognition process is that students will be assessed during all classes and
be required to complete a short test at the end of each class.
The combined result of these will determine the grade of achievement for the class; these grades are
Fail & Pass as set out below.
Training credits will be provided for all assessment results above 75 and recorded in the individuals
training record within JDU and counting towards Parts Certification.
Assessment Process
Fail 0 - 74
Pass 75 - 100
Pre-Requisites:
In order to provide rigor to the process and ensure only students who have the correct pre
qualifications and prior learning can enroll on courses there is a provision within JDU to attach pre-
requisites to courses.
These will be found on some ILT courses. It is worthwhile checking and reading them before
attempting to enroll a student on a course to ensure they have the correct prior learning.
If a student does not have the correct prior learning in their training record the system will not allow
full enrolment and will advise that pre-requisites are required.
Description of Parts Representative Levels:
Level 1 – Parts Representative
Is the entry route into the program for all entrants to the certification process. The entrant may or
may not have basic parts and technical training or formal qualifications and/or experience. He/she
must obtain credits for the subjects by achieving a pass mark on the DLM’s, DLC’s and ILT’s in the
different subject areas. The parts representative has to accumulate credits in all subject areas
towards becoming Level1 certified. Basic fundamental training is covered is all subject areas.
4. Level 2 – Advance Parts Representative
This is the standard qualified and experienced parts representative level. At Level 2 a parts
representative should be enrolled on a study program of appropriate products relevant to the dealer’s
sales together with the required amount of selling and marketing and resource application.
Once accredited, the advance parts representative must maintain the minimum amount of training
each year to maintain the Level 2 status. In addition he/she will be subject to review every 3 years.
Failure to maintain the minimum number of annual training credits or failure to maintain the required
standard at the 3 year review will result in reverting to Level 1 status.
Table of required Credits:
To become eligible for certification at each level within the Parts Certification Program a minimum
number of credits must be accumulated within the individual’s training record over the preceding 3
years.
Credit is awarded only for completed and accredited courses on the basis of approximately 1 credit
per training hour. Award of credits in JDU in most cases means achieving a minimum 75 – ILT, and
80 – DLM, pass mark in the JDU course assessment process.
Required Credits (minimum)
Skill Area Min
Requirements
Parts Representative
Core
Selling & Marketing (Customer Care)
Resource Application (IT)
Product Applications
Minimum Total ( over 3 years )
Level1
Parts
Representative
Level2
AdvanceParts
Representative
36
28
24
60
148
30
48
24
80
182
5. Once a parts representative is established at any level he/she can remain at that level for as long as
desired, there is no requirement to continue on to the next tier, although it is recommended that on
reaching the appropriate level he/she gain certification at that level. Which level is appropriate for
each individual is a decision to be made in discussion between the individual and his/her parts
manager based on the individual’s age, ability and experience and the dealerships need.
In order to maintain the existing level of certification a certain amount of ongoing training and
updating is required at all levels.
Monitoring Progress:
Individual Parts Representative:
In order to check individual progress towards any of the LTA tiers JDU provides a very useful tool
called “My Progress”. This is accessed from the home page of JDU by clicking on the Learning
Paths icon at bottom centre
Dealer Training Coordinator:
A report is available for DTC’s to check the progress of all their employees with regard to credential
such as LTA accreditation levels. From the JDU home page select “Reports” from the drop down
menu under My Learning - second from left tab. From the list of reports select:
Getting Started
Historical Records
Training that your parts personal have taken in the last 3 years is recognized and credited, it all
counts towards the Parts Certification Program
Transfer between dealerships
If a new employee is employed by a John Deere dealer from an external source (competitive Ag
dealer, automotive, truck or construction dealer), his/she will enroll and start with Level 1. No credit
will be granted towards any courses.
If a parts representative is employed from another John Deere dealership he/she will retain his/her
current level of Certification status. This is because the certification is awarded on the basis of John
Deere specific training.