Peer’s assessment
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This document provides a template for assessing a peer's performance on a project. It includes spaces to fill in the name of the partner being evaluated and their total points out of a maximum of 24. The assessment focuses on the peer's knowledge of content, ability to search for information, communication skills, and teamwork. Ratings will be provided in each area.
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21st centu.docx
21st century skills are a key requirement for any potential or existing employee to showcase. These contemporary skills are an indicator to an employer that you as an applicant are a well-rounded individual that is able to adapt and succeed in the role. In fact, employers often rate graduates who can demonstrate generic skills (sometimes referred to as ‘soft’ skills, professional skills or transferable skills) as preferential candidates as opposed to those who simply rely on academic results alone.
Explore the top 21st Century skills that employers are looking for in graduates, and consider how these skills relate to the skills, values and strengths you identified in the previous activities.
1. Collaboration
Is a skill relating to how well you:
· Work effectively as a team member
· Coordinate, cooperate and interact with others
· Contribute and participate with others
· Demonstrate ability to work effectively and respectfully with diverse teams
· Assume shared responsibility for collaborative work
2. Communication
Is a skill relating to how well you:
· Select your channel and methods of communication (e.g. face-to-face, email, phone, chat)
· Adapt communication to ensure it is professional and fit for purpose and culture
· Continuously reflect on how your communication style is perceived by others
3. Community Engagement
Is a skill relating to how well you:
· Actively engage and connect to your local community
· Effectively operate in different communities and cultural settings
· Engage and work collaboratively to make a difference in community activities with a diverse group of people
4. Creativity
Is a skill relating to how well you:
· Use your imagination and ideas to create something new
· Demonstrate originality and inventiveness
· Push conceptual and practical boundaries
5. Critical Thinking
Is a skill relating to how well you:
· Apply logic in a holistic manner
· Use criteria and reflection to measure the impact of your thinking
· Recognise that learning and thinking are ongoing skills to acquire
· measure
· reflection
· measures
6. Enterprise Ready
Is a skill relating to how well you:
· Create new work opportunities
· Gather resources to support business start ups
· Use your business skills to improve business outcomes (e.g. relationship building / networking)
7. Global Outlook
Is a skill relating to how well you:
· Understand your rights and responsibilities as a global citizen
· Value diversity and be informed about the social and political world
· Support initiatives, values and practices that prioritise peace, security and human rights around the world
8. Innovation
Is a skill relating to how well you:
· Recognise opportunities to develop and apply new ideas
· Reflect on project outcomes and revise for ongoing improvement
· Work with a future mindset and identify opportunities for continuous improvement
9. Leadership
Is a skill relating to how well you:
· Negotiate, persuade and influence others
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21st centu.docx
21st century skills are a key requirement for any potential or existing employee to showcase. These contemporary skills are an indicator to an employer that you as an applicant are a well-rounded individual that is able to adapt and succeed in the role. In fact, employers often rate graduates who can demonstrate generic skills (sometimes referred to as ‘soft’ skills, professional skills or transferable skills) as preferential candidates as opposed to those who simply rely on academic results alone.
Explore the top 21st Century skills that employers are looking for in graduates, and consider how these skills relate to the skills, values and strengths you identified in the previous activities.
1. Collaboration
Is a skill relating to how well you:
· Work effectively as a team member
· Coordinate, cooperate and interact with others
· Contribute and participate with others
· Demonstrate ability to work effectively and respectfully with diverse teams
· Assume shared responsibility for collaborative work
2. Communication
Is a skill relating to how well you:
· Select your channel and methods of communication (e.g. face-to-face, email, phone, chat)
· Adapt communication to ensure it is professional and fit for purpose and culture
· Continuously reflect on how your communication style is perceived by others
3. Community Engagement
Is a skill relating to how well you:
· Actively engage and connect to your local community
· Effectively operate in different communities and cultural settings
· Engage and work collaboratively to make a difference in community activities with a diverse group of people
4. Creativity
Is a skill relating to how well you:
· Use your imagination and ideas to create something new
· Demonstrate originality and inventiveness
· Push conceptual and practical boundaries
5. Critical Thinking
Is a skill relating to how well you:
· Apply logic in a holistic manner
· Use criteria and reflection to measure the impact of your thinking
· Recognise that learning and thinking are ongoing skills to acquire
· measure
· reflection
· measures
6. Enterprise Ready
Is a skill relating to how well you:
· Create new work opportunities
· Gather resources to support business start ups
· Use your business skills to improve business outcomes (e.g. relationship building / networking)
7. Global Outlook
Is a skill relating to how well you:
· Understand your rights and responsibilities as a global citizen
· Value diversity and be informed about the social and political world
· Support initiatives, values and practices that prioritise peace, security and human rights around the world
8. Innovation
Is a skill relating to how well you:
· Recognise opportunities to develop and apply new ideas
· Reflect on project outcomes and revise for ongoing improvement
· Work with a future mindset and identify opportunities for continuous improvement
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· Direct and g ...
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2) Sales managers need to focus on quality over quantity and target the right customers.
3) Sales organizations are stable but less willing to change, posing a challenge.
4) Initiatives to boost turnover, profitability, and add-on sales to existing customers have not had the desired effect.
5) Many companies report having a defined sales process but usage and results are mixed.
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The document discusses characteristics expected from potential applicants in the selection process, selection methods, legal and ethical considerations, team roles and dynamics, leadership theories and styles, employee performance management, and individual development planning. Specifically, it addresses:
- Characteristics like interest in the job, good personality, communication skills, education/experience, gender, and age that organizations expect from applicants.
- Common selection methods like interviews, tests, and assessments and their advantages and disadvantages.
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- The Enterprise Portal provides a single point of access to various applications, tools, reports, etc.
- For CRM, it allows integrating CRM processes like marketing campaigns, services, etc. via iViews.
- CRM consultants may develop iViews to expose CRM functionality in the portal. This is called People Centric CRM.
- They can also integrate existing PCUI screens into the portal.
- BSP applications like the IC Webclient can also be accessed via the portal after configuration.
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1. The document discusses using web tools for educational tasks and provides an example task where students create a podcast.
2. For the task, students would interview different stakeholders related to a problem with a paper company located near a town to get different perspectives on the issue.
3. The task involves listing stakeholders, conducting and recording interviews in groups, editing the interviews together, and producing a final audio file with all the interviews as the podcast. The document recommends using the free web tool Audacity and provides a tutorial link.
Self assessment
This document provides instructions for a self-assessment target, asking the student to analyze problems, find solutions supported by statistical data or research, and cite at least three quality sources to support their analysis and solutions. It indicates there will be a final mark given.
Teacher’s assessment
This rubric assesses students on creating a public awareness campaign about the importance of corporate social responsibility for companies. It evaluates students on brainstorming problems and solutions, including supporting research/data, creating an original campaign product, and properly citing high-quality sources. The rubric contains categories for each area with descriptors to assess performance from excellent to poor.
Rúbrica csr
This document provides templates for assessing a public awareness campaign on corporate social responsibility. It includes:
1. A rubric for a teacher's assessment with categories for brainstorming problems and solutions, research/data, the campaign/product, source quality and citations.
2. An assessment contract for peer evaluation with space for names, points and signatures.
3. A self-assessment target with a scale of 1-4 for students to rate their work on analyzing problems, finding solutions, research, the campaign/product, and use of sources.
Module 2 activity kw_lv2
This document discusses using a K-W-L chart to plan a lesson on corporate social responsibility (CSR). The K column is for what students already know about CSR, like its relation to human rights. The W column lists what the teacher wants students to learn, such as the definition of CSR, its principles and management, internal and external dimensions, and its relation to human resources. The L column is for what students have learned by the end of the unit, including being able to distinguish CSR from marketing policies and understanding why implementing CSR policies is important for companies.
Module 2 activity communicative skills v. 3
This document provides guidance for developing the communicative skills and language structures to include in a CLIL unit plan. It identifies that the CALP (cognitive academic language proficiency) focuses on content language, including key vocabulary words and structures. The BICS (basic interpersonal communicative skills) are the classroom language functions. Scaffolded language suggestions are provided to help students develop the unit, work in groups, and express opinions. Sample vocabulary around human rights and phrases for giving opinions are listed.
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This document presents a SWOT analysis of Content and Language Integrated Learning (CLIL). It identifies strengths such as developing stronger foreign language abilities and preparing students for the future. Weaknesses include the need for qualified teachers and the high costs of implementation. Opportunities listed are the demands of globalization and increasing use of technology in learning. Threats include potential changes in laws, expectations, main languages, and student learning levels.
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- 1. Peer’s assessment. You need to create an Assesment Contract. Public Awareness Campaign : Why CSR is important for companies? Marked by: Name of the partner you are evaluating:............................ Points:......................................................(maximum 24 points) Name of the partner you are evaluating:............................ Points:......................................................(maximum 24 points) Name of the partner you are evaluating:............................ Points:......................................................(maximum 24 points) Name of the partner you are evaluating:............................ Points:......................................................(maximum 24 points) Your signatures: Knwoledge of the content: Ability to search information: Communication skills: Team work: