The 3-sentence summary is:
This document outlines the Management Plan for Human Resources at CQUniversity from 2009 to 2012. It identifies priorities such as completing an organizational restructure, implementing workforce planning, and ensuring targeted professional development for staff. The plan also addresses compliance, developing HR policies and practices, and creating a healthy and safe work environment for staff and students.
The document provides a strategic plan and operational priorities plan for human resources at a university from 2009-2014 and 2009-2011 respectively. It outlines the university's mission to achieve excellence in teaching, research, and scholarship. Key goals for human resources include recruiting and retaining high quality staff, employment flexibility, ensuring performance accountability, continual learning, creating an equitable and diverse workplace, and a safe work culture. Specific objectives are defined under the areas of education, research, external relations, resourcing, staffing, and management to work towards these goals over the strategic and operational planning periods.
SIPOC MODEL IN MOROCCAN ENGINEERING EDUCATION CONTEXT: LEAN APPROACHijejournal
Morocco country faces a set of challenges related to the global economic crisis which strongly affects the
funding dedicated to different development sector. In this way, engineering schools are expected to respond
to higher education's heightened requirement while using the minimum amount of resources. Lean thinking
is a systematic approach to improve the efficiency of the educational process by promoting continuous
improvement. It can be applied both to learning and administrative steps to eliminate activities that do not
add value. In order to apply lean thinking principles in Moroccan engineering education we need to
understand how process activities create value and interact together. The process approach is a powerful
way of visualizing process flow and how inputs are transformed into outputs using different resources. The
purpose of this study is to introduce the first two principles of lean thinking, namely value definition and
process mapping, in Moroccan engineering education. Firstly we have chosen to study the ENSEM
(National Higher School of Electricity and Mechanics) processes. We have described its learning system in
order to define the value and elabora
Abstract
Technical and vocational Education and Training TVET has important role in imparting skills training for employment, self employment and enterprises. The main purpose of this study is to investigate the Practice of Income Generating Activities (IGAs) in selected government run five Technical and Vocational Education and Training Colleges in Addis Ababa city administration exploring the existing and emerging challenges in the areas of self-generated financial sustainability and utilization of this generated income. In view of this, the basic questions of the study are formulated and descriptive survey method will be employed to assess the current condition and overall performance of IGAs. The study will be undertaken in Addis Ababa TVET Colleges involving a non-random sampling technique preferred to be appropriate and to serve the desired ends in the study. The sample population will include department heads, deans of the colleges and Addis Ababa TVET Agency officers. The data collecting instrument will include questioner which consist of little open ended questioner ended and more on close-ended question, structured interview questions document analysis and observation; the data will be analyzed and using descriptive statistical method.
The research proposal hold tentative work plan that will be changed after identifying constraint, budget requirement to run this study also well prepared, it hold time schedule to carry out the entire parts of the study. Last but not least the researcher will make use of descriptive analysis and the methodology combines qualitative methods using document review, services and production observation and structured interview.
This document provides guidelines for developing National Academic Reference Standards (NARS) for higher education programs in Egypt. It defines key terms, outlines the objectives and beneficiaries of NARS, and describes the characteristics that NARS should have. The guidelines explain the methodology for developing, implementing, and reviewing NARS. They also provide templates and instructions for writing NARS documents to articulate the expected knowledge, skills, and attributes of graduates from each academic program. The overall goal is to establish quality standards for higher education and improve outcomes for students, institutions, and other stakeholders.
This document provides an overview of stress management. It defines stress and discusses the difference between eustress (positive stress) and distress (negative stress). It outlines various signs and causes of stress as well as the advantages and disadvantages of stress management. The document then describes different types of stressors and various approaches to managing stress, including relaxation techniques, time management strategies, maintaining a positive attitude, and stress relief activities.
This document discusses stress management and provides strategies for coping with stress. It defines stress and outlines its causes such as life events, work, and lifestyle factors. The physical and psychological symptoms of stress are described. The document also explains how the body's stress response system works and covers strategies for managing stress through changing one's thinking, behavior, and lifestyle habits like diet, exercise, and relaxation techniques. Alternative therapies for reducing stress are also mentioned.
The document provides guidelines for Irish higher education institutions to complete an action plan template as part of the Towards 2016 agreement. The action plan should include priority initiatives developed through partnership to meet Towards 2016 requirements and achievements since previous progress reports. It advises that action plans clearly link to business plan objectives and include unambiguous, measurable deliverables. Plans may be modified during the agreement period to reflect significant partnership-agreed changes. The template asks institutions to outline specific initiatives and how they will improve services for commitments like organizational change, new technology, and quality assurance. It also requests an initial progress report on maintaining a stable industrial relations climate, modernization and flexibility, and partnership.
Nathan Anderson has over 15 years of experience providing strategic financial and technology leadership at Wake Forest University. He currently serves as the Director of Financial Systems and Analysis, where he has led numerous projects implementing new systems for finance, facilities, and other departments. These projects have resulted in operational efficiencies, cost savings, and revenue enhancements. He has also managed the university's merchant services, business continuity planning, and training programs. Previously, he served as Financial Systems Administrator, managing projects to implement the university's financial systems.
The document provides a strategic plan and operational priorities plan for human resources at a university from 2009-2014 and 2009-2011 respectively. It outlines the university's mission to achieve excellence in teaching, research, and scholarship. Key goals for human resources include recruiting and retaining high quality staff, employment flexibility, ensuring performance accountability, continual learning, creating an equitable and diverse workplace, and a safe work culture. Specific objectives are defined under the areas of education, research, external relations, resourcing, staffing, and management to work towards these goals over the strategic and operational planning periods.
SIPOC MODEL IN MOROCCAN ENGINEERING EDUCATION CONTEXT: LEAN APPROACHijejournal
Morocco country faces a set of challenges related to the global economic crisis which strongly affects the
funding dedicated to different development sector. In this way, engineering schools are expected to respond
to higher education's heightened requirement while using the minimum amount of resources. Lean thinking
is a systematic approach to improve the efficiency of the educational process by promoting continuous
improvement. It can be applied both to learning and administrative steps to eliminate activities that do not
add value. In order to apply lean thinking principles in Moroccan engineering education we need to
understand how process activities create value and interact together. The process approach is a powerful
way of visualizing process flow and how inputs are transformed into outputs using different resources. The
purpose of this study is to introduce the first two principles of lean thinking, namely value definition and
process mapping, in Moroccan engineering education. Firstly we have chosen to study the ENSEM
(National Higher School of Electricity and Mechanics) processes. We have described its learning system in
order to define the value and elabora
Abstract
Technical and vocational Education and Training TVET has important role in imparting skills training for employment, self employment and enterprises. The main purpose of this study is to investigate the Practice of Income Generating Activities (IGAs) in selected government run five Technical and Vocational Education and Training Colleges in Addis Ababa city administration exploring the existing and emerging challenges in the areas of self-generated financial sustainability and utilization of this generated income. In view of this, the basic questions of the study are formulated and descriptive survey method will be employed to assess the current condition and overall performance of IGAs. The study will be undertaken in Addis Ababa TVET Colleges involving a non-random sampling technique preferred to be appropriate and to serve the desired ends in the study. The sample population will include department heads, deans of the colleges and Addis Ababa TVET Agency officers. The data collecting instrument will include questioner which consist of little open ended questioner ended and more on close-ended question, structured interview questions document analysis and observation; the data will be analyzed and using descriptive statistical method.
The research proposal hold tentative work plan that will be changed after identifying constraint, budget requirement to run this study also well prepared, it hold time schedule to carry out the entire parts of the study. Last but not least the researcher will make use of descriptive analysis and the methodology combines qualitative methods using document review, services and production observation and structured interview.
This document provides guidelines for developing National Academic Reference Standards (NARS) for higher education programs in Egypt. It defines key terms, outlines the objectives and beneficiaries of NARS, and describes the characteristics that NARS should have. The guidelines explain the methodology for developing, implementing, and reviewing NARS. They also provide templates and instructions for writing NARS documents to articulate the expected knowledge, skills, and attributes of graduates from each academic program. The overall goal is to establish quality standards for higher education and improve outcomes for students, institutions, and other stakeholders.
This document provides an overview of stress management. It defines stress and discusses the difference between eustress (positive stress) and distress (negative stress). It outlines various signs and causes of stress as well as the advantages and disadvantages of stress management. The document then describes different types of stressors and various approaches to managing stress, including relaxation techniques, time management strategies, maintaining a positive attitude, and stress relief activities.
This document discusses stress management and provides strategies for coping with stress. It defines stress and outlines its causes such as life events, work, and lifestyle factors. The physical and psychological symptoms of stress are described. The document also explains how the body's stress response system works and covers strategies for managing stress through changing one's thinking, behavior, and lifestyle habits like diet, exercise, and relaxation techniques. Alternative therapies for reducing stress are also mentioned.
The document provides guidelines for Irish higher education institutions to complete an action plan template as part of the Towards 2016 agreement. The action plan should include priority initiatives developed through partnership to meet Towards 2016 requirements and achievements since previous progress reports. It advises that action plans clearly link to business plan objectives and include unambiguous, measurable deliverables. Plans may be modified during the agreement period to reflect significant partnership-agreed changes. The template asks institutions to outline specific initiatives and how they will improve services for commitments like organizational change, new technology, and quality assurance. It also requests an initial progress report on maintaining a stable industrial relations climate, modernization and flexibility, and partnership.
Nathan Anderson has over 15 years of experience providing strategic financial and technology leadership at Wake Forest University. He currently serves as the Director of Financial Systems and Analysis, where he has led numerous projects implementing new systems for finance, facilities, and other departments. These projects have resulted in operational efficiencies, cost savings, and revenue enhancements. He has also managed the university's merchant services, business continuity planning, and training programs. Previously, he served as Financial Systems Administrator, managing projects to implement the university's financial systems.
Focused on maximizing the talents of students, educational process, and the institution as a whole, I am seeking an employment opportunity in higher education that will allow me to utilize both my educational insight and professional experience within the achievement of organizational goals. With a depth of experience in healthcare, government, and higher education, I am confident in my ability to create effective solutions to complex organizational challenges. I am comfortable working with (and developing) highly engaged student processes, establishing successful outcomes for student goals.
This document outlines Kenya Medical Training College's Quality Assurance Policy. The policy aims to ensure high quality training and development of competent health professionals. It provides guidance for implementing internal and external quality assurance procedures. The objectives are to meet standards, ensure graduates are prepared for practice, implement quality processes, and facilitate continuous improvement. The policy is based on principles of quality teaching, adequate facilities, professional services, collaboration and innovation. Governance and roles in the quality assurance process are also defined.
Case Study - Medical University of South Carolina (MUSC)NetDimensions
The Medical University of South Carolina (MUSC) launched a corporate learning university focused on adoption and user experience of its new learning management system, MyQuest. MUSC promoted MyQuest through demonstrations, training sessions, and support stations across campus. It also improved course content and developed guides and newsletters for administrators. The launch increased participation in mandatory training to over 90% and led to a 50% rise in LMS activity. MUSC aims to continue engaging learners through new technologies and on-the-job training optimization.
The University of Southern California engaged Guidant Group to manage their contingent labor in order to better track spending, reduce legal risks, and gain insights. Guidant Group implemented their Vendor Management System to source, manage, and invoice contingent workers across various categories. Through customizing the system, onboarding suppliers, providing training, and achieving full adoption, Guidant Group successfully launched the program within 60 days resulting in 17% annual savings and other efficiencies for USC.
This document provides a business plan for a Distance Learning program at Anytown Community College. It outlines the mission and vision to increase access to education through online programs. The plan discusses designing high-quality online courses and assessing student learning. Costs for course development, technology infrastructure, and instructional support are estimated. Projected expenses are outlined for the first 7 years with anticipated revenue from increased enrollment. The strengths of addressing student and faculty needs to support online program success are also highlighted.
This document provides guidelines for higher education providers (HEPs) in Malaysia on developing and offering occupational safety and health (OSH) programmes from diploma to doctoral level. It aims to ensure OSH graduates are equipped with the necessary knowledge, skills, and competencies according to the Malaysian Qualifications Framework (MQF).
The document outlines minimum standards for seven quality assurance areas: programme development and delivery, assessment of student learning, student selection, academic staff, educational resources, programme management, and continuous quality improvement. It provides guidance on programme educational objectives and learning outcomes for each qualification level. HEPs are encouraged to exceed the minimum standards and develop innovative programmes to meet industry and societal needs.
The document outlines a vocational training pilot program at a juvenile development center. The program aims to provide vocational skills like electrical fitting, welding, painting, plumbing and masonry to juvenile residents. It details the scope, assumptions, goals and milestones of the program. Key milestones include developing infrastructure, recruiting faculty, identifying trades, designing curriculum and monitoring implementation. The document also lists responsibilities, reviews processes, contact details and risks to the program like limited time with residents and funding issues. It provides annexures with details of the program's budget, tools requirements, lesson plans and floor layout.
The document outlines the key stages of the employment cycle including:
1) Recruitment and selection involving defining job roles, advertising vacancies, selecting candidates, and onboarding new employees.
2) Performance management with probation reviews, appraisals, supervision meetings, and agreeing development activities.
3) Changes and termination such as contractual changes, termination of employment, and exit interviews.
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...IJAEMSJORNAL
Over the past years, quality assurance processes in education have become increasingly common and are steadily gaining in importance in all public and private higher education institutions. This, in turn, has brought about calls for greater accountability on the part of educational providers in measuring outputs or outcomes through quality assurance processes. Presently, the NONESCOST is continuously pursuing its quest for quality education as manifested by its International Certification on ISO 9001 and AACCUP Accreditation. With the recent challenge for all private and public HEIs on Institutional Sustainability Assessment (ISA), NONESCOST is taking its first step. Hence, this study was undertaken to ascertain the extent of compliance of the College to the Key Result Areas (KRAs) of ISA and its significant difference and relationship. Descriptive method was used in the study using the Self-Evaluation Document (SED) of the CHED-ISA administered to the College Officials and employees using purposive sampling technique. The study revealed that NONESCOST is greatly compliant as a whole and as to the five KRAs but the indicators were not fully met at a level of excellence that can be a model for others. A significant difference exist at 0.05 level for KRA1-Governance and Management, KRA2-Quality of Teaching and Learning, KRA3-Quality of Professional Exposure, Research and Creative Work, and KRA5-Relations with the Community. Further, no significant relationship exists between Governance and Management to; KRA2, KRA3 and KRA5 while a significant relationship exist between Governance and Management and KRA4: Support for Students.
The document outlines the mission, vision, values and work programme of the Centre for Workforce Intelligence (CfWI). The CfWI aims to become the primary source of workforce intelligence for health and social care. It will provide robust evidence, research, and workforce information to improve planning at national, regional and local levels. The CfWI will work collaboratively with partners across health and social care to deliver high quality intelligence that informs better workforce planning and improves people's lives.
This presentation was made by Robin Shreeve, CEO of AWPA at the 7th Annual Australasian Talent Conference 2013, 28-30 May 2013 in Sydney themed: Agile Talent Management - Optimise, In-source, Outsource, Offshore, Redeploy.
Wollongong City Council has a strong influence on its local community, and uses its Civil Engineering Cadet Program as one of many tools to not only produce high quality engineers, both technically and professionally, but to enhance the skills and empower the youth of Wollongong, helping to reduce the high unemployment rates of this community. This paper looks at the benefits of this program, outlines difficulties and hopefully sets a platform for other councils to implement similar programs.less
This contains the supply chain of Cagayan State University based on the analysis of the author. This is just a requirement of the course E-Commerce Models and Technologies.
The_University_of_ Sydney_Indigenous_Employment_Framework Revision 3 March 2015 Vladimir Williams
This document outlines the University of Sydney Aboriginal and Torres Strait Islander Employment Framework 2012-2015. The framework was developed to increase Aboriginal and Torres Strait Islander representation across all levels of the university, support their career development, and create a culturally competent university. It includes targets to increase Indigenous academic and professional staff numbers by 2015. The framework principles focus on self-determination and removing barriers to Indigenous employment. Implementation involves various initiatives and is overseen by a project team. Progress will be regularly evaluated and reported.
Kari Vize has over 30 years of experience in educational and human services leadership. She currently serves as the Director of Compass and Career Services at Clarke University, where she oversees career development programs and services. Previously, she held director roles at Black Hawk College and the Henry County Children's Advocacy Center, managing multi-million dollar budgets and supervising large staffs. Her expertise includes program development, strategic planning, and developing community partnerships to support students.
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
K. Kathleen O'Neill has extensive experience leading graduate business programs and currently serves as the Director of the Master of Strategic Leadership program at Mount Mercy University. She holds a Ph.D. in Leadership and Change from Antioch University and has received several teaching awards. Previously, she was the Director of the eMBA, MSIB, and MMIB programs at Zayed University in Abu Dhabi, where she oversaw operations, ensured high quality instruction, and implemented a knowledge management system.
The document summarizes reports from various work groups at UAE University. The IT Infrastructure Work Group report found the university's IT investment to be inefficient and recommended centralizing IT resources and systems under a new University IT Services department. It also recommended establishing an IT committee and improving IT staff roles, training and compensation. The Planning and Budgeting Work Group recommended principles and timelines for annual planning and budgeting processes. The Enrollment Planning Model Work Group recommended developing a computer model to predict enrollment and faculty needs, and improving related data collection.
A Feasibility Plan On Which Commercial Enterprise Shall School of Management ...MOHAMMAD ASIF NASSERI
The School of Management Studies offers a number of courses, which include full-time as well as distant learning courses in various streams of management. It is a matter of pride that this School was the first in the country to introduce MBA course through distant learning for senior defense officers and working executives. This course serves as a measure of rehabilitation for senior army officers and at the same helps working executives to enhance their careers. The department offers quality management education using rigorous multifaceted pedagogy with an effective interface with industry to translate its mission into action. It creates opportunities for its students to develop their understanding of business, social and political environment, to enlarge their ability not only to adjust to change but to become catalyst, and to enhance their ability to conceptualize, decide and communicate. The serene ambience and academic culture of the department with its improved infrastructure provides an ideal environment for the pursuit of academic excellence in management education and research. While the department has achieved high standards of excellence in its academic programmes, it intends to achieve and sustain excellence as one of the leading business schools in India.
Melody Anderson has over 20 years of experience in management, operations, and emergency preparedness. She has a track record of streamlining operations, improving productivity, and maximizing staff performance across various sectors. Most recently, she worked as the Manager of Enrollment Accounting at Molina Healthcare, where she improved efficiency, boosted cost prevention, and ensured compliance. Prior to that, she spent over 20 years at Fred Hutchinson Cancer Research Center in progressively challenging roles, managing budgets over $1 million, developing strategic plans, and leading disaster preparedness trainings.
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Focused on maximizing the talents of students, educational process, and the institution as a whole, I am seeking an employment opportunity in higher education that will allow me to utilize both my educational insight and professional experience within the achievement of organizational goals. With a depth of experience in healthcare, government, and higher education, I am confident in my ability to create effective solutions to complex organizational challenges. I am comfortable working with (and developing) highly engaged student processes, establishing successful outcomes for student goals.
This document outlines Kenya Medical Training College's Quality Assurance Policy. The policy aims to ensure high quality training and development of competent health professionals. It provides guidance for implementing internal and external quality assurance procedures. The objectives are to meet standards, ensure graduates are prepared for practice, implement quality processes, and facilitate continuous improvement. The policy is based on principles of quality teaching, adequate facilities, professional services, collaboration and innovation. Governance and roles in the quality assurance process are also defined.
Case Study - Medical University of South Carolina (MUSC)NetDimensions
The Medical University of South Carolina (MUSC) launched a corporate learning university focused on adoption and user experience of its new learning management system, MyQuest. MUSC promoted MyQuest through demonstrations, training sessions, and support stations across campus. It also improved course content and developed guides and newsletters for administrators. The launch increased participation in mandatory training to over 90% and led to a 50% rise in LMS activity. MUSC aims to continue engaging learners through new technologies and on-the-job training optimization.
The University of Southern California engaged Guidant Group to manage their contingent labor in order to better track spending, reduce legal risks, and gain insights. Guidant Group implemented their Vendor Management System to source, manage, and invoice contingent workers across various categories. Through customizing the system, onboarding suppliers, providing training, and achieving full adoption, Guidant Group successfully launched the program within 60 days resulting in 17% annual savings and other efficiencies for USC.
This document provides a business plan for a Distance Learning program at Anytown Community College. It outlines the mission and vision to increase access to education through online programs. The plan discusses designing high-quality online courses and assessing student learning. Costs for course development, technology infrastructure, and instructional support are estimated. Projected expenses are outlined for the first 7 years with anticipated revenue from increased enrollment. The strengths of addressing student and faculty needs to support online program success are also highlighted.
This document provides guidelines for higher education providers (HEPs) in Malaysia on developing and offering occupational safety and health (OSH) programmes from diploma to doctoral level. It aims to ensure OSH graduates are equipped with the necessary knowledge, skills, and competencies according to the Malaysian Qualifications Framework (MQF).
The document outlines minimum standards for seven quality assurance areas: programme development and delivery, assessment of student learning, student selection, academic staff, educational resources, programme management, and continuous quality improvement. It provides guidance on programme educational objectives and learning outcomes for each qualification level. HEPs are encouraged to exceed the minimum standards and develop innovative programmes to meet industry and societal needs.
The document outlines a vocational training pilot program at a juvenile development center. The program aims to provide vocational skills like electrical fitting, welding, painting, plumbing and masonry to juvenile residents. It details the scope, assumptions, goals and milestones of the program. Key milestones include developing infrastructure, recruiting faculty, identifying trades, designing curriculum and monitoring implementation. The document also lists responsibilities, reviews processes, contact details and risks to the program like limited time with residents and funding issues. It provides annexures with details of the program's budget, tools requirements, lesson plans and floor layout.
The document outlines the key stages of the employment cycle including:
1) Recruitment and selection involving defining job roles, advertising vacancies, selecting candidates, and onboarding new employees.
2) Performance management with probation reviews, appraisals, supervision meetings, and agreeing development activities.
3) Changes and termination such as contractual changes, termination of employment, and exit interviews.
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...IJAEMSJORNAL
Over the past years, quality assurance processes in education have become increasingly common and are steadily gaining in importance in all public and private higher education institutions. This, in turn, has brought about calls for greater accountability on the part of educational providers in measuring outputs or outcomes through quality assurance processes. Presently, the NONESCOST is continuously pursuing its quest for quality education as manifested by its International Certification on ISO 9001 and AACCUP Accreditation. With the recent challenge for all private and public HEIs on Institutional Sustainability Assessment (ISA), NONESCOST is taking its first step. Hence, this study was undertaken to ascertain the extent of compliance of the College to the Key Result Areas (KRAs) of ISA and its significant difference and relationship. Descriptive method was used in the study using the Self-Evaluation Document (SED) of the CHED-ISA administered to the College Officials and employees using purposive sampling technique. The study revealed that NONESCOST is greatly compliant as a whole and as to the five KRAs but the indicators were not fully met at a level of excellence that can be a model for others. A significant difference exist at 0.05 level for KRA1-Governance and Management, KRA2-Quality of Teaching and Learning, KRA3-Quality of Professional Exposure, Research and Creative Work, and KRA5-Relations with the Community. Further, no significant relationship exists between Governance and Management to; KRA2, KRA3 and KRA5 while a significant relationship exist between Governance and Management and KRA4: Support for Students.
The document outlines the mission, vision, values and work programme of the Centre for Workforce Intelligence (CfWI). The CfWI aims to become the primary source of workforce intelligence for health and social care. It will provide robust evidence, research, and workforce information to improve planning at national, regional and local levels. The CfWI will work collaboratively with partners across health and social care to deliver high quality intelligence that informs better workforce planning and improves people's lives.
This presentation was made by Robin Shreeve, CEO of AWPA at the 7th Annual Australasian Talent Conference 2013, 28-30 May 2013 in Sydney themed: Agile Talent Management - Optimise, In-source, Outsource, Offshore, Redeploy.
Wollongong City Council has a strong influence on its local community, and uses its Civil Engineering Cadet Program as one of many tools to not only produce high quality engineers, both technically and professionally, but to enhance the skills and empower the youth of Wollongong, helping to reduce the high unemployment rates of this community. This paper looks at the benefits of this program, outlines difficulties and hopefully sets a platform for other councils to implement similar programs.less
This contains the supply chain of Cagayan State University based on the analysis of the author. This is just a requirement of the course E-Commerce Models and Technologies.
The_University_of_ Sydney_Indigenous_Employment_Framework Revision 3 March 2015 Vladimir Williams
This document outlines the University of Sydney Aboriginal and Torres Strait Islander Employment Framework 2012-2015. The framework was developed to increase Aboriginal and Torres Strait Islander representation across all levels of the university, support their career development, and create a culturally competent university. It includes targets to increase Indigenous academic and professional staff numbers by 2015. The framework principles focus on self-determination and removing barriers to Indigenous employment. Implementation involves various initiatives and is overseen by a project team. Progress will be regularly evaluated and reported.
Kari Vize has over 30 years of experience in educational and human services leadership. She currently serves as the Director of Compass and Career Services at Clarke University, where she oversees career development programs and services. Previously, she held director roles at Black Hawk College and the Henry County Children's Advocacy Center, managing multi-million dollar budgets and supervising large staffs. Her expertise includes program development, strategic planning, and developing community partnerships to support students.
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
K. Kathleen O'Neill has extensive experience leading graduate business programs and currently serves as the Director of the Master of Strategic Leadership program at Mount Mercy University. She holds a Ph.D. in Leadership and Change from Antioch University and has received several teaching awards. Previously, she was the Director of the eMBA, MSIB, and MMIB programs at Zayed University in Abu Dhabi, where she oversaw operations, ensured high quality instruction, and implemented a knowledge management system.
The document summarizes reports from various work groups at UAE University. The IT Infrastructure Work Group report found the university's IT investment to be inefficient and recommended centralizing IT resources and systems under a new University IT Services department. It also recommended establishing an IT committee and improving IT staff roles, training and compensation. The Planning and Budgeting Work Group recommended principles and timelines for annual planning and budgeting processes. The Enrollment Planning Model Work Group recommended developing a computer model to predict enrollment and faculty needs, and improving related data collection.
A Feasibility Plan On Which Commercial Enterprise Shall School of Management ...MOHAMMAD ASIF NASSERI
The School of Management Studies offers a number of courses, which include full-time as well as distant learning courses in various streams of management. It is a matter of pride that this School was the first in the country to introduce MBA course through distant learning for senior defense officers and working executives. This course serves as a measure of rehabilitation for senior army officers and at the same helps working executives to enhance their careers. The department offers quality management education using rigorous multifaceted pedagogy with an effective interface with industry to translate its mission into action. It creates opportunities for its students to develop their understanding of business, social and political environment, to enlarge their ability not only to adjust to change but to become catalyst, and to enhance their ability to conceptualize, decide and communicate. The serene ambience and academic culture of the department with its improved infrastructure provides an ideal environment for the pursuit of academic excellence in management education and research. While the department has achieved high standards of excellence in its academic programmes, it intends to achieve and sustain excellence as one of the leading business schools in India.
Melody Anderson has over 20 years of experience in management, operations, and emergency preparedness. She has a track record of streamlining operations, improving productivity, and maximizing staff performance across various sectors. Most recently, she worked as the Manager of Enrollment Accounting at Molina Healthcare, where she improved efficiency, boosted cost prevention, and ensured compliance. Prior to that, she spent over 20 years at Fred Hutchinson Cancer Research Center in progressively challenging roles, managing budgets over $1 million, developing strategic plans, and leading disaster preparedness trainings.
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At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
Storytelling is an incredibly valuable tool to share data and information. To get the most impact from stories there are a number of key ingredients. These are based on science and human nature. Using these elements in a story you can deliver information impactfully, ensure action and drive change.
Part 2 Deep Dive: Navigating the 2024 Slowdownjeffkluth1
Introduction
The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
Understanding User Needs and Satisfying ThemAggregage
https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
• Introduce a taxonomy for user goals with real world examples
• Present the Onion Diagram, a tool for contextualizing task-level goals
• Illustrate how customer journey maps capture activity-level and task-level goals
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1. Management Plan – Human Resources 2009 – 2012
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Management Plan - Human Resources
2009 - 2012
1. Introduction
CQUniversity’s future success will in a substantial way depend upon the skills, energy and
commitment of our staff. Accordingly, the University must attract, develop, reward and retain staff
of the highest quality and provide a working environment that will enable them to maximise their
capacity to contribute to the achievement of the University’s mission.
The Management Plan – Human Resources 2009-2012 (Plan) supports the CQUniversity Australia
Strategic Plan 2009-2012 by identifying and articulating the human resource initiatives that give
effect to the people and performance elements within the strategic plan.
This Plan identifies priorities and goals that will guide human resource management at
CQUniversity over the period 2009-2012 to enable the University to maximise its human resource
capabilities. It outlines the emerging human resource challenges facing the University and strategies
to address these challenges. It also identifies human resource development and planning
requirements in support of a staffing profile that aligns with the University’s strategic direction and
its need to be flexible, creative and agile.
This Plan and its identified goals and strategies will be supported by annual operational plans that
outline the activities that will be undertaken each year to give effect to the goals of the Plan.
The process for developing this Plan involved input from a number of sources including staff via a
website; through open staff forums at all campuses; consultative discussions with the Staff
Consultative Committee; through consultation with stakeholders across the University; and
feedback from the Vice-Chancellor’s Committee.
During the period of this Plan, CQUniversity will need to be responsive to the changing external
environment (legislative, financial, technological, demographic, labour market, higher education
sector) which includes:
an increasingly competitive higher education environment including labour markets,
students and our capacity to attract and retain staff;
the aging profile of the sector workforce demographic combined with our relatively junior
academic profile;
monitoring changes in the legislative requirements from Federal and State governments in
areas such as industrial relations, equal opportunity and health and safety and providing
advice on the implications for the University and leading the implementation of required
changes to its operations;
continuing financial constraints with reduced government funding and the increasing
reliance on alternative income generation and the associated risks of this strategy e.g.
downturn in international student enrolments;
2. Management Plan – Human Resources 2009 – 2012
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increased requirements for accountability including quality reviews and financial
compliance; and
increased reliance on the use of technology to provide systems that inform our decision
making and better manage our operations and that transform the working, learning and
teaching environments.
The Plan also addresses internal imperatives such as:
the enhancement of a performance management culture that rewards high performing staff
and links individual and institutional performance goals and accountabilities;
the development and implementation of a workforce planning process;
investing in the development of our staff to nurture our intellectual capital and in particular
the development of management and leadership capabilities; and
enhancing workforce diversity and in particular addressing the low level of Aboriginal and
Torres Strait Islander employment across the University.
The intended outcome of effective human resource management within the University is the
development of a high performance culture that emphasises accountability for results. The Vice-
Chancellor and President is ultimately responsible for developing this culture within the University
with the assistance of university managers and supervisors.
The Executive Director (Resources) has overarching responsibility for human resources
management across the University and is assisted by the Division of Human Resources. The
management of human resources is underpinned and guided by workplace legislation, industrial and
employee relations instruments, institutional policies and procedures, and input from University
committees and stakeholders with support and advice from the Division of Human Resources.
Policies relevant to staffing are available on the Policy Portal (http://policy.cqu.edu.au/).
The Division of Human Resources is a strategic partner with the faculties, divisions and campuses
of the University providing advice, training and guidance across all workplaces and geographical
locations. Responsiveness and flexibility in the management of human resources within the
University has been assisted by devolution of authority and responsibility to local levels wherever
possible with local support from a dedicated HR client services team plus advice and information
from centrally located professional staff within the Division who form part of the extended client
service resource team.
2. Compliance and Benchmarking
The University will monitor external points of reference both to ensure continued compliance and to
inform current actions and future planning: These points of reference include but are not limited to:
Anti-discrimination Act (1991);
Commission for Children and Young People and Child Guardian Act (2000);
Central Queensland University Union Collective Agreement (Academic Staff Employees)
2007;
Central Queensland University Union Collective Agreement (General Staff Employees)
2007;
Disability Discrimination Act (1992) including Disability Standards for Education (2005);
Equal Opportunity for Women in the Workplace Act (1999);
Fair Work Act (2009);
3. Management Plan – Human Resources 2009 – 2012
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Higher Education Industry – Academic Staff – Award 2010
Higher Education Industry – General Staff – Award 2010
Industrial Relations Act 1999 QLD;
Migration Act 1958 - Human Resources;
National Training Wage Award 2000;
National Employment Standards (2010);
Payroll Tax Act 1971;
QSuper Superannuation (State Public Sector) 1990;
Queensland Prevention of Workplace Harassment Advisory Standard (2004);
Sex Discrimination Act (1984);
Superannuation Guarantee (Administration) Act 1992;
Superannuation Guarantee (Administration) Regulation;
Tax Administration Act 1953;
UniSuper Deed of Covenant and Trust Deed;
Workers Compensation and Rehabilitation Act (2003) QLD;
Workers Compensation and Rehabilitation Regulation (2003) QLD;
Workplace Health and Safety Act (1995) QLD; and
Workplace Health and Safety Regulation (1997) QLD.
CQUniversity will continue to benchmark its human resource activities against other Universities
across the higher education sector via the Universities HR Benchmarking program. Membership of
this program provides the capacity to benchmark with other institutions in the sector on a variety of
human resource performance measures and provide guidance on matters such as:
staffing trends and issues both within the University and the sector;
the effectiveness of human resource initiatives and areas for improvement; and
workforce planning processes across the University.
Feedback from this annual benchmarking activity allows the University to further refine its human
resource strategies and practices.
3. Priorities
3.1 Organisational restructure and workforce planning
The University has invested significant resources in recent times to review and adjust its
organisational structure with the merging of Faculties and significant process reengineering across
the Divisions leading to improved delivery of services and reduced staffing costs.
The organisational review and restructure is yet to be finalised with segments of the University still
to commence or complete this process.
It is critical to the University’s long term viability that these improvements in organisational
structure and process are maintained by forging a strong link between structure and budget where
staffing decisions are made on the basis of an approved organisational structure and budget which is
underpinned by a centrally controlled position management system.
Additionally, as the University moves forward, any adjustments to structure will need to be
supported through a costed business case as part of a whole of University workforce planning
process. The University will need to ensure that it has a robust human resource information system
4. Management Plan – Human Resources 2009 – 2012
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that can provide accurate data to inform management decision making and assist in the setting of
the University’s annual staffing budget.
Workforce planning will be an important tool in ensuring that the University is well positioned to
meet its present and future staffing needs. As the University anticipates adjustments to its program
offerings to meet emerging student demands, effective workforce planning processes will enable the
University to proactively prepare for these changes by adjusting its staffing profile through a
combination of skilling up existing staff, reducing staff number in areas of decline and targeted
recruitment from external sources as necessary.
3.2 Professional development of staff
In the Management Plan for Learning and Teaching it states that “staff must be encouraged to
engage in continuing professional development and be provided with time to reflect on student
learning and their role in supporting learning and teaching”. The University needs to ensure that it
provides for the targeted training needs of its staff that are identified through the University’s
performance review, planning and development process.
The University also needs to ensure that its managers and supervisors have the requisite skills and
abilities to undertake their important day to day oversight of staff; reviewing their performance,
assisting them to address any deficiencies and taking timely corrective action to manage under-
performance or unsatisfactory performance as necessary.
One of the identified challenges facing the University is the aging profile of the higher education
sector workforce combined with our relatively junior academic profile. The University will find it
increasingly difficult to attract, recruit and retain quality staff and it will need to ensure that it
maximises its capacity to develop our present staff and future staff, particularly if those who are
available or willing to locate to Central Queensland are not yet skilled to the required level.
Another area that will need to be carefully addressed is the development of management and
leadership capabilities as part of the University’s approach to succession planning.
3.3 HR policies, practices and enterprise agreements
Following the restructure of the Division of Human resources, the centralised model of human
resource management has been replaced by a decentralised client service model with a dedicated
client services team supported by centrally based professional HR staff, who form part of an
extended client services team.
A renewed focus has been placed on the development or updating of HR policies, and practices
with the intention of eliminating unnecessary complexity or bureaucracy while at the same time
ensuring that appropriate standards and practices are maintained. Additionally, a new enterprise
agreement will need to be negotiated during 2009 consistent with the Fair Work Act 2009, the new
Higher Education Modern Awards and the new National Employment Standards.
The Division has also been empowered by the senior executive to take ownership of the
performance review, planning and development process to ensure that staff and supervisors are both
trained in the process and held accountable to make certain that the process is successfully
concluded including follow-through on identified training needs and management of performance
deficiencies.
5. Management Plan – Human Resources 2009 – 2012
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Equally important, the University will be more closely monitoring the allocation of staff workloads
to ensure that staff are given the time, resources, training and support to be able to deliver quality
service to their clients.
3.4 Health and safety of staff and students
The University is committed to continuously improve university-wide health, safety and
environmental strategies, policies, procedures and priorities to ensure that they are integrated and
comply with relevant legislation.
As part of this commitment, the University has identified a need to implement an Emergency
Management Plan and Safety Management System to ensure that it fulfils its obligation to provide a
safe workplace for staff and students consistent with its legislative compliance obligations.
Implementation of the Emergency Management Plan will include the establishment and training of
Emergency Control Organisations and Fire and Safety Advisors across the University and
conducting emergency evacuation drills with the assistance of the Queensland Fire & Rescue
Service, at least annually.
To assist in its health and safety oversight, the Division of Human Resources has committed to the
implementation of the health and safety module of the Human Resource Information System
(Alesco) which will assist in the overall management of the health and safety function.
The Division will engage in the identification and implementation of preventative strategies and
programs to reduce the number and impact of injuries and improve the positive links between good
health and safety practice and good performance outcomes.
Additionally, the Division will establish transparent lines of health and safety accountability and
responsibility at all levels of the University, train all new supervisors and staff in their health and
safety obligations, ensure that applicable health and safety obligations are contained in position
descriptions and that staff are reviewed in respect to their health and safety responsibilities through
the University’s annual performance management process.
4. Key Performance Indicators
Key Performance Indicators relating to human resource management are detailed in the
CQUniversity Australia Strategic Plan 2009-2012 under the heading People and Performance and
reported against as required. Under this Plan, measures are provided against each strategy and these
are reviewed and revised for each edition of the Plan.
5. Goals
The priorities as detailed above have been developed into the goals and strategies on the following page.
This Plan will be supported by annual operational plans that outline the activities that will be
undertaken each year to give effect to the goals and strategies of the Plan.
6. Management Plan – Human Resources 2009 – 2012
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6. Implementation
Implementation of this Plan will be the responsibility of the Executive Director (Resources) with
progress against each strategy to be monitored bi-annually in accordance with the listed
measurements and with particular reference to the activities and planned outcomes outlined in the
Division of Human Resources’ HR Operational Plan – People & Performance (2009-2010).
Goal 1 Finalise the University’s organisational restructure and implement a
workforce planning process in support of enhanced organisational capacity.
Strategies Responsibility Measurement/Monitoring
Finalise the University’s
organisational restructure
process.
Vice-Chancellor’s Executive Organisational restructure
completed by the end of 2009.
Develop and implement a
workforce planning process that
integrates with the business
planning process.
Division of Human Resources Workforce planning process
developed by the end 2009 with
implementation to occur by June
2010.
Benchmark HR operations and
outcomes against the higher
education sector to inform HR
strategic planning, policy
development, processes and
practices.
Division of Human Resources Annually.
Continue to implement further
functionality of the Human
Resource Management
Information Systems (HRIS) to
assist the Division in its day to
day operations.
Division of Human Resources
and the Information Technology
Division
Ongoing with an anticipated
completion date in late 2010.
Develop a suite of operational
and strategic HRM reports to be
utilised by line managers to
assist with HR management
decision making including
workforce planning.
Division of Human Resources
and the Information Technology
Division
By the end of 2009.
7. Management Plan – Human Resources 2009 – 2012
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Goal 2 Ensure the targeted professional development of staff to maximise
organisational and client outcomes.
Strategies Responsibility Measurement/Monitoring
Ensure that the professional
development needs of staff
identified via the PRPD process
are addressed in a timely, cost
effective and equitable manner.
Manager and supervisors and the
Division of Human Resources.
Annual report of training and
development undertaken against
identified T&D from the annual
PRPD process.
Provide management and
leadership development for all
managers and supervisors.
Division of Human Resources
and Deans/Heads of Division
Initial cohort to be provided with
training by mid 2010 and
ongoing training for new
managers and supervisors
thereafter.
Support and coach supervisors in
HR management skills.
Division of Human Resources Initial cohort to be provided with
training by mid 2010 and
ongoing training for new
managers and supervisors
thereafter.
Encourage an enhanced focus on
learning and teaching across the
University.
Division of Human Resources Ongoing.
8. Management Plan – Human Resources 2009 – 2012
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Goal 3 Develop or update HR policies, enterprise agreements and practices
to improve human resource and employment relations processes and
performance outcomes.
Strategies Responsibility Measurement/Monitoring
Implementation of revised
Performance Review, Planning
and Development (PRPD)
process.
Division of Human Resources
and Deans/Heads of Division
PRPD process completed by
95% of staff by March 2010.
Review and update strategies,
policies and procedures to
attract, recruit and retain high
performing staff including
appointment by invitation when
appropriate.
The Vice-Chancellor’s
Executive and the Division of
Human Resources
Strategies reviewed annually
based on in-house data and
benchmarking report.
Review all HR policies and
procedures to identify and
remove unnecessary complexity
or bureaucracy with a focus on
workplace flexibility and
performance outcomes.
Division of Human Resources By the end of 2009.
Develop strategies to monitor
and improve staff morale.
Vice-Chancellor’s Executive and
the Division of Human
Resources
By mid 2010.
Implement the indigenous
employment and career
development strategy.
Indigenous Employment
Reference Group
Annual reporting of percentage
of indigenous employment
against target.
Improve the allocation and
management of employee
workloads across the University.
Deans/Heads of Division and
Supervisors
Annual report on allocation and
management of employee
workloads to VCE.
Monitoring IR changes to
provide advice and leadership
for the implementation of any
required changes.
Division of Human Resources Quarterly reporting to Executive
Director (Resources).
Negotiate a replacement
enterprise agreement(s) in a form
that maximises the University’s
needs, including flexible work
practices, and with any salary
increase to be consistent with the
University’s capacity to pay.
Vice-Chancellor and President
Division of Human Resources
By the end of 2009.
9. Management Plan – Human Resources 2009 – 2012
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Goal 4 Enhance and improve University health, safety and environmental
practices to ensure a safe workplace for staff and students
Strategies Responsibility Measurement/Monitoring
Implement an Emergency
Management Plan (EMP) and
Safety Management System
(SMS).
Division of Human Resources EMP fully implemented by June
2010.
SMS implemented by the end of
2009.
Implementation of the Health
and Safety module of the Human
Resource Information System.
Division of Human Resources
and the Information Technology
Division
By June 2010.
Approved by: Council 6 July 2009