Making decisions and solving problems happen every day. There’s no way to avoid it. From the decision to rise in the morning to the decision go to bed at night, decisions are constantly being made; and, together with that, problems are frequently being solved. Often, the problems and decisions we are confronted with require a response that is both rational and well thought out. However, despite making decisions daily, many of us are still uncomfortable with making those important decisions.
Thankfully, our “Effective Problem Solving and Decision Making” training program can provide participants with the necessary skills in identifying problem causes, laying out options and making rational decisions. In this highly dynamic program, participants will learn about the problem solving and decision making process and structure, while being provided with tools to help them attack problems proactively and make timely decisions that help create value to your company and your customers. Participants will also utilize a five-step problem solving process in solving actual problems.
Furthermore, participant will discover that the same processes and tools they will use in this fun-filled training program can also be used to solve life problems and make life decisions. “Effective Problem Solving and Decision Making” are not just career skills; they’re life skills.
There is an art to giving and receiving feedback. To get better, feedback is necessary – but it also can backfire if handled poorly. This session is for managers and non-managers and addresses the art of feedback and working with subordinates or peers/team members.
This presentation was used in our company's internal training in Problem Solving and Critical Thinking. Some parts were customized to fit our needs.
Presentation Contents:
Definition of Problem
What is Problem Solving?
Why Problem Solving?
Steps for Effective Problem Solving
Deep Dive on Problem Solving Process
Issue Tree
MECE Principle
Some Common Issue Tree Patterns
Feasibility X Impact Matrix
Real Individual Growth, learning model, Target Measure Review Reflect, Experience, Senior Position, First Half and Second Half of Career, Work Pyramid, Career Decision, success,good boss
This topic shows the importance of problem solving, and why do we need a problem solving mind. It also shows how to solve problems through 4 steps, using creative tools & techniques to define the problem, generate alternatives, analyze alternatives and taking action.
Want to learn Software Testing from the Experts?
Visit this page:
http://SoftwareTestingHelp.org
Have you been facing problems in interviews? Do you fear to deliver any speech? Do you hesitate to speak in your company meeting? Do you have problems explaining your views to others? Do others disagree with you even though you are right?
If answers to these questions are ‘yes’ then it's time to improve your communication skill. You should be perfect in all ways of communications like verbal, presentation skill and written communication.
Making decisions and solving problems happen every day. There’s no way to avoid it. From the decision to rise in the morning to the decision go to bed at night, decisions are constantly being made; and, together with that, problems are frequently being solved. Often, the problems and decisions we are confronted with require a response that is both rational and well thought out. However, despite making decisions daily, many of us are still uncomfortable with making those important decisions.
Thankfully, our “Effective Problem Solving and Decision Making” training program can provide participants with the necessary skills in identifying problem causes, laying out options and making rational decisions. In this highly dynamic program, participants will learn about the problem solving and decision making process and structure, while being provided with tools to help them attack problems proactively and make timely decisions that help create value to your company and your customers. Participants will also utilize a five-step problem solving process in solving actual problems.
Furthermore, participant will discover that the same processes and tools they will use in this fun-filled training program can also be used to solve life problems and make life decisions. “Effective Problem Solving and Decision Making” are not just career skills; they’re life skills.
There is an art to giving and receiving feedback. To get better, feedback is necessary – but it also can backfire if handled poorly. This session is for managers and non-managers and addresses the art of feedback and working with subordinates or peers/team members.
This presentation was used in our company's internal training in Problem Solving and Critical Thinking. Some parts were customized to fit our needs.
Presentation Contents:
Definition of Problem
What is Problem Solving?
Why Problem Solving?
Steps for Effective Problem Solving
Deep Dive on Problem Solving Process
Issue Tree
MECE Principle
Some Common Issue Tree Patterns
Feasibility X Impact Matrix
Real Individual Growth, learning model, Target Measure Review Reflect, Experience, Senior Position, First Half and Second Half of Career, Work Pyramid, Career Decision, success,good boss
This topic shows the importance of problem solving, and why do we need a problem solving mind. It also shows how to solve problems through 4 steps, using creative tools & techniques to define the problem, generate alternatives, analyze alternatives and taking action.
Want to learn Software Testing from the Experts?
Visit this page:
http://SoftwareTestingHelp.org
Have you been facing problems in interviews? Do you fear to deliver any speech? Do you hesitate to speak in your company meeting? Do you have problems explaining your views to others? Do others disagree with you even though you are right?
If answers to these questions are ‘yes’ then it's time to improve your communication skill. You should be perfect in all ways of communications like verbal, presentation skill and written communication.
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxgalerussel59292
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f.
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxfestockton
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f ...
Improving student learning through assessment and feedback in the new higher education landscape by Professor Graham Gibbs presented at the Learning @ City 2012 Conference at City University London.
View the presentation video here: http://www.youtube.com/watch?v=DbzMTXRBcQk&feature=plcp
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
Student Assessment Workbook
BSBADM502
Manage Meetings
Version 4.0
May 2017
Assessment Information
Welcome to your Student Assessment Workbook for BSBADM502 Manage Meetings.
This Student Assessment Workbook is where you will write all your answers for the knowledge questions and simulation tasks. Please refer to the Student Assessment Guide for more information.
This assessment has the following two events:
Assessment Event 2 – Simulation: My Career Unlimited
You will complete a number of tasks that will provide us with evidence of your skills with organising and chairing two meetings. These tasks will be based on your role as a Project Officer and the challenges that students experience in their study.
To complete the Simulation, you will need to refer to the following resource:
Meeting Policy and Procedures
A policy and procedures document that specifies the procedures for planning and running and documenting meetings.
Please note that your responses for both assessment events can (where appropriate) use dot point format. See below for an example of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a Presentation, there are a number of tasks that must be carried out. These are; listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks, you then check on the room you will be conducting the simulation in etc.
Performance required
· complete all of the questions and tasks listed in the Student Assessment Workbook
· meet all the requirements listed in this Student Assessment Guide
· your responses to the questions and tasks must be relevant, accurate and specific
· submit your completed Student Assessment Workbook to your Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of information, you must provide citation.
Please be aware that your Assessor is here to provide you with the necessary support throughout the assessment process. If you have questions, then contact them for guidance.
Pre-assessment Checklist
Your assessor will go through the assessment for this unit, BSBADM502 Manage Meetings. It is important that you understand this assessment before taking on the tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ section.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Checklist
Commen.
A Learners Record that accompanies the Presentations, by completing this Learners Record the learner satisfies all requirements of the curriculum. The Learners Record becomes "the collection of work" for the Level 4 minor Award in Work Experience
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. PRACTICAL ACHIEVEMENT TASKPRACTICAL ACHIEVEMENT TASK
Year 2, Session 3
Examined first week of February
10 Credits (5% of final credits)
Answered in booklet provided
Marking scheme on page 25 of booklet
www.pdst.ie and www.examinations.ie
4. More than 6 to 8 weeks engagement.
Do outside school time!!
Copy booklet, use copy for day to day and write up
the original at the end.
Individual tasks vs all doing a course?
Farm out students to other teachers in LCA Team.
Need constant monitoring.
6. Assessment in SchoolsAssessment in Schools
Read the report (10-15 mins).
Mark the report and record marks.
Interview student (5 –10 mins).
Marks may be added, subtracted or remain
unchanged.
7. Remember the bulk of the marks are
awarded when the examiner reads the task
prior to interview.
The examiner will use the interview to
clarify points that are unclear or omitted in
the report.
The maximum mark an examiner can add
or subtract for the interview component is
20% (i.e. 2 for a section with a max of 10 and
4 for a section of max 20 marks).
7
8. General Comments.
The best marks are obtained by those
candidates who carry out individual PAT’s.
If you have a large group give one or two
students to the other teachers of the class,
otherwise you will be overwhelmed and
stressed out.
Steer students away from Driving Permits,
Safe Pass, or other short courses as they are
unsuitable.
8
9. Your student’s PAT must be carried out over at
least 6 to 8 weeks.
It must be verified. Ensure the student and the
verifier sign in all the places provided and
remember to include dates.
The verifiers qualifications must be stated, marks
will be lost if they don’t do this.
9
10. All pages of the report booklet should be
attempted.
In general if pages are left blank then the
examiner will not ask the student any
questions about that section and the student
will not get any marks as a result.
10
11. 11
Selection Process:
•Deciding what to do.
•There are 10 marks for this
section.
•2 Marks can be got at interview.
•Keep the 3 challenges realistic
and attainable.
12. 12
When giving reasons for
considering a challenge make
sure the student include a
“because” statement. E.g. “I
want to do a night course in the
local VEC School and learn sign
language because my neighbor is
deaf and it would be nice if I were
able to have a proper
conservation with him. At
present I am unable to
communicate properly with him.”
13. 13
• Don’t have the same reasons why
both tasks that are rejected.
• If they do they will loose marks.
• The same applies for the challenge
they are going to select.
• Finally state clearly their starting
position. If they have some
experience doing this challenge
state this. If they have no
experience of the challenge just
simply state this.
14. 14
Clarity of Purpose: (the aims.)
•There are 10 marks for this section.
•2 Marks can be got at interview.
•The student needs to state two clearly
defined aims.
•Remember “To get a good credit” or “To do
a good task” are not aims for this task or
any task.
•Each of the two aims must be fully
developed, lots of because statements, and
don’t repeat the same reasons.
15. 15
Research & Planning:
•There are 10 marks for this
section.
•2 Marks can be got at interview.
•Marks will be deducted from the
total mark awarded if the
starting date and/or the
finishing dates are missing.
16. 16
• If the takes less than 6 weeks marks
will also be deducted.
• To gain full 10 marks candidates should
focus on
Resources needed.
Money – how they propose to fund it.
Activities undertaken.
Time scales with reference to a
definite starting and finishing dates.
The When, What, Why, Where, How
often, and the How of their task.
17. 17
Carrying out of Task:
•Note this is the only section
marked out of 20 marks.
•4 Marks can be got at interview.
•There are place for 6 entries in the
log book.
•If a candidate makes 6 entries the
examiner will mark all 6 and select
the top 5 for the total mark.
18. 18
• 5 entries each of equal marks.
• Must be 6 – 8 weeks otherwise
examiner will deduct marks.
• There must be regular engagement.
• Evidence of progression. Record of
progress.
• Good description of activity
• Skills learned and applied
• Problems encountered.
• Log entries should be about 1 week
apart.
• Must be hand written.
19. 19
Note:
•It is not acceptable to do task in one day
and then do 5 entries.
•If the log is presented on video or audio
the examiner will award 0 marks for this
category.
•Each entry carries equal marks which are
graded.
20. 20
Meeting the Brief:
•This consists of critical appraisal
of their completed task.
•There are 10 marks for this
section.
•2 Marks can be got at interview.
•Refer back to aims page.
•Read aims again before writing
up this section.
21. 21
Points to watch out for:
•Were the Goals achieved or not.
•What conclusions are drawn?
•How well this is appraised.
•Explain clearly why aim was met/not
met
•Problems if any and how they
overcame them.
•What I would do differently. (Looking
back).
22. 22
Questions they should ask themselves
are:-
•Have they fulfilled their aims?
•How well explained? Why?
….Because…
•Why not? ....Because…
•Was the Task successful or not?
23. 23
• The most important thing here is
whether or not the goals/aims were
achieved. Refer to Aims Page in
order to evaluate this.
• The quality of this section depends
on what conclusions are drawn and
how well the candidates appraise
the achievement.
• The candidate must explain
clearly why the aims have been
achieved or not and whether or not
the task has been successful.
• This must be backed up with
24. 24
Self Evaluation:
•What they learned about themselves
from doing their PAT.
• There are 10 marks for this section.
•2 Marks can be got at interview.
25. 25
• The candidate must reflect on what
effect the achievement process has had
on him/her.
• What have they learned about
themselves from their involvement with
the task?
• Self-analysis is required, rather than a
critical appraisal of the success or
otherwise of the task.
26. 26
• Must provide evidence of what they have
learned about themselves.
• Personal skills I have acquired.
• Attitudes changes.
• What effect the PAT has had on them.
• They must be giving Feedback regarding
themselves.
27. 27
E.G.
•What I have learned about myself from doing the
task and backing it up with evidence.
•Make a statement about themselves and develop it
and give evidence about it. How? Because?
•How will I keep the benefit of the achievement
going in the future?
•Students must have at least two good “I”
statements about themselves backed up with
“because” statements.
•Remember:
• Self analysis not task analysis.
28. 28
Evidence of Achievement:
•This consists of TWO specific
sources of verified evidence
indicating Achievement and
Progress defined and clearly
explained.
•There are 10 marks for this section.
•2 Marks can be got at interview.
29. 29
• Two different sources of evidence
are required
• Examples of acceptable and
appropriate evidence are:
Certificates, Participation
record, audio/video tapes, and
samples of work, testimonials and
series of photographs.
• One photo is not acceptable it must
be a series of photos.
30. 30
Individuality:
•There are 10 marks for this section.
•2 Marks can be got at interview.
•Note: This section is not on any
specific page.
•The important thing here is:
Individuality – inventiveness,
Suitability,
Originality,
31. 31
• Level of difficulty involved,
• Enthusiasm shown,
• Quality and extent of skills learned and
• Level of achievement attained compared
to starting point and challenge chosen.
• The overall quality of the task should be
examined here.
• How original is the challenge? Is the task
expressed in candidate’s own words and
done outside formal timetabled class
time?
32. 32
Effectiveness of Communication
and Presentation
•There are 10 marks for this section.
•This section is divided into two parts.
(i) Written/Audio/Video: layout: A
max of 8 marks can be awarded prior
to interview.
(ii) Presentation: The Interview:
the remaining 2 Marks can only be got
at interview