Access the Unified communications technician occupational brief to see the minimum requirement that an apprentice needs to demonstrate for this standard.
The document defines the minimum requirements for passing a Level 3 Infrastructure Technician Apprenticeship. It outlines three criteria for assessment: what the apprentice can do, how they work, and their interpersonal skills. For each criteria, minimum requirements are defined for a pass grade, as well as dimensions that demonstrate work significantly above expectations for a merit or distinction. Knowledge modules in areas like networking, operating systems, and cloud services are also outlined.
The occupational brief for the Unified communications trouble shooter apprenticeship standard. This document is no longer maintained but provides the full detail needed to demonstrate competency for this standard.
Network engineer occupational brief that outlines the level of detail needed to show competency in this standard. The minimum requirements outline what is required and some examples on how apprentices can achieve this.
The document defines the minimum standards and grading criteria for a Level 4 Information Systems Business Analyst apprenticeship. It outlines three criteria for assessment and grading: technical competencies, work performance, and interpersonal skills. Apprentices must meet minimum requirements in all three areas to pass, and demonstrate skills significantly above expectations in two of the three areas to earn a merit, or all three areas for a distinction. The document provides detailed descriptions of expectations for each competency standard and criteria.
This document describes a training and placement portal system that was developed to automate the manual processes used by a college's training and placement cell. The system allows students to upload their profiles and update them over time, and to access information about upcoming company interviews and tests. It also allows recruiters to access student details and conduct online tests and select shortlisted students. The system aims to improve communication between students, recruiters, and the placement cell. It uses a support vector machine algorithm to evaluate students based on attributes and rank them for recruiters. The system was designed with different user roles like students, recruiters, training and placement officers, and administrators to streamline the training and placement processes.
This document discusses various challenges in gathering requirements from users and determining information needs, as well as strategies and techniques for analyzing requirements and collecting information. Some key points:
1) Users have limited capabilities and may provide incomplete or biased information depending on their individual experiences and perspectives.
2) There can be inaccurate definitions of requirements due to different perceptions between users and analysts.
3) Various structured and unstructured techniques are described for collecting information, including questionnaires, observation methods, interviews, and prototyping.
4) Feasibility analysis is important to establish if a proposed system can achieve required performance within financial and technical constraints. Factors like economic, technical, and behavioral feasibility must be considered.
The document defines the minimum requirements for passing a Level 3 Infrastructure Technician Apprenticeship. It outlines three criteria for assessment: what the apprentice can do, how they work, and their interpersonal skills. For each criteria, minimum requirements are defined for a pass grade, as well as dimensions that demonstrate work significantly above expectations for a merit or distinction. Knowledge modules in areas like networking, operating systems, and cloud services are also outlined.
The occupational brief for the Unified communications trouble shooter apprenticeship standard. This document is no longer maintained but provides the full detail needed to demonstrate competency for this standard.
Network engineer occupational brief that outlines the level of detail needed to show competency in this standard. The minimum requirements outline what is required and some examples on how apprentices can achieve this.
The document defines the minimum standards and grading criteria for a Level 4 Information Systems Business Analyst apprenticeship. It outlines three criteria for assessment and grading: technical competencies, work performance, and interpersonal skills. Apprentices must meet minimum requirements in all three areas to pass, and demonstrate skills significantly above expectations in two of the three areas to earn a merit, or all three areas for a distinction. The document provides detailed descriptions of expectations for each competency standard and criteria.
This document describes a training and placement portal system that was developed to automate the manual processes used by a college's training and placement cell. The system allows students to upload their profiles and update them over time, and to access information about upcoming company interviews and tests. It also allows recruiters to access student details and conduct online tests and select shortlisted students. The system aims to improve communication between students, recruiters, and the placement cell. It uses a support vector machine algorithm to evaluate students based on attributes and rank them for recruiters. The system was designed with different user roles like students, recruiters, training and placement officers, and administrators to streamline the training and placement processes.
This document discusses various challenges in gathering requirements from users and determining information needs, as well as strategies and techniques for analyzing requirements and collecting information. Some key points:
1) Users have limited capabilities and may provide incomplete or biased information depending on their individual experiences and perspectives.
2) There can be inaccurate definitions of requirements due to different perceptions between users and analysts.
3) Various structured and unstructured techniques are described for collecting information, including questionnaires, observation methods, interviews, and prototyping.
4) Feasibility analysis is important to establish if a proposed system can achieve required performance within financial and technical constraints. Factors like economic, technical, and behavioral feasibility must be considered.
This document discusses how to create a valid certification examination through a process informed by psychometrics. It involves performing a job task analysis to determine the skills and knowledge to assess. Requirements are developed and published, then subject matter experts write exam items and a beta period tests them. An Angoff session sets the passing score. Ongoing maintenance through analysis ensures continued validity. Interested parties can get involved by assisting as subject matter experts or helping promote awareness of the certification.
The document describes Aspiring Minds, a company that provides state-of-the-art assessment technologies to conduct reliable, standardized evaluations. It operates in 15 countries and 27 Indian states, assessing over 2 million candidates. The document outlines several of Aspiring Minds' assessment technologies, including AMCAT, Automata, SVAR, and AM Situations. It provides details on what each technology evaluates, how evaluations are conducted, benefits, and metrics like reliability. The document promotes Aspiring Minds' ability to help organizations set benchmarks and make training and recruitment decisions through adaptive, standardized, and valid assessments.
This document discusses how to create a psychometrically valid certification examination. It outlines the process, which begins with a job task analysis survey of the target audience and employers to identify important tasks. These results are used to create certification requirements that define the exam objectives and domains. A psychometrically valid exam matches these published requirements, is repeatable, does not introduce bias, and does not contain inaccuracies. This ensures the exam accurately assesses the defined skills and knowledge.
This position is for an Opto-Mechanical Engineer located in Washington D.C. responsible for designing, developing, and implementing optical and mechanical systems to support neurobiological research. Key responsibilities include working with research teams to understand requirements, designing systems using CAD software, performing analysis, and managing projects from concept to delivery. A background in optical engineering and 5 years of experience developing optical systems is required.
Read the case description boeing’s high flying approach to hr plaMARK547399
The document discusses Boeing's approach to addressing labor shortages. It asks the reader to review a case study on Boeing's HR planning and recruitment. It then poses three questions:
1. Explain at least three advantages of filling positions with current employees rather than outside candidates.
2. What external recruitment sources is Boeing currently using? Recommend at least three other sources and why they would be beneficial.
3. How would you advise Boeing to select its engineers? In other words, which selection methods would you advise them to use, in what order and why?
Diane Peters and Anne Lucietto launched a study to examine the disconnect between what engineering students need to know and learn. They designed a survey to assess the importance of machine design and solid modeling skills from industry perspectives and compare it to perceptions of graduates' competencies. Preliminary responses from 5 participants found most skills were somewhat important or higher. Respondents saw solid modeling skills as more developed in graduates than machine design abilities. The study is on hold until IRB approval and scheduling allow, and more responses are needed for significance. The goal is informing students and facilitating industry-academia discussions on expectations.
This document provides information about getting fully solved assignments for various MBA programs and subjects from an assignment help service. It lists the contact email and phone number to get in touch for assistance. It also provides details of an operations management assignment, including the subject code, credits, marks, and 6 questions related to the topic asking students to answer providing explanations and definitions.
The Software developer occupational brief shows the level of detail that is required to demonstrate competency across the apprenticeship standard. This shows what apprentices should do for the what, how and with whom in order to achieve pass, merit and distinction grades.
This document is an AMCAT feedback report for Sayalee Pradeep Sabne who took the test on April 13, 2012. The report provides an analysis of their performance on different modules of the AMCAT test and provides eligibility for various job profiles. It analyzes the individual scores and percentiles for English, Quantitative Ability, Computer Fundamentals, Mechanical Engineering and Logical Ability. The report also provides tips for improvement, book references, a suggested study schedule and compares the candidate's scores to minimum cut-offs for different job profiles to determine eligibility.
Reengineering of the Process of a Call Center Using Systemic Methodologies, H...Panagiotis Papaioannou
A systemic approach to a problem identified in the operation of the call centre of a company that provides public services concerning water and sewage treatment.
The selection process at Samsung consists of 5 stages: 1) A Global Samsung Aptitude Test assessing aptitude and logical reasoning, 2) A technical paper with questions on programming languages and data structures, 3) Technical interviews on programming languages and puzzles, 4) An HR round with general questions to assess interests and skills, 5) A physical exam. If candidates pass each round, they are evaluated annually for performance-based compensation and potential promotion.
Fact-Finding + the Lean Six Sigma WorldSteven Norton
This document discusses how fact-finding and Lean Six Sigma principles can be combined effectively. It provides tips for conducting successful fact-findings, such as asking open-ended questions, structuring questions towards an end goal, and maintaining cooperative attitudes. Lean events like Kaizen events and projects are also forms of fact-finding that utilize proven tools like value stream mapping. The document recommends treating fact-findings as Kaizen events by establishing a clear charter, assembling a knowledgeable team, using Lean tools to analyze costs and identify savings, and achieving measurable results. Combining fact-finding with Lean principles through techniques like value stream mapping of supply chains can generate the most value.
This document discusses key aspects of program design for training programs including selecting an appropriate training site, curriculum design, lesson planning, evaluating training vendors, facilitating transfer of training, and managing knowledge. It provides learning objectives, figures, and tables to explain elements like curriculum maps, design documents, lesson plans, evaluating vendors, encouraging manager and peer support, and creating opportunities for trainees to apply new skills. The goal is to coordinate all aspects of a training program to effectively facilitate learning transfer.
The document discusses why BSD system administrators should pursue BSDA certification. It addresses common concerns about certification, such as that certifications are not worth the time and effort. The document argues that BSDA certification is worthwhile because it is psychometrically valid - the exam tests skills identified by industry professionals as important through a job task analysis. It ensures exam questions match published objectives and domains to accurately assess real-world skills. While training materials can help learn skills, certification evaluates what can only be learned through hands-on experience working with BSD systems.
Optical and Mechanical Engineer OpeningsKeith Levene
The summaries are:
1) The Sr. Engineer II position involves designing medical devices that meet performance requirements and can be manufactured at high yield, as well as generating prototypes, procedures, and reports.
2) The Opto-Mechanical Engineer position involves designing, developing, and implementing optical systems for neurobiological research, including creating 3D models and detailed drawings.
3) The Sr. Optical Engineer position involves developing and prototyping optical systems for commercial communications, including specifications, test methodologies, and aiding integration.
This document discusses training evaluation and outlines the key aspects of evaluating training programs. It covers:
1) The importance of evaluating training programs to demonstrate benefits and improve programs. Evaluation involves measuring outcomes like reactions, learning, behavior, and results.
2) Different evaluation designs for measuring outcomes, including their strengths and weaknesses. The most rigorous is the Solomon four-group design which controls for threats to validity.
3) Calculating return on investment (ROI) by determining costs and quantifying benefits, though this is difficult for some types of training. ROI and other metrics help show the business impact of training.
Training needs analysis is the process of identifying gaps in employee training and related training needs. It involves analyzing each aspect of an operational domain to identify the initial skills, concepts, and attitudes required of employees. This helps specify the appropriate training. Training analysis is often used as part of system development and runs alongside development to capture training requirements. It can identify psycho-motor, procedural, knowledge, communication, critical thinking, and attitude skills needed, as well as how to address physiological stresses. The analysis determines the most suitable and cost-effective training methods, such as lectures, simulators, or other media. It benefits organizations by helping employees better adopt changes, reducing risks, and maximizing successful implementations.
The data analyst occupational brief. This document provides coverage for the minimum requirement expected in the level 4 data analyst apprenticeship. As this document is no longer maintained by the tech partnership and is essential to the apprenticeship it is worth having a copy. Information is accurate for the level 4 data analyst apprentice as of March 2020.
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
This document discusses how to create a valid certification examination through a process informed by psychometrics. It involves performing a job task analysis to determine the skills and knowledge to assess. Requirements are developed and published, then subject matter experts write exam items and a beta period tests them. An Angoff session sets the passing score. Ongoing maintenance through analysis ensures continued validity. Interested parties can get involved by assisting as subject matter experts or helping promote awareness of the certification.
The document describes Aspiring Minds, a company that provides state-of-the-art assessment technologies to conduct reliable, standardized evaluations. It operates in 15 countries and 27 Indian states, assessing over 2 million candidates. The document outlines several of Aspiring Minds' assessment technologies, including AMCAT, Automata, SVAR, and AM Situations. It provides details on what each technology evaluates, how evaluations are conducted, benefits, and metrics like reliability. The document promotes Aspiring Minds' ability to help organizations set benchmarks and make training and recruitment decisions through adaptive, standardized, and valid assessments.
This document discusses how to create a psychometrically valid certification examination. It outlines the process, which begins with a job task analysis survey of the target audience and employers to identify important tasks. These results are used to create certification requirements that define the exam objectives and domains. A psychometrically valid exam matches these published requirements, is repeatable, does not introduce bias, and does not contain inaccuracies. This ensures the exam accurately assesses the defined skills and knowledge.
This position is for an Opto-Mechanical Engineer located in Washington D.C. responsible for designing, developing, and implementing optical and mechanical systems to support neurobiological research. Key responsibilities include working with research teams to understand requirements, designing systems using CAD software, performing analysis, and managing projects from concept to delivery. A background in optical engineering and 5 years of experience developing optical systems is required.
Read the case description boeing’s high flying approach to hr plaMARK547399
The document discusses Boeing's approach to addressing labor shortages. It asks the reader to review a case study on Boeing's HR planning and recruitment. It then poses three questions:
1. Explain at least three advantages of filling positions with current employees rather than outside candidates.
2. What external recruitment sources is Boeing currently using? Recommend at least three other sources and why they would be beneficial.
3. How would you advise Boeing to select its engineers? In other words, which selection methods would you advise them to use, in what order and why?
Diane Peters and Anne Lucietto launched a study to examine the disconnect between what engineering students need to know and learn. They designed a survey to assess the importance of machine design and solid modeling skills from industry perspectives and compare it to perceptions of graduates' competencies. Preliminary responses from 5 participants found most skills were somewhat important or higher. Respondents saw solid modeling skills as more developed in graduates than machine design abilities. The study is on hold until IRB approval and scheduling allow, and more responses are needed for significance. The goal is informing students and facilitating industry-academia discussions on expectations.
This document provides information about getting fully solved assignments for various MBA programs and subjects from an assignment help service. It lists the contact email and phone number to get in touch for assistance. It also provides details of an operations management assignment, including the subject code, credits, marks, and 6 questions related to the topic asking students to answer providing explanations and definitions.
The Software developer occupational brief shows the level of detail that is required to demonstrate competency across the apprenticeship standard. This shows what apprentices should do for the what, how and with whom in order to achieve pass, merit and distinction grades.
This document is an AMCAT feedback report for Sayalee Pradeep Sabne who took the test on April 13, 2012. The report provides an analysis of their performance on different modules of the AMCAT test and provides eligibility for various job profiles. It analyzes the individual scores and percentiles for English, Quantitative Ability, Computer Fundamentals, Mechanical Engineering and Logical Ability. The report also provides tips for improvement, book references, a suggested study schedule and compares the candidate's scores to minimum cut-offs for different job profiles to determine eligibility.
Reengineering of the Process of a Call Center Using Systemic Methodologies, H...Panagiotis Papaioannou
A systemic approach to a problem identified in the operation of the call centre of a company that provides public services concerning water and sewage treatment.
The selection process at Samsung consists of 5 stages: 1) A Global Samsung Aptitude Test assessing aptitude and logical reasoning, 2) A technical paper with questions on programming languages and data structures, 3) Technical interviews on programming languages and puzzles, 4) An HR round with general questions to assess interests and skills, 5) A physical exam. If candidates pass each round, they are evaluated annually for performance-based compensation and potential promotion.
Fact-Finding + the Lean Six Sigma WorldSteven Norton
This document discusses how fact-finding and Lean Six Sigma principles can be combined effectively. It provides tips for conducting successful fact-findings, such as asking open-ended questions, structuring questions towards an end goal, and maintaining cooperative attitudes. Lean events like Kaizen events and projects are also forms of fact-finding that utilize proven tools like value stream mapping. The document recommends treating fact-findings as Kaizen events by establishing a clear charter, assembling a knowledgeable team, using Lean tools to analyze costs and identify savings, and achieving measurable results. Combining fact-finding with Lean principles through techniques like value stream mapping of supply chains can generate the most value.
This document discusses key aspects of program design for training programs including selecting an appropriate training site, curriculum design, lesson planning, evaluating training vendors, facilitating transfer of training, and managing knowledge. It provides learning objectives, figures, and tables to explain elements like curriculum maps, design documents, lesson plans, evaluating vendors, encouraging manager and peer support, and creating opportunities for trainees to apply new skills. The goal is to coordinate all aspects of a training program to effectively facilitate learning transfer.
The document discusses why BSD system administrators should pursue BSDA certification. It addresses common concerns about certification, such as that certifications are not worth the time and effort. The document argues that BSDA certification is worthwhile because it is psychometrically valid - the exam tests skills identified by industry professionals as important through a job task analysis. It ensures exam questions match published objectives and domains to accurately assess real-world skills. While training materials can help learn skills, certification evaluates what can only be learned through hands-on experience working with BSD systems.
Optical and Mechanical Engineer OpeningsKeith Levene
The summaries are:
1) The Sr. Engineer II position involves designing medical devices that meet performance requirements and can be manufactured at high yield, as well as generating prototypes, procedures, and reports.
2) The Opto-Mechanical Engineer position involves designing, developing, and implementing optical systems for neurobiological research, including creating 3D models and detailed drawings.
3) The Sr. Optical Engineer position involves developing and prototyping optical systems for commercial communications, including specifications, test methodologies, and aiding integration.
This document discusses training evaluation and outlines the key aspects of evaluating training programs. It covers:
1) The importance of evaluating training programs to demonstrate benefits and improve programs. Evaluation involves measuring outcomes like reactions, learning, behavior, and results.
2) Different evaluation designs for measuring outcomes, including their strengths and weaknesses. The most rigorous is the Solomon four-group design which controls for threats to validity.
3) Calculating return on investment (ROI) by determining costs and quantifying benefits, though this is difficult for some types of training. ROI and other metrics help show the business impact of training.
Training needs analysis is the process of identifying gaps in employee training and related training needs. It involves analyzing each aspect of an operational domain to identify the initial skills, concepts, and attitudes required of employees. This helps specify the appropriate training. Training analysis is often used as part of system development and runs alongside development to capture training requirements. It can identify psycho-motor, procedural, knowledge, communication, critical thinking, and attitude skills needed, as well as how to address physiological stresses. The analysis determines the most suitable and cost-effective training methods, such as lectures, simulators, or other media. It benefits organizations by helping employees better adopt changes, reducing risks, and maximizing successful implementations.
The data analyst occupational brief. This document provides coverage for the minimum requirement expected in the level 4 data analyst apprenticeship. As this document is no longer maintained by the tech partnership and is essential to the apprenticeship it is worth having a copy. Information is accurate for the level 4 data analyst apprentice as of March 2020.
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
This document provides an overview of the qualifications pack for an assessor role in the IT-ITES sector. It includes sections on key contacts, qualifications details, a glossary of relevant terms, and the various national occupational standards units. The role of an assessor is to deliver accredited training and assessment services in the training and vocational education sector. The document outlines the minimum education, training, and experience requirements for the role and lists the applicable national occupational standards.
The document defines core competencies and provides descriptions of levels of proficiency for each competency. It includes competencies such as technical/job knowledge, achievement orientation, customer service orientation, communication, self-development, teamwork, and initiative. For each competency, it describes the expected behaviors, skills, and experience required at different proficiency levels from basic to expert.
The Service Delivery Manager will oversee a team that handles service cases and performance reporting for internal customers and students. They will manage workloads, prioritize tasks, and develop the service delivery organization. Key responsibilities include managing staff, ensuring service level agreements are met, implementing processes, building client relationships, and delivering services according to agreements. Objectives are to promptly resolve support cases, follow procedures, manage time reporting, communicate with clients, maintain performance and technical skills, and ensure code quality. The role requires experience managing teams, a technical background, strong communication and problem-solving skills, and the ability to work independently.
The document provides an overview of the BTEC Higher National Diploma in Automotive Management and Technology Level 5 program. It outlines that the program is designed to provide specialist vocational training with a strong work-related emphasis. Students must pass 16 units over 2 years to earn the diploma. Units cover topics like vehicle operations, electronics, and customer service. Grades for individual units and the overall diploma are determined by pass, merit, and distinction criteria assessed based on learning outcomes.
Running head Application of Semester Knowledge .docxtoddr4
Running head: Application of Semester Knowledge 1
Application of Semester Knowledge 3
Demonstrate a connection between knowledge or concepts from the current semester courses (i.e., 1. Security Architecture and Design 2. Business Continuity Planning and Disaster Recovery Planning) and how those have been or could be applied in the work place (assume you are working as a software engineer).
Application of Semester Knowledge
Name
Institution of Affiliation
Date
Throughout this semester, we have learnt and acquired knowledge and skills in the fields of Disaster Recovery planning, Business Continuity Planning and Security Architecture. The knowledge has been of great value to me as a software engineer in my place of work where I was posted recently and has even ensured I was promoted to be part of the board members of the software engineers in the company. This is due to two emergency cases of cyber-attacks that I handled professionally thanks to the prior knowledge I had from our previous semester.
DRP and CRP all fall under business domain. The knowledge acquired in this case help in protecting the company against unauthorized access into the company’s technology , building a technology system that is able to prevent security threatening emergencies and ensuring the business continues in case such disaster befalls the company or business entity. Therefore as a software engineer I was always prepared for the worst rather than just prevention part of it. This involves putting in place practices, preparations and processes that always ensure the continuity and preservation of the company in cases where there are disruptions to the day to day operations of the company or business. Part of the tasks that I was performing as a software engineer therefore involved testing, identification, selection, implementation and updating of specific processes that ensure critical services are not affected by the network disruptions. A good example is in the past month where we realized that some individuals had hacked the customer service system and taken private information of customers and were calling the ignorant ones to disclose their Pass words of mobile banking by claiming to be our agents in this case we revoked the customer services for a few hours and changed the whole system but ensured the other services were available as normal. I led part of the team that built a mobile detector that led us to one apartment within the city where with the help of security agents the culprits were captured with all the laptops and every item they were using including mobile phones.it was after this that we developed a system that would detect whenever somebody wanted to hack the customer service system thus reinstating normalcy in the business.
As a softw.
National Career Readiness Certification: An Overviewbscdesign
The document discusses ACT's National Career Readiness Certificate (NCRC) program. The NCRC is earned by taking three WorkKeys assessments that measure applied mathematics, locating information, and reading for information. It demonstrates achievement in workplace employability skills. The NCRC also measures soft skills like teamwork, customer service, and managerial potential. Over 1.7 million certificates have been issued since the program launched in 2006. The assessments provide employers with insights into cognitive and soft skills to help match individuals to jobs and help the economy.
Unit of competence kaizen level ii berhanu tadesse (1)berhanu taye
The document discusses planning for a Kaizen event to drive continuous improvement. It describes selecting an area for the event that will have impact but not be too complex, such as an area with excess work-in-process or bottlenecks. It also covers selecting a team leader and members, training them in Kaizen methods, and choosing a specific problem in the selected area to focus improvement efforts. The goal is to start with an achievable event that builds momentum and experience for conducting future, more advanced Kaizen initiatives.
Effectiveness of Organizational TrainingJorge Boria
The request to measure effectiveness of the training performed at an organization is not met by the "beauty contest" survey taken at the end of an activity. Moreover, since 85% of knowledge acquired by adults is lost in two weeks unless used, as reported by Jane Tippett in Nurses’ acquisition and retention of knowledge after trauma training, it is of fundamental importance that the gauge corresponds to the needs. In this presentation we describe a low tech yet highly effective method for measuring the improvement in productivity gained by training attendees. The method, used since last century in a large telecom organization, is based on some premises: training is only useful if aligned with job outcomes; training should be timely and not carried out solely for consuming the training budget; training objectives should be described as learning objectives, that is to say, what behavioral changes the training is attempting to achieve; managers are responsible for the skills and competencies of their employees.
AN EMPLOYEE PERCEPTION TOWARDS HR PRACTICESYOGESH KUMAR
This study primarily tells about the various perception levels of the working human forces categorized under varying aspects of the standpoint policies of any management organization..The study essentially focuses on two majorly occurring HR practices namely PA and T&D...
This presentation could fetch you good gains in acquiring prime knowledge over elemental facets of human resource management | human resource development over a period of time wherein you will be able to analyse and ascertain the chain flow of the prolonging process withheld in the core subject of study that primarily describes on the perception levels of the employees over the hr practices amended at the mgmt organization for its well functioning & regularise routines.
The legal assistants at New Mexico Law are out of the information loop and unable to fully assist clients due to a lack of case information and status updates. An evaluation will examine why this occurs and how to include legal assistants. Formative evaluation will be used during program development while summative evaluation afterwards assesses the program. Multiple data collection methods will be used. Costs of analysis, design, evaluation and operating the new system will be calculated. Evaluation results will be shared with all employees both in group and individual settings.
CHCLEG003Manage legal and ethical complianceAssessmentJinElias52
CHCLEG003Manage legal and ethical compliance
Assessment Student Name: .............................................................
Table of Contents
CHCLEG003 Manage legal and ethical compliance 3
How to work through this assessment 3
Assessment information and scope 4
Assessment tasks 4
Resubmissions 4
Authenticity Requirements 5
Part A – Questions 6
Student Declaration 31
Record of assessment 32
CHCLEG003 Manage legal and ethical compliance
This unit describes the skills and knowledge required to research information about compliance and ethical practice responsibilities, and then develop and monitor policies and procedures to meet those responsibilities. The unit applies to people working in roles with managerial responsibility for legal and ethical compliance in a small to medium sized organisations. There may or may not be a team of workers involved.
Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:
· use of suitable facilities, equipment and resources, including
· current legislation and regulations
· workplace policies and procedures
· modelling of industry operating conditions, including:
· use of real or simulated organization for which the candidate develops policies and procedures
· integration of problem-solving activitiesHow to work through this assessment
This assessment is designed to assess your performance of competency for the unit CHCLEG003 Manage legal and ethical compliance. Your assessor or workplace supervisor will help you fully understand assessment requirements for this unit. The features of this assessment are detailed in the following table.
Feature of the assessment resource
Explanation
Assessment information and scope
This section provides details of the unit of competency covered, setting out information about the aims of the unit, what areas are covered, how the assessment tasks must be completed and how the assessment is conducted.
Assessment tasks
This section outlines the assessment tasks in detail, including the relevant documentation you need to complete and submit along with your assessment tasks.
Record of assessment
As you progress through the assessment tasks, your assessor will use the record of outcome to confirm your performance and provide relevant advice and feedback.
Before you commence your Assessment tasks, you should review the information provided by your training organisation about assessment. You should not commence your Assessment tasks until you have read and understood this information. Your training organisation must also provide information about assessment while on practical placement, including specific timelines.Assessment information and scope
Who is the assessment designed for?
The assessment is designed for candidates to demonstrate their competency having completed formal learning experiences in this unit. Assessment may occur in real and/or sim ...
How To Put Subject Matter Expert On ResumeLindsay Adams
The document provides tips for effectively positioning yourself as a subject matter expert on your resume. It recommends highlighting your expertise through strategic placement of terms like "SME", providing evidence of experience and accomplishments, quantifying your impact when possible, and tailoring your resume for each application to emphasize relevant expertise. Continuously updating your resume to reflect evolving experience is also advised.
This document discusses job analysis and provides examples of job analyses conducted for three positions: sales representative, computer scientist, and graduate teaching assistant. It defines job analysis as identifying the tasks, duties, and requirements of a job. The document outlines various purposes of job analysis including determining training needs, developing selection procedures, and informing performance reviews. It also describes common job analysis tools and methods.
The document discusses needs assessment, which is the first step in the instructional design process. It involves analyzing the organization, tasks, and people to determine if training is needed and what type of training may be appropriate. Organization analysis considers if training aligns with business goals and resources. Task analysis identifies important job tasks and required knowledge/skills. Person analysis determines if deficiencies are due to lack of knowledge/skills or other factors like motivation. The document provides details on different needs assessment methods and how to ensure employees are receptive to training. It also covers task analysis, competency models, and factors that indicate when training may or may not be needed.
Before you begin this assignment, be sure you1.Read the UMUC.docxlascellesjaimie
Before you begin this assignment, be sure you:
1.
Read the “UMUC Haircuts Case Study” & review “Walmart Example.”
2.
Review the process you identified in stage one and your instructor’s feedback on all previous assignments.
Purpose of this Assignment
This assignment gives you the opportunity to apply the concepts of this course to address the planning, development, implementation and on-going management of the technology solution you have proposed for the UMUC Haircuts business.
This assignment specifically addresses the following course outcome to enable you to:
·
identify and plan IT solutions that meet business objectives.
Overview of Outline of Next Steps for UMUC Hair Cuts
For your Stage Case Study1, you identified a
strategy for competitive advantage
and
a
business process
that you would improve through the application of technology to a business process for UMUC Haircuts.
For your Stage 2, you identified a
proposed IT solution
to improve that
business process
. Your research included planning for IT and business resources, identifying
solution
components, and
identifying ways the
new technology would improve the business process
and
support the strategy for competitive analysis
. Modeling the AS IS and TO BE Processes helped identify the steps in the business process you are improving for UMUC Haircuts.
In Stage 3, you evaluated
IT considerations
as to their role and importance to the
proposed IT solution
to be implemented to improve the business process for UMUC Haircuts.
In Stage 4, you prepared an
Executive Briefing
of your findings, including project
management
, the
system development life cycle
, and
change management.
In Stage 5, you will prepare an
annotated outline
of the next steps in the Implementation of Your Information Technology
Solution
which also includes next steps in the areas of
project management
, the
system development life cycle
, and
change management.
Outline of Next Steps for UMUC Haircuts
Following your presentation of your Stage 4 project, the owner of UMUC Haircuts has decided to move ahead and implement your proposed solution. Prior to beginning the project, the owner has asked you to prepare an outline explaining the next steps. For this assignment, you will develop an annotated outline that identifies the next steps to implement the solution described in Stages 2-4, addressing a number of areas such as project management, system development life cycle, change management, etc.
Resources:
Annotated Outline:
An annotated outline provides the basic information in
full sentences
, but in outline form rather than in paragraph form.
·
In this case, you will address each aspect of the next steps to be taken to implement your technology solution.
·
You should provide all of the important facts, without the expanded discussions used in full papers.
·
Each of the topics in the assignment list should be explained as they apply to your proposed technology.
The Senior Systems Administrator manages a team and is responsible for overseeing system installations, monitoring servers, and evaluating new hardware and software. Key responsibilities include performing system monitoring and analysis, reducing operational risk, developing procedures, and evaluating new solutions. The role manages provision of support while ensuring strategic objectives are met. Focus capabilities include displaying resilience, communicating effectively, thinking critically to solve problems, managing technology and projects, and developing people.
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2. 2
Digital Industries Apprenticeships: Occupational Brief
Level 3 Unified Communications Technician Apprenticeship
Minimum Standards and Grading Criteria
This paper defines the minimum requirements for the knowledge, skills and behaviours defined in the standard, which are required for a pass. It also defines the criteria to be used for
awarding the grade for merit or distinction. This paper should be read in conjunction with the Standard and Assessment Plan for the Level 3 Unified Communications Technician
Apprenticeship.
Overview of Grading
There are three sets of criteria on which the assessment and grading is made. The three criteria are
The What: what the apprentice has shown they can do,
The How: the way in which the work has been done
The With Whom: The personal and interpersonal qualities the apprentice has brought to all their work relationships
Each of these three criteria has minimum (expected) requirements, which must be satisfied for a pass.
Each of these criteria has a number of dimensions which should be considered to determine if the apprentice is significantly above the minimum (expected) level of quality
The purpose of grading is to differentiate between those apprentices whose work is at the expected level of quality against the totality of the skills, knowledge and behaviours specified in the
standard and those whose work is significantly above this expected level
For a pass, each of the three sets of criteria must demonstrate at least the expected (minimum requirement) level of quality
For a merit, the What has to be significantly above the level of quality and one of either the How or the With Whom has to be significantly above the level of quality expected
For a distinction, each of the three sets of criteria must be significantly above the expected level of quality
The assessor takes a holistic judgement of whether or not their assessments demonstrate that the apprentice is “significantly above the expected level of quality” in each of these three areas
and can then determine which grade should be awarded
3. 3
The what – what the apprentice has shown they can do
Minimum Requirements
The following table shows what the minimum, expected requirements are for a pass on this criteria
Competency Standard Minimum, expected, requirements for a pass
Analysis
Analyses systems problems by selecting
the most appropriate tools and
techniques in line with organisational
guidance
The apprentice must be able to select and use three appropriate tools for testing, troubleshooting and analysing problems.
The apprentice must be able to demonstrate compliance with organisational guidance.
The apprentice should demonstrate processes and practices for obtaining logistical support.
Can apply diagnostic tools and techniques to identify the causes of network performance issues.
Rectification
Selects the most appropriate solution to
the fault, using relevant logistical
support where appropriate, or escalates
to a higher level where necessary
Installing and configuring
Installs and configures appropriate
component and or systems appropriate
to the organisation
The apprentice must demonstrate and apply an understanding of the systems used within their organisation.
The apprentice must demonstrate and apply an understanding of the routing and connectivity of the different systems
within their organisation.
Diagnostic tools
Selects the appropriate diagnostic tools
to monitor, test and react to network
performance
The apprentice must be able to select and use five appropriate tools for testing, troubleshooting, analysing and maintenance
The apprentice must be able to demonstrate compliance with organisational and security guidance.
The apprentice should demonstrate processes and practices for obtaining logistical support
4. 4
The apprentice should demonstrate that they can maintain the networks integrity whilst working remotely
Hardware and software
Undertakes hardware or software
upgrades appropriate to the
organisation
The apprentice understands and can apply routine techniques and best practices that are relevant for the apprentices
organisation
The apprentice can demonstrate how to configure Hardware, Software and Systems to meet organisations requirements
Interpreting specifications
Interprets technical specifications for
activities and maintain accurate records
The apprentice must have the ability to interpret engineering diagrams
Understand the difference between TCP/IP model and OSI model; including its protocols, functions, structure, and apply
that understanding in practice
Providing technical support
Responds effectively with customers
and provides technical support to them
in line with organisations process
The apprentice must demonstrate the ability to provide remote support through third parties for non-technical guidance
using voice only
The apprentice can explain all work carried out using the appropriate terminology and language for their audience
Documenting completed tasks
Documents completed tasks in
accordance with agreed organisational
procedures
The apprentice must be able to competently record work using appropriate and clear language so that it can be understood
at all levels
The apprentice must be able to demonstrate an understanding of the organisations policies in line with record keeping
Cabling
Competently cables or connects
equipment in line with technical
requirements
The apprentice must demonstrate and apply a knowledge of different cables and connectors and where they are to be used
in the telecoms network depending on topology, protocol and size
The apprentice must be able to demonstrate how to construct cables and connectors safely
The apprentice should know and apply all procedures around cabling including safety and disposal
Installing
Installs and works with a variety of
digital communications mediums as
appropriate to the organisation
The apprentice must demonstrate a knowledge of the systems used within their organisation and apply that understanding
The apprentice must have the ability to select the appropriate tools and processes to achieve the required tasks within the
organisation
5. 5
The What – what the apprentice has shown they can do
Criteria for a Merit or Distinction
The following table shows what the apprentices would need to demonstrate to be assessed as significantly above the expected level for what they have done
Dimensions Description of what significantly above the expected level
of quality looks like
Breadth – the range of tools and
methods understand and applied
Understands and applies a wide range of tools and methods
Accurately and appropriately applies and effectively
implements the right tools and methods in a variety of
different situations
Depth – the level to which these
tools and methods are understood
and applied
A capable user - exploits the functionality/capability of the
tools and methods
Broad understanding of different tools and methods and
how and why they can be applied in different contexts
Complexity – the extent and
prevalence of inter-related and inter-
dependant factors in the work and
how well the apprentice has dealt
with these
Deals confidently and capably with interrelated and
interdependent factors in their work
The how: the way in which the work has been done
The following table shows what the minimum, expected requirements are for a pass on this criteria
Competency Standard Minimum expected requirements for a pass
6. 6
Apprentices can demonstrate the full range
of skills, knowledge and behaviours required
to fulfil their job role
Knows what skills, knowledge and behaviours are needed to do the job well
Are aware of their own strengths in the job role, and any areas for improvement
Appreciate who else is important, for them to do their job and fulfil the role effectively (e.g. colleagues, managers, other stakeholders)
Are aware of potential risks in the job role (e.g. security, privacy, regulatory)
Use personal attributes effectively in the role
Understand how the job fits into the organisation as a whole
Apprentices can demonstrate how they
contribute to the wider business objectives
and show an understanding of the wider
business environments
Understands the goals, vision and values of the organisation
Aware of the commercial objectives of the tasks/ projects they are working on
Understands their role in meeting or exceeding customers’ requirements and expectations
Is in tune with the organisation’s culture
Apprentices can demonstrate the ability to
use both logical and creative thinking skills
when undertaking work tasks, recognising
and applying techniques from both.
Logical thinking:
Recognises the conclusion to be reached
Proceeds by rational steps
Evaluates information, judging its relevance and value
Supports conclusions, using reasoned arguments and evidence
Creative thinking:
Explores ideas and possibilities
Makes connections between different aspects
Embraces ideas and approaches as conditions or circumstances change
Apprentices can show that they recognise
problems inherent in, or emerging during,
work tasks, and can tackle them effectively
Problem-solving:
Analyses situations
Defines goals
Contributes to the development of solutions
Prioritises actions
Deals with unexpected occurrences
The How: the way in which the work has been done
Criteria for a Merit or Distinction
7. 7
The following table shows what the apprentices would need to demonstrate to be assessed as significantly above the expected level for the way in which the work has been done
Dimensions Description of what significantly above the expected
level of quality looks like
Responsibility – the scope of
responsibility and level of
accountability demonstrated in the
apprentices work
Undertakes work that is more complex, more critical or
more difficult
Works independently and takes responsibility
Initiative Demonstrates an ability to extend or enhance their
approach to work and the quality of outcomes
Doesn’t just solve the problem but explores all known
options to do it better, more efficiently, more elegantly or
to better meet customer needs
Delivery focus – the extent to which
the apprentice has shown they can
grasp the problems, identify
solutions and make them happen to
meet client needs
Shows good project management skills, in defining
problem, identifying solutions and making them happen
Demonstrates a disciplined approach to execution,
harnessing resources effectively
Drives solutions – with a strong goal focused and
appropriate level of urgency
8. 8
The with whom: the personal and interpersonal qualities the apprentice has brought to internal and
external relationships
Minimum Requirements
The following table shows what the minimum, expected requirements are for a pass on this criteria
Minimum expected requirements for a pass
Apprentices can manage relationships with
work colleagues, including those in more
senior roles, customers/clients and other
stakeholders, internal or external and as
appropriate to their roles, so as to gain their
confidence, keep them involved and
maintain their support for the task/project
in hand
Apprentices can establish and maintain
productive working relationships, and can
use a range of different techniques for doing
so.
Managing relationships:
Understands the value and importance of good relationships
Acknowledges other people’s accomplishments and strengths
Understands how to deal with conflict
Promotes teamwork by participating
Customer/client relationships:
Understands their requirements, including constraints and limiting factors
Sets reasonable expectations
Undersands how to communicate with them in decisions and actions
Interacts positively with them
Provides a complete answer in response to queries (‘transparency’, ‘full disclosure’)
Stakeholders:
Understands who they are and what their ‘stake’ is
Prioritises stakeholders in terms of their importance, power to affect the task and interest in it
Agrees objectives
Apprentices can communicate effectively
with a range of people at work, one-to-one
and in groups, in different situations and
using a variety of methods.
Apprentices can demonstrate various
methods of communication, with an
understanding of the strengths, weaknesses
and limitations of these, the factors that
Intention/purpose:
Understands the purpose of communicating in a particular situation or circumstance (e.g. inform, instruct, suggest, discuss,
negotiate etc.)
Checks that the person/people with whom one is communicating also understand the purpose
Is sensitive to the dynamics of the situation
Is aware of anything that might disrupt the effectiveness of the communication (e.g. status, past history)
a. Method:
9. 9
may disrupt it, and the importance of
checking other people’s understanding.
Understands the most appropriate method for the situation
Aware of the limitations of the chosen method, and the possible risks of miscommunication (e.g. ambiguity)
Takes account of the affective dimensions of the method (e.g. body language, tone of voice, eye contact, facial expression etc.)
b. Execution:
Expresses self clearly and succinctly, but not over-simplifying
Checks that the other person/people understand what is being expressed
Takes account of the potential barriers to understanding (e.g. filtering, selective perception, information overload)
Modifies the purpose and methods of communication during a situation in response to cues from the other person/people
The With Whom: the personal and interpersonal qualities the apprentice has brought to internal and external relationships
Criteria for Merit or Distinction
The following table shows what the apprentices would need to demonstrate to be assessed as significantly above the expected level for the personal and interpersonal qualities the
apprentice has brought to internal and external relationships
Dimensions Description of what significantly above the expected
level of quality looks like
Scope and appropriateness – the
range of internal and external people
and situations that the apprentice
has engaged appropriately and
effectively with
Internally – works alone, 1:1, in a team and with
colleagues at all levels
Externally – works with customers, suppliers and
partners in a variety of situations
Reads situations, adapts behaviours, and communicates
appropriately for the situation and the audience
Reliability – the extent to which they
perform and behave professionally
Can be trusted to deliver, perform and behave
professionally, manages and delivers against
expectations, proactively updates colleagues and
behaves in line with the values and business ethics
10. 10
A role model and exemplar to others Actively works with others and leads by example