...Leadership Communication Skills Assessment Read through the list of skills and for each one check off your present capability in the chart below. Excel = You have mastered this skill and are excellent in it. Competent = You are competent in this skill but could polish it some. ✓ Need to Develop = This is a skill you need to develop further. | | | |Need to | |Area and Skill |Excel |Competent |Develop | |Part 1 – Assessment of the Core Abilities | |Audience Analysis and Strategy | | | | |Analyzing the context for communication | | | | |Analyzing audiences | | | | |Tailoring messages to different audiences | | | | |Selecting the most effective medium (channel) | | | | |Developing a complete communication strategy ...
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...Prior to taking the Nurse Manager Skills Inventory assessment, I thought I was prepared and ready to be a nursing leader for my hospital. However, the inventory assessment threw me in a completely new direction on things that I need to learn, things I have to improve upon, and things that I have to start thinking about before becoming a nurse leader. I plan on having a new positon as soon as I am done with my next class and I graduate, and with the new positon I had been planning on taking an initiative and ownership of various roles and skills which I currently do not think about. I intend on becoming an advocate for my fellow nurses, health care personnel, and patients, and from the Nurse Manager Skills Inventory I learned that I am just not ready to do this as much as I thought. I started going through the financial portion, and realized that I didn’t have the experience or mindset that is required to become a nursing leader. While this doesn’t mean that I cannot learn these skills, I plan on starting to learn them now, and to change my mindset to begging thinking more like a nurse manager in terms of financial elements. I have not thought of things before like recruiting except for the fact that we always need more nurses and we are short staffed. A nursing leader must think in terms of recruitment and retaining nurses at the same time. I know very little when it comes to economic planning or health care costs and accounting for money As well, I realized how little I know...
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...PERSONAL ASSESSMENT OF MANAGEMENT SKILLS (PAMS) Self-Assessment Exercise and Assignment 1. In Google or your browser enter: Personal Assessment of Management Skills (PAMS) and open. 2. Personal Assessment of Management Skills (PAMS) will appear in a black box. You will see “Developing Management Skills” 5/e, Surveys, David A Whetten, Kim S Cameron, Introduction. 3. Take the 77 item survey as instructed. Pay attention to your answers and select the alternative that describes you as truthfully as possible. Press “Score It.” You will get a total score 4. DO NOT USE THE COMPARISON NUMBERS THAT APPEAR. Those numbers have been updated in later editions of the book. Use the comparison numbers below which are from the 11th edition. • Maximum Score: 468 5. Now compare the ratings you gave yourself with a norm group of 1500 business school students: • 380 or above You are in the top quartile • 353-379 You are in the second quartile • 327-352 You are in the third quartile • 326 or below You are in the bottom quartile 6. Now look at the nine management skills below and identify the three which are the lowest for you compared to the points available for that item (6 points X items under that skill area). These are the three management skills that you need to work on the most. Skill Area Items • Developing Self Awareness 1 - 5 • Managing Stress 6 - 11 • Solving Problems Creatively 12 - 23 • Communicating Supportively 24 - 32 ...
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...Skills Assessment Paper and Matrix GEN/480 Skills Assessment Paper and Matrix This paper is an assessment of Team “D” and their skills and how they work together as a team to build a consultant firm. The paper will include a summary of skills the team possess and other skills that need to be acquired. The paper will also include how Team “D” plans to obtain these skills and list three types of possible consulting firms that will use the team members’ skills and why those skills are important and appropriate. Finally this paper will include a visual matrix of the team skills. Team “D” is building a consulting firm based on their skills and skills they are acquiring, as we move forward Team “D” will move ahead with their new consulting firm of JAM Associates. Skills are something that you are taught over time and help you build on certain tasks or help you perform those tasks. JAM Associates is a team of three woman that have a various amount of skills combined. Each team member has their own strengths through education and experience that correlate with one another. These skills include; different levels of management, multi-tasking, critical thinking, creative and technical writing, collaboration, problem solving, structured skills, effective communication, active listening, managing others, human resources, counseling, organizational skills and basic computer skills that involve Excel, Word, and Power Points. MATRIX OF SKILLS TO BE INPUTED HERE As we analyze our strengths...
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...Management Skills: Reflective Journal Assessment Vo Hoang Bac Management Skills September 13th, 2014 Professor Nigel Barrett Management Skills: Reflective Journal Assessment This reflective report will focus in five different assessments to figure out the differences between individual responses with group opinions. Then, reflection for each topic will be also discussed to see what individual can learn from these processes. The purpose of this paper is to display the personal reflection after comparing individual responses and group responses with five objectives. The first objective is reflection 1 analyzes organizational ethics and the influence of Eastern cultures on choosing the best candidate; the second is reflection 2 describes culture differences, self – awareness, and the techniques to match, and to manage the cross – cultures; third is reflection 3 discusses about work and life balance that might help each manager manage well both in work places and at home; the forth is determining the approach to foster the creative problem solving which bases on the preserving problems in the library; and the last is reflection 5 applies the assessment model to solve the conflict in construction engineering company. These five assessments are surely very important for every manager. According to Rockefeller (2003), there are two most important aspects which CEO must care are creativity and social norms. He also mentioned, “It is very important to operate the firms within...
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...Self-Assessment Tasks Plan MBA6004 Foundational Skills for Business Leaders Unit 1 Assignment 1 Introduction This report is a self-assessment of the written and Excel skills evaluation that is required by Capella. Based on the results from the assessment, the student is required to create an action plan for improving those skills in this course and future courses. The self-evaluation consists of three components. The first assessment consists of 20 multiple-choice questions. The second assessment instructs the student to write an essay on a given topic. The final assessment consists of 20 multiple-choice questions to determine the student proficiency and competency with Microsoft Excel. Once the self-assessment has been completed, the outcome of each assessment is made available to the student. This paper will discuss the steps that will be taken while pursuing my MBA degree. Learner Action Plan The Action Plan tab is designed to help students organize and manage key academic courses, structure professional and life tasks to support the students through the program to ensure overall academic success. The Skill Enhancement tab provides an extensive list of tutorial and self-paced courses to improve both your writing skills and Excel skills. Figure 1: Skills Enhancement Based on my assessment results, an action plan was developed that involved improving my writing and enhancing skills in Excel. My action plan does show that the dates that have been set to complete...
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...EXPERIENTAL LEARNING COURSES FS FIELD STUDY 5 * Your Tools As you observe a class, note down your significant observation of the performance-based activity in the classroom. Then, make a checklist of the important things you wish to consider in your assessment planning. For these tasks, please use the Activity Forms provided for you. For your proposed plan for process-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES | Name of the School Observed: Cagayan State University Andrews CampusYear level & Section: III-J Subject Area: Social ScienceSubject Matter: Micro and Macro Economics Topic: Four Production ProblemsObserved teacher: Mr. Roger Ramos Objective: Perform a simple role-play showing ways on how to solve the four production problems. | Describe in bullets the performance-based activity you observe. * The performance-based assessment task that was given to us portrays real-life situation wherein we were able to use and apply the information we acquired during the discussion. It was an authentic assessment task that is embedded in a context that has some meaning or purpose beyond school or beyond the bounds of the classroom lesson or unit. * It involves all domains of learning: * Cognitive- we are able to use the information that we acquired by thinking on what possible way...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...An outcomes-based approach to education clearly specifies what students are expected to learn and arranges the curriculum such that these intended outcomes are achieved (Harden, 2007). Learning outcomes provide the base for an effectively aligned and integrated curriculum, where instructional activities and assessment strategies are explicitly linked to course-specific and degree-level learning outcomes, which are tied to institutional and provincially-defined graduate degree level expectations (DLEs). Learning outcomes provide a powerful framework upon which to structure curricula. According to Harden et al., (1999; 2007a) learning outcomes: * help to provide clarity, integration and alignment within and between a sequence of courses; * promote a learner-centred approach to curriculum planning; * encourage a self-directed and autonomous approach to learning, as students can take responsibility for their studies, and are able to actively gauge their progress; * promote a collegial approach to curriculum planning, as instructors collaborate to identify gaps and redundancies, * ensure that decisions related to the curriculum and learning environment are streamlined; * foster a philosophy of continual monitoring, evaluation and improvement; and, * help to ensure accountability and assure quality of our education programs. An aligned curriculum organizes structures and sequences courses around the intended learning outcomes. In order for this approach...
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...NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT ASSESSMENT IN PRIMARY SCHOOLS Draft Document – Work in Progress FEBRUARY 2004 ASSESSMENT IN PRIMARY SCHOOLS NCCA Draft Document FEBRUARY 2004 1 Contents Preface 5 1. Introduction 7 Education Act 1998 9 Primary School Curriculum (1999) 10 Developments in assessment since 1990 10 Context and purpose of an overarching statement on assessment 10 The structure of the document 11 2. Recent developments in assessment 13 Assessment for teaching and learning 16 Assessment across the curriculum 16 A range of modes of assessment 17 Assessment and the early identification of learning difficulties 18 Recording and reporting the results of assessment 19 Assessment competencies 19 Professional development for teachers 20 2 3. Re-envisioning assessment 21 What is assessment? 23 Assessment for learning and assessment of learning 23 Assessment and Information and Communications Technology (ICT) 28 Access to assessment information 29 4. General considerations in developing an overarching statement on assessment in primary schools 33 5. Developing a school policy on assessment 37 The use of assessment results for the purposes of assessment for learning 39 The use of assessment results for the purposes of assessment of learning 40 The different dimensions of the child’s learning...
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...Construction and Property Services Industry Skills Council. [pic] Acknowledgement: Thanks to BMA Consulting for their consultation and development work. Version control: Version 1 ( updated October 2009 Contents Introduction 1 Assessment cover sheet 2 Competency mapping 3 Assessment plan 5 Evidence review 7 Observation of work project: Research estate agency operations 8 Part A: Research and interpret legislative, licensing and ethical compliance requirements 7 Part B: Research industry employment requirements 8 Part C: Present findings 9 Record of assessment of work project 11 Questions and key points 13 Develop knowledge of estate agency operations (Q1-Q6) 13 Interpret and comply with legislative and agency requirements (Q7-Q17) 14 Model ethical practice (Q18-Q22) 16 Identify industry employment requirements (Q23-Q28) 17 Third party evidence report 19 Record of assessment outcome 21 Introduction This assessment instrument covers the required performance outcomes described by the following unit of competency from the CPP07 Property Services Training Package: CPPDSM4080A Work in the real estate industry. The instrument provides assessors in the property development, sales and management sector with tools and templates to conduct a formal assessment process and to develop assessment records that meet Australian Quality...
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...Assignment number: 739624 Name: Tanja Bohler Student Number: 30440351 Address: PO Box 17139 Dubai United Arab Emirates A Discussion on Psychological Assessment in Early Childhood. ASSIGNMENT 03 – PYC4807 – STUDENT NUMBER 30440351 Table of Contents Page 1. Introduction……………………………………………………………………………………………….. 2. Reasons for Assessing Young Children……………………………………………………….. 3. Tests for Infants and Preschoolers……………………………………………………………… 3 4 5 4. Factors of Childhood Assessment……………………………………………………………….. 6 4.1 Characteristics of the Child……………………………………………………….. 4.2 Social Context of Assessment……………………………………………………. 6 8 4.3 The Examination Context of Assessment…………..………………………. 12 4.4 The Test as a Method of Assessment….……………………………………… 14 5. Principles of Assessment……………………………………………………………………………… 15 6. Predictive Validity of Early Childhood Assessment………………………………………. 19 7. Ethical Considerations of Assessing Young Children……………………………………. 20 8. Conclusion…………………………………………………………………………………………………… 21 9. Maya’s Assessment……………………………………………………………………………………… 23 10. References………………………………………………………………………………………………….. 28 2|Page ASSIGNMENT 03 – PYC4807 – STUDENT NUMBER 30440351 1. Introduction Children develop at different rates and in different ways. Parents and caregivers who are concerned about a child's development would seek developmental assessment and intervention from a health professional in order to support that child to reach his/her maximum potential. Young children are difficult to assess...
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...Assessment Support Pack SCQF level 8 02 fro .7 5. 66 .1 34 International Purchasing and Supply — H2X3 35 80 www.sqa.org.uk © Scottish Qualifications Authority 2013 SQ A Published by the Scottish Qualifications Authority The Optima Building, 58 Robertson Street, Glasgow, G2 8DQ Lowden, 24 Wester Shawfair, Dalkeith, Midlothian, EH22 1FD C hi na Fi le The information in this publication may be reproduced to support SQA qualifications. This publication must not be reproduced for commercial or trade purposes. This material is for use by teaching staff only. do w nl oa de d Publication date: April 2013 Publication code: H2X3 35/ASP001 by ce nt re _3 00 54 m on 10 /1 0/ 20 14 08 :4 0 Introduction This Assessment Support Pack incorporates assessment templates for both Higher National and National Qualifications (other than CfE) and can be used in a variety of ways including, for example: to generate evidence which demonstrates that learners have achieved all Outcomes and Knowledge and/or Skills for the Unit as exemplification of the standard of performance expected of learners achieving the Unit, ie as a benchmark to help centres develop an appropriate assessment for the Unit to give teachers/lecturers/assessors new ideas as a staff development tool Security and confidentiality The information in this publication may be reproduced in support of SQA qualifications. Where the publication...
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...ACC203 ACCOUNTING INFORMATION SYSTEMS T0214 Section 1: General Information 1.1 Administrative details: |Associated HE Award(s) |Duration |Level |Subject Coordinator | | B Bus (Accg); B Bus (Mgt & Finance) |1 trimester |Level 2 | Richard Chang | | | | |richard@koi.edu.au | 1.2 Core / elective: This is a core subject for B Bus (Accg) and an elective subject for B Bus (Mgt & Fin) 1.3 Subject/unit weighting: Indicated below is the weighting of this subject/unit and the total course points. |Subject Credit Points |Total Course Credit Points | | 4 |BBus(Accg) 96; BBus (Mgt & Finance) 96 | 1.4 Student workload: Indicated below is the expected student workload per week for this subject/unit: |No. timetabled hours/week* |No. personal study hours/week** |Total workload hours/week*** | |4 hours/week |5 hours/week |9 hours/week | |2 hour Lecture + 2 hour Tutorial...
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...counseling skills are understanding addiction, treatment knowledge, application to practice, professional readiness, and clinical evaluation. Others include screening, assessment, treatment planning, referral, case management/service coordination, implementing the treatment plan, consulting assessment and treatment planning. Possible assessments evaluation instruments are: substance use history, family dynamics, work history, psychological concerns, physical and mental status. Also, educational and life skills, current legal status, use of community resources, and more. Core elements for individual counseling are rapport, empathy, genuineness, attentiveness, respect, immediacy, concreteness, and warmth. Counselor skills go together with the elements of counseling and guide the counselor in the therapy process. Listening, reflecting, questioning, confronting, self-disclosing, interpreting, and clarifying are among these skills. Documentation is the recording of the screening and intake process and the assessment and treatment plan as well as the preparation of written reports, clinical progress notes, discharge summaries and other clinical-related data. Successful charts should be notable for the thorough and accurate charting of all pertinent aspects of patient contact. Responsibility to find a good supervisor, meeting their training needs, is up to the counseling student. They should be monitored with record keeping, counseling activity, referral, assessment and diagnosis...
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