...|Alexandra Hunt | |Leeds Met Student ID: |33251825 | |Student Date of Birth: |15/01/1991 | |Student Email Address: |a.hunt2229@student.leedsmet.ac.uk | |Gender: |Female | |Assessment Summary | | | |This task requires you to develop and demonstrate your skills or potential skills in leading and building an effective team. In order to gain the ILM 3 | |Award in Leadership and Management you will need to complete and pass a number of questions in this short question test. | |...
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... | |Sector: | |INFORMATION AND COMMUNICATION TECHNOLOGY | |Qualification: | |COMPUTER HARDWARE SERVICING NC II | |[pic] |Technical Education and Skills Development Authority | | |East Service Road, South Superhighway, Taguig City, Metro Manila | TABLE OF CONTENTS Page A. COURSE DESIGN 1-5 B. MODULES OF INSTRUCTION 6-73 • Basic Competencies 6 o Participating in workplace communication ………………… 7-10 o Working in a team environment ……………….... 11-13 o Practicing career professionalism .……………. 14-17 o Practicing occupational health and safety procedures 18-22 • Common Competencies 23 o Applying...
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... | |Sector: | |INFORMATION AND COMMUNICATION TECHNOLOGY | |Qualification: | |COMPUTER HARDWARE SERVICING NC II | |[pic] |Technical Education and Skills Development Authority | | |East Service Road, South Superhighway, Taguig City, Metro Manila | TABLE OF CONTENTS Page A. COURSE DESIGN 1-5 B. MODULES OF INSTRUCTION 6-73 • Basic Competencies 6 o Participating in workplace communication ………………… 7-10 o Working in a team environment ……………….... 11-13 o Practicing career professionalism .……………. 14-17 o Practicing occupational health and safety procedures 18-22 • Common Competencies 23 o Applying...
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...TABLE OF CONTENTS TOURISM SECTOR BREAD AND PASTRY PRODUCTION NC II | |Page No. | | | | | | | |SECTION 1 BREAD AND PASTRY PRODUCTION NC II QUALIFICATION |1 | | | | | | | |SECTION 2 COMPETENCY STANDARDS | | | | | |Basic Competencies |2 - 13 | |Common Competencies |14 - 28 | |Core Competencies ...
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...Assessment activity 1 1. What policies might an organisation develop as part of its commitment to health and safety? 2. What information should be provided when communicating policies to workers? Assessment activity 2 1. When defining responsibilities, what must be included? 2. What are a PCBU and an officer in regards to health and safety legislation? 3. What are a PCBU's duties under health and safety legislation? Assessment activity 3 What are some examples of financial and human resources necessary to ensure the effective operation of the health and safety management system? Assessment activity 4 1. When should consultation occur? 2. What methods can be used to facilitate consultation and participation? Assessment activity 5 A health and safety committee is involved in a dispute regarding participative arrangements within a workplace. Describe how the committee can work through the dispute. Assessment activity 6 1. What outcomes might the PCBU need to communicate to workers? 2. What forums can facilitate communicating of information? 3. Explain the barriers you think might prevent effective communication of health and safety information. Assessment activity 7 1. Which tools should be considered when developing procedures relating to hazard identification and risk assessment? 2. What are the consequences of a hazard in relation to risk assessment? 3. What are the ratings given to...
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...TABLE OF CONTENTS FOOTWEAR AND LEATHERGOODS SECTOR FOOTWEAR MAKING NC II | |Page No. | | | | |PREFACE | | |FOREWORD | | | | | |SECTION 1 FOOTWEAR MAKING NC II QUALIFICATION |1 - 2 | | | | | | | |SECTION 2 COMPETENCY STANDARDS |3 - 103 | | | | |Basic Competencies ...
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...BUSINESS & CREATIVE SERVICES Deliver and Monitor a Service to Customers BSBCUS301A ASSESSMENT FOR WORKPLACE LEARNERS *NOTE: This assessment should be supported by a Supervisor’s Verification Report completed by an appropriate workplace supervisor. Please word process all responses. |Student Name: | | |Student Declaration: |I declare that the work submitted for this assessment is completely my own. | |Student Signature: | | |Date: | | | | | |Employer Name: (Organisation) | | |Supervisor Name: | | |Supervisor Signature: | | |Date: ...
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... |School of Business | | |MGT/307 Version 3 | | |Organizational Behavior and Group Dynamics | Copyright © 2010, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course in organizational behavior encompasses the study of individual and group behavior in organizational settings. Emphasis is placed on strategic elements of organizational behavior, workforce diversity, managing change, effective communication, and performance systems. A comprehensive review of these processes, as well as others, will allow students to examine their role in organizations. Course Materials Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2008). Organizational behavior (10th ed.). Hoboken, NJ: John Wiley & Sons. Robbins, S. P. & Judge, T. A. (2009). Organizational behavior (13th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. All electronic materials are available on the student website. |Week One: Fundamentals of Organizational Behavior and Ethics | | |Details ...
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...SYLLABUS BCOM/275 Business Communications and Critical Thinking Copyright ©2014 by University of Phoenix. All rights reserved. Course Description This course introduces students to the foundations of communication in a business setting. Students will develop skills in critical thinking and decision making through the forms of written communication, including memos, emails, business letters, and reports. Other topics include communication ethics and cross-cultural communications, personal communication styles, solving organizational problems, and the evaluation of an organizations strategic direction. Course Dates Jul 29, 2014 - Sep 01, 2014 Faculty Information Name : Email Address : Alternate Email Address Phone Number : SHARLA WALKER (PRIMARY) sharmarie@email.phoenix.edu (510) 481-8992 Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents (both located on your student website): • Academic Policies • Instructor Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Get Ready for Class • Familiarize yourself with the textbooks used in this course. Course Materials All electronic materials are available on your student...
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...Assessment Tasks Assessor Guide BSBRSK501A: Manage risk Copyright ownership: United Business Services (Aust) Pty Ltd. This book is copyright protected under the Berne Convention. All rights reserved. No reproduction without permission. This book is protected by copyright and may not be reproduced or copied either in part or in whole nor used for financial gain without the express approval in writing of the owner (United Business Services (Aust) Pty Ltd) of the copyright. United Business Services (Aust) Pty Ltd 50 Cupania Street Algester Qld 4115 Ph: (07) 3276 0549 Email: info@ubsconsultants.com.au Web: www.ubsconsultants.com.au BSBRSK501A: Manage risk Assessment Tasks: Assessor Guide Assessment Documentation This Assessor Guide is designed to provide standardised documentation and assessment procedure for the assessment processes conducted by this RTO. The assessment tools that are used by you (the assessor) will result in evidence being generated by the student targeting this unit of competency. The evidence is kept by the RTO and is required for audit purposes. The following table summarises the types of evidence students can generate as proof of competence. The table contains information based on the AQF (Australian Qualifications Framework) Level for the unit BSBRSK501A: Manage risk. Sample assessment tools have been suggested as a means of assisting students in generating the appropriate form of evidence for this unit. AQF Level Distinguishing Features (Source: AQF...
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...Unit one: Principles of personal responsibilities and working in a business environment Assessment You should use this file to complete your Assessment. The first thing you need to do is save a copy of this document, either onto your computer or a disk Then work through your Assessment, remembering to save your work regularly When you’ve finished, print out a copy to keep for reference Then, go to www.vision2learn.com and send your completed Assessment to your tutor via your My Study area – make sure it is clearly marked with your name, the course title and the Unit and Assessment number. Please note that this Assessment document has 15 pages and is made up of 7 Sections. Name: Fay Brotherston Section 1: Rights and responsibilities at work This section will help you to evidence Learning Outcome 1: Know the employment rights and responsibilities of the employee and employer Learning objective | Place in Assessment | 1.1 Identify the main points of contracts of employment | Question 1 Page 1 | 1.2 Identify the main points of legislation affecting employers and employees | Question 2 Page 2 | 1.3 Identify where to find information on employment rights and responsibilities both internally and externally | Question 3 Page 3 | 1.4 Describe how representative bodies can support the employee | Question 4 Page 3 | 1.5 Identify employer and employee responsibilities for equality and diversity in a business...
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...Education and Practice http://www.pakinsight.com/journals/IJEP.htm POSTER PRESENTATIONS COMMUNICATION SKILLS IMPROVE ENGINEERING STUDENTS’ Tharwat M. EL-Sakran English Department American university of SharjahSharjah, United Arab Emirates David Prescott English Department American university of SharjahSharjah, United Arab Emirates ABSTRACT This research reports the procedures the writers have employed in teaching several academic and workplace communication skills through engineering multidisciplinary projects (EMDPs). In these projects students are divided into teams, with each team comprising a minimum of three and a maximum of four students from different engineering majors. The students choose and appoint a team leader, choose a research topic/problem in the surrounding environment that requires input from all team members and collaboration from all students, each in his/her respective discipline, in finding a solution to the situation/problem. Team members choose the topics, obtain approval of the topics from cooperating engineering faculty and the course instructor, and then prepare detailed research proposals. They receive specialist feedback on their proposals, and based on how detailed their proposals are, are given the go ahead to proceed with their research. The execution of the research project requires the use of several technical communication skills such as, internet searches; sending email messages; writing formal letters; meeting with...
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...difficult. Unskillful communication ability could affect subordinates’ working efficiency directly, which means I need working overtime to cope with team project that is a delay by some subordinate. Because I do not delegate workload on the basis of each team member’s timetable. As can be seen that weakly supportive communication skills and lack of efficient and effective time management skills severely impact my life. This essay will base on this personal experience as a case study to analyse those two skills by using Kolb’s experiential learning cycle. Reflective observation Firstly, this essay will analyse two skills by the skill assessment to reflect and observe the experience from many different perspectives. First is supportive communication. According to MBIT test, my personality is ESTJ (The supervisors), which means a person with this personality are taking an outspoken leadership role that could affect communication skills (Hogan & Champagne 1980). Based on people assessment management skills (PAMS) (Whetten & Cameron 2011, p. 24), the score of supportive communication is 77.78%, which is the weakest one. According to my case, the interpersonal relationship will not become strengthen when I try to correct subordinate’s behaviour at some time. Furthermore, I will give some advice to subordinate instead of indicating understanding when discussing someone’s problem. As can be seen that both reasons are inadequate supportive communication, which is supported by...
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...Williams July 31, 2014 LDR 531 ARUN IYENGAR Motivation must occur to maximize team efficiency and productivity within a work environment. Motivation can come in many ways; however it is solely reliant on the personality of the individual the person is trying to motivate. Applying the DiSC assessments help manager in his or her responsibilities in the development and motivation of a team or group. As a second-level supervisor it is Lieutenant Sneed’s responsible to oversee and direct the department’s day-to-day activities as security officer at the International Monetary Fund. He believes that valuing each of the company’s employee’s assessments will help management in creating a motivational plan structured in meeting the various personality types within the work environment. He will design the type of organization the plan using supply chain management. The motivation plan will consist of the evaluation of Brandon Sheakley-Ward, Alyssa Craven, Efrain Vazquez and Danny Williams DiSC assessments results. From an assessment of team C’s DiSC assessments results, the team consist of one in interactive style, two steadiness styles and dominance style. The company’s motivational plan will vision these personality types to develop a plan that identifies and accounts for each individual style for in the company’s work environment. The lieutenant’s plan is to basically use the team’s skill sets and match his...
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...decision making, management of group dynamics, workplace stress and conflict, motivation of employees, and planning. Effective business communication skills, ethics and social responsibility are also emphasized. (Ministry of Education: The Ontario Curriculum, Grades 11 and 12, Business Studies, 2006) Five Major Units Covered: Introduction to Organizational Behaviour & Foundations of Management including the changing nature of work, organizational structures, human resources, management fundamentals and business communication Issues of Ethics and Social Responsibility Management Challenges including the communication process in the workplace, stress & conflict management and motivation Leading including human behaviour, group dynamics, and leadership techniques Planning and Controlling including the importance of planning, planning tools and techniques, strategic planning, the management of change and the control process Assessment & Evaluation of Student Achievement: The primary purpose of assessment and evaluation is to improve student learning. (Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, 2010, p. 6) In all courses at CDDHS we value assessment for, as and of learning. Assessment for Learning is the process of seeking and interpreting evidence for use by students and their teachers to decide where students are in their learning, where they need to go, and how best to get there. Assessment for learning can occur...
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