...Monitor, adjust and review customer service 1 BSB51107 Diploma of Management _____________________________________________________________________________________________ Module description This module covers the skills and knowledge required to advise on and carry out customer service strategies and to evaluate those strategies on the basis of feedback and design for service improvement. Learning outcomes Students will, upon successful completion of this unit understand the needs of both internal and external customers using processes such as research and motivational programs to ensure a quality delivery is achieved. Teaching program The program is of forty (40) hours duration, comprising eight (8) hours per week for one teaching block of five (5) weeks. The program will consist of four hours of lectures and four hours of tutorials per week Course requirements To be assessed as competent for this unit of competency you must be able to do the following: (1) (2) Demonstrate understanding of all learning outcomes Successfully complete and submit all tasks as requested Through consultation with industry, the following assessment methods have been deemed appropriate for this unit. Role-play assessments are considered essential to demonstrate competence in “people skills” such as handling customer complaints and managing team performance. Producing a Customer Service Plan, which becomes a working document during role-play exercises, is thought to be the most appropriate way...
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...Manage Quality Customer Service Student Guide BSBCUS501A: Manage Quality Customer Service Elements of competence Plan to meet internal and external customer requirements Ensure delivery of quality products and/or services Monitor, adjust and review customer service 1 BSB51107 Diploma of Management _____________________________________________________________________________________________ Module description This module covers the skills and knowledge required to advise on and carry out customer service strategies and to evaluate those strategies on the basis of feedback and design for service improvement. Learning outcomes Students will, upon successful completion of this unit understand the needs of both internal and external customers using processes such as research and motivational programs to ensure a quality delivery is achieved. Teaching program The program is of forty (40) hours duration, comprising eight (8) hours per week for one teaching block of five (5) weeks. The program will consist of four hours of lectures and four hours of tutorials per week Course requirements To be assessed as competent for this unit of competency you must be able to do the following: (1) (2) Demonstrate understanding of all learning outcomes Successfully complete and submit all tasks as requested Methods of assessment Role-play Written report Examination/Test Through consultation with industry, the following assessment methods have been deemed...
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...BTEC Level 3 National Health and Social Care Unit 1 Developing effective communication in health and social care This mandatory unit enables learners to understand effective communication within health or social care settings, some of the many barriers to effective communication and ways to overcome them. Learners will gain the necessary interpersonal skills to communicate with a range of people within the sector and will have the opportunity to identify and analyse the effectiveness of their own communication skills. This is a 10-credit unit and can be taught in 60 guided learning hours, with learners also expected to complete non-supervised individual study time. This is a mandatory unit for all qualifications. On completion of this unit, learners should: LO1 Understand effective communication and interpersonal interaction in health and social care LO2 Understand factors that influence communication and interpersonal interaction in health and social care environments LO3 Understand ways to overcome barriers in a health and social care environment LO4 Be able to communicate and interact effectively in a health or social care environment Unit contents The scheme of work for this unit (page 13) links to the following resources to help you deliver Unit 1. LO1 Lesson plan LO2 LO3 LO4 AS10, AS11, AS12 LP Activity sheet AS1, AS2, AS3, AS4 AS5, AS6, AS7, AS8, AS9 Stretch and support AS1, AS2, AS3, AS4 AS6, AS8, AS9 ...
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...Organizational Behavior Strayer University Professor: Dr. A. Golding Abstract This paper seeks to apply the concepts of Motivation, Stress and Communication to real life processes through creation of a Job posting for a desired job. The job posting will be analyzed and interpreted to see how motivation, Stress and Communication can impact an employees self-efficacy as well as desire to try. Motivation can be influenced by Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject or to make an effort to attain a goal. “Motivation results from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or need, (2) incentive or reward value of the goal, and (3) expectation of the individual and of his or her peers. These factors are the reasons one has for behaving a certain way”. Motivation comes in many forms but it is necessary for the completion of many tasks within a job or the process of applying for the job. “Stress is mental, physical, or social, force or pressure that put real or perceived demand on the body, emotions, mind, or spirit, and which (when it exceeds the stress-handling capacity of the individual) lead to a breakdown”. Stress can interfere with the way an individual function on day-to-day bases. It can also cloud ones judgment making it hard for them to make simple decisions. Stress is one of the main factors that...
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...What is the Patient Self-Determination Act?- The Patient Self-Determination Act (PSDA) was a revision made to the Omnibus Budget Reconciliation Act of 1990 keeping in mind the end goal to lessen the expense of undesirable medicinal services and got to be compelling on December 1, 1991. The enactment connected to healing facilities, nursing homes, home wellbeing offices, hospice suppliers, wellbeing upkeep associations (Hmos), and other health awareness foundations. The enactment obliged them to give data about development medicinal services orders in the persistent's restorative record, guarantee consistence with state laws, keep up authoritative strategies and systems, and give group and staff instruction on development mandates that must...
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...Nursing 344 Week 1: Report Writing & GFHP Report Writing Pt records are sometimes called in evidence before a court of law in order to establish events that may have contributed to a pt’s death or injury. They may also be required as evidence for an inquiry or hearing by the NMB of NSW. ▪ Frequency of documentation relies on: - physical/ mental status of the pt. - the type of care provided (self care v. intensive care) - requirements of health care agency - any legal or other obligations that the health record must meet ▪ Content of documentation needs to be: - relevant - appropriate - accurate - requirements will vary according to pt acuity - content may be guided by framework (assessment, intervention, response) ▪ Documentation framework: - assessment: conclusions reached utilising subjective and objective data - intervention: reflects the action taken - response: reflects the pt’s response to the intervention ▪ Example of using framework to case: Mrs Pat Martin, a 28y/o lady has been admitted overnight via Casualty accompanied by husband. She is 16 wks pregnant and has been diagnosed with appendicitis by Dr Chan. At the moment she is only experiencing mild pain and has a low grade fever of 37.7. IMI Pethidine 50mgs was given at 2am, and may be repeated PRN. Shes been added to the theatre list at 9.30am. She remains NMB and has IV normal saline running over 10hrs. IV Keflin QID commenced, is next due 12md...
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...|Home |Part 2 |In Real Life | | | |Personal/Professional Development Essays & Real Life Application of Adult Motivation Principles | |Interacting with Colleagues and Parents | |Part 1: The Effective use of Conflict in Small Group Discussion | |Scroll down to: Prevention; Detection; Action; Communicate Effectively; | |Researchers have found that conflict, in small discussion groups, can lead to the discovery of new ideas and | |opinions. Through efforts to maintain group norms, effective group members can reduce the negative effects of | |conflict by Prevention, Detection and Action. | |New ideas and opinions help discussion groups ready for productive and effective outcomes. In their book on | |organisation behaviour, Hersey & Blanchard noted: As the group gains experience, knows each other better, and | |attains some expertise, it will progress to a higher stage of readiness. (1988) i To advance to a higher state | |of readiness, all group members should have an opportunity express their ideas and opinions without fear of...
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...reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department. Pearson Prentice Hall™ is a trademark of Pearson Education, Inc. Pearson® is a registered trademark of Pearson plc Prentice Hall® is a registered trademark of Pearson Education, Inc. Merrill® is a registered trademark of Pearson Education, Inc. Instructors of classes using Cooper, Heron, and Heward, Applied Behavior Analysis, Second Edition, may reproduce material from the instructor’s manual with test items for classroom use. 10. 9 8 7 6 5 4 3 2 1 [pic] ISBN-13:...
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...So my speculation for this study will be, • "Poverty is the mother of all criminal acts." • "Poverty prompts medication ill-use and medication ill-use prompts destitution." I've made two conceivable speculations for my study. As indicated by the writing audit and nifty gritty adapting on my point, I've inferred that there's an other way around connection in the middle of destitution and medication misuse. However, there's an immediate relative connection in the middle of neediness and wrongdoing which infers that destitution prompts wrongdoing in this cutting edge world. With the causal methodology, the speculation will either be dismisses or acknowledged by the analyst toward the end of the exploration study. DATA...
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...inform me of what type of students I will be teaching. The contextual factors help me to have a better understanding of the type of demographic my students belong to and what type of learning styles they attain. This information will also allow me to know of any outside characteristics that may inhibit learning for an individual student and the students as a whole. For example, some students may have learning disabilities and the student’s as a whole may react negatively to artworks involving polytheism. Giving the pre-assessment allowed me to fully understand what level my students are performing for that particular unit. I have found that I need to focus a lot of time on vocabulary definitions and how to apply the terms to artwork. Prompt Results of Pre-Assessment The students in this introductory level drawing class consists of students that are required to take this class as an elective or students who have an interest in drawing and wish to pursue it. The students in this class have limited experience with the concepts and skills in drawing. The pre-assessment results allow for an analysis of where the students are in terms of general knowledge. The pre-assessment for learning goal one allowed me to have a base quality level of the students’ performance. It enables me to see what each student is capable of in terms of skill and accuracy in the beginning. In learning goal two, the questionnaire provides a quick and easy “what you know” knowledge base. It enables...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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...Student Information edit title Student Strengths Morgan is a 15-year-old ninth grader with mild intellectual disabilities. She is happy, cooperative, and affectionate. Morgan enjoys volunteer work at the local food pantry and stocking shelves. She works independently on task to completion with great accuracy. Morgan is currently able to write simple sentences and paragraphs on a given topic with moderate assistance. She is able to complete journaling activities that describe her day with minimal assistance or prompts. Morgan has mastered telling time within five minute intervals and reading a calendar. Morgan has mastered home-living activities such as laundry and simple mean preparation in the Life Skills Lap at school. Student Interests Morgan states she would enjoy working in a grocery store or restaurant after high school. Teachers and family members have noted that she exhibits superior skills for her grade level in the kitchen and grocery store. In the kitchen and grocery store, Morgan displays great independence, requiring little prompting or direction to complete her task. Morgan states she would enjoy living in an apartment with a roommate after high school. When asked what she wanted to be doing when she is 25, Morgan states she would like to attend a cooking school and work in a restaurant as a cook. She states working in a grocery store while she is in school would be good to pay the bills until she finished cooking school. Assessments Enderle-Severson...
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...study makes them wonder if getting a charge out of the sweetness of pop without the sugar and calories is such something to be thankful for all things considered. College of Miami and Columbia University analysts took after about 2,500 New Yorkers for a long time. The greater part of the study volunteers was over age 40 and had never had a stroke. Toward the begin of the concentrate, every member showed her or his eating routine pop admission as "none" (under 1 every month), "light" (1 diet pop a month to 6 diet soft drinks a week), or "day by day" (1 or increasingly a day). Every year, scientists reached members by telephone to get some information about changes in danger variables and meds, and in addition any wellbeing issues and hospitalizations that may have happened. Toward the end of 10 years, the day by day diet pop consumers will probably have had a stroke or heart assault, or to have kicked the bucket from vascular sickness. The expanded danger stayed even after study examiners represented smoking, exercise, weight, sodium consumption, elevated cholesterol, and different variables that could have added to the distinction. The outcomes were distributed online in the Journal of General Internal Medicine. Both standard and eating regimen sodas were connected with certain, however separate, cardiovascular ailment hazard elements. In this study, incessant eating routine pop consumers will probably be previous smokers and have higher glucose, hypertension, and, incidentally...
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...Site Report: Cognitive-Behavioral Interventions BSHS 311, Models of Effective Helping October 11, 2011 Site Report: Cognitive -Behavioral Interventions October is domestic violence awareness month; there is no need for a distinct month to be conscious of the frequency of domestic violence. Domestic violence is rampant across the nation. In this paper the subject to identify is the use of cognitive-behavioral practices within the setting of a woman’s shelter; known as “Turning Point.” The shelter mission is to provide programs and resources that enable victims/survivors of domestic violence and sexual assault to regain control of their lives (Turning Point, Inc., n.d.). Population Domestic and sexual violence is a global issue that does not discriminate culturally, socio-economically, race, gender, or age. Turning Point offers programs, shelter, and means for victims of domestic violence and sexual assault. A domestic and sexual violence situation occurs when the abuser and the victim have an association, contrasting a stranger attack. Nearly 25% of surveyed women and 7.6% of surveyed men said that they were raped and/or physically assaulted by a current or former spouse, cohabitating partner, or date at some time in their lifetime. According to these estimates 1.5 million women are raped or physically assaulted by an intimate partner (US Department of Justice...
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...LICENSURE EXAMINATION FOR TEACHERS (LET) PROFESSIONAL EDUCATION REVIEWER [SET 2 - PART 1] LICENSURE EXAMINATION FOR TEACHERS (LET) PROFESSIONAL EDUCATION REVIEWER 1. Which assumption underlies the teacher's use of performance objectives? A. Not every form of learning is observable. B. Performance objectives assure the easier of learning. C. Learning is defined as a change in the learner's observable performance. D. The success of learner is based on teacher performance. 2. In the parlance of test construction what does TOS mean? A. Table of Specifics B. Table of Specifications C. Table of Specific Test Items D. Team of Specifications 3. A student passes a research report poorly written but ornately presented in a folder to make up for the poor quality of the book report content. Which Filipino trait does this practice prove? Emphasis on __________. A. art over academics B. substance over porma C. art over science D. porma over substance 4. In a criterion-referenced testing, what must you do to ensure that your test is fair? A. Make all of the questions true or false. B. Ask each student to contribute one question. C. Make twenty questions but ask the students to answer only ten of their choice. D. Use the objectives for the units as guide in your test construction. 5. Which does Noam Chomsky, assert about...
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