...assessment tool THE WEB-BASED CORE COMPETENCY PROFILE ASSESSMENT TOOL Colleen S. Post and Micheline L. Brunett* ABSTRACT. The Professional Development and Certification Program for the Procurement, Materiel Management and Real Property Community is a key initiative that supports the Government of Canada’s priority to strengthen and streamline government operations. The Program is designed to provide the tools to help functional specialists better serve clients and exercise higher levels of delegated authority in order to meet the challenges of an evolving and increasingly complex environment. The Program Management Office of the Treasury Board of Canada Secretariat has developed an innovative web-based Assessment Tool that enables practitioners and their managers to create a core competency profile and assess their competencies. The tool generates a gap analysis report and learning solutions to assist in the development of individual learning plans. INTRODUCTION Citizen-focused, values based and results-oriented government requires the sustained efforts of a professional and motivated workforce, across the public service, working with the right values. The Public Service Modernization Act, introduced by the Government of Canada on February 6, 2003, is the centrepiece of ongoing efforts to modernize the management of the government’s human resources. One of the objectives of Human Resource Modernization is more coherent training and learning to help employees pursue professional development...
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...Unit code: SHR053-6 Personal and Professional Development Handbook (Oman) February 2014 © University of Bedfordshire 2014 Published by the University of Bedfordshire Business School Luton Campus, Vicarage Street, Luton LU1 3JU, United Kingdom Unit Handbook © University of Bedfordshire 2014 Contents Contents 2 Welcome 3 Learning resources at the University of Bedfordshire 3 1 Introduction to the unit 4 2 Overall aims of the unit 4 3 Overview of unit content 4 4 Prerequisite knowledge or skills 4 5 Learning outcomes of the unit in more detail 5 6 Programme of Workshops 6 7 Study resources for this unit 7 Recommended additional resources 7 Recommended journals and other periodicals 7 Recommended websites and online content 8 8 How to study this unit 8 9 Assessment 9 The Reflective Journal 9 Welcome Welcome to the Personal and Professional Development unit of the University of Bedfordshire MBA Programme. This handbook contains advice and information you will need to successfully complete your work on this unit. It should be read in conjunction with the overall Programme Handbook, which you should have already received. The handbook serves two main purposes: * It summarises the key concepts and provides you with a framework and a map for this unit. * It provides you with information about learning resources, infrastructure and virtual learning environments for studying the MBA at the University of Bedfordshire. If...
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...Tujuane Social Portal (TSP) network is a web based social network site that enables students to interact and communicate with the interest of learning by uploading eBooks, Audio tutorials and sharing common interests in forums. With the introduction of online communication, students are able interact freely and solve each other’ academic problems with the intentions to unite all the JKUAT University students. This will be successful with the help of Tujuane portal that will incorporate Php scripts and MySQL oracle database. Students will be able to sign up and create new accounts and be able to edit their profiles by adding their personal details. They will also communicate with other students from other compasses and study online by creating educational forums and blogs. Above all, there will be a live chat platform for students to interact and share information of same interest. They will also be able to create clubs of different interests and develop their talents by inviting others and motivating the low self-esteemed students. A direct mailbox and messaging platform will enable the students to communicate directly. For the students to identify and know each other very well, they will upload their photos and have the ability to comment on the photos. Various administrators will have administrative rights and guide other students. Profiles will be highly built by introducing titles to the VIP students e.g. President awards. They will also have activity level points that will...
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...LEARNING OUTCOMES LEARNING OUTCOMES Program: Master in Wealth Management Professor: Georges Hübner Title of course: Personal Portfolio Management ECTS Credits (teaching days): 3 Learning Objectives: * Consider the client from the point of view of his/her preferences for risk and return * Determine the risk and return of various asset classes and explain where the risk premium comes from * Understand and master the notion of risk factors and how they explain portfolio returns * Master the Equity Risk Premium and be able to discuss its determinants and evolution * Understand the basics of prospect theory and its influences on the PB client * Link the MiFID “suitability” criterion to investor profiles and identify their dimensions * Identify and avoid the pitfalls in portfolio advice * Go beyond the notions of strategic and tactical asset allocation to better serve the client * Include the investor’s objectives and constraints in the portfolio construction process * Adequately report portfolio performance and explain it is a clear fashion to investors * Adapt the measurement of portfolio performance to the preferences of the investor * Distinguish the types of managerial skills that generate the portfolio returns Topics covered: 1. Personal Portfolio Management I A. Investors’ preferences, risk and return 1. The notion of risk and the risk premium 2. Classical view of investors’ preferences ...
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...Analysis Paper In this paper, the VARK Questionnaire will be explored as it relates to individual learning methods. The VARK questionnaire (Fleming, 2001) was chosen for two reasons, scores can be reached quickly and the provision of help sheets assists students to use their knowledge of learning styles. VARK stands for: visual, aura, read/write and kinesthetic. Fleming and Mills (1992) suggested four modalities that seemed to reflect the experiences of the students and teachers. Through the use of the VARK Questionnaire personal learning styles are predicted and suggestions are made as to which work best for each learner. Depending on the person, there may be one method that works particularly well or a mix of all of the methods may meet your individual needs. Multimodal learning indicates the learner prefers more than one style to retain information. The VARK Questionnaire provides a personal profile based on your results and suggestions to help when taking in new information. The personal learning profile report highlights your individual learning preferences and breaks down each category with suggested methods. Based on the personal learning profile received, it indicated the learner was multimodal. This indicates multiple preferences when taking in new information. The three highlighted preferences received were: Visual, Read/Write and Kinesthetic. Visual, meaning learning through the use of different formats designed to convey information. Diagrams, labeled charts and...
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...The influence of social networking sites on high school students' social and academic development Dissertation Author: June Ahn Abstract: This dissertation examines the effects of social network sites on youth social and academic development. First, I provide a critical analysis of the extant research literature surrounding social network sites and youth. I merge scholarly thought in the areas of Internet studies, digital divides, social capital theory, psychological well-being, identity development, academic engagement, and educational technology to understand how researchers might examine new social technologies and youth. Second, I examine the question of digital divide, or whether particular teenage populations do not have access to online social networks. Using a nationally representative dataset from the Pew Internet & American Life study, I explore whether there are disparities in teenage access to social network sites. Third, I report a cluster-randomized trial that was designed to explore whether social network sites have a beneficial impact when used in high school classrooms. A total of 50 classrooms, and nearly 1,400 students were randomly assigned to use an experimental social network site. The results highlight the challenges and potential of this technology when applied to school contexts. iii Table of Contents Acknowledgements i i List of Tables i v Abstract v Chapter 1 : Introduction 1 Chapter 2: The Effect of Social Network Sites on Adolescents’ Social...
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...Learning Team Leadership 1 Learning Team Leadership Evaluation Thomas Hong, Ph.D., Arpad Szurgyi, Ph.D., Dawn Dobson, Ph.D., Stephanie Smith, Ph.D., David Benson, Ph.D., and Tim Halton, Ph.D. University of Phoenix Organizational Diagnosis and Intervention June 16, 2008 Learning Team Leadership Learning Team Leadership Evaluation The global economy, geographically distributed organizations, and increasingly rapid technological changes have added a level of complexity that has changed the nature of business interrelationships. Managerial self-awareness and personal reflection play an important role in the leadership development process (McCarthy & Garavan, 1999). The 360-degree feedback process, multisource assessments, and personality inventories are useful in the context of leadership development (Church & Bracken, 1997; McCarthy & Garavan, 1999). Selfassessment and personal reflection are valuable tools in achieving personal and professional 2 growth and success. The challenge, however, is that self-assessment is oftentimes a difficult task due to the subjectivity of personal perceptions of strengths and weaknesses. The purpose of this essay is to report out on the assessment of the leadership styles of individual team members and identify the most important areas for improvement. The essay commences with a discussion on the criteria used for the selection of the Myers Briggs Type Indicator (MBTI) as a self-awareness leadership instrument. The essay continues...
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...EXAMPLE (CONTENTS) OF A VARK PERSONAL PROFILE (Each profile is usually 7-8 pages in length depending on the VARK scores provided. The various sections of the profile are shown below.) This profile was written for a person with a strong AURAL preference who had VARK scores of: V= 3, A= 12, R = 5 and K= 2 and a total of 22. Section A The profile begins with some general points about what VARK indicates and what it does not. Not all are shown here. 1. VARK is not a definitive measure. With only 13 questions it indicates your preferences for the ways in which new learning is “taken in” and expressed. 2. VARK provides information about your Preferences which may not be the same as your Strengths. Although you may be a skilled artist you may not choose “visual” as your way to learn new information. Similarly there are skilled athletes who prefer not to learn using their kinesthetic mode (K) although they will use that mode extensively when performing/playing. 3. Nobody works in a single mode and very little of our communication is possible in a single mode. etc. Section B Some characteristics of those who have a single preference follow: e.g. Those who have a single preference have a number of stances. They may choose to use only their preferred mode for making major decisions and for learning. They say they are indecisive and confused when information comes to them in other modes. Having made their decisions using just one mode, they may be less...
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...|[pic] |Syllabus | | |College of Humanities | | |ETH/316 Version 2 | | |Ethics and Social Responsibility | | |PD12BSB07 ( 04/10/2013 - 05/08/2013 | Copyright © 2011, 2010 by University of Phoenix. All rights reserved. Course Description This course provides a foundational perspective for ethics and social responsibility in relationship to individuals, organizations, and the community. Emphasis is placed on the interrelated nature of ethics, morality, legal responsibility, and social issues. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be...
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...|[pic] |Syllabus | | |College of Humanities | | |ETH/316 Version 3 | | |Ethics and Social Responsibility | Copyright © 2013, 2011, 2010 by University of Phoenix. All rights reserved. SOUTH FLORIDA CAMPUS - MIAMI LC - KENDALL 13400 SW 120th Street Miami, Florida - 33186-7440 Phone: 305.378.2700 Dates: 03-06-2014 thru 04-03-2014 Meeting Times and Day: 6-10 Thursday Course Description This course provides a foundational perspective for ethics and social responsibility in relationship to individuals, organizations, and the community. Emphasis is placed on the interrelated nature of ethics, morality, legal responsibility, and social issues. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. ...
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...and to help members of the team reach professional goals. Throughout this essay, such a plan will be developed to for "Learning Team D” and address the team member designated as manager. DISC Assessment In week, one of organizational leadership each member of “Learning Team D” completed the DISC Platinum rule. The DISC Platinum rule is a behavioral style assessment that breaks down an individual’s predominate behavior styles; dominate, interactive, steadiness, and cautious. There are sixteen sub-styles that further attempt to explain the results. "Learning Team D" is comprised of three members, and not one of them has the same style. One of the team members predominate style is dominated, one member style is cautious, and the third member is steadiness. Those who have the dominate style are driven self-starters who are fast-paced, goal oriented, decisive in their actions and decisions, and are more at ease when they have freedom to manage themselves and others. A cautious style is slower-paced and task-focused, they are cautious in their decisions and actions, dislike involvement, they want to be right, they work slowly and precisely on their own, and have good problem-solving skills. The steadiness style is slower-placed and relaxed, they seek relationships and acceptance, and they can be indecisive, have a depth of contributions, and are friendly and personal. With these four types of personality traits also come sixteen sub-types. As...
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...VARK Analysis Every student has their own unique style of learning, with today’s technology; students can easily go on the internet to identify their preferred learning style if desired. By doing so, this would assist the learner to identify their preferred method of learning which can assist the leaner to become more successful in their learning process. As an assignment, the participant answered two different questionnaires the “VARK” (Visual, Aural, Read/Write, Kinesthetic) (Fleming, n.d) and LDPride.net Learning Styles Report (LDPride, n.d). Summary of Learning Style The VARK Questionnaire consists of 16 answers where the participant answered as many boxes the participant felt appropriate. Once the questionnaire was completed, the participant received the VARK Personal Learning Profile analysis. Upon thoroughly reviewing both profile analysis, the participant concluded that the LDPride questionnaire results were very similar to the VARK Personal Learning Profile Analysis, both scores revealed that the participants’ learning preferences were visual, read/write, tactile/kinesthetic. Between the two profile analyses, the participant favored VARK which was much more in depth providing detailed scenarios and examples that the participant can clearly relate to. The VARK analysis is divided into two categories; Type One consists of learners who scores are between twelve and twenty five; these types are learners are considered to be “contextual” or “situational”...
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...The use of social networks by students: the possible risks and implications Claire Wright B.A. (Hons) Business and Marketing – Digital Economy module, 2010, Level 5 |Keywords:Social Network Sites, Facebook, Student Usage, Implications | Introduction This paper focuses upon the use of social network sites by students, and the affect they have on education and the personal life of users. The majority of the study will be focusing on the use of Facebook, as it is the most popular and well known social network site available, however other sites will be addressed in the study to ensure it has a comprehensive view of social network sites today. It is widely acknowledged that social networks are a big part of modern day society and are widely used, with almost half of children aged 8-17 having an active profile on at least one social network site. (Bicen and Cavus, 2010. p.17) There are many discussions and arguments as to the impact that social networks have had on the lives and the education of students and young people that will be identified in this review. With social networks playing an important part in the lives of students, a full understanding of their usage, or non-usage is needed in order to examine the impact that such sites have on the lives of their users. The Advantages of Social Network Sites Social networking sites improve the confidence of students due to the social interaction...
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...Kolb’s Learning Styles: p 6 Application of Belbin analysis: p 10 Personal SWOT Analysis: p 12 Rationale behind Personal Development Objectives: p 14 Conclusion: p 15 Bibliography: p 16 Appendix: p 17 Introduction In this assignment it is my intention to analyse a range of learning style models and relate them to a personal analysis in order to determine strengths and weaknesses and demonstrate a process of critical evaluation. These strengths and weaknesses will tie in to a personal SWOT analysis which will combine to highlight the rationale behind the Personal Development Objectives outlined towards the end of the assignment. Telford states that ‘It’s hard to imagine that our self improvement efforts will be successful without considering what is this “self” we want to improve’ Telford (2005) p9. And it is this concept which is sometimes difficult for us to embrace. The notion of looking closely at oneself and carrying out a critical analysis can at times be quite uncomfortable but as demonstrated above it is necessary in order to embark upon the process of self improvement. Honey and Mumford The dictionary definition of learning is ‘to obtain knowledge or awareness of something not known before, through observation or study’. The learning process is something which is a continual process throughout life but in the context of this assignment it is the gaining of self knowledge and awareness and relating it to one’s own personal behaviour...
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...i PERSONAL LEADERSHIP DEVELOPMENT PLAN For ARIC W HALL Completed in Partial Fulfillment of the Requirements of OM 7170 – The Developing Leader Capella University August, 2004 Address: City, State, Zip: Phone: E-Mail: Instructor: Ina von Ber, PhD ii Abstract Title Personal Leadership Development Plan for Aric W Hall Abstract This leadership development plan is tailored for its author and is not a research paper in the traditional sense. The author begins with his personal framework for leadership. Included are the results of several leadership assessment tools, information from coaching and personal feedback, and insights into the author’s goals for career and leadership development. The report concludes with a few thoughts on future development and evaluating the progress of personal development. Hall, p. i Table of Contents Table of Contents Introduction Leadership Framework Assessment Assessment Tools EQ In-Action Profile Campbell Leadership Descriptor Myers-Briggs Type Indicator Coaching & Feedback Developmental Activities Evaluating Progress Appendix: My Assessment Outcomes Bibliography i 1 1 4 4 4 6 7 8 9 10 13 14 Hall, p. 1 Introduction Everyone needs to have a career development plan. In my case, that should include a leadership development plan. This particular plan begins with a leadership framework that encapsulates what I value in leadership. I am also happy to report that a large portion of the leadership assessment data incorporated herein...
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