zilongwang/ReadingBank huggingface dataset:
color-coding system for items delivers additional quick-view indicators so it’s easy to see when it’s time to review and update profile information. Available areas in this header include: l Employee and Position information. This area displays the employee name and position. Scroll arrows are able when an employee has multiple positions. l Licenses and Certifications. This tile shows how many Licenses and Certifications reside in the employee’s pro- file. A green background indicates everything is up-to-date; red background means there’s items that have a renewal date upcoming or past due. Clicking the tile opens a table view that lists items under the header. l Learning information. Available to clients with integrated NetLearning functionality, these areas provide access to NetLearning widgets for enrolled and available courses and classes. The Learning Assignments tile also displays the number of current assignments for the employee. l Task Alerts. Displays the number of overdue tasks in the task list. Clicking this tile in the header opens a new page that lists the overdue tasks. Filters and Search The new page lists available filters in their own area to the left of the Tasks table. Filters include options for Task Type and Due Date.
HealthcareSouroe . Performance Manager x Send Recognition Diel Y"" """"agreat experiencewith oneofemJll¥es or colleagues?Let them know! Select an employee Employee Search Thomas Joseph Nurse Nursing at General Hospital With which corporatevalue(s) does thisrecognition atign? x Live It x Tellusa litde moreabout what makes himor her sogreat. 83 / DSend anonymously Ill Cancel
HealthcareSouroe . Performance Manager x Send Recognition Did y<><J hiNe agreat experiencewith oneofemJll¥es or colleagues?Let them know! Select an employee Employee Search Thomas Joseph Nurse Nursing at General Hospital With which corporatevalue(s) does this recognition atign? x Live It x Tell usa litde moreabout what makes him orher sogreat. 83 / 10000 0Send anonymously Ill Cancel Performance Manager- Manager Guide 61
NOW, THEREFORE, if the Principal in all respects complies with the terms and conditions of the Contract and his (their or its) obligations thereunder, including specifications therein referred to and made a part thereof and any alteration made in such specifications as herein or therein provided, then this obligation is void, but otherwise remains in full force and effect. A further condition of this bond is that in the event the Principal fails to pay all just claims and demands on the part of any employee, person, firm or corporation for labor and materials furnished for or used in connection with the prosecution of the work under the Contract, or fails to pay any tax which may accrue to the State of South Dakota under the provisions of the "Use Tax Act of 1939 and The Excise Tax on Realty Improvements under SDCL 10-46A," and Sections 5-21-3 and 5-21-4 of the South Dakota Codified Laws, this bond and the sureties thereon shall be responsible to such person, firm or corporation and to the State of South Dakota for the full payment of the value of such labor and materials so furnished, including payment of South Dakota use taxes and excise taxes on realty improvements. SIGNED AND SEALED THIS DAY OF , 20 . INDIVIDUAL PRINCIPAL By Typed Name (Affix Seal if available) PARTNERSHIP, CORPORATE, OR LLC PRINCIPAL By Typed Name Title Business Name (Affix Corporate Seal if available) Address INDIVIDUAL, PARTNERSHIP OR CORPORATE SURETY By Typed Name Title Business Name (Affix Corporate Seal if available)
Working alongside the Nutritionist to create innovative recipes to meet specific sport nutrition requirements Ensuring that high standards of cleanliness and safety are maintained throughout all areas of the kitchen at all times. Establishing controls to minimise food and supply waste. To ensure equipment and food temperature readings are taken and recorded on a daily basis. Overseeing the preparation, cooking and service arrangements and to take responsibility for the smooth and efficient running of whole kitchen as appropriate Checking quality, taste and texture of food being presented. Developing performance recipes in collaboration with the Head of Nutrition ensuring high quality and exercising portion control for all items served Preparing necessary data for applicable parts of the budget, projects annual food, labour and other costs and monitoring actual financial results. Attending facility, nutrition and management team meetings To carry out food safety risk assessments, the food safety management system and effective controls, at identified critical points and throughout the food handling process by working closely with the Health and Safety Manager. Ensuring all kitchen members are adequately trained to perform duties to the required standard and ensuring that all members of staff are fully aware of their responsibilities under Food Hygiene and Health and Safety legislation. To ensure food production and quality are in-line with and EHO regulations Maintaining and rotating appropriate stock levels with an aim to providing high standards. Ensuring delivery are checked against requisitions and any identified discrepancies are reported to the supplier. Responsible for undertaking performance reviews as and when required for the kitchen team and monitoring all performance objectives for staff. Setting a vision for the performance kitchen, defining success and clear objectives. To act as a positive ambassador for the business and to show commitment to company values in all aspects of your role. Providing and/or developing cooking training for First Team and U23s squads. Providing catering on the Team to staff and players during away travel which is delivered to the highest standards. To complete any other reasonable request by GM, VCP Partners and the Club Qualifications Essential Desirable BTEC HND in Professional Cookery or BTEC HNC in Cookery or Hospitality Catering working towards a HND 3 or above Food Hygiene Certificate Degree or Diploma in Sport Nutrition Relevant qualification in Health & Safety Experience Evidence of continual professional development and a desire to increase nutrition knowledge Minimum of 5 years relevant experience of working in professional sport Travelling away both domestically and internationally Working with external to ensure catering delivered to the highest standards
Victorian Employer’s Chamber of Commerce & Industry (VECCI) Met Met Met Met Met Met Met Met Met Met G-Force Apprentice Centre Met Not met Met Not met Met Met Met Met Met Met KPI 2 Satisfaction level – Survey of Australian Apprentices’ Satisfaction with Australian Apprenticeships Centres. (Benchmark 85%) AAC 2007 Results 2008 Results 2011 Results MEGT Met Met Met Victorian Employer’s Chamber of Commerce & Industry Met Met Met G-Force Apprentice Centre Met Met Met KPI 2 Satisfaction – Survey of Employers’ Satisfaction with Australian Apprenticeships Centres.(Benchmark 85%) AAC 2007 Results 2008 Results 2011 Results MEGT Met Met Met Victorian Employer’s Chamber of Commerce & Industry (VECCI) Met Met Met Apprentice Centre Met Met Met Western Australia Region: KPI 1.C – Percentage of claims processed within 10 working days. (Benchmark 90%) AAC R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 CCI Apprenticeship Solutions Met Not met Not met Met Met Not met Met Not met Met Met KPI 1.E – Accuracy in assessment of incentives and personal benefits eligibility. (Benchmark 90%) AAC R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 CCI Apprenticeship Solutions Not met Not met Met Met Met Not met Met Met Met Met KPI 2 Satisfaction level – Survey of Australian Apprentices’ Satisfaction with Australian Apprenticeships Centres. (Benchmark 85%) AAC 2007 Results 2008 Results 2011 Results
11. Equity Capital Contribution Form-M4(ii) in thousand) Sr. No. Particulars As Per Proposal 20….-20… As per performance Foreign Equity Local Kyat Foreign Equity Local Kyat Foreign Equity Kyat US$ Eq. Kyat US$ Eq. Kyat US$ Eq. Kyat 1 Authorised Capital 2 Paid-up Capital 1 Cash 2 Machinery and Equipment 3 Raw Materials 4 Others Note – specify according to each phase of project. Performance as at end ………. 20….. 12. Loan (Value in thousand) Sr. No. Particulars Loan to be acquired as per proposal Loan acquired up to end Debt payment up to end….* 1 Foreign 1 Principal 2 Interest 2 Domestic 1 Principal 2 Interest * To specify yearly payment separately.
11. Equity Capital Contribution Form-M3(ii) (Value in thousand) Sr. No. Particulars As Per Proposal 2012-2013 As per performance Foreign Equity Local Kyat Foreign Equity Local Kyat Foreign Equity Local Kyat US$ Eq. Kyat US$ Eq. Kyat US$ Eq. Kyat 1 Authorised Capital 2 Paid-up Capital 1 Cash 2 Machinery and Equipment 3 Raw Materials 4 Others Note – specify according to each phase of project. Performance as at end ………. 20….. 12. Loan (Value in thousand) Sr. No. Particulars Loan to be acquired as per proposal Loan acquired up to end Debt payment up to end….* 1 Foreign 1 Principal 2 Interest 2 Domestic 1 Principal 2 Interest * To specify yearly payment separately.
CHILDREN IN ENTERTAINMENT RESTRICTIONS IN RELATION TO ALL PERFORMANCES Topic Age o to 4 Age 5 to 8 Age 9 and over Maximum number of hours at place of performance or rehearsal 5 hours 8 hours 9.5 hours Earliest and latest times at place of performance or rehearsal 7am to 10pm 7am to 11pm 7am to 11pm Maximum period of continuous performance or rehearsal 30 minutes 2.5 hours 2.5 hours Maximum total hours of performance or rehearsal 2 hours 3 hours 5 hours Minimum intervals for meals and rest Any breaks must be for a minimum of 15 minutes. If at the place of performance for more than 4 hours, breaks must include at least one 45 minute break. If present at the place of performance or rehearsal for more than 4 hours but less than 8 hours, they must have one meal break of 45 minutes and at least one break of 15 minutes. If present at the place of performance or rehearsal for 8 hours or more, they must have the breaks stated above plus another break of 15 minutes. If present at the place of performance or rehearsal for more than 4 hours but less than 8 hours, they must have one meal break of 45 minutes and at least one break of 15 minutes. If present at the place of performance or rehearsal for 8 hours or more, they must have the breaks stated above plus another break of 15 minutes. Education N/A 3 hours per day (maximum of 5 hours per day). 15 hours per week, taught only on school days. Minimum of 6 hours in a week if aggregating over 4 week period or less. 3 hours per day (maximum of 5 hours per day). 15 hours per week, taught only on school days. Minimum of 6 hours in a week if aggregating over 4 week period or less. Minimum between performances 1 hour 30 minutes 1 hour 30 minutes 1 hour 30 minutes Maximum consecutive days to take part in performance or rehearsal 6 days 6 days 6 days Note: Reg.5 allows the licensing authority to further restrict these permitted hours, breaks etc and place additional conditions on the licence if this would be in the best interests of the child.
Appx. B – School Facility Questionnaire Appx. C – Applicant Checklist Appx. D – Evidence of Support from Parents/Guardians, Community Groups, Teachers & Pupils Appx. E – Job Descriptions for all Leadership Team Positions Appx. F – Resumes for all Identified Leadership Team Members Appx. G – School Organization Chart Appx. H – Staff Roster Appx. I – Personnel Policies or Employee Manual Appx. J – Course Scope and Sequence for One Grade Level Appx. K – School Calendar & School Day Schedule Optional Appx. L – Draft Teacher Evaluation Tools Appx. M – Financial Audit of ESP/EMO (if applicable) Appx. N – License Authorizing Business in Colorado (if applicable) Appx. O – Draft of Management Agreement (if applicable) Electronic copy of entire application Electronic copy of completed budget templates Information for Applicants: Program Criteria for English Language Learners The following rubric is used to evaluate ELL programs in DPS: Applicant: Middle School High School Elementary School Reviewer Name: Review Completed: Plan approved: All areas included in this rubric must be addressed in the application, as indicated by a “yes” in every box. 1. Identification Process and Parent Involvement YES NO Comment(s) Page Number a. The DPS Home Language Questionnaire is used as part of the registration process for all students to identify those whose
1:15-3:15 PM: Session 3 (Levis): “Combinatory Religious Performance” Furukawa Motoya (Kanagawa Prefectural Museum): “Kumano Belief in Eastern Japan” Kawasaki Tsuyoshi (Shūjitsu U.) “A Reconstruction of Temporal Space of Sacred Mountains: The Emergence of the Minōdera Engi and Its Aftermath” Ikumi Kaminishi (Tufts U.) “Michizane and the Buddhas’ Names: Reading the Kitano Tenjin Engi Emaki though the Ritual of Butumyō-e” Abe Mika (Showa Women’s U.) “The Festive Yūzū Dainenbutsu and the Nō Hyakuman : Rituals, Picture Scrolls, and Performance Celebrating the Virtue of the August Reign” Discussant: Heather Blair (U. Indiana) 3: 15-5:15 PM: Session 4 “Medieval Religion and Culture” Daitō Takaaki (Kokugakuin U.) “Rituals of the Kami and Buddhist Deities, Focusing on the Rite of Chanting of Yamato Province” Brian Ruppert (UI) “Sacred works (Shōgyō) and Religious Performance in Late Medieval Japan: The Monk Chō’is Networks and Ninnaji Liturgical Practice” Michael Jamentz (Kyoto U.) “Penitence in Poetry: A Buddhist Justification of a Literary Art as Seen in a Mid- 13th Fugen Kōshiki” Discussant: Elizabeth Oyler (UI) This symposium is part of “Exchanges and Regional Activities of East Religions” and “Changes and Exchange in East Asian Religions” collaborative research groups which have been funded by the Japanese Ministry of Education, Culture, Sports, Science and Technology. The event is also prominently sponsored by the University of Illinois School of Language, Culture, and Linguistics, the National Museum of Japanese History, Nagoya University, the University of Illinois College of Liberal Arts and Sciences, Department of East Asian Languages and Cultures, Department of Religion, Program in Medieval Studies, and Center for East Asian and Pacific Studies.
Identify areas of underperformance as per GTCS Standards For Full Registration Improvement Required Support Agreed Measure of Assessing Progress (How will it be measured?) Outcome Identify of underperformance as per GTCS Standards For Full Registration Improvement Required Support Agreed Measure of Assessing Progress (How will it be measured?) Outcome
EXAMPLE Planning (2.1.1) Failure to provide evidence of planning Plan lacks clarity Plan not coherent Little of evidence of differentiation Provide examples of good practice Provide planning support (peer support) CPD course Based on agreed example: HT/Senior colleague scrutiny of Further scrutiny by ‘objective’ person to be submitted on time. of plans shows improvement in coherence/ clarity of evidence of improvements in differentiation EXAMPLE 2.3.1 Registered teachers understand and apply the principles of assessment, Failure to skillfully use a range of assessment techniques including setting regular assignments, tests, marking of work, teachers’ reports Failure to establish the levels of attainment of individuals, groups and class Best practice visits to classes Observation of class jotters, course work and assignments Attainment increases in Preliminary examination Observation sessions show improvement EXAMPLE 2.3.2 Registered teachers use the results of assessment to evaluate and improve their teaching, and the learning and attainment of the children they teach. Failure to diagnose difficulties and give advice to pupils on ways of overcoming them and making progress and providing inadequate written feedback in jotters Failure to use assessment information to set and achieve longer-term targets for a class, including satisfactory levels of performance in national examinations Best practice visits to other classes Observation of class jotters, course work and assignments No more than 3 complaints for the fortnight 1-12 October Next steps including timescales :
Encourages team members to regularly step in to support one another when needed. Invites team members to share best practices, personal stories, and other news that are designed to motivate and inspire behavior change to improve service quality. Routinely ensures key tasks are accomplished in all cases and critical deadlines are met. All team members understand importance of continuous quality improvement and the majority are utilizing latest
Knowledge of Family and Children’s Services Program Policies and Procedures Knowledge of tools used in assessment and consultations (SOP, SDM, Safe Measures, etc.) Family Engagement/Teaming* Advocacy* * May not apply to all non case carrying staff Learning strategies for engaging and empowering families in collaborative casework.* Learning techniques that foster genuine respectful relationships between families and worker and engage uncooperative members of a client’s team.* options and safety and/or permanency planning. *
Reminder for staff to enter PL on BOSTES Portal (if valid): Yes N/A Phase 1 - Plan 2 - Implement Phase 3 - Review Teacher PDP Sign-off Meeting Identify the Standards and PL Focus Areas aligned to each goal Lesson Ob 1 Lesson Ob 2 PDF Cycle Reviews Sign-off meeting completed: PDP received /signed: Yes PDP saved to folder: Yes (with permission from teacher) Accreditation date (if valid): TRA N/A Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Observer #1: Observation date: Observer #2: Observation date: Self-assessment completed Yes Line Manager Review completed Yes Relevant documents saved and original signed PDP given to teacher Yes Reminder for staff to enter PL on BOSTES Portal (if valid): Yes N/A Goal PL Focus Areas Phase 1 - Plan Phase 2 - Implement Phase 3 - Review Teacher PDP Sign-off Meeting Identify the Standards and PL Areas aligned to each goal Lesson Ob 1 Lesson Ob 2 PDF Cycle Reviews Sign-off meeting completed: PDP received /signed: Yes PDP saved to folder: Yes (with permission from teacher) Goal 1 Goal 2 Goal 3 Goal 4 Goal 5
Goals-Employee identified Goal Supervisory support needed Measurement of success Employee and Supervisor identified Goal Supervisory support needed Measurement of success SUPERVISOR – GENERAL COMMENTS (attach additional sheets as necessary) Calculated Average (for CS and P&A ONLY-do not calculate for Labor Represented)
Extent to which you effectively convey information and ideas to others; clarity of your oral and written communications. Exceptional; You are an exemplary communicator who always conveys necessary job related information and ideas in a timely and effective manner that enhances departmental efficiency and your effectiveness. Exceeds Expectations: You are a skilled communicator who regularly conveys necessary job related information and in a timely and effective manner which promotes departmental efficiency. Meets Expectations: You convey job related information and ideas in a clear, concise, and effective manner orally or in writing. Below Expectations: You are rarely able to effectively communicate job related information either orally or in writing. Unacceptable: You fail to convey job related information either orally or in writing. Comments: 5. INTERPERSONAL SKILLS Extent to which you are professional, courteous, respectful, and cooperative during workplace interactions in accordance with applicable department and University policies and procedures. Exceptional: You are always professional, courteous, respectful and cooperative during all workplace interactions and your behavior is always exemplary regardless of the circumstances. Exceeds Expectations: You are regularly professional, courteous, respectful and cooperative during all workplace interactions and your behavior is appropriate regardless of the circumstances. Meets Expectations: You are sufficiently professional, courteous, respectful and cooperative during workplace interactions promoting a pleasant and productive work environment and you address workplace disagreements or discord in an appropriate manner. Below Expectations:
Employee Comments Continue to final page for signatures. Signatures Signing this document indicates you have had the opportunity to review it. Your signature does not necessarily indicate that you agree with the ratings you have been given. If you choose to do so, you have the opportunity to write and attached a response to this review. Employee Name, Printed [required] Signature [required] Date Reviewer Name, Printed [required] Signature [required] Date Reviewer’s Supervisor, Printed Signature Date Unit HR Representative, Printed Signature Date
"Magnificat” J.S.B. March Cantata No.80 "A stronghold sure" - J.S.B St.Matthew's Church, Cainscross, Stroud 3 part songs - F Schubert "Ave verum" - Mozart "Sing Aloud with a voice of thanksgiving" – Tim Taylor "Te Deum" - Haydn The Messiah’ (excerpts) – G.F. Handel 2005 Nov The Messiah- G F Handel July 'Ave Maria' - Mozart Barnardo's Centenary Celebrations, Llandaff Cathedral (accompanying Ms. Katherine Jenkins) 'Mass in G' - Schubert ‘Sing aloud!’ – Tim Taylor June 'Mass in G' - Schubert 'Sanctus' (from 'Mass in B minor') J.S Bach 'Jesu, joy of man's desiring'. – J.S.B 'Magnificat' and 'Nunc Dimitis' (op115) - Stanford 'How lovely are Thy dwellings' (from the Requiem) - Brahms 2002 Nov. Cantata no 150. Nach dir, Herr, Verlanget mich. –J.S.B Te Deum in C Major – Haydn Walpurgis Nacht – Mendelssohn May. St. Matthew Passion – J.S.B. Feb. Messe Solemnelle – Vierne
Dominus – Handel (opening chorus) Requiem in D – Mozart 2001 May Lobet Gott, Cantata no. 11 - J.S.B. Halt im Gedachtnis Jesum Christ – J.S.B. A German Requiem – Brahms 2000 Dec. Great Organ Mass – Haydn Dies Natalis – Finzi May. Christ lag in Todesbanden (cantata no.4) - J.S.B Missa Brevis in F Major - J.S.B. Magnificat in D – J.S.B. 1999 Dec Missa Brevis in F. Major – J.S.B. Messa Solennelle – Gounod Messiah – Handel Apr. Elijah – Mendelssohn St. David’s Hall 1998 Dec. Mass in A Major – Widor Ceremony of Carols – Britten Fantasia – Vaughan Williams Christmas Oratorio (Pts I and II) – J.S.B. Apr Mass in B Minor – J.S.B. St David’s Hall 1997 Dec. The Bells of Paradise – Hoddinott In Praise of Mary – Geoffrey Bush Messiah Pt I – Handel Apr. Chandos Anthem no. 9 – Handel
Die Zeit Meines Abschieds ist Vorhanden – Bruhns A German Requiem – Brahms 1996 Nov. 1st Chorus – Christmas Oratorio and Magnificat – J.S.B St. David’s Hall June Dixit Dominus (opening chorus) – Handel Mass in G Minor – Schubert How Lovely are thy Dwellings – Brahms Easter Hymn – Mascagni Apr. St. John Passion – J.S.B. 1995 Dec. Seasonal Music Nov. Requiem - Berlioz St Hall May. C Mass – Mozart 1994 Dec. Cantata No. 140 ‘Wachet Auf’ – J.S.B. Magnificat in D – J.S.B. ‘In Praise of Mary’ – Geoffrey Bush Jun. Insanae et Vanae Curae– Haydn Cantique de Jean Racine – Faure Gloria – Vivaldi Apr. Elijah – Mendelssohn 1993 Apr. St Matthew Passion – J.S.B. 1992 May Requiem – Mozart
Description of the underperformance: <Enter a description of the nature of the underperformance.> Aim of the Performance Improvement Plan: <Enter the overall aim of the Performance Improvement Plan.> Plan Start Date: <Enter the date the Performance Improvement Plan commences.> Plan End Date: <Enter the date the Performance Improvement Plan finishes.> Improvement Objectives What, specifically must the individual do to improve their performance to meet expected standards? Success Criteria How will you know when the expected standards of performance have been met? Additional Support Required What additional development or support does the individual require in order that they are able to achieve the expected standards? Review Schedule When will progress against the improvement objective be reviewed? How will evidence of progress be collected? Who will review progress? Objective Outcome When will the final review of the plan be undertaken and by whom? What is the final outcome? What action will be taken if expected standards are not met? <Enter improvement objective 1> <Detail success criteria for improvement objective 1> <Detail the additional support required to succeed in achieving improvement objective 1> <Detail when progress against improvement objective 1 will be reviewed, how and by whom.> <Detail the specific consequences if the individual does not achieve improvement objective 1> <Enter improvement objective 2> <Detail success criteria for improvement objective 2> <Detail the additional support required to succeed in achieving improvement objective 2> <Detail when progress against improvement objective 2 will be reviewed, how and by whom.> <Detail the specific consequences if the individual does not achieve improvement objective 2> <…> <…> <…> <…> <…> Line Manager: Date: Overall outcome if plan objectives are achieved / not achieved: <Enter overall outcome / consequences if the Performance Improvement Plan is / is not completed satisfactorily by the plan end date.>
Performance Development Analysis Tool This tool is designed to help you identify available workshops and on-line courses to consider as you are using the Professional Development Worksheet to develop your Action Plan. Performance Development Competency Statements Corresponding Courses Performance Management 1, 2, 3, 4, 5 □ □ □ Managing Employee Performance (on-line) PATHways to Success: Supervisory Best Practices for Managing Employee Performance Hiring Supervisors: Strategies for New Employee Success (Online) Coaching for Success 6, 7, 8, 9, 10 □ □ □ □ □ □ □ □ Coaching Goal Setting Designs for Effective Decision Making Now, Discover Your Strengths Interpersonal Communication Skills Improving Interpersonal Communication Skills (on-line) Problem-Solving for Supervisors (on-line) Hiring Supervisors: Strategies for New Employee Success (Online) Managing Motivation 11, 12, 13, 14, 15, 16 □ □ □ □ □ □ Communication Skills for Managers Interpersonal Communication Skills Improving Interpersonal Communication Skills (on-line) Leading Up – Strategies for Succeeding with Your Boss PATHways to Success: Supervisory Best Practices for Managing Employee Performance . Hiring Supervisors: Strategies for New Employee Success (Online)
Managerial Courage Makes and stands behind tough decisions Expected Proficiency Level (A to D) Comments: Self-Awareness and Management Practices emotional Maturity Expected Proficiency Level (A to D) Comments: Behavioural Competencies (cont.) Client Service Orientation Provides excellent service to students, staff, the community, and internal clients Expected Proficiency Level (A to D) Comments: Performance Orientation Takes ownership of Expected Proficiency Level (A to D) Comments:
2 Results of Performance Plan Follow-Up Review: To be completed by the supervisor within a reasonable amount of time after the initiation of the Performance Improvement Plan (e.g. 60 – 90 days). Please place an ‘X’ in the appropriate response box and provide comments to support your selection. Employee has satisfactorily improved behavior or performance as described in Section 1. Employee has not satisfactorily improved behavior or performance as described in Section 1. Supervisor Comments: Employee Comments:
Dartmouth College Annual Staff Performance Evaluation - 2018 For Evaluation Period: _________ to __________ Employee: Evaluation Date: Manager: Division/Department: Dept. Head: Dartmouth ID Number: VP/Dean: Instructions: Employee and Manager should review the position description in preparation for evaluation discussion. More information, instructions, and resources on the performance evaluation process at Dartmouth are located at Definitions for Competency/Accountability Assessments SOLID PERFORMANCE – DEVELOPING (SPD) Meets the majority of expectations and requirements for this competency or accountability, with improvement or further development identified for some elements within the competency/accountability. SOLID PERFORMANCE (SP) Consistently meets expectations and requirements for this competency or accountability. Demonstrates full knowledge of and competence in this requirement of the position. SOLID PERFORMANCE – EXCEEDING (SPE) Consistently meets, and at times exceeds, expectations and requirements for this competency or accountability and may demonstrate exceptional performance within areas of this competency/accountability. NEEDS IMPROVEMENT (NI) May demonstrate satisfactory performance in some areas of this competency or accountability, but does not perform or meet expectations consistently. Needs to acquire or further develop necessary competencies or build consistency. EXCEPTIONAL PERFORMANCE (EP) Significantly surpasses performance expectations in this competency or accountability. Exceeds role requirements. Demonstrates exceptional depth and breadth of role knowledge. Highly recognized by others as a role model in this area of competency/accountability. Section 1: Core Competencies (Expected of all employees at Dartmouth College) Core Competency Comments Assessment (choose one)
progress toward completion of each goal. List other contributions and accomplishments during rating period. List professional development activities that have enhanced your effectiveness. Describe any skills or new knowledge you would like to develop to improve your performance. Provide other information relevant to your job performance. Performance Evaluation and Planning Guidelines Objectives: To provide employees adequate feedback about job performance, identify areas of strength, and areas for improvement. To provide employee and supervisor a structured opportunity to discuss ideas, goals, and direction for job enhancement, growth, and development. Communication should be honest and supportive and build trust.
TRUCK DRIVING SCHOOL 4525 E. COMMERCE AVE. FRESNO, CA 93725 Phone: 559-264-7071 Fax: 559-264-7071 unitedtruckschool@msn.com Job Placement Rates (includes data for the two calendar years prior to reporting) Calendar Year Number of Students Who Began Program Number of Graduates Graduates Available for Employment Graduates Employed in the Field Placement Rate % Employed in the 2015 74 74 74 69 93% 2016 86 79 79 79 92% You may obtain from the institution a list of the employment positions determined to be in the field for which a student received education and training. unitedtruckschool@msn.com Gainfully Employed Categories (includes data for the two calendar years prior to reporting) Part-Time vs. Full-Time Employment Calendar Year Graduate Employed in the Field 20-29 Hours Per Week Graduates Employed in the Field at Least 30 Hours Per Week Total Graduates Employed in the Field 2015 0 69 69 2016 0 79 79 Single Position vs. Concurrent Aggregated Position Calendar Year Graduates Employed in the Field in a Single Position Graduates Employed in the in Concurrent Aggregated Positions Total Graduates Employed in the Field 2015 0 0 0 2016 0 0 0
Do you return damaged goods to suppliers? Does your team understand the cost of each line item? Have you established an innovation incentive program to reduce the cost of goods? Overhead Do you routinely review your fixed cost ratios? Are your policies and procedures documented? Have you considered outsourcing any administrative or functions? How do you allocate administrative expenses to each department-by % of revenues or by actual activity cost? Do you cross-train your people? Have you measured your cost of hiring and training? What is your employee turnover rate? How many of your people have advanced within your company? How would you rate the effectiveness of your management team? Do you have incentives in place to reduce expenses? Net Profit Is there a profit sharing program in your company? Are your people involved in making capital investment decisions? Does your team understand how their performance impacts the bottom line? Are bonuses paid on gross or net profit? Does each department have a budget?
Purchasing $ spent on Rush or Emergency Purchases Variances on material prices Orders placed without competitive bid % of returned goods Rejects per shipment $ Manufacturer Rebates for volume buying # of out-of-stock occurrences P.O.’s processed per person Down-time associated with substandard parts/materials Price paid (per ft., lbs., etc.) for raw materials Variances on material prices % of purchases made from unapproved vendors Credits on damaged goods P.O. Accuracy – price paid to price quoted # of returns by customer due to substandard $ with early pay discounts Credit Accounts Receivable Aging # of past due accounts by type and % per type of customer, product, etc. Average time to establish new accounts $ and % of sales re-negotiated post sale % of past due accounts to receivables Cost of credit vs. cash % of sales cash, credit, invoice, etc. % of rejected due to bad credit $ and % of re-negotiated post sale Bad debt expense as a percentage of sales Operations, Vendors, Suppliers Units produced per person Units produced per day Average production cost per unit Labor utilization rates # and % of defects by type, person, product, etc. Cost of re-work due to employee error, defects, equip, etc. Maintenance Cost of inventory on hand – not acceptable for sale # of employee accidents due to equipment failure Amount of production time lost due to accidents/month Amount of time spent investigating safety issues # of safety violations per week, employee # of delays due to insufficient stock on hand % of on-time production ROI on equipment, facilities, etc. Product R&D generated by non-R&D personnel Average overtime hours per employee Gross Profit % Average # of days finished goods on hand Average # of days incoming shipments not stocked Warranty claims per week, month, year Production variations Down-time due to poor maintenance Inventory shrinkage by department, etc.
CONTENTS SECTION 1 – OBJECTIVE 1 SECTION 2 – RESULTS OF THE TEAM (MFT) 1 SECTION 3 – MFT ROLES AND RESPONSIBILITIES 1/2 SECTION 4 – PERFORMANCE ASSESSMENT 2/3 SECTION 5 - METHODS OF SURVEILLANCE 3/4 SECTION 6 – ASSESSMENT GUIDES 5/9 SECTION 7 – PERFORMANCE MANAGEMENT 10 SECTION 8 – SIGNATURES 10 ACRONYMS AND ABBREVIATIONS LIST 11
Red (R) Not Achieving Target ↑ Performance Increasing Amber (A) Almost Achieved Target ↓ Performance Decreasing Green (G) Achieving Target ↔ Performance Static Grey (GR) Not Applicable / Available Summary of Performance against 2018-19 Draft Commissioning Plan Targets Rating based on most recent months performance
Paediatric Autism and CAMHS – Trust report completed October 2016 Experience of Adult Safeguarding – Data collection completed end March 2018 1 – Numbers of stories collected both regionally and in NHSCT Regional Returns Returns Rated as strongly positive or positive as neutral or not sure Rated as negative or strongly negative Unscheduled Care 1779 572 (32.1 %) 483 55 39 Northern Ireland Ambulance Service 314 160 (51%) 152 5 3 Adult Safeguarding 159 39 (24.5%) 28 9 3 experience 433 47 (10.8%) 16 21 10 Health and Social Care in Northern Ireland 1561 609 (39%) 533 52 20 Experience of Discharge from hospital 771 148 (19%) 125 17 6 Experience of Delirium 60 9 (15%) 4 3 2 Experience of Bereavement 279 39 (14%) 19 8 12 1.0 Service User Experience 1.2 Complaints / Compliments
Urology now Western Trust Figures are subject to change as patient notes are updated. Urgent cancer referrals treatment < 62 days (%) March 17 Position by Tumour Site – Number of cases for Month Note: where the Patient is a SHARED treatment with another Trust, NHSCT carry 0.5 weighting for patient’s wait. (B) Breast Cancer – 13.0 patients treated (G) Gynae Cancers – 3.5 patients treated (H) Haematological Cancers – 3.0 patients treated (HN) Head/Neck Cancer – 0.5 patients treated (LGI) Lower Gastrointestinal Cancer – 7.0 patients treated (UGI) Gastrointestinal Cancer – 0.5 patients treated (L) Lung Cancer – 2.5 patients treated (S) Skin Cancer – 6.5 patients treated (U) Urological Cancer – 0.5 patients treated Urology now Western Trust
Responsible for or assisting with the management of dry stock, including bulls as required Dry stock are well looked after and are fit for purpose, e.g. bulls are a good weight prior to mating Reporting any instances that require further action Stock management – recording. Responsible for maintaining accurate information in the Yellow Notebook and ensuring it is up to date at all times. Where required, keeping records of all mastitis treatments given and ensuring animals are marked according to the Farm Systems Manual Yellow notebook is always readable and contains up to date, accurate information Information collected should include, but not be limited to; stock numbers by mob, paddock stock are in, sick animals and stage of treatment, drenching plan, etc. All animal treatments are recorded at the time as required All treated animals are clearly marked as per the farm policy Observing and recording cows in season Always observant when with the cows, writing down and telling the farm manager any information that may be useful, for example, cows that look like they may be coming into season Observing and recording cows calved Recording any other associated information as instructed by the farm manager
Either responsible for or assist with farm walks to collect pasture growth information Assist with feed budget calculations using farm walk data collected, understand the implications of pasture information in relation to the time of year Understand the feed budget process and assist with completing feed budgets as required Be capable of using the farm budget as a tool to support daily pasture management decisions Implementing irrigation requirements Irrigation system operated in an efficient way, minimising water wastage Feeding out and setting up break fences Fences put up in correct place and in the correct way. Check power is working and fence is live. No cows break out. Check cows will have water. Feed out so wastage is minimised and all cows will have access to feed Assisting with any pasture renovation programme Assisting with any crop establishment programme Applying fertiliser as per Nutrient Management Programme Assisting with conservation of feed Milk production – milk harvesting. Assist with milking as directed by the farm manager or according to the requirements outlined in the Farm Systems Manual, including:
Complying with the requirements of the Health and Safety in Employment legislation Understand and meet obligations as required by the Health and Safety in Employment legislation Complying with farm health and safety policies and procedures, including the wearing of all personal protective equipment All farm health and safety policies are complied with, including wearing of helmets and other personal protective equipment Notifying farm manager of new hazards when identified All new hazards are identified quickly and the farm manager is notified as soon as possible. If possible isolate new hazards until the farm manager can eliminate or minimise it Notifying the farm manager of any accident or near miss, accident, (injury or non-injury) and completing an Accident Report All accidents or near miss accidents are reported to the farm manager and the appropriate paper work is completed Maintain a tidy workplace. Look after the farm equipment and environment as directed by the farm manager or outlined in the Farm Systems Manual, including: Putting tools and equipment away where they belong as soon as practical after finishing with them All tools and equipment are where they belong unless they are being used Disposing of rubbish appropriately is no rubbish lying around anywhere on farm (including at the accommodation) Storing machinery away in the correct Machinery is kept in its correct place
Ethical issues related to the disease or genetic tools are identified. The student takes a clear position regarding these identified issues. Treatment options and prognosis for potential offspring are clearly identified. Ethical issues related to the disease or genetic tools are identified. Treatment and prognosis for potential offspring are partially identified. Little or no connection to ethical issues. Treatment options or prognosis for potential offspring are identified. No treatment options or and prognosis for potential offspring are identified. Pedigree (10 points) 9-10 points 7-8 points 5-6 points 0-4 points Pedigree is constructed correctly. Affected individuals, unaffected individuals, and carriers are correctly identified. Alleles are correctly identified for each organism in the pedigree. Pedigree is used to support the conclusion of the proposed mode of inheritance. Pedigree is constructed correctly. Affected and unaffected individuals are correctly identified. Pedigree is used to support the conclusion of the proposed mode of inheritance. Pedigree is partially correctly. Affected or unaffected individuals are correctly identified. Pedigree does not support the conclusion of the proposed mode of inheritance. Pedigree is not constructed correctly. Presentation/Paper layout (10 points) 9-10 points 7-8 points 5-6 points 0-4 points Flow of the presentation/paper is logical. Slides are aesthetically includes relevant diagrams or charts. Contains no grammatical/spelling errors. Flow of the presentation/paper is logical. Slides are aesthetically includes relevant diagrams or charts. Contains few grammatical/spelling errors. Flow of the presentation/paper is not smooth. Slides are not aesthetically pleasing/paper does not include relevant diagrams or charts. Grammatical/spelling errors are distracting and minor confusion. Flow of the presentation/paper is not smooth. Slides are difficult to read. / is hard to read with no charts or diagrams. Grammatical/spelling errors impede understanding.
Requirements/Scope document created and signed off by management. Unit testing has been completed. Product available and running in test environment. Test Strategy created and signed off by management. Critical Failure Guidelines that determine the point at which a failure is deemed to be critical and testing will stop. A defect is not necessarily a critical failure. A critical failure is a defect or issue so severe that there is no point in continuing. Example: The Critical Failure controls are: System cannot be installed (critical). System cannot be accessed (critical). Resumption Guidelines that determine the point at which testing can resume after resolution of a critical failure. Resumption controls are: Failure resolved and new release moved to test environment by development. Completion Guidelines that must be met for testing to be considered complete. Completion controls are: All high priority defects/issues have been resolved. All defects/issues with been reported and addressed in some manner. Once all testing has been completed, QA will issue a QA Results Memo to all involved parties. The memo will briefly describe the overall testing that was done, any open defects/issues with their severity and the final status of the testing (accepted, conditionally accepted, or not accepted for production). 5. OPEN ISSUES This section provides the location of the team’s issue log and instruction on how issues are managed and resolved. 6. APPROVALS
PRESS RELEASE FOR IMMEDIATE RELEASE Contact: Jim Henne Mobile (484) 645-3097 WARM AND COZY HAT AND MITTEN DRIVE FOR THE CHILDREN OF SAFE BERKS READING, PA September 26, 2017 Performance Toyota and BLDG. 7 Yoga are joining forces for the month of October to collect new and gently used hats, mittens, gloves, scarves and earmuffs for the children of Safe Berks. Both companies individually support Safe Berks each year during the holidays but wanted to do more for the local agency that provides a safe haven and ongoing support for victims of domestic violence and sexual assault in Berks County. “We wanted to contribute more than financial support to Safe Berks and when we learned they needed hats and mittens for the children staying there, we knew that would be our mission,” says Karen Linder, the Charitable Giving Coordinator for Performance Toyota. “The drive resonated with the owner of BLDG.7 Yoga so we asked them to join us in collecting hats and mittens to keep the children of Safe Berks warm and cozy this winter.” The Hat and Mitten Drive kicks off on October 1st and will run the entire month of October. Donations should be dropped at Performance Toyota, located at 4681 Penn Avenue in Sinking Spring or BLDG. 7 Yoga, located at 220 North Park Road, Wyomissing. Collected hats and mittens will be displayed as garland throughout Performance Toyota’s showroom and BLDG. 7 Yoga’s lobby. ###
Performer’s Application Form 2018 festival Sat 30th June festival Sun 1st July Name of applicant Name of Act Email address’s Postal Address This should be a safe address where anything official may be sent in due course Telephones Number of people in band/act, and up to two guests PRS registered? YES NO Percentage of performance material that is original: eg 100% description of act/band/performer etc 300 words: and something you would be happy to appear on festival website etc (not final) Stage setup Stage TechSpec: Attach plan or outline on reverse or separate: this is massively helpful to us and will save us chasing up later Sample CD included Yes No we have no problem with demo quality especially for young bands Your website Your Other social media sites: eg FaceBook MySpace, Soundcloud etc Sound Video Any forthcoming gigs in region: (not essential) Feel free to add any extra info about anything on back. We prefer to keep to one sheet! NB: This form is essentially for the Festival Sunday: It will also cover the expanding Festival Saturday, which is mainly folk and acoustic. For other gigs and opportunities during Festival week we will contact you on the basis of our prior knowledge of you and/or the details on this form. Please return this completed form with a sample cd and picture to: Marie, Keynsham Music Festival, 15-17 Temple Street, Keynsham, Bristol BS31 1HF By 31st December 2017 Incomplete applications will hinder our work and devotion to you
Do you think that you may require special adjustments or certain equipment in order to complete the tasks involved in your role as a performer Yes No If yes, please give details: Have you ever had any health condition / impairment / disability which may have been caused or made worse by your work? Yes No If yes, please give details: Are you taking any regular prescribed medication? Yes No If yes, please give details: Are you having or waiting for treatment or investigations at present? Yes No If yes, please give details: Have you ever been treated for Mental Health problems (including anxiety, depression, eating disorders, alcohol or drug Yes No If yes, please give details: Musculoskeletal problems including any difficulties in standing bending lifting or other movements (back pain, arthritis, pains in upper limbs, lower limbs, neck, shoulder) Yes No If yes, please give details: Skin problems (including eczema, dermatitis, or associated allergies (e.g. latex) Yes No If yes, please give details: Do you have any of the following: Cough lasting more than 3 weeks? Yes No Unexplained weight loss? Yes No Unexplained fever? Yes No Have you had tuberculosis or been in recent contact with someone with TB? Yes No Have you lived / worked continuously in the UK for the last 5 years? Yes No If No, please give details: If no please indicate which countries you have lived / worked: SECTION C: Immunisations Please include documentary evidence of all vaccines dates Tuberculosis BCG Immunisation date / / Scar present: Yes No
1 The learner will understand effective live performance The learner must know: Assessment Requirements Evidence Location 1.a The features of live performance for a style/genre of music Learners should explain the features of live performance for a style/genre of music The following assessment methods can be used in the assessment of this standard: of a product and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b The persona musicians might adopt for the style/genre of music Learners should describe the persona musicians might adopt for the style/genre of music 1.c How the stage might be set for a style/genre of music Learners should develop a plan for a stage set/layout for a style/genre of music 2 The learner will be able to prepare for a performance