Goal development Sample Clauses

Goal development. 12.1 Chosen a major or discipline Table 35: Chosen a major or discipline (GOAL1) All students (n=18,092) Group University of Winnipeg (n=494) 12.2 Post-graduation plans Table 36: Post-graduation plans All students (n=18,092) Group University of Winnipeg (n=494) Apply to professional program (GOAL3) Apply to graduate school (GOAL4) 12.3 Career planning Table 37: Career plans All students (n=18,092) Group University of Winnipeg (n=494) Description of career plans (GOAL5) How well students know career options (GOAL6) 12.4 Steps taken for employment post-graduation
Sample 1
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Goal development. 12.1 Chosen a major or discipline Table 35: Chosen a major or discipline All Group Xxxxx students 1 2 3 University (n=14,886) (n=3,136) (n=6,176) (n=5,574) (n=542) 12.2 Post-graduation plans Table 36: Post-graduation plans All students (n=14,886) Group Xxxxx University (n=542) Apply to professional program Apply to graduate school 12.3 Career planning Table 37: Career plans All students (n=14,886) Group Xxxxx University (n=542) Description of career plans How well students know career options 12.4 Steps taken for employment post-graduation
Sample 1
Goal development. 11.1 Choosing a discipline or major Table 40: Choosing an academic path All students (n=15,248) Group University of Winnipeg (n=825) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Chosen a major or discipline (GOAL1) Changed major or program of study (GOAL2) 11.2 Plans for additional schooling Table 41: Post-graduation plans All students (n=15,248) Group University of Winnipeg (n=825) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Apply to graduate school (GOAL4) Apply to professional program (GOAL3) 11.3 Career plans Table 42: Career plans All students (n=15,248) Group University of Winnipeg (n=825) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Description of career plans (GOAL5) How well students know career options (GOAL6) 11.4 Steps taken to prepare for employment
Sample 1
Goal development. 11.1 Choosing a discipline or major Table 40: Choosing an academic path All students (n=15,248) Group University of Victoria (n=295) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Chosen a major or discipline (GOAL1) Changed major or program of study (GOAL2) 11.2 Plans for additional schooling Table 41: Post-graduation plans All students (n=15,248) Group University of Victoria (n=295) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Apply to graduate school (GOAL4) Apply to professional program (GOAL3) 11.3 Career plans Table 42: Career plans All students (n=15,248) Group University of Victoria (n=295) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Description of career plans (GOAL5) How well students know career options (GOAL6) 11.4 Steps taken to prepare for employment
Sample 1
Goal development. The consultant will work with the President, the Planning Council, and other members of the college community as determined by the President to review the outcomes of the assessment phase and begin developing draft goal statements for the College. The draft goal statements will be presented to the broader college community for comment.
Sample 1
Goal development. 20 a. The employee formulates a maximum of three goal(s) and meets with 21 his/her supervisor to collaboratively discuss the goals and develop an 22 action plan for each goal by October 30th. This plan shall be recorded on 23 the Formative Evaluation Strand Form (Form C); 24 25 b. Goal development may be a shared process with a team of colleagues 26 and the supervisor. In developing the goals, the method of assessment, 27 the timelines and any support that is to be provided by the District will be 28 identified and put in writing; 30 c. The supervisor for employees on the Formative Plan serves as an advisor, 31 facilitator and/or resource, not as an evaluator. The primary responsibility 32 for monitoring the plan lies with the employee. Evaluators concerned 33 about Unsatisfactory performance of an employee currently on the 34 Formative Plan can activate the Summative Form process and so inform 35 the employee. 36 d. Goals shall be related to the School Improvement Plan, Essential 37 Academic Learning Requirements, District Mission, Standards for Quality 38 Teaching and Learning, or professional growth. 39
Sample 1
Goal development. Each unit member to be evaluated during the year shall utilize the following steps to develop a professional development plan. By May 15, or within 60 days of employment, unit members will meet with the evaluator to develop goals. Unit members will be trained in any assessments applicable to program quality and performance or measures required by the state. As available, performance data from the current year’s competencies, assessments and observations (eg., ECERS, CLASS) will be used in 5 Updated in Tentative Agreement April 2022
Sample 1
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Goal development. 12.1 Chosen a major or discipline Table 35: Chosen a major or discipline (GOAL1) All students (n=18,092) Group University of Victoria (n=378) 12.2 Post-graduation plans Table 36: Post-graduation plans All students (n=18,092) Group University of Victoria (n=378) Apply to professional program (GOAL3) Apply to graduate school (GOAL4) 12.3 Career planning Table 37: Career plans All students (n=18,092) Group University of Victoria (n=378) Description of career plans (GOAL5) How well students know career options (GOAL6) 12.4 Steps taken for employment post-graduation
Sample 1

Related to Goal development

  • Staff Development As part of their induction, new staff will be made aware of this policy and will be asked to ensure compliance with its procedures at all times.

  • Joint Development If joint development is involved, the Recipient agrees to follow the latest edition of FTA Circular 7050.1, “Federal Transit Administration Guidance on Joint Development.”

  • Project Development a. Collaborate with COUNTY and project clients to identify requirements and develop a project Scope Statement. a. Develop a Work Breakdown Structure (WBS) for each project. b. Evaluate Scope Statement to develop a preliminary cost estimate and determinate whether project be vendor bid or be executed under a Job Order Contract (JOC).

  • Career Development The City and the Union agree that employee career growth can be beneficial to both the City and the affected employee. As such, consistent with training needs identified by the City and the financial resources appropriated therefore by the City, the City shall provide educational and training opportunities for employee career growth. Each employee shall be responsible for utilizing those training and educational opportunities made available by the City or other institutions for the self- development effort needed to achieve personal career goals.

  • Job Development Job development/placement is individualized and shall include weekly person-to-person job search assistance, assistance with identifying job leads, interview coaching and support, and maintaining a log of job search activities for the purposes of obtaining competitive integrated employment. By mutual consent of the consumer and the THE ARC XXXXXXX COUNTY, these services may be provided in-person or by Skype, FaceTime, or other online communication tools. Job development/placement may also include arranging job trials/job shadowing for individuals with a DORS Trial Work Experience Plan, assistance with completing applications, assistance with employer follow-up after interviews, use of personal employment networks in job search, and resume update. It would include time spent calling employers, visiting and educating employers and similar activities. Job development/placement shall not be paid for using supported employment funding and shall not include the Discovery process, which is pre-vocational in nature and may be completed prior to job development. Up to 60 hours for job search assistance, authorized in 20-hour increments, may be used for job development. Additional hours of job development may be requested and require written justification by THE ARC XXXXXXX COUNTY and approval of the DORS regional/program director. Job Development Reporting. The Employment Service Progress Form is expected to be submitted to DORS on a monthly basis per consumer. This form is available on the DORS website (xxx.xxxx.xxxxxxxx.xxx).

  • Professional Development 9.01 Continuous professional development is a hallmark of professional nursing practice. As a self-regulating profession, nursing recognizes the importance of maintaining a dynamic practice environment which includes ongoing learning, the maintenance of competence, career development, career counselling and succession planning. The parties agree that professional development includes a diverse range of activities, including but not limited to formal academic programs; short-term continuing education activities; certification programs; independent learning committee participation. The parties recognize their joint responsibility in and commitment to active participation in the area of professional development.

  • Research and Development (i) Advice and assistance in relation to research and development of Party B; (ii) Advice and assistance in strategic planning; and

  • Program Development NWESD agrees that priority in the development of new applications services by XXXXX shall be in accordance with the expressed direction of the XXXXX Board of Directors operating under their bylaws.

  • Skills Development The Company acknowledges the changing pace of technology in the electrical contracting industry and the need for employees to understand those changes and have the necessary skill requirements to keep the Company at the forefront of the industry. The Parties to this Agreement recognise that in order to increase the efficiency, productivity and competitiveness of the Company, a commitment to training and skill development is required. Accordingly, the parties commit themselves to: i) Developing a more highly skilled and flexible workforce. ii) Providing employees with career opportunities through appropriate training to acquire the additional skills as required by the Company. Taking into account; The current and future skill needs of the Company. The size, structure and nature of the Company. The need to develop vocational skills relevant to the Company and the Electrical Contracting Industry. Where, by agreement between the employee and employer, an employee undertakes training providing skills, which are not a company specific requirement, any time spent in the completion of this training shall be unpaid.

  • Professional Development Plan Professional Development Plan (PDP) refers to plans developed by faculty members addressing the criteria contained in Article 22 and Appendix G.

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