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Interview Guides Sample Clauses

Interview GuidesThe Contractor shall submit Draft Surveys and/or Interview Guides that are tailored to each target audience for review by the TOCOR and other USDOT representatives, and revise based on comments received. In designing the surveys and/or interview guides, the Contractor shall adhere to survey/interview best practices (e.g., questions shall be unbiased) and shall employ established methods that are recognized as producing high quality, reliable data. There will be an iterative review and revision process until the Government has approved the surveys and/or interview guides. For each revision, the Contractor shall submit to the TOCOR, corresponding Comment Resolution Reports that document how each comment was resolved.
Interview Guides. Two semi-structured interview guides were developed for this project, one for the trained schools and one for the untrained schools (Appendix A and B). The interview guides were developed by the master’s candidate with assistance and supervision from the thesis committee and the President of HealthMPowers. The team used the original research questions as a guiding framework to develop an outline of interview topics and then reviewed literature for interview guides that were used in similar evaluations (Story et al., 2000; Xxxx, Xxxxxx, Xxxxxxx, & Xxxxxx, 2016; Xxxxxx & Neumark-Xxxxxxxx, & Xxxxx, 2007). The interview guides went through five revisions with the thesis committee and HealthMPowers before they were finalized. Questions were mostly open-ended and probes were used to solicit more information when necessary. Participants were first asked to discuss the PA that their students get at school and any changes to PA that they have noticed in the last few years. Then the participants were asked to discuss each component of PA at school including recess, PE, before- and after-school PA programs and PA breaks in the classroom, often referred to as brain breaks. The participants were asked about the barriers and facilitators to each component of PA at school. Barriers included anything that prevented or hindered the students from participating in PA at school and facilitators included anything that made it simpler or more feasible to participate in PA opportunities at school. Participants were then asked about their knowledge of the PU30 initiative and training. If the participant was familiar with PU30, they were then asked about their thoughts and opinions of the initiative, the training, the PU30 resources and how the initiative influenced the PA at their school. They were also asked about barriers and facilitators to implementing the initiative, ways that they thought the initiative could be improved and if the school needed any additional support from DPH or HealthMPowers. If the participant was not familiar with the PU30 initiative, they were asked more about the general barriers and facilitators to PA at school. Untrained schools were asked about the decisional process to not participate in PU30 and any other PA initiatives that the school participates in. They were also asked which components would be most helpful if they were to participate in a PA initiative, like PU30. Both interview guides ended by asking the participant what else could be done ...
Interview Guides. Interview Guides Content Step one Present the purpose of this thesis Step two Tell him/ her about the roles respondent plays and ask for permission for recording the conversation. Step three 1. What is your experience with cooperating with CUST? 2. Why do you choose CUST as your partner of institutional cooperation in China?
Interview Guides. Obstetric Provider Interview Guide
Interview Guides. (for interviews with youth and with experts)
Interview Guides. The essence of IV&V is communication. PCG interacts frequently with vendor and agency stakeholders, often in scheduled interviews conducted as part of process assessments. In order to gather information effectively, PCG prepares Interview Guides that address the concepts, questions, and discussion items we wish to explore during these interviews. These are prepared in advance and transmitted to the interviewees. This approach has proven to be effective in putting stakeholders at ease with the expectations for information and results in well-documented information that supports our findings. • Deliverable Expectation Documents (DED) – To ensure the IV&V deliverables meet stakeholder expectations, PCG submits Deliverable Expectation Documents (DED) for our contracted deliverables. PCG has a library of successfully used project documents, which are used to maximize efficiency and leverage lessons learned on previous engagements. Producing a DED ensures that there is a common understanding between the client and PCG regarding the scope and content of our deliverables. PCG encourages our clients to share the IV&V DEDs with the DDI vendor to facilitate understanding of the IV&V role on the project. • Checklists – PCG uses established checklists that are based on IEEE standards and customized to contract requirements to guide both the document review process and to support the testing phases of a DDI project. For the document deliverable reviews, the Quality Checklists are distributed to the DDI vendor before the draft deliverable is submitted for review. This supports production of quality documents from the vendor and ensures that standards for the important DDI deliverables are understood before expending the effort to produce them. The results are a key component of the feedback provided to the client in the Deliverable Assessment Reports. The Gate Review Assessments and Checklists are presented as part of the Independent Verification Test Plan and are used to validate progression of the DDI test phases to ensure they are conducted in a sound and complete manner. • Deliverable Assessment Report (DAR) – For each deliverable that is reviewed by IV&V, PCG produces a formal Deliverable Assessment Report (DAR). This report documents the requirements for the deliverable and gives an assessment of our IV&V findings based on review and the checklist results. The DAR includes specific comments, which are presented in a table configured to track the vendor response and...
Interview Guides. Table.2 : Interview Guides Interview Guides Content Step one Present the purpose of this thesis Step two Tell him/ her about the roles respondent plays and ask for permission for recording the conversation.

Related to Interview Guides

  • Interview A new employee will have the opportunity to meet with a representative of the Union in the employ of the Hospital for a period of up to minutes during the employee's orientation period without loss of regular earnings. The purpose of the meeting will be to acquaint the employee with such representative of the Union and the collective agreement. Such meetings may be arranged collectively or individually for employees by the Hospital as part of the orientation program." "No employee shall be required or permitted to make any written or verbal agreement with the Hospital or its which conflicts with the terms of this agreement. No individual employee or group of employees shall undertake to represent the union at meetings with the Hospital without proper authorization from the union."

  • Training Materials Training Materials will be provided for each student. Training Materials may be used only for either (i) the individual student’s reference during Boeing provided training and for review thereafter or (ii) Customer’s provision of training to individuals directly employed by the Customer.

  • Interview Questions Explanation Why do you want to be a Board member? What specific skills would you bring to the Board? Please give specific examples of your ability in interpersonal relationships and teamwork. What do you see as the role of a Board member? What have you done to prepare yourself for the challenges of being a Board member? Interview questions are at the Board's sole discretion. This list is not exhaustive, but it may help the Board tailor its questions toward finding a candidate who will approach Board membership with a clear understanding of its demands and expectations along with a constructive attitude toward the challenge. The Board may also want to consider allowing an equal amount of time for each interview. Please describe your previous community or non-profit experiences. What areas in the district would you like to see the Board strengthen? See IASB's Recruiting School Board Candidates, available at: xxx.xxxx.xxx/xxxxxxxx/xxxxxxxxxx.xxx A prospective candidate to fill a vacancy may raise other specific issues that the Board will want to cover during an interview. What is your availability to meet the time, training commitments, and other responsibilities required for Board membership? Describe what legacy you would like to leave behind. In each interview, the Board President will: Introduce Board members to the candidate at the beginning of the interview. Describe the Board's interview process, selection process, and ask the candidate if he or she has questions about the Board's process for filling a vacancy by appointment. Describe the District's philosophy or mission statement. Describe the vacancy for the candidate by reviewing the: (1) qualifications, and (2) general duties and responsibilities of the Board and the Board members, including fiduciary responsibilities, conflict of interest, ethics and gift ban, and general Board member development. Begin asking the interview questions that the Board developed. Ask the candidate whether he or she has any questions for the Board. Thank the candidate and inform the candidate when the Board expects to make a decision and how the candidate will be contacted regarding the Board's decision. The Board President will lead the Board as it interviews prospective candidates. See Board policy 2:110, Qualifications, Term, and Duties of Board Officers. The president presides at all meetings. 105 ILCS 5/10-13. The Board may also want to consider allowing an equal amount of time for each interview. Fill vacancy by a vote during an open meeting of the Board before the 60th day (105 ILCS 5/10-10, amended by P.A. 101-67, eff. 1-1-20). Announcement Explanation The Board appointed [appointee's name] to fill the vacancy on the Board. The appointment will be from [date] to [date]. The Board previously established qualifications for the appointee in a careful and thoughtful manner. [Appointee's name] meets these qualifications and has demonstrated the willingness to accept the duties and responsibilities of a Board member. [Appointee's name] brings a clear understanding of the demands and expectations of being a Board member along with a constructive attitude toward the challenge. The contents of the appointment announcement and length of time it is displayed are at the Board's sole discretion. The Board may want to consider announcing the appointment during its meeting and also by posting it in the same places that it posted the vacancy announcement. See Board policy 8:10, Connection with the Community. See Board policy 2:80, Board Member Oath and Conduct. Each individual, before taking his or her seat on the Board, must take an oath in substantially the form given in 105 ILCS 5/10-16.5. See Board policy 2:120, Board Member Development, and 2:120-E, Guidelines for Serving as a Mentor to a NewSchool Board Member. Orientation assists new Board members to learn, understand, and practice effective governance principles. See the IASB Foundational Principles of Effective Governance, available at: xxx.xxxx.xxx/xxxxxxxxxx_xxxxx.xxx. DATED : December 16, 2019

  • Training a. The employer, in consultation with the local, shall be responsible for developing and implementing an ongoing harassment and sexual harassment awareness program for all employees. Where a program currently exists and meets the criteria listed in this agreement, such a program shall be deemed to satisfy the provisions of this article. This awareness program shall initially be for all employees and shall be scheduled at least once annually for all new employees to attend. b. The awareness program shall include but not be limited to: i. the definitions of harassment and sexual harassment as outlined in this Agreement; ii. understanding situations that are not harassment or sexual harassment, including the exercise of an employer's managerial and/or supervisory rights and responsibilities; iii. developing an awareness of behaviour that is illegal and/or inappropriate; iv. outlining strategies to prevent harassment and sexual harassment; v. a review of the resolution of harassment and sexual harassment as outlined in this Agreement; vi. understanding malicious complaints and the consequences of such; vii. outlining any Board policy for dealing with harassment and sexual harassment; viii. outlining laws dealing with harassment and sexual harassment which apply to employees in B.C.

  • Interviews An applicant for a posted position with the Employer who is not on a leave of absence without pay and who has been called for an interview shall suffer no loss of basic earnings to attend. Should an employee require a leave of absence from duties for the interview, their supervisor shall be notified as soon as the requirement to appear for an interview is made known.

  • Review Systems The Asset Representations Reviewer will maintain and utilize an electronic case management system to manage the Tests and provide systematic control over each step in the Review process and ensure consistency and repeatability among the Tests.

  • Guides The Guides, which set forth the terms and conditions under which Washington Mutual Mortgage may elect to purchase mortgage loans from the Company, and the Company shall service mortgage loans on behalf of Washington Mutual Mortgage, are a supplement to this Agreement and such Guides, as may be amended or supplemented from time to time by Washington Mutual Mortgage, are incorporated into this Agreement in full by reference and made a part hereof as fully as if set forth at length herein. All capitalized terms used and not defined herein have the meanings ascribed to them in the Guides.

  • Access to Review Materials The Servicer will give the Asset Representations Reviewer access to the Review Materials for all of the Subject Receivables within sixty (60) calendar days after receipt of the review notice in one or more of the following ways in the Servicer’s reasonable discretion: (i) by electronic posting of Review Materials to a password-protected website to which the Asset Representations Reviewer has access, (ii) by providing originals or photocopies of documents relating to the Subject Receivables at one of the properties of the Servicer or (iii) in another manner agreed by the Servicer and the Asset Representations Reviewer. The Servicer may redact or remove PII from the Review Materials so long as all information in the Review Materials necessary for the Asset Representations Reviewer to complete the Asset Review remains intact and unchanged.

  • Sub-Advisor Compliance Policies and Procedures The Sub-Advisor shall promptly provide the Trust CCO with copies of: (i) the Sub-Advisor’s policies and procedures for compliance by the Sub-Advisor with the Federal Securities Laws (together, the “Sub-Advisor Compliance Procedures”), and (ii) any material changes to the Sub-Advisor Compliance Procedures. The Sub-Advisor shall cooperate fully with the Trust CCO so as to facilitate the Trust CCO’s performance of the Trust CCO’s responsibilities under Rule 38a-1 to review, evaluate and report to the Trust’s Board of Trustees on the operation of the Sub-Advisor Compliance Procedures, and shall promptly report to the Trust CCO any Material Compliance Matter arising under the Sub-Advisor Compliance Procedures involving the Sub-Advisor Assets. The Sub-Advisor shall provide to the Trust CCO: (i) quarterly reports confirming the Sub-Advisor’s compliance with the Sub-Advisor Compliance Procedures in managing the Sub-Advisor Assets, and (ii) certifications that there were no Material Compliance Matters involving the Sub-Advisor that arose under the Sub-Advisor Compliance Procedures that affected the Sub-Advisor Assets. At least annually, the Sub-Advisor shall provide a certification to the Trust CCO to the effect that the Sub-Advisor has in place and has implemented policies and procedures that are reasonably designed to ensure compliance by the Sub-Advisor with the Federal Securities Laws.

  • Operations Manual The Franchisor agrees to loan to the Franchisee one or more manuals, technical bulletins, cookbooks and recipes and other written materials (collectively referred to as “Operations Manual”) covering Factory Candy ordering, Store Candy manufacturing, processing and stocking and other operating and in-store marketing techniques for the ROCKY MOUNTAIN CHOCOLATE FACTORY Store. The Franchisee agrees that it shall comply with the Operations Manual as an essential aspect of its obligations under this Agreement, that the Operations Manual shall be deemed to be incorporated herein by reference and failure by the Franchisee to substantially comply with the Operations Manual may be considered by the Franchisor to be a breach of this Agreement.