Needs Analysis. (a) The needs analysis is the process that designs the staffing structure for the merged school. This process will be conducted by representatives of all the boards involved in the merger (the joint schools’ committee or merger committee).
Needs Analysis. The identification of the surplus teacher(s) and/or the identification of unit holder(s) who are to lose units will be made in the following manner:
Needs Analysis. The assessment and determination of training needs toward the development and implementation of Lake Erie Works Training Programmes.
Needs Analysis. The needs analysis is the process that designs the staffing structure for the merged school. This process will be conducted by representatives of all the boards involved in the merger (the joint schools’ committee or merger committee). This committee shall conduct a needs analysis in consultation with employees and the union. The needs analysis shall: identify the future support staff structure and needs of the merged school; and ensure that the required staff roles have been clearly defined in terms of occupational category and appropriate grade As a result of the consultation process, a draft ‘staffing plan’ shall be developed and made available to each employee, and to the nominee(s) of the NZEI Te Riu Roa, for further consultation. No less than ten working days shall be made available for this consultation to occur before any further step is taken, unless otherwise agreed. (Note: The parties agree that it is desirable to have the same number of days as the teachers in the affected school.) If, as a result of consultation, there are alterations to this draft, the amended versions shall also be made available for a further three working days. When the final staffing structure is announced, the employer shall invite all employees to express a preference (or preferences) in writing, for a position (or positions) at the merged school. Where this announcement identifies the possibility of a position or positions being disestablished, any affected employee(s) shall be given one month’s written notice of a possible surplus staffing situation within her/his occupational category in the school. This period of notice must be allowed before notice of termination, as described in clause 10.3.11(a) of this clause, may be given. Employees shall have at least one calendar week’s notice of the closing date for expressions of interest in the position(s) at the merged school.
Needs Analysis. The identification of the surplus teacher(s) and/or the identification of unit holder(s) who are to lose units will be made in the following manner: The employer shall conduct a needs analysis in consultation with staff to identify the future management structure, curriculum and other staffing needs of the school which will determine: The most appropriate area(s) for the surplus position(s) to be identified from; and/or The most appropriate area(s) within the staffing structure for the reduction of units to occur. The processes set out in clause 9A.4(c) and (d) should be co-ordinated in cases where both positions and units are lost. Boards should ensure that the outcomes of the processes set out in clause 9A.4(c) and (d) are consistent with the needs analysis. For determining the surplus teachers the following process shall apply: If the needs analysis identifies a specific position, the teacher holding that position will be deemed surplus and the provisions of clause 9A.6 will apply; Where there is more than one position in the affected area(s) the remaining positions from the affected area(s) will be advertised internally; The teachers from the affected area(s) will apply for those positions in their respective area(s); Those positions shall be filled by applicants from the relevant affected area(s). The teacher(s) not appointed as a result of this process will be deemed to be surplus and the provisions of clause 9A.6 will apply. For determining the unit holders who are to lose units the following process shall apply: if the needs analysis identifies a specific position, the teacher holding that position will be deemed to be the teacher who is to lose or have a reduction in unit(s). That teacher will have access to the salary protection arrangements specified in clause 9A.5; If a needs analysis identifies an area(s) involving more than one position, the employer shall develop descriptions of the roles and responsibilities associated with the unit(s), including the number of units to be allocated to each position, which shall be advertised internally. The position(s) shall have the remaining units available in the affected area(s) allocated to them. No teacher shall receive more units than she/he held before the review; Teachers from the affected area(s) shall apply for the positions within the relevant affected area(s); The teacher(s) who loses her/his unit(s) will be the teacher(s) appointed to a position with either a reduced number of units or no unit...
Needs Analysis. Seller will perform a needs analysis of the -------------- Telephone Equipment Order (TEO) and the Customer's specified requirements to determine the equipment solution that meets those requirements.
Needs Analysis. The assessment and determination of training needs toward the development and implementation of Pickle Lines Training Programmes.
Needs Analysis. The results of the research were reviewed, synthesised and integrated to produce an analysis of the competence needs of youth workers and volunteers.
Needs Analysis. This section presents an analysis of the competence needs of youth workers and volunteers. This has been done by cross-referencing the key findings of the set of research activities outlined above. Table 1 shows the results. It compares the eight competence areas in the ETS framework set against: • the main gaps in youth worker competences identified by the literature review • the key youth worker competence requirements highlighted in the literature review and in the “Country Reports’ • the expected ‘Community Animateur’ competences highlighted by the young people who participated in the ‘Lifeworld Analysis’ Focus Groups. The main purpose of this analysis was to highlight, firstly, the ‘Community Animateur’ competence areas that could complement and add value to the existing competence areas youth workers are expected to have, as prescribed in the ETS framework and, secondly, the additional competence areas Community Animateurs need that are not currently covered by existing provision (i.e. the competence gaps). Table 1: Needs Analysis ETS competence areas Lit review Country Reports Lifeworld Analysis Developing evaluative practices to assess and implement appropriate change Evaluating impact of youth work on YP lives. Supporting YP in evaluating this impact Organizing & managing resources Assembling information and good practices and making these available to YP Provide information and guidance for YP on opportunities, participation, progression Designing programmes (learning and personal & professional development) identifying appropriate learning opportunities, goal setting and and recognition of achievements for YP Designing and implementing collaborative, non-formal learning activities with YP Support and empower YP to develop themselves and make meaningful life transitions Facilitating individual & group learning in an enriching environment Empowering YP to learn at their own pace in a participatory way Collaborating successfully in teams Displaying intercultural competence Intercultural understanding Emotional capabilities and Intercultural understanding. Help YP manage their feelings Cultural mediation. Support YP to expand their communities and inter- relationships and work with people outside their groups Networking & advocating Partnerships & collaboration Identifying community needs and Support YP to engage in their ETS competence areas Lit review Country Reports Lifeworld Analysis with other actors working with community actors communities. P...
Needs Analysis. The needs identified by the KRG can be split up into four categories:
