Skills. When the Employer states bona fide requirements for skills and abilities in his request for applicants, the Business Manager shall refer the first applicant on the register possessing such skills and abilities.
Skills. An employee at this level performs work above and beyond the skills of an employee at MP-1 level or has completed an ATS traineeship.
Skills. Executive represents to Company that Executive has the knowledge and skills required to perform this Agreement.
Skills. 5.1 Skills will: .
a. Support the trainee and the employer vis their skills account manager to provide pastoral care visits both onsite and at block courses.
b. Monitor trainee progress to ensure completion of all Programme milestones.
c. Process any valid assessment results sent to skills and forward results to the trainee and NZQA.
d. Be available to assist the Employer and/or the Trainee on matters related to this TA and/or the Programme.
e. As far as reasonably practicable, consult and coordinate training and assessment activities and co-operate with its Providers, Assessors, Employers and Trainees, so all can meet their joint health and safety responsibilities under this TA and the Health & Safety at Work Act (2015) (‘Act’).
f. Provide relevant guidance and information to Providers, Assessors, Employers and Trainees, on health and safety matters when arranging training and assessment under this TA.
g. Regularly monitor its contractors’ activities to ensure all providers and assessors fulfil their responsibilities under the Act, and in particular:
h. Make sure trainees receive a health and safety induction when attending training and assessment at a providers site outside of their workplace, under this TA.
i. Make sure trainees can understand and follow reasonable instructions from a training provider and/or assessor.
j. Make sure trainees understand any specific safety requirements as set by the training provider and assessor during training and assessment before and during training and assessment.
k. Make sure trainees wear required personal protective (PPE) during training and assessment to complete the tasks safely.
Skills. 5.1 Skills will: .
a. Support the trainee and the employer vis their skills account manager to provide pastoral care visits both onsite and at block courses.
b. Monitor trainee progress to ensure completion of all Programme milestones.
c. Process any valid assessment results sent to skills and forward results to the trainee and NZQA.
d. Be available to assist the Employer and/or the Trainee on matters related to this TA and/or the Programme.
e. If applicable, pay for the Trainee’s Limited Licence with the relevant licensing board.
f. As far as reasonably practicable, consult and coordinate training and assessment activities and co-operate with its Providers, Assessors, Employers and Trainees, so all can meet their joint health and safety responsibilities under this TA and the Health & Safety at Work Act (2015) (‘Act’).
g. Provide relevant guidance and information to Providers, Assessors, Employers and Trainees, on health and safety matters when arranging training and assessment under this TA.
h. Regularly monitor its contractors’ activities to ensure all providers and assessors fulfil their responsibilities under the Act, and in particular:
i. Make sure trainees receive a health and safety induction when attending training and assessment at a providers site outside of their workplace, under this TA.
ii. Make sure trainees can understand and follow reasonable instructions from a training provider and/or assessor.
iii. Make sure trainees understand any specific safety requirements as set by the training provider and assessor during training and assessment before and during training and assessment.
iv. Make sure trainees wear required personal protective (PPE) during training and assessment to complete the tasks safely.
Skills. The skills factor measures the demand for independent judgment and needed experience for executing the work. The demand is greater the more often there are situations where one makes judgments the more they differ from each other the shorter the reflection time is the more rules and regulations controls the work the more general the instructions are the most general and slower the feedback is the broader and deeper information is needed to solve problems The extent and depth of the information required in the discretionary situations is not only the education, but also the experience required in the discretionary situations.
Skills. Provide a detailed statement verifying that you possess, or, if you are a professional business entity, that each individual who will perform the applicable services on your behalf possesses the “Required Knowledge, Skills and Abilities” for the applicable position as set forth in the Specifications and Rates Table attached to this RFQ.
Skills. An employee at this level performs routine duties essentially of a manual nature and to the level of their training:
(i) Performs routine duties associated with the relevant manufacturing process including labouring and cleaning duties;
(ii) Exercises minimal judgement;
(iii) Works under direct supervision in the following functions: • house keeping duties; • assisting machine operators; • uses selected hand tools; or • maintains simple records.
(iv) Is undertaking structured training so as to enable them to work at the MP-2 level.
Skills. In the event the other factors are equal, system seniority will be applied. The final decision on promotional appointments rests with the Business Manager, and, it is understood that seniority shall not be the exclusive determinant for selection.
Skills. Sheffield City Region will work with Government to deliver an integrated skills and training system across the local area, driven by the needs of the economy and led by the private sector, giving local businesses the skilled labour they need to grow. This Deal builds on the Sheffield City Region City Deal ‘Skills Made Easy’ programme (£23.8m of skills funding over 3 years, signed in 2012), and recent Growth Deal (£21.7m of skills funding over 6 years to support a ‘Skills Bank’, beginning in 2015/2016) to establish a joint venture partnership of SCR and BIS, SFA and DWP. This will have devolved responsibilities for the Adult Skills Budget and Apprenticeship Grant for Employers. In addition, the Partnership will secure closer alignment of their Adult Community Learning Budget to local priorities. The SCR will secure its future labour supply focusing on STEM subjects and high quality careers guidance. Establish a Joint Venture Partnership between SCR, SFA and DWP which will start operating from January 2015: • It will re-shape and re-structure the Further Education (FE) provision within Sheffield City Region so that a new, forward looking FE system is in place by 2017. This means ensuring that the system is financially resilient; that governing bodies of institutions should enjoy the confidence of the SCR business community; and that there should be specialisation of provision to meet SCR needs and ensure pockets of excellence across the City Region in key areas • It will develop proposals for how funding from within the BIS Adult Skills Budget (ASB) (other than participation funding for apprenticeships and traineeships) works across the City Region. This could include, for example, examining how local variations in funding practices might be used to manage the risk associated with provision which either has significantly higher start up or ongoing costs, or where there is a demand risk quality • In addition, the Partnership will secure closer alignment of their Adult Community Learning Budget to local priorities • Within the partnership, SCR will provide leadership in establishing the pre-eminence of the employer voice in shaping systems and provision and in setting local priorities for skills and employment and the strategies that would deliver these. Government will not expect to question judgments about local priorities made by SCR and business leaders, but does have a responsibility for ensuring that spending outcomes are consistent with statutory duties...