The Standards Sections II Competency Based Assessment

After completing the learning assessments for each of the classes I chose to meet National Association of Schools of Public Affairs and Administration’s (NASPAA) five core competencies, I feel as though I have a much more complete vision of what the MPA program is set out to accomplish for me in my academic and professional lives. The various assignments included in this portfolio were included because I feel they best represent my best work in the MPA program. NAASPA’s core competencies, I believe, are the living heartbeat of the MPA program. They include the ability to lead and manage in public governance, the ability to participate in and contribute to the policy process, to analyze, synthesize, think critically, solve problems, and make decisions, the ability to articulate and apply a public service perspective, and the ability to communicate and interact productively with a diverse and changing workforce and citizenry. All five of these competencies are crucial to thinking and planning strategically, manage services, understanding the complexities in, managing, and applying effective administration in all aspects of government.

2) Design training: the assessor must plan and design an assessment programme which meets the needs of the learner and the requirements of the course.

Many assessment tools and interviewing skills are available to the clinical social worker within a mental health setting. This paper will examine one such assessment tool, the competency based assessment, and its applicability in a mental health setting. A comparison will be made between this advanced assessment method and a generalist social work assessment. Interviewing people who have mental health concerns can offer challenges for clinical social workers. Several interviewing techniques that can help with some of these challenges will be outlined.

I greet my student’s families in a polite and respectful manner during each encounter. Respect of religious and cultural backgrounds, family structure, and parenting styles is vital to the foundation of a successful relationship. This is done by having pictures and books representing diverse religions, cultures, and family dynamics in the classroom. Religious holidays are not celebrated in my classroom. For instance, instead of Christmas, we celebrate Winter Festival and talk about snowflakes. I celebrate different cultures monthly to not only expose the children to a new culture, but to also show how each child is special. Monthly I send home a family poster for homework with different themes to promote inclusivity not only for the student but also for the families. The posters are then hung on the wall. Discussions about different family structures is encouraged as well and supported with books such as “The Family Book “by Todd Parr.

According to AICPA website, core competency framework has developed to help accounting students to identify and strengthen their skills. There are three categories: Functional competencies, Personal Competencies and Business Perspective Competencies. Before I started reading this online source of the framework, I did not expect that being accountant has to possess “soft skills” because I thought the only technical skill were enough. Now I learn that in order to be competitive and successful in accounting field, we all need some soft skills, such as written and oral communication skill, problem-solving, the ability to work well with partners and other people, integrity and honesty.

Currently, I am completing one of the requirements of the Competency Assessment Programme (CAP) which is undergoing the clinical placement. When I learned that I will be assigned to work at an aged care facility, I felt excited. The feeling of imagining what will it be like working as a registered nurse in an aged care facility makes me feel satisfied because I know that aged care work is rewarding in itself since I have worked before as a healthcare assistant for a year.

Group member cohesiveness was absent from the group meeting for several reasons, but the primary reasons were due to the fact that the group members did not have a common description of value or structure to the discussion. Each member viewed their own area of involvement within the organization as being more valuable than any other area, and it was this exclusion of other valuable traits that lead the group to begin to clash in such a

I have several notable accomplishments in my profession. Probably my most distinguished achievement was in the area of quality improvement.

The purpose of the study was to identify a possible relationship between improved social and academic skills when elementary aged students diagnosed with attention deficit hyperactivity disorder were given treatment.

This assessment was an instrument used to compare the differences between what we believe to be our current skill set and the job we have now. Also, if our current skill sets are challenged, under challenged or balanced for a job we would like to hold in three to five years. The chart below lists my results.

The details below indicate what you should submit, when you should submit it and where is should be submitted to.

Mel recognized the issues within the group and began the re-construction process. He seemed to be using two methods to assess the group’s usefulness. Mel used a guided group discussion method to learn about the group’s opinions. He then incorporation a group action method based on the needs of the group members. The facilitator used these methods to guide the groups’ future actions for continuing the group sessions. The group members seemed to be more motivated and committed to working together.

Through gathering data, educators have noticed that students with special needs are more prone to struggle with reading comprehension and literacy. Formal assessments such as, the State of Texas Assessment of Academic Readiness (STAAR) and Criterion-Referenced Competency Test (CRCT), are a major concern for students with disabilities and their teachers, because students are struggling with passing formal assessments and showing low abilities to comprehend the reading. In order to bridge this gap in literacy, teachers may use three effective literacy strategies for students with special needs. Question Answer Relationship (QAR) comprehension strategy, reading miscue test, and graphic organizers are strategies which will address low test

Applying Certificate IV in Training and Assessment to work in assisting youth towards market demand in Timor-Leste

In a nutshell, functional competency inventory and design, is a tool which aims to measure the competencies of functional groups of organizations, which are affected by their respective core objectives. In 1973, McClelland supported “testing for competence, rather than intelligence.” By definition, competencies are “general descriptions of the abilities necessary to perform successfully in areas specified. Competency profiles synthesize skills, knowledge, attributes and values, and express performance requirements in behavioral terms. The review of