Employability. Executive acknowledges (i) that Executive has sufficient abilities and talents to be able to obtain, upon the termination of Executive’s employment, comparable employment from another business while fully honoring and complying with the above covenants concerning confidential information and contacts with the Company’s or any of its Affiliates’ customers or employees, and (ii) the importance to the Company and its Affiliates of the above covenants. Accordingly, for a period of one (1) year following the termination of Executive’s employment with the Company and upon the Company’s reasonable request of Executive, Executive shall advise the Company of the identity of Executive’s new employer and shall provide a general description, in reasonable detail, of Executive’s new duties and responsibilities sufficient to inform the Company of its need to request a court order to enforce the above covenants.
Employability. Not arrested for any offense Not arrested for an OUI offense during treatment Participation in self help during treatment Completed Treatment Referral in the Continuum of Care Referral to Mental Health Services Average time in treatment for completed clients (weeks) SERVICE SETTING: ADOLESCENT INTENSIVE OUTPATIENT INTENSIVE OUTPATIENT PROGRAM ASAM LEVEL II.1 REQUIRED EFFECTIVENESS INDICATORS AND MINIMAL STANDARDS INDICATOR Units of service to be delivered. STANDARD Total Program and SAMHS Units are based on a 90% minimal annual delivery standard. Agencies that exceed 100% of contracted units of service per quarter will receive an incentive payment of 5% of the quarterly payment. Agencies that do not meet 90% of the contracted service units for the quarter will receive a cut in reimbursement of 5% for that quarter. Program performance must be at or above the minimal level on the following performance indicators (primary clients only), monitored on a quarterly basis: INDICATOR MINIMAL STANDARD Access to treatment: median time to assessment 4 calendar days Agencies that have median time of more than four days will have their payment reduced by 1%. Agencies that have a median time of two days or less will receive an incentive payment of 1%. Access to treatment: median time to treatment 7 calendar days Agencies that have a median time between assessment and treatment of greater than seven calendar days will have their payment reduced by 1%. Agencies that have median time between assessment and treatment of less than three days will receive an incentive payment of 1%. Treatment Retention: stayed for four sessions minimum standard 80% Agencies that have less than 80% of their clients stay for four or more sessions will have their payment reduced by 1%. Agencies that have greater than 85% of their clients stay for four sessions will receive an incentive payment of 1%. Completed Treatment: minimum standard 50% Agencies that have less than 50% of clients complete treatment will have their payment reduced by 1%. Agencies that have more than 60% of clients complete treatment will receive an incentive payment of 1%.
Employability. The Employee represents and warrants that he is not party to, or bound by, any agreement or commitment, or subject to any restriction, including, but not limited to agreements related to previous employment containing confidentiality or non-compete covenants, which in the future may have a possibility of adversely affecting the business of the Company or the performance by the Employee of his duties under this Agreement.
Employability. The provision of highly vocational programmes designed and developed to meet the needs of the professions is the principal and most obvious means through which the Conservatoire promotes the employability of its graduates. Quite simply, students learn in a proto-professional environment replete with opportunities to perform and to work with industry and individual practitioners, both in the Conservatoire and out there in myriad professional contexts. The Conservatoire is an integral and very well connected part of the creative industries and we manage a number of partnerships, all of which help to ensure that our graduates leave us equipped with the skills, knowledge and insights which employers require. Examples of those partnerships are given under Priority 4 below. The following examples illustrate our approach to working with potential employers to ensure that our programmes develop in students the skills and insights that they need to either gain employment or to pursue a career as a self-employed artist: An MMus in Piano for Dance, delivered jointly with Scottish Ballet; a BA in Modern Ballet that was designed in collaboration with Scottish Ballet and is delivered by staff who are employed by the Conservatoire and by Scottish Ballet; a BA Performance in British Sign Language and English in response to both applicant and industry demand and in collaboration with professional company Solar Bear; a Masters in Classical and Contemporary Text delivered in collaboration with Xxxxxxxxxxx’s Globe and Playwrights’ Studio, Scotland extensive use of external placements, which include mentoring opportunities; the employment of significant numbers of part-time teachers, directors and other professionals who are professionally active in the performing arts; the involvement of potential employers and practitioners in programme design and as members of programme review and validation panels; the gathering and analysis of graduate feedback; and the frequent use of practitioners as specialist external assessors. We are clear that the performing arts in the 21st century require practitioners who are innovative, inter-disciplinary and collaborative artists, teachers and technicians. The current review of our undergraduate curriculum, leading to the introduction of a revised curriculum in 2017/18, will ensure that the Conservatoire continues to produce such graduates. The review will have a particular focus on the development of teaching skills in all o...
Employability. 1. The current and future functioning of the employee and the organization are closely linked. The employer will implement a policy that is oriented toward promoting the employability of the employee now and in the future, through which his job security will improve. The employee is aware of his own responsibility with respect to the improvement of his employability and is prepared to work towards achieving this.
Employability. (a) Executive affirms that s/he is presently not subject to a restrictive covenant or other prior agreement that would prohibit or restrict employment with the Company.
Employability. The Open University sets out its approach to student employability in its Student Employability Policy Statement. It defines student employability as 'A set of capabilities and achievements that support students in developing their careers, raising their aspirations and enhancing their contribution to society'. We recognise the diversity of our student body and its distinctiveness within the Scottish sector. In particular, our approach to employability has a unique focus on supporting the ‘employability of the employed’, enhancing opportunities for students to develop and apply their skills and learning to develop within their current careers, to change career, or to return to the labour market. Figures from a University-wide student profile analysis on career motivation indicate that 47% of respondents thought their OU study would help them to change to a new career area; 43% thought it would help them to develop or progress in their current career and, reflecting the fact that the majority of OU students are already in employment, 5% thought it would help them to move into employment for the first time. Over the period of this outcome agreement, The Open University aims to increase the number of students achieving positive personal and career development outcomes by: · Systematically track what each student is seeking to achieve through study and how well we are helping achieve that throughout their journey with us. · Embedding employability skills even more explicitly in the curriculum. · Maximising the distinctive benefits that derive from students combining OU study with their own world of work. · Investing in and expanding the careers service to enable more personalised support according to the career goals of the student (to start develop, or change their career). · Bringing the employer perspective more directly into the University. Employability statements are now built into the course information provided to students and prospective students, and consideration of career pathways, employability and skills development is built into the module and qualification development process. Investment has been made in a three year university-wide Careers and Employability Project to design a high quality extended Careers Advisory Service and to embed Personal Development Planning in the student learning experience. The OU offers a free employability badged online course Succeed in the Workplace on its OpenLearn platform. The OU in Scotland and the OU’s Caree...
Employability i. Improve employability (DHLE – employment and further study, all those responding) of those from social group 5, 6 & 7 (or family incomes below £25,000 pa) from 7% lower than that for social groups 1, 2 & 3 (2008/9) to 5% for the cohort of FT UG students entering in 2012.
Employability. The City strives to maximize the productivity and full potential of all City employees by providing career development opportunities within the organization. The City will continue these opportunities as well as endeavor to retrain and in-place employees in the event of job changes as a result of streamlining work processes, advances in technology and/or the elimination of current work assignments.
Employability. Our focus over the last eighteen months has been to use the opportunity of redesigning our undergraduate and postgraduate courses to embed employability and reposition our careers service and ‘Job Shop’. Our focus over the next eighteen months is to move beyond delivering pockets of activities out with the course and develop a fully integrated and scalable programme that makes a real impact on our students and their career aspirations and choices. Our Access to the Professions programme is the first introduction to students in our associate schools and colleges network of our approach to employability. This year we have introduced our Employability and Enterprise Fortnight (EEF) which provides students with the opportunity to prepare themselves for entering into employment or starting up their own business. Xxxxxxxx held over the two weeks were hosted by potential and current employers and include such areas as CV writing and interview skills. We have reviewed our postgraduate taught portfolio, the overall aim was to develop and deliver flexible courses with a professional focus and, wherever possible professionally accredited. Employer involvement in the form of mentoring, internships, guest lectures and attendance at Careers Fairs has been strengthened and embedded within our refocused postgraduate taught portfolio. In addition, students who are considering setting up their own businesses have increased opportunities to participate in tailored workshops and development opportunities provided by our Enterprise Office. We recognise that learning takes place at different times, in different places and in different ways and we develop flexible approaches that enable students to learn in ways that are most effective for them. We are establishing options that will meet the needs of the majority of our students. Our postgraduate students are normally mature students and employed in one of the professions. The primary motivation is to enhance or progress their careers. We are therefore developing modes that meet students’ study needs and gives flexibility in their study methods in order to avoid conflict with their other commitments such as work and family. This includes delivery of week-end courses and distance learning. Our postgraduate portfolio is largely rooted in professional courses that drive employability and career success. We work closely with employers and professional bodies, to make sure our courses meet, or indeed anticipate market demand.
