Core Skills. The minimum basic abilities needed to perform the duties outlined in an employee’s job description. Department A subsection of a division in the organizational structure. Division The more comprehensive part of the organizational structure.
Core Skills. 2.1 In order to develop the Core Skills of Numeracy, Communication, ICT, Working with Others and Problem Solving in mainstream College provision, the College strategy is to:- Where appropriate incorporate contextualised discrete Numeracy, Communication and ICT units within course programmes and promote ICT pervasiveness in the curriculum. • Through programme design and lesson planning, promote the inclusion and development of Working with Others and Problem Solving (and other similar essential skills for life and work) through appropriate learning activities and experiences, and ensure that progress is recorded in individual learning plans. • Put in place arrangements to allow learners who have already achieved the Core Skills level for the programme to progress to the next level, and to support those whose Core Skill entry level is such that they cannot readily achieve the Core Skills level for the programme. • Implement a diagnostic approach to establishing Core Skills competency for non-advanced full- time learners (with the exception of ESOL and Learning Opportunities students) to establish and record individual skill levels and promote the full development of Core Skills: o recognition by students of acknowledgement of prior attainment. o course overviews and lesson plans to include planning for Core Skills development at individual and class level. o early intervention and support for learners with particular difficulties. o further development of learners who are already at the required level and who have the capacity to make further progress. o teaching staff to differentiate the learning and teaching experiences of learners to accommodate differing levels of core skills in any class group. • Enabling learners to see the relevance of Core Skills to their overall employability and citizenship skills profile. • Encouraging curriculum teams to be innovative in their approaches to reflecting on core skills development with learners. • Enabling HE learners to self profile by giving access to profiling software through StudentNet.
Core Skills. The table below contains the core tasks, skills and knowledge areas, and the corresponding Competency Units that Pharmacists need to practise in hospital pharmacy. Refer to the ‘Core Tasks, Skills & Knowledge’ areas in the ReConnect handbook, and the ‘Adapted Competency Measurement Tool’ (ACMT) for more detailed information on each area. Consider your ratings on the ACMT and tick the areas below that you would like to develop further during the ReConnect program. More than one area can be ticked. Skill/Knowledge Area Comp. Tick Skill/Knowledge Area Comp. Tick Skill/Knowledge Area Comp. Tick
Core Skills. The acquisition of core skills – highlighted within the Common Core - at all levels and across the entire spectrum of children’s services will continue as a high priority concern. The need to visibly increase skills in the workforce is clear though this will be affected by the need to ensure that specialist skills such as those required by the working with children with disabilities, for example, are recognised and developed.
Core Skills. The course also reflected the core skills required by a Band 2 Generic Health Care Support Worker acknowledging: • Communication • People and Personal Development • Health and Safety • Health and Well-Being • Addressing Health and Well Being Needs • Interventions and Treatments • Service Improvement The core components were indicative of the parameters for a Health Care Support Worker outlined in A Guide to Health Care Support Worker Education and Development (The Scottish Government 2009)
Core Skills. Undertakes quality control and work organisation at a level higher than for Level 2. Is capable of planning, directing and advising the work of others, including coordinating issues affecting a production line or department including maintenance and repair organisation using SELL principles. Is able to prepare detailed technical reports on specific tasks or assignments as directed. Provides technical/production training where required. Provides technical production advice to department managers in relation to the implementation of policies and/or programs. Works under limited supervision either individually or in a team environment. Exercises broad discretion within the scope of this level. Applies skills associated with existing job classifications.
Core Skills. Understands and applies quality control techniques. Exercises good interpersonal and communication skills. Exercises keyboard skills at a higher level than Level 3. Exercises discretion within the scope of this grade. Is able to operate all machine types used in the production processes to which they apply their skills. Can organise and carry out machine maintenance in accordance with the scope and activities envisaged using SELL principle. Applies skills associated with existing job classifications. Level 2a At Level 2a an employee has completed structured training to enable work to be performed at this level. An employee at this level performs work at a skill level equivalent to Level 2 plus job specific skills.
Core Skills. Regularly checks the occupational health and safety standards in work areas and recommends improvement. Works from complex instructions and procedures. Able to take a leading role in a team environment which may involve problem solving and planning in small groups or works individually under general supervision. Assists in the provision of on-the-job training. Monitors the quality performance of the processes in which they apply Grade 3 skills and recommends improvements to those processes. Communication and interpersonal skills consistent with the effective performance of Grade 3 core skills. Uses a detailed information on production and quality indicators and recommends improvements. Efficient machine operation requiring advanced or specialist skills in setting up, running, adjusting and monitoring consistent with Grade 3 skills, may carry out maintenance in accordance with SELL principles. Under minimal supervision exercises initiative and judgement with discretion. Detects errors, investigates causes and recommends preventative action. Applies skills associated with existing job classifications.
Core Skills. Is trained in and applies occupational health and safety principles to protect self and fellow workers. Able to take a positive role either individually or in a team environment under routine supervision. Records detailed information on production and quality indicators as required and which may include keyboard operation. Communication skills consistent with the effective performance of Grade 4 skills. Accurately assesses raw materials used. Understands the impact of quality standards on the end product. Efficient machine operation requiring more than basic level skills in setting up, running, adjusting and monitoring with a knowledge of a total process area consistent with Grade 4 core skills. Exercises discretion within his/her level of skills and training. Applies SELL concept at all times where efficient to do so. Applies skills associated with existing job classifications.
Core Skills. Is trained in and applies the occupational health and safety requirement of own work. Works under direct supervision either individually or in a team environment. Able to record production and quality indicators which may include keyboard operation. Able to communicate for the effective performance of the core skills. Able to identify raw materials used in own work area. Able to apply basic quality requirements of own work. Understands and applies QMP philosophy in all aspects of the work. Operates and maintains all equipment and/or tools used to carry out a range of tasks. Applies skills associated with existing job classifications. Understands and applies mechanical and other skills in accordance with SELL principle.
