Goal development Sample Clauses

Goal development. 12.1 Chosen a major or discipline At the time of the survey, 74% of first-year students said they had selected their major or discipline. Table 35: Chosen a major or discipline (GOAL1) All students (n=18,092) Group University of Manitoba (n=230) 1 (n=6,335) 2 (n=6,712) 3 (n=5,045) Yes 74% 71% 77% 74% 54% No 26% 29% 23% 26% 46%
Sample 1
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Goal development. 12.1 Chosen a major or discipline At the time of their survey, 73% of first-year students said they had selected their major or discipline. Table 35: Chosen a major or discipline All Group Xxxxx students 1 2 3 University (n=14,886) (n=3,136) (n=6,176) (n=5,574) (n=542) Yes 73% 78% 77% 68% 87% No 27% 22% 23% 32% 13%
Sample 1
Goal development. The consultant will work with the President, the Planning Council, and other members of the college community as determined by the President to review the outcomes of the assessment phase and begin developing draft goal statements for the College. The draft goal statements will be presented to the broader college community for comment.
Sample 1
Goal development. 11.1 Choosing a discipline or major By their middle years, almost all students (92%) say they have chosen a major or discipline, although many (38%) have changed their major or program of study since they began their post- secondary studies. Table 40: Choosing an academic path All students (n=15,248) Group University of Victoria (n=295) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Chosen a major or discipline (GOAL1) Yes 92% 93% 90% 97% 93% Changed major or program of study (GOAL2) Yes 38% 37% 38% 41% 41%
Sample 1
Goal development. Each unit member to be evaluated during the year shall utilize the following steps to develop a professional development plan. By May 15, or within 60 days of employment, unit members will meet with the evaluator to develop goals. Unit members will be trained in any assessments applicable to program quality and performance or measures required by the state. As available, performance data from the current year’s competencies, assessments and observations (eg., ECERS, CLASS) will be used in 5 Updated in Tentative Agreement April 2022
Sample 1
Goal development. 11.1 Choosing a discipline or major By their middle years, almost all students (92%) say they have chosen a major or discipline, although many (38%) have changed their major or program of study since they began their post- secondary studies. Table 40: Choosing an academic path All students (n=15,248) Group University of Winnipeg (n=825) 1 (n=5,263) 2 (n=7,365) 3 (n=2,620) Chosen a major or discipline (GOAL1) Yes 92% 93% 90% 97% 97% Changed major or program of study (GOAL2) Yes 38% 37% 38% 41% 43%
Sample 1
Goal development. 12.1 Chosen a major or discipline At the time of the survey, 74% of first-year students said they had selected their major or discipline. Table 35: Chosen a major or discipline (GOAL1) All students (n=18,092) Group University of Victoria (n=378) 1 (n=6,335) 2 (n=6,712) 3 (n=5,045) Yes 74% 71% 77% 74% 65% No 26% 29% 23% 26% 35%
Sample 1
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Goal development 
Sample 1

Related to Goal development

  • Staff Development ‌ The County and the Association agree that the County retains full authority to determine training needs, resources that can be made available, and the method of payment for training authorized by the County. Nothing in this subsection shall preclude the right of an employee to request specific training.

  • Joint Development If joint development is involved, the Recipient agrees to follow the latest edition of FTA Circular 7050.1, “Federal Transit Administration Guidance on Joint Development.”

  • Project Development a. Collaborate with COUNTY and project clients to identify requirements and develop a project Scope Statement.

  • Career Development The City and the Union agree that employee career growth can be beneficial to both the City and the affected employee. As such, consistent with training needs identified by the City and the financial resources appropriated therefore by the City, the City shall provide educational and training opportunities for employee career growth. Each employee shall be responsible for utilizing those training and educational opportunities made available by the City or other institutions for the self- development effort needed to achieve personal career goals.

  • Professional Development 9.01 Continuous professional development is a hallmark of professional nursing practice. As a self-regulating profession, nursing recognizes the importance of maintaining a dynamic practice environment which includes ongoing learning, the maintenance of competence, career development, career counselling and succession planning. The parties agree that professional development includes a diverse range of activities, including but not limited to formal academic programs; short-term continuing education activities; certification programs; independent learning committee participation. The parties recognize their joint responsibility in and commitment to active participation in the area of professional development.

  • Research and Development (i) Advice and assistance in relation to research and development of Party B;

  • Program Development NWESD agrees that priority in the development of new applications services by XXXXX shall be in accordance with the expressed direction of the XXXXX Board of Directors operating under their bylaws.

  • Skills Development The Company acknowledges the changing pace of technology in the electrical contracting industry and the need for employees to understand those changes and have the necessary skill requirements to keep the Company at the forefront of the industry. The Parties to this Agreement recognise that in order to increase the efficiency, productivity and competitiveness of the Company, a commitment to training and skill development is required. Accordingly, the parties commit themselves to:

  • Professional Development Plan Professional Development Plan (PDP) refers to plans developed by faculty members addressing the criteria contained in Article 22 and Appendix G.

  • Professional Development Program (a) The parties agree to continue a Professional Development Program for the maintenance and development of the faculty members' professional competence and effectiveness. It is agreed that maintenance of currency of subject knowledge, the improvement of performance of faculty duties, and the maintenance and improvement of professional competence, including instructional skills, are the primary professional development activities of faculty members.

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