Outcome focused Sample Clauses

Outcome focused. The ENE Locality Team will focus on delivering the best outcome for residents across the Inner NE area - so that the streets and neighbourhoods in which they live are of an acceptably clean standard. It is this equality of standard that every resident will be entitled to, not necessarily the same quantity of service. For example, not everyone will get their street swept every x weeks, but everyone will entitled to get their street swept as and when needed if it is the best solution to making sure it doesn’t fall to an unacceptable standard of cleanliness.
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Outcome focused. The WNW Locality Team will focus on delivering the best outcome for residents across the Outer West area - so that the streets and neighbourhoods in which they live are of an acceptably clean standard. The Locality Team will trial different approaches to scheduled cleaning, including better coordination of mechanical and manual cleaning resources and the use of different equipment, to improve the quality of cleaning.
Outcome focused. The SSE Locality Team will focus on delivering the best outcome for residents across the Outer South area - so that the streets and neighbourhoods in which they live are of an acceptably clean standard. It is this equality of standard that every resident will be entitled to, not necessarily the same quantity of service. For example, not everyone will get their street swept the same number of times per year, but everyone will entitled to get their street swept as and when needed if it is the best solution to make sure it is maintained to an acceptable standard of cleanliness. The Locality Team will trial different approaches to scheduled cleaning, including better coordination of mechanical and manual cleaning resources and the use of different equipment, to improve the quality of cleaning.
Outcome focused. All initiatives designed under this program should be created with the outcomes for the person in need of services in mind and should be informed by the principles of Housing First, people- centred, and inclusive, while being monitored, evaluated and continuously improved to prevent, address and reduce homelessness. Recognizing that this is a new approach to provincial housing and homelessness programs, the Province will work with SMs to transition to outcome-based programs. The ministry expects that the overall vision, along with these principles, will influence programming at the local level. PROGRAM OBJECTIVES & OUTCOMES Consistent with Ontario’s Long-Term Affordable Housing Strategy (LTAHS) and the Ontario Housing Policy Statement, the CHPI has the following objectives:  To enable SMs to better support a full range of services that aim to prevent, reduce and address homelessness at the local level.  To facilitate the development of seamless support services programming to connect individuals and families to community resources and assist households at risk of or experiencing homelessness to obtain and retain affordable housing that is linked to supports appropriate to their needs.  To promote a culture of policy, planning and service delivery that is focused on an outcome-based and people-centered approach, while recognizing the complexity of homelessness and issues related to homelessness.  To create and support opportunities for SMs to develop creative and innovative approaches.  To increase flexibility at the local level to prevent, reduce and address homelessness. The Province has established two key program outcomes for the CHPI, which will measure performance and ensure accountability:
Outcome focused. Identifies and accomplishes challenging objectives by doing whatever is necessary to achieve the goal.

Related to Outcome focused

  • Focus The focus of the nursing role is responding to the health needs of individuals, families and communities. The registered nurse is responsible for assessment, planning, implementation and evaluation of consumer care. Specific Skills • Initiating, maintaining and terminating therapeutic relationships • Comprehensive training in psychiatric illness and a broad knowledge of physical health disorders • Comprehensive assessment skills • Ability to manage clinical risk • A broad based pharmacological knowledge • Knowledge, skills and training of crisis intervention strategies • Knowledge and understanding of the medico-legal and ethical aspects of mental health care • Knowledge of human development across the life span • An ability to work as a primary nurse/case manager • Coordinating the processes of care with the consumer and others involved in providing care • Effective communication strategies with consumers, families, communities, and within the multi-disciplinary team • Ability to document to professional and legal standards Specific Assessments • Comprehensive assessment – may include but not be limited to the following assessments - physical, mental, spiritual, educational cultural, and emotional health, and safety/risk factors at an individual, family and community level • Monitoring of medication – effects, side effects and barrier to people taking medication Specific Interventions • Initiating, maintaining and terminating therapeutic relationships • A range of psychosocial interventions to assist the consumer towards Recovery • Administering and monitoring medication • Crisis and rehabilitative interventions • Linking consumers with systems that provide resources and services within other health services or the community in line with discharge planning • Education around personal health, mental and physical illness, health promotion and maintenance, healthy lifestyles and medication • Managing complex and rapidly changing situations within an individual or an environment • Broad range of interventions using the principles of the following – (may include but not be limited to), cognitive and behavioural therapies, family work, solution focused and crisis intervention therapies Specific Responsibilities

  • Curriculum Development This includes the analysis and coordination of textual materials; constant review of current literature in the field, some of which are selected for the college library collection, the preparation of selective, descriptive materials such as outlines and syllabi; conferring with other faculty and administration on curricular problems; and, the attendance and participation in inter and intra-college conferences and advisory committees.

  • Developing Educator Plan shall mean a plan developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS); or, at the discretion of an Evaluator, for an Educator with PTS in a new assignment.

  • Strategy As an organization without operational services (fuel, maintenance, etc.), and in consideration that the majority of potential issues come from boat maintenance whereby the boats are personal property, the predominant strategy will be the minimization of on-site waste. With this approach, the organization will have minimal potential impact on the environment and reduce regulatory risk. To accomplish this, requirements will be established by policy, periodic communications shall occur, and audits will be utilized to provide feedback for improvement.

  • 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.

  • STRATEGIC PLAN (1) Within ninety (90) days, the Board shall adopt, implement, and thereafter ensure Bank adherence to a written strategic plan for the Bank covering at least a three-year period. The strategic plan shall establish objectives for the Bank's overall risk profile, earnings performance, growth, balance sheet mix, off-balance sheet activities, liability structure, capital adequacy, reduction in the volume of nonperforming assets, product line development and market segments that the Bank intends to promote or develop, together with strategies to achieve those objectives and, at a minimum, include:

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. The Board agrees to implement the following:

  • Feedback 14.1 You may, at Your sole discretion, provide Your input regarding the Services, products, services, business or technology plans, including, without limitation, comments or suggestions regarding the possible creation, modification, correction, improvement or enhancement of the Services, products and/or services, or input as to whether You believe Our development direction is consistent with Your own business and IT needs (collectively “Feedback”). We shall be entitled to use Feedback for any purpose without notice, restriction or remuneration of any kind to You and/or Your Representatives.

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

  • Product Development Attach all requested documentation and attach additional pages as necessary. For all requirements include efforts of all Sublicensees. If not applicable, please so indicate by N/A.

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