Interview Guides Sample Clauses

Interview Guides. The Contractor shall submit Draft Surveys and/or Interview Guides that are tailored to each target audience for review by the TOCOR and other USDOT representatives, and revise based on comments received. In designing the surveys and/or interview guides, the Contractor shall adhere to survey/interview best practices (e.g., questions shall be unbiased) and shall employ established methods that are recognized as producing high quality, reliable data. There will be an iterative review and revision process until the Government has approved the surveys and/or interview guides. For each revision, the Contractor shall submit to the TOCOR, corresponding Comment Resolution Reports that document how each comment was resolved.
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Interview Guides. The essence of IV&V is communication. PCG interacts frequently with vendor and agency stakeholders, often in scheduled interviews conducted as part of process assessments. In order to gather information effectively, PCG prepares Interview Guides that address the concepts, questions, and discussion items we wish to explore during these interviews. These are prepared in advance and transmitted to the interviewees. This approach has proven to be effective in putting stakeholders at ease with the expectations for information and results in well-documented information that supports our findings. • Deliverable Expectation Documents (DED) – To ensure the IV&V deliverables meet stakeholder expectations, PCG submits Deliverable Expectation Documents (DED) for our contracted deliverables. PCG has a library of successfully used project documents, which are used to maximize efficiency and leverage lessons learned on previous engagements. Producing a DED ensures that there is a common understanding between the client and PCG regarding the scope and content of our deliverables. PCG encourages our clients to share the IV&V DEDs with the DDI vendor to facilitate understanding of the IV&V role on the project. • Checklists – PCG uses established checklists that are based on IEEE standards and customized to contract requirements to guide both the document review process and to support the testing phases of a DDI project. For the document deliverable reviews, the Quality Checklists are distributed to the DDI vendor before the draft deliverable is submitted for review. This supports production of quality documents from the vendor and ensures that standards for the important DDI deliverables are understood before expending the effort to produce them. The results are a key component of the feedback provided to the client in the Deliverable Assessment Reports. The Gate Review Assessments and Checklists are presented as part of the Independent Verification Test Plan and are used to validate progression of the DDI test phases to ensure they are conducted in a sound and complete manner. • Deliverable Assessment Report (DAR) – For each deliverable that is reviewed by IV&V, PCG produces a formal Deliverable Assessment Report (DAR). This report documents the requirements for the deliverable and gives an assessment of our IV&V findings based on review and the checklist results. The DAR includes specific comments, which are presented in a table configured to track the vendor response and...
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Interview Guides. Obstetric Provider Interview Guide Georgia Maternal Infant Health Research Group Objective 3B – Target Population: OB Providing Health Care Providers Objective 3B Explore gaps, barriers and opportunities in the availability of obstetrical care in rural Georgia. Purpose Statement What are the challenges that providers experience while providing obstetric care to their patients? What are their suggestions for improvement in areas of Georgia that are obstetrically underserved? Target Population: OB Health Care Providers
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Interview Guides. Table.2 : Interview Guides Interview Guides Content Step one Present the purpose of this thesis Step two Tell him/ her about the roles respondent plays and ask for permission for recording the conversation.
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Interview Guides. Interview Guides Content Step one Present the purpose of this thesis Step two Tell him/ her about the roles respondent plays and ask for permission for recording the conversation. Step three 1. What is your experience with cooperating with CUST? 2. Why do you choose CUST as your partner of institutional cooperation in China?
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Interview Guides. Two semi-structured interview guides were developed for this project, one for the trained schools and one for the untrained schools (Appendix A and B). The interview guides were developed by the master’s candidate with assistance and supervision from the thesis committee and the President of HealthMPowers. The team used the original research questions as a guiding framework to develop an outline of interview topics and then reviewed literature for interview guides that were used in similar evaluations (Story et al., 2000; Xxxx, Gunter, Jackson, & Xxxxxx, 2016; Xxxxxx & Neumark-Sztainer, & Xxxxx, 2007). The interview guides went through five revisions with the thesis committee and HealthMPowers before they were finalized. Questions were mostly open-ended and probes were used to solicit more information when necessary. Participants were first asked to discuss the PA that their students get at school and any changes to PA that they have noticed in the last few years. Then the participants were asked to discuss each component of PA at school including recess, PE, before- and after-school PA programs and PA breaks in the classroom, often referred to as brain breaks. The participants were asked about the barriers and facilitators to each component of PA at school. Barriers included anything that prevented or hindered the students from participating in PA at school and facilitators included anything that made it simpler or more feasible to participate in PA opportunities at school. Participants were then asked about their knowledge of the PU30 initiative and training. If the participant was familiar with PU30, they were then asked about their thoughts and opinions of the initiative, the training, the PU30 resources and how the initiative influenced the PA at their school. They were also asked about barriers and facilitators to implementing the initiative, ways that they thought the initiative could be improved and if the school needed any additional support from DPH or HealthMPowers. If the participant was not familiar with the PU30 initiative, they were asked more about the general barriers and facilitators to PA at school. Untrained schools were asked about the decisional process to not participate in PU30 and any other PA initiatives that the school participates in. They were also asked which components would be most helpful if they were to participate in a PA initiative, like PU30. Both interview guides ended by asking the participant what else could be done ...
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Interview Guides. (for interviews with youth and with experts) The interview guides for the interviews encompass the following major topics connected to youth mobility (the interview guides are included in D3.3). • Mobility experience (being abroad, circumstances before/during the stay abroad) • Relationships (supported by use of a network map) • Support and obstacles/circumstances • Evaluation/situation after stay abroad Network maps were specifically used to generate dense descriptions of the mobility experiences and to focus on their relational quality, i.e. support, conflicts, fostering and hindering aspects, and frames of mobility. They accomplished this, inasmuch as they allow relationships to be visually mapped and they encourage interviewees to talk about them.
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Related to Interview Guides

  • Interview Process Interviews will take place over a period of ninety (90) days. The interviews both of bargaining unit employees and of managers will be conducted jointly by Union/Industry members of the Technical Committee (or designates).

  • Interview A new employee will have the opportunity to meet with a representative of the Union in the employ of the Hospital for a period of up to minutes during the employee's orientation period without loss of regular earnings. The purpose of the meeting will be to acquaint the employee with such representative of the Union and the collective agreement. Such meetings may be arranged collectively or individually for employees by the Hospital as part of the orientation program." No Other "No employee shall be required or permitted to make any written or verbal agreement with the Hospital or its which conflicts with the terms of this agreement. No individual employee or group of employees shall undertake to represent the union at meetings with the Hospital without proper authorization from the union."

  • Training Materials Training Materials will be provided for each student. Training Materials may be used only for either (i) the individual student’s reference during Boeing provided training and for review thereafter or (ii) Customer’s provision of training to individuals directly employed by the Customer.

  • Interview Questions Explanation Why do you want to be a Board member? What specific skills would you bring to the Board? Please give specific examples of your ability in interpersonal relationships and teamwork. What do you see as the role of a Board member? What have you done to prepare yourself for the challenges of being a Board member? Interview questions are at the Board's sole discretion. This list is not exhaustive, but it may help the Board tailor its questions toward finding a candidate who will approach Board membership with a clear understanding of its demands and expectations along with a constructive attitude toward the challenge. The Board may also want to consider allowing an equal amount of time for each interview. Please describe your previous community or non-profit experiences. What areas in the district would you like to see the Board strengthen? See IASB's Recruiting School Board Candidates, available at: xxx.xxxx.xxx/xxxxxxxx/xxxxxxxxxx.xxx A prospective candidate to fill a vacancy may raise other specific issues that the Board will want to cover during an interview. What is your availability to meet the time, training commitments, and other responsibilities required for Board membership? Describe what legacy you would like to leave behind. Conduct interviews with candidates (interviews may occur in closed session pursuant to 5 ILCS 120/2(c)(3)). Interview Plan Explanation In each interview, the Board President will: Introduce Board members to the candidate at the beginning of the interview. Describe the Board's interview process, selection process, and ask the candidate if he or she has questions about the Board's process for filling a vacancy by appointment. Describe the District's philosophy or mission statement. Describe the vacancy for the candidate by reviewing the: (1) qualifications, and (2) general duties and responsibilities of the Board and the Board members, including fiduciary responsibilities, conflict of interest, ethics and gift ban, and general Board member development. Begin asking the interview questions that the Board developed. Ask the candidate whether he or she has any questions for the Board. Thank the candidate and inform the candidate when the Board expects to make a decision and how the candidate will be contacted regarding the Board's decision. The Board President will lead the Board as it interviews prospective candidates. See Board policy 2:110, Qualifications, Term, and Duties of Board Officers. The president presides at all meetings. 105 ILCS 5/10-13. The Board may also want to consider allowing an equal amount of time for each interview. Fill vacancy by a vote during an open meeting of the Board before the 60th day (105 ILCS 5/10-10, amended by P.A. 101-67, eff. 1-1-20). Assist the appointed Board member in filing his or her statement of economic interest (5 ILCS 420/4A-105(c). Announce the appointment to District staff and community. Announcement Explanation The Board appointed [appointee's name] to fill the vacancy on the Board. The appointment will be from [date] to [date]. The Board previously established qualifications for the appointee in a careful and thoughtful manner. [Appointee's name] meets these qualifications and has demonstrated the willingness to accept the duties and responsibilities of a Board member. [Appointee's name] brings a clear understanding of the demands and expectations of being a Board member along with a constructive attitude toward the challenge. The contents of the appointment announcement and length of time it is displayed are at the Board's sole discretion. The Board may want to consider announcing the appointment during its meeting and also by posting it in the same places that it posted the vacancy announcement. See Board policy 8:10, Connection with the Community. Administer the Oath of Office and begin orientation. Guidelines Explanation See Board policy 2:80, Board Member Oath and Conduct. Each individual, before taking his or her seat on the Board, must take an oath in substantially the form given in 105 ILCS 5/10-16.5. See Board policy 2:120, Board Member Development, and 2:120-E, Guidelines for Serving as a Mentor to a NewSchool Board Member. Orientation assists new Board members to learn, understand, and practice effective governance principles. See the IASB Foundational Principles of Effective Governance, available at: xxx.xxxx.xxx/xxxxxxxxxx_xxxxx.xxx. Inform IASB of the newly appointed Board member's name and directory information. DATED : December 16, 2019 Ottawa THSD 140

  • Training a. The employer, in consultation with the local, shall be responsible for developing and implementing an ongoing harassment and sexual harassment awareness program for all employees. Where a program currently exists and meets the criteria listed in this agreement, such a program shall be deemed to satisfy the provisions of this article. This awareness program shall initially be for all employees and shall be scheduled at least once annually for all new employees to attend.

  • Interviews An applicant for a posted position with the Employer who is not on a leave of absence without pay and who has been called for an interview shall suffer no loss of basic earnings to attend. Should an employee require a leave of absence from duties for the interview, their supervisor shall be notified as soon as the requirement to appear for an interview is made known.

  • Debriefing If a post-award debriefing is given to requesting offerors, the Government shall disclose the following information, if applicable:

  • Training Program It is agreed that there shall be an Apprenticeship Training Program, the provisions of which are set forth in Exhibit "C", which is attached hereto and forms part of this Agreement.

  • Peer Assistance and Review Program 1. MCEA and MCPS agree to jointly operate a Peer Assistance and Review (PAR) Program. The PAR Program is a mechanism for maintaining systemwide quality control and ensuring that all MCPS teachers responsible for teaching students are functioning at or above the high MCPS standards of performance. It provides intensive assistance for any teacher who has not yet achieved that standard or who falls below acceptable standards. Assistance and review are provided to both experienced MCPS teachers in need of significant improvement and teachers in their first year of teaching.

  • Training Plan Within 90 days after the Effective Date, Good Shepherd shall develop a written plan (Training Plan) that outlines the steps Good Shepherd will take to ensure that: (a) all Covered Persons receive adequate training regarding Good Shepherd’s CIA requirements and Compliance Program, including the Code of Conduct and (b) all Relevant Covered Persons receive adequate training regarding: (i) the Federal health care program requirements regarding eligibility for hospice services upon initial admission, recertification for continued stay, and for Continuous Care, Respite Care, and General Inpatient Care; (ii) the role of physicians in making eligibility determinations; (iii) the accurate coding and submission of claims; (iv) policies, procedures, and other requirements applicable to the documentation of medical records; (v) the personal obligation of each individual involved in the claims submission process to ensure that such claims are accurate; (vi) applicable reimbursement statutes, regulations, and program requirements and directives; (vii) the legal sanctions for violations of the Federal health care program requirements; and (viii) examples of proper and improper eligibility determinations, documentation, and claims submission practices. The Training Plan shall include information regarding the training topics, the categories of Covered Persons and Relevant Covered Persons required to attend each training session, the length of the training, the schedule for training, and the format of the training. Within 30 days of the OIG’s receipt of Good Shepherd’s Training Plan, OIG will notify Good Shepherd of any comments or objections to the Training Plan. Absent notification by the OIG that the Training Plan is unacceptable, Good Shepherd may implement its Training Plan. Good Shepherd shall furnish training to its Covered Persons and Relevant Covered Persons pursuant to the Training Plan during each Reporting Period.

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