Unit-Based Team Assessment Sample Clauses

Unit-Based Team Assessment. A uniform, national UBT rating system is established based on observable evidence and behavior and is described in the Path to Performance. Each region, cross-regional, shared service and national function will ensure consistent application and assessment of the Path to Performance following national criteria, standards and interpretation across teams and sites. UBTs will be evaluated during face-to- face assessment meetings conducted by the team’s UBT Consultant and Union Partnership Representative (UPR). High-performing UBTs will be recognized and rewarded. » Level 1 through 3 UBTs will be assessed in person quarterly. » Level 4 and 5 UBTs will be assessed in person annually or more often if necessary. » Sponsors must sign off on the assessments but do not need to be present. » The LMP leadership group in each region will evaluate what resources are needed to support implementing the face-to-face assessment process. Each region will verify Level 4 and 5 teams by evaluating a small, random sample of teams to ensure assessments of team levels are accurate. As part of the assessment process, an action plan will be developed that gives the team clear guidance on the steps it needs to take to move up the Path to Performance in each dimension, as appropriate. This assessment process can be modified by a consensus of the LMP Executive Committee and Union Coalition Steering Committee.
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Unit-Based Team Assessment. A uniform, national UBT rating system is established based on observable evidence and behavior and is described in the Path to Performance. Each region, cross-regional, shared service and national function will ensure consistent application and assessment of the Path to Performance following national criteria, standards and interpretation across teams and sites. UBTs will be evaluated during face-to- face assessment meetings conducted by the team’s UBT Consultant and Alliance Partnership Representative (APR). High-performing UBTs will be recognized and rewarded: » Level 1 through 3 UBTs will be assessed in person quarterly. Note: This contract is complete with the exception of the UFCW Local 3000 pension language. The table of contents, pagination, and indexing may change once the UFCW Local 3000 pension language is resolved. XXXXXXXXXXXXX.XXX | 7 » Level 4 and 5 UBTs will be assessed in person annually, or more often if necessary. » Sponsors must sign off on the assessments but do not need to be present. » The LMP leadership group in each region will evaluate what resources are needed to support implementing the face-to-face assessment process. Each region will verify Level 4 and 5 teams by evaluating a small, random sample of teams to ensure assessments of team levels are accurate. As part of the assessment process, an action plan will be developed that gives the team clear guidance on the steps it needs to take to move up the Path to Performance in each dimension, as appropriate. This assessment process can be modified by a consensus of the LMP Executive Committee and Alliance Steering Committee.
Unit-Based Team Assessment. A uniform, national UBT rating system is established based on observable evidence and behavior and is described in the Path to Performance. Each region, cross-regional, shared service and national function will ensure consistent application and assessment of the Path to Performance following national criteria, standards and interpretation across teams and sites.

Related to Unit-Based Team Assessment

  • Performance Assessment 6.1 The Performance Plan (Annexure A) to this Agreement sets out key performance indicators and competencies that needs to be evaluated in terms of –

  • Evaluation Cycle: Formative Assessment A) A specific purpose for evaluation is to promote student learning, growth and achievement by providing Educators with feedback for improvement. Evaluators are expected to make frequent unannounced visits to classrooms. Evaluators are expected to give targeted constructive feedback to Educators based on their observations of practice, examination of artifacts, and analysis of multiple measures of student learning, growth and achievement in relation to the Standards and Indicators of Effective Teaching Practice.

  • Performance Improvement Xxxxxx Permanente and the Coalition are competing in a challenging market that is characterized by a limited workforce, changes in technology, changes in clinical practice, cultural diversity, changing demographics and high demand for quality service. The parties are committed to the enhancement of organizational performance so that working in Partnership is the way Xxxxxx Permanente does business. Under this Agreement, the parties will work together to: » develop and invest in people, including the development of and investment in managers, supervisors and union stewards; » engage employees at all levels; » align the systems and processes that support the achievement of organizational and Partnership goals; » enhance the ability of Coalition unions to advance their social mission and the welfare of their members; » recognize and reduce parallel structures; » ensure joint management-union accountability for performance; » grow membership; » redesign work processes to improve effectiveness, efficiency and work environment; » develop and xxxxxx unit-based teams; » share and establish expectations regarding broad adoption of successful practices in areas such as service, attendance, workplace safety, workforce development, cost structure reduction, scope of practice and performance-based pay; and » communicate with employees on an ongoing basis regarding performance goals and targets, as well as performance results at all levels of the organization. Each regional LMP council shall develop approaches aimed at reducing variation between medical centers, facilities and departments in the resources available for partnership. In particular, such a plan should: » ensure at a regional level there is adequate time for teams to review performance, identify opportunities for improvement, and develop and test changes to drive improvement; and » provide regional or facility support to departments as needed to cross-cover or backfill and jointly determine the most cost-effective manner to provide the support.

  • Project Goals The schedule, budget, physical, technical and other objectives for the Project shall be defined.

  • SITE-BASED DECISION MAKING A. The District shall provide the training and staff development to support accountability/site- based decision-making activities. Teachers shall be given release time to attend these programs.

  • Performance Improvement Plan timely and accurate completion of key actions due within the reporting period 100 percent The Supplier will design and develop an improvement plan and agree milestones and deliverables with the Authority

  • Needs Assessment 1. The Contractor shall conduct a cultural and linguistic group-needs assessment of the eligible client population in the Contractor’s service area to assess the language needs of the population and determine what reasonable steps are necessary to ensure meaningful access to services and activities to eligible individuals. [22 CCR 98310, 98314] The group-needs assessment shall take into account the following four (4) factors:

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