What are  important about an objective assessment of problem solving , coping and interpersonal skill?
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Same as when are your left hand.
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Open mind\nmathematical capacity\nabstract reasoning\nhigh levels of concentration\n \nthose are the 4 I remember right now.
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mental responsiveness and awareness...
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Patience\nLove\nKnowledge of a child psychological and physical development \nCreativity\nDesire of always keep learning and improving\nInterest care of your students\nand  a thick skin to deal with some of the parents :)
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good presentation skills, communication skills, self confidence, positive attitude, hard working, domain knowledge on the area of work, good interpersonal skills n all above that good discipline and behaviour
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Skills- Business development.  That's something no company has enough of.\n\nResponsibilities- Emphasize completing tasks, and customer satisfaction.
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inter personal skills!
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Assessment prior to any exercise\nMedical clearance\nMeasurable goal setting and evaluation\nWarm-up and warm-down routine\nStretching\nCorrect posture\nProper breathing\nDifferent times of the day to do different exercise\nProtective gear\nRest and appropriate frequecy to practise\nSpotting\nBriefing before the exercise\nWhen to eat and drink\nAdjust the intensity for different individuals every session\n\nThere are heaps more
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"Coping Up With Stressors In School"\n \n" Problems In the Corporate World: How to Cope With Them."\n\n" Relevance of Computer Technology to Business Administration."\n\n" Updates In Small Business Ventures"\n\n" Practical Single Proprietorship In The 20Th Century"
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Once you've identified your group and carried out your initial assessment, you need to discuss what the results of your assessment show your learners needs' are. E.g. One of my students has mobility impairments and visual impairments and has a carer who acts as a scribe for her in classes. The results of her initial assessment suggested that she knows and understands my course (Introduction to Psychology) well and has a fairly good quality of written communication but her mobility impairments mean that she sometimes has trouble looking at the whiteboard because she can't turn her head and needs more space to sit in because of her wheel chair. So, what I'm about to do (because I will be observed in 2 weeks) is draw up a group profile, in which I will explain what the special and invidual needs needs of my leaners are and how I will meet these needs in the classroom. I will also say how many students I've got, what their backgrounds are (e.g. age, gender, ethinicity) and what I they already know. Sorry, I know that I probably sound a bit confusing and long-winded here, but in summary, this is what I do to assess the needs of my learners (this approach may help you when structuring your assignment):\n\n1. Who are my learners? E.g. all females aged approx 20-65\n\n2. Where are they studying? E.g. Adult Community College.\n\n3. Why are they studying the course? E.g. because they are interested in the subject.\n\n4. What do they already know about the subject & what other qualifications do they have? E.g. GCSE Grade C in English and Maths but have never studied Psychology before. This means that they should be able to cope with the requirements of my course as it is a beginner's course but some students may need help with study skills when writing assignments (does the college offer this. If so, do I need to refer them to anyone for language help?)\n\n5. What learning needs do they have & how will I spot this (aka initial assessment)? E.g. A standard college health questionnaire suggests that one of my students has a visual impairment.\n\n6. What individual needs do the students have? E.g. All of my students are over 19 and therefore have family responsibilites to deal with. \n\n7. How will I meet these needs? E.g. When designing resources I always print off an extra copy in a larger font size on yellow paper and only use a black pen when writing on the whiteboard, so that the student can see what I'm writing better (the student stated that this would help on the health questionnaire). I also offer this student one to one clarification when necessary\n\n8. How does this inform my learning programme? Assessing learner's needs is part of differentiation, so when planning activities I use experiences that are relevant to the students' lives wherever possible (e.g. applying psychological theories to topical issues, such as muslim women wearing the veil), keeping terminology to a minimum and always explaing it in simple language, so that everyone can understand. I also provide handouts summarising what they've learned in the lesson (so that students find it easier to listen to me and look at my presentations on the SMARTboard). In the case of the student who has a visual impairment, I may also consider things, such as body language training or computer programs that can be used to teach visually impaired students. Also, I frequently use group activities, so that she isn't ignored by the rest of the class. Similarly, I mix students who are a bit quieter/less confident with those who are more confident, so that everyone gets a chance to contribute to the lesson. I may also plan for things such as field trips, which could make the topics more interesting for my students.\n\nIn Psychology, the term discuss means describe and evaluate, so for each of the issues described above, I would also give the advantages and disadvantages of what I'm doing as I go along. E.g. The health questionnaire is us
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Take the broad look at psychology.  Human factors engineering can improve efficiency but that is rather obscure for most psychologists.  Training in body language would be great for sales people.  Motivations -- rewards and punishments -- would be a good topic.
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these questions are asked to evaluate ur skills in handling pressures and problematic scenarios. u can reflect on ur leadership and communcation in analysing the problem, effecting right strategies, and going about the right way to acheive them..  explain on how u lead, control and mentor people to solve this together as well..
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A people manager needs to be able to \n\na) set clear objectives which are both challenging and realistic\nb) give credit where credit is due and say thank you\nc) deal with problems as soon as they arise in a constructive and firm way\nd) be approachable and willing to listen\ne) help staff to continually develop their skills by giving regular feedback and offering them training\n\nThe worst qualities are\na) indecision\nb) assumption of the cause of a problem without finding out the facts\nc) laying down rules without consultation or discussion\nd) refusal to accept or implement change\ne) inability to relate to their staff
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The most important method used to diagnose mental illness is the clinical interview. No test can make up for the information that is gathered from a good clinical interview. Assessment techniques (with regards to tests) depend on the actual question. An IQ test may be administered. Neuropsychological tests, which are designed to identify cognitive deficits, may also be administered. Personality tests, such as the MMPI-2, Rorschach, or self-report inventories, may also be administered. Once information is gathered, the clinician uses the DSM-IV to determine which diagnosis best fits the patient's symptoms.
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goto \n\nhttp://oak.cats.ohiou.edu/~aw200200/esp/assessment.htm
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In what regards? \n\nBy measuring success in general, you are better able to assess what is working and what is not.
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research, confidence, experience, eduation...check a website\n\nthat goes into the category of research