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Support Staff PDF

1 Position Description Form (PDF) FINAL Version

College: Northern College

Incumbent's Name:

Position Title: Training Consultant Payband: J

Position Code/Number (if applicable):

Supervisor's Name and Title: Al French Campus Manager

Completed by: Al French Date:

Signatures:

Incumbent: Date: (Indicates the incumbent has read and understood the PDF)

Supervisor: Date:

Supervisor's Supervisor: Date:

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Instructions for Completing the PDF

1. Read the form carefully before completing any of the sections.

2. Answer each section as completely as you can based on the typical activities or requirements of the position and not on exceptional or rare requirements.

3. If you have any questions, refer to the document entitled "A Guide on How to Write Support Staff Position Description Forms" or contact your Human Resources representation for clarification.

4. Ensure the PDF is legible.

5. Responses should be straightforward and concise using simple factual statements.

Position Summary

Provide a concise description of the overall purpose of the position.

Under the direction of the Kirkland Lake Campus Manager, or designate, this position is responsible to promote and provide training consulting services to the College’s business and industrial community which will assist in the development, implementation, delivery, evaluation and follow-up of courses and career programs, brokered services, special projects, sponsored and employer-based training programs. Liaison functions are proactive in nature and require the incumbent to aggressively market our programs and services and to continuously identify new training needs and career programs in order to meet the training and related needs of students, specific target groups, business, industry, and the community at large. As a member of Departmental team, the Training Consultant will work collaboratively to enable the College to fulfil its mission of ensuring accessible, quality educational experiences that meet the unique needs of our communities.

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Duties and Responsibilities

Indicate as clearly as possible the significant duties and responsibilities associated with the position. Indicate the approximate percentage of time for each duty. Describe duties rather than detailed work routines.

Approximate % of time annually*

1. Plans, develops, markets and evaluates training and college contract services for the South Region:

Meets with community, business, industrial, government representatives in the South region to develop the momentum of support for the College by marketing our courses, programs and services, promoting training, providing high quality customer service, identifying needs, addressing concerns and advising or assisting clients, selecting the appropriate training and suggesting ways to assist with the funding/costing of those services.

Seeks out and negotiates training contracts with government and community agencies, businesses and industrial clients. Prepares, submits quotations and proposals, consulting with the Campus Manager when required.

Meets with appropriate trainers/instructors to discuss training activities as per established procedures.

Reviews training contracts and finalizes contract details with Programs Assistants.

Promotes all Northern Training Division services including Contract Training, Continuing Education, Career/Certificate, Apprenticeship and other college programs and services.

Develops an appropriate annual marketing plan and proposes regular marketing campaigns and strategies in consultation the Northern Training Division team and with marketing services.

Evaluates the success or challenges of all training and services provided as the team strives for continuous improvement in services.

60%

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2. Planning & Administration Forwards all important training details and requirements (delivery

information) to the Programs Assistants in each respective area as per established procedure.

Meets with the Campus Manager to review budgets and goals and discuss marketing and course strategies.

In consultation with the Campus Manager, projects activity and establishes budgets to provide that activity on as needed basis; reviews these with the Campus Manager and / or Executive Director on at least a quarterly basis

Networks with and represents the college on community based committees, training committees and at community functions on a local, regional and provincial level.

Assesses the need for new training opportunities and works with reps from the academic, industrial, business, government and community sectors to provide and fund that training.

Works closely with the community learning centre co-ordinators to ensure appropriate services are provided to local business, industry, government, and to best represent the College’s interest, etc.

20%

3. Proposal Development Prepares funding or training proposals, researches the essential

applicable details, and consults with college personnel, community and business leaders. Understands and reviews funding agency criteria on behalf of and prior to College approval to ensure that the College’s best interests are safeguarded.

10%

4. Memorandum of Understanding and Service Agreements Prepares and negotiates Memorandum of Understanding and Service

Agreements with partner organizations by consulting with College Personnel and the Executive Director to ensure that the College’s best interests are safeguarded.

5%

5. Other duties as assigned 5%

* To help you estimate approximate percentages:½ hour a day is 7% 1 hour a day is 14% 1 hour a week is 3%½ day a week is 10% ½ day a month is 2% 1 day a month is 4%1 week a year is 2%

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1. Education

A. Check the box that best describes the minimum level of formal education that is required for the position and specify the field(s) of study. Do not include on-the-job training in this information.

□ Up to High School or □ 1 year certificate or □ 2 year diploma orequivalent equivalent equivalent

□ Trade certification or 3 year diploma / degree □ 3 year diploma / degree plusequivalent or equivalent professional certification or

equivalent

□ 4 year degree or □ Post graduate degree □ Doctoral degree orequivalent (e.g. Masters) or equivalent equivalent

Field(s) of Study:

Business AdministrationMarketing speciality will be considered an assetHR Speciality will be considered an asset

B. Check the box that best describes the requirement for specific course(s), certification, qualification, formal training or accreditation in addition to and not part of the education level noted above and in the space provided specify the additional requirement(s). Include only the requirement that would typically be included in the job posting and would be acquired prior to the commencement of the position. Do not include courses that are needed to maintain a professional designation.

No additional requirements

□ Additional requirements obtained by course(s) of a total of 100 hours or less

□ Additional requirements obtained by course(s) of a total between 101 and 520 hours

□ Additional requirements obtained by course(s) of a total of more than 520 hours

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2. Experience

Experience refers to the minimum time required in prior position(s) to understand how to apply the techniques, methods and practices necessary to perform this job. This experience may be less than experience possessed by the incumbent, as it refers only to the minimum level required on the first day of work.

Check the box that best captures the typical number of year of experience, in addition to the necessary education level, required to perform the responsibilities of the position and, in the space provided, describe the type of experience. Include any experience that is part of a certification process, but only if the work experience or on-the-job training occurs after the conclusion of the educational course or program.

□ Less than one (1) year

□ Minimum of one (1) year

□ Minimum of two (2) years

□ Minimum of three (3) years

Minimum of five (5) years Employer services functions or marketing/sales related responsibilities.

Project Management experience bring the ability to manage multiple tasks, and projects, negotiate and uphold terms to agreements with an understanding of contract law.

The incumbent must demonstrate excellent interpersonal and communication skills (written and spoken).

Must possess experience in identifying training needs (through negotiation, consultation, group facilitation, strategic planning, problem-solving and marketing skills), selecting/hiring training personnel, developing and evaluating training plans and contracts. Incumbent must have advanced computer skills for use of word processing, spreadsheets, database, internet and presentation software.

□ Minimum of eight (8) years

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3. Analysis and Problem Solving

This section relates to the application of analysis and judgement within the scope of the position.

The following charts help to define the level of complexity involved in the analysis or identification of situations, information or problems, the steps taken to develop options, solutions or other actions and the judgement required to do so.

Please provide up to three (3) examples of analysis and problem solving that are regular and recurring and, if present in the position, up to two (2) examples that occur occasionally:

#1 regular & recurring

Key issue or problem encountered. Identification of potential training opportunities in the community

How is it identified? Consultations with business and industry clients as well as social agencies and health care facilities. By assessing and analysing trends

Is further investigation required to define the situation and/or problem? If so, describe.

Information is gathered to determine the viability of a training course/seminar/certificate including demographic information and current trends

Explain the analysis used to determine a solution(s) for the situation and/or problem.

Through discussion with employers and research the Training Consultant determines the most appropriate area of interest and assesses the feasibility of offering that particular course/seminar/certificate.This assessment includes determining cost as well as projecting revenues.The TC will also scan the market to determine the availability of instructors.

What sources are available to assist the incumbent finding solution(s)? (eg. past practices, established standards or guidelines).

College files (paper and electronic), on-site experts (faculty and staff), College system colleagues, external experts (community at large)

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3. Analysis and Problem Solving#2 regular & recurring

Key issue or problem encountered Client requires training but does not have enough employees to make it economically viable to offer.

How is it identified? Discussion with client.


Must determine the availability of trainers and training program.Assess time and cost required to deliver the course and meet the College’s revenue expectations.Determine ways to make it as cost effective as possible.


Find clients with similar needs.Make arrangements for new clients to group with initial client for whom training was already pre-arranged at another client’s site or on-campus.


Knowledge of current and and/or pending training activities.Research of files (paper and electronic) for past delivery of similar training activities.Discussions with staff within the College or College system.Discussions with friends, clients and acquaintances who may be aware of trainers interested in working with the College.


Key issue or problem encountered A disgruntled group complains about an instructor’s teaching style, grading system, personality, etc. and wants the situation addressed or wants a refund.

How is it identified? A representative of the group or several members of the class contact the Training Consultant and state their complaint.


Through discussion with the individual or group, the TC will assess the complaint and determine what the next step needs to be (ie. Contact instructor, attend one of the classes, discuss with the Manager, etc.)

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Once the information is gathered the TC assesses the information and determines the best course of action to take (i.e. provide advice or guidance to the instructor on how to proceed, replace the instructor, determine in consultation with the Manager if a refund is an option even if the # of classes attended goes beyond current college policy,…)


The TC will meet with the Manager to present the findings and propose a course of action, which will be in the best interest of all: the student/class, the instructor and the College.

3. Analysis and Problem Solving#1 occasional (if none, please strike out this section)

Key issue or problem encountered Instructor hired to teach quits a few days prior to the delivery of the course.

How is it identified? Instructor or Programs Assistant advises Training Consultant.


The Training Consultant will generate a list of possible options to determine the course of action which will produce the best possible outcome for both the students and the College.


The TC must decide whether a qualified instructor is available on short notice, postpone the start date of the course until another qualified instructor can be confirmed, in the case of a program find an alternate course which can be delivered on short notice or, as a last resort, cancel the course.


The TC will consult the Manager to present the findings and recommend the course of action which will cause the least negative impact on all stakeholders.

#2 occasional (if none, please strike out this section)

Key issue or problem encountered A course is offered and it is determined that there is insufficient registration numbers to meet financial targets. However, the students who are enrolled require the course to complete the program and graduate.

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How is it identified? The course is part of a program which has been run for a considerable amount of time.


The TC will investigate to determine the legitimacy of the need and decide what steps to take to accommodate the student(s) in the most cost effective manner.


The TC will research and identify viable cost effective alternatives by investigating if distance education alternatives exist, negotiating a reduced pay for the instructor to teach the smaller class, increase participant cost to deliver to smaller group, explore the viability of an independent study option or contact other colleges or seek out equivalent courses in collaboration with post-secondary Coordinators.


The TC will use past practices as a guide. However, in many instances, the answers are not always evident and therefore the TC must make a judgement call/recommendation based on the situation, the financial findings and maintaining college credibility.

4. Planning/Coordinating

Planning is a proactive activity as the incumbent must develop in advance a method of acting or proceeding, while coordinating can be more reactive in nature.

Using the following charts, provide up to three (3) examples of planning and/or coordinating that are regular and recurring and, if present in the position, up to two (2) examples that occur occasionally:


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List the project and the role of the incumbent in this activity.

In an effort to continue to grow departmental revenues, the Training Consultant is always searching for new ways to meet the needs of the community, clients and partners. To that end, new ideas for training activity are sought and developed on an on-going basis. The TC seeks input from stakeholders, develops the course(s), searches for qualified instructors and directs the Programs Assistant in the coordination of specific course delivery details.

What are the organizational and/or project management skills needed to bring together and integrate this activity?

The TC initiates regular contact with current and potential clients and reviews incoming requests/ideas in order to identify potential opportunities and measure the feasibility for training activities. The decision to offer will be based on the level of demand and revenue projections.Investigates necessary resources to monitor changes in mandatory government legislation.Regularly reviews students’ course evaluation forms for new course/topic suggestions and/or requests and assesses for relevance and feasibility.Develops new and innovative education activities to assist the College in maintaining fiscal viability, meeting financial targets, but most of all providing community/regional training opportunities and services in a timely manner.

List the types of resources required to complete this task, project or activity.

Information is acquired from clients, field specialists (ie. Engineers, project leaders, ministry officials, etc), full-time/part-time/potential faculty and content experts to assist in the development of course objectives and learning outcomes.Other resources: regular review of reference documents including daily newspapers; regional/provincial/national reports on labour market reviews and economic analyses; environment scans; internet; colleagues at other colleges and/or universities. Regular contacts with municipal Economic Development offices are also maintained to ensure the college is kept abreast of any new workforce development opportunities.

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How is/are deadline(s) determined? Deadlines for developing and ultimately offering courses and/or programs are usually determined by the access to qualified instructors; however, the project management skills inherent to this task are utilized on a daily and continuous basis.The TC establishes tasks/milestones and makes adjustments to ensure that the course/program can be offered in a timely and cost effective manner.This college service area operates 12 months per year. Cycles may vary from year to year thus adding to the challenges.

Who determines if changes to the project or activity are required? And who determines whether these changes have an impact on others? Please provide concrete examples.

The TC determines whether any changes are required within the scope of the task. Example: prior to public presentation, newly developed courses may be adjusted at the TC’s own discretion with regard to changes in pricing, target market, venue, choice of instructor etc. provided revenues meet contribution expectations. The TC makes the final determination as to whether these changes would have impact on othersThe TC reviews tasks delegated to the Programs Assistant and other staff (ie.: Marketing, IT, etc) for completion and accuracy. Example: provides concept for print advertising design of new education activity to appropriate staff and reviews/evaluates completed task for accuracy, promotional impact and “sales” potential.

4. Planning/Coordinating#2 regular & recurring


Course/Project development, plan and coordinate


Managing time effectively and working independently, the Training Consultant is constantly involved in several projects at once. The T.C. is required to plan courses/programs which respond to the needs of clients within the region, identifying the best complement of courses to offer and the best timing to maximize revenue

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To carry out the planning process the T.C. must continuously determine and/or reassess the market needs/trends. To determine the needs, the T.C. networks with current and potential clients, may conduct a needs analysis (survey), and/or speak with Program Coordinators, faculty, government officials and also closely monitors market conditions which could impact our region (newspaper articles, news reports, media/government releases, trade magazines and other sources of valuable market information). In addition, as part of the planning process, the T.C. must interview and hire instructors, develop, in collaboration with the subject matter expert, new curriculum, refresh existing curriculum and identify marketing strategies to promote existing or new programs/courses.

How is/are deadline(s) determined? Deadlines are determined by market demand and course start dates.


The Training Consultant has full discretion to determine what courses to offer, when a needs analysis is required, who to hire, what new courses to offer based on market needs as well as the type and timing of the marketing efforts. When determining what courses to offer through the planning process, the T.C. must consider the impact this has on the needs of the community, the College reputation and financial bottom line. The T.C. is in regular contact with the Campus Manager and Executive Director and provides these people with regular updates.



Planning and conducting regular KL NTD team meetings.


Effective time management skills for the selection of date, factoring in the time of year and other activities competing for time. Planning and preparing the meeting agenda, reviewing follow-up items from previous meetings, dealing and strategizing on emerging items, creating and following up on action list for all participants, and promoting a dynamic atmosphere to create best results.

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Location, back-up services to cover for the staff participating, previous meeting notes.

How is/are deadline(s) determined? Convening a meeting requires a sense for the immediate or upcoming departmental pressures which must be addressed and planned for.


TC in consultation with the team members in order to arrive at the best results desired.Ex.: Quarterly program reviews are performed where the divisional team meets and takes a critical look at revenues and expenditures, best practices and training activity levels. This is done to steer the division towards achieving its goals and assist in planning for forecasted or unforeseen training peeks which can have an impact on level of service.

4. Planning/Coordinating#1 occasional (if none, please strike out this section)


Conference planning and hosting.


Organizational skills, ability to effectively communicate needs and strategies, ability to involve all of the required support mechanisms to a common and satisfactory end result, time flexibility, propensity to deal with stress in a positive manner, strong adaptive skills.


All of the College’s various services and resources (human and physical), external sources and resources (i.e.- audio/visual contracting), organizing committee or sponsoring agency.

How is/are deadline(s) determined? A critical path of objectives and timed outcomes is essential to ensure full and satisfactory results oriented planning.


The TC will usually determine independently and may consult with the Manager if there is a direct impact on the College or with the sponsoring agency if there is a direct impact on their financial resources.Ex.: TC will advise Manager about special purchases that may impact IT services (wireless router) to meet conference needs - having access to wireless internet feed for example.

#2 occasional (if none, please strike out this section)

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Planning and developing an annual marketing plan for the division. Reviewing the plan at least quarterly to modify or re-focus strategies.


Assessment skills to evaluate past marketing practices. Planning and budgeting skills to establish cost-effective strategies with the support of Programs Assistants.


Projects Assistants’ marketing effectiveness reportsMarketing and Finance Department

How is/are deadline(s) determined? Marketing Department initiates a request for allocation of marketing funds on an annual basis at the beginning of each new fiscal year.


Both the Marketing department and the TC determines if there is a need to change the format of marketing activities based on unrealistic timelines, budget restraints or unexpected marketing opportunities or training activities i.e. each year we evaluate the need to produce newspaper inserts to determine their cost-effectiveness.

5. Guiding/Advising Others

This section describes the assigned responsibility of the position to guide or advise others (e.g. other employees, students). Focus on the actions taken (rather than the communication skills) that directly assist others in the performance of their work or skill development.

Though Support Staff cannot formally "supervise" others, there may be a requirement to guide others using the incumbent's job expertise. This is beyond being helpful and providing ad hoc advice. It must be an assigned responsibility and must assist or enable others to be able to complete their own tasks.

Check the box(es) that best describe the level of responsibility assigned to the position and provide an example(s) to support the selection, including the positions that the incumbent guides or advises.

Regular & Recurring

Occasional Level Example

□ □ Minimal requirement to guide/advise others. The incumbent may be required to explain procedures to other employees or students.

□ There is a need for the incumbent to demonstrate correct processes/ procedures to others so that they can complete specific tasks.

Provides instructions to Programs Assistants in order to ensure appropriate processes are followed and a consistency in results for analyzing purposes.

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□ □ The incumbent recommends a course of action or makes decisions so that others can perform their day-to-day activities.

□ □ The incumbent is an active participant and has ongoing involvement in the progress of others with whom he/she has the responsibility to demonstrate correct processes/procedures or provide direction.

□ The incumbent is responsible for allocating tasks to others and recommending a course of action or making necessary decisions to ensure the tasks are completed.

The incumbent will guide the Program Assistants, part time staff and instructors in tasks related to program development, program delivery and contract reporting requirements.

6. Independence of Action

Please illustrate the type of independence or autonomy exercised in the position. Consideration is to be given to the degree of freedom and constraints that define the parameters in which the incumbent works.

What are the instructions that are typically required or provided at the beginning of a work assignment?

Regular and Recurring Occasional (if none, please strike out this section)

The TC is expected to proceed with his/her work on an independent basis in accordance to best established practices and experience within the department. The TC proactively and autonomously plans and executes his/her work in accordance to projected targets, strategies and College Policies.

What rules, procedures, past practices or guidelines are available to guide the incumbent?


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Departmental Procedures and College Policies are available to the TC for reference and are referred to as the need arises. However when situations arise that general policies and procedures do not directly address, the TC must determine and decide the best course of action. Consultation can occur to rectify the matter, up to and including proposing/recommending new procedures to address the situation effectively.

How is work reviewed or verified (eg. feedback from others, work processes, Supervisor)?


Generally the work is not reviewed or checked on a daily basis but complex issues are reviewed and discussed on a one-to-one basis with the Campus Manager or appropriate manager involved. Training Consultant monitors the progress of his/her activity and forwards a regular activity report to the Campus Manager on a regular basis.

Describe the type of decisions the incumbent will make in consultation with someone else other than the Supervisor?


The T.C. will at times confer with other T.C.s or Program Coordinators to identify if a past practice was implemented on an issue that is deemed non-routine and does not fall within departmental procedures and College policies.

The T.C. will at times meet with other T.C.s, Program Coordinators, Information Technology personnel or other College staff to determine requirements for delivery of courses or programs.

Describe the type of decisions that would be decided in consultation with the Supervisor.


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Problems or situations such as issues that would or could have implications on the finances of the college , success of our clients and College reputation are discussed with the Manager and the decision is generally reached by consensus.

Describe the type of decisions that would be decided by the incumbent.


The nature of the position requires the Training Consultant to have the freedom to investigate and act on alternatives independently. It is the responsibility of the TC to ensure that the courses/programs or initiatives meet the needs and expectations of the community and ensure that this is done while meeting financial and customer service targets.

7. Service Delivery

This section looks at the service relationship that is an assigned requirement of the position. It considers the required manner in which the position delivers service to customers. It is not intended to examine the incumbent's interpersonal relationship with those customers and the normal anticipation of what customers want and then supplying it efficiently. It considers how the request for service is received and the degree to which the position is required to design and fulfil the service requirement. A "customer" is defined in the broadest sense as a person or groups of people and can be internal or external to the College.

In the table below, list the key service(s) and its associated customers. Describe how the request for service is received by the incumbent, how the service is carried out and the frequency.

Information on the service Customer Frequency(D, W, M. I)*

How is it received? How is it carried out?

Specific Information on courses/certificates offerings

Employers, agencies, client visits/inquiries/calls

Will gather the required information from systems or own knowledge of the courses/programsTC gathers/assesses client training needs and responds with appropriate training solutions in a timely and cost-effective manner

Public/clients/partners

Employers, agencies, clients

D, W

D, W

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Instructor email, call or meeting with the Training Consultant over an issue

TC determines the issue, refers to standard policies and procedures, problem solves, determines a resolution and follows up with the instructor.

Instructor D, W

Evaluations received from students at the end of a course

TC reviews evaluations and meets or calls the instructor to provide them with feedback or to discuss future direction

Student D, W

Student(s) email, call or meet with the Training Consultant over an issue

TC determines the issue, refers to standard policies and procedures, problem solves, determines a resolution and follows up with the student.

Student(s) D, W

Required to provide regular progress reports to Manager

Log activities on a weekly basis

Administrative Team- W, M

* D = Daily W = Weekly M = Monthly I = Infrequently

8. Communication

In the table below indicate the type of communication skills required to deal effectively with others. Be sure to list both verbal (e.g. exchanging information, formal presentations) and written (e.g. initiate memos, reports, proposals) in the section(s) that best describes the method of communication.

Communication Skill/Method Example Audience Frequency(D, W, M ,I)*

Exchanging routine information, extending common courtesy

Providing course/program informationResponding to daily emails/phone calls from public

Employers, agencies, clients, publicEmployers, agencies, clients, public

D

D

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Explanation and interpretation of information or ideas

Feedback re: evaluations/strategiesStudent/Instructor issuesPolicies/procedures and appropriate processes

Students/Instructors

Programs Assistants and other college staff

W

D

Imparting technical information and advice

Explanation of policies/procedures including those for external certificationWorking with technology divisions for special projects relating to specific Contract training needs.Explaining testing procedures and providing counselling to clients on accessing college training products and services.Designs and conducts formal presentations and workshops on programs and services available through the division.

Students/Instructors

IT, Physical Resources and Technicians

Public, students, employers

Students, Employers, Community agencies

M

M

M

I

Instructing or training

Obtaining cooperation or consent

Issues arising between Post Secondary and Contract Training around course delivery or development

Program Coordinators, Instructors

I

Negotiating Instructor remuneration Proposals and/or delivery of training & services

InstructorsEmployers, clients, government agencies

WW


9. Physical Effort

In the tables below, describe the type of physical activity that is required on a regular basis. Please indicate the activity as well as the frequency, the average duration of each activity and whether there is the ability to reduce any strain by changing positions or performing another activity. Activities to be considered are sitting, standing, walking, climbing, crouching, lifting and/or carrying light, medium or heavy objects, pushing, pulling, working in an awkward position or maintaining one position for a long period.

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Physical Activity Frequency (D, W, M, I)*

Duration Ability to reduce strain

< 1 hr at a time

1 - 2 hrs at a time

> 2 hrs at a time

Yes No N/A

Sitting at a desk/meetings D X X

Using computer D X X

Using telephone D X X

Driving locally/regionally W X X


If lifting is required, please indicate the weights below and provide examples.

Light (up to 5 kg or 11 lbs) Carrying briefcase, Laptop and multi-media projector,

Medium (between 5 to 20 kg or 11 to 44 lbs) boxes of materials and files, promotional materials

□ Heavy (over 20 kg or 44 lbs)

10. Audio Visual Effort

Describe the degree of attention or focus required to perform tasks taking into consideration:- the audio/visual effort and the focus or concentration needed to perform a task and the duration of

the task, including breaks (eg. up to 2 hours at one time including scheduled breaks)- impact on attention or focus due to changes to deadlines or priorities- the need for the incumbent to switch attention between tasks (eg. multi-tasking where each task

requires focus or concentration)- whether the level of concentration can be maintained throughout the task or is broken due to the

number of disruptions

Provide up to three (3) examples of activities that require a higher than usual need for focus and concentration.

Activity #1 Frequency Average Duration

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(D, W, M, I)* Short < 30 mins Long up to 2 hrs Extended > 2 hrs

Programming, planning, budgeting and analysing

W X

Can concentration or focus be maintained throughout the duration of the activity? If not, why? Usually□ No

Activity #2 Frequency(D, W, M, I)*

Average DurationShort < 30 mins Long up to 2 hrs Extended > 2 hrs

Computer usage while preparing proposals

W X

Can concentration or focus be maintained throughout the duration of the activity? If not, why?□ Usually No, due to interruptions from phone calls, or walk-ins from staff or unplanned client visit.

Activity #3 Frequency(D, W, M, I)*

Average DurationShort < 30 mins Long up to 2 hrs Extended > 2 hrs

Meeting with clientsCommunicating with clients via e-mail

WD X

X

Can concentration or focus be maintained throughout the duration of the activity? If not, why? Usually□ No


11. Working Environment

Please check the appropriate box(es) that best describes the work environment and the corresponding frequency and provide an example of the condition.

Working Conditions Examples Frequency(D, W, M, I)*

acceptable working conditions (minimal exposure to the conditions listed below)

Working in a College office or client’s premises

D

accessing crawl spaces/confined spaces

□ dealing with abusive people

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dealing with abusive people who pose a threat of physical harm

□ difficult weather conditions I

□ exposure to extreme weather conditions I

exposure to very high or low temperatures (e.g. freezers)

handling hazardous substances

smelly, dirty or noisy environment Visits to some workplaces such as mills, sewage treatment plants, mines

I

travelSudden changes in weather could make for dangerous travel conditions.

Client or committee meetings in remote areas

W

I

working in isolated or crowded situations

other (explain)

* D = Daily M = Monthly W = Weekly I = Infrequently

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