Qmqmi0009thematchfirsttime by QMerit

The Match | Firsttime Quality control number: QM-QMI-0009 Version 1.0 - FEB2016 Developed by: QMerit Evangelism and Learning

The Match | First-time 2016 Contents

Introduction to â&#x20AC;&#x153;The Matchâ&#x20AC;? and manual organization ...................................................................................... 2

Navigating QMerit Inc. quality manuals ..................................................................................................................... 3

Maintenance Responsibilities .......................................................................................................................................... 4

Revision History............................................................................................................................................................................... 4

The Match | First-time 2016 A.

Introduction to “The Match” and manual organization QMerit focuses on the most difficult, and the most impactful, resource matching and allocation for the “last mile” of labor – that is, dynamically allocating the very best resources at the time and place needed at the most optimal cost. Our breakthrough approach solves some of the biggest challenges in the delivery and application of a company’s most important assets, it’s “human capital”. This revolutionary design flips over traditional labor assumptions and focuses keenly on qualifications required at the task or project level. Ingredients required to get the right person at the right place become heavily dependent on individual skills across myriad industries and services and the matching of those skills to discrete work activities. Procedures defined within this quality manual, and influenced by ISO 10667 – 2, explore the steps required to create alignment between existing organization norms and future QMerit influenced worker mores. Several different versions of this quality manual exist, deliberately managing the content and the order in which procedures are displayed, have been assembled to address a broad audience. You will find the most comprehensive of these versions is the “alphabetical all in” version; however, we imagine folks will leverage the other versions more frequently. It is important for a quality manual to be a functional and dynamic tool, thus you will note that the majority of the procedures are work instructions (tactical, step by step instructions) and reference documents (examples, sketches). A total 11 versions have been assembled, they are: The Match | alphabetical “all in” ----The Match | architect version The Match | content author version The Match | content editor version The Match | questions author version The Match | questions editor version The Match | assessments author version The Match | assessments editor version ----The Match | first-time version The Match | memory refresh version The Match | reference version The Match | conditional version This manual is designed to help adopters learn about and unleash the power of skill and labor matching through a Quality Management System (QMS), thus enabling each and every participant to contribute in continually improving business practices to consistently turn out products and services that enhance customer value, conform to customer expectations and increase productivity. This manual is also designed to help QMerit Inc. Customers, Partners, Prospects, and other interested parties understand our commitment to quality and our fundamental beliefs that focus on quality results in our ability to continually meet our customer’s expectations with every customer interaction, product and service that we deliver.

The Match | First-time 2016

In total well over 100 pages of procedures encompassing 14 quality documents and numerous reference documents make up this series of quality manuals all focused on skill and labor matching. A high-level master business process has been included which references several of the quality documents. This is a great reference as you begin to explore this comprehensive collection of informative procedures.

Navigating QMerit Inc. quality manuals Independent sections are pulled together to create one comprehensive collection, also known as a QMerit quality manual. To that end, navigation can be a bit tricky as sections are added and removed to satisfy the requirements of the consumer. One additional wrinkle, what we really see as a huge benefit, is that each of these independent

The Match | First-time 2016 sections may be viewed as unique files not required to be in a collection. This “building block” approach provides the greatest flexibility for the quality practitioner. QMerit Inc. uses a publishing platform named ISSUU. This platform provides an elegant display of content and has some fantastic functions built within. The controls and their benefits:  Left and right of the file: you will notice left and right arrows which can assist you in proceeding forward and backward through the document  Controls along the horizontal bottom edge: o left:  minus and plus sign, zoom in and out o right:  magnifying glass: search across document and navigate by clicking selection  box with little vertical boxes: thumbnail which also allows scrolling left and right  page with edge bent over: toggle between single and multiple pages  double arrowheads: full-screen view At the conclusion of each section a navigation screen will be added that provides links to individual collateral within the current manual and to individual collateral within other associated quality manuals. While these may seem a bit redundant, they are easily bypassed and ensure that the user will never be more than a few clicks from a navigational function.

Maintenance Responsibilities It is the responsibility of the owner or author of this manual to maintain this document. All inquiries and revision requests may be submitted to: qmerit@qmerit.com

Revision History QMS Manual Revision: Original Publication Date: Revision Date:

1.0 Month Day Year February 17, 2015

Revision

Date

Description of Change

Revised By

1.0

02/17/16

Document creation

Greg Lush

The Match | First-time 2016

February 2016 Copyright ÂŠ 2016 by QMerit Inc. 111 Pacifica, Suite 200 Irvine, California 92618 Contact: qmerit@qmerit.com

This document may not, in whole or in part, be copied, photocopied, reproduced, translated, or reduced to other physical or electronic form without prior written consent, in writing from QMerit Inc.

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-3000

BUSINESS UNIT:

QMerit Inc. 111 Pacifica, Suite 200, Irvine, CA 92618

STANDARD TYPE:

Work Instruction

PROCEDURE TITLE: Master business process; “the” Match

AREA: Management Systems TYPE OF PROCEDURE:

Business case dev.

DOCUMENT NUMBER: WI-QMI-3000 REVISION: 1.0

PROCEDURE STATUS

IMPLEMENTED

RELEASED

02/12/16

mm/dd/yy

UNLOCK DOCUMENT TO EDIT BEYOND THIS POINT

1.0 PURPOSE/SCOPE QMerit focuses on the most difficult, and the most impactful, resource matching and allocation for the “last mile” of labor – that is, dynamically allocating the very best resources at the time and place needed at the most optimal cost. Our breakthrough approach solves some of the biggest challenges in the delivery and application of a company’s most important assets, it’s “human capital”. This revolutionary concept flips over traditional labor assumptions and focuses keenly on qualifications required at the task or project level. Ingredients required to get the right person at the right place become heavily dependent on individual skills across myriad industries and services and the matching of those skills to discrete work activities. Procedures defined within this work instruction, and influenced by ISO 10667-2 (assessment service delivery), explore the steps required to create alignment between existing organization norms and future QMerit influenced worker mores. 2.0 RESPONSIBILITIES 2.1 TASK RESPONSIBILITIES QMerit Inc. maintains certain policies to encourage appropriate levels of feedback for workers. It is the responsibility of QMERIT Inc. and its’ clients to implement and operate this procedure in their areas of operation and to:  

Ensure that the SOP and all associated documents, knowledge databases and tools are understood and adopted. Supplement the SOP with Work Instruction as required in order to meet local market needs, Business Unit needs, regulatory requirements, customer preferences and/or proven operating and/or delivery methods.

2.2 APPROVAL / ESCALATION RESPONSIBILITIES It is the responsibility of QMERIT Inc. and its’ clients to implement this SOP Procedure Title: – Master business process; “the” Match

Page 1 of 9

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-3000

The QMerit Inc. CLO is the point of escalation for all matters inquired upon or contested with regards to this policy. 3.0 PROCEDURE (WI STEPS) 3.1 RESEARCH STEP

WHAT

WHEN

COMPETENCY

1. Evangelism, feasibility study, solution design

Discovery phase when first introduced to a new prospect

QMerit and client core discovery and project personnel

Refer to section 5.0

2. Industries, services/roles

Generally the second meeting in the discovery phase

QMerit and client core discovery and project personnel

These items impact the QMerit platform in many respects and should be established during a collaborative planning meeting with members from across the organization

(WHO)

HOW (TOOLS)

WI-QMI-11002 | solution design

Refer to section 5.0

3. Work and call types

Starts with the second meeting, will likely require some research gathering, and may take several subsequent meetings

QMerit and client core discovery and project personnel

WI-QMI-11003 | skill and labor matching Start with your existing list of things people do every day. Optimize and socialize to establish the most accurate representation of work being performed within your organization. Often this can be overwhelming, consider leveraging a job task analysis to help with prioritization. Refer to section 5.0

4. Learning content inventory and assessment

You should not start this without the previous three steps completed. Also, this is the first pass, you will gain additional perspective after completion of the

Procedure Title: – Master business process; “the” Match

QMerit and client core discovery and project personnel

WI-QMI-1000 | configuration; JTA Based on the industries, services, and work types you should create a matrix that starts to assess what learning you currently have available which aligns to your first pass learning matrix. Refer to section 5.0

Page 2 of 9

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-3000

STEP

WHAT

WHEN

COMPETENCY (WHO)

competency models are constructed (3.2.5)

HOW (TOOLS) SOP-QMI-1005 | content management

3.2 Align STEP

WHAT

1. Skills matching; skill levels by role

WHEN

COMPETENCY

HOW (TOOLS)

Post contract signing and in conjunction with labor matching exercise (3.2.2)

QTAS owner and subject matter experts (client)

Qualifying individuals against the recently established industry, service, [skill matrix] (3.1.4)

(WHO)

Refer to section 5.0

2. Labor matching; skill levels by type

Post contract signing and in conjunction with skill matching exercise (3.2.1)

QTAS owner and subject matter experts (client)

WI-QMI-11003 | skill and labor matching Qualifying work activity types against the recently established industry, service, [skill matrix] (3.1.4) Refer to section 5.0

3. Competency modeling; focused and foundational

Post contract signing | Important step prior to entering the QTAS actions (3.2.5)

QTAS owner and subject matter experts (client)

Prior to any content creation learning models will provide a roadmap related to specific skills required.

WI-QMI-11003 | skill and labor matching Armed with the solution design (business benefits), the work types (worker actions), balanced with the skill and labor matching criteria it should be straightforward to identify competency models. Identification of foundational competencies and promotion of those two focused competencies will be illustrated on the model. Refer to section 5.0 SOP-QMI-1003 | learning models

4. Learning content

After all three steps in section 3.2 have been executed

Procedure Title: – Master business process; “the” Match

QTAS owner and subject matter experts (client)

Create a high-level matrix that will be leveraged in subsequent work Page 3 of 9

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-3000

STEP

WHAT

WHEN

COMPETENCY

HOW (TOOLS)

QTAS owner and subject matter experts (client)

instructions. Matrix will include; models, skill levels by role, work activity types, available content (yes/no), title of content. Several quality documents within this quality manual address this particular step.

(WHO)

aggregation and publishing

5. Questions, topics, assessments, scheduling (Q TAS)

Post 3.2.4

Refer to section 5.0 Consider starting with these instructions first: 1) WI-QMI-11000 | master business process; QTAS 2) WI-QMI-51003 | configuration; QTAS

3.3 ITERATE STEP

WHAT

1. Skill and labor matching data

WHEN

COMPETENCY

HOW (TOOLS)

Subsequent to your first pass at entering information into QTAS

QTAS owner and subject matter experts (client)

Conduct a meeting with the mentors and advocates within your organization’s communities. Present the JTA (if used 3.1.3), skill matrix (3.2.2), competency models (3.2.3), and have your learning engine open.

(WHO)

Walk through the skill categories and reference individual workers. Take your work and call types (3.1.3) and compare the skills required for these activities against your communities’ skills.

2. Competency modeling data

Immediately following the creation of your

Procedure Title: – Master business process; “the” Match

QTAS owner and subject matter experts (client)

The goal is to leverage the skill diversity of individuals and create the best match for labor allocation. Representatives across your organization’s disciplines should be gathered to review and iterate your

Page 4 of 9

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-3000

STEP

WHAT

WHEN

COMPETENCY (WHO)

competency models (3.2.3)

3. QU QTAS data; via subject matter experts

If you have deployed experimental questions in your assessments, then use this information.

HOW (TOOLS) foundational competencies.

QTAS owner and subject matter experts (client)

If not, wait for the first group to run through your learning and assessment content.

Establish which competencies are focused by comparing these to your organizations strategic objectives. Focused competencies can change year over year, however will pull from the foundational competency list. Leverage the reports that come with either your assessment or learning management engine. These reports will provide perspective on your questions, topics, and assessment logic. If your learning content is tied to a tool that can track hits take a look at this information as well.

3.4 Deliver STEP

WHAT

1. Assessments scheduling and access rights

2. Learning content publishing

WHEN This is the final step and should occur once you have solid content that has been socialized with many

Prior to scheduling assessments if your feedback ties back

Procedure Title: – Master business process; “the” Match

COMPETENCY (WHO)

QTAS owner and subject matter experts (client)

HOW (TOOLS) Scheduling is important, it should try to avoid conflict windows within your organization. For instance, scheduling assessments during month end close for an accounting department will create unnecessary load. Access rights | Individuals should see only what they need to see when they need to see it. Presenting too much information will overwhelm and demotivate the participant. A few things to consider when publishing content: 1. make the content easy to access, if it

Page 5 of 9

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-3000

STEP

WHAT

WHEN

COMPETENCY (WHO)

to learning content (hopefully so)

HOW (TOOLS) does not need to be private lean towards public 2. use tools that provide usage metrics as a feature 3. if URLs, consider shortening tools which allow you to create logical names (bit.ly) Refer to section 5.0

3. Content list; by role; by organization

4. Collaboration (post assessment); by organization

Within two weeks after first deployment

Same day as the first scheduled assessment

QTAS owner and subject matter experts (client)

SOP-QMI-1005 | content management Outcomes based education models commonly drive participants to learning content via feedback and outcomes. Thus, it is difficult for a participant to see a summarized list of learning materials. Publish a matrix organized by competency model name and defined by skill groups; fundamental, proficient, expert. Provide the media type, the length (if video), a brief description and a link to access. Consider the use of forums or OneNote Gathering feedback immediately following an assessment experience is important for both the contributor and the consumer. Consider organizing this information by topic name in your QTAS process. Easy to access threaded content tools work best (blogs, Yammer, OneNote)

4.0 SPECIAL DEFINITIONS Procedure Title: – Master business process; “the” Match

Page 6 of 9

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-3000

THE FOLLOWING TERMS ARE REFERRED TO IN THIS STANDARD; TO VIEW THE DEFINITION OF EACH TERM PLEASE CLICK ON THE LEXICON LIBRARY LINK: LEXICON LIBRARY TERM Assessment Blogs CLO Feedback OneNote Outcome-based education QTAS Scheduling Standard Operating Procedure (SOP) Topic Work instruction (WI) Yammer

5.0 ASSOCIATED REFERENCE DOCUMENTS THE FOLLOWING DOCUMENTS PROVIDE ADDITIONAL INFORMATION (ALL URLS ARE UNDERSCORED TOGETHER): DOCUMENT NAME R-WI-QMI-3000 | (example) trainers should R-WI-QMI-11001 | competency model R-WI-QMI-11001 | (example) feasibility study R-WI-QMI-11001 | (example) learning alignment R-WI-QMI-11001 | outcomes based education WI-QMI-11002 | solution design WI-QMI-4000 | skill and labor matching WI-QMI-1000 | configuration; JTA SOP-QMI-1005 | content management SOP-QMI-1003 | learning models WI-QMI-11000 | master business process; QTAS WI-QMI-51003 | configuration; QTAS

LOCATION http://bit.ly/R_WI_QMI_3000_TrainersShould http://bit.ly/R_WI_QMI_11001_CompetencyMo del http://bit.ly/R_WI_QMI_11001_FeasibilityStudy http://bit.ly/R_WI_QMI_11001_LearningAlignm ent http://bit.ly/R_WI_QMI_11001_OutcomesBased Edu http://bit.ly/WIQMI11002 http://bit.ly/WIQMI4000 http://bit.ly/WIQMI1000 http://bit.ly/SOPQMI1005 http://bit.ly/SOPQMI1003 http://bit.ly/WIQMI11000 http://bit.ly/WIQMI51003

6.0 ASSOCIATED KNOWLEDGE DATABASE THE FOLLOWING KNOWLEDGE DATABASES PROVIDE ADDITIONAL INFORMATION:

Procedure Title: – Master business process; “the” Match

Page 7 of 9

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-3000

KNOWLEDGE DATABASE

LOCATION

7.0 ASSOCIATED TOOLS THE FOLLOWING TOOLS MAY BE REQUIRED FOR COMPLIANCE TO THIS STANDARD: ASSOCIATED TOOLS QMerit Lexicon Library

LOCATION http://bit.ly/QMeritLexiconLibrary

8.0 REVISION HISTORY REVISION (X.X) DATE OF LAST REVISION

1.0 02/16/16

LAST APPROVAL DATE

02/11/16

(MM/DD/YY) (MM/DD/YY)

DOCUMENT AUTHOR: Greg Lush

DOCUMENT MANAGER: Greg Lush

REASON FOR CHANGE:

SECTION / PARAGRAPH CHANGED

Revision

1.0

All

CHANGE MADE

Initial entry of document

DATE OF REVISION MM/DD/YY

02/11/16

9.0 ELECTRONIC NOTIFICATION LIST: ELECTRONIC NOTIFICATIONS VP Technical Services VP Sales VP Engineering 10.0

APPROVALS

PLEASE GO TO THE LINK BELOW FOR THE ELECTRONIC RECORD OF THE REVIEW AND APPROVAL OF THIS POLICY. LOGIN TO VIEW FIRST APPROVER NAME: GREG LUSH BUSINESS UNIT: QMERIT INC. TITLE: CLO

SECOND APPROVER NAME: TRACY PRICE BUSINESS UNIT: QMERIT INC. TITLE: CEO AND CHAIRMAN

Procedure Title: – Master business process; “the” Match

THIRD APPROVER NAME: BUSINESS UNIT: QMERIT INC. TITLE:

Page 8 of 9

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-3000

SIGNATURE: ELECTRONIC APPROVAL

SIGNATURE:

DOCUMENT HISTORY SECTION: Document Created on 02/11/16 by Greg Lush Edits and URLs on 02/16/16 by Greg Lush

Procedure Title: – Master business process; “the” Match

Page 9 of 9

Combined links | manuals and master Saturday, February 13, 2016

9:55 AM

----Master NUMERICAL list number the match; alphabetical all in the match; architect version

QMQMI0001TheMatch QMQMI0002TheMatchArchitect

description

link

this manual contains all of the quality documents and their http://bit.ly/QmQmi0001 associated reference documents in alphabetical order by the name. fundamental design and hierarchical configuration elements

http://bit.ly/QmQmi0002

the match; content author version

QMQMI0003TheMatchContentAuthor

feedback, outcomes, and content management (learning collateral) http://bit.ly/QmQmi0003

the match; content editor version

QMQMI0004TheMatchContentEditor

feedback, outcomes, and content management (learning collateral) http://bit.ly/QmQmi0004

the match; questions author version

QMQMI0005TheMatchQuestionsAuthor

configuration and testing of questions

http://bit.ly/QmQmi0005

the match; questions editor version

QMQMI0006TheMatchQuestionsEditor

configuration and testing of questions

http://bit.ly/QmQmi0006

the match; assessments author version

QMQMI0007TheMatchAssessmentsAuthor

configuration and testing of assessments and schedules

http://bit.ly/QmQmi0007

the matching; assessments editor version

QMQMI0008TheMatchAssessmentsEditor

configuration and testing of assessments and schedules

http://bit.ly/QmQmi0008

if this is your first time, this is the manual for you

http://bit.ly/QmQmi0009

similar to first time; however, includes additional tactical elements

http://bit.ly/QmQmi0010

mostly action based procedures, these are commonly reference and include all of the "configuration" based work instructions

http://bit.ly/QmQmi0011

only if conditions require, smallest of all quality manual collections

http://bit.ly/QmQmi0012

the match; first-time version the match; memory refresh version the match; reference version the match; conditional version

QMQMI0009TheMatchFirstTime QMQMI0010TheMatchMemoryRefresh QMQMI0011TheMatchReference QMQMI0012TheMatchConditional

----Master ALPHA list

number

description

link

configuration; assessments

WI-QMI-51005

Assessments from inception to delivery, detailed approach for the most important of steps in QTAS

http://bit.ly/WiQmi51005

configuration; job task analysis

WI-QMI-1000

Detailed steps regarding preparing for and executing a job task analysis

http://bit.ly/WiQmi1000

configuration; questions

WI-QMI-51004

Specific details regarding questions and their configuration; regardless of assessment or learning

http://bit.ly/WiQmi51004

configuration; QTAS

WI-QMI-51003

First of the configuration procedures and for some may provide enough information

http://bit.ly/WiQmi51003

configuration; topics

WI-QMI-51006

Specific details regarding topics and their configuration; regardless of assessment or learning engine

http://bit.ly/WiQmi51006

content management

SOP-QMI-1005

Contribution and consumption of content guidelines and best practices

http://bit.ly/SopQmi1005

feedback; QTAS

SOP-QMI-1000

Guidelines and best practices for feedback at the question, topic and assessment level

http://bit.ly/SopQmi1000

learning models

SOP-QMI-1003

Points of consideration regarding the creation of learning models within an organization

http://bit.ly/SopQmi1003

master business process; QTAS

WI-QMI-11000

Good to be proceeded by WI-QMI-3000, this instruction goes over http://bit.ly/WiQmi11000 the holistic design of questions, topics, assessments and scheduling (QTAS)

master business process; "the" Match

WI-QMI-3000

Overview of the entire process from skill and labor match to qualification via the assessment (s)

metadata; QTAS

WI-QMI-51001

http://bit.ly/WiQmi3000 http://bit.ly/WiQmi51001

Considerations regarding the use of Metadata across your QTAS environment outcomes; QTAS

SOP-QMI-1001

Guidelines and best practices for outcomes at the question, topic and assessment level

http://bit.ly/SopQmi1001

skill and labor matching

WI-QMI-4000

Two exercises specific to skill and labor matching with an output of a "activity alignment matrix"

http://bit.ly/WiQmi4000

solution design

WI-QMI-0100

Translation of a prospects requirements into objectives and benefits

http://bit.ly/WiQmi0100

Planning Page 1

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-4000

BUSINESS UNIT:

QMerit Inc. 111 Pacifica, Suite 200, Irvine, CA 92618

STANDARD TYPE:

Work Instruction

PROCEDURE TITLE: Skill and labor matching

AREA: Management Systems TYPE OF PROCEDURE:

Transition and Validation

DOCUMENT NUMBER: WI-QMI-4000 REVISION: 1.0

PROCEDURE STATUS

IMPLEMENTED

RELEASED

02/12/16

mm/dd/yy

UNLOCK DOCUMENT TO EDIT BEYOND THIS POINT

1.0 PURPOSE/SCOPE For years now the decision regarding “who is going to do what” has been handled subjectively and/or at a macro qualification level. In the talent development world, quantifying skills has happened for many years; however, in most cases this process is single dimensional and very difficult to associate directly to the individuals work assignments. Essentially skill and labor matching has been conducted at a macro level. A couple of key components have been missing: 1. a three-dimensional correlation between an industry, the type of service or role, and predefined skill groups 2. micro level definition at the work or project activity level by means of assigning the same threedimensional correlation of industry, the type of service or role, and discrete skill levels to an activity type Without referencing all three dimensions you will end up with either overqualified or underqualified individuals when attempting to do skill and labor matching. Industry, the type of service or role, activity type, skill level, questions – topics – assessments, and alignment to competency models must all converge in order to succeed at getting the right person to the right place. 2.0 RESPONSIBILITIES 2.1 TASK RESPONSIBILITIES QMerit Inc. maintains certain policies to encourage appropriate levels of feedback for workers. It is the responsibility of QMERIT Inc. and its’ clients to implement and operate this procedure in their areas of operation and to:  

Procedure Title: – Skill and labor matching

Page 1 of 6

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-4000

2.2 APPROVAL / ESCALATION RESPONSIBILITIES It is the responsibility of QMERIT Inc. and its’ clients to implement this SOP The QMerit Inc. CLO is the point of escalation for all matters inquired upon or contested with regards to this policy. 3.0 PROCEDURE (WI STEPS) 3.1 SKILLS MATCHING STEP

WHAT

1. Identify industry types

WHEN Discovery phase

COMPETENCY

HOW (TOOLS)

QMerit and client core discovery and project personnel

If you were to ask a marketing person what industries do you serve their response would be a good starting place. Typically, the number of industries is less than 10

(WHO)

Refer to section 5.0

2. Align industries to services/roles

Following your identification of industry types

QMerit and client core discovery and project personnel

WI-QMI-3000 “the” Match; 3.1.1-3.1.2 These relationships are typically many to many between industries and services. Some clients may see services as a role Refer to section 5.0

3. Macro level list of skills by service/role

4. Adjust skills by industry

Use the list that you have just created in step 3.1.2

The sequence is important here. Associating skills to services first will be beneficial as you start to correlate relationships to industries

Procedure Title: – Skill and labor matching

QMerit and client core discovery and project personnel Engage operations, service personnel, and training QMerit and client core discovery and project personnel Engage operations, service personnel, and training

WI-QMI-3000 “the” Match; 3.1.1-3.1.2 Many people prefer to just use a simple spreadsheet. Once the first pass is made it is advised that you socialize with as many operators as possible. The relationship between skills and services has deep impact. If you chose to use a spreadsheet as advised in 3.1.3 we suggest just adding an additional column for industry. When considering the industry and service relationship, think about a person’s role and what

Page 2 of 6

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-4000

STEP

WHAT

WHEN

COMPETENCY (WHO)

HOW (TOOLS) you assume they will know as fundamental, proficient and expert skills.

5. Align skills by industry to skill groups

Definitely do this in order as represented in section 3.1.

QMerit and client core discovery and project personnel

Skills are literally what individuals can do as workers, i.e. “change a lightbulb”.

Engage operations, service personnel, and training

Skill groups are at a higher level and represented as fundamental, proficient, and expert. Calculated skill levels (introduced a bit later) are actually calculated values from the QMerit platform.

3.2 Labor matching STEP

WHAT

WHEN

COMPETENCY

HOW (TOOLS)

1. Create activity types. These are referred to as many things depending upon the industry. Nature of call, nature of care, call type, etc.

This exercise can be done in parallel with your skill matching

QMerit and client core discovery and project personnel

Inventory your existing work distribution processes and create a master list of activity types. Remove duplicates, optimize, and normalize list.

2. Group activity types by skill groups

Often this will be done in the same session as reviewing activity types with your team

3. Develop assigned skill

Likely this will begin as a group exercise and then be broken down to individuals

Generally conversation needs to occur when grouping activity types, it is suggested you consider a group exercise After the group exercise in 3.2.2. We recommend that you

Procedure Title: – Skill and labor matching

(WHO)

Engage operations and service personnel

QMerit and client core discovery and project personnel

Technically there is no limit; however, the list should be right sized to minimize confusion for all involved in the work allocation process. Depending upon the relationship to industries and services activity types may belong to multiple skill groups.

Engage operations and service personnel

QMerit and client core discovery

In the skill matching procedure you noticed that skill levels are calculated Page 3 of 6

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-4000

STEP

WHAT levels by activity type

4. Generate a matrix for activity types

WHEN

COMPETENCY (WHO)

consider sending this task to several individuals and then come together to collaborate on the results.

and project personnel

You must have fully executed all of the skill matching procedures and all of labor matching procedures

QMerit and client core discovery and project personnel

Engage operations and service personnel

Engage operations, service personnel, and training

HOW (TOOLS) values. Activity types have assigned skill levels by the organization. These assigned skill levels are still correlated across the three dimensions of industry, service and skill level. This is a critical exercise as it determines who will get what work activity. The “activity alignment matrix" will serve as a master reference for all events related to skill and labor matching. Create a spreadsheet with the following columns, starting from left to right: 1. industry 2. service/role 3. activity type 4. skill group 5. question 6. topic 7. competency group

4.0 SPECIAL DEFINITIONS THE FOLLOWING TERMS ARE REFERRED TO IN THIS STANDARD; TO VIEW THE DEFINITION OF EACH TERM PLEASE CLICK ON THE LEXICON LIBRARY LINK: LEXICON LIBRARY TERM Assessment Feedback Outcome-based education Standard Operating Procedure (SOP) Topic Work instruction (WI)

5.0 ASSOCIATED REFERENCE DOCUMENTS THE FOLLOWING DOCUMENTS PROVIDE ADDITIONAL INFORMATION:

Procedure Title: – Skill and labor matching

Page 4 of 6

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-4000

LOCATION http://bit.ly/R_WI_QMI_4000_SkillLaborMatch http://bit.ly/WIQMI3000 http://bit.ly/WIQMI51004 http://bit.ly/WIQMI51006 http://bit.ly/SOPQMI1003

6.0 ASSOCIATED KNOWLEDGE DATABASE THE FOLLOWING KNOWLEDGE DATABASES PROVIDE ADDITIONAL INFORMATION: KNOWLEDGE DATABASE

LOCATION

7.0 ASSOCIATED TOOLS THE FOLLOWING TOOLS MAY BE REQUIRED FOR COMPLIANCE TO THIS STANDARD: ASSOCIATED TOOLS QMerit Lexicon Library

LOCATION http://bit.ly/QMeritLexiconLibrary

8.0 REVISION HISTORY REVISION (X.X) DATE OF LAST REVISION

1.0 02/16/16

LAST APPROVAL DATE

02/12/16

(MM/DD/YY) (MM/DD/YY)

DOCUMENT AUTHOR: Greg Lush

DOCUMENT MANAGER: Greg Lush

REASON FOR CHANGE:

SECTION / PARAGRAPH CHANGED

Revision

1.0

All

CHANGE MADE

Initial entry of document

DATE OF REVISION MM/DD/YY

02/12/16

9.0 ELECTRONIC NOTIFICATION LIST:

Procedure Title: – Skill and labor matching

Page 5 of 6

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-4000

ELECTRONIC NOTIFICATIONS VP Technical Services VP Sales VP Engineering 10.0

APPROVALS

PLEASE GO TO THE LINK BELOW FOR THE ELECTRONIC RECORD OF THE REVIEW AND APPROVAL OF THIS POLICY. LOGIN TO VIEW FIRST APPROVER NAME: GREG LUSH BUSINESS UNIT: QMERIT INC. TITLE: CLO SIGNATURE: ELECTRONIC APPROVAL

SECOND APPROVER NAME: TRACY PRICE BUSINESS UNIT: QMERIT INC. TITLE: CEO AND CHAIRMAN SIGNATURE: ELECTRONIC APPROVAL

THIRD APPROVER NAME: BUSINESS UNIT: QMERIT INC. TITLE: SIGNATURE:

DOCUMENT HISTORY SECTION: Document Created on 02/12/16 by Greg Lush Edits and URLs on 02/16/16 by Greg Lush

Procedure Title: – Skill and labor matching

Page 6 of 6

Combined links | manuals and master Saturday, February 13, 2016

9:55 AM

----Master NUMERICAL list number the match; alphabetical all in the match; architect version

QMQMI0001TheMatch QMQMI0002TheMatchArchitect

description

link

http://bit.ly/QmQmi0002

the match; content author version

QMQMI0003TheMatchContentAuthor

feedback, outcomes, and content management (learning collateral) http://bit.ly/QmQmi0003

the match; content editor version

QMQMI0004TheMatchContentEditor

feedback, outcomes, and content management (learning collateral) http://bit.ly/QmQmi0004

the match; questions author version

QMQMI0005TheMatchQuestionsAuthor

configuration and testing of questions

http://bit.ly/QmQmi0005

the match; questions editor version

QMQMI0006TheMatchQuestionsEditor

configuration and testing of questions

http://bit.ly/QmQmi0006

the match; assessments author version

QMQMI0007TheMatchAssessmentsAuthor

configuration and testing of assessments and schedules

http://bit.ly/QmQmi0007

the matching; assessments editor version

QMQMI0008TheMatchAssessmentsEditor

configuration and testing of assessments and schedules

http://bit.ly/QmQmi0008

if this is your first time, this is the manual for you

http://bit.ly/QmQmi0009

similar to first time; however, includes additional tactical elements

http://bit.ly/QmQmi0010

mostly action based procedures, these are commonly reference and include all of the "configuration" based work instructions

http://bit.ly/QmQmi0011

only if conditions require, smallest of all quality manual collections

http://bit.ly/QmQmi0012

the match; first-time version the match; memory refresh version the match; reference version the match; conditional version

QMQMI0009TheMatchFirstTime QMQMI0010TheMatchMemoryRefresh QMQMI0011TheMatchReference QMQMI0012TheMatchConditional

----Master ALPHA list

number

description

link

configuration; assessments

WI-QMI-51005

Assessments from inception to delivery, detailed approach for the most important of steps in QTAS

http://bit.ly/WiQmi51005

configuration; job task analysis

WI-QMI-1000

Detailed steps regarding preparing for and executing a job task analysis

http://bit.ly/WiQmi1000

configuration; questions

WI-QMI-51004

Specific details regarding questions and their configuration; regardless of assessment or learning

http://bit.ly/WiQmi51004

configuration; QTAS

WI-QMI-51003

First of the configuration procedures and for some may provide enough information

http://bit.ly/WiQmi51003

configuration; topics

WI-QMI-51006

Specific details regarding topics and their configuration; regardless of assessment or learning engine

http://bit.ly/WiQmi51006

content management

SOP-QMI-1005

Contribution and consumption of content guidelines and best practices

http://bit.ly/SopQmi1005

feedback; QTAS

SOP-QMI-1000

Guidelines and best practices for feedback at the question, topic and assessment level

http://bit.ly/SopQmi1000

learning models

SOP-QMI-1003

Points of consideration regarding the creation of learning models within an organization

http://bit.ly/SopQmi1003

master business process; QTAS

WI-QMI-11000

Good to be proceeded by WI-QMI-3000, this instruction goes over http://bit.ly/WiQmi11000 the holistic design of questions, topics, assessments and scheduling (QTAS)

master business process; "the" Match

WI-QMI-3000

Overview of the entire process from skill and labor match to qualification via the assessment (s)

metadata; QTAS

WI-QMI-51001

http://bit.ly/WiQmi3000 http://bit.ly/WiQmi51001

Considerations regarding the use of Metadata across your QTAS environment outcomes; QTAS

SOP-QMI-1001

Guidelines and best practices for outcomes at the question, topic and assessment level

http://bit.ly/SopQmi1001

skill and labor matching

WI-QMI-4000

Two exercises specific to skill and labor matching with an output of a "activity alignment matrix"

http://bit.ly/WiQmi4000

solution design

WI-QMI-0100

Translation of a prospects requirements into objectives and benefits

http://bit.ly/WiQmi0100

Planning Page 1

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-11000

BUSINESS UNIT:

QMerit Inc. 111 Pacifica, Suite 200, Irvine, CA 92618

STANDARD TYPE:

Work Instruction

PROCEDURE TITLE: Master business process; QTAS

AREA: Products and Services TYPE OF PROCEDURE:

HR and Learning

DOCUMENT NUMBER: WI-QMI-11000 REVISION: 1.0

PROCEDURE STATUS

IMPLEMENTED

RELEASED

02/09/16

mm/dd/yy

UNLOCK DOCUMENT TO EDIT BEYOND THIS POINT

1.0 PURPOSE/SCOPE Two sets of procedures are presented within this work instruction; preparing for configuration; and high level configuration steps. It will enable organizations to become more effective users of assessments making better “skill to task” decisions and enhancing the potential, well-being and worker – organization fit of all of their labor resources. This guidance will promote the provision of standardized, appropriate, and equitable delivery of assessment services to assess participants. Questions, tasks, assessments, and scheduling are all critical components of an outcome based educational delivery mechanism. Careful consideration of the preparation steps is vital in ensuring that your delivered assessments are relevant and trustworthy. 2.0 RESPONSIBILITIES 2.1 TASK RESPONSIBILITIES QMerit Inc. maintains certain policies to encourage appropriate levels of feedback for workers. It is the responsibility of QMERIT Inc. and its’ clients to implement and operate this procedure in their areas of operation and to:  

2.2 APPROVAL / ESCALATION RESPONSIBILITIES It is the responsibility of QMERIT Inc. and its’ clients to implement this SOP

Procedure Title: – Master business process; QTAS

Page 1 of 8

CONTROLLED DOCUMENT: WI-QMI-11000

QMS STANDARDS

The QMerit Inc. CLO is the point of escalation for all matters inquired upon or contested with regards to this policy. 3.0 PROCEDURE (WI STEPS) 3.1 PREPARING FOR QTAS CONFIGURATION STEP WHAT 1. Roles established within organization

2. Create competency models

3. Whiteboard: learning objectives

WHEN “the” Match generates core hierarchal elements of the QMerit platform. Roles, depending upon the client, may be referred to as “services”

COMPETENCY (WHO) QMerit and Client core discovery and project personnel

HOW (TOOLS) Refer to section 5.0

In many cases the competency model may be the same as the role with additional metadata This process will be repeated again at the assessment level; however, a holistic mapping of your organization’s objectives which will apply across all assessments should be established

QMerit and Client core discovery and project personnel

Refer to section 5.0

QMerit and Client core discovery and project personnel

Focused competencies will leverage these objectives as well

4. Whiteboard: topics

Considering the correlation between the role and model begin formulating thoughts on topics

QMerit and Client core discovery and project personnel

5. Whiteboard: assessments

Take into consideration the role, model, and the topics to establish your first pass at logical assessment names. See WI-QMI-51005

QMerit and Client core discovery and project personnel

Procedure Title: – Master business process; QTAS

WI-QMI-11001 | Master business process; ”the” Match

SOP-QMI-1003 | learning models Each of the meeting participants provide three objectives by individually noting them. Once completed have objectives read and show them on the whiteboard for merging and establishing the three to five focused objectives. Start at the highest level (top five). Consider taking bits of paper, jot down all of the related topics. Layout, combine, optimize, prioritize List the names of your assessments, at least what you believe they will be at this point. Keep in mind until

Page 2 of 8

CONTROLLED DOCUMENT: WI-QMI-11000

STEP

WHAT

6. Whiteboard: assessment objectives

QMS STANDARDS

WHEN (configuration; assessments) for naming taxonomy

COMPETENCY (WHO)

Once assessments have been defined

QMerit and Client core discovery and project personnel

HOW (TOOLS) the assessments are added to the learning system you have a bunch of flexibility You may follow the process as defined in step three; however, as these are specific to a particular assessment coming up with three per person may be challenging

3.2 HIGH LEVEL QTAS CONFIGURATION STEPS STEP WHAT 1. Create topics folder

WHEN Must be created prior to creating topics. Topic folders set the sub-structure.

COMPETENCY (WHO) QTAS owner (QMerit and client)

HOW (TOOLS) Refer to section 7.0 Access authoring environment Reference “topics” inside of Lexicon Library ----Refer to section 6.0 QuestionMark manual ----Refer to section 5.0

2. Create topics

Once questions have been organized and high level associations to topics established. Topics may have subtopics as well. Questions and Topics have “many-to-many”

Procedure Title: – Master business process; QTAS

QTAS owner (QMerit and client)

WI-QMI-51006 | configuration; topics Refer to section 7.0 Access authoring environment Reference “topics” inside of Lexicon Library

Page 3 of 8

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-11000

STEP

WHAT

3. Create questions

4. Question outcome and feedback

WHEN relationships

In order to create a question, the topic must be created. Questions may reference multiple topics (may be moved around required)

Once you have your questions neatly organized into topics it is time to consider how these questions have impact.

COMPETENCY (WHO)

QTAS owner and subject matter experts (client)

6. Create assessments folder

Step back up a level now that you have outcomes and feedback complete for individual questions and consider how these topics will influence the participant

Must be created prior to creating

Procedure Title: â&#x20AC;&#x201C; Master business process; QTAS

QuestionMark manual Refer to section 7.0 Access authoring environment ----Question relevance builds trust, trust builds motivation to learn. ----Refer to section 5.0

QTAS owner and subject matter experts (client)

Go back through your questions and begin adding outcomes and feedback 5. Topic outcomes

HOW (TOOLS) ----Refer to section 6.0

QTAS owner and subject matter experts (client)

QTAS owner (QMerit and client)

View WI-QMIâ&#x20AC;&#x201C; 51004 | configuration; questions Refer to section 7.0 Access authoring environment ----Refer to section 5.0 WI-QMI-51004 | configuration; questions Refer to section 7.0 Access authoring environment ----Refer to section 5.0 WI-QMI-51006 | configuration; topics Refer to section 7.0

Page 4 of 8

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-11000

STEP

WHAT

WHEN assessments. Folders provide the ability to isolate access rights.

COMPETENCY (WHO)

HOW (TOOLS) Access authoring environment Reference “topics” inside of Lexicon Library ----Refer to section 6.0

7. Create assessments

8. Publish assessments

9. Schedule assessments

Now that the questions and topics are all assembled, it is time to insert these (one or many) into an assessment.

As with questions, it is always good to test the assessments prior to publishing. However, the best test is once their published. Until assessments are scheduled they cannot be viewed. You may consider creating a fake user for test taking. Once assessments are published and tested it is time for the final step, scheduling. My preference is to use the web based scheduling as opposed to sending email. Keep in mind that consistency leads to more efficient knowledge transfer, teaching participants to

Procedure Title: – Master business process; QTAS

QTAS owner and subject matter experts (client)

QuestionMark manual Refer to section 7.0 Access authoring environment ----Refer to section 5.0

QTAS owner and subject matter experts (client)

WI-QMI-51005 | configuration; assessment Refer to section 7.0 Access authoring environment ----Refer to section 5.0 WI-QMI-51005 | configuration; assessment Refer to section 7.0 Access authoring environment ----Refer to section 5.0 WI-QMI-51005 | configuration; assessment

Page 5 of 8

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-11000

STEP

WHAT

WHEN self-serve is worth the initial inconvenience.

COMPETENCY (WHO)

HOW (TOOLS)

4.0 SPECIAL DEFINITIONS THE FOLLOWING TERMS ARE REFERRED TO IN THIS STANDARD; TO VIEW THE DEFINITION OF EACH TERM PLEASE CLICK ON THE LEXICON LIBRARY LINK: LEXICON LIBRARY TERM Assessment CLO CLO insights Feedback Outcome-based education QTAS Scheduling Standard Operating Procedure (SOP) Topic Work instruction (WI)

LOCATION http://bit.ly/R1_WI_11000_SketchQtasOverview http://bit.ly/WIQMI3000 http://bit.ly/WIQMI1003 http://bit.ly/WIQMI51005 http://bit.ly/WIQMI51004 http://bit.ly/WIQMI51006 http://bit.ly/R2_WI_11000_CLOInsights http://bit.ly/WIQMI51003

6.0 ASSOCIATED KNOWLEDGE DATABASE THE FOLLOWING KNOWLEDGE DATABASES PROVIDE ADDITIONAL INFORMATION: KNOWLEDGE DATABASE QuestionMark V5 QMerit marked up manual

Procedure Title: – Master business process; QTAS

LOCATION http://bit.ly/R_WI_11000_QuestionMarkV5Marked

Page 6 of 8

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-11000

KNOWLEDGE DATABASE

LOCATION UpManual

7.0 ASSOCIATED TOOLS THE FOLLOWING TOOLS MAY BE REQUIRED FOR COMPLIANCE TO THIS STANDARD: ASSOCIATED TOOLS QMerit Lexicon Library QuestionMark authoring environment

LOCATION http://bit.ly/QMeritLexiconLibrary http://ondemand.questionmark.com/home/402385

8.0 REVISION HISTORY REVISION (X.X) DATE OF LAST REVISION

1.0 02/16/16

LAST APPROVAL DATE

02/09/16

(MM/DD/YY) (MM/DD/YY)

DOCUMENT AUTHOR: Greg Lush

DOCUMENT MANAGER: Greg Lush

REASON FOR CHANGE:

SECTION / PARAGRAPH CHANGED

Revision

1.0

All

DATE OF REVISION MM/DD/YY

CHANGE MADE

Initial entry of document

02/09/16

9.0 ELECTRONIC NOTIFICATION LIST: ELECTRONIC NOTIFICATIONS VP Technical Services VP Sales VP Engineering 10.0

APPROVALS

PLEASE GO TO THE LINK BELOW FOR THE ELECTRONIC RECORD OF THE REVIEW AND APPROVAL OF THIS POLICY. LOGIN TO VIEW FIRST APPROVER NAME: GREG LUSH

SECOND APPROVER NAME: TRACY PRICE

Procedure Title: – Master business process; QTAS

THIRD APPROVER NAME: Page 7 of 8

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-11000

BUSINESS UNIT: QMERIT INC. TITLE: CLO SIGNATURE: ELECTRONIC APPROVAL

BUSINESS UNIT: QMERIT INC. TITLE: CEO AND CHAIRMAN SIGNATURE: ELECTRONIC APPROVAL

BUSINESS UNIT: QMERIT INC. TITLE: SIGNATURE:

DOCUMENT HISTORY SECTION: Document Created on 02/09/16 by Greg Lush Edits and URLs on 02/16/16 by Greg Lush

Procedure Title: – Master business process; QTAS

Page 8 of 8

Combined links | manuals and master Saturday, February 13, 2016

9:55 AM

----Master NUMERICAL list number the match; alphabetical all in the match; architect version

QMQMI0001TheMatch QMQMI0002TheMatchArchitect

description

link

http://bit.ly/QmQmi0002

the match; content author version

QMQMI0003TheMatchContentAuthor

feedback, outcomes, and content management (learning collateral) http://bit.ly/QmQmi0003

the match; content editor version

QMQMI0004TheMatchContentEditor

feedback, outcomes, and content management (learning collateral) http://bit.ly/QmQmi0004

the match; questions author version

QMQMI0005TheMatchQuestionsAuthor

configuration and testing of questions

http://bit.ly/QmQmi0005

the match; questions editor version

QMQMI0006TheMatchQuestionsEditor

configuration and testing of questions

http://bit.ly/QmQmi0006

the match; assessments author version

QMQMI0007TheMatchAssessmentsAuthor

configuration and testing of assessments and schedules

http://bit.ly/QmQmi0007

the matching; assessments editor version

QMQMI0008TheMatchAssessmentsEditor

configuration and testing of assessments and schedules

http://bit.ly/QmQmi0008

if this is your first time, this is the manual for you

http://bit.ly/QmQmi0009

similar to first time; however, includes additional tactical elements

http://bit.ly/QmQmi0010

mostly action based procedures, these are commonly reference and include all of the "configuration" based work instructions

http://bit.ly/QmQmi0011

only if conditions require, smallest of all quality manual collections

http://bit.ly/QmQmi0012

the match; first-time version the match; memory refresh version the match; reference version the match; conditional version

QMQMI0009TheMatchFirstTime QMQMI0010TheMatchMemoryRefresh QMQMI0011TheMatchReference QMQMI0012TheMatchConditional

----Master ALPHA list

number

description

link

configuration; assessments

WI-QMI-51005

Assessments from inception to delivery, detailed approach for the most important of steps in QTAS

http://bit.ly/WiQmi51005

configuration; job task analysis

WI-QMI-1000

Detailed steps regarding preparing for and executing a job task analysis

http://bit.ly/WiQmi1000

configuration; questions

WI-QMI-51004

Specific details regarding questions and their configuration; regardless of assessment or learning

http://bit.ly/WiQmi51004

configuration; QTAS

WI-QMI-51003

First of the configuration procedures and for some may provide enough information

http://bit.ly/WiQmi51003

configuration; topics

WI-QMI-51006

Specific details regarding topics and their configuration; regardless of assessment or learning engine

http://bit.ly/WiQmi51006

content management

SOP-QMI-1005

Contribution and consumption of content guidelines and best practices

http://bit.ly/SopQmi1005

feedback; QTAS

SOP-QMI-1000

Guidelines and best practices for feedback at the question, topic and assessment level

http://bit.ly/SopQmi1000

learning models

SOP-QMI-1003

Points of consideration regarding the creation of learning models within an organization

http://bit.ly/SopQmi1003

master business process; QTAS

WI-QMI-11000

Good to be proceeded by WI-QMI-3000, this instruction goes over http://bit.ly/WiQmi11000 the holistic design of questions, topics, assessments and scheduling (QTAS)

master business process; "the" Match

WI-QMI-3000

Overview of the entire process from skill and labor match to qualification via the assessment (s)

metadata; QTAS

WI-QMI-51001

http://bit.ly/WiQmi3000 http://bit.ly/WiQmi51001

Considerations regarding the use of Metadata across your QTAS environment outcomes; QTAS

SOP-QMI-1001

Guidelines and best practices for outcomes at the question, topic and assessment level

http://bit.ly/SopQmi1001

skill and labor matching

WI-QMI-4000

Two exercises specific to skill and labor matching with an output of a "activity alignment matrix"

http://bit.ly/WiQmi4000

solution design

WI-QMI-0100

Translation of a prospects requirements into objectives and benefits

http://bit.ly/WiQmi0100

Planning Page 1

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-51001

BUSINESS UNIT:

QMerit Inc. 111 Pacifica, Suite 200, Irvine, CA 92618

STANDARD TYPE:

Work Instruction

PROCEDURE TITLE: Metadata; QTAS

AREA: Management Systems TYPE OF PROCEDURE:

HR and Learning

DOCUMENT NUMBER: WI-QMI-51001 REVISION: 1.0

PROCEDURE STATUS

IMPLEMENTED

RELEASED

02/11/16

mm/dd/yy

UNLOCK DOCUMENT TO EDIT BEYOND THIS POINT

1.0 PURPOSE/SCOPE Years ago when I was first introduced to the word metadata the definition shared with me seemed a bit confusing. Metadata’s simplistic definition equals “information about information”. A world of opportunity is exposed when we can select discrete pieces of information around transactional systems and leverage this information to create exponential value. This metadata abstraction layer provides the ability to see a combination of events from a different perspective. When referring to learning, assessments or learning management systems, metadata plays a vital role and takes on this additional definition. “Meta-tags are not used to classify questions by subject – this is the function of topics. Once you have defined your meta-tags, you can add them to particular questions as you create or edit them.” Meta-tags can be used to classify questions according to your criteria. 2.0 RESPONSIBILITIES 2.1 TASK RESPONSIBILITIES QMerit Inc. maintains certain policies to encourage appropriate levels of feedback for workers. It is the responsibility of QMERIT Inc. and its’ clients to implement and operate this procedure in their areas of operation and to:  

2.2 APPROVAL / ESCALATION RESPONSIBILITIES It is the responsibility of QMERIT Inc. and its’ clients to implement this SOP

Procedure Title: – Metadata; QTAS

Page 1 of 5

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-51001

The QMerit Inc. CLO is the point of escalation for all matters inquired upon or contested with regards to this policy. 3.0 PROCEDURE (WI STEPS) 3.1 LEVERAGING METADATA STEP

WHAT

1. Create

2. Agree

3. Leverage

WHEN

Once “the” Match has been created you should have a good sense of questions, topics, assessments, and outcomes.

Meta-tags consist of names, descriptions, and values. Create a matrix with these aforementioned elements to assist with this step of the process

Now that your metatag library is constructed and vetted it is time to start making associations and leverage the power of metadata

COMPETENCY

HOW (TOOLS)

QTAS owner and subject matter experts (client)

Deliberate planning should take place when considering your metatags.

(WHO)

Layout your topics with some visibility to the questions.

QTAS owner and subject matter experts (client)

Once you have defined meta-tags and assigned them to questions, you can create assessments and filter only questions with specific meta-tag values. Assemble a group of people representing all aspects of your organization. These delegates will review your meta-tag matrix with the objective of validating the meaning is consistent across disciplines. It would not be desirable, for example, for one author to use an “approved” tag to have one meaning in their assessments, and another author to use the same value for a different purpose. Think about the endgame and how you will want to take advantage of your content, both questions and assessments, to use in a variety of ways. Questions: use meta-tags as a way to structure your questions, as a way of indexing questions, and also guide the automatic selection questions Assessments: most engines will allow you to leverage at least one of the meta-tags, however more

Procedure Title: – Metadata; QTAS

Page 2 of 5

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-51001

STEP

WHAT

WHEN

COMPETENCY

HOW (TOOLS)

(WHO)

sophisticated systems will allow you to create and/or statements to really fine tune content delivery. e.g. Difficulty=moderate AND Approved=Florida

4.0 SPECIAL DEFINITIONS THE FOLLOWING TERMS ARE REFERRED TO IN THIS STANDARD; TO VIEW THE DEFINITION OF EACH TERM PLEASE CLICK ON THE LEXICON LIBRARY LINK: LEXICON LIBRARY TERM Assessment Metadata QTAS Standard Operating Procedure (SOP) Topic Work instruction (WI)

5.0 ASSOCIATED REFERENCE DOCUMENTS THE FOLLOWING DOCUMENTS PROVIDE ADDITIONAL INFORMATION: DOCUMENT NAME WI-QMI-51004 | configuration; questions WI-QMI-51005 | configuration; assessments WI-QMI-51006 | configuration; topics WI-QMI-3000 | ”the” Match

LOCATION http://bit.ly/WIQMI51004 http://bit.ly/WIQMI51005 http://bit.ly/WIQMI51006 http://bit.ly/WIQMI3000

6.0 ASSOCIATED KNOWLEDGE DATABASE THE FOLLOWING KNOWLEDGE DATABASES PROVIDE ADDITIONAL INFORMATION: KNOWLEDGE DATABASE QuestionMark V5 marked up manual

LOCATION http://bit.ly/R_WI_11000_QuestionsMarkV5Marked UpManual

7.0 ASSOCIATED TOOLS

Procedure Title: – Metadata; QTAS

Page 3 of 5

QMS STANDARDS

CONTROLLED DOCUMENT: WI-QMI-51001

THE FOLLOWING TOOLS MAY BE REQUIRED FOR COMPLIANCE TO THIS STANDARD: ASSOCIATED TOOLS QMerit Lexicon Library QuestionMark authoring environment

LOCATION http://bit.ly/QMeritLexiconLibrary http://ondemand.questionmark.com/home/402385

8.0 REVISION HISTORY REVISION (X.X) DATE OF LAST REVISION

1.0 02/16/16

LAST APPROVAL DATE

02/11/16

(MM/DD/YY) (MM/DD/YY)

DOCUMENT AUTHOR: Greg Lush

DOCUMENT MANAGER: Greg Lush

REASON FOR CHANGE:

SECTION / PARAGRAPH CHANGED

Revision

1.0

All

CHANGE MADE

Initial entry of document

DATE OF REVISION MM/DD/YY

02/11/16

9.0 ELECTRONIC NOTIFICATION LIST: ELECTRONIC NOTIFICATIONS VP Technical Services VP Sales VP Engineering 10.0

APPROVALS

SECOND APPROVER NAME: TRACY PRICE BUSINESS UNIT: QMERIT INC. TITLE: CEO AND CHAIRMAN SIGNATURE: ELECTRONIC APPROVAL

THIRD APPROVER NAME: BUSINESS UNIT: QMERIT INC. TITLE: SIGNATURE:

DOCUMENT HISTORY SECTION:

Procedure Title: – Metadata; QTAS

Page 4 of 5

CONTROLLED DOCUMENT: WI-QMI-51001

QMS STANDARDS

Document Created on 02/11/16 by Greg Lush Edits and URLs on 02/16/16 by Greg Lush

Procedure Title: – Metadata; QTAS

Page 5 of 5

Combined links | manuals and master Saturday, February 13, 2016

9:55 AM

----Master NUMERICAL list number the match; alphabetical all in the match; architect version

QMQMI0001TheMatch QMQMI0002TheMatchArchitect

description

link

http://bit.ly/QmQmi0002

the match; content author version

QMQMI0003TheMatchContentAuthor

feedback, outcomes, and content management (learning collateral) http://bit.ly/QmQmi0003

the match; content editor version

QMQMI0004TheMatchContentEditor

feedback, outcomes, and content management (learning collateral) http://bit.ly/QmQmi0004

the match; questions author version

QMQMI0005TheMatchQuestionsAuthor

configuration and testing of questions

http://bit.ly/QmQmi0005

the match; questions editor version

QMQMI0006TheMatchQuestionsEditor

configuration and testing of questions

http://bit.ly/QmQmi0006

the match; assessments author version

QMQMI0007TheMatchAssessmentsAuthor

configuration and testing of assessments and schedules

http://bit.ly/QmQmi0007

the matching; assessments editor version

QMQMI0008TheMatchAssessmentsEditor

configuration and testing of assessments and schedules

http://bit.ly/QmQmi0008

if this is your first time, this is the manual for you

http://bit.ly/QmQmi0009

similar to first time; however, includes additional tactical elements

http://bit.ly/QmQmi0010

mostly action based procedures, these are commonly reference and include all of the "configuration" based work instructions

http://bit.ly/QmQmi0011

only if conditions require, smallest of all quality manual collections

http://bit.ly/QmQmi0012

the match; first-time version the match; memory refresh version the match; reference version the match; conditional version

QMQMI0009TheMatchFirstTime QMQMI0010TheMatchMemoryRefresh QMQMI0011TheMatchReference QMQMI0012TheMatchConditional

----Master ALPHA list

number

description

link

configuration; assessments

WI-QMI-51005

Assessments from inception to delivery, detailed approach for the most important of steps in QTAS

http://bit.ly/WiQmi51005

configuration; job task analysis

WI-QMI-1000

Detailed steps regarding preparing for and executing a job task analysis

http://bit.ly/WiQmi1000

configuration; questions

WI-QMI-51004

Specific details regarding questions and their configuration; regardless of assessment or learning

http://bit.ly/WiQmi51004

configuration; QTAS

WI-QMI-51003

First of the configuration procedures and for some may provide enough information

http://bit.ly/WiQmi51003

configuration; topics

WI-QMI-51006

Specific details regarding topics and their configuration; regardless of assessment or learning engine

http://bit.ly/WiQmi51006

content management

SOP-QMI-1005

Contribution and consumption of content guidelines and best practices

http://bit.ly/SopQmi1005

feedback; QTAS

SOP-QMI-1000

Guidelines and best practices for feedback at the question, topic and assessment level

http://bit.ly/SopQmi1000

learning models

SOP-QMI-1003

Points of consideration regarding the creation of learning models within an organization

http://bit.ly/SopQmi1003

master business process; QTAS

WI-QMI-11000

Good to be proceeded by WI-QMI-3000, this instruction goes over http://bit.ly/WiQmi11000 the holistic design of questions, topics, assessments and scheduling (QTAS)

master business process; "the" Match

WI-QMI-3000

Overview of the entire process from skill and labor match to qualification via the assessment (s)

metadata; QTAS

WI-QMI-51001

http://bit.ly/WiQmi3000 http://bit.ly/WiQmi51001

Considerations regarding the use of Metadata across your QTAS environment outcomes; QTAS

SOP-QMI-1001

Guidelines and best practices for outcomes at the question, topic and assessment level

http://bit.ly/SopQmi1001

skill and labor matching

WI-QMI-4000

Two exercises specific to skill and labor matching with an output of a "activity alignment matrix"

http://bit.ly/WiQmi4000

solution design

WI-QMI-0100

Translation of a prospects requirements into objectives and benefits

http://bit.ly/WiQmi0100

Planning Page 1

QMS STANDARDS

CONTROLLED DOCUMENT: SOP-QMI-1003

BUSINESS UNIT:

QMerit Inc. 111 Pacifica, Suite 200, Irvine, CA 92618

STANDARD TYPE:

Standard Operating Procedure

PROCEDURE TITLE: Learning models

AREA: Management Systems TYPE OF PROCEDURE:

HR and Learning

DOCUMENT NUMBER: SOP-QMI-1003 REVISION: 1.0

PROCEDURE STATUS

IMPLEMENTED

RELEASED

02/15/16

mm/dd/yy

UNLOCK DOCUMENT TO EDIT BEYOND THIS POINT

1.0 PURPOSE/SCOPE If you were to look at a role and created a list of skills and attitudes required, spanning from the persons first introduction to the role all the way to their mastery of a role, you will have defined their learning model. In other words, what do we need to have in place to provide a “roadmap” to any person regarding their transition from fundamental to proficient to expert stature? Often skills and competencies are used interchangeably, section 3.0 will provide some “points of reference” to assist you in preparing for your own learning model generation. 2.0 RESPONSIBILITIES 2.1 TASK RESPONSIBILITIES QMerit Inc. maintains certain policies to encourage appropriate levels of feedback for workers. It is the responsibility of QMERIT Inc. and its’ clients to implement and operate this procedure in their areas of operation and to:  

Procedure Title: – learning models

Page 1 of 4

QMS STANDARDS

CONTROLLED DOCUMENT: SOP-QMI-1003

3.0 PROCEDURE (SOP) 3.1 Competency groups: each model (refer to section 5.0 for an example) contains groups where the skills and competencies are organized. Our default models contain four groups (we suggest having no more than six groups) and they are: 3.1.1 collaboration; 3.1.2 effectiveness; 3.1.3 insight; 3.1.4 solution. 3.1.5 One client has the following groups; 3.1.5.1 theories and insights; 3.1.5.2 disease and morbidities; 3.1.5.3 execution (application knowledge); 3.1.5.4 efficacy (outcomes). 3.1.6 You can see that both of these are a combination of both skills, attitudes, behaviors; the perfect balance of skills and competencies 3.2 Focused: the bottom line, all skills and competencies fit into the aforementioned groups (which we refer to as foundational competencies). However, based on model and balanced with the strategic objectives of the organization, five of these foundational competencies are placed on the model honeycomb. These “most important” five create a quick visual reference for the consumer to clearly understand what is most important to the organization for their role and one additional role (refer to section 5.0 for an example) 3.3 Foundational: all skills and competencies are foundational and grouped into competency groups (see 3.1). It is possible that the two roles presented in the visualizing of the model are not common enough in which case additional competencies would be added for the one of two displayed models. 3.4 Skills and competencies: learning models will indiscriminately display both as related to a role. For reference to this procedure and all of “the” Match quality manual we see their definitions as follows: 3.4.1 Skill: something learned in order to be able to carry out work or project activities 3.4.2 Competency: may incorporate a skill, but are more that the skill, they include abilities and behaviors, as well as knowledge that is fundamental to the use of a skill. 4.0 SPECIAL DEFINITIONS THE FOLLOWING TERMS ARE REFERRED TO IN THIS STANDARD; TO VIEW THE DEFINITION OF EACH TERM PLEASE CLICK ON THE LEXICON LIBRARY LINK: LEXICON LIBRARY TERM Standard Operating Procedure (SOP) Work instruction (WI)

5.0 ASSOCIATED REFERENCE DOCUMENTS THE FOLLOWING DOCUMENTS PROVIDE ADDITIONAL INFORMATION: DOCUMENT NAME R-WI-QMI-11001 | ScreenShot | competency model

Procedure Title: – learning models

LOCATION http://bit.ly/R_WI_QMI_11001_CompetencyMo del

Page 2 of 4

QMS STANDARDS

CONTROLLED DOCUMENT: SOP-QMI-1003

DOCUMENT NAME WI-QMI-11001 | master business process; ”the” Match

LOCATION http://bit.ly/WIQMI11001

6.0 ASSOCIATED KNOWLEDGE DATABASE THE FOLLOWING KNOWLEDGE DATABASES PROVIDE ADDITIONAL INFORMATION: KNOWLEDGE DATABASE

LOCATION

7.0 ASSOCIATED TOOLS THE FOLLOWING TOOLS MAY BE REQUIRED FOR COMPLIANCE TO THIS STANDARD: ASSOCIATED TOOLS QMerit Lexicon Library

LOCATION http://bit.ly/QMeritLexiconLibrary

8.0 REVISION HISTORY REVISION (X.X) DATE OF LAST REVISION

1.0 02/16/16

LAST APPROVAL DATE

02/15/16

(MM/DD/YY) (MM/DD/YY)

DOCUMENT AUTHOR: Greg Lush

DOCUMENT MANAGER: Greg Lush

REASON FOR CHANGE:

SECTION / PARAGRAPH CHANGED

Revision

1.0

All

CHANGE MADE

Initial entry of document

DATE OF REVISION MM/DD/YY

02/15/16

9.0 ELECTRONIC NOTIFICATION LIST: ELECTRONIC NOTIFICATIONS VP Technical Services VP Sales VP Engineering

Procedure Title: – learning models

Page 3 of 4

QMS STANDARDS

CONTROLLED DOCUMENT: SOP-QMI-1003

10.0

APPROVALS

SECOND APPROVER NAME: TRACY PRICE BUSINESS UNIT: QMERIT INC. TITLE: CEO AND CHAIRMAN SIGNATURE: ELECTRONIC APPROVAL

THIRD APPROVER NAME: BUSINESS UNIT: QMERIT INC. TITLE: SIGNATURE:

DOCUMENT HISTORY SECTION: Document Created on 02/15/16 by Greg Lush Edits and URLs on 02/16/16 by Greg Lush

Procedure Title: – learning models

Page 4 of 4

Combined links | manuals and master Saturday, February 13, 2016

9:55 AM

----Master NUMERICAL list number the match; alphabetical all in the match; architect version

QMQMI0001TheMatch QMQMI0002TheMatchArchitect

description

link

http://bit.ly/QmQmi0002

the match; content author version

QMQMI0003TheMatchContentAuthor

feedback, outcomes, and content management (learning collateral) http://bit.ly/QmQmi0003

the match; content editor version

QMQMI0004TheMatchContentEditor

feedback, outcomes, and content management (learning collateral) http://bit.ly/QmQmi0004

the match; questions author version

QMQMI0005TheMatchQuestionsAuthor

configuration and testing of questions

http://bit.ly/QmQmi0005

the match; questions editor version

QMQMI0006TheMatchQuestionsEditor

configuration and testing of questions

http://bit.ly/QmQmi0006

the match; assessments author version

QMQMI0007TheMatchAssessmentsAuthor

configuration and testing of assessments and schedules

http://bit.ly/QmQmi0007

the matching; assessments editor version

QMQMI0008TheMatchAssessmentsEditor

configuration and testing of assessments and schedules

http://bit.ly/QmQmi0008

if this is your first time, this is the manual for you

http://bit.ly/QmQmi0009

similar to first time; however, includes additional tactical elements

http://bit.ly/QmQmi0010

mostly action based procedures, these are commonly reference and include all of the "configuration" based work instructions

http://bit.ly/QmQmi0011

only if conditions require, smallest of all quality manual collections

http://bit.ly/QmQmi0012

the match; first-time version the match; memory refresh version the match; reference version the match; conditional version

QMQMI0009TheMatchFirstTime QMQMI0010TheMatchMemoryRefresh QMQMI0011TheMatchReference QMQMI0012TheMatchConditional

----Master ALPHA list

number

description

link

configuration; assessments

WI-QMI-51005

Assessments from inception to delivery, detailed approach for the most important of steps in QTAS

http://bit.ly/WiQmi51005

configuration; job task analysis

WI-QMI-1000

Detailed steps regarding preparing for and executing a job task analysis

http://bit.ly/WiQmi1000

configuration; questions

WI-QMI-51004

Specific details regarding questions and their configuration; regardless of assessment or learning

http://bit.ly/WiQmi51004

configuration; QTAS

WI-QMI-51003

First of the configuration procedures and for some may provide enough information

http://bit.ly/WiQmi51003

configuration; topics

WI-QMI-51006

Specific details regarding topics and their configuration; regardless of assessment or learning engine

http://bit.ly/WiQmi51006

content management

SOP-QMI-1005

Contribution and consumption of content guidelines and best practices

http://bit.ly/SopQmi1005

feedback; QTAS

SOP-QMI-1000

Guidelines and best practices for feedback at the question, topic and assessment level

http://bit.ly/SopQmi1000

learning models

SOP-QMI-1003

Points of consideration regarding the creation of learning models within an organization

http://bit.ly/SopQmi1003

master business process; QTAS

WI-QMI-11000

Good to be proceeded by WI-QMI-3000, this instruction goes over http://bit.ly/WiQmi11000 the holistic design of questions, topics, assessments and scheduling (QTAS)

master business process; "the" Match

WI-QMI-3000

Overview of the entire process from skill and labor match to qualification via the assessment (s)

metadata; QTAS

WI-QMI-51001

http://bit.ly/WiQmi3000 http://bit.ly/WiQmi51001

Considerations regarding the use of Metadata across your QTAS environment outcomes; QTAS

SOP-QMI-1001

Guidelines and best practices for outcomes at the question, topic and assessment level

http://bit.ly/SopQmi1001

skill and labor matching

WI-QMI-4000

Two exercises specific to skill and labor matching with an output of a "activity alignment matrix"

http://bit.ly/WiQmi4000

solution design

WI-QMI-0100

Translation of a prospects requirements into objectives and benefits

http://bit.ly/WiQmi0100

Planning Page 1

QMS STANDARDS

CONTROLLED DOCUMENT: SOP-QMI-1005

BUSINESS UNIT:

QMerit Inc. 111 Pacifica, Suite 200, Irvine, CA 92618

STANDARD TYPE:

Standard Operating Procedure

PROCEDURE TITLE: Content management

AREA: Management Systems TYPE OF PROCEDURE:

HR and Learning

DOCUMENT NUMBER: SOP-QMI-1005 REVISION: 1.0

PROCEDURE STATUS

IMPLEMENTED

RELEASED

02/10/16

mm/dd/yy

UNLOCK DOCUMENT TO EDIT BEYOND THIS POINT

1.0 PURPOSE/SCOPE Ensuring that learning content exists in an accessible and efficient format to workers is paramount when implementing a platform like QMerit. Since workers have the ability to make declarations across many industries, services, and skill groups the delivery of learning becomes very dynamic and is no longer considered “event-based”. As with all of the functions within the QMerit platform, deployment is designed to enhance existing transactional systems by leveraging and adding additional perspective to the enterprise data sets. To that end points of consideration have been added in section 3.0 of this procedure. 2.0 RESPONSIBILITIES 2.1 TASK RESPONSIBILITIES QMerit Inc. maintains certain policies to encourage appropriate levels of feedback for workers. It is the responsibility of QMERIT Inc. and its’ clients to implement and operate this procedure in their areas of operation and to:  

Page 1 of 4

CONTROLLED DOCUMENT: SOP-QMI-1005

QMS STANDARDS

3.0 PROCEDURE (SOP) 3.1 Access: depending upon where the content is stored and if authentication is required a single sign-on may be required between existing enterprise management systems and the QMerit platform. 3.2 Breakup: learning content should be assessed to determine if the style of delivery is appropriate for a dynamic environment. Often times face-to-face or lecture style content is broken into bitesize pieces to optimize consumption by components within the QMerit platform. 3.3 Dynamic: QMerit’s contextual learning provides a mechanism to capture work based learning content including, video, audio and image formats. If existing enterprise systems already capture this style of content, consideration should be made to establish the primary contribution/consumption toolset. 3.4 Media types: when you switch the work model from a time-based to an activity-based working environment the length and format of media should follow in order to optimize delivery effectiveness. Consideration should be made: 3.4.1 Video content should be less than three minutes, preferably focused at 60 seconds to 90 seconds 3.4.2 Images should be grouped when appropriate to assist the learner in seeing the whole story. 3.4.3 The image quality and composition should not be overlooked; they are both important related to a workers’ ability to receive the intended message 3.5 Streaming media: open source tools such as YouTube and Vimeo are popular choices in CY2016. A couple of considerations: 3.5.1 Links to content: When referencing this content within training or quality lists, care should be taken to use some form of a URL abbreviation tool, such as bit.ly. Often the media changes and if using an abbreviation tool, you can easily update the source without having to update all of the referenced documents. 3.5.2 Portfolios or channels: grouping content by subject matter or some other logical grouping will help in referencing similar media in the future. Also, most tools allow you to control access at the portfolio / channel levels as well. 3.6 Summary of work activity related content: QMerit skill groups are used throughout the product. These skill groups, fundamental, proficient, and expert provide segregation of many elements and components. A summary of all content consumed by the QMerit platform organized in these three groups will prove to be very valuable for your deployed workers. You may consider using these column headers for your summarized list, by skill group: media (title), type with time if streaming, objective, access (link or instructions), skill group (fun, pro, exp), assessment (if applicable), and comments. 4.0 SPECIAL DEFINITIONS THE FOLLOWING TERMS ARE REFERRED TO IN THIS STANDARD; TO VIEW THE DEFINITION OF EACH TERM PLEASE CLICK ON THE LEXICON LIBRARY LINK: LEXICON LIBRARY TERM Single sign on (SSO) Standard Operating Procedure (SOP) Work instruction (WI)

Procedure Title: – content management

Page 2 of 4

QMS STANDARDS

CONTROLLED DOCUMENT: SOP-QMI-1005

5.0 ASSOCIATED REFERENCE DOCUMENTS THE FOLLOWING DOCUMENTS PROVIDE ADDITIONAL INFORMATION: DOCUMENT NAME WI-QMI-11001 | Master business process; learning alignment

LOCATION http://bit.ly/WIQMI11001

6.0 ASSOCIATED KNOWLEDGE DATABASE THE FOLLOWING KNOWLEDGE DATABASES PROVIDE ADDITIONAL INFORMATION: KNOWLEDGE DATABASE

LOCATION

7.0 ASSOCIATED TOOLS THE FOLLOWING TOOLS MAY BE REQUIRED FOR COMPLIANCE TO THIS STANDARD: ASSOCIATED TOOLS QMerit Lexicon Library

LOCATION http://bit.ly/QMeritLexiconLibrary

8.0 REVISION HISTORY REVISION (X.X) DATE OF LAST REVISION

1.0 02/16/16

LAST APPROVAL DATE

02/10/16

(MM/DD/YY) (MM/DD/YY)

DOCUMENT AUTHOR: Greg Lush

DOCUMENT MANAGER: Greg Lush

REASON FOR CHANGE:

SECTION / PARAGRAPH CHANGED

Revision

1.0

All

CHANGE MADE

Initial entry of document

DATE OF REVISION MM/DD/YY

02/10/16

9.0 ELECTRONIC NOTIFICATION LIST: ELECTRONIC NOTIFICATIONS VP Technical Services

Procedure Title: – content management

Page 3 of 4

QMS STANDARDS

CONTROLLED DOCUMENT: SOP-QMI-1005

ELECTRONIC NOTIFICATIONS VP Sales VP Engineering 10.0

APPROVALS

SECOND APPROVER NAME: TRACY PRICE BUSINESS UNIT: QMERIT INC. TITLE: CEO AND CHAIRMAN SIGNATURE: ELECTRONIC APPROVAL

THIRD APPROVER NAME: BUSINESS UNIT: QMERIT INC. TITLE: SIGNATURE:

DOCUMENT HISTORY SECTION: Document Created on 02/10/16 by Greg Lush Edits and URLs on 02/16/16 by Greg Lush

Procedure Title: – content management

Page 4 of 4

Lexicon lexicon noun [leksiˌkän] the vocabulary of a person, language, or branch of knowledge: ’the size of the English lexicon’. Origin: Early 17th century: modern Latin, from Greek lexicon (biblion) ‘(book) of words’, from lexis ‘word’, from legein ‘speak’

Learning learning noun the acquisition of knowledge or skills to experience, study, or being taught: ‘these adults experienced difficulties in learning’

——— instructions for use: search or “flip through” this section of the lexicon library for terms and definitions related to the quality management system. Depending upon your file reader search is also in expeditious option. All lexicon entries are in alphabetical order ——— examples of definitions contained within: 

assessment



CLO



feedback



outcome-based edu



QTAS



scheduling



topic

Assessment Contributor Greg Lush

Created: 20151230 Modified:

Definition An assessment has a primary objective of providing practice for search and retrieval from memory per student and provide perspective feedback (items, topic and/or assessment level)

Related QTAS

Questions, topics, assessments and schedul ...

Scheduling

Deliberate delivery of published assessments ...

Topic

A topic contains a group of questions that...

Notes from Merriam-Webster: ď&#x201A;ˇ

the act of making a judgment about something: the act of assessing something

ď&#x201A;ˇ

an idea or opinion about something

Learning

CLO Contributor Greg Lush

Created: 20160208 Modified:

Definition

Related CLO insights

Notes and observations recorded during the first use

Leveraging experience and background within the service industry, along with years in strategy and quality management, with the pragmatic application of available learning styles and technology, the QMerit CLO translates business analysis information to the direct alignment between skills required for specific work activities and those available skills from the community. Resulting in the most appropriate match of skills and labor across internal and external labor markets.

Notes from WikiPedia: A Chief Learning Officer (CLO) is the highest ranking corporate officer in charge of learning management. CLO's can be experts in corporate personal training, with degrees in education, instructional design, business or similar fields. Qualified CLO's should be able to drive the corporate strategy and alignment development of people with the business goals of the organization. A full complement of skills, from business analytics, technology, learning theory, performance consulting and scientific inquiry are important for success. The CLO may report directly to the CEO.

Learning

Feedback Contributor Greg Lush

Created: 20151230 Modified:

Definition

Related Outcome-based edu

At the conclusion of our learning alignment...

We believe strongly that people want to do the right thing. However, if you never give a person feedback how are they expected to ever meet your goals? Feedback must always be focused on the desired outcome. With the outcomes front and center it is easy to create meaningful feedback related to both correct and incorrect stimuli responses. Bear in mind that the objective is participant success and transfer of knowledge. Feedback should be configured at the question, topic, question block, and assessment levels. In many cases feedback will take longer than the questions themselves to create.

Notes from Merriam-Webster: ď&#x201A;ˇ

helpful information or criticism that is given to someone to say what can be done to improve a performance, product, etc.

Learning

Job Task Analysis Contributor Greg Lush

Created: 20151230 Modified:

Definition

Related Outcome-based edu

At the conclusion of our learning alignment...

The job task analysis (JTA) is primarily used to solicit feedback from participants regarding the applicability of assessments or work activities and their priority within their working environments. By assessing the significance of the task across three dimensions; difficulty, importance, and frequency, we have a leg up in understanding what skills are required to execute a successful outcome. Often times, as a result of this analysis, focus shifted to areas which are most important to the worker population.

Notes from Wikipedia: Job analysis (also known as work analysis) is a family of procedures to identify the content of a job in terms of activities involved and attributes or job requirements needed to perform the activities. Job analysis provides information to organizations which helps to determine which employees are best fit for specific jobs. Through job analysis, the analyst needs to understand what the important tasks of the job are, how they are carried out, and the necessary human qualities needed to complete the job successfully. The process of job analysis involves the analyst describing the duties of the incumbent, then the nature and conditions of work, and finally some basic qualifications. After this, the job analyst has completed a form called a job psychograph, which displays the mental requirements of the job. The measure of a sound job analysis is a valid task list. This list contains the functional or duty areas of a position, the related tasks, and the basic training recommendations. Subject matter experts (incumbents) and supervisors for the position being analyzed need to validate this final list in order to validate the job analysis. Job analysis is crucial for first, helping individuals develop their careers, and also for helping organizations develop their employees in order to maximize talent. The outcomes of job analysis are key influences in designing learning, developing performance interventions, and improving processes. The application of job analysis techniques makes the implicit assumption that information about a job as it presently exists may be used to develop programs to recruit, select, train, and appraise people for the job as it will exist in the future

Learning

Outcome-based education Contributor Greg Lush

Created: 20160208 Modified:

Definition

Related Feedback

We believe strongly that people want to...

At the conclusion of our learning alignment exercise it is expected that QMerit clients have aligned their workers skill sets to specific work activities. To that end QMerit deploys an outcome-based approach starting with an assessment and bridging back to learning content as required.

Notes from Wikipedia: ď&#x201A;ˇ

Outcome-based education (OBE) is an educational theory that basis each part of an educational system around goals (outcomes). By the end of the educational experience each participant should have achieved the goal. There's no specific style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help participants achieve the specified outcomes.

Learning

QTAS Contributor Greg Lush

Created: 20160208 Modified:

Definition Questions, topics, assessments, and scheduling (QTAS) are critical to achieve and deliver learning alignment within an organization. QTAS is one component of a traditional learning environment and generally is one of the final steps. However, within an “outcome based learning” design you will often see QTAS as the lead, driving participants to learning content from the stimuli packaged within the assessment.

Related Assessment

An assessment has a primary objective of ...

Scheduling

Deliberate delivery of published assessments ...

Topic

A topic contains a group of questions that...

Notes ———

Learning

Scheduling Contributor Greg Lush

Created: 20160208 Modified:

Definition Deliberate delivery of published assessments is achieved through a scheduling process. While the concept of scheduling is not a mystery, the use of “specific windows” when delivery learning content can have an impact on the motivation and transfer of knowledge to participants.

Related Assessment

An assessment has a primary objective of ...

Topic

A topic contains a group of questions that...

QTAS

Questions, topics, assessments and schedul ...

Generating schedule windows clearly defines expectations and assists participants in managing their priorities. Along with scheduling, organizers also control who sees the information (at the individual or group level).

Notes from Merriam-Webster: 

plan of things that will be done in the times when they will be done



a written or printed list of things in the times when they will be done



a list of times when buses, trains, airplanes, etc., leave or arrive

Learning

SME Contributor Greg Lush

Created: 20160208 Modified:

Definition

Related Standards

Standards are documented agreements containing procedures…

Subject matter experts are critical in making sure that the “rubber hits the road”. A strong community of SME’s representing the entire corporate landscape significantly increasing your odds of adoption and relevance. SME’s are not everything to everyone and many mis-applications of these resources occur, souring the rest of SME candidates willingness to participate. Once you have connected with an SME listen carefully to how they would like to be leveraged, apply their requests and not your assumptions.

Notes from Wikipedia: A subject-matter expert (SME) or domain expert is a person who is an authority in a particular area or topic. The term domain expert is frequently used in expert systems software development, and there the term always refers to the domain other than the software domain. A domain expert is a person with special knowledge or skills in a particular area of endeavor. An accountant is an expert in the domain of accountancy, for example. The development of accounting software requires knowledge in two different domains, namely accounting and software. Some of the development workers may be experts in one domain and not the other. A SME should also have basic knowledge on other technical subjects.

Learning

Topic Contributor

Greg Lush; QuestionMark

Created: 20160208 Modified:

Definition A topic contains a group of questions that relate to a particular subject, level of difficulty, or some other common trait. The topic can contain other topics (subtopics) and are used for structuring questions into logical groups. For example, you may have a topic called "mathematics" containing two subtopics, one called "calculus" containing questions on calculus, and one called "algebra" containing algebra questions.

Related Assessment

An assessment has a primary objective of ...

QTAS

Questions, topics, assessments and schedul ...

Scheduling

Deliberate delivery of published assessments ...

Notes from Merriam-Webster: ď&#x201A;ˇ

someone or something that people talk or write about

Learning

Quality | QMS quality management system verb is a collection of business processes focused on consistently meeting customer requirements and enhancing their satisfaction. It is expressed as the organizational structure, policies, procedures, processes and resources needed to implement quality management.

corrective action



preventative action



reference document



SOP



standards



work instruction

CLO insights Contributor Greg Lush

Created: 20160208 Modified:

Definition

Related CLO

Leveraging experience and background within the service...

Notes and observations recorded during the first use of an application. These items are written in an informal manner and generally equal notes that you may find while reading study materials from another student. As folks are getting comfortable with concepts this easy to review, bulleted listing may provide just the sequence of words to help someone connect with the process.

Notes ———

Quality | QMS

Corrective action Contributor Greg Lush

Created: 20160208 Modified:

Definition

Related Preventative action

A Preventative Action Form documents action...

A Corrective Action Form documents action (s) required to eliminate the existence of nonconformance in a product, service or process. The need for a Corrective Action Form typically arises from one of the following instances: 

Quality Audit identifies a defect in a process causing customer satisfaction or process performance concerns.



Customer satisfaction concerns, either internal or external, are raised through the normal course of customer communication, or as a result of a formal customer survey.



Performance Measurement System identifies corrective actions required to meet process performance and/or customer satisfaction metrics.

Notes ———

Quality | QMS

Preventative action Contributor Greg Lush

Created: 20160208 Modified:

Definition

Related Corrective action

A Corrective Action Form documents action...

A Preventive Action Form documents action (s) required to enhance or modify a product, service, or process as documented in an SOP or WI to prevent nonconformance in the future. The need for a Preventive Action Form typically arises from one of the following instances: 

Corrective Action that has been taken to correct an existing nonconformance identifies the root cause of the nonconformance to be a defect in a process, product or service that can be prevented by modifying the process, product or service.



Quality Audit identifies a defect in a process causing customer satisfaction or process performance concerns that do not require corrective action.



Customer satisfaction concerns, either internal or external, are raised through the normal course of customer communication, or as a result of a formal customer survey.



Performance Measurement System identifies preventive actions required to meet process performance and/or customer satisfaction metrics.

Notes ———

Quality | QMS

Reference doc Contributor Greg Lush

Created: 20160208 Modified:

Definition A Reference Document is a document that has been referenced by a Standard Operating Procedure or Work Instruction that provides additional information, instructions or other supporting reference to accurately document the Standard Operating Procedure or Work Instruction (WI). Typically these documents are procedure manuals, images or drawings, spreadsheet tools or forms. QMerit QMS provides a framework for developing documentation and providing open access to those that require access to perform their jobs or enhance their contribution to the organization. Existing process documents that fit the description of reference documents will be described in a Work Instruction that will provide an online link directly to the existing document or provide information about where to locate the document.

Related Standards

Standards are documented agreements containing procedures…

Work Instruction

A Work Instruction (WI) is a doc produced ...

Notes ———

Quality | QMS

SOP Contributor Greg Lush

Created: 20160208 Modified:

Definition A Standard Operating Procedure (SOP) is a document produced and approved by QMerit managers and published. SOP's require that a particular approach be adopted as a means of accomplishing a task and sets minimum standards to ensure a consistent and repetitive approach to operating practices. The alignment of a companyâ&#x20AC;&#x2122;s business process with an industry known standard (such as ISO) produces an SOP. This document may be viewed as a strategic document spanning all departments and clients

Related Standards

Standards are documented agreements containing procedures...

Work Instruction

A Work Instruction (WI) is a doc produced ...

Notes from Merriam-Webster: ď&#x201A;ˇ

something that is done or given to someone in order to prevent trouble, gain support, etc.

Quality | QMS

Standards Contributor Greg Lush

Created: 20160208 Modified:

Definition Standards are documented agreements containing procedures or specifications to be used consistently as rules, guidelines, or definitions of characteristics, to ensure that processes, products and services are fit for their purpose. 

For QMerit, the development and adoption of standards will provide the framework to:



Develop a consistent management system to ensure that resources are used effectively;



Identify opportunities to leverage the value and contribution of each of the QMerit Business Units to strengthen the QMerit value proposition;



Share and implement best in class processes amongst Business Units;



Continuously evaluate our performance, processes, products and services to ensure a leading market position in the industry.



Communicate the QMerit commitment to quality to our employees, Clients and the marketplace.

Related SOP

A strategic operating procedure (SOP) is a doc produced ...

Work Instruction

A Work Instruction (WI) is a doc produced ...

Notes ———

Quality | QMS

Work instruction Contributor Greg Lush

Created: 20160208 Modified:

Definition A Work Instruction (WI) is a document produced and approved by the Business Units and published. When details provided within a SOP do not relate entirely to Business Unit business, WIâ&#x20AC;&#x2122;s are created to extend the intent of a SOP as viewed from a specific Business Unit perspective. WI's are required by a Business Unit or are required of a Business Unit by an SOP. WI's are specific in nature detailing the steps taken at the Business Unit to accomplish a task. WI's may modify an approach as stated in an SOP to accommodate the needs of a Business Unit. This document may be viewed as a tactical document specific to Business Unit requirements.

Related SOP

A strategic operating procedure (SOP) is a doc produced ...

Standards

Standards are documented agreements containing procedures...

Notes from BusinessDirectory.com: ď&#x201A;ˇ

A description of the specific tasks and activities within an organization. A work instruction in a business will generally outline all of the different jobs needed for the operation of the firm in great detail and is a key element to running a business smoothly.

Quality | QMS

Technology technology [tekˈnäləjē] noun the application of scientific knowledge for practical purposes, especially in industry: "advances in computer technology", "recycling technologies"

single sign on

Blogs Contributor Greg Lush

Created: 20160212 Modified:

Definition Blogs have been around a long time, way before the popularity of Facebook and twitter. These tools allow in author to present a perspective or challenge a community to rally behind a concept. Successful blogs have a great blend of content and controversy allowing contributors to share their opinions in a trusting environment.