The document provides instructions for managing the Team Member Programme using MyAIESEC.net. There are three ways to become part of the Team Member Programme: 1) by choosing to move to the programme and looking for a role, 2) by looking for and applying to an opportunity, or 3) by being directly assigned to a role. Once approved for a role, a user will be part of that team and able to access team pages and menus to manage functions as a team member.
The document provides tips and habits for getting things done effectively through organization and time management. It discusses creating an inbox to capture all tasks, defining goals and smaller actions, using context to prioritize actions, weekly reviews, managing energy levels throughout the day, effective communication techniques like email and calendar management, and links to productivity tools. The overall message is that breaking large projects into smaller actions, reviewing progress regularly, and prioritizing tasks based on context helps avoid procrastination and stay focused on what is most important.
PBoX is a summer camp project led by AIESEC and the national support team to benefit society. It will host youth from a nearby asylum reception center in activities like sports, arts, and excursions over June and July 2011. The goals are to realize 15 traineeships and run 3 parallel camps divided by age. Planning began in February with fundraising, and the camps will take place in June and July after finalizing participants, budget, and team roles in earlier months.
The document provides instructions for using MyAIESEC.net to manage the Team Leader Programme. It outlines three ways for members to become part of the Team Leader Programme: by choosing to move to the programme and look for a role; by finding an opportunity and applying; or by getting directly assigned to a role. It also explains how to manage teams on the system, including creating teams and editing their content through the "Manage Team" menu. The document is aimed at presidents and executive boards to help them oversee the Team Leader Programme using the online system.
This document contains induction agendas for several AIESEC chapters in Norway including AIESEC BI, AIESEC UiO, AIESEC Trondheim, AIESEC NHH and AIESEC UiB with each chapter's agenda listed separately.
This document provides an overview of learning and communication topics for training. It discusses defining learning as an active process involving attention, information, processing, conclusions, application, and evaluation. Body language, listening skills, and feedback are important communication techniques. The role of a trainer is to facilitate learning through selecting appropriate instructional methods and tools. Designing effective sessions involves moderation, visualization, handling difficult delegates, and using tips and tricks.
Setting SMART goals is important for teams to work towards ambitious yet realistic objectives. Goals should be [1] specific, [2] measurable, [3] attainable, [4] relevant, and [5] time-bound. When setting goals, teams should [1] involve all members to create ownership, [2] establish how progress will be tracked, and [3] make goals visible to maintain focus. Progress should be [1] celebrated when met and [2] used to re-evaluate and replan goals that were not attained. Tracking goals over time helps teams evaluate what is and is not working to stay on track.
The Active Summer project is organized by AIESEC Norway in partnership with Hero Norway. It involves arranging summer camps for children in asylum centers across Norway. International interns will plan and run activities at the camps for 8 weeks. As part of the project, members will market it to sponsors, handle logistics, interview interns, and ensure the camps are successful. The timeline details months of preparation in late 2021, intern selection and arrival in spring 2022, running the camps in summer 2022, and evaluation. The project aims to provide a meaningful experience for all involved and benefit Norwegian society.
This document provides guidance on facilitating effective team meetings. It recommends setting a clear goal for the meeting, preparing questions to ensure all attendees are ready, and making every meeting meaningful or avoiding unnecessary meetings. It also suggests using a meeting invitation template to identify relevant topics and a "parking lot" for topics outside the agenda. The document outlines different types of meetings and adjusting the agenda accordingly. Finally, it discusses assigning roles like timekeeper and notetaker, and setting rules to provide structure and expectations for attendees.
The document provides tips and habits for getting things done effectively through organization and time management. It discusses creating an inbox to capture all tasks, defining goals and smaller actions, using context to prioritize actions, weekly reviews, managing energy levels throughout the day, effective communication techniques like email and calendar management, and links to productivity tools. The overall message is that breaking large projects into smaller actions, reviewing progress regularly, and prioritizing tasks based on context helps avoid procrastination and stay focused on what is most important.
PBoX is a summer camp project led by AIESEC and the national support team to benefit society. It will host youth from a nearby asylum reception center in activities like sports, arts, and excursions over June and July 2011. The goals are to realize 15 traineeships and run 3 parallel camps divided by age. Planning began in February with fundraising, and the camps will take place in June and July after finalizing participants, budget, and team roles in earlier months.
The document provides instructions for using MyAIESEC.net to manage the Team Leader Programme. It outlines three ways for members to become part of the Team Leader Programme: by choosing to move to the programme and look for a role; by finding an opportunity and applying; or by getting directly assigned to a role. It also explains how to manage teams on the system, including creating teams and editing their content through the "Manage Team" menu. The document is aimed at presidents and executive boards to help them oversee the Team Leader Programme using the online system.
This document contains induction agendas for several AIESEC chapters in Norway including AIESEC BI, AIESEC UiO, AIESEC Trondheim, AIESEC NHH and AIESEC UiB with each chapter's agenda listed separately.
This document provides an overview of learning and communication topics for training. It discusses defining learning as an active process involving attention, information, processing, conclusions, application, and evaluation. Body language, listening skills, and feedback are important communication techniques. The role of a trainer is to facilitate learning through selecting appropriate instructional methods and tools. Designing effective sessions involves moderation, visualization, handling difficult delegates, and using tips and tricks.
Setting SMART goals is important for teams to work towards ambitious yet realistic objectives. Goals should be [1] specific, [2] measurable, [3] attainable, [4] relevant, and [5] time-bound. When setting goals, teams should [1] involve all members to create ownership, [2] establish how progress will be tracked, and [3] make goals visible to maintain focus. Progress should be [1] celebrated when met and [2] used to re-evaluate and replan goals that were not attained. Tracking goals over time helps teams evaluate what is and is not working to stay on track.
The Active Summer project is organized by AIESEC Norway in partnership with Hero Norway. It involves arranging summer camps for children in asylum centers across Norway. International interns will plan and run activities at the camps for 8 weeks. As part of the project, members will market it to sponsors, handle logistics, interview interns, and ensure the camps are successful. The timeline details months of preparation in late 2021, intern selection and arrival in spring 2022, running the camps in summer 2022, and evaluation. The project aims to provide a meaningful experience for all involved and benefit Norwegian society.
This document provides guidance on facilitating effective team meetings. It recommends setting a clear goal for the meeting, preparing questions to ensure all attendees are ready, and making every meeting meaningful or avoiding unnecessary meetings. It also suggests using a meeting invitation template to identify relevant topics and a "parking lot" for topics outside the agenda. The document outlines different types of meetings and adjusting the agenda accordingly. Finally, it discusses assigning roles like timekeeper and notetaker, and setting rules to provide structure and expectations for attendees.
- AIESEC was founded in 1946 in Belgium and Sweden to facilitate international exchange between business students across Europe in the aftermath of World War 2.
- In the 1940s and 1950s, AIESEC's main activities were student exchanges and traineeships to rebuild connections between countries and provide international experience. Exchange numbers doubled nearly every year as AIESEC expanded to new continents.
- In the late 1950s, AIESEC began holding international seminars on issues relevant to society, moving beyond just exchange to more systematic study. Bernd Thomas served as AIESEC president in the late 1950s and witnessed its international growth.
1) Building an effective team requires several steps including setting a clear vision and goals, agreeing on roles and responsibilities, and planning and tracking progress.
2) It is important for a team leader to get to know their team members' strengths and weaknesses in order to utilize different leadership styles appropriately.
3) Maintaining regular team meetings, recognizing achievements, and fostering a shared team identity are all important for ongoing team building and high performance.
Find everything you need in order to work on event management, marketing or logistics for Norway Youth to Business (Y2B) Forum happening March 27th, 2014 in Oslo hosted by AIESEC. Application deadline December 18th.
AIESEC has a presence in 110 countries and territories with 730 Local Offices located in 2,100 Universities. It has 60,000 members worldwide which would make up 25% of Norway's student population. In 2011, AIESEC offered 16,000 international internships and 20,000 leadership opportunities with support from 4,000 partners/sponsors globally. AIESEC is a 63 year old global organization with over 945,000 alumni.
This document outlines several awards that will be given out by MC Changing the Game for the 2011-2012 term. It describes the Exchange Award, Best Project Award, Leadership Award, and Excellence Award, providing the criteria and timeline for applying to each. The purpose is to recognize top-performing local committees and encourage determination, passion, and hard work.
The document provides guidelines for transitioning leadership teams in AIESEC from one term to the next. It outlines defining expectations, skills needed, knowledge transfer, and setting a timeline. Key aspects include sharing strategic plans, past results, lessons learned, and projects. Sessions are planned to educate new teams on AIESEC history and structure, local chapter operations, programs, finances, and communication. The goal is a smooth transition that prepares incoming leaders.
The document discusses AIESEC's Experiential Leadership Development phase, which allows young people to explore
and develop their leadership potential through various programs. It describes four programs offered: the Team Member
Programme, Team Leader Programme, Global Internship Programme, and Global Community Development Programme.
The programs provide international and cross-cultural opportunities, access to a global network, and the chance to gain
professional skills and experience while making a positive social impact. Participants can take as many programs as
they feel will help develop their leadership abilities.
AIESEC began in 1946 in Belgium and has since grown to be active in over 100 countries. Over its 60+ year history, it has exchanged over 350,000 students through internship programs. In the early years, exchanges were organized manually through forms at annual congresses, while today matching is done online. AIESEC has also expanded its mission beyond Europe to include countries on all inhabited continents and behind the Iron Curtain.
The document discusses the differences between leadership and management, with leadership focusing more on long term vision, change, and inspiring others while management prioritizes stability, procedures, and short term goals. It also examines different types of leadership including situational, transitional, and hierarchical leadership and how managers can transition to become effective leaders.
1. The document describes how to manage a Team Leader program on MyAIESEC.net. There are three ways for members to join as a Team Leader: choosing to move to the program and find a role, finding an opportunity and applying, or being directly assigned.
2. Team Leaders can create and manage teams on the system. They create teams, approve or reject new teams, edit team details, and create roles within teams.
3. The Manage Team Experiences menu allows roles to be created, edited, and members assigned. Roles can be created and promoted for applications, or members can be directly assigned to roles. Applications are reviewed and members shortlisted for roles.
Global community development_programme_managementBhargav Katikala
The document provides instructions for members to join the Global Community Development Programme (GCDP) as an Exchange Participant (EP) in two ways: 1) By choosing to move to the GCDP and then searching for an exchange opportunity, or 2) By directly searching for and applying to a GCDP exchange opportunity. It outlines the steps to update profiles, generate EP forms, search available exchanges, and apply through the MyAIESEC platform. Managers are notified of member applications and can track application status through exchange monitoring tools.
The document provides instructions for using MyAIESEC.net to manage the Global Internship Programme (GIP). It describes how members can become part of GIP as exchange participants (EPs) by choosing to move to GIP and look for exchanges or by finding and applying to GIP opportunities. It also explains how EPs can use the GIP menu to manage their forms, track matching progress, and search for opportunities. Managers are appointed to oversee EP and training exchange (TN) forms. The Team Member and Team Leader menus give managers tools to facilitate the exchange process.
This document provides instructions for exchange program coordinators (EPs) on how to participate in and manage exchanges through the Global Community Development Programme (GCDP) and Global Internship Programme (GIP) using the AIESEC online system. It covers how EPs can join GCDP or GIP, use related menus to manage their exchange forms, become a form manager, and how coordinators can manage exchanges. It also discusses promoting exchanges and managing projects on the system.
Global community development_programme_managementKAMELA ROMARIC
The document provides instructions for managing exchanges through MyAIESEC.net as part of the Global Community Development Programme (GCDP). It outlines how Exchange Participants (EPs) can become part of GCDP by choosing to move to the program or applying to opportunities. It also describes how EPs and Team Leaders can manage forms, track matching progress, search for exchanges, and appoint form managers through the system's menus and functions.
The Evaluation Manager role oversees and manages program evaluations. There are five permission levels for Evaluation Managers - Oversee Evaluations, All Access Evaluator, Reconcile Evaluations, Program Setup, and Generate Reports. When enrolling an Evaluation Manager, the permissions they receive can be customized. Common support issues include Evaluation Managers looking in their Evaluator tab instead of Manager tab, or not having the requisite permissions even in the Manager tab.
1. The document provides instructions for creating a Degree Review Framework (DRF) program in Taskstream to distribute a portfolio template to students. This includes entering a program title and description, selecting program options and permissions, enrolling participants, and making the program active.
2. Key steps include selecting the reviewer and evaluator permissions, choosing a template, generating a self-enrollment code for students, and manually enrolling reviewers and evaluators through the member locator.
3. The last sections cover grouping authors with reviewers/evaluators, optionally attaching resources, and changing the program status to active once setup is complete.
This document provides instructions for event management on MyAIESEC.net. It describes how to create events, promote events, search for events, apply for events, manage event applicants, and assign conference roles. Key steps include creating an event by providing details like name, description, location, dates; events are automatically advertised and can be edited; users can apply for and add past events to their profile; the event team can shortlist, approve, reject, or pending applicants; and approved attendees can be assigned roles for the event.
Dementia is a significant health condition that is increasing as the population ages. Families provide most care for those with dementia, but there are few tools to support family caregivers' psychological well-being. The document describes a mobile app being developed to promote resilience for family caregivers of dementia patients. It will assess users across four areas of resilience—live, chat, support, learn—and provide personalized notifications with suggestions based on their scores to improve their lowest scoring area. The app aims to give caregivers a more positive outlook and healthy lifestyle.
Ariba Knowledge Nuggets - Adoption and Usage Back to BasicsSAP Ariba
This document discusses strategies for improving adoption of new software within an organization. It emphasizes the importance of clearly defining goals, maintaining executive sponsorship, establishing processes, communicating responsibilities, providing training, and soliciting user feedback. Resistance to change is normal, so organizations should plan incentives to encourage adoption, such as competitions or expense reimbursement policies. The key is tailoring the implementation approach to the company's unique culture.
The document provides advice on common mistakes made during software adoption and how to successfully implement new software within an organization. Some key points include: clearly defining goals and processes upfront; maintaining executive sponsorship throughout; providing proper training, communication of responsibilities, and obtaining user feedback; and taking an iterative approach rather than trying for a "perfect implementation" all at once. Fostering visibility, planning, and accountability are also emphasized as important factors for successful adoption.
This user guide provides instructions for using key features of Blackboard, including:
- Turning edit mode on/off to view or edit a course
- Using the Control Panel to access course tools, evaluation, users/groups, customization, and help
- Customizing the courses displayed on the My Blackboard page
- Adding, modifying, removing, and moving menu items
- Copying materials from a previous course
- Combining multiple course sections into a single Blackboard course using CLIPS
- Importing an archived course package
- Enrolling and modifying user roles
- AIESEC was founded in 1946 in Belgium and Sweden to facilitate international exchange between business students across Europe in the aftermath of World War 2.
- In the 1940s and 1950s, AIESEC's main activities were student exchanges and traineeships to rebuild connections between countries and provide international experience. Exchange numbers doubled nearly every year as AIESEC expanded to new continents.
- In the late 1950s, AIESEC began holding international seminars on issues relevant to society, moving beyond just exchange to more systematic study. Bernd Thomas served as AIESEC president in the late 1950s and witnessed its international growth.
1) Building an effective team requires several steps including setting a clear vision and goals, agreeing on roles and responsibilities, and planning and tracking progress.
2) It is important for a team leader to get to know their team members' strengths and weaknesses in order to utilize different leadership styles appropriately.
3) Maintaining regular team meetings, recognizing achievements, and fostering a shared team identity are all important for ongoing team building and high performance.
Find everything you need in order to work on event management, marketing or logistics for Norway Youth to Business (Y2B) Forum happening March 27th, 2014 in Oslo hosted by AIESEC. Application deadline December 18th.
AIESEC has a presence in 110 countries and territories with 730 Local Offices located in 2,100 Universities. It has 60,000 members worldwide which would make up 25% of Norway's student population. In 2011, AIESEC offered 16,000 international internships and 20,000 leadership opportunities with support from 4,000 partners/sponsors globally. AIESEC is a 63 year old global organization with over 945,000 alumni.
This document outlines several awards that will be given out by MC Changing the Game for the 2011-2012 term. It describes the Exchange Award, Best Project Award, Leadership Award, and Excellence Award, providing the criteria and timeline for applying to each. The purpose is to recognize top-performing local committees and encourage determination, passion, and hard work.
The document provides guidelines for transitioning leadership teams in AIESEC from one term to the next. It outlines defining expectations, skills needed, knowledge transfer, and setting a timeline. Key aspects include sharing strategic plans, past results, lessons learned, and projects. Sessions are planned to educate new teams on AIESEC history and structure, local chapter operations, programs, finances, and communication. The goal is a smooth transition that prepares incoming leaders.
The document discusses AIESEC's Experiential Leadership Development phase, which allows young people to explore
and develop their leadership potential through various programs. It describes four programs offered: the Team Member
Programme, Team Leader Programme, Global Internship Programme, and Global Community Development Programme.
The programs provide international and cross-cultural opportunities, access to a global network, and the chance to gain
professional skills and experience while making a positive social impact. Participants can take as many programs as
they feel will help develop their leadership abilities.
AIESEC began in 1946 in Belgium and has since grown to be active in over 100 countries. Over its 60+ year history, it has exchanged over 350,000 students through internship programs. In the early years, exchanges were organized manually through forms at annual congresses, while today matching is done online. AIESEC has also expanded its mission beyond Europe to include countries on all inhabited continents and behind the Iron Curtain.
The document discusses the differences between leadership and management, with leadership focusing more on long term vision, change, and inspiring others while management prioritizes stability, procedures, and short term goals. It also examines different types of leadership including situational, transitional, and hierarchical leadership and how managers can transition to become effective leaders.
1. The document describes how to manage a Team Leader program on MyAIESEC.net. There are three ways for members to join as a Team Leader: choosing to move to the program and find a role, finding an opportunity and applying, or being directly assigned.
2. Team Leaders can create and manage teams on the system. They create teams, approve or reject new teams, edit team details, and create roles within teams.
3. The Manage Team Experiences menu allows roles to be created, edited, and members assigned. Roles can be created and promoted for applications, or members can be directly assigned to roles. Applications are reviewed and members shortlisted for roles.
Global community development_programme_managementBhargav Katikala
The document provides instructions for members to join the Global Community Development Programme (GCDP) as an Exchange Participant (EP) in two ways: 1) By choosing to move to the GCDP and then searching for an exchange opportunity, or 2) By directly searching for and applying to a GCDP exchange opportunity. It outlines the steps to update profiles, generate EP forms, search available exchanges, and apply through the MyAIESEC platform. Managers are notified of member applications and can track application status through exchange monitoring tools.
The document provides instructions for using MyAIESEC.net to manage the Global Internship Programme (GIP). It describes how members can become part of GIP as exchange participants (EPs) by choosing to move to GIP and look for exchanges or by finding and applying to GIP opportunities. It also explains how EPs can use the GIP menu to manage their forms, track matching progress, and search for opportunities. Managers are appointed to oversee EP and training exchange (TN) forms. The Team Member and Team Leader menus give managers tools to facilitate the exchange process.
This document provides instructions for exchange program coordinators (EPs) on how to participate in and manage exchanges through the Global Community Development Programme (GCDP) and Global Internship Programme (GIP) using the AIESEC online system. It covers how EPs can join GCDP or GIP, use related menus to manage their exchange forms, become a form manager, and how coordinators can manage exchanges. It also discusses promoting exchanges and managing projects on the system.
Global community development_programme_managementKAMELA ROMARIC
The document provides instructions for managing exchanges through MyAIESEC.net as part of the Global Community Development Programme (GCDP). It outlines how Exchange Participants (EPs) can become part of GCDP by choosing to move to the program or applying to opportunities. It also describes how EPs and Team Leaders can manage forms, track matching progress, search for exchanges, and appoint form managers through the system's menus and functions.
The Evaluation Manager role oversees and manages program evaluations. There are five permission levels for Evaluation Managers - Oversee Evaluations, All Access Evaluator, Reconcile Evaluations, Program Setup, and Generate Reports. When enrolling an Evaluation Manager, the permissions they receive can be customized. Common support issues include Evaluation Managers looking in their Evaluator tab instead of Manager tab, or not having the requisite permissions even in the Manager tab.
1. The document provides instructions for creating a Degree Review Framework (DRF) program in Taskstream to distribute a portfolio template to students. This includes entering a program title and description, selecting program options and permissions, enrolling participants, and making the program active.
2. Key steps include selecting the reviewer and evaluator permissions, choosing a template, generating a self-enrollment code for students, and manually enrolling reviewers and evaluators through the member locator.
3. The last sections cover grouping authors with reviewers/evaluators, optionally attaching resources, and changing the program status to active once setup is complete.
This document provides instructions for event management on MyAIESEC.net. It describes how to create events, promote events, search for events, apply for events, manage event applicants, and assign conference roles. Key steps include creating an event by providing details like name, description, location, dates; events are automatically advertised and can be edited; users can apply for and add past events to their profile; the event team can shortlist, approve, reject, or pending applicants; and approved attendees can be assigned roles for the event.
Dementia is a significant health condition that is increasing as the population ages. Families provide most care for those with dementia, but there are few tools to support family caregivers' psychological well-being. The document describes a mobile app being developed to promote resilience for family caregivers of dementia patients. It will assess users across four areas of resilience—live, chat, support, learn—and provide personalized notifications with suggestions based on their scores to improve their lowest scoring area. The app aims to give caregivers a more positive outlook and healthy lifestyle.
Ariba Knowledge Nuggets - Adoption and Usage Back to BasicsSAP Ariba
This document discusses strategies for improving adoption of new software within an organization. It emphasizes the importance of clearly defining goals, maintaining executive sponsorship, establishing processes, communicating responsibilities, providing training, and soliciting user feedback. Resistance to change is normal, so organizations should plan incentives to encourage adoption, such as competitions or expense reimbursement policies. The key is tailoring the implementation approach to the company's unique culture.
The document provides advice on common mistakes made during software adoption and how to successfully implement new software within an organization. Some key points include: clearly defining goals and processes upfront; maintaining executive sponsorship throughout; providing proper training, communication of responsibilities, and obtaining user feedback; and taking an iterative approach rather than trying for a "perfect implementation" all at once. Fostering visibility, planning, and accountability are also emphasized as important factors for successful adoption.
This user guide provides instructions for using key features of Blackboard, including:
- Turning edit mode on/off to view or edit a course
- Using the Control Panel to access course tools, evaluation, users/groups, customization, and help
- Customizing the courses displayed on the My Blackboard page
- Adding, modifying, removing, and moving menu items
- Copying materials from a previous course
- Combining multiple course sections into a single Blackboard course using CLIPS
- Importing an archived course package
- Enrolling and modifying user roles
The document summarizes usability testing conducted on the Panoptic Streaming app. Three participants with varying technological experience completed tasks in the app like logging in, updating billing info, and managing subscriptions. Researchers observed participants and measured task completion times. After, participants completed a System Usability Scale questionnaire. Overall, one participant found the app easy to use while two others struggled with navigation and consistency. Based on feedback, researchers can improve the app's complexity, organization of subscription/payment pages, and overall navigation.
1- Conduct research using the Internet and identify the type of softwa.docxtpaula2
1. Conduct research using the Internet and identify the type of software or management tools that you would utilize to help with each of the major steps in developing the plan. Summarize the software/suite selected and identify its key capabilities, advantages and disadvantages. 2. As the leader of the change project in an immature organization what level of direct involvement should you have in creation of the Change Management Plan? Should you be the primary author or should you delegate most of the responsibilities?
Solution
To address the questions below assume you have been chosen to develop and direct a Change Management Plan for your business (an immature organization).
1. Conduct research using the Internet and identify the type of software or management tools that you would utilize to help with each of the major steps in developing the plan. Summarize the software/suite selected and identify its key capabilities, advantages and disadvantages.
Change management is a structured approach to shifting/transitioning individuals, teams, and organizations from a current state to a desired future state. It is an organizational process aimed at empowering employees to accept and embrace changes in their current business environment.
Following are the steps in a change management plan:
Create Urgency: Making people aware that a change is required and that it is urgent. This is not demotivating employees on the other hand an unlocking an honest and convincing conversation about what\'s occurring in the marketplace and your competition
.
The document provides an overview and instructions for using Reldog Lite, a relational database for dog breeding and training organizations. It introduces the program and explains how to log in. The main menu has 9 sections covering dogs, breeding, health, puppy raising, temperament, training, people, client services and utilities. Each section allows users to enter and access relevant data without leaving their functional area. The document provides high-level descriptions of the key sections and indicates more detailed instructions will be covered in subsequent chapters linked here.
1. The document provides instructions for students on how to navigate and use the key features of the Brightspace learning management system (LMS) at Temasek Polytechnic, including how to log in, find courses, access course content and materials, view notifications and grades, and change notification settings.
2. Key aspects of the LMS covered include navigating the homepage and course pages, using the course selector and pinned courses, accessing content, assignments, grades and other tools, and turning on email notifications for announcements.
3. Students are instructed to approach their lecturer or tutor for any issues related to the LMS and to visit the IT help desk for password resets.
Coaching involves improving employee performance through planned learning opportunities guided by a coach. It helps someone perform skills better with the goal of bringing work improvements. Coaching is ongoing and interactive, providing guidance to encourage productive decisions while allowing coachees ownership. A coach's role is to understand issues, set goals, provide tools for coachees to develop solutions independently, and support them through mistakes. Building a coaching culture benefits individuals through customized learning, teams by focusing on goals, and organizations by developing relationships and discovering new ways to help people grow. Good coaches have strong interpersonal skills, observe and interpret situations creatively, and have confidence in others' abilities. Coaching opportunities arise when advice is sought, mistakes are made, or performance
This document provides an overview of project management tools and techniques for team leaders within AIESEC. It begins with an introduction to the Natural Planning Model, which structures projects into 5 phases: defining purpose and principles, envisioning outcomes, brainstorming, organizing, and identifying next actions. The document then explains tools for each phase, including brainstorming techniques, GANTT charts, SWOT analyses, goal setting, action planning, feedback processes, communication strategies, and effective meeting guidelines. The overall aim is to help team leaders plan, track, and improve their project efficiency using these templates and best practices.
The document outlines key aspects that an Executive Board (EB) team should plan, track, and evaluate during their term:
1) The EB should plan goals and strategies for major projects, recruitment, finances, and member education to work as a team towards shared success.
2) Tracking tools like a shared spreadsheet can help each EB member understand colleagues' work and feel accountable for overall team goals.
3) Regular evaluations, such as monthly team days, allow the EB to assess goal progress, identify strengths and areas for improvement, and continue learning and improving as a team.
The document discusses various time management techniques. It begins by defining time management and identifying 10 common time management mistakes. It then discusses "time thieves" that waste time and how to eliminate them, such as limiting social media use and non-urgent calls/emails. Useful time management tools are introduced, including ABC analysis, Pareto analysis, and the Eisenhower method. The document concludes by providing tips for managing daily schedules, large tasks, emails, meetings, and environments to improve time management.
The document outlines the formal governance structure of AIESEC Norway which includes the National Executive Board, Board of Directors, and Member Committee, as well as the informal leadership roles of Local Committee Presidents and Member Committee Vice Presidents. It also discusses potential additional informal entities like a Board of Advisors or functional subcommittees. Clarification is provided on reporting lines and comparisons are made to other organizational structures.
The document provides step-by-step guides for managing the Global Internship Programme and Global Community Development Programme on MyAIESEC.net. It outlines how to raise TN forms and EP forms for both programmes, as well as how to search for and apply to internship opportunities. The guides include screenshots to illustrate the process and specify which user roles can perform each step.
Business Model Generation describes a business model as explaining how an organization creates, delivers, and captures value. It outlines 9 building blocks that make up a business model: customer segments, value propositions, channels, customer relationships, revenue streams, key resources, key activities, key partnerships, and cost structures. These building blocks describe how a business generates revenue by providing value to specific customer segments.
The Winter Education project aims to increase cultural awareness among Norwegian students. AIESEC Norway will organize workshops in schools delivered by interns from other countries. Members will develop marketing materials, sell sponsorships, arrange logistics for six interns visiting for six weeks, and ensure project quality. The timeline runs from August to December with intern arrivals in January for workshop delivery.
This document outlines three projects: Winter Education which aims to increase cultural understanding through education, Global Volunteer which offers qualified volunteers to create social impact, and Active Summer 2012 which conducted activities for disadvantaged children.
The Global Volunteer project aims to assist Norwegian NGOs by providing international students and recent graduates volunteering opportunities. Members of AIESEC Norway will work to develop and sell internship placements to NGOs, obtain sponsorships from companies, and manage various aspects of the program such as selecting and preparing interns. Key responsibilities include selling internships from August to March, obtaining sponsorships from September to June, and ongoing management of application, selection, and follow up processes. The project will take place from August 2022 to June 2023.
The document provides a brief history of AIESEC in Norway from the 1940s to the late 2000s. It summarizes key information about each decade, including the founding local committees, total exchange numbers, sources of income, challenges faced, and notes from former national committee members. The late 2000s saw financial struggles due to the global economic crisis but a turnaround through a new financial model, membership cuts, and a focus on exchange performance.
This document summarizes the conclusions of a 4-day strategic meeting held by AIESEC to define principles for their Team Member and Team Leader Programs. It outlines the following key points:
1) It presents global principles for impactful TMP-TLP experiences that are aligned with AIESEC's mission and driven by individuals.
2) It emphasizes that each participant is responsible for helping AIESEC achieve its 2015 goals.
3) Experiences should be delivered by creating a collaborative learning environment.
4) Experiences can take place anywhere in the world and can be physical, virtual, or both.
The document provides questions to guide further discussion and development of the programs,
HR plays a crucial role in organizations by enabling employees to contribute to objectives, attracting and selecting qualified candidates, providing training, reviewing performance, and rewarding employees. In AIESEC, HR supports members' development of skills and competencies through experiences delivering global internships and traineeship programs. Key HR functions in AIESEC include recruitment of members, selection for leadership positions, induction and training through national and local education cycles, tracking skills development, and national/local reward and recognition strategies. HR efficiency, satisfaction, leadership applications, retention rates, and applicant numbers can also indicate the effectiveness of an organization's HR management.
1. Team Member Programme
Management
How to use MyAIESEC.net to manage and
execute the Team Member Programme
2. Table of Contents
1. Becoming part of the Team Member Programme
2. Being a Team Member
3. Managing A Function
4. Tracking your Experience
Please make a note of the permission levels mentioned in this guide. This tutorial is aimed at
All users in the Experiential Leadership Phase. Please replace the information with your
respective GN, Country or LC whenever applicable in the examples shown in the tutorial.
4. 1. Becoming part of the Team Member Programme
There are three ways in which a member come join the Team Member
Programme:
• By choosing to move to the Team Member Programme then looking for a
role
• Looking for an Opportunity then deciding to apply for it
• Getting directly assigned to a role
We will take you through these three ways now.
5. 1. Becoming Part of the Team Member Programme
Login to MyAIESEC.net, from
the top menu, hover over My
Experience Menu:
-Under the My Programs and
Phases submenu choose the
Take Team Member
Programme option (first menu
option).
-Or click on the My
Programmes menu landing
page select, Take Team
Member Link on the page
Option 1. Moving to a programme then looking for a
role
6. 1. Becoming Part of the Team Member Programme
On clicking the menu, the user
will be prompted to ensure that
their Personal Information,
Professional Information,
Backgrounds, Skills and
Languages are up to date.
The user can make this update
by clicking on any specific link.
This will redirect them to the
edit menu and once saved they
will be returned back to My
Programs menu, they then
click ‘Apply’ to continue the
process or ‘Cancel’ to end it
Option 1. Moving to a programme then looking for a
role
7. 1. Becoming Part of the Team Member Programme
The user is redirected to the
Opportunities search section
where they can browse for a Team
Member Programme position they
would like to apply for.
They have the option to select:
-Committee (compulsory)
-Area of Responsibility
-Job Description
-Duration of the Role
in order to search for a desired
team member opportunity
Option 1. Moving to a programme then looking for a
role
8. 1. Becoming Part of the Team Member Programme
If a user finds an opportunity that they are interested in, on viewing it, if they want to
apply, they would need to select it and click on the ‘Apply’ Tab.
If a user doesn’t find something they want to apply for immediately, they will not be
considered to have started the Team Member Programme and this Programme will be
pending until they successively apply for a role.
Only when a user has been selected for a role i.e. P/EB has approved their
application, will their Team Member Role be recognised to have begun. You can learn
more about this through the Team Leader Programme Management Manual.
Option 1. Moving to a programme then looking for a
role
9. 1. Becoming Part of the Team Member Programme
Option 1. Moving to a programme then looking for a
role
10. 1. Becoming Part of the Team Member Programme
On clicking the ‘Apply’ Tab the
user would be requested to fill
in a survey for the position and
then would be able to submit
this to complete his application
for the role of choice.
The team leader responsible for
this role would then approve or
reject the user for the role.
When Approved, the user would
be automatically assigned to
this role.
When Rejected, the user would
no longer be considered for this
role.
Option 1. Moving to a programme then looking for a
role
11. 1. Becoming Part of the Team Member Programme
Login to MyAIESEC.net, from
the top menu, hover over
Connect Menu:
-Under the Opportunities
submenu choose the View
Team Member Opportunities
option (first menu option).
Option 2. Finding an Opportunity then Applying for It
12. 1. Becoming Part of the Team Member Programme
The user is redirected to the
Opportunities search section
where they can browse for a
Team Member Programme
position they would like to apply
for.
They have the option to select:
-Committee (compulsory)
-Area of Responsibility
-Job Description
-Duration of the Role
in order to search for the team
member opportunity
Option 2. Finding an Opportunity then Applying for It
13. 1. Becoming Part of the Team Member Programme
If a user finds an
opportunity that they
are interested in, on
viewing it, if they want
to apply, they would
need to select it and
click on the ‘Apply’ Tab.
Option 2. Finding an Opportunity then Applying for It
14. 1. Becoming Part of the Team Member Programme
On clicking the ‘Apply’ Tab the
user would be redirected to the
‘Take Team Member Program’
under the My Experience Menu
to initially update their profile.
Option 2. Finding an Opportunity then Applying for It
15. 1. Becoming Part of the Team Member Programme
On updating their profile, they
would be redirected back to the
application where they will be
requested to fill in a survey for
the position and then would be
able to submit this to complete
his application for the role of
choice.
The team leader responsible for
this role would then approve or
reject the user for the role.
When Approved, the user would
be automatically assigned to
this role.
When Rejected, the user would
no longer be considered for this
role.
Option 2. Finding an Opportunity then Applying for It
16. 1. Becoming Part of the Team Member Programme
The final way in which you can become a part of the Team Member Programme is by
being assigned into a role directly.
A user who is a team leader, EB member or President in a committee will be able to
create a role in which they can assign someone through the ‘Role Assignment’ Menu
in the team leader program without having to advertise the opportunity.
When assigned through this way, a team member needs to accept or decline this role
via the ‘Roles in Teams’ Menu in My AIESEC sub section of My Experience main
menu for the role to counted as begun.
Option 3. Getting directly assigned to a role
19. 2. Being A Team Member
A user would be able to find their teams in the ‘My Teams’
menu.
This is where they will be able to find all the teams they have.
20. 2. Being A Team Member
Once you are
approved as a team
member through
whichever option used,
you will be part of the
team subscribed to.
You will then show up
on the respective team
page corresponding to
your team as shown.
An example of a team page
22. 3. Managing A Function
On becoming a team member, you will be able to now work with the Team Member
Program menu which includes:
• My Teams: View your teams and Browse other teams through this menu
• Partnership Management: Manage the sales and account management as well
as TN exchange raising through this menu
• Exchange Management: Use this menu to be able to manage your exchange
activity
• Event Management: Through this menu you can promote and co-ordinate your
events
• Web Publishing: Through this menu you can manage the content and style of
your website
Depending on your functional tasks, these menus will assist you to get your job done
as fast as possible.
25. 4. Tracking your Experience
To be able to track your personal experience you can be able to find out more about what you
have experienced throughout your experience by using the ‘My Experience’ menu
26. 4. Tracking your Experience
To be able to track your personal experience you can be able to find out more about what you
have experienced throughout your experience by using the ‘My Experience’ menu