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Athabasca University

To view this same portfolio as an e-Portfolio submission click here. While the e-Portfolio's presentation varies from that of a paper portfolio, all the parts contained within it are the same.

How this Course-based Portfolio Example is Set Up and
How to Read It

With permission of the student-author, we have tailored this portfolio for use as an example of a course-based portfolio for the BGS program. All names and identifying places have been changed in order to respect the writer's confidentiality.

As indicated in the Table of Contents, the student sought PLAR credit for 8 courses (24 credits) within the BGS, Applied Studies degree. The maximum allowable PLAR credits are 21; however, we often advise course-based PLAR applicants to include an extra course, "just in case."

The learner's "front end" pieces (resume, career and educational goals, and autobiographical essay) are reproduced here with the appropriate changes, as mentioned above.

Within the Learning Summary, which forms the central part of the portfolio, however, we have only included the statements pertaining to one course, COMM 329. Please note that EACH of the other 7 courses followed the same model that you see here. Each of the other courses was identified by and labeled with its own Tab.

Correspondingly, under Supporting Documentation, we have only included the Letters of Attestation that pertain to COMM 329. There were many other supporting documents relevant to the other courses that we have omitted in the interests of space.

What we are providing here as an example of a good course-based portfolio is, therefore, only a fraction of the original document. This portfolio was very thoroughly and meticulously prepared. As a result, the student was successful in gaining the full 21 credits (7 courses) of credit that were sought.

[You will note that the student's order of placement does not follow exactly our portfolio checklist for paper-based portfolios. While we have provided, in the checklist, a good format to follow, it is acceptable to deviate from this order if the resulting product is still organized and coherent.]

 

 

 

 

Portfolio Declaration Page

Name: Samantha Sidhu

Student ID: 1212121

Address: 1234 Champagne Way, Toronto, ON, A1A 1A1

Telephone: 555-555-5555

Fax: N/A

E-mail: sam.sidhu@jmail.com

A submission for the awarding of credit through Prior Learning Assessment
and Recognition (PLAR)

for Bachelor of General Studies, Applied Studies Designation

Athabasca University
1 University Drive
Athabasca AB T9S 3A3

I attest that the enclosed portfolio materials are correct and have been completed by myself. I attest that I am the person named in this application and in the portfolio materials unless otherwise signified.

February 5, 2010

Student's signature

Date

Signature

Table of Contents

Resume Tab 1
Program Plan Tab 2
N/A N/A
Autobiographical Essay Tab 4
Learning Summary
ADMN 233 - Writing in Organizations
N/A
CMIS 245 - Computer and Management Information Systems
N/A
COMM 243 - Interpersonal Communications in Management
N/A
COMM 277 - An Introduction of Group Communication
N/A
COMM 329 - The Practice of Interpersonal Communications
Tab 8
COMP 361 - System Analysis and Design
N/A
MGSC 419 - Information Technology Project Management
N/A
FREN 375 - Vocabulary Expansion
N/A
Supporting Documentation
Letters of Attestation
Sylvia Barker
Tab 13
Henri Piquette
Tab 14
Denis Framboise
Tab 15
Kimberly Chambers
Tab 16
Not COMM 329 related
N/A
Not COMM 329 related
N/A
Not COMM 329 related
N/A
Certificates
N/A
Documents
Performance Management and Feedback Report (PMFR)
Tab 46
E-mail; CR605 - Returns and Claims
Tab 63
E-mail; Points of Discussion - Tomorrow's Meeting
Tab 65
E-mail; RE: Client Care package / On-line Client Centre - It's all about access
Tab 66
Progress Update
Tab 67
Goals; January 11, 2002 / July 17, 2002 / July 10, 2003 / Goals Review 2009 / Goals – 2010
Tab 68
E-mail; RE: CAIS/APOR/PROMO ITEMS Status Report
Tab 69
E-mail; Legacy Applications Assessment - SAP - Meeting August 10, 2006
Tab 70
E-mail; Retailers Agreement – Requirements
Tab 71

Samantha Sidhu – 1212121 :: Pages 1 - 7

Samantha Sidhu


sam.sidhu@jmail.com
555.555.5555

Profile


I am a creative and ambitious individual that enjoys a challenge in my job. I am highly organized, efficient, and reliable. I would like to continue to develop my analytical and managerial skills by taking on challenging positions and projects as I move through my career. I am fluent in both English and French (CBE) and have an enhanced security clearance.

Employment History


January 2006 – Present – Police Services – Chief Information Office – IM/IT Business Solutions - Special Initiatives Branch
Business Analyst

  • Carry out analysis of new initiative requests; this includes investigating the IT need, consulting with various groups in RCMP IT, researching the internal intranet and Internet for reference material, researching vendor products and specifications; reading any previous material gathered on the requirement
  • Meet with clients for initial briefing and questioning
  • Document business requirements, issues, risks, background, benefits, proposed options and costs
  • Consult with subject matter experts to gather costs and discuss options for solutions
  • Prepare briefings and presentations for senior management review of initiatives
  • Prepare formal record of decision documents for management and client
  • Manage client expectations
  • Manage workload of various initiatives and prioritize tasks
  • Participate in team meetings
  • Participate as required in meetings held about initiatives by other areas (i.e., subject matter experts)
  • Carry out additional support tasks such as template creation, standardization and update; research methods and processes such as costing; document procedures; and proof-read and edit procedure documents
  • Carry out HR related activities as required such as candidate screening for competition, creating interview questions and answers, and exam questions and answers

March, 2002 to January, 2006 – Federal Government - Publishing and XXX Services (PXS) Directorate
Head, Business Analysis; E-Bookstore Project

  • Carried out analysis on Axapta, the CGP Web site, and the current business procedures
  • Collaborated with clients to identify and document business requirements
  • Provided advice and recommendations to the clients and management on business requirements, system enhancements, and changes
  • Drafted business procedures and system specifications in use case format (Rational Rose)
  • Drafted feasibility, strategy, and business case papers where required for management overview and decision
  • Managed special projects respecting the Enhanced Framework for Management of IT Projects. Includes the following activities: create and maintain project plan, participate in meetings, communicate with management and clients, carry out analysis and setup activities related to the project, manage contracted resources, and provide detailed costs estimates and financial tracking of project
  • Carried out presentations on ongoing projects and changes
  • Provided briefing notes to senior management on various analysis activities and projects
  • Organized and chaired meetings with clients and management for approval of business requirements and system specifications 
  • Developed training plans and materials, and delivered training for end users
  • Provided help desk support to the Axapta and Government of Canada Publications Web site end users
  • Carried out evaluations of proposals for RFPs for resources on a required basis
  • Managed the coordination of the Change Management (CM) process (updated process and chaired meetings)
  • Contributed to yearly IT project planning for work that would be done during the next fiscal year. Responsibilities included identifying all business analysis activities likely to take place during the year and their potential impacts on systems
  • Carried out HR related activities such as interviewing new resources, managing analyst resources, creating learning plans with employees, planning and coordinating group workload, delegating tasks, providing performance evaluations, and setting work objectives each fiscal year.

March, 2001 to March, 2002 – Federal Government - Information Management and Technology Services Directorate
Chief; Web and Multimedia Services

  • Managed Web and Multimedia projects providing direction to resources while respecting the CLF standards and the Enhanced Framework for Management of IT Projects. Projects include: COMM Internet and Intranet, CommNet, InfoRegion, MediaNet, Advertising, and Canada Gazette Web sites; Departmental Telephone Directory, the Government of Canada Workplace Charitable Campaign On line Auction, and the annual Christmas Tree Web site applications
  • Created work estimates with full cost analysis, project plans, business cases and feasibility papers, and maintenance agreements for projects
  • Prepared briefing notes for senior management on progress of various projects
  • Carried out presentations on ongoing projects and changes
  • Collaborated with clients and management to identify and document the business requirements for Web site and Multimedia projects
  • Created and maintained work processes, including the CM process, surrounding Web and Multimedia requests
  • Provided advice and recommendations on a regular basis to clients and senior management on Web and Multimedia projects
  • Collaborated with other work units within the IT department for resource activity planning, reviewing new projects, and assessing impacts
  • Participated in the various committees representing the departmental Web sites
  • Planned and organized the Electronic Forms Committee; managed all aspects of departmental forms
  • Continued participation in the Policy Committee, representing IT and drafted the priority policies for IT
  • Carry out HR related activities such as managing resources, creating learning plans with employees, planning and coordinating group workload, delegating tasks, providing performance evaluations, setting work objectives each fiscal year, running competitions, and revising and creating job descriptions
  • Participated in the Learning and Professional Development Committee, volunteer basis

October, 2000 to February, 2001 – Federal Government - Information Management and Technology Services Directorate
IM/IT Transition Support Project Officer

  • Created and maintained information documents for IT such as server, license, desktop, and software inventories
  • Coordinated and attended the IM/IT Transition Steering Committee, recorded the minutes and record of decisions
  • Represented business sectors of the former CCSB by providing advice and recommendations on IM/IT issues and requirements at the IM/IT Transition Steering Committee, IM/IT Transition Working Group, the Finance Transition Committee and the Policy Committee
  • Drafted the first priority Information Technology policies for COMM
  • Collaborated with clients and management to analyze and document the IM/IT business requirements for physical office moves, i.e., LAN drops, LAN Data and Mail extraction and copy, etc.
  • Drafted required MOUs for the business sectors remaining with PWGSC, outlined full costs, support, transferred assets, etc.
  • Drafted communiqués and provided presentations to users and management regarding the transition project for departmental distribution
  • Drafted and provided input to business strategy and feasibility papers related to transition activities including full cost analysis
  • Provided advice and recommendations to the Director of IM/IT to assess impacts and determine solutions for transition issues and for strategic, operational, and policy planning for the new IT services sector within COMM
  • Prepared briefing notes for senior management on various transition activities
  • Assisted in the interviewing/recommending of IM/IT resources for the transition project
  • Assisted in the business application test plan creation for financial systems
  • Assisted in the planning for transition activities (such as disconnect/reconnect of servers, move of offices, etc.)
  • Coordinated the training and document conversion for COMM’s office suite (MS Office), managed and directed the temporary resources for these projects

March, 2000 to September, 2000 - Federal Government, Communications Services Branch (CSB)
IM/IT Coordinator and Administrator

  • Managed upgrades, moves, and replacement of servers or infrastructure hardware, providing direction to assigned resources
  • Provided full cost estimates and drafted business cases for IT projects and IT Service initiatives
  • Coordinated the negotiation of Services Level Agreements (SLAs) with GTIS for the provision of branch infrastructure support and application development. This required collaboration with Branch personnel and management to identify and document their business requirements for IT Services
  • Addressed service level issues with the Client Operations Service Representative (COSR) on a regular basis
  • Provided advice and recommendations to senior management and clients on IT Projects, purchasing of hardware and software, staffing, and SLAs
  • Provided briefing notes and presentations to senior management and clients on IT projects and major IT purchases
  • Created and maintained IM/IT support documents and efficient procedures for IM/IT operations
  • Attended all IM/IT departmental meetings
  • Updated and maintained the Terms of Reference for the CCSB IM/IT Steering Committee and CCSB Web Publishing Advisory Committee and chaired the meetings
  • Assisted in the interviewing of new IM/IT personnel for the branch
  • Assisted management in budget forecast and planning by providing cost estimates for IT hardware and software and providing list of IT Service activities for each year
  • Collaborated with clients and management to identify and document business requirements for the development and implementation of the branch Intranet, Internet, and Genet Web sites as well as other IT projects
  • Managed Web and Multimedia projects respecting the CFL standards and the Enhanced Framework for Management of IT Projects
  • Carry out HR related activities such as managing resources, creating learning plans with employees, planning and coordinating group workload, delegating tasks, providing performance evaluations, setting work objectives each fiscal year

February, 1999 to March, 2000 - Federal Government (Communications Services Branch)
Business Analyst; Communications Activity Information System (CAIS)

  • Carried out business analysis on CAIS and collaborated with clients to identify and document all business requirements
  • Provided advice and recommendations to the business representatives and senior management on system changes
  • Prepared briefing notes for management on various changes and impacts to CAIS
  • Managed implementation of changes according to the change management process
  • Managed CAIS development projects according to the Enhanced Framework for Management of IT projects; provided direction to the development team on the release of new CAIS builds to production
  • Provided full cost analysis for on going development of CAIS to management
  • Drafted business cases for changes impacting the system that were large scale
  • Chaired meetings and carried out presentations to the CAIS user group with sector representatives
  • Provided training for new employees and when new builds were released
  • Created and updated the end user procedure guides with new build changes and implemented a Web site compliant with CFL Standards as an additional help resource
  • Attended departmental FSI (Feeder Systems Interface) meetings, analyzed impact on CAIS when FSI changes were needed
  • Created test cases and carried out user acceptance testing for CAIS
  • Implemented a help desk and provided support to end users including report generation with MS Access

October, 1999 to March, 2000
Business Analyst; System Development Project

  • Managed business analysis activities and implementation of system; provided direction to technical team
  • Collaborated with client to identify and document business requirements, system changes and business impacts
  • Provided advice and recommendations to the client and senior management on the proposed changes
  • Created system infolog messages with business representative
  • Reviewed Help Module and suggested changes to business representative, using a change management process
  • Analyzed the report module and suggested alternatives and improvements
  • Coordinated translation to French for the system interface and help menu
  • Carried out user acceptance testing and reported errors to technical team and business representative
  • Organized and attended all business and technical meetings, provided presentations as required
  • Facilitated communication between the business representative and development team
  • Provided briefing notes to my management on project progress
  • Created user procedures manual for system

February, 1998 to February, 1999 - Dental Association
Member Service Representative

  • Answered the telephone and redirected calls (in both official languages)
  • Renewed memberships over the phone and organized incoming membership mail
  • Processed Visa and Master Card payments for Membership and annual Conventions
  • Booked boardrooms for co-workers and building tenants
  • Changed mailing addresses and updated membership status in the IMIS database
  • Created reports from the IMIS database with MS Access
  • Greeted the association visitors
  • Took annual DA convention registrations over the phone
  • Entered data in the IMIS database for convention registrations and membership renewals
  • Prepared and collected promotional material for CDA trade shows (creating info packages)

September 1996 to February 1998 - ALLCOM Training
Manager; Training Services

  • Provided advice and recommendations to senior management on training courses and help desk solutions
  • Drafted strategy papers for generating new business within the training market
  • Scheduled and organized training courses and room rentals for numerous classrooms
  • Drafted feasibility papers with cost analysis on provision of specialized training to other companies and government departments
  • Prepared course materials and drafted user procedures manuals  (ex: Lotus Word Pro for PWGSC, Window 95/NT)
  • Delivered training for Word Pro 97, Lotus Approach 97, Windows 95, and MS PowerPoint
  • Prepared proposals for training bids which include financial components
  • Recruited and interviewed professional candidates for contract positions in training
  • Collaborated with clients to analyze and draft business requirements for customizing courses (course material, manuals, etc)
  • Dealt with all customer calls regarding training courses offered
  • Assisted in planning regarding purchasing of equipment for training rooms
  • Trained new employees on office software (Lotus Notes, PC Docs, Netscape Mail)
  • Traveled to California on two separate occasions to assist with product sales and promotion (SuiteFlex) at international trade shows

October 1997 - February 1998 - Project Manager; Litigation Support

  • Managed ongoing Exchange mail migration parsing project at PWGSC
  • Provided direction to project resources 
  • Attended all meetings regarding the projects and addressed any client concerns
  • Documented technical project documentation for the client
  • Addressed information calls regarding LegaLinks Software (used in the project)
  • Provided technical support regarding LegaLinks software to the project contractors
  • Managed two similar projects for Anderson Consulting and PSCS

November 1997 - February 1998 - Project Manager; Help Desk Services

  • Managed employees on established Help Desks for PWGSC (During Lotus Word Pro implementation)
  • Handled advanced problems from the Help Desk on Word Pro
  • Assisted in preparing proposals for Help Desk bids
  • Recruited professionals for Help Desk contracts
  • Met with clients to ensure satisfactory service

August 1996 - September 1996 - Administrative Assistant

  • Answered the telephone and redirected calls (in both official languages)
  • Entered and edited resumes in PC Docs database
  • Logged incoming mail into a Lotus Notes tracking database
  • Photocopied and filed office documents
  • Greeted the companies visitors/clients

Education and Training


  • In progress; Bachelor of General Studies, Athabasca University, Athabasca, AB (Distance learning) 
  • Credited courses; BA Communications, University of Ontario, Toronto, ON
    • Technical Writing, Reasoning and Critical Thinking, Literature and Composition III, Literature and Composition IV, Practice of Criticism, Introduction to Communication, Workshop in Essay Writing, Communication and Globalization, Fundamental Philosophical Questions, French Grammar, Children’s Literature, Communication Research Methods.
  • Certification; ITIL Foundations
  • Certificate; Introduction to Object Orientation for Business Analysts
  • Certificate; Use Case Modeling for Business Analysts
  • Attended; Health and Safety Awareness Session of Employees
  • Attended; Introduction to Ethics
  • Certificate; Introduction to Project Management
  • Certificate; New Manager and Team Leader Work Shop
  • Attended; Web Content Management Seminars (parts 1 and 2)
  • Attended; Web Content management for Government
  • Credit; Project Management for IT Projects
  • Certificate; Coaching Skills for Managers
  • Certificate; Crystal Reports (Intro & advanced)
  • Dimplome d’Etude Secondaire (D.E.S)

Technical Knowledge


  • MS/DOS
  • Windows 3.1 to XP
  • Linux Gnome (desktop)
  • Linux Fedora (desktop)
  • Netscape Navigator
  • Internet Explorer
  • Mozilla (browser and mail)
  • Firefox (browser)
  • Thunderbird (mail client)
  • Paint Shop Pro and Paint
  • MS PowerPoint
  • Lotus Freelance
  • Adobe PhotoShop (junior)
  • GIMP (open source graphics editor)
  • MS Word, Corel WordPerfect, Lotus Ami Pro and Word Pro, Star Office, Abi Word, Open Office
  • Description Plus
  • MS Excel, Lotus 123
  • Lotus Notes
  • PC Docs Open
  • Crystal Reports
  • MS Outlook 97/2000
  • Netscape Communicator (mail)
  • Print Key Pro
  • WS-FTP Pro
  • PeopleSoft 8
  • GroupWise Mail
  • Lotus Approach, MS Access
  • IMIS Millennium Database
  • Microsoft Navision Axapta (order processing and inventory system)
  • CAIS (Communications Activity Information System – Project/Financial management system)
  • APOR (Advertising and Public Opinion Research –  Project management system for advertising contracts)
  • MS Visio
  • MS Project
  • Adobe Acrobat
  • FormFlow

References Available upon request.

Samantha Sidhu – 1212121 :: Pages 1 - 2

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Program Requirements | Advising Services | 2008/2009 Program Plans | Glossary
The program plans are intended to assist you in planning a program. Please refer to the official regulations.

Bachelor of General Studies - Applied Studies - 3 Year (90 credits)

2008/2009 Calendar Requirements - effective Sept. 1, 2008
Sidhu, Samantha 1212121
15 June 2009 (tw)

Course Progress Legend
TR - Transfer Credit Awarded
C - Completed AU Course
IP - In Progress AU Course

Level

Credits

Course

Requirement

Course Progress

Comments

Jr/Sr

3

ADMN 233

Designation

Potential PLAR

Applied Studies

Jr/Sr

6

CMIS 245

Designation

Potential PLAR

Applied Studies

Jr/Sr

9

COMM 243

Designation

Potential PLAR

Applied Studies

Jr/Sr

12

COMM 277

Designation

Potential PLAR

Applied Studies

Junior

15

COMP 361

 

Potential PLAR

Science

Jr/Sr

18

 

 

 

Science

Jr/Sr

21

ENGL 2XX

 

TR

Humanities

Jr/Sr

24

ENGL 2XX

 

TR

Humanities

Jr/Sr

27

CMNS 2XX

 

TR

Social Science

Jr/Sr

30

CMNS 2XX

 

TR

Social Science

Jr/Sr

33

ENGL 2XX

Option

TR

Any area of study

Jr/Sr

36

ENGL 2XX

Option

TR

Any area of study

Jr/Sr

39

PHIL 2XX

Option

TR

Any area of study

Jr/Sr

42

PHIL 252

Option

TR

Any area of study

Jr/Sr

45

FREN 2XX

Option

TR

Any area of study

Senior

48

CMIS 3XX

Designation

TR

Applied Studies

Senior

51

COMM 329

Designation

Potential PLAR

Applied Studies

Senior

54

MGSC 419

Designation

Potential PLAR

Applied Studies

Senior

57

 

Designation

 

Applied Studies

Senior

60

 

Designation

 

Applied Studies

Senior

63

 

Designation

 

Applied Studies

Senior

66

 

Designation

 

Applied Studies

Senior

69

 

Designation

 

Applied Studies

Senior

72

 

Designation

 

Applied Studies

Senior

75

 

Designation

 

Applied Studies

Senior

78

 

Designation

 

Applied Studies

Senior

81

CMNS 3XX

Option

TR

Any area of study

Senior

84

ENGL 3XX

Option

TR

Any area of study

Senior

87

ENGL 3XX

Option

TR

Any area of study

Senior

90

FREN 375

Option

Potential PLAR

Any area of study

 

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Samantha Sidhu – 1212121 :: Pages 1 - 6

Autobiographical Essay

My name is Samantha Sidhu and I was born on November 15, 1977, in Beau, Québec. I was the third and last child of my parents, Joseph, a self-employed mechanic, and Anna, a homemaker. My sisters, Nancy and Diana, are four and five years older than me, respectively. Our hometown of Clear Field is a small, picturesque village in the rural Eastern Townships, but life was never easy.  We grew up impoverished and my parents had a difficult and stormy relationship. They would often fight in front of us, which was distressing. I did not really understand it, but it left a strong, negative impact that weighed heavily on me. By the time I was in second grade, I began to have trouble with my schoolwork. When I reached grade three, school authorities decided to place me in a select group that split time between grades two and three. This was never properly explained to me and my parents never talked to me about it, but again, it left me confused and uneasy, especially since being in this “special group” elicited teasing and cruel remarks from other children. I felt stupid and ashamed.

Eventually my parents separated and my sisters and I went to live with my mother and new step-father, which necessitated a school change. For a short time I was bounced between grades two and three again before my step-father dictated a second move, requiring yet another change of schools.

This period of time was especially hard and I felt terrible about not being able to keep up at school. Life at home continued to be stressful as my mother and step-father had fallen into a familiar pattern of discord.  Although there was some assistance with homework, for the most part I was left on my own and developed a feeling of inferior intelligence that stayed with me for a long time. By grade six, I had changed schools three times and my home-life could be described as erratic and unstable. I witnessed a lot of adult behavior that I don't think any child should have to see, and that impacted me in a way I would only understand much later. Finally, I left my mother and step-father and returned to live with my father before heading into grade six.

By the time I went into high school, I was set upon a better path and my learning improved dramatically. I excelled in music, art, and world history, becoming exempt from two exams due to maintaining an 85% plus average for the year, and even made the honour roll two years in a row. I was proud of myself and I began to shed the feeling of being academically inferior. Clearly, the environment provided by my father was an improvement. After the first year, both of my sisters moved out and on with their own lives, leaving just me and my father. He allowed me a lot of independence but maintained certain, often unspoken rules, which prompted an almost immediate leap in maturity. As my sole provider and an independent entrepreneur, my dad worked long hours and trusted me alone at home a lot more than he might have wanted. I became very self sufficient, learning by trial and error to do my own laundry, keep the house clean, and often cooking for myself and my dad. This new lifestyle gave me a sense of accomplishment for doing my part, but since poverty was always a constant in our lives, I jumped at the first opportunity of a summer job. It came after I completed grade nine.

During that first summer, the municipality of Clear Field hired me in the capacity of a manual labourer; I loved it. Not only was it fun to work outside, it was also my first taste of financial independence. I opened my first bank account and used the money to pay for my school fees, supplies and clothes for the next school year, which helped out my father a great deal. I was re-hired by the municipality for the next two summers, running a day camp for children aged three to 12. This was a leap in responsibility and cultivated my creativity, maturity and organizational abilities. Eventually, I began working part-time jobs during the school year, gaining an appreciation for work ethic, time management and commitment to my financial and scholastic goals.

As graduation approached, and I was completing courses such as Career Choices, I began to wonder what possible options were available to someone like me. My parents had never completed high-school and had never saved for their daughters' educations, so no matter my interest in veterinary work, medicine or marine biology, I knew I would need to obtain student loans and probably work while attending university. Debt was an unfamiliar and frightening prospect, especially given the amount of schooling required for these types of careers. Then my curiosity was piqued by the idea of police work and military service. I arranged with the guidance counselors of my high school to have Canadian Forces recruitment officers come to speak to students on career day.  Afterwards, I was fairly certain this was the right choice for me; I planned to become a military police officer.

My sister, Diana, had moved to Toronto and whenever school, work and money permitted, I would travel the four hours by bus to visit her. I came to love Toronto and eventually moved in with my sister after graduation. She helped me get a job as a receptionist at the IT company, Allcom, where she worked, and though I had no experience in IT, Diana's boss took her word that I was a fast learner, and I worked hard to prove myself. This became a turning point in my life. I picked up on information technology very quickly and seemed to be a natural fit in the business world. Looking back, I believe this even more, as I remember how I loved to play “office” as a child for hours at a time. It soon became apparent that my enthusiasm and aptitude for this type of work had not diminished, and shortly after joining the company, I was promoted to Manager of Training Services. Even as I was gaining new computer skills, I began to teach computer courses and eventually worked on data parsing projects in the networking department and then managed help desks services. This was a time of immense learning that I loved. Wherever a new project or task presented itself, I welcomed the challenge! My previous career aspirations faded away and I became convinced that the field of business and technology had chosen me. To complement me in this field, I decided to take courses part-time at Ontario University in the field of Technical Business Writing. Shortly afterward, I decided to pursue a degree to help further my career and enhance my personal learning and began regular part-time studies.

The other love of my life was my future spouse, Lyle, whom I had met at Allcom. Over the years, our relationship has marked a path of intense self discovery that has changed my life. Early on, I struggled with insecurities, jealousy and self esteem issues that stemmed from what I had witnessed between my mother and her partners. I had never learned what a healthy relationship was and had no idea how to trust and communicate with the man I loved. I began to have panic attacks for the first time in my life. Our relationship suffered, and after my doctor prescribed an anti-anxiety medication, I had an experience of looking at myself from the outside and recognizing my mother's irrational behaviour. I did not like who I had become and needed to change. With Lyle's help, I stopped taking the medication, began eating and living healthier, and started talking to a psychologist. With time and effort, these things helped put me on the path of learning how to think rationally, cope with anxiety, and regain confidence and self esteem: rewards well worth the struggle.

The first of some major changes came when I joined the Federal Government in the position of Business Analyst for a small custom application. When I began the job, I was terrified. I doubted my ability to learn the required skills and manage the work load. With no real experience, I was taught the basics of my new role by the consultant that I was replacing. Building on that, I quickly developed the ability to question, seek out, and discover what I needed to know, revealing another natural aptitude. I came to love analysis and began to seek out any new opportunity in the field that I could in order to further my knowledge in this specific field.

The next major change came when I joined the Publishing team of the public sector and was placed within a group of consultants, all with years more experience than me in analysis and system testing. Despite my initial anxiety I was very excited and this proved to be the most rewarding and fulfilling learning experience of my career. I look back and feel so thankful that I got to spend a year working with an amazing group of women who taught me everything from the basics of accounting to drafting complex system-design specifications. Over time, as the consultants moved on, I became the main, full-time employee responsible for the analysis section and eventually was given the position of Head of Business Analysis. After three years and a major implementation project, I wanted to seek out a new analyst position that would allow for another new learning experience and that would provide a higher income. I began to apply for competitions posted on the internal government site.

I was screened into a potential job for the Police Services as a Business Analyst that really excited me. Working within this organization felt like a dream come true for me, given my early life goals, so I studied very hard on all the required knowledge and brushed up my resume and cover letter. Once again, the work paid off and I was rewarded with the job offer, which I gladly accepted. Despite the fact that I was nearly eight months pregnant, I joined the Special Initiatives Branch within the Police Service's Chief Information Office and began to settle in. I was only there for one month before heading off on maternity leave but it was enough time to fall in love with the environment. I returned after one year, but was already pregnant with our second child. The team had undergone a lot of changes, including management, but I fit back in with ease and again was paired with some extraordinary consultants. Even though I only worked for six months before the second maternity leave, I learned a great deal from them and felt an enormous connection with the team. They often tell me how much I am missed and how they are looking forward to my return, which makes me feel very appreciated and good about myself and my accomplishments.

I look at myself today and feel an enormous amount of pride. I have become a very confident    person and no longer doubt my ability to succeed or make positive changes in my life. I am very happy with who I am and I am thankful every day for all that I have. I love being a mom, a wife, a friend, and a co-worker. I love to learn and enjoy every opportunity to gain new skills or knowledge, whether it be a new recipe, a repair project or a subject on parenting. As I look back on my childhood, I recognize how important the opportunity to learn really is. I also recognize a pattern of goal-setting and achievement in my life that proves more determination and passion than I would have once imagined. Traditional schooling, self-teaching and experience on the job were all opportunities for which I am grateful, so it seems only natural to me now to complete a university degree that can only help further my career and may one day open up even greater opportunities.

Looking forward, I am excited to return to work, though I know I face my greatest challenge yet. Working full time, raising two children, and studying for a degree will not be easy; however, I believe I am more than ready.

Samantha Sidhu – 1212121 :: Pages 1 - 19

Course-Based Learning Portfolio

Competency Worksheet for: COMM 329 - The Practice of Interpersonal Communications

Course Learning Outcomes Learning Statements Origin of Learning Supporting Documents

Understand how to improve your interpersonal communication skills by examining how well you communicate with others.

Employ active listening skills (eye contact, arm and leg position, head nods, open questions, etc.) to describe, express, explain, and discuss with clients and colleagues a variety of professional topics such as IT services requirements, business analysis, training, etc., and gauge how well this is working in terms of comprehension of the speaker's message by summarizing and paraphrasing the main threads of the conversation back to the speaker for confirmation as a way to self improve interpersonal communication skills.

Fed Gov - CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov - CCSB;
IM/IT Coordinator and Administrator, 2000

 

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov - Publishing and XXX Services; Head, Business Analyst, 2002-2006

Tab 16 Letter Kimberly Chambers

Review and analyze course evaluation forms to see where there are areas of improvement for verbally delivering information such as speaking to fast, too many gestures, not engaging the audience, too flat a tone of voice, etc., in order to set goals for self improving verbal interpersonal communication skills.

Fed Gov - Publishing and XXX Services; Head, Business Analyst, 2002-2006

Tab 16 Letter Kimberly Chambers

Review and analyze course evaluation forms to see where there are areas of improvement for verbally delivering information such as speaking to fast, too many gestures, not engaging the audience, too flat a tone of voice, etc., in order to set goals for self improving verbal interpersonal communication skills.

Fed Gov - CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov - Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Prepare for live speeches by practicing the delivery of the information with a trusted partner that would be able to point out flaws in the delivery such as poorly organized information, lack of knowledge on the subject, poor word choices, negative non-verbal language (shaky voice, sweating, head down, low voice, etc.), in order to develop improvement strategies for verbal interpersonal communication skills.

Allcom Training; Manager, Training Services, 1996-1998

Tab 13 Letter Sylvia Barker

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Discuss post-meeting results with a colleague that was present to review areas of potential improvement such as format of the meeting, preparation materials (agenda, presentations, etc.), delivery of information (verbal, non-verbal language), and timing of the meeting (day, time of day, etc.) as a way to develop improvement strategies for verbal interpersonal communication skills.

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Fed Gov - Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 15 Letter Denis Framboise

Disseminate documents authored to team members by e-mail for quality assurance and request that readers look for errors, omissions, and items that are not clearly communicated or understood and then review and incorporate their comments as appropriate when they are returned as a way to improve written interpersonal communication skills.

Fed Gov - Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Tab 63 Email Returns and Claims

Describe techniques of effective listening, pacing, and attending to a client.

Effectively listen to clients' verbal statements of their needs and requests related to IT systems and paraphrase their statements back to them and ask some clarification questions in order to properly assess and document requirements for business users.

Fed Gov - CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Effectively listen and closely observe the employees of the web and multimedia team during team meetings; watched body language for signs of stress (sweating, hand rubbing or wringing, ticks, etc.), anxiety, or other negative emotions, facial expressions for anger, sadness, frustration during the course of conversations in order to gauge how the employees were dealing as a newly integrated unit with new positions and management after a departmental reorganization.

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Effectively listen and attentively observe an employee during the course of a conversation on a grave illness while trying to answer questions to myself about the employee such as what she was feeling, what she was experiencing, and how she was dealing with it to try to synthesize her statements and understand the core meaning of her message in order to represent her and assist her in her dealings with corporate HR for long term sick leave.

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Effectively listen during meetings with clients and colleagues using non-verbal listening skills by observing what is seen such as body language, posture, facial expressions, etc., and what is heard such as tone of voice, speed of speech, clarity of words, etc., in order to draw conclusions from the conversations based on both verbal and non-verbal communication.

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Employ communication pacing techniques during requirements gathering meetings with clients of the CAIS system by trying to match the speaker's tempo and rhythm of speaking as a way to establish rapport so that the client would feel comfortable and at ease to discuss their true needs and put aside negative feelings about using the system.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Employ communication pacing techniques such as mirroring the non-verbal communication (e.g., posture, gestures, tone of voice) of clients during the course of introductory meetings to discuss potential work projects as a way to establish rapport and put the client at ease to discuss requirements and needs as fully as possible so that our internal web development team would be considered first as a supplier for the project.

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Attend to clients by facing clients squarely across meeting tables, maintaining eye contact during conversation, keeping arms and legs uncrossed, leaning forward slightly, and adopting a relaxed posture to establish a trusting relationship with clients in order to elicit and validate requirements for various systems.

Fed Gov – CCSB; Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Identify ineffective communication skills that are counterproductive.

Actively listen and attend to clients/speakers during meetings, training sessions, and presentations by remaining focused on the speaker, taking high level notes, and asking clarification questions as necessary in order to ensure that the message being conveyed is properly understood and that the speaker is not required to repeat himself needlessly.

Fed Gov – CCSB; Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Plan and organize meetings, training sessions, presentations and other verbal presentations in a way that presents information to listeners in manageable amounts, avoiding information overload, so that they are able to digest this information, pose questions, and have time to adequately process the message being conveyed.

Fed Gov – CCSB; Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Tab 64 Performance Management and Feedback Report

Verbally communicate with colleagues and clients to impart various information on topics such as IT service requirements, business requirements, training needs, etc., taking care to speak at a proper speed so that listeners can properly process the information being imparted and understand and follow the conversation.

Fed Gov – CCSB; Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 15 Letter Denis Framboise

Tab 16 Letter Kimberly Chambers

Organize meetings, presentations, training sessions, and brainstorming sessions (such as preparing meeting agendas and stating the training goals at the start of a session) so that there is a clear purpose to the communication setting (i.e., what is being discussed, talked about, what the goal of the meeting is) in order to ensure that the listeners are prepared to address certain topics and can relate to the conversation by providing meaningful input.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 15 Letter Denis Framboise

Tab 65 Email Points of Discussion

Examine speakers (either myself or others) in order to identify barriers to effective communication in the speaker and listener such as being overly tired and unfocused, distracted, not listening properly (asking for a lot of clarification or lots of questions to items already clearly expressed), interrupting, and over eagerness to make a point and apply mitigation strategies as necessary such as suggesting an alternate meeting time, politely requesting less interruption, restating the goal of the communication, etc., in order to improve and maintain effective communication.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 15 Letter Denis Framboise

Describe how to establish a warm, environmental climate of trust that is conducive to an effective helping session interpersonal exchange between a helper and his or her client.

Identify locations for communication activities such as meetings that will promote comfort and ease by ensuring a meeting place that is comfortable (temperature controlled, adequate seating, etc.) and is free from distraction so that the communication flow is not interrupted by outside distractions (outside noise, other meetings, etc.).

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 15 Letter Denis Framboise

Tab 16 Letter Kimberly Chambers

Start communication activities with setting the stage for participants by clearly establishing a goal for the meeting, gathering, session, etc., outlining what inputs would be helpful from the participants and what outcomes can be expected in order to establish an honest and open relationship.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 15 Letter Denis Framboise

Tab 16 Letter Kimberly Chambers

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Practice clear non-verbal body language such as smiling face, open body posture, pleasant tone and speed of voice, maintain eye contact, etc., to set the stage for a meeting in order to establish a pleasant environment for communication to take place and establish a feeling of trust with participants.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 15 Letter Denis Framboise

Tab 16 Letter Kimberly Chambers

Listen attentively to speakers, repeating back what was said with different words of the same meaning, nodding or gesturing while the speaker is communicating and asking occasional clarification questions as necessary to show interest and active participation in the meeting.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Practice honest and real communication behaviours during discussions such as active listening, contributing honest information about myself, and using positive non-verbal cues with clients and colleagues without using facades to cultivate a feeling of trust and establish a positive working environment that is free of suspicion.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 15 Letter Denis Framboise

Communicate with colleagues, employees and clients in a completely respectful manner (not interrupting, validating their feelings, listening attentively, and keeping emotions at bay) in order to establish a trusting relationship.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 15 Letter Denis Framboise

Tab 16 Letter Kimberly Chambers

Understand and explain how to motivate clients to explore a specific problem and to discuss experiences, behaviours and feelings with them.

Discuss problem areas that clients have in their business by adopting an attitude of understanding and avoiding "superior" attitudes in order to collaborate to discuss problem areas and potential solutions that the client feels are appropriate.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Work with clients to elicit descriptions, feelings and thoughts on problem areas in the business and how this has affected them by posing a series of open ended questions in a manner to draw forth information from the client (they volunteer the information themselves versus having it suggested to them to agree to) in order to successfully explore problems and potential solutions.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Work with employees to help them examine problem areas in their work life and areas that need improvement by providing some guidance and leadership toward discussion of the problem areas and posing questions in a manner to steer the employee toward suggesting the solutions for themselves that they feel comfortable with in order to complete performance reviews and establish goals toward improvement where necessary.

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Practice empathic behaviours toward an employee when they are faced with a sensitive subject such as a complaint about their work from a client by actively listening to their feelings on the subject, gaining an understanding of the situation from the employee's perspective and rephrasing the message back to them while ensuring a non-judgmental attitude and using words and tone to show uncertainty about their feelings (since only they know their true feelings) in order to help employees resolve these issues and move forward in a productive manner.

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Understand how to use these interpersonal communication techniques: Clearly identifying a problem and staying with the problem; staying in Stage I of the Helping Relationship Model; exploring the client's story; identifying when judgments, assumptions and generalizations are made; perception‐check; handling emotions; brainstorming; paraphrasing; providing feedback; practicing self‐disclosure; problem solving; making value judgments; goal‐setting

Analyze and research problems, either with clients or for myself, by asking questions about the problem such as what is the root cause? What are the effects of the problem? What are the facts about the problem? etc., and avoid getting side tracked from the problem by frequently referring to the defined problem in order to gain an overall view to begin to assess the problem and develop an action plan to address it.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Assist employees with problems ranging from personal issues affecting their work to work related issues with other colleagues or clients as part of managing employees in a business environment. This is done by providing an appropriate place for discussion when the need arises such as a boardroom or closed office, allowing them to talk freely and tell their perspective of the story, actively listen to them observing both verbal and non-verbal cues, use open questions such as how they are feeling about the situation, what they feel should happen, paraphrasing the core message back to them and helping them to see different perspectives through use of questions that provoke thought such as how they might look at it another way or asking them what the other person might think or feel.

Fed Gov – CCSB;
IM/IT Coordinator and Administrator, 2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Clarify statements made or words used by clients during requirements gathering sessions by posing questions to determine the actual meaning of the statement or word in order to avoid assuming that the word or statement is used in the most common manner and incorrectly documenting a requirement. Alternatively, ensure that all communication to clients is clear and the meaning is explained in order to avoid assumptions that lead to false understanding on the part of the client about the requirements documented.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Identify generalizations and judgments being made by listening for key words used during conversation such as "always", "never", "most", "generally", etc., and further examining the topic by asking questions to gain information facts to support the statement and requesting examples in order to avoid miscommunication and inaccurate information sharing.

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Communicate with employees about perceived behavior and work ethic by providing a description of the perception, explaining the interpretations made of the perception and requesting clarification on the behaviour in order to address issues within the business environment as part of management activities.

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Handle emotions during emotionally charged encounters such as a frustrated client who has lost control during a meeting (anger and frustration) by remaining calm, acknowledging the client's feelings and emotions by recounting them and their impact, asking the client whether they wish to talk about their feelings, ask whether the client feels they can continue with the meeting, actively listen to verbal and non-verbal messages, clarify the situation with questions to understand, summarize the issues, and move forward by focusing on remedies to the situation.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Demonstrate control over emotions during high stress situations by removing myself from the situation for a break, speaking to colleagues or friends about the situation who are not involved, engage in a self dialogue to gain understanding from the other person's perspective by asking questions and honestly answering, and reminding myself to remain focused on the work and working relationship in order to progress to a favourable outcome.

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Organize and facilitate brainstorming sessions during software development projects by reserving a comfortable meeting place in which to hold the session, facilitating the session by setting the stage (stating to the group what the challenge is and goal of the session), writing down ideas generated, keeping the session light-hearted by encouraging laughter and not criticizing any ideas, setting a time limit for the session, and getting all participants to agree on the best ideas (usually a few) to follow up in order to cultivate ideas to determine a solution for business requirements which are particularly challenging.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Paraphrase a client's description of requirements after each one is examined and discussed by re-stating the requirement using synonyms and additional key words in order to ensure that proper understanding is achieved and valid requirements are created and carried through to development.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Provide feedback in written form on specifications and other documents such as communication items to clients and colleagues by analyzing the document, inserting comments in an obvious manner while selecting words that are non-critical or judgmental and that will be received positively in order to help in the improvement and quality assurance process of project documentation.

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 66 Email Client Care Package

Provide feedback to employees during annual performance reviews by highlighting positive contributions to the team, pointing out areas for improvement, and talking about future goals while employing positive communication techniques such as relaxed body posture, pleasant facial expressions, and lighthearted atmosphere in order to help employees improve and progress in their careers.

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Tab 67 Progress Update

Practice self disclosure with colleagues, friends, family and acquaintances to an appropriate degree by sharing information about my personal life such as what kind of work I do, what my favourite past times are, information about my family, aspirations and goals, and life challenges in order to progress relationships that are meaningful to a deeper level of connection.

Allcom Training; Manager, Training Services, 1996-1998

Tab 13 Letter Sylvia Barker

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Tab 15 Letter Denis Framboise

Self disclose very personal information regarding anxiety, self esteem and confidence issues as part of therapeutic practice during treatment for these conditions by talking to a qualified and licensed therapist, responding to questions honestly and openly in a safe and private environment, working with the therapist to agree on a course of treatment and practicing self discipline to follow the treatment plan in order to achieve the goal of the therapy which was to learn to effectively deal with these issues in a positive way and move forward with my life and career.

XXX Psychological Services, Dr. XXX

Tab 13 Letter Sylvia Barker

Provide assistance to employees to self disclose issues of a personal nature that are impacting their work by providing a safe and private place to talk, gently asking clarification questions, self disclosing some of my own personal information to foster a feeling of mutual trust and sharing and leading the conversation through suggestion in order to help them in devising a positive way to overcome these issues and move forward.

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Work with colleagues, employees, family and friends to effectively solve problems by asking and answering questions about the problem to gather information, brainstorming about possible solutions or alternatives to address it and deciding on the best approach to solve or overcome it in order to successfully solve problems as part of progressing the career and personal lives of these people.

Allcom Training; Manager, Training Services, 1996-1998

Tab 13 Letter Sylvia Barker

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 15 Letter Denis Framboise

Make value judgments during the drafting of requirements or business cases such as which solution for a requirement to pursue further, which sources to approach for information, or which suppliers to include in a business case by reviewing information at hand, doing research to gather additional information and sometimes consulting with colleagues.

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Police Services: Business Analyst, 2006-Present

 

Establish career goals with managers and supervisors by participating in annual reviews and actively identifying goals which are achievable and possible within the work environment such as particular training to take, skill sets to improve or work on or projects to participant in, in order to improve and progress in a positive manner in my career.

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Tab 46 Performance Management and Feedback Report

Identify and establish personal goals for myself such as getting married, having a family, finishing university, learning to fly fish, etc., by thinking about and selecting goals and aspirations for the coming year or two, writing these down on paper, and periodically reviewing these goals to see what I have achieved and adjusting and adding or removing goals as necessary as part of self motivation to improve and achieve greater satisfaction and happiness in my life.

Personal life

Tab 68 Goals

Understand how to use the seven skills practiced by effective communicators: Basic empathic responses; open probes; summarizations; advanced empathic response; immediacy; challenges; nonverbal behaviours and actively listening to the client's nonverbal behaviours.

Practice empathic responses during discussions with employees, friends and family regarding personal issues by attentively listening to what they are saying, responding with a brief paraphrase of what they said, and tentatively identifying their underlying feelings on a given situation or problem in order to help them overcome their problem and move forward in a positive way.

Allcom Training; Manager, Training Services, 1996-1998

Tab 13 Letter Sylvia Barker

Personal life

 

Practice the use of open probes and challenges with employees, friends and family by asking questions that are phrased with words such as "what", "how", "why", "show me" or "tell me", etc., in order to lead the person to think more deeply and speak freely while uncovering more information about the discussion topic and progress to a deeper understanding of a given situation.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Provide summaries to management on meetings related to software development projects and general weekly activities by covering only pertinent facts and points, ensuring key concepts are linked as required to make sense, and that the information is kept relatively short in order to provide management with timely and relevant information needed for their work activities.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Tab 69 Email Status Report

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Tab 70 Email Legacy Applications Assessment

Summarize conversations with employees and colleagues during meetings such as requirements review by restating the goal of the requirement discussed, the main points supporting the requirement, and the conclusions for addressing the requirement in order to confirm that the information has been properly communicated and understood and to highlight any action items that need to be completed.

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 71 Email Retailers Agreement

Practice immediacy behaviour with colleagues, employees, management, friends and family during the course of conversations on a variety of topics from personal issues, assistance with work activities, updates about a project, etc., by providing the speaker full and complete attention (actively listening), using body gestures such as head nods to show involvement, and maintaining positive non-verbal cues such as smiling, open arms, etc. in order to ensure conversations progress in a positive manner with mutual respect and understanding.

Personal life

Tab 13 Letter Sylvia Barker

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

 

Practice nonverbal behaviours such as maintaining eye contact, keeping a respectful distance (personal space), maintaining a pleasant facial expression (smiling or neutral), keeping an open body stance (uncrossed arms, legs, open hands), and keeping an even pace and moderate tone of voice with colleagues, employees and management during the course of interactions such as group meetings, informal dialogue or lunch gatherings in order to foster comfortable and meaningful communication with other individuals.

Allcom Training; Manager, Training Services, 1996-1998

Tab 13 Letter Sylvia Barker

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Actively listen to a client's, a colleague's and an employee's non-verbal language such as body postures (upright or slouched, crossed arms or open, facing away), facial expressions (frowning, smiling, tense), body gestures (hand movements or positioning, head nods), tone (flat, happy, sad) and pitch of voice (high, low), speed of speech (fast, slow, inconsistent), and eye contact (avoiding, making, darting) in order to assist in the total comprehension of the speaker's message and underlying emotion.

Allcom Training; Manager, Training Services, 1996-1998

Tab 13 Letter Sylvia Barker

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Fed Gov – CCSB;
Business Analyst, CAIS, 1999-2000

 

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Utilize all the skills either in actual interview sessions or in transcript analysis.

Interview potential candidates for temporary help positions by posing open questions and actively listening to verbal and non-verbal responses in order to evaluate the candidate's responses and behaviour as part of the overall assessment for the job position.

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Apply summarization skills while interviewing potential candidates for contract positions for software development projects to paraphrase back to them their answers to questions asked during the course of the interview as part of ensuring comprehension of their stated knowledge on a given topic.

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

Tab 14 Letter Henri Piquette

Practice non-verbal communication skills such as open body posture, pleasing facial expressions, and active listening techniques (head nods, eye contact) while providing a relaxed atmosphere such as a closed room, comfortably heated/cooled, etc., during the course of interviews for positions within the federal government in order to ensure that the candidates feel comfortable and are at ease while they complete their interview.

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Employ communication skills while interviewing potential candidates for contract or permanent positions by asking challenge questions in a manner designed to provoke careful thought and consideration so that a detailed and meaningful response is given that will provide substantial proof of knowledge on a given subject related to the job activities (e.g., Tell me how you would approach the analysis for functionality for an on line pay cart?).

Fed Gov – CCSB;
IM/IT Coordinator and Administrator, 2000

Tab 14 Letter Henri Piquette

Fed Gov; Chief, Web and Multimedia Services, 2001-2002

 

Provide immediacy in interview situations by ensuring a focused attitude on the speaker, maintaining eye contact, nodding head to acknowledge responses, posing open questions to elicit more details on a given subject, and maintaining a relaxed and open body posture in order to foster comfort and trust with the speaker and ensure a positive interview experience.

Fed Gov – Publishing and XXX Services; Head, Business Analysis, 2002-2006

Tab 16 Letter Kimberly Chambers

Samantha Sidhu – 1212121 :: Pages 1 - 4

Official Letterhead

Centre for Learning Accreditation
Athabasca University
1 University Drive
Athabasca AB

Received by
Centre for Learning
Accreditation
2010.01.13.11:04:19 -07’00’

December 28, 2009

Re: Samantha Sidhu
1234 Champagne Way, Toronto, Ontario

 

Attention: Learning Accreditation Director

I am submitting this letter of attestation on behalf of Samantha Sidhu, in order to verify her strong skills in teaching, program development, managing, and communicating as observed in her role as Manager of Training at ALLCOM Training. I am also very privileged to have been able to get to know Samantha on a more personal basis outside of work. I will be able to provide further information on her personal likes and hobbies as I have observed them over the years of our friendship.

Although on parental leave, I do hold a position as a Business Analyst with XXX within the Federal Government. My career with the Federal Government began in 2000. Since my arrival I have had the opportunity to work on several projects within the government as a business analyst and as an administrative officer. I was a business analyst for two systems within XXX – Axapa and the Communication Activity Information System (CAIS). As an administrative officer, I was responsible for supervising and managing the workload of 14 administrative and facilities employees. I also assisted in coordinating office relocations of over 1000 employees within tight time constraints. Prior to my career in the Federal Government, I worked for a private software and technology training company, ALLCOM Training, as Office Manager, and Sales and Training Manager. I began working in August of 1996 until 2000 (with a leave of absence for 1 year due to studies).

I worked with Samantha Sidhu as a business analyst with XXX within the Federal Government from 2000 – 2001 and again briefly for a few months in 2003. I also worked with Samantha at ALLCOM training from 1997 to 1998. Samantha was the Manager of Training, acted as a Project Manager for Litigation support projects, and acted as a Help Desk Manager while with ALLCOM Training. I was also in the training department and acted as a partner in Managing the Training Department. Our positions involved developing course material for information technology courses for both private and public clients. We were responsible for sales within the department and for reporting all revenue and course reports to senior management. Samantha and I worked extremely well together and seemed to establish realistic expectations of each other and worked with each others’ strengths to provide a very promising training department.

When I moved to Ontario City to finish my studies, Samantha took on the Department on her own and was able to manage the department and her other duties with ease. Her work was always praised and she remained very highly regarded in the company. Luckily, I was also able to work with Samantha again in the Federal Government as Business Analysts years later. Not much to my surprise, Samantha remained extremely well organized, professional, and a true pleasure to work with.

Samantha has asked me to attest to skills as outlined in the table to follow. I believe that the statements accurately reflect Samantha Sidhu’s strong work ethic and exemplary management skills. It was a true pleasure to work with Samantha and I am grateful that she remains in my life today as a true colleague and friend. Please feel free to contact me to discuss any information provided at sylviab@zmail.com or 222-222-2222.

Sincerely,

Attestor’s signature

Sylvia Barker

COMM 329 – The Practice of Interpersonal Communications

Learning Statements

Evidence

Prepare for live speeches by practicing the delivery of the information with a trusted partner that would be able to point out flaws in the delivery such as poorly organized information, lack of knowledge on the subject, poor word choices, negative non-verbal language (shaky voice, sweating, head down, low voice, etc.), in order to develop improvement strategies for verbal interpersonal communication skills.

Samantha was responsible for many speeches and class programs as Manager of Training. She was always very well prepared for delivering speeches and this was evident in the manner in which the speech was delivered. She would practice in advance with coworkers in order to help with the presentation material and delivery. Samantha is very skilled at public speaking and has only improved over time as her confidence in her abilities has deepened.

Demonstrate control over emotions during high stress situations by removing myself from the situation for a break, speaking to colleagues or friends about the situation who are not involved, engage in a self dialogue to gain understanding from the other person’s perspective by asking questions and honestly answering, and reminding myself to remain focused on the work and working relationship in order to progress to a favourable outcome.

Samantha was exceptional in keeping her professional hat on even during very high intense stressful moments. She would incorporate many stress coping skills and techniques to help herself through the situation at hand. We would often receive comments from clients and employees on her abilities to stay calm during a crisis and to be a positive role model to others. She was able to overcome all stressful situations brought before her and to progress to a favourable outcome every time.

Practice self disclosure with colleagues, friends, family and acquaintances to an appropriate degree by sharing information about my personal life such as what kind of work I do, what my favourite past times are, information about my family, aspirations and goals, and life challenges in order to progress relationships that are meaningful to a deeper level of connection.

Samantha and I became fast friends after meeting at ALLCOM. This was achieved through our mutual desire to self disclose personal information to one another and find common interest. It was clear that we were both very similar and had much in common and so over the years have maintained a good friendship despite long periods of separation. Samantha is a good friend and is easy to talk with.

Work with colleagues, employees, family and friends to effectively solve problems by asking and answering questions about the problem to gather information, brainstorming about possible solutions or alternatives to address it and deciding on the best approach to solve or overcome it in order to successfully solve problems as part of progressing the career and personal lives of these people.

In any role, whether the Manager of Training, Head of Business Analysis, friend or colleague, Samantha has repeatedly demonstrated her keen ability to problem solve. Stephanie has worked through problems with me on a number of occasions and always approached problem solving in a methodical manner; gathering info about the problem, asking questions, and suggesting possible solutions. Samantha is very skilled at helping others to solve

Practice empathic responses during discussions with employees, friends and family regarding personal issues by attentively listening to what they are saying, responding with a brief paraphrase of what they said, and tentatively identifying their underlying feelings on a given situation or problem in order to help them overcome their problem and move forward in a positive way.

Samantha has demonstrated to me in both a personal and professional manner her empathic abilities. Samantha is able to respond respectfully and appropriately as she describes during discussions where this skill is called for. Samantha is very accomplished at listening to others and helping them through to a more positive position.

Practice immediacy behaviour with colleagues, employees, management, friends and family during the course of conversations on a variety of topics from personal issues, assistance with work activities, updates about a project, etc., by providing the speaker full and complete attention (actively listening), using body gestures such as head nods to show involvement, and maintaining positive non-verbal cues such as smiling, open arms, etc. in order to ensure conversations progress in a positive manner with mutual respect and understanding.

Samantha is always available when required for discussions and assistance in any capacity. She is a focused listener and will provide her undivided attention when approached with a request, problem, etc. Samantha is a strong communicator and has a solid grasp of non-verbal skills. She can apply this skill set in any conversational context to positively influence the discussion outcome.

Practice nonverbal behaviours such as maintaining eye contact, keeping a respectful distance (personal space), maintaining a pleasant facial expression (smiling or neutral), keeping an open body stance (uncrossed arms, legs, open hands), and keeping an even pace and moderate tone of voice with colleagues, employees and management during the course of interactions such as group meetings, informal dialogue or lunch gatherings in order to foster comfortable and meaningful communication with other individuals.

As Manager of Training, Samantha has had to deal with many clients and students. She practiced non-verbal behaviours as she describes as part of maintaining a professional approach to client service. Samantha is a strong communicator and has always maintained good relationships with colleagues and clients.

Actively listen to a client's, a colleague's and an employee's non-verbal language such as body postures (upright or slouched, crossed arms or open, facing away), facial expressions (frowning, smiling, tense), body gestures (hand movements or positioning, head nods), tone (flat, happy, sad) and pitch of voice (high, low), speed of speech (fast, slow, inconsistent), and eye contact (avoiding, making, darting) in order to assist in the total comprehension of the speaker's message and underlying emotion.

Samantha is very adept at reading body language and can pick up on messages that would not otherwise be noted if one isn’t paying close attention. In her role as Manager of training, Stephanie has had to deal with many clients and instructors as well as colleagues in the office. This skill set has served her well in communicating with these individuals and helping her to be successful in her job.

Self disclose very personal information regarding anxiety, self esteem and confidence issues as part of therapeutic practice during treatment for these conditions by talking to a qualified and licensed therapist, responding to questions honestly and openly in a safe and private environment, working with the therapist to agree on a course of treatment and practicing self discipline to follow the treatment plan in order to achieve the goal of the therapy which was to learn to effectively deal with these issues in a positive way and move forward with my life and career.

During our friendship, Samantha and I discussed in great detail challenges we both faced with anxiety and panic. At one point, Samantha made an important decision for herself in choosing to contact a psychologist to help her in addressing this issue. I know this was a turbulent time for her, but her decision was the best possible one she could have made for herself and helped her enormously. I know that part of that therapy required her to self disclose information about her issues and the possible reasons contributing to her problem which helped in arriving at a positive outcome for her.

Note: This letter of attestation addressed several other courses included in the original portfolio which have not been included in this example.

Samantha Sidhu – 1212121 :: Pages 1 - 14

Official Letterhead

December 4, 2009

Centre for Learning Accreditation
Athabasca University
1 University Drive
Athabasca AB

Received by
Centre for Learning
Accreditation
2009.12.10.11:04:19 -07’00’

 

I am pleased to write this Letter of Attestation for Samantha Sidhu. I have had the opportunity to work with Samantha in a number of different positions both in the private and public sectors. I have worked with her closely, over a period of approximately six years and know her work quality to be outstanding.

I first met Samantha when the firm she worked at, Allcom Training (a private sector firm), was awarded a contract for training when my department at the Federal Government made Lotus their corporate applications suite. Samantha was assigned as one of the trainers for Lotus Word Pro and later a help desk resource and manager.

About a year after working with Samantha on this project, I heard that she was looking for a new opportunity and so I offered to bring her on board. Samantha joined me at the Federal Government in the XXX branch as a junior business analyst for the Communications Activity Information System (CAIS). I was the IM/IT Coordinator and Administrator responsible for managing that position.

Later, Samantha was promoted to the IM/IT Coordinator and Administrator position when I had accepted a new position in a separate business unit within XXX. I remained in an advisory role to that position and still had an opportunity to regularly interact with her (as a mentor and client).

In 2000, XXX was chosen to become part of the new Communications department. Samantha and I worked together again as part of the Transition Team to support the consolidation of various business units. After the transition was over, I became the manager of Client Services and Samantha became my employee once again as the Chief of Web and Multimedia Services.

Professionally, I have been employed with the Federal Government’s XXX and Communications department as an IM/IT manager and project manager for approximately 15 years. I have been responsible for coordinating the transition of branch technical infrastructure support to a centralized departmental model including upgrading to Y2K compliance; strategic review of branch-level application development planning and Service Level Agreements; transition of technical support and infrastructure to a new department; planning, setting up and managing departmental IT services (Help Desk, Web and graphic design, desktop publishing); redesign and management of secure network infrastructure and operations, and Business Continuity Programs.

I have planned and managed Finances, Human Resources and multidisciplinary service delivery. I have been responsible for negotiating, drafting and monitoring Service Level Agreements, managing a branch-level business continuity program (BCPP), threat and risk assessments as well as drafting IM/IT policy and governance.

In my current capacity I am a Service manager reporting to a Service Delivery Executive (EX-02) on all matters regarding the ongoing delivery of IT services to ensure that the Sector meets service level targets.

  • Service delivery monitoring again SLAs between XXX/XXX and client departments
  • Operational and statistical analysis
  • Operational and procurement planning
  • Coordination and authority for change requests on behalf of Service Delivery Executive
  • Service requirements definition and client service reviews
  • Process optimization and Quality Control
  • Drafting Service and Operational Level Agreements
  • Coordination of RFPs as subject matter expert, technical writer and evaluation team lead

Aside from a long list of short-term, employer-provided training, this list summarizes my essential education history:

  • Business Continuity Program Professional
  • Managing the IM/IT Function
  • Web Developer Diploma Program
  • Web Master Diploma Program
  • Microcomputers and Microprocessors
  • Formation pour formateurs
  • Innovative Project Management
  • I.A.R.D. C-11
  • Ist year BA

The following is a list of learning statements provided to my by Samantha and my comments on her related skills and knowledge. Please contact me if there is need for additional information or clarification of what has been written.

Attestor’s signature

Henri Piquette
Service Manager
XXX/XXX
Address and Phone number

COMM 329 – The Practice of Interpersonal Communications

Learning Outcome: Understand how to improve your interpersonal communication skills by examining how well you communicate with others.

Learning Statements

Evidence

Employ active listening skills (eye contact, arm and leg position, head nods, open questions, etc.) to describe, express, explain, and discuss with clients and colleagues a variety of professional topics such as IT services requirements, business analysis, training, etc., and gauge how well this is working in terms of comprehension of the speaker's message by summarizing and paraphrasing the main threads of the conversation back to the speaker for confirmation as a way to self improve interpersonal communication skills.

In her roles as CAIS Business Analyst and IM/IT Administrator and Coordinator, Samantha employed listening skills as she describes to service clients when gathering requirements, discussing project needs, and responding to questions during training sessions. Samantha regularly made certain to measure her communication style and approach when possible through summarizations and paraphrasing toward self improvement.

As mentioned, Samantha is a skilled communicator and I have only seen this skill improve as she has progressed through her career. She is very talented at listening and assessment including her own skill set

Review and analyze course evaluation forms to see where there are areas of improvement for verbally delivering information such as speaking too fast, too many gestures, not engaging the audience, too flat a tone of voice, etc., in order to set goals for self improving verbal interpersonal communication skills.

In her role as CAIS Business Analyst, Samantha was responsible for delivering training to new users and to groups within the user community when a new and vastly different version of CAIS was released. She routinely distributed evaluation forms to be completed anonymously and voluntarily by course participants at the end of the course.

Samantha used these evaluation forms as a way to self improve her delivery style and took these evaluations very seriously. She always takes advantage of opportunities to self improve.

Prepare for live speeches by practicing the delivery of the information with a trusted partner that would be able to point out flaws in the delivery such as poorly organized information, lack of knowledge on the subject, poor word choices, negative non-verbal language (shaky voice, sweating, head down, low voice, etc.), in order to develop improvement strategies for verbal interpersonal communication skills.

In her role as Chief, Web and Multimedia Services, Samantha was responsible for the department’s web sites and multimedia products. An example of a live speech that Samantha did which we practiced for was when we introduced all newly designed web site for Federal Government at the annual retreat. Samantha, along with a colleague from another sector, presented the web sites using a scripted dialogue that had been developed prior to the presentation and practiced in terms of delivery.

Samantha did this practice run with her team and with me as well as our director since it was a department wide audience and we wanted to ensure a quality presentation. Samantha received feedback from us all and the end result was one of the best presentations at the retreat!

Samantha prides herself on quality work and a “dry run” of presentations is just one way in which she ensures quality delivery.

Discuss post-meeting results with a colleague that was present to review areas of potential improvement such as format of the meeting, preparation materials (agenda, presentations, etc.), delivery of information (verbal, non-verbal language), and timing of the meeting (day, time of day, etc.) as a way to develop improvement strategies for verbal interpersonal communication skills.

In her role as Chief, Web and Multimedia Services, Samantha routinely held meetings with clients and colleagues to discuss projects, requirements, and at times issues. Samantha and I often discussed post meeting results with one another as part of our general review of the meeting but we also took this opportunity to talk about communication skills and approaches that might have worked better.

Samantha is a skilled communicator who is open to feedback for improvement.

Learning Outcome: Describe techniques of effective listening, pacing, and attending to a client.

Effectively listen to clients' verbal statements of their needs and requests related to IT systems and paraphrase their statements back to them and ask some clarification questions in order to properly assess and document requirements for business users.

In her role as CAIS Business Analyst, Samantha routinely employed active listening skills as part of requirements elicitation. Listening skills are a key and critical part of requirements gathering since clients sometimes do not know how to express their requirements clearly. Samantha’s job was to explore their requirement with them through probing questions, paraphrasing their statements and listening very intently.

Samantha is a highly skilled analyst capable of in-depth requirements elicitation. Her listening skills are exemplary.

Effectively listen and closely observe the employees of the web and multimedia team during team meetings; watched body language for signs of stress (sweating, hand rubbing or wringing, ticks, etc.), anxiety, or other negative emotions, facial expressions for anger, sadness, frustration during the course of conversations in order to gauge how the employees were dealing as a newly integrated unit with new positions and management after a departmental reorganization.

As discussed above, in her role as Chief, Web and Multimedia Services, Samantha managed a team of varied personality types. Sometimes this resulted in clashes where Samantha needed to step in. She routinely observed her team during group communication to judge how well they were working as a team. Samantha routinely reported to me on her team’s progress and cohesion as a group as part of her status reports.

Samantha is a skilled communicator and is very capable of this type of assessment activity.

Effectively listen during meetings with clients and colleagues using non-verbal listening skills by observing what is seen such as body language, posture, facial expressions, etc., and what is heard such as tone of voice, speed of speech, clarify of words, etc., in order to draw conclusions from the conversations based on both verbal and non-verbal communication.

In many of her roles, Stephanie communicated with clients and colleagues for a wide variety of reasons. She is a skilled communicator capable of using these skills to observe the entire conversation of the speaker, both verbal and non-verbal.

Although I know she is still working at developing her advanced non-verbal assessment communication skills, she has had the opportunity to develop a very strong base from which to continue working.

Employ communication pacing techniques during requirements gathering meetings with clients of the CAIS system by trying to match the speaker's tempo and rhythm of speaking as a way to establish rapport so that the client would feel comfortable and at ease
to discuss their true needs and put aside negative feelings about using the system. 

In her roles as CAIS Business Analyst and Chief, Web and Multimedia Services, Samantha employed communication skills to establish rapport with her clients.

Samantha had a challenge in the beginning to establish a rapport with the user community of CAIS due to the history of the system and past communication with this group. To help the user community to overcomes their negative perception of the system and management’s involvement, Samantha used her communication skills to set up individual meetings with each group, took time to really seek out their requirements and establish a rapport by being sympathetic and understanding of their needs. Samantha was instrumental in getting the user community back on board with the system.

Employ communication pacing techniques such as mirroring the non-verbal communication (e.g., posture, gestures, tone of voice) of clients during the course of introductory meetings to discuss potential work projects as a way to establish rapport and put the client at ease to discuss requirements and needs as fully as possible so that our internal web development team would be considered first as a supplier for the project.

Samantha routinely used these skills as well as part of introductory meetings with clients for web site projects to ensure a smooth beginning to projects.

Samantha is a skilled communicator who is very capable of this type of work.

Attend to clients by facing clients squarely across meeting tables, maintaining eye contact during conversation, keeping arms and legs uncrossed, leaning forward slightly, and adopting a relaxed posture to establish a trusting relationship with clients in order to elicit and validate requirements for various systems.

In all her roles, Samantha was required to interact with clients and colleagues. She maintained a very professional approach to meetings and adopted relaxed poses as she describes.

Samantha is a skilled communicator who has consistently demonstrated a keen ability to establish and maintain relationships with clients and colleagues.

Learning Outcome: Identify ineffective communication skills that are counterproductive

Actively listen and attend to clients/speakers during meetings, training sessions, and presentations by remaining focused on the speaker, taking high level notes, and asking clarification questions as necessary in order to ensure that the message being conveyed is properly understood and that the speaker is not required to repeat himself needlessly.

As mentioned, Samantha is a skilled communicator very capable of the type of activities she describes and has done this type of work in her roles as CAIS Business Analyst and Chief, Web and Multimedia Services.

Plan and organize meetings, training sessions, presentations and other verbal presentations in a way that presents information to listeners in manageable amounts, avoiding information overload, so that they are able to digest this information, pose questions, and have time to adequately process the message being conveyed.

In her roles as CAIS Business Analyst and Chief, Web and Multimedia Services, Samantha prepared and presented numerous presentations and training courses as part of her routine activities.

She is very skilled at packaging information appropriately and presenting it effectively so that attendees do not suffer “information overload”.

Verbally communicate with colleagues and clients to impart various information on topics such as IT service requirements, business requirements, training needs, etc., taking care to speak at a proper speed so that listeners can properly process the information being imparted and understand and follow the conversation.

As mentioned, in her roles as CAIS Business Analyst and Chief, Web and Multimedia Services, Samantha routinely interacted with clients and colleagues to discuss a wide variety of topics.

She is a skilled communicator capable of intelligent conversation with multiple audiences.

Organize meetings, presentations, training sessions, and brainstorming sessions (such as preparing meeting agendas and stating the training goals at the start of a session) so that there is a clear purpose to the communication setting (i.e., what is being discussed, talked about, what the goal of the meeting is) in order to ensure that the listeners are prepared to address certain topics and can relate to the conversation by providing meaningful input.

In her roles as CAIS Business Analyst and Chief, Web and Multimedia Services, Samantha held numerous meetings, presentations, and training sessions. Samantha habitually prepared related material such as meeting agendas, course outlines, and presentations in MS PowerPoint, all to be distributed to participants prior to the gathering so that they would be aware of what would be discussed and what the expected outcomes of the gathering was.

Samantha is a skilled planner and organizer of meetings and training sessions. She is highly competent at managing and leading these types of activities.

Examine speakers (either myself or others) in order to identify barriers to effective communication in the speaker and listener such as being overly tired and unfocused, distracted, not listening properly (asking for a lot of clarification or lots of questions to items already clearly expressed), interrupting, and over eagerness to make a point and apply mitigation strategies as necessary such as suggesting an alternate meeting time, politely requesting less interruption, restating the goal of the communication, etc., in order to improve and maintain effective communication.

In her roles as CAIS Business Analyst and Chief, Web and Multimedia Services, Samantha routinely observed and assessed meeting participants and their communication in order to ensure that optimal communication was taking place. Effective communication as a team or with clients during requirements gathering was critical to achieve success in the various projects.

Samantha is a skilled communicator capable of communication assessment and implementing mitigation strategies to communication problems as required.

Learning Outcome: Describe how to establish a warm, environmental climate of trust that is conducive to an effective helping session interpersonal exchange between a helper and his or her client.

Identify locations for communication activities such as meetings that will promote comfort and ease by ensuring a meeting place that is comfortable (temperature controlled, adequate seating, etc.) and is free from distraction so that the communication flow is not interrupted by outside distractions (outside noise, other meetings, etc.).

As discussed above, in her roles as CAIS Business Analyst and Chief, Web and Multimedia Services, Samantha planned, organized, chaired and participated in numerous gatherings and communication exercises. These included team meetings, requirements gathering sessions, and project kick off meetings.

Samantha consistently prepared meeting agendas to set the stage for communication, she employed active listening skills to ensure that the requirements were well understood; she always adopted a professional and respectful communication approach and practiced positive non-verbal communication.

Samantha contributed positively to those meetings that she did not chair, and had an open and honest relationship with her colleagues and employees.

Samantha is a skilled communicator who is very competent in the types of activities and skill sets she describes.

Start communication activities with setting the stage for participants by clearly establishing a goal for the meeting, gathering, session, etc., outlining what inputs would be helpful from the participants and what outcomes can be expected in order to establish an honest and open relationship.

Practice clear non-verbal body language such as smiling face, open body posture, pleasant tone and speed of voice, maintain eye contact, etc., to set the stage for a meeting in order to establish a pleasant environment for communication to take place and establish a feeling of trust with participants.

Listen attentively to speakers, repeating back what was said with different words of the same meaning, nodding or gesturing while the speaker is communicating and asking occasional clarification questions as necessary to show interest and active participation in the meeting.

Practice honest and real communication behaviours during discussions such as active listening, contributing honest information about myself, and using positive non-verbal cues with clients and colleagues without using facades to  cultivate a feeling of trust and establish a positive working environment that is free of suspicion.

Communicate with colleagues, employees and clients in a completely respectful manner (not interrupting, validating their feelings, listening attentively, and keeping emotions at bay) in order to establish a trusting relationship.

Learning Outcome: Understand and explain how to motivate clients to explore a specific problem and to discuss experiences, behaviours and feelings with them.

Discuss problem areas that clients have in their business by adopting an attitude of understanding and avoiding “superior” attitudes in order to collaborate to discuss problem areas and potential solutions that the client feels are appropriate.

As discussed, many of Samantha’s roles required her to interact with clients and employees, some of which was regarding problem resolution.

This type of activity was done during projects such as web site maintenance and redesigns and with employees during performance reviews. Problems ranged from trouble that an employee was having with an uncooperative client to clients wanting to continue to make changes to the project scope beyond the baseline.

Samantha is adept at approaching problem situations and applying analytical skills to pose questions of the clients and employees in a way that makes them think critically and contribute to the conversations toward the solution of the problem.

Work with clients to elicit descriptions, feelings and thoughts on problem areas in the business and how this has affected them by posing a series of open ended questions in a manner to draw forth information from the client (they volunteer the information themselves versus having it suggested to them to agree to) in order to successfully explore problems and potential solutions.

Work with employees to help them examine problem areas in their work life and areas that need improvement by providing some guidance and leadership toward discussion of the problem areas and posing questions in a manner to steer the employee toward suggesting the solutions for themselves that they feel comfortable with in order to complete performance reviews and establish goals toward improvement where necessary.

Practice empathic behaviours toward an employee when they are faced with a sensitive subject such as a complaint about their work from a client by actively listening to their feelings on the subject, gaining an understanding of the situation from the employee's perspective and rephrasing the message back to them while ensuring a non-judgmental attitude and using words and tone to show uncertainty about their feelings (since only they know their true feelings) in order to help employees resolve these issues and move forward in a productive manner.

In her role as Chief, Web and Multimedia Services, Samantha had to deal with a particular incident where a client complained about the relationship with one of her staff members (he was being too creatively controlling). This required her to have a private meeting with the employee and tactfully approach the subject and explain the situation. Samantha briefed me on this incident as part of her status reporting and the situation ended on a positive note, but it was somewhat difficult emotionally as the employee was very hurt.

Samantha is a skilled communicator who has had to deal with scenarios like the above semi-regularly. Although she continues to work on her empathetic skills toward improvements, she’s had plenty of opportunity to develop a strong based from which to proceed during her time at XXX and Federal Government.

Learning Outcome: Understand how to use these interpersonal communication techniques: Clearly identifying a problem and staying with the problem; staying in Stage I of the Helping Relationship Model; exploring the client’s story; identifying when judgments, assumptions and generalizations are made; perception‐check; handling emotions; brainstorming; paraphrasing; providing feedback; practicing self‐disclosure; problem solving; making value judgments; goal‐setting.

Analyze and research problems, either with clients or for myself, by asking questions about the problem such as what is the root cause? What are the effects of the problem?  What are the facts about the problem? etc., and avoid getting side tracked from the problem by frequently referring to the defined problem in order to gain an overall view to begin to assess the problem and develop an action plan to address it.

Samantha is highly skilled at problem resolution. This was a key aspect of her role as CAIS Business Analyst. Samantha also addressed problem management as part of her role as Chief, Web and Multimedia Services.

Samantha’s skill set in analysis gives her a tremendous advantage to problem resolution as the natural instinct to question is a fundamental aspect of problem approach. She has no issue with this type of work.

Assist employees with problems ranging from personal issues affecting their work to work related issues with other colleagues or clients as part of managing employees in a business environment. This is done by providing an appropriate place for discussion when the need arises such as a boardroom or closed office, allowing them to talk freely and tell their perspective of the story, actively listen to them observing both verbal and non-verbal cues, use open questions such as how they are feeling about the situation, what they feel should happen, paraphrasing the core message back to them and helping them to see different perspectives  through use of questions that provoke thought such as how they might look at it another way or asking them what the other person might think or feel.

As mentioned, in her role as Chief, Web and Multimedia Services, Samantha managed a team of nine employees. From time to time, private discussions were required to address problems with employees. This included everything from frequent lateness to creative arguments with clients.

Samantha is adept at problem resolution as stated and has no trouble adapting this to the employee relationship.

Clarify statements made or words used by clients during requirements gathering sessions by posing questions to determine the actual meaning of the statement or word in order to avoid assuming that the word or statement is used in the most common manner and incorrectly documenting a requirement. Alternatively, ensure that all communication to clients is clear and the meaning is explained in order to avoid assumptions that lead to false understanding on the part of the client about the requirements documented.

In her role as CAIS Business Analyst, Samantha regularly held requirements gathering sessions or meetings with clients to go over proposed system changes and problem fixes. In order to effectively gather clear and unambiguous requirements, Samantha employed her communication skills to question, examine, paraphrase and summarize statements made.

Samantha is a highly skilled analyst very capable of clear and consistent requirements gathering and documentation.

Handle emotions during emotionally charged encounters such as a frustrated client who has lost control during a meeting (anger and frustration) by remaining calm, acknowledging the client's feelings and emotions by recounting them and their impact, asking the client whether they wish to talk about their feelings, ask whether the client feels they can continue with the meeting, actively listen to verbal and non-verbal messages, clarify the situation with questions to understand, summarize the issues, and move forward by focusing on remedies to the situation.

As mentioned above, in her role as CAIS Business Analyst, Samantha initially encountered a lot of resistance and frustration over the system. At times clients would become very frustrated and angry over what could not be accomplished in the business system they were requested to use.

Although not too frequent an occurrence, Samantha has had to deal with clients who had become angry and upset during the course of meetings about the system. Samantha managed these encounters very professionally despite a very tense environment and was able to maintain positive communications. The overall successful outcomes of the upgrade projects to CAIS and the satisfaction of the user community speak to Samantha’s good work during these challenging times.

Organize and facilitate brainstorming sessions during software development projects by reserving a comfortable meeting place in which to hold the session, facilitating the session by setting the stage (stating to the group what the challenge is and goal of the session),  writing down ideas generated, keeping the session light-hearted by encouraging laughter and not criticizing any ideas, setting a time limit for the session, and getting all participants to agree on the best ideas (usually a few) to follow up in order to cultivate ideas to determine a solution for business requirements which are particularly challenging.

In her role as CAIS Business Analyst, Samantha worked closely with the technical team on CAIS changes, fixes and new functionality. Part of her activities included organizing brainstorming sessions with the technical team to discuss options for addressing requirement.

Samantha had a very good relationship with the technical team and these brainstorming sessions were an excellent opportunity for her to learn more about the system, approaches to requirements and the overall system development approach. Samantha is very competent in organizing and leading brainstorming sessions.

Paraphrase a client's description of requirements after each one is examined and discussed by re-stating the requirement using synonyms and additional key words in order to ensure that proper understanding is achieved and valid requirements are created and carried through to development.

As mentioned above, in her role as CAIS Business Analyst, Samantha used paraphrasing regularly as a way to ensure clear and unambiguous requirement.

She is a highly skilled analyst very capable of concise requirements gathering.

Practice self disclosure with colleagues, friends, family and acquaintances to an appropriate degree by sharing information about my personal life such as what kind of work I do, what my favourite past times are, information about my family, aspirations and goals, and life challenges in order to progress relationships that are meaningful to a deeper level of connection.

Samantha and I established a warm relationship right away and this developed more over the years that we worked together. She and I have exchanged stories about our personal lives, have attended events, such as weddings, outside work and have maintained contact with one another despite not having worked together for years. I have noted that Samantha enjoys cultivating these personal relationships with many of her colleagues with whom she has common interests.

Samantha has no issue with self disclosure and has always been appropriate with me about what she does disclose, keeping it very friendly but not overly private.

Establish career goals with managers and supervisors by participating in annual reviews and actively identifying goals which are achievable and possible within the work environment such as particular training to take, skill sets to improve or work on or projects to participant in, in order to improve and progress in a positive manner in my career.

When I managed Samantha in the above noted positions, I was responsible for providing her with feedback as part of the employee review process. Samantha and I would establish career goals together and identify training that would be possible within the coming fiscal year.

Samantha was always an enthusiastic participant in this process and took pleasure in identifying goals and training toward self improvement.

Learning Outcome: Understand how to use the seven skills practiced by effective communicators: Basic empathic responses; open probes; summarizations; advanced empathic response; immediacy; challenges; nonverbal behaviours and actively listening to the client’s nonverbal behaviours.

Practice the use of open probes and challenges with employees, friends and family by asking questions that are phrased with words such as “what”, “how”, “why”, “show me” or “tell me”, etc., in order to lead the person to think more deeply and speak freely while uncovering more information about the discussion topic and progress to a deeper understanding of a given situation.

In her roles as CAIS Business Analyst and Chief, Web and Multimedia Services, Samantha routinely made use of open probe questioning in order to effectively elicit requirement from the CAIS user community and clients of web and multimedia projects.

Samantha is a highly skilled analyst; questioning in this manner is second nature to her.

Provide summaries to management on meetings related to software development projects and general weekly activities by covering only pertinent facts and points, ensuring key concepts are linked as required to make sense, and that the information is kept relatively short in order to provide management with timely and relevant information needed for their work activities.

In her role as CAIS Business Analyst, Samantha routinely provided me and our director with status reports that addressed activities for a given period (weekly) regarding the CAIS upgrade project.

Samantha is a skilled writer and her status reports were always clear, well organized, providing pertinent and quality information.

Summarize conversations with employees and colleagues during meetings such as requirements review by restating the goal of the requirement discussed, the main points supporting the requirement, and the conclusions for addressing the requirement in order to confirm that the information has been properly communicated and understood and to highlight any action items that need to be completed.

As mentioned, in her role as CAIS Business Analyst, Samantha was responsible for drafting requirements for the user community.

Samantha used summarizations, paraphrasing, and fact checking during requirements gathering sessions in order to ensure clarity and consistency. Samantha is a highly skilled analyst, very capable of this type of activity.

Practice nonverbal behaviours such as maintaining eye contact, keeping a respectful distance (personal space), maintaining a pleasant facial expression (smiling or neutral), keeping an open body stance (uncrossed arms, legs, open hands), and keeping an even pace and moderate tone of voice with colleagues, employees and management during the course of interactions such as group meetings, informal dialogue or lunch gatherings in order to foster comfortable and meaningful communication with other individuals.

As discussed above, Samantha is a skilled communicator and has been given ample opportunity to develop this skill set during her various positions.

In meetings I have attended with her, as well as in informal dialogue, Samantha consistently demonstrated positive non-verbal behaviours.

Actively listen to a client's, a colleague's and an employee's non-verbal language such as body postures (upright or slouched, crossed arms or open, facing away), facial expressions (frowning, smiling, tense), body gestures (hand movements or positioning, head nods), tone (flat, happy, sad) and pitch of voice (high, low), speed of speech (fast, slow, inconsistent), and eye contact (avoiding, making, darting) in order to assist in the total comprehension of the speaker's message and underlying emotion.

As mentioned above, although already quite keen at this level, Samantha continues to work on improving her assessment of non-verbal communication but has been provided with everyday opportunities to improve this skill set. She has had the employ this communication skill regularly throughout her career.

Samantha is a skilled communicator.

Learning Outcome: Utilize all the skills either in actual interview sessions or in transcript analysis.

Interview potential candidates for temporary help positions by posing open questions and actively listening to verbal and non-verbal responses in order to evaluate the candidate's responses and behaviour as part of the overall assessment for the job position.

In her role as Chief, Web and Multimedia Services, Samantha was responsible for hiring temporary help resources for contract positions and for organizing and carrying out with Human resources competitions for permanent positions.

During interview scenarios, Samantha used open probe questioning using a list of questions previously drafted, applied summarizations with candidates to ensure that the message was clear and practiced positive non-verbal communication to ensure that candidates felt comfortable.

Samantha hired resources for training for MS Word and the Electronic Forms projects. She also worked on the competitive process with Human resources to create a list of questions and related ranking, create a list of essential and asset qualifications, screen and interview candidates, and rate each candidate according to the established criteria.

Samantha is very skilled at interviewing and the related processes around this.

Apply summarization skills while interviewing potential candidates for contract positions for software development projects to paraphrase back to them their answers to questions asked during the course of the interview as part of ensuring comprehension of their stated knowledge on a given topic.

Practice non-verbal communication skills such as open body posture, pleasing facial expressions, and active listening techniques (head nods, eye contact) while providing a relaxed atmosphere such as a closed room, comfortably heated/cooled, etc., during the course of interviews for positions within the federal government in order to ensure that the candidates feel comfortable and are at ease while they complete their interview.

Note:  This letter of attestation addressed several other courses included in the original portfolio which have not been included in this example.

Samantha Sidhu – 1212121 :: Pages 1 - 4

2010.01.07.11:04:19 -07’00’

Official Letterhead

Denis Framboise

Manager, Operations Systems and
Information Management
Canada Justice
111 Court Street
Ottawa, ON   K1K 1K1
613-131-9999

Centre for Learning Accreditation
Athabasca University
1 University Drive
Athabasca AB

January 4, 2010

Received by
Centre for Learning
Accreditation
2009.12.10.11:04:19 -07’00’

Re:         Samantha Sidhu, Letter of Attestation

Attention: Learning Accreditation Director

It is my pleasure to write this letter of Attestation for Samantha Sidhu. I have worked with Samantha in different contexts and in all occasions I have benefited from her knowledge and learned a great deal from working with her.

I obtained a Bachelor’s degree in Computer Science from Quebec University in 1999. Over the past 13 years I have worked in the field of IM/IT in both the public and private sector. I am currently a software development manager for Canada Justice and am responsible for managing all activities around the development, integration and deployment of enterprise systems used by the agency.

Over a span of 3 years, I had the opportunity of working with Samantha in two different contexts. Once as a subordinate in a web development team at the Federal Government and one as a peer with the Federal Government, Publishing and XXX Services (PXS). Over these years I’ve had the chance to observe Samantha in various contexts and feel I can provide some pertinent insight on her knowledge, skills and capabilities.

COMM 329 – The Practice of Interpersonal Communications

Learning Outcome: Understand how to improve your interpersonal communication skills by examining how well you communicate with others.

Learning Statements

Evidence

Discuss post-meeting results with a colleague that was present to review areas of potential improvement such as format of the meeting, preparation materials (agenda, presentations, etc.), delivery of information (verbal, non-verbal language), and timing of the meeting (day, time of day, etc.) as a way to develop improvement strategies for verbal interpersonal communication skills.

As mentioned above, Samantha and I often discussed post meeting results and outcomes to determine whether there were areas of improvement and how we each did in terms of delivering/presenting information and contributing to the meeting progression. Samantha always accepted feedback with an objective outlook and strived to use this feedback for self improvement.

Learning Outcome: Identify ineffective communication skills that are counterproductive.

Learning Statements

Evidence

Verbally communicate with colleagues and clients to impart various information on topics such as IT service requirements, business requirements, training needs, etc., taking care to speak at a proper speed so that listeners can properly process the information being imparted and understand and follow the conversation

Samantha is a very strong verbal communicator and I was able to observe her performance in terms of business requirements discussions and communicating with clients during our time together in the Web and Multimedia Services group. Samantha is able to communicate effectively and efficiently so that clients and other meeting participants can follow and understand what is being communicated.

Organize meetings, presentations, training sessions, and brainstorming sessions (such as preparing meeting agendas and stating the training goals at the start of a session) so that there is a clear purpose to the communication setting (i.e., what is being discussed, talked about, what the goal of the meeting is) in order to ensure that the listeners are prepared to address certain topics and can relate to the conversation by providing meaningful input.

While working with Samantha at the Federal Government, she held regular team meetings. She routinely organized and planned her team meetings with an agenda and time managed the meeting so that each topic was addressed and encouraged everyone to participate in the discussion.

Samantha is highly skilled at meeting planning, organization and direction.

Examine speakers (either myself or others) in order to identify barriers to effective communication in the speaker and listener such as being overly tired and unfocused, distracted, not listening properly (asking for a lot of clarification or lots of questions to items already clearly expressed), interrupting, and over eagerness to make a point and apply mitigation strategies as necessary such as suggesting an alternate meeting time, politely requesting less interruption, restating the goal of the communication, etc., in order to improve and maintain effective communication.

On the very rare occasion, Samantha and I had differing views in relation to addressing work load or problem solving. During these encounters, Samantha excused herself from the conversation. It was clear that we were both not in the best frame of mind for communicating and she took the action to take a step back and regroup. We would always reconnect at a later time to begin the discussion anew.

Samantha has the necessary and advanced skill set to navigate complex communication situations.

Learning Outcome: Describe how to establish a warm, environmental climate of trust that is conducive to an effective helping session interpersonal exchange between a helper and his or her client.

Learning Statements

Evidence

Identify locations for communication activities such as meetings that will promote comfort and ease by ensuring a meeting place that is comfortable (temperature controlled, adequate seating, etc.) and is free from distraction so that the communication flow is not interrupted by outside distractions (outside noise, other meetings, etc.).

As discussed above, Samantha plans, organizes and directs meetings with ease. Part of these activities includes the proper selection of meeting facilities which Samantha always did with ease and appropriateness.

Start communication activities with setting the stage for participants by clearly establishing a goal for the meeting, gathering, session, etc., outlining what inputs would be helpful from the participants and what outcomes can be expected in order to establish an honest and open relationship.

Samantha’s meetings were nearly always agenda driven which would define the topics to be discussed during the meeting. The goals of these meetings were clear and usually attained. Samantha used the agenda to manage expectations of meeting participants and ensure we were prepared to provide quality input. Samantha also ensured that the ‘right’ people would attend these meetings ensuring that the decision makers and key stakeholders were on hand to contribute. This allowed for an optimal and efficient use of everyone’s time.

Samantha is highly skills at planning and organizing meetings.

Practice clear non-verbal body language such as smiling face, open body posture, pleasant tone and speed of voice, maintain eye contact, etc., to set the stage for a meeting in order to establish a pleasant environment for communication to take place and establish a feeling of trust with participants.

Samantha practices positive non-verbal language as often as possible by adopting the body language she describes to the left.

She is a pleasant individual to talk with and does provide honest and genuine input to a conversation. She is respectful and listens very well, pays attention to me and provides the best possible advice she can.

Practice honest and real communication behaviours during discussions such as active listening, contributing honest information about myself, and using positive non-verbal cues with clients and colleagues without using facades to  cultivate a feeling of trust and establish a positive working environment that is free of suspicion.

Samantha and I developed a personal and close relationship shortly after beginning to work together at the Federal Government. This was in part due to her genuine and open communication style.

Communicate with colleagues, employees and clients in a completely respectful manner (not interrupting, validating their feelings, listening attentively, and keeping emotions at bay) in order to establish a trusting relationship.

Learning Outcome: Understand how to use these interpersonal communication techniques: Clearly identifying a problem and staying with the problem; staying in Stage I of the Helping Relationship Model; exploring the client’s story; identifying when judgments, assumptions and generalizations are made; perception‐check; handling emotions; brainstorming; paraphrasing; providing feedback; practicing self‐disclosure; problem solving; making value judgments; goal-setting

Learning Statements

Evidence

Practice self disclosure with colleagues, friends, family and acquaintances to an appropriate degree by sharing information about my personal life such as what kind of work I do, what my favourite past times are, information about my family, aspirations and goals, and life challenges in order to progress relationships that are meaningful to a deeper level of connection.

As mentioned above, Samantha and I developed a friendship and have maintained contact over the years. We have each practiced self disclosure with one another, sharing personal information on our families, hobbies, aspirations, experiences, and past times.

Samantha and I have much in common and I have enjoyed our working and personal relationships.

Work with colleagues, employees, family and friends to effectively solve problems by asking and answering questions about the problem to gather information, brainstorming about possible solutions or alternatives to address it and deciding on the best approach to solve or overcome it in order to successfully solve problems as part of progressing the career and personal lives of these people.

While working at the Federal Government, Samantha organized a number of brainstorming sessions with the Web and Multimedia team to generate ideas toward a solution to client requirements on a number of projects. These brainstorming sessions were well planned and directed and consisted of a lot of questions and answers by various team members and the generating of multiple ideas toward the final adoption of a preferred solution. They were very useful for us as a team building exercise as well. This is one example of the approach to problem solving that Samantha followed.

I trust the above will provide useful attestation for Samantha’s portfolio. Should you require any additional information or clarification on any points, do not hesitate to contact me.

Sincerely,

Attestor’s signature

Denis Framboise

Note:  This letter of attestation addressed several other courses included in the original portfolio which have not been included in this example.

Samantha Sidhu – 1212121 :: Pages 1 - 10

Official Letterhead

Centre for Learning Accreditation
Athabasca University
1 University Drive
Athabasca AB

Received by
Centre for Learning
Accreditation
2009.12.14.11:04:19 -07’00’

December 3, 2009

Re: Samantha Sidhu

Dear Sir/Madam,,

Samantha Sidhu has asked me to attest to the knowledge she acquired and demonstrated while she was working under my supervision for two years, between 2004 and 2006. At the time, I was manager of the Information technology (IT) unit of the XXX, a group within the Federal Government.

I have obtained a bachelor degree of Applied Science (Computer Science) from the University of State in 1990. I have 39 years experience in the Federal public Service, with most of my career in the Information Technology area, more specifically in system development and implementation, IT service management, project management and statistical analysis. I’ve been a manager for the last 11 years, and even though I retired last May, I’m still employed as a Manager working part-time for XXX. Throughout my career, I’ve taken many courses on management, project management and IT related topics.

Samantha was working in my group as the Head, Business Analysis, leading a small group of employees working in the business analysis area. The main objective of the Business Analysis unit was to liaise with the clients in order to understand their business, to document business processes, to define system requirements, to provide training and to support the users of the system in problem resolution. The responsibilities of the unit also included liaison with the IT development group, to document and provide them with change request specifications, to discuss and explain the business requirements, to define and execute system test plans and to accept the delivery of the new system components. This work involved the supervision of a small team, extensive communications with the business clients, with the IT group, with the employees and management, and a thorough understanding of the business processes as well as the IT possibilities and constraints.

During this period, Samantha has acquired and demonstrated a thorough knowledge of the following learning statements.

COMM 329 – The Practice of Interpersonal Communications

Learning Outcome: Understand how to improve your interpersonal communication skills by examining how well you communicate with others.

Learning Statements

Evidence

Employ active listening skills (eye contact, arm and leg position, head nods, open questions, etc.) to describe, express, explain, and discuss with clients and colleagues a variety of professional topics such as IT services requirements, business analysis, training, etc., and gauge how well this is working in terms of comprehension of the speaker's message by summarizing and paraphrasing the main threads of the conversation back to the speaker for confirmation as a way to self improve interpersonal communication skills.

Samantha is a good communicator who uses summarizations or rephrasing as a way of ensuring comprehension of a given topic. When I had discussions with Samantha I felt comfortable knowing that she was listening because she looked at me when I spoke, nodded her head in understanding as she took notes, and was not afraid to ask questions when something wasn’t clear.

Review and analyze past documentation that I have written such as e-mails or instruction manuals and assess the communication item for effectiveness by determining whether the item is clearly written, well structured, uses proper language, is properly organized, has a proper tone and whether it is suited to the audience it is intended for to highlight areas of improvements as a way to self improve interpersonal written communication skills.

Prior to her departure, Samantha was asked to review and update system and business documentation done during the course of the project that was authored by her and others to ensure knowledge transfer and documentation completeness. During this time, Samantha had the opportunity to reflect and review her own work and to note areas of improvement. Samantha can set high standards for herself, and she rarely misses an opportunity to look for improvements within her work.

Review and analyze course evaluation forms to see where there are areas of improvement for verbally delivering information such as speaking too fast, too many gestures, not engaging the audience, too flat a tone of voice, etc., in order to set goals for self improving verbal interpersonal communication skills.

Samantha always included course evaluations as part of course delivery sessions. Reviewing these course evaluations provided her with the opportunity to reflect on her delivery style and make improvements. She also provided summary information to management on these evaluations.

Disseminate documents authored to team members by e-mail for quality assurance and request that readers look for errors, omissions, and items that are not clearly communicated or understood and then review and incorporate their comments as appropriate when they are returned as a way to improve written interpersonal communication skills.

As part of the requirements specification process, team members were asked to peer-review each other’s work. Samantha routinely sent out specification and change request documentation for review and comment. This was almost always followed through with a meeting to walk through the document and discuss areas of concern or changes. Samantha would then update the document and distribute for all as part of the document sign off.

Learning Outcome: Describe techniques of effective listening, pacing, and attending to a client.

Effectively listen and attentively observe an employee during the course of a conversation on a grave illness while trying to answer questions to myself about the employee such as what she was feeling, what she was experiencing, and how she was dealing with it to try to synthesize her statements and understand the core meaning of her message in order to represent her and assist her in her dealings with corporate HR for long term sick leave.

Samantha was responsible for an employee that turned out to have a grave medical issue. Leading up to this discovery, Samantha dealt with the employee who had called in sick numerous times, required specialized office equipment and was very emotional about her situation. Samantha was able to be very attentive to this employee when she was in the office, helped her get the required equipment and discuss her case with HR. Evidence of Samantha’s attentiveness to this employee was shown through her ability to update management on details of the case, expressing the employee’s feelings so that they were clearly understood by all.

Effectively listen during meetings with clients and colleagues using non-verbal listening skills by observing what is seen such as body language, posture, facial expressions, etc., and what is heard such as tone of voice, speed of speech, clarity of words, etc., in order to draw conclusions from the conversations based on both verbal and non-verbal communication.

Samantha routinely held meetings with end users for the MS Axapta system who were not always pleased about the direction that XXX was going in terms of a new business system. Change was difficult and at times, tempers flared. Samantha was able to navigate the many meetings required with clients be remaining attentive and listening closely to everyone, ensuring that all messages were understood and that everyone was being up front about issues and concerns. At times, Samantha had to follow up on an individual basis with meeting participants because it was clear to her that things that should have been communicated were not. Samantha is very good at observing non-verbal communication signs and following up on these.

Attend to clients by facing clients squarely across meeting tables, maintaining eye contact during conversation, keeping arms and legs uncrossed, leaning forward slightly, and adopting a relaxed posture to establish a trusting relationship with clients in order to elicit and validate requirements for various systems.

Samantha is very skilled at establishing a good and positive relationship with people. This was instrumental when eliciting and gathering requirements from end users who are not entirely on board with the process for changing to a new business system. As I have observed, Samantha is generally relaxed during meetings and pays attention to the speaker.

Learning Outcome: Identify ineffective communication skills that are counterproductive

Actively listen and attend to clients/speakers during meetings, training sessions, and presentations by remaining focused on the speaker, taking high level notes, and asking clarification questions as necessary in order to ensure that the message being conveyed is properly understood and that the speaker is not required to repeat himself needlessly.

Samantha is a good listener as evidenced in her abilities to attend meetings and provide management with detailed information about what went on in the meeting. Samantha is not afraid to ask clarification questions and is very good at asking the right questions to get the information she is after.

Plan and organize meetings, training sessions, presentations and other verbal presentations in a way that presents information to listeners in manageable amounts, avoiding information overload, so that they are able to digest this information, pose questions, and have time to adequately process the message being conveyed.

Samantha plans meetings, training sessions and presentations very well. She had to do many of these types of activities during her time at XXX. As I have seen in meetings and presentation, Samantha is able to summarize information so that it can be addressed in a short time frame but precise enough to be meaningful. Samantha is very good at packaging and conveying information in a purposeful way.

Verbally communicate with colleagues and clients to impart various information on topics such as IT service requirements, business requirements, training needs, etc., taking care to speak at a proper speed so that listeners can properly process the information being imparted and understand and follow the conversation.

Samantha is a very good communicator who is comfortable in many different settings, such as chairing meetings, delivering training, conducting interviews, or participating in other group meetings. Overall, Samantha is able to clearly impart information to this variety of audiences without issue.

Learning Outcome: Describe how to establish a warm, environmental climate of trust that is conducive to an effective helping session interpersonal exchange between a helper and his or her client.

Identify locations for communication activities such as meetings that will promote comfort and ease by ensuring a meeting place that is comfortable (temperature controlled, adequate seating, etc.) and is free from distraction so that the communication flow is not interrupted by outside distractions (outside noise, other meetings, etc.).

Samantha communicates to a variety of audiences on a variety of topics and chose the appropriate venue for these discussions. Stephanie was aware of subjects that required more privacy than others and acted accordingly.

Start communication activities with setting the stage for participants by clearly establishing a goal for the meeting, gathering, session, etc., outlining what inputs would be helpful from the participants and what outcomes can be expected in order to establish an honest and open relationship.

Samantha organized and planned meetings or training sessions in advance, provided a meeting agenda to guide the meeting discussions, distributed course outlines to participants and indicated the purpose of the meeting/training.

Practice clear non-verbal body language such as smiling face, open body posture, pleasant tone and speed of voice, maintain eye contact, etc., to set the stage for a meeting in order to establish a pleasant environment for communication to take place and establish a feeling of trust with participants.

Samantha always approached her communication activities with professionalism. She often maintained a positive disposition during training and meetings in order to foster a warm atmosphere for communication.

Communicate with colleagues, employees and clients in a completely respectful manner (not interrupting, validating their feelings, listening attentively, and keeping emotions at bay) in order to establish a trusting relationship.

Samantha maintained a professional and respectful attitude during the course of her employment at XXX despite some very challenging and emotional times. Although there were some instances of communication breakdowns, Samantha followed upon these to set the record straight and ensure that no relationship was permanently damaged. I believe that she learned a lot during her time at XXX since it was such a volatile environment during the MS Axapta implementation which challenged the best of communicators.

Learning Outcome: Understand and explain how to motivate clients to explore a specific problem and to discuss experiences behaviours and feelings with them.

Work with clients to elicit descriptions, feelings and thoughts on problem areas in the business and how this has affected them by posing a series of open ended questions in a manner to draw forth information from the client (they volunteer the information themselves versus having it suggested to them to agree to) in order to successfully explore problems and potential solutions.

In defining system specifications, Samantha posed questions to the clients in a manner to elicit the proper information. Since this period of time was challenging for all, this required some ‘digging’ and a lot of deep questioning. Ultimately, Samantha was part of the team of analysts that drafted the MS Axapta setup specifications that were the foundation of the system upon which everything else was built.

Work with employees to help them examine problem areas in their work life and areas that need improvement by providing some guidance and leadership toward discussion of the problem areas and posing questions in a manner to steer the employee toward suggesting the solutions for themselves that they feel comfortable with in order to complete performance reviews and establish goals toward improvement where necessary.

Samantha was responsible for reviewing and assessing her employees’ performance. Part of this was identifying areas of improvement and any associated learning to help achieve that. In particular, Samantha worked with one of her junior analysts to identify further learning in the area of business analysis and time management. She discussed this with me and I provided her with coaching on how to go about this in a respectful and non-threatening way. It concluded well and the employee was able to take some further learning courses.

Learning Outcome: Understand how to use these interpersonal communication techniques: Clearly identifying a problem and staying with the problem; staying in Stage I of the Helping Relationship Model; exploring the client’s story; identifying when judgments, assumptions and generalizations are made; perception‐check; handling emotions; brainstorming; paraphrasing; providing feedback; practicing self‐disclosure; problem solving; making value judgments; goal‐setting

Assist employees with problems ranging from personal issues affecting their work to work related issues with other colleagues or clients as part of managing employees in a business environment. This is done by providing an appropriate place for discussion when the need arises such as a boardroom or closed office, allowing them to talk freely and tell their perspective of the story, actively listen to them observing both verbal and non-verbal cues, use open questions such as how they are feeling about the situation, what they feel should happen, paraphrasing the core message back to them and helping them to see different perspectives  through use of questions that provoke thought such as how they might look at it another way or asking them what the other person might think or feel.

Samantha is a skilled communicator who was able to assist her colleagues and employees to work through issues and problems by providing an attentive ear, having an open door policy, and truly listening to the speaker. Samantha always chose the appropriate venue for meetings, allowed speakers to speak freely and assisted them in thinking critically by asking though provoking questions. Her experience at PXS has given her a very strong base in communication.

Communicate with employees about perceived behavior and work ethic by providing a description of the perception, explaining the interpretations made of the perception and requesting clarification on the behaviour in order to address issues within the business environment as part of management activities.

Samantha had a particular situation while at PXS with one of her employees. Her employee seemed to be having difficulty meeting deadlines and progressing work at a normal pace. Samantha perceived this to be a time management issue and recognized it as such: a perception. To address this issue, Samantha first mentioned this to me and we discussed the approach she proposed to go about addressing it. She then held a meeting in private with her employee and discussed the perception. The employee was fairly adamant that there wasn’t a time management issue, but a significant workload and learning curve that inhibited her from achieving progress. To address this, Samantha and the employee agreed to revisit the workload and investigate measures that could be taken to help with the learning curve.

Provide feedback to employees during annual performance reviews by highlighting positive contributions to the team, pointing out areas for improvement, and talking about future goals while employing positive communication techniques such as relaxed body posture, pleasant facial expressions, and lighthearted atmosphere in order to help employees improve and progress in their careers.

Samantha was responsible for providing feedback to her employees during the annual performance review process which included highlighting positive achievements, discussing areas of improvement, and identifying future goals.  She did this regularly with her team and documented the outcomes for my review. Samantha had no issues completing this type of activity as part of her supervisory duties and it was well done.

Provide assistance to employees to self disclose issues of a personal nature that are impacting their work by providing a safe and private place to talk, gently asking clarification questions, self disclosing some of my own personal information to foster a feeling of mutual trust and sharing and leading the conversation through suggestion in order to help them in devising a positive way to overcome these issues and move forward.

Samantha is a skilled communicator capable of providing assistance to employees to discuss topics of a sensitive nature with her. She chose an appropriate place for discussion, provided an attentive ear and support to those with emotional responses. Samantha is qualified in this type of activity.

Establish career goals with managers and supervisors by participating in annual reviews and actively identifying goals which are achievable and possible within the work environment such as particular training to take, skill sets to improve or work on or projects to participant in, in order to improve and progress in a positive manner in my career.

As an employee, Samantha participated in the performance review and learning plan creation processes conducted at PXS. Together we discussed possible training that she would like to take that would support her position and help further her career as well as setting goals for improvements. Samantha always participated willingly in these processes and took an active interest in her career and learning.

Learning Outcome: Understand how to use the seven skills practiced by effective communicators: Basic empathic responses; open probes; summarizations; advanced empathic response; immediacy; challenges; nonverbal behaviours and actively listening to the client’s nonverbal behaviours.

Provide summaries to management on meetings related to software development projects and general weekly activities by covering only pertinent facts and points, ensuring key concepts are linked as required to make sense, and that the information is kept relatively short in order to provide management with timely and relevant information needed for their work activities.

Samantha routinely provided me with updates on a wide variety of topics related to the MS Axapta, New Chart of Accounts, and Client Care projects. She is a skilled writer who is able to effectively provide summary information to me and others when required. The only feedback I had given Samantha on this area was her tendency to include too much detail and thus make the summary longer than necessary. She welcomed this feedback and incorporated this into her future work activities.

Practice nonverbal behaviours such as maintaining eye contact, keeping a respectful distance (personal space), maintaining a pleasant facial expression (smiling or neutral), keeping an open body stance (uncrossed arms, legs, open hands), and keeping an even pace and moderate tone of voice with colleagues, employees and management during the course of interactions such as group meetings, informal dialogue or lunch gatherings in order to foster comfortable and meaningful communication with other individuals.

Samantha is able to practice non-verbal behaviours relatively easily. As I observed in our meetings together, she consistently looked to the speaker, listened attentively, maintained a relaxed posture and often used humour in our meetings to set a relaxed atmosphere.

Actively listen to a client's, a colleague's and an employee's non-verbal language such as body postures (upright or slouched, crossed arms or open, facing away), facial expressions (frowning, smiling, tense), body gestures (hand movements or positioning, head nods), tone (flat, happy, sad) and pitch of voice (high, low), speed of speech (fast, slow, inconsistent), and eye contact (avoiding, making, darting) in order to assist in the total comprehension of the speaker's message and underlying emotion.

Samantha demonstrated a good grasp of non-verbal behaviours with clients during requirements elicitation and gathering sessions. This skill is very valuable in order to identify when clients are withholding information for any number of reasons. Sometimes clients do not feel comfortable with others in the room discussing problems or issues and this can be evidence in body language. Samantha was able to pick up on these cues during the MS Axapta and Client Care projects and take appropriate action for follow up.  PXS provided a very good environment for her to practice these skills, with its many employees, all with varying personalities.

Learning Outcome: Utilize all the skills either in actual interview sessions or in transcript analysis.

Interview potential candidates for temporary help positions by posing open questions and actively listening to verbal and non-verbal responses in order to evaluate the candidate's responses and behaviour as part of the overall assessment for the job position.

Samantha was responsible for interviewing students as temporary help during her time at PXS. She conducted interviews efficiently and successfully, as she hired a talented young student to assist in a documentation project.

Practice non-verbal communication skills such as open body posture, pleasing facial expressions, and active listening techniques (head nods, eye contact) while providing a relaxed atmosphere such as a closed room, comfortably heated/cooled, etc., during the course of interviews for positions within the federal government in order to ensure that the candidates feel comfortable and are at ease while they complete their interview.

Samantha is a competent communicator and able to apply those skills I’ve attested to above in the interview setting.

Provide immediacy in interview situations by ensuring a focused attitude on the speaker, maintaining eye contact, nodding head to acknowledge responses, posing open questions to elicit more details on a given subject, and maintaining a relaxed and open body posture in order to foster comfort and trust with the speaker and ensure a positive interview experience.

Samantha is able to conduct efficient interviews with her skill set and had no trouble doing so in her time at PXS.

I hope this attestation of Samantha’s learning and knowledge, as demonstrated at work, will help you appropriately assess the candidate. Samantha has certainly demonstrated to me, in her daily activities, her above average knowledge related to the learning statements listed in this letter.

Sincerely,

Attestor’s signature

Kimberly Chambers
Manager, Service Request Management
Information Technology Infrastructure Services
XXX Federal Government
654 Happy Road
Kensing, AC
Kimberly.chambers@xxx.gc.ca
Tel: 888-888-8888

Note:  This letter of attestation addressed several other courses included in the original portfolio which have not been included in this example.

Samantha Sidhu – 1212121 :: Pages 1 - 2

Samantha Sidhu – 1212121 :: Pages 1 - 1

From: "Samantha Sidhu" <MAILER-DAEMON>
Subject: CR605 – Returns and Claims
To: Maureen Kennedy
Date: Thu, 21 Sep 2005 13:52:39 +0000

Maureen for IA please. Please CC Carla Atkinson and Anita Coe.

***********************************************************************

Hi All,

Attached is the CR and specification document for the changes to the returns and claims functionality. Although this change is not scheduled until release 3.6, I would like to see if it could be squeezed into an earlier release, maybe December? In any case, I need impacts as follows:

John/Henri: Please review for impacts on interfaces (code tables, orders)
Carlotta: Please review for impacts on system jobs in particular but also just in general.
Micro: Please review for impacts in general and note that there are a number of areas where your input will be required.

I am asking for feedback by October 9th.

Thanks.

_____________________________________
Samantha Sidhu

O/B 555-5555
Fax: 555-1212

Head, Business Analysis
GoC  e-Bookstore Project
Publishing & XXX Services
Federal Government
Chef, Analyse des affaires

Services de communication Editions
Service gouvernementaux Canada

Samantha Sidhu – 1212121 :: Pages 1 - 1

From: "Samantha Sidhu" <MAILER-DAEMON>
Subject: Points of Discussion – tomorrow’s Meeting
To: Tish Stahl; Marie St. Pierre
Date: Tue, 14 Mar 2005  20:15:49  +0000

Hi Tish/Marie,

Here are some items for tomorrow’s meeting. Can you please review and let me know if anything is missing:

  • Reservation of items from PayCart
  • Option for customers to “confirm” vs. pay for orders online (booksellers)
  • Are we able to sort out for customer’s orders that require action vs. orders that do not require action?
  • Notification address code (will depend on what we receive from Customer Service)
  • Sales Order amounts (Marie had concerns about items that are stopped or on backorder appearing as part of total)

That’s all I can think of that we still need to discuss? I think we were done discussing the framework.

Thanks.

_____________________________________
Samantha Sidhu

O/B 555-5555
Fax: 555-1212

Head, Business Analysis
GoC  e-Bookstore Project
Publishing & XXX Services
Federal Government
Chef, Analyse des affaires

Services de communication Editions
Service gouvernementaux Canada

 

 

 

Samantha Sidhu – 1212121 :: Pages 1 - 1

From: "Samantha Sidhu" <MAILER-DAEMON>
Subject: RE: Client Care package
To: Carmen Smith; Tom Jones
Date: Tue, 20 May 2005  13:15:49  +0000

See mine in attached. I think there is much more that could be done with this document.

Thanks.

 

> From: Kimberly Chambers
> Sent: Tue, 20 May 2005  08:15:49 
> Subject: FWD: Client Care package
> To: Tom Jones; Samantha Sidhu
>
> Your comments please.
>
>
> ---------------
> From: Jane Imbault
> Sent: Mon, 19 May 2005  16:56:49 
> Subject: Client Care package
> To: Kimberly Chambers
>
>
>
> Hi Kimberly – here is the draft comm. Plan – can you please get back to Pamela and myself with your comments on delivery? I’m not sure how much your group is impacted by what I have in the plan – but Pamela wanted you to see this before we proceeded. Thanks!
>
> <<File: Client Care Comm Plan.doc>>
>
> Jane Imbault
> Marketing/Marketing
> Publishing and Depository Services/Editions et Services de depot
> XXX Federal Government

Samantha Sidhu – 1212121 :: Pages 1 - 2

Samantha Sidhu – 1212121 :: Pages 1 - 4

Jan 11/01

Business Analyst for XXX

University Degree change
Register for at least one course per semester
Get latest Faculty of Arts book

IT related training (Do research at work on institute)
Database
Networks / servers

 

Personal Goals

Family tree
Cross stitch
Firearms license

House / Condo search
Formalize wants / requirements
Look in spring

XXX retreat for XXX (March / April?)
Cattle drive

Meditation techniques
Exercise regime
Writing more stories
German classes
Flute lessons

July 17, 2001

Continue to take courses against my University Degree
Register for at least one course per semester
After probation period, switch to communications

Talk to XXX about 'learning plan'
Sit down and decide where to start - books, training, etc.

Talk to XXX @ work about Project Management Courses

 

Personal Goals

Cross stitch: complete
Family tree – Start …
Firearms license
Exercise Regime – build
Work on stories
Read self help books
Talk to XXX about painting apt?
Work on therapy

 

Goals Review 2008
May 2008

  1. Lots of stuff to accomplish around the house…have a whole separate list for that!!
  2. University degree – Get registered with Athabasca and find out how to proceed
  3. Get Windows working on linux system (depends on XXX)
  4. Continue Family tree project in spare time
  5. Read more magazines, books
  6. Think about firearms license
  7. Work on my business idea and develop a business plan
  8. Consider returning to therapy for assistance with XXX’s death and life changes this has brought about.
  9. Continue to find new recipes for dinner, lunches, etc.
  10. Return to work and get a sense for career goals, options (EX development, etc)
  11. Try to get more time alone with husband, i.e. babysitter for date nights occasionally or a special meal for just the two of us after kids go to bed.
  12. Think about family traditions I want to start and think about when it might be a good time to do so.

 

Goals - 2009
December 29, 2008

Stuff accomplished since last goal check:

  • Registered with Athabasca and working on portfolio
  • Windows is working on Linux through virtual machine system – printing issues though
  • Got more info into Gramps on family tree. Added nearly all the info from Grandma XXX’s book. Mined FaceBook
  • Subscribed to two additional magazines, Women’s Health and Taste of Home
  • Have added new recipes to roster
  • Back at work, settled in. have a very vague sense of options for career. More competition and a lot of change on the horizon.
  • Have had some more time with husband
  • Traditions: had Christmas dinner here of rouladen and spatzel. May become the norm! Great Christmas with the kids, stockings, tree, etc!

To work at for 2010:

  1. Finish and submit portfolio for Athabasca (hopefully end on January!!)
  2. Register for at least one course, try to complete 2 in 2009
  3. Keep working at learning the ropes at work and trying to position myself for advancement when XXX leaves or when the portfolio management project rolls out.
  4. Work on my business idea and develop a business plan (look at Better Homes and Garden’s Taste Book)
  5. Continue to find new recipes for dinners, lunches, etc.
  6. Work on an exercise regime. Think about getting an elliptical machine for basement...
  7. Improve diet. Look into heart healthy eating, drink more water, eat less sugar.
  8. Read Brisingr (a book just for me).
  9. Aim for several date nights this coming year!
  10. Get Crepes into a family tradition!
  11. Get more info into Gramps for Family tree project in spare time – looked into ancestry.ca but requires fee for membership…go to FaceBook for more info.

Back burner stuff:

  • Consider returning to therapy for assistance with XXX’s death and life changes this has brought about.
  • Think about firearms license

Samantha Sidhu – 1212121 :: Pages 1 - 2

From:  “Samantha Sidhu” <MAILER-DAEMON>
Subject:  RE: CAIS/APOR/PROMO ITEMS Status Report
To:  Steve Beau
Date: Mon, 27 Nov 1999  13:15:49  +0000

Thanks for the feedback Steve. I really enjoy working with you, you’re a great manager!

Samantha Sidhu
CAIS Business Representative
XXX Federal Government
Communication Services
XXX-XXXX

----Original Message----
From:  Steve Beau
Subject:  RE: CAIS/APOR/PROMO ITEMS Status Report
To:  Samantha Sidhu
Date: Fri, 24 Nov 1999  13:15:49  +0000

Good initiative Samantha. You have a lot of project management qualities. Keep up the good work and don’t hesitate to talk to me if you have any concerns.

..Steve

----Original Message----
From:  Samantha Sidhu
Subject:  CAIS/APOR/PROMO ITEMS Status Report
To:  Tim Kipp; Steve Beau
Cc:  Henri Piquette; Kyle Lind
Date: Fri, 24 Nov 1999  13:15:49  +0000

November 20 – 24, 1999

CAIS

CAIS version 2.0 was signed off by me on Wednesday, November 22. I have the GTIS team to go ahead and create the NAL object. This object was passed on to the Nalling team this afternoon. So CAIS is complete. We were lucky to fix up a few minor edits at the last minute with the help of Dave Hill. We are hoping that the Nalling won’t take too long but we don’t know for sure. The application looks sharp!

I have spoken with Kyle on the topic of translating the Help Guide. I have given him all necessary information and am waiting to hear back on when I can send the guide to the translator. We are aiming for Monday, we’re just waiting on paperwork if I am not mistaken.

I am giving a follow-up training course next week for those CAIS users that missed the original dates. This session includes about 7 people and will take place in the morning.

The help desk has been fairly quiet this week, there were hardly any calls. I haven’t scheduled a user group meeting as planned due to the schedule I have right now, time is not permitting for an adequate preparation. I will look into this as soon as I have a moment, probably within the next two weeks.

I will be working at wrapping up all documentation pertaining to CAIS version 2.0 development. There are some documents that I would like the tech team to update as well which includes the CAIS Volumetrics document and CAIS Technical Design Specifications.

I have been working with Kyle and Steve at documenting the requirements for the upgrade to APOR. So far we are on schedule. I met with Suzanne Larond (project technical lead) today to clarify some of the requirements as they were having some trouble. Other than that all seems to be going well here.

 

Promo Items

I have talked with Claudette regarding technical overview document that Carl Hatter from XXX had told me would be finished last week. She said she hadn’t heard from Carl. I took it upon myself to write him a follow-up email to find out the status of the document. This turned out to be a good thing as he was apparently waiting for information from Helen but had not asked for it. They have since communicated and we are hoping to see some form of documentation in the near future.

If you have any questions or comments, please feel free to contact me.

Thanks,
Samantha Sidhu
CAIS Business Representative
XXX Federal Government
Communication Services

Samantha Sidhu – 1212121 :: Pages 1 - 2

From:  “Samantha Sidhu” <MAILER-DAEMON>
Subject:  Legacy Applications Assessment –SAP – Meeting August 10, 2005
To:  Kimberly Chambers; Patricia St Paul
Cc:  Edward Lavelle; Tish Stahl
Date: Thurs, 10 Aug 2005  17:15:49  +0000

Hi All,

I attended today a meeting regarding the Financial Systems Transformation (FTS) Project (SAP). Here are my notes and comments. Attached is the presentation used (in English only at the moment because this is all they had however, French is on the way).

Stella Plante (MB) was the presenter. I am making comments in relation to the presentation page number (some of these comments are the result of questions I asked so you may not see relevant info in the attached presentation).

  • Pg. 3: Review meeting to be help with Business System owner (BSO). We will have the opportunity at this point to present our system/business at a high level.
  • Pg. 3: The process for the next four months is discussed. They will be updating the business case (binder) we received based on further fit-gap sessions and one on one meetings.
  • Pg. 4: The draft recommendations (the final recommendation on what to do with our systems) to be sent to BSO for input/approval before going to the steering committee. If we do not agree with their recommendations, we’ll have a chance to put the protest in writing which will also go to the steering committee.
  • Pg. 5: timeline, we should be meeting with FST by/before end of September
  • Pg. 7: Evaluation process/criteria. We will be able to provide input to the evaluation criteria and the weight it is assigned.
  • Pg. 9: The do not know yet what they will be implementing on April 1, 2007.
  • Budget: there is no money available for BSOs from the 60 Million (this statement was made by Chuck Farms, project executive for XXX). The assumption is that there is money available in the A-base. Chuck later stated that 16 million was approved for this year and then next year if funding was still as issue for BSOs then it could be looked at next year.
  • FST is in the process of developing an informational type document on SAP functionality.
  • Customization is a possibility if it is a cost effective solution to a gap. It would still have to be approved by the DM with a business case.
  • No conversion will talk place of transactional data from legacy systems unless absolutely necessary. Point raised that this will not be possible for some systems with multi-year projects or transactions (our standing orders/subs). MB indicated this would be dealt with on a case by case basis. Legacy systems will need to be maintained for historical and legal purposes or archived.
  • Pg. 11: Training will be based on roles.
  • Pg. 12: If interface chosen as an option, we may need to send additional information to what we’re sending now (more detail/additional information

Questions I asked at the end:

  • Help Desk – Will there be one and will it be central, etc.? Answer: unknown, to early
  • Conversion - Clarifying customer/vendor data to be converted? Answer: yes, master data to come over.
  • Timeline – As of January 2007 how long from then until we can have access to an environment for analysis, etc. Answer: You will not have to do any analysis, we will do it for you and you will simply validate what we do. You will work with the working group to achieve this. We will train a super user to validate.
  • Fit-gaps – Will there be more and are they the same as the previous ones? Answer: yes, more in September but these are follow ups to the first ones.

Recommendations:

  • We should identify a key analyst to work with the business and the FST group
  • We should schedule an internal meeting to prepare for the meeting with FST where we can discuss what should be highlighted in the presentation (gaps, requirements) and discuss the concerns we have and clarify responsibilities (i.e. we have analysts on board that can be made use of if required instead of having to retrain someone from FST to map Axapta to SAP)
  • We should determine where the other business units fit in the project (publishing, XXX Canada)
  • We’ll eventually need to define roles for the business as the training will be based on this. It will also be helpful for when we meet and when we start working with the FST working group.

I think a lot will fall out of the meeting that we hold with FST. We will be able to clarify our gaps and requirements and I think this will give them a much clearer picture of our business.

Thanks.

_____________________________________
Samantha Sidhu

O/B 555-5555
Fax: 555-1212

Head, Business Analysis
GoC e-Bookstore Project
Publishing & XXX Services
Federal Government
Chef, Analyse des affaires

Services de communication Editions
Service gouvernementaux Canada

Samantha Sidhu – 1212121 :: Pages 1 - 1

From: “Samantha Sidhu” <MAILER-DAEMON>
Subject: Retailers Agreement - Requirements
To: Meg Delorme; Debby Cote; Tish Stahl
Date: Mon, 16 Oct 2005 12:45:39 +0000

Hi All,

Based on our meeting on Friday, I see the following as requirements:

  • Reporting requirements for:
  • A yearly report that would show retail sales (before discounts after returns)
  • An ad hoc report to be used for determining if a return is valid or not (i.e. within the 20% margin)
  • Possibly report for pulling out limited returnable items (so catalogue numbers can be referenced)
  • Possible change to the returnable flag to note items that are returnable and limited returnable, etc.
  • Procedure for handling returns for these customers.

Please let me know if I am missing anything. I will be working on these requirements.

Thanks.

_____________________________________
Samantha Sidhu

O/B 555-5555
Fax: 555-1212

Head, Business Analysis
GoC e-Bookstore Project
Publishing & XXX Services
Federal Government
Chef, Analyse des affaires

Services de communication Editions
Service gouvernementaux Canada

*Please note that names and other identifying information have been changed or removed where necessary in order to protect the privacy of the PLAR applicant and affliated groups.

Updated January 30 2015 by Student & Academic Services

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