... | ... | @@ -254,7 +254,7 @@ Condescending. |
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- Machine learning - up to 1 point
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* There can be other individual's skills taken into account (e.g. math, marketing, etc.), which can be measured in s similar manner as "development skills" - subjective and approximate. Such skills needs to be pro-actively applied at least at the level of the base skill score and should be scaled (increasing the 'impact factor') according to the base skill level (broader context, mentoring, etc). I.e. someone at level 5 cannot get additional points for just learning a new skill, but is expected to mentor in that skill, etc.. If an employee does not meet this, they could lose the extra point when advancing in basic skill level.
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* There can be other individual's skills taken into account (e.g. math, marketing, etc.), which can be measured in a similar manner as "development skills" - subjective and approximate. Such skills needs to be pro-actively applied at least at the level of the base skill score and should be scaled (increasing the 'impact factor') according to the base skill level (broader context, mentoring, etc). I.e. someone at level 5 cannot get additional points for just learning a new skill, but is expected to mentor in that skill, etc.. If an employee does not meet this, they could lose the extra point when advancing in basic skill level.
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* We should take into account any skill that helps us produce quality output on producion products or that helps the company develop and improve. When trying to assess the value of a skill, we could consider the following:
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