1.
Performance criteria for Project editor
Core competence:
Area: Desktop publishing (Quality and quantity of work and ability to complete tasks)
• Linguistic repertoire: follow up on translation faults
• Contribution of ideas or insights facilitating and conducive to approval of the
textbooks by Curriculum Officer and the company’s strategy on publishing
textbooks of different disciplines
• Seamlessly smooth flow of ideas along development of salient interconnecting or
intertwining themes or plots
• Coherence and cohesion of texts around a central theme
• Adoption of investigative approach in presentation of ideas and content logically
and systematically
• Familiarity with prior knowledge of students according to the sequence of
teaching with our textbooks.
• Incorporate different students activities into textbooks appropriately
• Fabricate up-to-date assessment tasks in line with latest assessment methods and
rubrics
• Readership: right match between level of students and difficulties of the content
• Ability to easify difficult academic texts into ones suitable for band 2 high school
students
• Provision of valuable and suitable feedback to authors
• Ability to locate updated information relevant to replace obsolete content of the
textbooks
• Ability to integrate latest information from different seminars into the textbooks
• Liveliness and creativity of scripts arousing and sustaining students’ interests in
reading the content
Area: Management and Administration
• Project management: Ensure smooth logistical flow between production and
editorial departments and within editorial department and between authors and
project editor (co-ordination skills, negotiation skills, problem-solving skills,
decision making skills)
• Human resources: Selection tests and interviews; performance appraisal of editors
and coaching skills
• Leadership skills: managing, counselling, coaching and mentoring, resolving
conflicts, managing crisis
Area: Other objective criteria
• Reliability (e.g. Punctuality, attendance, adherence to instructions)
• Social coping (e.g. ability to get along with other, working as part of team)
• Organisation coping (e.g. understanding of corporate culture, conformity with
employer policies)
• Initiative to learn and finish tasks
• Knowledgeability, creativity and knowledge management
• Social networking with teachers, knowledge base and authors etc.
1

2.
Performance criteria for Editor
Core competence:
Area: Desktop publishing (Quality and quantity of work and ability to complete tasks)
• Linguistic repertoire: follow up on translation faults
• Contribution of ideas or insights facilitating and conducive to approval of the
textbooks by Curriculum Officer and the company’s strategy on publishing
textbooks of different disciplines
• Seamlessly smooth flow of ideas along development of salient interconnecting or
intertwining themes or plots
• Coherence and cohesion of texts around a central theme
• Adoption of investigative approach in presentation of ideas and content logically
and systematically
• Familiarity with prior knowledge of students according to the sequence of
teaching with our textbooks.
• Incorporate different students activities into textbooks appropriately
• Fabricate up-to-date assessment tasks in line with latest assessment methods and
rubrics
• Readership: right match between level of students and difficulties of the content
• Ability to easify difficult academic texts into ones suitable for band 2 high school
students
• Provision of valuable and suitable feedback to authors
• Ability to locate updated information relevant to replace obsolete content of the
textbooks
• Ability to integrate latest information from different seminars into the textbooks
• Liveliness and creativity of scripts arousing and sustaining students’ interests in
reading the content
Area: Other objective criteria
• Reliability (e.g. Punctuality, attendance, adherence to instructions)
• Social coping (e.g. ability to get along with other, working as part of team)
• Organisation coping (e.g. understanding of corporate culture, conformity with
employer policies)
• Initiative to learn and finish tasks
• Knowledgeability, creativity and knowledge management
• Social networking with teachers, knowledge base and authors etc.
2