The Chartered Market Technician (CMT) is a certification for technical analysts by the Market Technician's Association (MTA). It ratifies someone's skills at technical analysis and could help them obtain a better, higher paying position or more clients, by proving their dedication to the profession and acomplishment within it. As of February 9, 2005 those who have passed CMT levels 1 and 2 exams are now exempt from the 86 exam for becoming a Registered Research Analyst from the Financial Industry Regulatory Authority (FINRA). The CMT certification has three levels. You haven't earned the certification until you've passed all three exams, and you must become an MTA member within five years. It is designed to force technical analysts to study the entire broad area of technical analysis. Some technicians may be limited to a few signals or chart formations they're familiar with. The Level 1 exam is an entry level one that tests on definitions. This tests last two hours and is in multiple choice format. Elliot Wave Principle, Tenth Edition by A.J. The Level 2 exam is multiple choice also and last four hours. It requires greater depth and proficiency. Elliot Wave Principle, Tenth Edition by A.J. The Level 3 exam is in essay form and lasts four hours. Past tests are not for sale, but the MTA does sell sample questions to study. The MTA also founded the CMT Institute to provide online classes to those wishing to prepare for their exams. Carson Dahlberg is the director. This data was created by Essay Writers!

The trainee will have to perform as a future mentor. Hence, good practices of development are very essential so that the benefits are passed on the next batch of students in the college. Bad relations between the mentor and his subordinates can also be a problem that can affect the job satisfaction levels. https://essayfreelancewriters.com/blog/position-essay/ can be counter productive in most occasions due to personal problems between the two. This scenario is very dangerous in the education scenario because the mentor and the trainee are adults who may not follow authority protocols. In many schools, junior teachers and senior employees have an overlap of roles and this may be more pronounced as the responsibility of the employee increases. In fact experts have not been properly able to differentiate whether role ambiguity or role conflict cause people to leave educational institutions. There are often conflicts between new and old teachers and it is seen that the management mostly supports the experienced teachers even when the needs and demands of the new teachers may be justified.

Many experts like Gabris (1995), believe that status and gender roles play a very important role in employee satisfaction. In addition, the relation with different groups and their dynamics also define the job satisfaction that an employee derives from his work. Many teachers lament that new teachers are invariably made to deal with problem students and the amount of workload that is thrust on them is too much to do justice to the class. It is very sad that new teachers may have to deal with children having behavioral problems. In many cases they are forced to teach children from ethnic communities, where language and behavior patterns may be ambiguous. To build a relationship with these children in spite of the difference in culture is an uphill task especially for a new teacher. Teaching demand a lot of temperamental maturity from the teachers and just about anybody cannot fulfill the demands required of such a role. It is seen that most new teachers are assigned responsibilities that are opportunistically thrust on them. Assigning teachers with difficult duties with which they have no experience, is a common problem in most schools.

Even a good training programs will be inadequate in these circumstances because the teachers have to deal with situations that are not listed in the training programs. Only a good mentor will be able to support the teacher and guide him/her through this difficult phase. The mentor-trainee relationships can get out of hand sometimes because of close interactions that may ensue as part of the program. Most managements take necessary precautions before the launch of such programs. It is in such cases that the reputation and professional skill of the mentor far out weighs anything else to the company. “Yes, it's difficult to find effective mentors as it is. Yes, many mentors don't believe they need any training or advice. Effective mentoring partnerships are goal-oriented and focus on the trainee’s skill, knowledge, and/or attitude development. It is very important that the trainee too have a plan of development before they come into contact with a mentor.