The document provides a facilitator's guide for a 120-minute CareerLaunch session with the following key points:
- The session is divided into two lessons: CareerLaunch Program Foundation and Action Plan.
- Lesson 1 focuses on introducing the CareerLaunch program materials and activities through icebreakers, exercises, and videos. This includes exploring the program's 11 core competencies.
- Participants will develop an action plan to implement the CareerLaunch program at their Club by the end of the session.
- Materials provided include participant guides, quick reference guides, and access to the CareerLaunch website for career exploration and resources.
The document outlines Ulster University's Career Development Learning framework and initiatives to promote employability. It discusses how the framework is developed through partnerships between faculties and the Career Development Centre. It provides examples of career learning initiatives across different schools, including bespoke career management skills modules, modules offered through the Certificate in Personal and Professional Development, and events with employer involvement. Student feedback indicates the framework helps students focus on career planning, gain work experience, and learn the skills employers seek.
The document provides information about additional experience opportunities for PGCE students to gain experience and qualifications related to teaching the 14-19 Diploma.
Students accepted into the "Diploma Experience" will dedicate an additional 2 weeks to complete evidence-based standards related to understanding and teaching the Diploma. They will receive a Ā£300 bursary upon completion. The experience involves activities like work placements, lectures, lesson observations, and developing teaching materials for the Diploma. Completing this experience will enhance students' qualifications and employability for teaching the Diploma.
The ACTA programme focuses on facilitating learning and equips participants with skills to develop and deliver competency-based training programmes. The programme consists of 6 competency units that can be completed individually or together to obtain a full ACTA certification. Course fees are subsidized for company-sponsored participants. Upon completing all units, participants will be qualified to assess trainees' competency levels and facilitate classroom training.
The document provides an overview of the training programs and services offered by Westford School of Management. It discusses their academic degrees, professional courses, executive education, and corporate training programs. It also outlines their methods of facilitating learning, including experiential activities, assessments, and feedback loops. Core topics covered include communication, leadership, customer relationship management, and human resources. Bespoke and tailor-made training programs can be customized based on clients' specific needs across various domains like sales, marketing, leadership, and project management.
The document provides an overview of outcome-based education and assessment. It discusses key concepts like formative and summative assessment, norm-referenced vs criterion-referenced assessment, direct and indirect assessment, and different assessment methods like tests, essays, projects, and rubrics. The goal is to help participants understand outcome-based assessment and how to design effective assessments aligned with learning outcomes.
This document provides an overview of the Week 1 assignment for an instructional leadership course focusing on technology. The assignment requires students to complete several self-assessments evaluating their technology skills, leadership skills, and understanding of learning styles. Students must also summarize the key ideas of their state's technology plan and research the technology curriculum standards for their state. Additionally, students are instructed to begin reviewing reading materials for a future assignment on a technology/leadership book. Guidance is provided on assessment criteria and mechanics for completing the assignment.
The document describes a Postgraduate Certificate in Open and Distance Learning (PGCertODL) program at the Open University Malaysia. The 10-month program consists of 10 modules designed to equip new lecturers with the necessary skills and knowledge for teaching online. It utilizes a blended learning approach with both face-to-face and online components. Participant and facilitator feedback indicated that the program was effective in improving the instructional design skills of the lecturers."
The document provides an agenda for a PMP refresher presentation. The agenda covers introductions, an overview of PMI, the CAPM certification, requirements and exam, details on the PMP certification including eligibility requirements, the application process, and exam format and passing score. It also discusses preparation strategies for the PMP exam such as forming a study group.
The document outlines Ulster University's Career Development Learning framework and initiatives to promote employability. It discusses how the framework is developed through partnerships between faculties and the Career Development Centre. It provides examples of career learning initiatives across different schools, including bespoke career management skills modules, modules offered through the Certificate in Personal and Professional Development, and events with employer involvement. Student feedback indicates the framework helps students focus on career planning, gain work experience, and learn the skills employers seek.
The document provides information about additional experience opportunities for PGCE students to gain experience and qualifications related to teaching the 14-19 Diploma.
Students accepted into the "Diploma Experience" will dedicate an additional 2 weeks to complete evidence-based standards related to understanding and teaching the Diploma. They will receive a Ā£300 bursary upon completion. The experience involves activities like work placements, lectures, lesson observations, and developing teaching materials for the Diploma. Completing this experience will enhance students' qualifications and employability for teaching the Diploma.
The ACTA programme focuses on facilitating learning and equips participants with skills to develop and deliver competency-based training programmes. The programme consists of 6 competency units that can be completed individually or together to obtain a full ACTA certification. Course fees are subsidized for company-sponsored participants. Upon completing all units, participants will be qualified to assess trainees' competency levels and facilitate classroom training.
The document provides an overview of the training programs and services offered by Westford School of Management. It discusses their academic degrees, professional courses, executive education, and corporate training programs. It also outlines their methods of facilitating learning, including experiential activities, assessments, and feedback loops. Core topics covered include communication, leadership, customer relationship management, and human resources. Bespoke and tailor-made training programs can be customized based on clients' specific needs across various domains like sales, marketing, leadership, and project management.
The document provides an overview of outcome-based education and assessment. It discusses key concepts like formative and summative assessment, norm-referenced vs criterion-referenced assessment, direct and indirect assessment, and different assessment methods like tests, essays, projects, and rubrics. The goal is to help participants understand outcome-based assessment and how to design effective assessments aligned with learning outcomes.
This document provides an overview of the Week 1 assignment for an instructional leadership course focusing on technology. The assignment requires students to complete several self-assessments evaluating their technology skills, leadership skills, and understanding of learning styles. Students must also summarize the key ideas of their state's technology plan and research the technology curriculum standards for their state. Additionally, students are instructed to begin reviewing reading materials for a future assignment on a technology/leadership book. Guidance is provided on assessment criteria and mechanics for completing the assignment.
The document describes a Postgraduate Certificate in Open and Distance Learning (PGCertODL) program at the Open University Malaysia. The 10-month program consists of 10 modules designed to equip new lecturers with the necessary skills and knowledge for teaching online. It utilizes a blended learning approach with both face-to-face and online components. Participant and facilitator feedback indicated that the program was effective in improving the instructional design skills of the lecturers."
The document provides an agenda for a PMP refresher presentation. The agenda covers introductions, an overview of PMI, the CAPM certification, requirements and exam, details on the PMP certification including eligibility requirements, the application process, and exam format and passing score. It also discusses preparation strategies for the PMP exam such as forming a study group.
Scotwork - Raport z badaÅ nad skutecznoÅciÄ szkoleÅscotwork
Ā
Od 1991 roku oceniamy wpÅyw naszego doradztwa, w tym szkoleÅ na pracÄ naszych absolwentĆ³w i ich przeÅożonych, oraz analizujemy ich wyniki.
PrzeprowadziliÅmy takie badania na ponad 15 000 absolwentach i ponad 5 000 przeÅożonych. WciÄ Å¼ kontynuujemy monitorowanie wynikĆ³w naszej pracy na caÅym Åwiecie.
The document provides an overview of the training strategy and planning for the Opelika site. It outlines the key phases of planning, development, implementation and sustainment of training. It details the course development plan, risks around construction timelines and hiring waves, and a scorecard to track progress. The goal is to complete priority 1 training for startup production and packaging lines by the end of 2012.
In the future, blended learning
will become the de facto mode of training delivery. The reason is simple; face-to-face
training is great for some content types, while online training is great for different
types. Together, they provide a complete training solution
This document describes the development of an in-house project management training academy called L&T Institute of Project Management (L&T IPM) by Larsen & Toubro, an Indian engineering company. As 80% of L&T's revenue comes from projects, they recognized a need for formal PM training. L&T IPM was created to develop and deliver customized PM courses for L&T's project personnel. The curriculum was designed based on discussions with project managers to ensure relevance. Courses cover frameworks like PMI and PRINCE2 adapted to L&T's needs. Surveys found the courses effectively improved participants' PM knowledge and skills.
Workforce development program_toolkit_august04Khaled Qureshi
Ā
The document provides information about a workforce development program for students of the Cisco Networking Academy in Uganda. It includes materials for private sector partners, students, and academies to facilitate partnerships between students/graduates and potential employers. The materials include cover letters, program descriptions, partnership opportunities, and student resume examples. The goal is to help students gain practical work experience and transition into jobs in Uganda's growing ICT sector through industry partnerships.
Life Coach Practitioner Diploma
(optional ILM Practitioner Coach Programme)
If you are new to coaching, this course is the ideal vehicle to achieve your coaching aspirations. You will engage in the development of fundamental knowledge together with the practical application and demonstration of essential coaching skills. Whatever your ultimate goal, the solid knowledge and skills base acquired through the Life Coaching course is vital to any form or arena of coaching.
It is specifically designed to offer smooth progression to students who have already completed the Practitioner Coach Certificate, and/or want to progress
onto the Executive and Corporate Coach Diploma.
If you want to commence a career in Life Coaching, or plan to integrate core coaching skills into your present working role, this programme provides you with the relevant knowledge base and core skills to achieve your aim.
Having undertaken the Diploma programme, you will be able to:
ā¢ Operate as a coach with the appropriate skills, models and mindset
ā¢ Appropriately utilise, reflect on, and explore the expanding body of coaching theory and practice
ā¢ Analytically reflect on your continuing coaching development needs and then take appropriate action to address these and develop your strengths
ā¢ Synthesise knowledge and skills in order to advance your own professional knowledge and practice.
vali@noble-manhattan.com
www.whycoachingworks.com/vali
BSB40207 Certificate IV in Business Brochureskillscorp
Ā
The BSB40207 Certificate IV in Business qualification is offered by Skillscorp as an online learning course or a traineeship. This training course is ideal for anyone seeking to upgrade their business skills, or wanting to have recognised existing business skills.
Project based learning: A Multidisciplinary Unit For Promoting Productivity A...Prof. Tafida Ghanem
Ā
This document outlines a research project that aims to design a multidisciplinary unit of study for 6th grade students in Egypt. It aims to promote skills like productivity and accountability through a project-based learning approach. The current curriculum is analyzed as breaking down knowledge and neglecting 21st century skills. The research methodology includes developing a skills questionnaire, studying an experimental group versus a control using the new unit, and determining the multidisciplinary unit framework. The unit would integrate subjects like language arts, science, math, arts and technology around the theme of exploring life in the agriculture environment.
This document provides guidelines for the graduate internship program for Instructional Technology degree and certification programs offered jointly by East Stroudsburg University and Kutztown University. It outlines the objectives, application process, requirements, and procedures for completing the required 90-hour internship experience. Students work with an academic advisor to identify an internship site, complete an application, and register for the internship course. Requirements include weekly logs, a portfolio, on-site visits, and on-campus meetings. The document provides guidance for students on interviewing, expectations during the internship, and questions to consider when planning their internship semester.
Typical I Can Grow People - ILM Management QualificationJason Stevens
Ā
This document provides an overview of the Ican Grow People & ILM Provider Development Programme for 2009/10. The programme uses a gardening metaphor to teach management and leadership skills. It consists of 20 modules that can be completed to earn Ican Development Awards at platinum, gold, silver, and bronze levels. Participants can also earn an ILM Development Award upon completion. The programme aims to provide knowledge required of managers and help develop basic management skills. Key objectives include understanding leadership styles, team development techniques, and putting skills into practice. Modules cover topics like culture, communication, recruitment, and talent management. The programme offers flexible delivery including workshops, one-on-one support, and distance learning. Assessments include work
Cognitive task analysis was used to redesign medical assistant courses at Kaplan University. By interviewing experts, the key tasks and skills needed for the job were identified. Course content was reorganized to focus on these tasks and skills, ensuring they were addressed across multiple courses in a scaffolded manner from basic to advanced. The redesign also incorporated knowledge about how learning occurs, such as tying instructional events like examples and practice to the cognitive and motivational processes involved in learning.
The International Management Programme is a 21-day training program held over 7 modules within a 9 month period. It is designed for managers with at least 8 years of professional experience including 4 years of management experience who work in an international context. The program aims to strengthen leadership skills and provide a more generalist view of management beyond one's own function. Participants gain tools and concepts for dealing with the challenges of globalization through relevant case studies and interactions with a diverse group of peers from different industries and countries.
Here are the core characteristics of Boys & Girls Clubs:
- For boys and girls of all ages, satisfying their desire to have their own club
- Have full-time professional leadership and part-time staff/volunteers
- Require no proof of good character and help all youth
- Make sure membership is affordable for all
- Are for youth of all races, religions and cultures
- Are building-centered with activities in facilities designed for Club use
Craft skills are key to the success of any maintenance organization. Determine the current maintenance craft skill maturity in your organization today and begin the journey to success. If you do not know the current maturity level of your current maintenance craft skills use this Craft Skills Maturity Matrix to determine the maturity level of maintenance skills in your organization.
If an organization does not hire or train the right people, to the right skill level, optimizing Reliability will not occur.
This training program offers opportunity for participants to acquire insights, explore leadership and management skills, supervisory management concepts, and examine actionable strategies for building the kind leadership and management skills to enable their team or their co-workers to deliver their optimum performance.
Organizations depend on communication for success. Their people communicate through presentations to large and small groups, inside and outside the organization. Effective presenters are the leaders in the organization; they are first in line for promotions and raises; they are successful and trusted managers and executives. Leadership requires excellent presentation skills.
This document evaluates the impacts and evolution of Gateway to College National Network's instructional coaching program from 2009-2011. The coaching program aimed to create a culture of innovative teaching and learning across the network. Over time, the program expanded from two part-time coaches working with five colleges to six coaches serving over 21 colleges. The coaching led to increased innovative teaching practices like collaborative learning and more student-centered approaches. It also doubled the number of teaching and learning workshops at the annual conference and increased peer-led sessions from coached colleges. The evaluation found promising results but also implementation challenges in sustaining changes after coaching ended.
On and off the job: learning experiences, connections and implications for Li...WERDS_NZ
Ā
This research project was commissioned by the Joinery Industry Training Organisation (JITO) to understand learning on and off the job, the connections between them, and where learning support (specifically with literacy, language and numeracy) can be provided. Specifically it asks: How do glass apprentices manage formal and informal learning?; how does learning on the first block course support learning on-the-job?; how do apprentices learn on the job and in self-directed study?; how does learning on the job and self directed study support learning on the second block course?; how could learning, and literacy and numeracy development in particular, be strengthened?
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
This document discusses various topics related to training and development. It begins by outlining Peter Drucker's prediction that training would become one of the fastest growing industries due to the replacement of industrial workers with knowledge workers. It then discusses the need for training due to factors like changes in technology, policies, and demographics.
Several types of training programs are mentioned, including diversity awareness training, sexual harassment training, and cross-cultural training. Different training methods like on-the-job training and off-the-job training are also outlined. Key aspects of developing an effective training program are highlighted, such as knowing your employees, dividing them into groups, and preparing and presenting information. Common training evaluation methods are also summarized,
The document provides a summary of a leadership development program called the Senior Leadership Development Program (SLDP) delivered by I Train Consultants for World Vision Bangladesh.
The key points covered are:
- The program included assessments, workshops, coaching and projects to develop leadership skills of 30 mid to senior level professionals over 1 year.
- Feedback from participants was overwhelmingly positive, averaging 94%.
- Participants implemented projects focusing on areas like improving processes, upskilling teams, and increasing community engagement. Many projects were successfully completed.
- Facilitators observed significant development and a willingness to learn and implement skills among participants. They recommend more focused sessions for future programs.
Scotwork - Raport z badaÅ nad skutecznoÅciÄ szkoleÅscotwork
Ā
Od 1991 roku oceniamy wpÅyw naszego doradztwa, w tym szkoleÅ na pracÄ naszych absolwentĆ³w i ich przeÅożonych, oraz analizujemy ich wyniki.
PrzeprowadziliÅmy takie badania na ponad 15 000 absolwentach i ponad 5 000 przeÅożonych. WciÄ Å¼ kontynuujemy monitorowanie wynikĆ³w naszej pracy na caÅym Åwiecie.
The document provides an overview of the training strategy and planning for the Opelika site. It outlines the key phases of planning, development, implementation and sustainment of training. It details the course development plan, risks around construction timelines and hiring waves, and a scorecard to track progress. The goal is to complete priority 1 training for startup production and packaging lines by the end of 2012.
In the future, blended learning
will become the de facto mode of training delivery. The reason is simple; face-to-face
training is great for some content types, while online training is great for different
types. Together, they provide a complete training solution
This document describes the development of an in-house project management training academy called L&T Institute of Project Management (L&T IPM) by Larsen & Toubro, an Indian engineering company. As 80% of L&T's revenue comes from projects, they recognized a need for formal PM training. L&T IPM was created to develop and deliver customized PM courses for L&T's project personnel. The curriculum was designed based on discussions with project managers to ensure relevance. Courses cover frameworks like PMI and PRINCE2 adapted to L&T's needs. Surveys found the courses effectively improved participants' PM knowledge and skills.
Workforce development program_toolkit_august04Khaled Qureshi
Ā
The document provides information about a workforce development program for students of the Cisco Networking Academy in Uganda. It includes materials for private sector partners, students, and academies to facilitate partnerships between students/graduates and potential employers. The materials include cover letters, program descriptions, partnership opportunities, and student resume examples. The goal is to help students gain practical work experience and transition into jobs in Uganda's growing ICT sector through industry partnerships.
Life Coach Practitioner Diploma
(optional ILM Practitioner Coach Programme)
If you are new to coaching, this course is the ideal vehicle to achieve your coaching aspirations. You will engage in the development of fundamental knowledge together with the practical application and demonstration of essential coaching skills. Whatever your ultimate goal, the solid knowledge and skills base acquired through the Life Coaching course is vital to any form or arena of coaching.
It is specifically designed to offer smooth progression to students who have already completed the Practitioner Coach Certificate, and/or want to progress
onto the Executive and Corporate Coach Diploma.
If you want to commence a career in Life Coaching, or plan to integrate core coaching skills into your present working role, this programme provides you with the relevant knowledge base and core skills to achieve your aim.
Having undertaken the Diploma programme, you will be able to:
ā¢ Operate as a coach with the appropriate skills, models and mindset
ā¢ Appropriately utilise, reflect on, and explore the expanding body of coaching theory and practice
ā¢ Analytically reflect on your continuing coaching development needs and then take appropriate action to address these and develop your strengths
ā¢ Synthesise knowledge and skills in order to advance your own professional knowledge and practice.
vali@noble-manhattan.com
www.whycoachingworks.com/vali
BSB40207 Certificate IV in Business Brochureskillscorp
Ā
The BSB40207 Certificate IV in Business qualification is offered by Skillscorp as an online learning course or a traineeship. This training course is ideal for anyone seeking to upgrade their business skills, or wanting to have recognised existing business skills.
Project based learning: A Multidisciplinary Unit For Promoting Productivity A...Prof. Tafida Ghanem
Ā
This document outlines a research project that aims to design a multidisciplinary unit of study for 6th grade students in Egypt. It aims to promote skills like productivity and accountability through a project-based learning approach. The current curriculum is analyzed as breaking down knowledge and neglecting 21st century skills. The research methodology includes developing a skills questionnaire, studying an experimental group versus a control using the new unit, and determining the multidisciplinary unit framework. The unit would integrate subjects like language arts, science, math, arts and technology around the theme of exploring life in the agriculture environment.
This document provides guidelines for the graduate internship program for Instructional Technology degree and certification programs offered jointly by East Stroudsburg University and Kutztown University. It outlines the objectives, application process, requirements, and procedures for completing the required 90-hour internship experience. Students work with an academic advisor to identify an internship site, complete an application, and register for the internship course. Requirements include weekly logs, a portfolio, on-site visits, and on-campus meetings. The document provides guidance for students on interviewing, expectations during the internship, and questions to consider when planning their internship semester.
Typical I Can Grow People - ILM Management QualificationJason Stevens
Ā
This document provides an overview of the Ican Grow People & ILM Provider Development Programme for 2009/10. The programme uses a gardening metaphor to teach management and leadership skills. It consists of 20 modules that can be completed to earn Ican Development Awards at platinum, gold, silver, and bronze levels. Participants can also earn an ILM Development Award upon completion. The programme aims to provide knowledge required of managers and help develop basic management skills. Key objectives include understanding leadership styles, team development techniques, and putting skills into practice. Modules cover topics like culture, communication, recruitment, and talent management. The programme offers flexible delivery including workshops, one-on-one support, and distance learning. Assessments include work
Cognitive task analysis was used to redesign medical assistant courses at Kaplan University. By interviewing experts, the key tasks and skills needed for the job were identified. Course content was reorganized to focus on these tasks and skills, ensuring they were addressed across multiple courses in a scaffolded manner from basic to advanced. The redesign also incorporated knowledge about how learning occurs, such as tying instructional events like examples and practice to the cognitive and motivational processes involved in learning.
The International Management Programme is a 21-day training program held over 7 modules within a 9 month period. It is designed for managers with at least 8 years of professional experience including 4 years of management experience who work in an international context. The program aims to strengthen leadership skills and provide a more generalist view of management beyond one's own function. Participants gain tools and concepts for dealing with the challenges of globalization through relevant case studies and interactions with a diverse group of peers from different industries and countries.
Here are the core characteristics of Boys & Girls Clubs:
- For boys and girls of all ages, satisfying their desire to have their own club
- Have full-time professional leadership and part-time staff/volunteers
- Require no proof of good character and help all youth
- Make sure membership is affordable for all
- Are for youth of all races, religions and cultures
- Are building-centered with activities in facilities designed for Club use
Craft skills are key to the success of any maintenance organization. Determine the current maintenance craft skill maturity in your organization today and begin the journey to success. If you do not know the current maturity level of your current maintenance craft skills use this Craft Skills Maturity Matrix to determine the maturity level of maintenance skills in your organization.
If an organization does not hire or train the right people, to the right skill level, optimizing Reliability will not occur.
This training program offers opportunity for participants to acquire insights, explore leadership and management skills, supervisory management concepts, and examine actionable strategies for building the kind leadership and management skills to enable their team or their co-workers to deliver their optimum performance.
Organizations depend on communication for success. Their people communicate through presentations to large and small groups, inside and outside the organization. Effective presenters are the leaders in the organization; they are first in line for promotions and raises; they are successful and trusted managers and executives. Leadership requires excellent presentation skills.
This document evaluates the impacts and evolution of Gateway to College National Network's instructional coaching program from 2009-2011. The coaching program aimed to create a culture of innovative teaching and learning across the network. Over time, the program expanded from two part-time coaches working with five colleges to six coaches serving over 21 colleges. The coaching led to increased innovative teaching practices like collaborative learning and more student-centered approaches. It also doubled the number of teaching and learning workshops at the annual conference and increased peer-led sessions from coached colleges. The evaluation found promising results but also implementation challenges in sustaining changes after coaching ended.
On and off the job: learning experiences, connections and implications for Li...WERDS_NZ
Ā
This research project was commissioned by the Joinery Industry Training Organisation (JITO) to understand learning on and off the job, the connections between them, and where learning support (specifically with literacy, language and numeracy) can be provided. Specifically it asks: How do glass apprentices manage formal and informal learning?; how does learning on the first block course support learning on-the-job?; how do apprentices learn on the job and in self-directed study?; how does learning on the job and self directed study support learning on the second block course?; how could learning, and literacy and numeracy development in particular, be strengthened?
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
This document discusses various topics related to training and development. It begins by outlining Peter Drucker's prediction that training would become one of the fastest growing industries due to the replacement of industrial workers with knowledge workers. It then discusses the need for training due to factors like changes in technology, policies, and demographics.
Several types of training programs are mentioned, including diversity awareness training, sexual harassment training, and cross-cultural training. Different training methods like on-the-job training and off-the-job training are also outlined. Key aspects of developing an effective training program are highlighted, such as knowing your employees, dividing them into groups, and preparing and presenting information. Common training evaluation methods are also summarized,
The document provides a summary of a leadership development program called the Senior Leadership Development Program (SLDP) delivered by I Train Consultants for World Vision Bangladesh.
The key points covered are:
- The program included assessments, workshops, coaching and projects to develop leadership skills of 30 mid to senior level professionals over 1 year.
- Feedback from participants was overwhelmingly positive, averaging 94%.
- Participants implemented projects focusing on areas like improving processes, upskilling teams, and increasing community engagement. Many projects were successfully completed.
- Facilitators observed significant development and a willingness to learn and implement skills among participants. They recommend more focused sessions for future programs.
This training program offers opportunity for participants to acquire insights, explore leadership and management skills, supervisory management concepts, and examine actionable strategies for building the kind leadership and management skills to enable their team or their co-workers to deliver their optimum performance.
The document summarizes a seminar-workshop on crafting outcomes-based syllabi that will take place on February 13, 2024. The agenda includes discussing the Philippine Qualification Framework and developing learning outcomes and aligning them with qualification levels. By the end of the workshop, faculty should be able to integrate the qualifications framework, review and rewrite learning outcomes using Bloom's Taxonomy, and finalize syllabi. The document then provides details on the qualification framework structure, defining learning outcomes, and judging outcome levels. It also discusses using Bloom's Taxonomy to develop outcomes for skills like analysis at different qualification levels.
The JEDI (Job Enrichment & Development Initiative) Program provides career development opportunities for Kforce Global Solutions employees. It aims to help resources explore career paths through competency enhancement, mentoring, on-the-job training, and preparation for possible advancement. The objectives are to create mentoring opportunities, increase bench strength through development, and provide professional and personal growth. The program involves selecting resources based on criteria like tenure and intent, then providing competency profiling, career pathing, on-the-job shadowing, and performance evaluations. Service level agreements define expected skills for positions like Team Leaders and Project Managers. Resources are encouraged to actively engage in and provide feedback on their JEDI experience.
Identification of Training Needs at WeP Solutions Ltd.Himanshu Tomar
Ā
This document discusses identifying training needs at WeP solutions Ltd. It begins by acknowledging those who helped with the training needs assessment project. It then outlines the following chapters: introduction to the project and company, industry profile, research methodology, and analysis and interpretations. The document discusses identifying training needs at the organizational, group, and individual levels. It also covers different training need identification methods, types of training, and the training process of needs analysis, design, development, delivery, and evaluation.
pisa4u The Online Programme for School ImprovementTariq Bhinder
Ā
Enjoy free access to carefully-curated resources, expert materials, special community events and webinars;
Connect with an international community of teachers passionate about driving innovation in education;
Shape the future of education by sharing your ideas, best practices and solutions with the network;
Tap into the creativity and experience of education heroes and the network community to tackle your own day-to-day challenges.
This document provides information about an upcoming Leadership 5.0 Bootcamp. The bootcamp aims to help participants acquire leadership skills through a 5-day experiential learning program. It will cover topics like leadership, empathy, blended working, and outcome-based project management. The document outlines the objectives, expected takeaways, and tips for participants to get the most benefits from attending the bootcamp.
The document outlines the training process at VRG Dongwha, including planning training, assessing needs, designing programs, delivering instruction, and evaluating effectiveness. It describes specific training programs conducted by VRG Dongwha on topics like first aid, fire safety, and labor safety. The summary also explains that on-the-job training is a common method used at all levels of the organization to teach employees job skills through real work experiences under supervision.
PMI SP training / PMI SP course has been specially conceptualized to let the students target PMI SP certification with the First try. PMI Scheduling and Planning Professionals provide expertise in the specialized area of project scheduling. The PMI-SP certification acknowledges the individualās unique expertise on the project team while demonstrating the recognition and value the role provides to the project management profession. In this role, an individual has more competence in the specialized area of developing and maintaining the project schedule than a general practitioner and yet, also maintains a basic level of competence in all areas of project management. Kick start your certification with our PMI SP exam preparation.
PMI SP training and exam preparation ensures PMI SP credential which is a response to project managementās increasing growth, complexity and diversity. Globally recognized and demanded, the PMI-SP Training fills the need for a specialist role in project scheduling. It recognizes your unique expertise and competence to develop and maintain project schedules, while still possessing baseline knowledge skills in all areas of project management.
PromoteĀ® is a digital learning transfer platform that aims to increase the effectiveness of training programs and drive learning transfer. It makes learning activities, progress, and implementation of new skills visible. This visibility enables management involvement, social learning through peer coaching and knowledge sharing, and setting of individual goals to support learning transfer. Studies show that only 15% of participants effectively apply new knowledge from training at work while PromoteĀ® helps improve this metric through the features it provides to participants and managers.
How to gather the right evidence to demonstrate the business value of learningDr. Regis P. Chasse, MBA
Ā
For many years, we could proudly report the cost of learning (cost per learning hour, the ratio of L&D professionals per 1000-employee, or how many people our high-priority programs reached); however, it was very difficult to demonstrate the actual value of learning to the business.
After years of focused efforts, we now use a pragmatic and cost-effective approach to measure the business impact of learning. This document covers:
ā¢ The pillars of our effectiveness evaluation framework
ā¢ Moving the conversation with stakeholders from cost to value
ā¢ Developing a pragmatic measurement approach for a learning program: challenges to expect and goals to set
This document provides an overview of the Triple Play program from Boys & Girls Clubs of America. It discusses the program's philosophy of promoting healthy habits for members' minds, bodies and souls. The three components - Mind, Body and Soul - are described. The Mind component focuses on nutrition education. The Body component emphasizes daily physical activity. The Soul component aims to strengthen character through social recreation activities. Implementation strategies and resources for each component are provided.
The document discusses effective gamesroom management and leadership. It covers managing a gamesroom program to deepen the impact on members' character, confidence and relationships. This includes understanding social recreation, the purpose of gamesrooms, establishing a safe environment, fostering fun and growth, building character, and ensuring recognition. The role of youth professionals is to focus activities on enjoyment, pursuit of challenges and skills, and providing guidance that fosters self-confidence and character.
This document provides information about effectively serving teens at Boys & Girls Clubs. It discusses the importance of serving teens and outlines a workshop to help Clubs strengthen their teen programs. The workshop aims to provide knowledge around staffing, programming, facilities, outreach and review to operate effective teen programs. It covers topics like defining adolescence, developmental characteristics, and avoiding stereotypes to best support teens. Staff play a key role in helping teens through this period, so the training emphasizes the skills, qualities and staffing patterns needed to serve teens well.
The document discusses the CareerLaunch program, which helps teens develop career readiness skills. It provides an overview of the program, including its goals and key lessons. The CareerLaunch program aims to help teens set goals, explore career options, and prepare for the job market. The session teaches Club staff how to develop an action plan to implement CareerLaunch at their Club to assist teen members.
This document provides guidance for a training session on effectively serving teens in Boys & Girls Clubs. It outlines the objectives, structure, and materials needed for the 6-hour training. The training covers key topics like staffing, programming, facility management, and outreach. It aims to help participants develop competencies in areas like leadership, maintaining a safe environment, program development, and building supportive relationships with teens. Participants will be introduced, participate in activities, and receive materials to guide effective work with teens. Completing the full training and demonstrating learning outcomes will qualify participants for continuing education credits.
This document provides an overview and outline for a Boys & Girls Clubs program basics workshop. The workshop aims to help participants strengthen their ability to plan Club programs. It covers topics such as the Club's mission and characteristics, key elements of positive youth development, approaches to program delivery, understanding youth development, core program areas, and planning, promoting and evaluating programs. The workshop includes several lessons and activities within each topic area to help participants apply the concepts.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Creative Restart 2024: Mike Martin - Finding a way around ānoāTaste
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Ideas that are good for business and good for the world that we live in, are what Iām passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at ānoā.
How to Setup Default Value for a Field in Odoo 17Celine George
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In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
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(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin šš¤š¤š„°
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.