This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, and providing opportunities for knowledge consolidation and future learning. Required documentation for submission and assessment is also listed.
Meeting the 20% Apprenticeships off the Job Training requirement The Pathway Group
Off-the-job training is defined as learning which is undertaken outside of the normal day- to-day working environment and leads towards the achievement of an apprenticeship. This can include training that is delivered at the apprentice’s normal place of work but must not be delivered as part of their normal working duties. The off-the-job training must be directly relevant to the apprenticeship framework or standard.
This highlights what can and what can’t be used
Meeting the 20% Apprenticeships off the Job Training requirement The Pathway Group
Off-the-job training is defined as learning which is undertaken outside of the normal day- to-day working environment and leads towards the achievement of an apprenticeship. This can include training that is delivered at the apprentice’s normal place of work but must not be delivered as part of their normal working duties. The off-the-job training must be directly relevant to the apprenticeship framework or standard.
This highlights what can and what can’t be used
Managing Change for CILIP West Midlands Regional Member NetworkJo Alcock
Presentation on the changes to CILIP Professional Registration, and some tips for managing change. Delivered on 5th February 2014 for CILIP West Midlands.
The Professional Development Cycle - Central Banking TrainingJo Alcock
In an age when researchers have a wealth of information at their fingertips via the internet, librarians need to show that their services are still valuable. Facilitating access to digital services, such as online databases and digital journal stores, may require librarians to acquire new skills, re-train and adapt their workflow. In this interactive workshop, the group will consider the new professional skills and competencies which librarians can benefit from, and discuss ways to plan, prioritise, participate in, record and reflect on professional development activities. Delegates will leave the session with ideas for developing new skills and competencies, and tools and techniques to support them.
Not sure where to start with your internship search?
Do you feel like you're at a standstill and unsure about the next steps in your search?
Then join Career Services in this informational workshop and learn about:
The importance of internships
▪ Eligibility requirements
▪ Process for getting registered with Career Services
▪ Importance of resume and interview preparation
▪ Searching for an internship
This is the internship project that I created, along with my other peers, throughout my internship with Cydcor. I mostly concentrated in the mathematical and financial analysis of the project, however I greatly influenced the other sections as well.
For presentation design on powerpoint kindly visit links below and message for more details:
http://pph.me/masroorkhan
https://www.fiverr.com/masroorahmedkha
https://www.guru.com/freelancers/masroor-ahmed-khan
Managing Change for CILIP West Midlands Regional Member NetworkJo Alcock
Presentation on the changes to CILIP Professional Registration, and some tips for managing change. Delivered on 5th February 2014 for CILIP West Midlands.
The Professional Development Cycle - Central Banking TrainingJo Alcock
In an age when researchers have a wealth of information at their fingertips via the internet, librarians need to show that their services are still valuable. Facilitating access to digital services, such as online databases and digital journal stores, may require librarians to acquire new skills, re-train and adapt their workflow. In this interactive workshop, the group will consider the new professional skills and competencies which librarians can benefit from, and discuss ways to plan, prioritise, participate in, record and reflect on professional development activities. Delegates will leave the session with ideas for developing new skills and competencies, and tools and techniques to support them.
Not sure where to start with your internship search?
Do you feel like you're at a standstill and unsure about the next steps in your search?
Then join Career Services in this informational workshop and learn about:
The importance of internships
▪ Eligibility requirements
▪ Process for getting registered with Career Services
▪ Importance of resume and interview preparation
▪ Searching for an internship
This is the internship project that I created, along with my other peers, throughout my internship with Cydcor. I mostly concentrated in the mathematical and financial analysis of the project, however I greatly influenced the other sections as well.
For presentation design on powerpoint kindly visit links below and message for more details:
http://pph.me/masroorkhan
https://www.fiverr.com/masroorahmedkha
https://www.guru.com/freelancers/masroor-ahmed-khan
Sales Force Transformation: Developing a Customer-Focused Growth OrganizationVassilis Engonopoulos
In today's selling environment, buyers are becoming more sophisticated and demanding while competition continues to escalate. Enhancing the effectiveness of your sales force has never been more crucial - nor more difficult.
Transforming the sales force is a difficult journey, but the impact can be dramatic.
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
Training and development is required for each and every employee in the organization, in this lesson, we have thrown light on various techniques and tools to improve the skills of employees
Professional Development (PD) is quite simply a means of supporting people in the workplace to understand more about the environment in which they work, the job they do and how to do it better. It is an ongoing process throughout our working lives.
PD opportunities provide a means whereby we can keep in sync the changes, broaden our skills and be more effective in our work.
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Getting CPD Ready:
Preparing training and learning activities for Independent CPD
Accreditation
The CPD Standards Office has been launched with the support of an increasing number of
universities, professional bodies, institutes and employers. Its mission is to improve the quality
of CPD activities in the market place, and increase individual professional’s experiences of CPD
activities.
The specific remit of the Office is to independently accredit training and learning activities for
CPD purposes. Each activity submitted to the CPD Standards Office for formal assessment is
carefully reviewed by our assessment team.
The assessment process considers the educational structure, learning value and design of
content for each activity, and ensures it adheres to the CPD guidelines and criteria that have
emerged from our comprehensive research into CPD.
By answering the following questions, and preparing your CPD activity accordingly, you will
become “CPD Ready” and ensure the activity is suitable for formal CPD assessment.
Define your activity:
When designing your activity, make sure the following points have been considered:
Value Gap: What skills, knowledge, market or technical specialist ‘gap’ does your
activity address?
Audience: Specific identify and communicate who your training activity is targeted at.
This could be by profession, role, industry, level of seniority,
Title: Ensure the title is concise and fully describing the activity. Not too short and
not too much waffle!
Learning State a minimum of five points that delegates will know, or be able to do
objectives: differently, on completing your activity.
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Be Authoritative and Educational:
Professionals undertaking CPD activities want to learn from others who are credible and
knowledgeable. In addition, they need the activity to be ‘educationally sound’, in terms of
structure and design. Hence you need to be authoritative and educational in your delivery:
Author / Instructor: Who are they? What are their credentials? How are they qualified to
teach this particular subject or topic?
Keeping up to date: How do you ensure the content does not become outdated?
Collaboration: The extent the activity is collaborative – individuals learn best through
sharing their learning with others
If networking opportunities are included, do these contribute to the
CPD element of the activity?
Consolidating What opportunities there are for delegates to reflect on their
knowledge: knowledge or skills developed e.g. through a quiz
Thinking beyond the activity:
The ‘Continuing’ within the term CPD is one of the most important aspects for training and
learning providers, but is often overlooked. Individual professionals are not looking for a short
one off experience, rather an activity that assists them with ongoing development. Hence, as a
provider, we need to see that you have thought about steps delegates may take after the
activity in terms of impact on their role and mapping their learning into their CPD record. Key
points to include are:
Demonstrating that clear consideration has been given to ‘future learning’
beyond the course or activity.
Feedback How do you capture delegates overall experiences of the course or
mechanisms: activity, and does this contribute to future developments or revisions?
Evaluation: Do you measure impact of the delegates learning post-activity? In term
of behavioural change, benefits to colleagues, cultural change, ROI
calculations, or any other evaluation models.
CPD Recording: Do you provide any assistance or support for delegates to map their
learning onto their CPD record?
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Required Information and Documentation:
For each activity, the submission and assessment process requires you to complete one of our
assessment forms, and copies of the following information. We need to see copies of all
documentation that are used in the creation, promotion, delivery and evaluation of your
course, event of activity. These will include:
Full agenda and programme of the activity or course with a clear indication of how the
content fulfils the proposed time frame.
All publicity materials i.e. copies of marketing documents or URLs so that we have a full
understanding of how the activity is promoted to potential delegates
CVs or biographies describing the qualifications and experience of your authors,
instructors or developers.
The welcome and joining instructions received by the delegates once they have booked
or purchased the activity.
Copies of any PowerPoint slides or visuals used
Copies of handouts or workbooks distributed to delegates before, during or after the
activity.
Copies of evaluation and/ or feedback form.
An understanding of all key written communications to potential or current delegates.
Next Steps
Once you have your course or activity ready, you will need to complete one of our assessment
forms, and then submit all of the information and documentation along with the completed
form. The assessment can take up to 30 days to complete, and we may contact you for further
information.
Please note, CPD assessments can only be completed once your organisation is registered with
the CPD Standards Office as a formal provider
Not registered? Please contact us for a registration form, if necessary, this can be processed
within 48 hours.
Got a question?
If you have any further questions regarding the CPD assessment process or preparing your
activity, please do not hesitate to contact us on 0845 862 1386.
Good luck with becoming CPD Ready!