Policy 005-continuous-improvement
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Community Training Australia is dedicated to continuous improvement, especially in adult learning methods, facilitation techniques, learning assessment, staff development, competency-based learning, review processes, technology applications, learning management, and flexible delivery systems. The organization welcomes improved facilitation and assessment methods and seeks technology improvements to support learners and staff. Learners and staff are encouraged to find better ways to accomplish tasks and experiment with innovative processes, with all improvements documented in learning policies and procedures.
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The document outlines the rules and guidelines for students at a training facility. It discusses policies around smoking only in designated areas, no alcohol or drugs being permitted during training sessions, and any disrespectful or harassing behavior toward other students or staff will not be tolerated. The golden rule of treating others as you wish to be treated is emphasized. Consideration of others and an inclusive environment are assessable components of the courses.
Policy 019-complaints-and-appeals-for-non-academic-matters
This document outlines the complaints and appeals process for non-academic matters at Community Training Australia Pty Ltd. It provides details on how to raise a complaint by speaking to the relevant department or submitting a formal written complaint. It also describes the multi-step process for appeals, including the option to seek an independent external review. Any complaints will be kept confidential but recorded for five years. The goal is to resolve issues fairly and transparently to ensure a quality education experience.
Policy 025-fair-treatment-and-equal-benefits-and-opportunity-procedures
Community Training Australia has a policy of fair treatment, equal benefits and opportunities for all students. It provides equal access to training and support for students regardless of personal characteristics and aims to foster an environment free of discrimination. The policy outlines procedures for fair selection of students, provision of information to potential students, and ensuring equal access to Commonwealth assistance. It is intended to comply with relevant sections of the Higher Education Support Act 2003 regarding fairness, grievance handling, and tuition assurance.
Policy 018-complaints-and-appeals-for-academic-matters
This document outlines the complaints and appeals policy and procedures for Community Training Australia Pty Ltd. It details the process students should follow if they have an academic complaint, including initially speaking to the relevant department, and then making a formal written complaint if unresolved. It describes an appeals process if the student is unsatisfied with the initial complaint outcome, including the option to seek an independent external review. The policy aims to ensure all complaints are handled fairly, confidentially and in a timely manner.
Policy 020-student-personal-information
This policy outlines Community Training Australia's framework for collecting, managing, and protecting students' personal information in accordance with privacy laws. It defines personal information and states that personal data will only be collected with consent for purposes of training as required by law. Personal records will be securely stored either physically for 30 years or electronically with necessary security. Students have a right to access and amend their own records, and any breaches of personal information policy will be addressed through the grievance procedure.
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Training design refers to factors built into training programs to increase transfer of training. These include identifying training needs, setting objectives, organizing training, evaluating outcomes, and considering trainees' learning styles and the training climate. An effective training program is designed based on needs, is flexible, prepares trainees mentally, and is supported by management and a system of evaluation to appraise outcomes and improve future training.
Training and devopment
This document summarizes training and development practices at PTCL and Telenor in Pakistan. It discusses that training is needed to save time, money, and effort. It outlines the stages of training as reaction, learning, behavior, and results. PTCL and Telenor conduct on-the-job and off-the-job training using methods like mentoring, role playing, and simulations. PTCL has its own training centers while Telenor conducts both in-house and outsourced training. Both companies analyze training needs and evaluate the impact of training on employee performance.
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The document discusses training and development models at an organization. It provides details of 6 members of the Training & Development Models Group. It then discusses the purpose of training needs assessment as identifying performance requirements and the knowledge, skills, and abilities needed by an agency's workforce. It states that an effective assessment helps direct resources to areas of greatest demand and should address fulfilling organizational mission, improving productivity and providing quality products/services. It defines a needs assessment as identifying the "gap" between required and current performance and exploring causes/reasons for and methods to close any gaps.
ROLES RESPONSIBILITY AND CHALLENGES OF TRAINNIG MANAGER
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The document introduces BY(i)TES, a framework for benchmarking schools' ICT practices. It describes the three domains and four levels of attainment assessed by BY(i)TES. Domain 1 focuses on school ICT leadership and has several indicators for measuring the quality of ICT plans, systems in place, and monitoring/review processes. Glossary terms provide definitions for key terms used in the BY(i)TES framework.
7 Tips to Create a Winning Learning Strategy - Webinar 12-11-13
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this is a very nice presentation on the strategy of training and development to match the target corporate strategy and acheive the HR goals for creating the behavioural model fo the employees
the training is a very important topic and each HR should make
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This document discusses strategic training and the strategic training development process. It discusses:
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Developing Learning Organisation.ppt
This document discusses training and development in organizations. It provides an overview of key concepts in training including needs assessment, objectives, types of training, and benefits. A systematic approach to training is outlined involving assessment, training, and evaluation stages. The importance of linking training to organizational strategy and goals is emphasized. Training can provide a competitive advantage when focused on developing skills needed for the future and aligned with business objectives.
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Teachers require ongoing training to ensure high-quality education. There are two main types of teacher training: pre-service training before entering the classroom, and in-service training opportunities after teaching begins. The DepEd has issued orders establishing policies and guidelines for teacher training programs, including the establishment of Learning Action Cells for school-based professional development and allocation of funds through the Human Resource Development Fund to support teacher professional development. Regular training is important as it equips teachers with new techniques and strategies to better connect with and educate students.
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This document outlines information from a human resource training session. It includes definitions of training, the rationale and importance of training, the training cycle process, different training methods like on-the-job and off-the-job training, evaluation methods, management development techniques, challenges to training, and concludes with emphasizing the importance of training for organizations. It also lists the names and registration numbers of the training group members.
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Module 6 chccm504 d promote high quality case management v 3.5.13
This document outlines the responsibilities and skills required for a case management supervisor. It discusses promoting high quality case management through professional development programs, practice reviews, ensuring adherence to organizational policies and relevant standards, and researching current trends to continually improve practices. A supervisor must have strong skills in roles like mentoring, facilitating feedback, team management, and data analysis. They must also have thorough knowledge of case management theories, models of supervision, applicable legislation, and their own values when leading a team.
Module 6 chccm503 c develop, facilitate and monitor all aspects of case manag...
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This document discusses case management and provides several definitions of case management. It describes a case manager's role in comprehensively assessing a client's needs across different life domains in order to develop a collaborative case plan. It emphasizes the importance of balancing support and empowerment for clients. The document outlines principles of case management including facilitating personal development, advocating for client rights, and having a purposeful approach. It also discusses the case management process which involves initial needs assessment, planning goals, monitoring progress, and evaluating outcomes.VET FEE-HELP booklet 2014
This document provides information about VET FEE-HELP, an Australian Government loan scheme that helps eligible students pay their tuition fees for vocational education and training (VET) courses at diploma level or above. It outlines who is eligible for VET FEE-HELP loans, including citizenship and residency requirements. Key points covered include what the FEE-HELP limit is, how interest is charged, and the process for applying for a VET FEE-HELP loan including important dates like the census date. It also provides information on keeping track of your loan, withdrawing from units, repaying your debt, and contact details for additional information or assistance.
Want to study a vet qualification (vet fee-help) brochure 2014
This document provides information about VET FEE-HELP, an Australian Government loan scheme that assists eligible students to pay tuition fees for vocational education and training (VET) qualifications at diploma level or higher. It outlines the eligibility requirements for VET FEE-HELP, such as being an Australian citizen or permanent resident, enrolled in an eligible course at an approved training provider. The document also summarizes how much can be borrowed through VET FEE-HELP, which is capped at $96,000, and how the loans are repaid through future tax payments along with a 20% loan fee for full fee students.
Policy 023-student-selection-procedures
Community Training Australia has clear student selection procedures and provides prospective students with information about enrolment, payment obligations, policies and procedures, grievance procedures, support services, course details, and codes of conduct. Students will be admitted to a course if they meet the entry requirements, have sufficient literacy and numeracy skills, complete all necessary documentation, and fill out the enrolment form and provide any required payment details. The selection process involves a prospective student contacting Community Training Australia to inquire about a course, receiving an information package, and submitting a completed application form by post, fax, or email. It is recommended that students attend an information session or discuss the course with a coordinator.
Policy 022-vet-fee-help-refund-and-review
This document outlines the policy and procedures for refunds and reviews of VET FEE-HELP debts at Community Training Australia Pty Ltd. It states that students can apply to have their FEE-HELP balance re-credited if they withdraw from a course due to special circumstances beyond their control, such as illness or family tragedy. It describes the multi-step process for applying for a re-credit, including an initial application, review, and option to appeal to an external tribunal. It also specifies the relevant officers and timelines involved in assessing applications and reviewing decisions.
Policy 021-vet-assistance-review-process-and-appeals
This document outlines the review and appeals process for decisions not to re-credit a student's VET FEE-HELP balance at Community Training Australia Pty Ltd. It states that students can apply in writing to the VET FEE-HELP Reviewer (Director) for a review within 20 days of receiving the original decision. The Reviewer will acknowledge the application within 14 days and make a determination based on the available information. The applicant will be notified of the reviewed decision within 30 days and can then apply to the Administrative Appeals Tribunal if still unhappy with the outcome.
Policy 017-web-site-terms-and-conditions
The document outlines the terms and conditions for using the Community Training Australia (CTA) website. It states that by using the site, users agree to be bound by the terms of use and privacy policy. CTA reserves the right to change the terms or site content. The laws of Queensland govern the site. The information provided is in good faith but not a guarantee of services. CTA is not liable for any losses from using the site. Copyright of site content belongs to CTA and cannot be used without permission. The document also covers use of trademarks and links to external sites.
Policy 016-privacy
CTA gathers three types of information from users: 1) voluntary information provided through surveys, forums, newsletters etc; 2) aggregated tracking data on page views; and 3) information required for student enrolment and training delivery. This information is used to tailor content to users and for reporting purposes. It is not shared with third parties except to comply with training standards or for legal reasons. Security measures like firewalls are used to protect user information. By using the site, users consent to CTA's collection and use of their information according to this privacy policy.
Policy 015-complaints-and-appeals
CTA is committed to providing high quality education and handling any student complaints or appeals in a fair and timely manner. A complaint can be made about any aspect of training, facilities, or assessments. An appeal can be made regarding an assessment outcome or disciplinary action. Any complaint or appeal must be lodged within 20 working days of the incident and will be investigated without discrimination against the complainant. External complaints can also be made to relevant regulatory bodies.
Policy 014-disciplinary-procedure
This document outlines Community Training Australia's (CTA) disciplinary procedure and definitions of unsatisfactory performance and misconduct for both staff and students. CTA offers support to staff and students but has a three-stage disciplinary procedure consisting of a verbal warning, first written warning, and final second written warning, which may result in dismissal for staff or expulsion for students. Unsatisfactory performance is defined as not meeting work standards, missing targets or deadlines, or repeated errors. Misconduct includes issues like harassment, violence, theft, or breaching health and safety regulations. For students, misconduct also covers non-payment of fees, disrespectful behavior, or actions that could damage CTA's reputation.
Policy 013-safe-learning-environment
This document outlines a policy for maintaining a safe learning environment at CTA. It requires students and trainers to treat each other with mutual respect and address any issues politely. Students must comply with CTA's Code of Conduct. Unacceptable behaviors like bullying, harassment, plagiarism, theft, intoxication, unsafe or violent acts, discrimination, abuse, damage of property, or breaches of the Code of Conduct are grounds for immediate suspension. Trainers have the right to remove students from training if there is an unsafe environment. Students can appeal any suspension or cancellation of their enrollment.
Policy 010-literacy-and-numeracy
CTA recognizes that some learners may need assistance improving their literacy skills. Students complete LLN tests before enrolment and can request additional assistance. Any requests are referred to the Director, who will direct students to appropriate literacy and/or numeracy support programs.
Policy 009-learner-needs
Community Training Australia is dedicated to assisting all learners by tailoring learning strategies and resources to individual needs, while upholding the integrity of learning programs and qualifications. Learner needs are often identified through recognition of prior learning and current competencies assessments. Any requests to modify learning programs must be approved by the authorized signatory.
Policy 008-competency-standards
The document discusses the policy for interpreting competency standards and curriculum at AICA Education. Any anomalies or issues with learning programs must be discussed immediately with management and may be referred to the Curriculum Review Committee. If necessary to define the meaning of competency standards or curriculum, AICA Education will contact the developing body, appropriate Industry Training Advisory Board, or Vocational Education and Training. Any changes must be made immediately and updated documentation issued.
Policy 007-refund
This document outlines the refund policy of Community Training Australia Pty Ltd (CTA). It states that all refund requests must be made in writing and no refund will be provided if a student withdraws after a course has commenced. The deposit is refundable if a student is not accepted to a course. Full course fees will be refunded if a student cancels before the course starts or if CTA is unable to deliver the course. Refunds will be paid within 4 weeks of approval. CTA reserves the right to make case-by-case decisions on refunds for students who have commenced studies.
Policy 006-client-learner-records
This policy outlines the confidentiality of client and learner records at Community Training Australia. Access to any information gathered during enrolment, learning, or assessment is strictly limited and records will not be released to anyone without authorization. Client and learner records are considered confidential and will not be accessible to outside inquiries from public or private agencies unless consent is provided by the client/learner and management approves.
Policy 004-legislative-compliance
Community Training Australia will ensure compliance with relevant federal, state, and territory legislation as a Recognised Training Organisation in Queensland. This includes workplace health and safety acts, workcover acts, industrial relations acts, anti-discrimination acts, equal opportunity acts, vocational education and training acts, vocational placement acts, copyright acts, and legislation relevant to specific industries. Staff over 18 years of age teaching students under 18 must also obtain a Blue Card, as required by the Commission for Children and Young People Act 2005.
Policy 003-national-recognition
This document outlines the 9 principles of national recognition that Community Training Australia will adhere to as a Recognised Training Organisation in Queensland. The principles establish that qualifications and statements of attainment must be mutually recognised across Australia, that registration decisions will be accepted nationally, and that RTOs can operate across state borders within their original scope of registration. It also covers monitoring, complaints handling, and the responsibilities of primary recognition authorities in sharing information with other states.
Policy 002-registration
Community Training Australia will conduct its business in accordance with the National Principles for Registration. The principles establish that: 1) all training organisations must be registered by a State/Territory authority or partner with an existing RTO; 2) initial registration depends on demonstrating capacity to meet standards while continuing registration depends on compliance; and 3) registration is for a defined scope of products/services delivered in specific areas and is valid for five years, with potential extensions subject to re-registration.
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Policy 005-continuous-improvement
- 1. RTO Number: 31905 Policy Continuous Improvement Community Training Australia is dedicated to the concept of continuous improvement and is particularly interested in continuous improvement on the areas of: Adult learning Methods of facilitation Learning assessment Staff development Competency Based Learning (CBL) Review processes Technology application in learning Learning management techniques Flexible learning delivery systems Our management and staff welcome improved methods of facilitating learning and assessment. We seek improvements in technology that supports learners and staff and will help to improve information gathering and dissemination. Our learners and staff are encouraged to seek better ways to accomplish tasks and to experiment with innovative processes. All improvements are documented and included in our Learning Policies and Procedures Manual where appropriate. Signed: ……………………………… Date: …………………. Page | 1