zilongwang/ReadingBank huggingface dataset:
Conflicts of Interest Do you have any association with, or are you currently the owner or Director of any company which is currently operational? No Yes If yes, do you think this could pose any potential conflict of interest if you were to be successful in securing employment with Creative Skillset? No Yes References Please give the full details of two referees. These should be your two most recent employers, including your present employer where applicable. Personal or academic referees should be given only when there is no previous employer to which reference can be made. Reference 1 Reference 2 Name Position Address (inc postcode) Telephone Relationship to you Can references now be taken up with Your 1st referee? Yes No Your 2nd referee? Yes No *Please note that Creative Skillset reserves the right to conduct internet searches on all candidates who are selected to attend an interview. Declaration of Applicant I confirm that the above information is correct. I understand that any false information or deliberate omissions which may impact upon or affect my ability to perform this role will disqualify me from employment or may render me liable for dismissal. I agree that any offer of employment with Creative Skillset is subject to satisfactory references. I consent to Creative Skillset using and keeping information I have provided on this application or elsewhere as part of the recruitment process and/or personal information supplied by third parties such as referees, relating to my application or future employment. I understand that the information provided
MiTEAM SPECIALIST Training Outline Template Michigan Department of Health and Human Services Title of Training: Office Name: Trainers: Training Dates: Materials: Handouts: Preparation: Trainers: Section Title: Details: When there are multiple trainers list who is covering each section. Introduction Objective: Introduction, Activity, Small Group Discussion, Large Group Discussion, Notes, Handouts (optional sections) Debrief / Conclusion: Section Name Objective: Introduction, Activity, Small Group Discussion, Large Group Discussion, Notes, Handouts (optional sections) Debrief /Conclusion: Section Name Objective: Introduction, Activity, Small Group Discussion, Large Group Discussion, Notes, Handouts (optional sections) Debrief /Conclusion: Section Name Objective: Introduction, Activity, Small Group Discussion, Large Group Discussion, Notes, Handouts (optional sections) Debrief / Conclusion: Closure Objective: Introduction, Activity, Small Group Discussion, Large Group Discussion, Notes, Handouts (optional sections) What’s Next: Final Thoughts:
Health and wellbeing team CAMHS Rethink Direct Action Project DfE training (run by MHFA England) Charlie Waller Memorial Training request form wellbeing and mental health awareness Option for joint training with your school’s CAMHS clinician on staff wellbeing Head teachers’ consultation group Training staff on awareness and support for pupils MH iMHARS training in schools Option for joint training with your school’s CAMHS clinician on supporting pupils’ mental health and building resilience Solihull Approach – training for schools ADHD – understanding and supporting people with attention deficit hyperactivity disorder The impact of parental mental health: building collaborative working relationships with parents and carers Helping children and young people develop skills in 1-day youth mental health first aid 8-18 years (Max group size- 16) Mental health awareness workshops Support with planning mental health awareness lessons 1-day mental health first aid 8-18 years (Limited to two adults per school) Training can be designed bespoke to the of the school, to help staff understand and support young people with common mental health problems such as: depression anxiety self-harm eating disorders Training sessions can be run for or large groups and can last anything from an hour to several days, depending on your requirements.
recognising and regulating their emotions. Attachment in the classroom and positive behaviour management – with the PRU Outreach Team Mental health awareness for parents (free for anyone who works, or studies in Islington) Available for talks/training with parents, bespoke to the school’s needs Promoting mental health for pupils One to one and group training for PSHE leads and teachers on how to teach about mental health in PSHE including using Islington’s ‘Healthy Minds’ scheme of work Teaching or lessons to promote mental health Mental health awareness workshops for young people Training can be designed bespoke to the needs of the school and can include topics such as: Developing a mentally healthy school Developing resilience and coping skills in children and young people Supporting students through exam stress
1.1 Learner Personal Details 2.1 Customisation details Training Plan New Amended Date: 2.1.1 Does the Learner need additional support to achieve the qualification? If yes, indicate the issue/s identified and what support and assistance will be provided? Yes No Given Name Surname identified: Support and assistance: Date of Birth Gender Male Female Address Suburb Postcode Mobile 2.1.2 What learning materials and resources will be provided to the Learner by the RTO? Learner Needs Is the Learner of Aboriginal or Torres Strait Islander origin? Yes No Does the Learner have an identified Disability? Yes No Is the Learner long-term unemployed? Yes No 2.1.3 Is the Learner currently employed in the industry? Yes No - If yes, complete the Employer details below 1.2 Training Details Employer Details Qualification Code BSB40515 Name Qualification Title CERTIFICATE IV IN BUSINESS ADMINISTRATION Trading Name ABN RTO Start Date 30 JANUARY 2017 RTO Completion Date 30 NOVEMBER 2017 Address Suburb State Postcode Mode of Delivery Classroom Online Work-based Correspondence Other delivery specify: off-campus/home Contact Name Phone Work: Mobile: Email 2.1.4 Detail any training delivery customisation relevant to the work location and Employer. RTO Classroom Training Address (if applicable) ONLINE State Postcode RTO Name TAFE NSW RIVERINA INSTITUTE RTO Code 90005
Introduction Background and Scope [Provide narrative here] Points of Contact [Provide narrative here] Document Organization [Provide narrative here] Project References [Provide narrative here] Security [Provide narrative here] Glossary [Provide narrative here] Requirement’s Traceability (Optional) Instructional Analysis Development Approach [Provide narrative here] Issues and Recommendations [Provide narrative here] Needs and Skills Analysis [Provide narrative here] Instructional Methods Training Methodology [Provide narrative here] Training Database [Provide narrative here]
Principle 3 Adequate infrastructure and resources to deliver the training Organisational chart List of facilities and resources List and cvs of staff delivering the training Recording data and tracking progress Security of students records and data Examples of teaching plans Principle 4 Definition of performance criteria Learning outcomes Assessment or marking criteria Assessment or marking decisions Evaluation of assessments or marking Student feedback Principle 5 Provision of evidence of monitoring and managing ‘pharmacists in difficulty’ Method of flagging ‘pharmacists in difficulty’ (or outcomes) A of support systems and mechanisms Information on retakes or repeat attendance etc Principle 6 Assurance of learning support for all learners learning outcomes Easily accessible range of resources Sufficient numbers of tutors/supervisors to students Regular contact and feedback with tutors Principle 7 Assurance of the management and quality assurance systems Sampling strategy/spot checks Tutor/Assessor support and monitoring Documentation of QA processes throughout and end of training Documented QA processes Complaints / Appeals process Policies such as Equal Opportunities and Special Learning Needs Principle 8 Assurance of support, development and monitoring of tutors/teaching staff Commitment to developing staff Reviewing staff performances Monitoring and records of staff development Communication with staff Evidence of Mentoring Staff are RPS and Faculty members
Principle 9 Review and evaluation of procedures Trainer/assessor feedback Regular Student feedback of the course Action plans Feedback on updating course materials Principle 10 Assurance of patient and public safety is being addressed in all areas of training and development Materials reflect current clinical, pharmacy practice, medicines management and national guidelines Aligns with RPS policies Evidence based Principle 11 Provision of professional development Map training or learning to the Foundation Pharmacy Framework and Advanced Pharmacy Framework Maps to other frameworks Signposts to CPD
Day 2 7:30-11:30 PARTII - Principles of gender mainstreaming Gender mainstreaming into projects Tools for gender mainstreaming Group exercises Discussion / Q & A Trainer 11:30-13:30 Lunch break 13:30-17:00 PART III - Tools for qualitative data collection exercises - Summary of Day 2, feedback of participants and end of Day 2 Trainer End of training Project reprsentative 3. SPECIFIC OUTCOMES EVALUATION Q A What have you learned during this training ? What have changed in your perception of ? 100% have better understanding of the gender concepts Which part do you like most in the training? Why? Which part need improved? Most of the trainees like the session on practical and strategic gender as it helps them better understand the genderneeds Some people like the session on gender stereotypes because they frequently encounter such stereotypes in life but they do not recognize them Most people likethe session on gender mainstreaming and gender mainstreaming planning which are close to reality How did you like the methods (incl. the Manual) used during this training? Most of the trainees like group work and presentations, it’s attracting the participation of the trainees Some show that the documents are interesting because are many useful information How could the methodology (and Manual) be improved? Should provide more examples, and pictures Need more planning and gender mainstreaming in project activities What did you like in the organization of training? Thoughtful and committed Do you have any further recommendations to improve this training? More examples of local context where they work. Need more time for training and discussion How are you going to apply what you have learned? Some traineeswill communicate about gender equality in public meetings Many traineeswill apply gender mainstreaming into planning for the project activities
Training Schedule January/February 2017 Course Name Date Venue Price Always Children First Policy Training Monday -January 16th 1-4pm WCCC office €15 pp Always Children First (Child Protection Training) Tuesday – 24th January 9am- 4pm Clonbrusk Tusla Centre, Athlone €20 pp Occupational First Aid Refresher Course Saturday - January 28th Time 9.30am - 4.00pm WCCC Offices €45 pp Manual Handling Saturday - 4th February Time: 9.30 - 1 pm WCCC Offices €45 pp 3 Day Occupational First Aid Course Saturday 11th, 18th , 25th February Time:9.30am WCCC Offices €190 pp
SATURDAY – May 11th 9:00 AM - 4:30 PM AM Chapter Nine Practicing the CASA Volunteer Role: Jessica Clarkson Reporting and Monitoring Community Resources Writing Court Reports & June Haisten, Making Effective Recommendations Anchorage CASA Coord. Appearing in Court Monitoring a Case POTLUCK!! Bring a dish to share What is it Really Like? PM Chapter Ten Pulling It All Together Jessica & June Self-Care for Volunteers Support from CASA Program Staff Focusing on the Needs of the Child Training Wrap-Up Monday – May 20th 5:00PM Palmer Courthouse CASA GRADUATION Courtroom 6 Swearing-In Ceremony
Save your analysis using the ‘Save Analysis’ button. Changing the ‘Data Format’ of a column. We now want to show our calculated item as a percentage with 2 decimal places. To do that, we can edit the data format of the column. the cog icon on the ‘NSAID: Ibuprofen & Naproxen % Items’ column and select ‘Column Properties’. The ‘Column Properties’ pane will be displayed. Select the ‘Data Format’ tab. Select the ‘Override Default Data Format’ option and select ‘Percentage’ from the ‘Treat Number As’ drop down list, then set the number of ‘Decimal Places’ to ‘2’, as below, and click ‘OK’. Save your analysis using the ‘Save Analysis’ button. Select the ‘Results’ tab to display the results of the analysis. They should appear in the default table view as below. Save your analysis using the ‘Save Analysis’ button. This analysis will be used in Session 4 so please ensure this copy is not altered. Session 2 – Creating Analysis – Part 2 Practice 1: Creating an analysis to show the number of identified patients split by age band receiving an item under a BNF Chemical Substance Goal
Slide Number & Title Activity Timings Resources Required Slide 1 – Employability Skills Workshop Holding slide while people arrive Training powerpoint Slide 2 - Introductions Trainers introduce themselves Attendees introduce themselves using a speed networking format or similar 5mins 20mins (will be less if less people) 3 – Today’s Objectives Go through objectives 5mins Slide 4 – What are employability skills? Talk through definition Ask the attendees to brainstorm what attributes/skills they think relate to employability 5mins 15mins Slide 5 – Employability skills are Show them the list of employability skills and discuss any differences, do they know what each of the skills are (see briefing sheet on entrepreneurship if needed) Play the Skills Game – split them into groups of 3 or 4 and get them to match attributes (resourcefulness, friendly, focused etc) to each skill and then come up with an example of how they could demonstrate each skill. 10mins 20mins Skills game
UCD SPORT CLUB TRAINING SUBSIDY APPLICATION FORM Personal Details First Name Surname Phone Number Email Address UCD Sport Club Name Year of Study Details of Training Name of Training Course Awarding Body Level of Course Date/s of Course Full Cost of Course Is the course a requirement of your NGB? Cost of Course Covered by: Club Member Club Commitment To The Club/Community (Please provide information on the planned commitment to the club or community as a result of gaining this qualification)
User Access Control Objective Ensure user accounts: Are assigned to authorised individuals only Provide access to only those applications, computers and networks actually required for the user to perform their role Clause Requirements Evidence/Narrative 5.1 It is a requirement that you have identified all locations where sensitive and businesses critical information is stored digitally. (email, web and application servers, data shares, end user devices etc) Has this been done? For the locations identified above answer the following questions 5.2 Does the organisation have a user account creation and approval process? Answer not required 5.3 Does the organisation authenticate users before granting access in compliance with the defined password policy? Answer not required
If you are unable to commit to Reading Recovery this year due to budget constraints, you might consider Boosting Reading@Primary training. This is part of the Reading Recovery family of interventions for TAs, which Kerry can deliver in your school for £150 per TA for a 2 day training course, with a minimum of 10, which could be a group of schools. For more details, see the link I sincerely hope that you will consider putting Reading Recovery at the heart of your school. For more details, or if you wish to discuss it further, please don’t hesitate to contact Kerry Clegg Reading Recovery Teacher Leader Tel: 0191 6438506 . To book a teacher for a place for September, please contact Rachel Wardle for a booking form. Yours sincerely, Gill Kemp School Improvement Officer Primary North Tyneside Early Years & School Improvement Service
A Practical then a theoretical focus. PracticalÑ 5 mins Chrysa diff teaching styles. 15 mins Agriious demonstration for participants Christa Apostolia 1o mins for an activity within a curriculum subject. 10 mins video ....how have these styles been implemented in the schools 25 mins presentation VB....how we promote autonomous support in our classrooms. 10 mins theory ...what its all based on. All to complete evaluation survey MODULE 6 Gender & Disability & Cultural Issues affecting Physical Education 3 sections 1- theory about traditional games and general aims 10 mins – led by Antonio (teacher at the secondary school), Ulysses and Toni A 2 Practical 30 min session on traditional games. 3. Antonio and Havier (prof in performance) 30 mins practical session on dance 20 mins eval and feedback. some Olympics (Sports Day) input All to complete evaluation survey MODULE 2 Teaching for Learning Styles in PE Objectives of the module 20 mins Inc. discussion on purpose of PE, in small groups 30 mins activity in hall/ using sports facilities etc. David and Dean (Club Pulse) ...extrinsic and intrinsic learning starting with activities first demonstrated and then carried out by participants and then group discussion. Discussion at end led by Andrew and Matt --feedback Theory behind it . Vision moving forward...self-reflection activity and then sharing. All to complete evaluation survey MODULE 4 Behaviour Change for Healthier Lives THEORETICAL 15 mins Vasilis theories of behavioural change -presentation 30 min Vas P...life skills development presentation
General overview Left Bar menu Depending on the user role related to the personal profile the left bar menu shows 3 separate sections (‘Learning Outcomes’, ‘ARCP’ and ‘My Profile’) and a message showing the roles associated to the user. Edit ‘My Profile’ information Follow the same steps as per “Activity Supervisor” Approve a LOSOS Go to Learning Outcomes -> View Outstanding and Click “View Outstanding” the particular row related to the item you want to approve. The list is sortable by clicking on the headers and items can be filtered by using the “Search” box in the top right corner The LOSOS consists of a main section and a “Project undertaken section” which is shown by checking the “Show project undertaken section” tick-box Click “Show project undertaken section” tick-box to view all the Activity items associated to the current LOSOS and all the Evidence items linked to each Activity item in an expandable tree-view list Click one of the items underneath the “Evidence name” header for a specific Activity item to view in a modal window the details of that particular Evidence. Complete the “Educational Supervisor comments” and “Review date” fields and select the methods of assessment, then Click “Approve”
ESR finalise detail 1 Click “Finalise ESR”. If the Registrar has not completed his part the modal window will look like this: Approve Educational Supervisor Report (ESR) Follow the steps in the “Initiate Educational Supervisor Report (ESR)” process 1 to 4 (included). If the Registrar has finalised his part the modal window will look like this: Click “Approve”, review the fields previously populated on the first submission then Click “Submit” at the bottom of the page If the process is successfully completed the ESR becomes only viewable in read/only mode. Finalise Educational Supervisor part for a Learning Agreement Form (LAF) If your user is one of the assessors for a LAF submitted by a Registrar follow the steps in the “Initiate Educational Supervisor Report (ESR)” process 1 to 4 (included) to refer to a particular ARCP. In the “Associated Reports” section related to an ARCP item. Click “Finalise LAF”. As first assessor Click “Approve” of “Reject” at the bottom of the page. Download CV, Form R or Form 4 for a Registrar If a Registrar has submitted single or multiple Form 4, Form R or CVs follow “Initiate Educational Supervisor Report (ESR)” process 1 to 4 (included) to refer to a particular ARCP. The “Personal documents” section of a specific ARCP will appear like this:
early years settings you have Parents Please describe how you currently involve parents Local Autism organisations Please describe your links to local organisations Self-evaluation How do you evaluate the impact of your work in this area? Please describe briefly and provide sample data How do you report on impact? Please provide key performance indicators and reporting details Can you summarise key aspects of the impact of this work? Please provide a brief summary report Any other points that you think are relevant that are not covered above Please email this proforma together with any attachments to by 28th .Shortlisted applicants will be interviewed on May 4th or May 5th in London.
14/03/2018 Bromyard / Sutton 9.30am – 5.00pm 20/03/2018 Fownhope / Mordiford 9.30am – 5.00pm 27/03/2018 Bromyard & Sutton 9.30am – 5.00pm 18/04/2018 Fownhope / Mordiford 9.30am – 5.00pm 24/04/2018 Fownhope / Mordiford 9.30am – 5.00pm 16/05/2018 Hereford/Leominster 9.30am – 5.00pm 24/05/2018 Fownhope / Mordiford 9.30am – 5.00pm 29/05/2018 Fownhope & Mordiford 9.30am – 5.00pm 05/06/2018 Hereford/Leominster 9.30am – 5.00pm 20/06/2018 Hereford/Leominster 9.30am – 5.00pm 12/09/2018 Hereford/Leominster 9.30am – 5.00pm 26/09/2018 Hereford/Leominster 9.30am – 5.00pm 10/10/2018 Hereford/Leominster 9.30am – 5.00pm 23/10/2018 Hereford/Leominster 9.30am – 5.00pm 06/11/2018 Hereford/Leominster 9.30am – 5.00pm 14/11/2018 Hereford/Leominster 9.30am – 5.00pm 22/11/2018 Fownhope / Mordiford 9.30am – 5.00pm 04/12/2018 Hereford/Leominster 9.30am – 5.00pm 12/12/2018 Hereford/Leominster 9.30am – 5.00pm 15/01/2019 Hereford/Leominster 9.30am – 5.00pm 23/01/2019 Hereford/Leominster 9.30am – 5.00pm HSCB Targeted Sexual Exploitation - Half Day Course Event Description:
between police child protection officers and social work specialists in protecting children has been undermined. 2.4 At a recent BASW London meeting there was agreement that strategy discussions were commonly by phone and that a strategy meeting of police, social workers and other relevant professionals now rarely took place. A system of monitoring a child’s safety through child protection conferences at 6 monthly intervals, with core groups that do not include police, will not protect children from harm. The strategy meeting is an essential multi agency forum for analysis and collation of facts and decision- making about the investigative process and protective action. The effectiveness of a conference depends on the quality of the section 47 investigation informing it. 2.5 The abolition of the child protection register has been a severe blow to social workers and the most important protocol for the protection of children has been taken away from them. Working Together (2006: 5.60) states that a section 47 is a core assessment, thus shifting the protective process away from joint investigation with police to assessment of the child and family needs. This has diverted social workers away from the task of intervening to protect children and away from joint work to assess risk posed by perpetrators. 2.6 It is very difficult to social workers in the protection of children when the systems of protection have been so destroyed. Initial training 3.1 The year degree and two year masters degree are the right format and level for initial social work training and the courses must remain generic. Although recent inquiries highlight the lack of specialist child protection
Online training currently offered at NCVO April 2018 A Trustee’s role and responsibilities - £8.99 or free to NCVO members Good practice in volunteer management - £8.99 or free to NCVO members Influencing decision makers and commissioners – Free to all Trustee training pack – the foundation of good governance - £33.71 or free to NCVO members
CCVT Training: Mentoring for Ministry Supervision – Summary of Topics Workshop 1 – Foundations for Supervision Pre-reading: Mentoring Matters chapters 1 & 2 Orientation to this training Elements of this training Topics covered in these workshops Supervision/mentoring in your context Reflection: resourceful people in my life Issues and questions you wish to raise The nature of mentoring and supervision Modes of mentoring Three levels of supervision Importance and relevance of this ministry Overview of supervision cycles Biblical basis for supervision Examples in the How related to the Twelve Theological emphases Elements of an effective environment Intentionality Empowerment Uniqueness Relationship Getting organized for a supervision relationship Getting at the Issues – Discernment Why don’t the issues come out easily? The key issue: what is God doing? The work of discernment Deductive and inductive methods Workshop 2 – Supervision Tools and Methods Pre-reading: Mentoring Matters chapters 3, 4, 7 & 8 Review: discussion of supervision experiences Setting goals and action steps – Planning Moving from discernment to planning Elements of good goals Pitfalls of goal-setting GROW and OUTCOMES techniques Force-field analysis Workshop in Review a critical incident Use one method to get at the issues Articulate a goal arising from what you discern together Identify specific action steps Spiritual methods Prayer skills How to (and how NOT to) use the Bible Using your spiritual gifts in supervision Written exercises Journalling Case presentation Theological reflection Conversation skills Asking good questions Active listening Special issues in supervising Christian leaders How to decide when to refer Workshop 3 – Growing as a Supervisor Pre-reading: Mentoring Matters chapters 5, 6 & 9 Review: discussion of supervision experiences Motivation for this ministry How behavioural styles impact supervision Addressing personal restraints Cognitive Behavioural Internal Emotional Accountability processes Combining support and challenge Use and abuse of ‘power’ in supervision Special challenges Transference and projection Dealing with personal differences Gender issues Cross-cultural supervision The supervisor as change agent Subversion vs deference Initiative and patience The paradoxes of supervision Personal development for advancement in supervision Personal qualities for each partner to develop Supervisor self-care
O – Oscar P – Papa Q – Quebec R – Romeo S – Sierra T – Tango U – Uniform V – Victor W – Whiskey X – X-ray Y – Yankee Z – Zulu Use of the phonetic alphabet can be heard on a familiarization flight when the pilot communicates the aircraft’s call letters to the tower PHONETIC NUMBERS Phonetic numbers are used to avoid misunderstandings when using radio communication. Numbers are enunciated in the following manner: 0 – Zee-ro 1 – Wun 2 – Too 3 – Tree 4 – Fow-er 5 – Fife 6 – Six 7 – Seven 8 – Ait 9 – Nin-er Numbers are always spoken as single digits, except for thousands. For example, 5280 would be spoken “fife too ait zee-ro” and 5000 would be spoken “fife tou-sand.” Symbols are spoken out as words over the radio; e.g. the word decimal, pronounced “day-see-mal”, is used there is a number with a decimal point. Air traffic controllers use phonetic numbers to communicate to pilots what runway to use when taking off and landing.
TRAINING PLAN (20xx) as at xx/xx/20xx SCHOOL/BRANCH [INSERT NAME OF SCHOOL/BRANCH This template is recommended there is a large number of personnel. It is suggested that you divide your School/Branch into work-groups and appoint a Manager/Supervisor/Team Leader to be responsible for the management of each individual workgroup Training Plan. LEGEND Essential (Day 1-5) (Note - The is determined by the School/Branch) Essential (one-off instruction/training prior to completing the activity/ accessing an area Essential prior to commencement of activity then refresher each year Essential prior to commencement of activity then refresher each 2 yrs Essential prior to commencement of activity then refresher each 3 yrs Essential prior to commencement of activity then refresher each 5 yrs Not Applicable WORKGROUP Training Courses Name of staff member [Manager, Team Leader) Name of staff member (HSW) Name of member Name of staff member Name of staff member Name of member Name of staff member Name of staff member Chief (Warden) Name of staff member (Warden) Name of member (First Aid Officer) Name of staff member Level 3 - Training Chief Warden Warden (Level 1) 5/11/14 First Aid Training 16/7/16 Fork lift operation 9/2/17 Level 2 - Proficiencies Use of gas cylinders 6/6/14 9/9/16 9/9/16 9/9/16 9/9/16 Use of Hydrofluoric acid 6/6/14 5/6/15 2/12/16 6/2/17 6/2/17 5/6/16 Use of liquid nitrogen 6/6/14 8/8/16 2/9/15 5/5/15 Please click on this link if you require a blank version of this template The Training Plan(s) will need to be populated according to your needs and the Legislative requirements set out in . The legend: A colour in a box (except for grey) identifies training is required. The colour identifies the frequency (when due). A date indicates that the training has been completed and is current. Do not leave an expired date in the box. The template should enable the Head of School/Branch/Supervisor/person nominated to maintain the Training Plan to quickly identify where there is a training gap.
Version <1.0> <mm/dd/yyyy> AGENCY:_________________ CONTACT:________________ TRAINING
[Identify resources, access, permissions, and access duration allowed to training environment. Describe the process for obtaining and changing access permissions and any resources used to secure the environment or provide a reference to where it is stored.] [Describe the process for updating training programs, curriculums, environments, and supporting materials. Include the process for identifying and collecting required/requested changes, how prospective change will be evaluated, prioritized, and incorporated into future iterations of training. Explain how revision history will be maintained and tracked or provide a reference to where it is stored.] Appendix A: Training Plan Approval The undersigned acknowledge they have reviewed the [Project Name] Training Plan and agree with the approach it presents. Changes to this Training Plan will be coordinated with and approved by the undersigned or their designated representatives. [List the individuals whose signatures are desired. Examples of such individuals are Business Steward, Implementation Manager or Project Sponsor. Add additional lines for signature as necessary. Although signatures are desired, they are not always required to move forward with the practices outlined within this document.] Signature: Date: Print Name: Title: Role: Signature: Date: Print Name: Title: Role: Signature: Date: Print Name: Title:
In House Training will be evaluated using the following methods: Quality assurance of the instructor Attendee feedback (formal and informal) Achievement of objectives via LM appraisal Accrediting body approval mechanisms Return on investment (Training Costs/Hours KPI on SMT balanced scorecard) Outsourced (External) Training will be evaluated using the following methods: Quality assurance of the provider Attendee feedback (formal and informal) Achievement of objectives via LM appraisal Return on investment (Training Costs/Hours KPI on SMT balanced scorecard) Technical Training needs by role The highlights the mandatory and non-mandatory requirements – note: the below is intended as a sample indication only; client specifications and specific site/role/industry requirements will affect training requirements. Role Abbrev Mandatory (dep on duties) Non Mandatory Security Operator SO Induction: H&S Awareness Fire Awareness Manual Handling Awareness Confidentiality/Data Awareness SIA License: Manned Guarding Door Supervisor CCTV EFAAW AED Fire Marshall World Host Safe Suicide Awareness Housekeeper HK Induction H&S Awareness Fire Awareness Manual Handling Awareness Confidentiality/Data Awareness BICSc specifics EFAAW Safe World Host Cleaning Operator CO Induction H&S Awareness Fire Awareness Manual Handling Awareness Confidentiality/Data Awareness BICSc specifics EFAAW Safe World Host L2 Manual Handling Yard Operator YARD Induction H&S Awareness Fire Awareness Manual Handling Awareness Confidentiality/Data Awareness Management EFFAW L2 Manual Handling Safe use of compactor CSR H&S Certificate Maintenance Operator MAINT Induction H&S Awareness Fire Awareness Manual Handling Awareness Confidentiality/Data Awareness EFFAW L2 Manual Handling CSR H&S Certificate Customer Service Operator CSO Induction: H&S Awareness Fire Awareness Safe Transgender Awareness
Assessor comments 1.2 How do you ensure the trainees get a breadth and depth of experience with patients? Assessor comments 1.3 How do you balance service versus training commitments in the practice? Practice manager assessor comments 1.4 Detail the weekly timetable for the learners? Mandatory Evidence: weekly timetable Practice manager assessor comments 1.5 Detail the practice induction programme. How is the induction programme run and planned? Mandatory Evidence: example of an induction programme Practice manager assessor comments 1.6 What is the practice system to ensure the trainees have all the necessary mandatory requirements to work: e.g. DBS, Performers list, indemnity insurance? Practice manager assessor comments
Weekly Timetable for Dr X GPST1 Monday Tuesday Wednesday Thursday Friday 9am Tutorial 11.00-11.20 Coffee break 11.20-1.00 Home Visits and Booked surgery 8.45 - 11.00am 9x15 minutes appointments 11.00-11.20 Coffee break 11.20- 12.30 Home Visits and Admin Booked surgery 8.40 - 11.00am 11.00-11.20 Coffee break 11.20-12.15 Home Visits and admin 12.15 Clinical Meeting (monthly) Booked surgery - 11.00am 9x15 minutes appointments 11.00-11.20 Coffee 11.20-12.30 Home Visits and Admin 8.30-9.30 Clinical meeting (monthly) 9.30-11.00 Booked surgery 6x15 minutes appointments 11.00-11.20 Coffee 11.20-12.30 Home Visits and Admin Lunch: 1.00-2.00 Lunch 12.30- 1.30 Lunch 1.00-2.00 Lunch 12.30-1.30 Lunch and admin 12.30-2.00 Booked surgery 2.00 – 4.40pm 10x15 minutes appointments plus 1 catch up slot. Booked surgery 13.30 – 4.30pm 11x15 minutes appointments plus 1 catch up Educational Release Programme – Westport (Or Booked surgery) Self directed learning (personal Booked surgery 2.00-4.40 pm 10x15 minutes appointments plus 1 catch up slot. surgery twice a month 2.00-4.00 Induction Timetable for Dr. .......…. ST1 [starting on………] Week Monday Tuesday Wednesday Thursday Friday 1 Morning session 09.00 -11.00 IT Training consulting, Px, appointments, Docman Morning session 9.00 -11.00 IT Training SciGateway referrals, Sci results etc.. 8.30 Clinical meeting 9.30-11.15 Tutorial with Dr… (Referrals & resources, Docman results & letters, basic coding) Coffee break: Time for NES Mandatory Training And Coffee break: Time for NES Mandatory Training And Lunch Coffee break: 11.30-1.00 Visits with Dr… Lunch 13.00-14.00
E-mail / internal messaging systems Appointments system [Reception] Use of clinical system (EMIS / Vision) Consulting [Dr. X] Reports / Audit Clinical coding Prescribing Acute [Dr. X] Repeat Local Formulary Docman Investigation Results [Dr. X] Clinical letters Referrals (SCI-gateway & RefHelp) Trainee e-Portfolio and ARCP requirements [Trainer] Follow up session for trouble-shooting IT problems
FELLOWSHIP TIMETABLE: Monday am Clinic (CP) (ID) pm Clinic (GS/JM/RM)/Theatres (EJM/ID/RM) Tuesday am Theatres (SW/GS) pm Admin & Wards am Admin & Research pm Clinic (SW/MB/EJM) Thursday am Theatres (SW/WS)/Admin pm Theatres (Cornea) Friday am Theatres (MB)/Clinic (Post-ops) Clinic/Theatre (DS) pm Theatres (YK)/Research Saturday am Ward Round/Post-ops
Line Managers 3 Days QA QC Supervisors Line Managers 2 Days QA/ QC Auditors Abattoir/Bakery/ Butchery Kitchen Staff 3 Days QA/ QC Supervisors/ Shift Managers 1 Day Factory Workers (Food Industry) 1 Day Packers Farm Workers Packers Pickers Sorters 1 Day
TRAINING RESERVATION REGISTRATION FORM Date of Application dd/mm/yyyy Province COMPANY DETAILS Company / Name & Surname ID No Physical Business Address Postal Business Address Postal Code Contact Person & Email Address Telephone Tel: Cell: Purchase Order No (if required on Invoice) VAT Number Dietary Requirements DELEGATES REGISTRATION We are interested in attending the following Training Course/s : Date of Training Number of Days Number of Candidates Please note that 6 or more delegates must be obtained before training can be confirmed PAYMENT DETAILS AUTHORISATION Currency of Payment ZAR USD Signatory must be signed by an authorized person on behalf of the Concerned Company/ yourself. This booking is not valid without a signature. I the undersign, hereby authorize the appointment of Aspirata to provide the above selected service on behalf of my company/ for myself. I there for authorize that this transaction is formal under my company policy/for myself, we/ I shall oblige to the required payment due to the service provider Cheques: Aspirata Auditing Testing and Certification (Pty) Ltd Electronic Transfer Funds (EFT) SIGNATURE OF A SIGNATORY: Account Name Aspirata Auditing Testing & Certification (Pty) Bank Name ABSA - CIBW Name: Account No. 408 242 2347 Branch Code 632005 Sign: Branch Hatfield Reference No. ASP/TR2015 Please note that payments must only be made if the training is confirmed and an official Aspirata Invoice has been received. Please return you applications to: Angeline Nel Training Co-Ordinator: Aspirata E-Mail: Fax No: 086 667 2699
Pre-Transition Record Audit to establish a baseline on current coding/ documentation. It is recommended to look at each provider’s top 25 diagnoses. Each CHC hire an auditor to complete this step soon. Possible Auditors: certified coder to review records and provide education as needed. Price depends on the number of providers/records being audited. Pricing information can be found at: CHCs should contact Michael Jordan at 801-982- 3227 to make arrangements. TC Training Solutions: This is Tracey Olsten’s consulting firm. They offer an ICD-10 review of the Top 25 diagnosis codes with a 1 hour 1:1 training with the provider for $895.00. RT Welter: Todd Welter Robin Linker and Associates (303) Provider Documentation Training: Training on changes and the need for detailed documentation. A provider-specific training that focuses on the most commonly used codes is recommended. The amount of training a provider needs will vary on the amount of coding the providers does. Each CHC hire a company to help meet this need. Possible Trainers: Use the company that conducts the audit. See above and be sure to ask if they provide this service. Level 2: ICD-10 Provider Documentation Enhancement for webinar series. 21, 30-minute webinars. Cost is $174 per person trainings face-to-face, physician led trainings for providers. The training is 2-3 hours and costs $1800 plus travel for the instructor. OPTUM face-to-face physician coder training. The cost is $4200 plus travel for the instructor. *See Additional Resources below for a link to OPTUM offerings. *Both OPTUM face-to-face trainings have a 30 person max so it may be possible for 2+ CHCs to join together. CMS Road to 10 has some primers for clinical documentation and webinars on documentation and coding concepts for specialty areas. See Additional Resources below for more information. Post-training audit to assess remaining training needs. After a CHC’s coders go through code-set training and boot camp (see below), they can conduct the post-training audit. Recommendations for Coders/Billers Training Recommended Method Options/Notes Anatomy Course Currently being offered through CHAMPS At half of CO CHCs are participating in the CHAMPS training. High-Level Overview DONE Tracey Olsten presented at the December Quarterly transition
Waste self-adhesive paper 4 environmental toxicity 484.529 Disposal at the landfill Polluted textile (wiping clothes, polluted with paints and lacquer) 4 flammability 8.40 Disposal at the landfill Wiping clothes polluted with oils (oil content less than 15%) 4 flammability 1.14 Disposal at the landfill photo-, film and X-ray film footage 4 environmental toxicity 0.20 Disposal at the landfill Garbage from company’s social premises, unsorted (excluding large-sized) 4 environmental toxicity 60.95 Disposal at the landfill Solid municipal wastes (street sweepings) 4 environmental toxicity 60.000 Disposal at the landfill Other mineral solid wastes (industrial garbage) 4 environmental toxicity 0.639 Disposal at the landfill polymolecular substances (paints and lacquer tanks) 4 flammability 1.08 Disposal at the landfill Iron scrap and wastes (paint and lacquer containers) 4 flammability 3.12 Landfill Hazard Class 4 620.658 polyethylene (tape) 5 environmental toxicity 852.601 Disposal at the landfill Other cardboard wastes (unpolluted) 5 environmental toxicity 2.13 Disposal at the landfill Wastes containing aluminium film 5 environmental toxicity 8.688 Disposal at the landfill Wooden package (non-returnable containers) of natural wood 5 environmental toxicity 68.698 Disposal at the landfill Unsorted aluminium waste 5 environmental toxicity 0.171 Recycling Hazard Class 5 932.288
Communications Resources to Strengthen Emergency Preparedness and Response in Limited English Proficient (LEP) Communities This webpage catalogues a number of resources that may be valuable for guiding emergency managers and others in overcoming language barriers during major disasters and emergencies. National Resource Center on Advancing Emergency Preparedness for Culturally Diverse Communities This website is a clearing house of information on emergency preparedness in culturally diverse communities. Featuring information for communicating about trending emerge topics the site also contains translated materials, training guides and other resources. FEMA Continues Innovations to Meet Access and Functional Integration. FEMA. December 2012. release highlighting several tools that FEMA used to help people who were deaf, hard of hearing or blind during the Hurricane Sandy disaster response. Preparedness Resources: Tools for Communicating with All Audiences, Including People with Disabilities Under the “Tools for Communicating with All Audiences, Including People with Disabilities” heading there is a list of links to a number of resources for making communications accessible. Emergency Communication: Disaster Preparation, Response and Recovery for People with complex communication needs (CCN) This website provides information communication methods for people who are not able to use their natural speech to communicate. Resources include planning considerations, communication tips, fact sheets, display boards, and more. Evacuation & Transportation
Ensure training content and delivery allows for equal access when electronically delivered (see DOH Trainer Toolkit – ). Content is accurate and addresses the objectives. Meets FDOH IT security/policy requirements (online courses only) - Verify compliance with FDOH information security, network policies, and infrastructure requirements. Multiple instructional methods are used. Provides opportunity for evaluation of knowledge and acquisition of skills, i.e., through pre/posttest, skill practice, class interaction, instructor observation, etc. Provides opportunity for review and recall of the key concepts. Visual and auditory components maintain the learner’s interest and attention – i.e. the course is interactive, applicable to real world situations, keeps learners engaged, is relevant to job tasks, etc. Presentation and materials adhere to . of Training Specify the training level as Awareness, Knowledgeable / Operations, Proficient / Technician, based on the knowledge, skill or experience required to successfully complete the class. Awareness – Basic / introductory level, knowledge-based, general understanding of preparedness concepts; may offer self-testing of acquired knowledge, generally appropriate for all target audiences. Knowledgeable / Operations – Moderate level of skill required; provides comprehensive information or skills for specific job duties; evaluation is required and may provide exercises and simulations, and written instruments; skill development is evaluated through self-testing or observational feedback, prior awareness level achievement required, appropriate for a specific target audience. Proficient / Technician – High level of skill required; provides intensive instruction, and reinforcement of skills; evaluation is completed using an observable and measurable performance standard and practice-related exercises and simulations; appropriate for an audience with specialized skills. Pre-requisites Specify any training that is required prior to attending. Specify any training that is strongly recommended to taking this training. Session Length Describe the length of time required for participants to complete the training. Number of Sessions Enter the number of sessions to be provided. Enter any additional explanation in the “Additional Information” section at the bottom of the form. Schedule of Sessions
Training Series/Other Programs Equivalent/Similar Trainings Competencies Learning Objectives Delivery Method (select all that apply): □ Classroom/Instructor-led □ Online/Self-paced □ Other (please explain) Level of Training (select one): □ Awareness □ Knowledgeable/Operations □ Proficient/Technician Prerequisites Session Length Number of Sessions Schedule of Sessions Session Location Estimated Session Attendance Instructor Qualifications Continuing Education Evaluation Method Previous Evaluation Results Data Collection Method Training Update Process TRAIN FL Additional Information (include additional information or comments):
TC Training- 3 day intensive training Community as Method model An understanding of T.C concepts and practise applied within the Community as Method Model and core competencies for T.C practitioners.. 1st, 2nd & 3rd of June Apply by 23rd of May 2016 Coolmine Lodge Tony Shortt 10 staff Emergency First Aid Learn to respond effectively to basic first aid situations in general 8th of June Apply by 30th May 2016 Coolmine Lodge 12 staff Occupational First Aid level 5 This 3 day accredited course will provide the learner with the knowledge, practical skills to give effective life support, diagnose and treat injuries or illness, and maintain care and comfort of the casualty and an understanding required to provide and co-ordinate first aid in the workplace in compliance with the requirements of the Safety, Health and Welfare at Work 21st 22nd and 23rd of June Apply by the 13th of June 2016 Coolmine Lodge 10 staff
Summer Organisational Away Day 22nd July 9am-5pm Wisdom Centre – Sophia House All Staff and volunteers Mind Your Mental Health Increase awareness and understanding of mental health and well-being and promote the range of supports and resources available, both formal and informal Book by the 1st August 2016 16th of August Coolmine Lodge Mental Health Ireland 20 staff Mindfulness Based Practice Learn to incorporate Mindfulness Practice into your everyday life to promote stress reduction Book by the 15th of August 2016 September 9th, 16th, 23rd. October 7th, 14th, 21st & 28th Coolmine Lodge Catherine Meleady 12 staff
TC Training- 3 day intensive training Community as Method model An understanding of T.C concepts and practise applied within the Community as Method Model and core competencies for T.C practitioners.. 3rd, 4th & 5th of October by the 26th of September 2016 Coolmine Lodge Tony Shortt 16 staff Staff Wellness Day Incorporating practises to enhance your physical, emotional and physiological wellbeing. Apply by the 24th of October 4th of November Coolmine Lennon, Niamh McGuinness & Catherine Meleady 16 staff CRA Community Reinforcement Approach 17TH & 18TH of November Coolmine Madden & Catherine Meleady 12 staff
THURROCK SWIMMING CLUB SQUAD SESSIONS – SILVER SQUAD 2017 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY AM 05.00-7.00 (Blackshots) 06.00-08.00 (Blackshots) PM 20.00-21.30 (Blackshots Main Pool) 18.00-18.45 (Blackshots Main Pool) 12.45-15.00 (Blackshots)