Learning outcomes 2 and 3 must be assessed in a real work environment. Assessment methodology Learning outcomes 2 and 3 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. Content 1 Understand working relationships in health and social care Roles in health and social care: range of roles in health and social care eg adult social worker, paramedic, care manager, nursery worker, occupational therapist Working relationship: a relationship with a work colleague; the nature of a professional relationship; concept of team working; working within agreed guidelines; working towards common goals with a shared purpose; a business relationship Personal relationship: a relationship with a friend, family member or within a social group; interpersonal relationship; romantic relationship; based on love, liking, family bond or social commitment Different working relationships in health and social care
Training Plan Levuris J Smith HRM/531 November 27, 2013 Samuel Hall Continual training and development of employees from low-level to high-level is an integral part of an organization reaching for and achieving its goals. In order for an organization to be successful, collaboration between individuals and departments is imperative. Organizations may have their standard training and development programs to assist employees in reaching their ultimate level of performance; however monitoring of performance is necessary to ensure individual and organizational goals are met. In advance of producing your training program, it is vital for you as the coach to do your homework and study your business’s situation methodically. By collecting
Tick the box of those responsibilities that relate to your role: Teach/train learners – Large groups Teach/train learners – small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner’s work product Observe the learner in situ Mark the work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal assurance and standardisation Carry out internal quality assurance Attend training meetings and gain feedback Be a positive role model for your learners Tick Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training. (Please attach any additional sheets and supporting evidence.) There are certain responsibilities a teacher has when in the educational environment, this is from the needs of learners to the expectations of an awarding body. A teacher will take into account the needs of an individual alongside the group’s needs. This can be done by pre assessment screening, information can easy obtain from these and help
Teachers are coming out of their classrooms and meeting with other teachers and sharing strategies, and asking questions that have other teachers thinking about how to have more successful classroom experiences. The final implication I think that it is having globally is that through coaching we will have retention of quality teachers. Through collegial and peer coaching teachers will find their voice in the classroom, understand what they what to accomplish and through self-reflection with a coach, teachers will begin to have an impact on their students in their
Danielle Gallagher Unit 303 Support learning activities Outcome 1 Contribute to planning learning activities 1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, alter the delivery to make it more effective for pupil attainment and extend the teachers initial review. “Planning, teaching and evaluation follow a cycle which gives structure to the learning process” and is vital in my role as a teaching assistant. I aim to describe how I aide the teacher to plan and deliver lessons and how I give feedback to the teacher about individual pupils, in order for the teacher make improvements in her planning and to be able to target individual children that are struggling. I will also give an example at the end to show how I effectively assisted in planning, delivery and the review of a lesson. Planning - the teacher will ask her staff to look over her planning and to give an opinion on it, if the staff feel there could be any improvements then they will tell the teacher.
• Planning around the individual needs of each learner. The starting point for assessment planning should be to consider existing evidence before planning for new assessment, for example from accreditation of prior learning and achievement or from previous assessment. • Planning a suitable time and place to meet with the learner as well as ensuring it is convenient with other affected members present at the place of work. • Addressing regulations and standards of the learner/employer/workplace needs. Benefits of using a holistic approach to assessment: • Cost and time effectiveness as more than one unit can be linked i.e.
Unit 01, Session 06, Page 2 Can you identify areas where you have made continuous improvement in your work and / or studies? Your note: Customer services. Unit 01, Session 06, Page 6 Can you think of two areas of your work that you would like to improve? Describe how you would do this. Your note: In my work I would like to improve: in team leaders and manager.An important way of improving this areas is to get training and development specialists or by learning from people with relevant, practical on-the-job experience.
Ashford University Employee Training – BUS 375 Dr. Barbara-Leigh Tonelli August 26, 2014 Aspects of the Transfer of Training: What is Good and What is Bad Introduction Organizations expect their employees to be willing to learn the things necessary to add more or better quality to their own individual work output for the greater good of the company. “Transfer of training refers to trainees’ effectively and continually applying what they learned in training (knowledge, skills, behaviors, cognitive strategies) to their jobs” (Noe, 2010). In this paper I will present the aspects of transfer of training and describe how important it is to productively train employees and make sure they apply their knowledge to the job. As Noe (2010)
CT257 Understand Employment Responsibilities and Rights in Health, Social Care or Children and Young People's Settings Aims This unit is aimed at those working in a wide range of settings in the health, social care or children and young people's sector. It covers: • statutory responsibilities and rights of employees and employers • awareness of own occupational role and how it fits within the sector • agreed ways of working with employer • career pathways • issues of public concern and how these may influence changes in the sector Credit Level 3 2 Assessment criteria The learner can: Learning outcomes The learner will: 1. Know the statutory responsibilities and rights of employees and employers within own area of work 1.1 1.2 1.3 1.4 List the aspects of employment covered by law List the main features of current employment legislation Outline why legislation relating to employment exists Identify sources and types of information and advice available in relation to employment responsibilities and rights 2. Understand agreed ways of working that protect own relationship with employer 2.1 2.2 2.3 2.4 Describe the terms and conditions of own contract of employment Describe the information shown on own pay statement Describe the procedures to follow in event of a grievance Identify the personal information that must be kept up to date with own employer Explain agreed ways of working with employer 2.5 27 3. Understand how own role fits within the wider context of the sector 3.1 3.2 3.3 3.4 Explain how own role fits within the delivery of the service provided Explain the effect of own role on service provision Describe how own role links to the wider sector Describe the main roles and responsibilities of representative bodies that influence the wider sector 4.
SE278-PROFFESSIONAL AND PERSOMAL DEVELOPMENT SECTION 1 – UNDERSTANDING THE AIMS AND THE OBJECTIVES OF THE ORGANISATION OF THE ORGANISATION AND CONTRIBUTING TO ORGANISATIONAL PERFORMANCE 1A- Explaining the range of duties undertaken by employees within the organisation. Own research in the students own time about the job roles and specification/duties. 1B- Identifying the roles and the responsibility of employer/supervisor. Through a pre-planned discussion – taped with a prepared list of questions. 1C- Identifying the roles and responsibilities of the student during the period of employment 1D- Setting aims and objectives for own performance.