childcare centre

To complete the training program, you will need to collaborate with your colleague (who did the skills audit on in Task 2 Format B) to:

1. Identify and list, in order of importance, four (4) training priorities (1 being the most important);
2. Identify who the training is for (an individual or a team). You must include at least one (1) individual and one (1) team training priority;
3. Add the leadership style required as suggested in the Skills Audit;
4. Develop one (1) program goal for each training priority;
5. Link the goal to the specific knowledge and skill requirements of competency standards relevant to the service (i.e. meet required workplace regulation and laws);
6. two (2) or three (3) objectives to address each training priority;
7. Identify the legislation or standards reflected in the training, as these provide the level of competency required;
8. Identify a range of learning delivery methods and resources you would use to increase staff competency in this area. Ensure the delivery methods chosen:

• Are appropriate to the learning goal and objectives;
• Are appropriate to the learning style of the participant;
• Utilise equipment and resources available;
• Use a range of methods to achieve competencies including:
  • workplace learning opportunities;
  • coaching and mentoring; and
  • a range of activities and opportunities to learn and practice skills.

1. With the assistance of relevant colleague/s, identify the measure of success - how will you know the training has been successful?
2. a practical timeframe (suitable to the volume of learning provided);
3. Evaluate the training for productivity and successfulness: Did the plan meet the needs of the team and/or individual? Is more support required to compliment the learning? and
4. Receive feedback and suggestions for future training

Format C (Example) Learning and Training Program (Total of four (4) priorities required- at least one (1) for an individual and at least one (1) for a team)
Date of plan:9-7-** Approved by Manager:L. Jones
1.Training priority Total of four (4) are required At least one (1) must be for an individual	2. Who is the training for? (at least one (1) individual and one (1) team)	3.Leadership Style Suggested in Skills Audit (Telling, Explaining, Participating, Coaching, Encouraging & Delegating)	4. One (1) Goal related to each training priority	5. Links to accredited competencies Unit of study: Element of competency Performance criteria	6. Objectives Total of two (2) or three (3) are required for each training priority	7. Specific legislation to be used in training E.g. Frameworks NQF Policies UN Rights of the Child	8. Learning delivery method & specific resources E.g. Workplace activities; skill practice; coaching; mentoring; staff meeting; conference; workshop; webinar; readings	9. Measure of success (complete with the assistance of relevant colleague/s) How will you know when this has been achieved? E.g. Correct work; competency discussions; meetings; demonstration	10. Timeframe	11. Evaluation of training Did the plan meet the needs of the team and/or individual? Is more support required to compliment the learning?	12. Feedback received from individual or team and future training
Writing learning stories	Individual (Maycie)		Improve Maycie's confidence and competence in writing learning stories	Unit: CHCECE038 - Observe children to inform practice Element:Record and communicate information PC: Observe the child and accurately record meaningful information according to service policies and procedures.	For Maycie to use required narrative For Maycie to incorporate child development knowledge into analysis For Maycie to link to EYLF outcomes	EYLF Standard Area 1	Use learning guide/ text book Assessment for learning from CRA to guide practices Non-Accredited workshop on learning stories Workplace training by training mentor 1:1	Accurate learning stories Correct format and narrative used Analysis contains knowledge of child development Accurate links to EYLF outcomes	2 months All training completed by 23rd August 20**	Maycie is now confidently writing learning stories. Less confidence shown in relation to analysing observations. Links accurately to EYLF outcomes	Feedback Received: Attended training sessions Increase in skills and knowledge shown More training and confidence on analysis needed in this area Future Training: Continue with mentor
More training in relation to establishing parent partnerships	Team		To develop educators' ability to form parent partnerships	Unit CHCECE050 Work in partnership with children's families Element: Establish and maintain relationships with families. PC: Create a welcoming environment for all families using communication techniques that build rapport and respect.	For staff to be aware of importance of parent partnerships in EYLF To increase educators' communication skills	EYLF principlepartnerships with families National Standards Area Code of Conduct	Informal workplace training at Staff meetings Show videos from ECA Complete QIP Observe and give feedback	Positive comments on parents' feedback sheets Educators' observed openly communicating verbally with families on arrival/departure	1 month All training completed by 20th September, 20**	Families staying to talk at the end of the day and seen laughing with staff Latest feedback from families show an increase in satisfaction in this area. Incident occurred in relation to social media which needs attention	Feedback Received: Excellent improvement in verbal communication Future Training: Training with staff regarding using social media with families
Training in emergency lock down procedures	Team		All educators able to complete full lock-down procedure confidently and competently	Unit: CHCECE041 Maintain a safe and healthy environment for children Element: Monitor risks PC Take action to eliminate or control the risk based on completed risk assessment.	For staff to be aware of legal requirements in relation to lock-down For staff to identify potential threats For staff to implement each step of lock-down procedure accurately and timely	WHS Regulations National Quality Standard	In-house training Regular Staff meetings Scheduled drills to practice skills	Staff able to complete drill in four minutes, with all steps followed	Immediately Training scheduled for next week (23rd July,20**)	Successfully completed procedure in timeframe	FeedbackReceived: Staff excited they successfully decreased the time and children also part of this excitement and collaboration Future Training: Ensure policies and processes for lock-down are incorporated into induction process for new staff Continue regular drills

Format C (Template) Learning and Training Program (Total of four (4) priorities required- at least one (1) for an individual and at least one (1) for a team)
Date of plan: Approved by Manager:
1.Training priority Total of four (4) are required At least one (1) must be for an individual	2. Who is the training for? (at least one (1) individual and one (1) team)	3.Leadership Style Suggested in Skills Audit (Telling, Explaining, Participating, Coaching, Encouraging & Delegating)	4. One (1) Goal related to each training priority	5. Links to accredited competencies Unit of study: Element of competency Performance criteria	6. Objectives Total of two (2) or three (3) are required for each training priority	7. Specific legislation to be used in training E.g. Frameworks NQF Policies UN Rights of the Child	8. Learning delivery method & specific resources E.g. Workplace activities; skill practice; coaching; mentoring; staff meeting; conference; workshop; webinar; readings	9. Measure of success (complete with the assistance of relevant colleague/s) How will you know when this has been achieved? E.g. Correct work; competency discussions; meetings; demonstration	10. Timeframe	11. Evaluation of training Did the plan meet the needs of the team and/or individual? Is more support required to compliment the learning?	12. Feedback received from individual or team and future training
				Unit of study: Element of competency: Performance criteria:							Feedback Future Training:
				Unit of study: Element of competency: Performance criteria:							Feedback Future Training:
				Unit of study: Element of competency: Performance criteria:							Feedback Future Training:
				Unit of study: Element of competency: Performance criteria:							Feedback Future Training: