Agency Training Plan (ATP) Resource Kit

Appendix 4

Glossary of Terms

Action learning

The action learning model is one that has seen excellent results for organisations. The emphasis is on working as a staff team to solve a real workplace problem and in doing so develop the skills identified as needing development in the ATP.

For example, a common training need may be Managing Challenging Behaviours. A team of staff (up to 12) nominates to:

  • Investigate the issues - who, why, how, what, where and when
  • Research the topic, including visits to other agencies, guest speakers, discussions with clients/carers, reading material etc
  • Develop a strategy to trial within the agency
  • Trial the strategy with an agreed in-built evaluation of its success
  • Review the evaluation of the trial, adjust the strategy and implement again
  • Review again
  • Report to management on the findings and recommend a strategy to address the issue

This is done for two hours a week over an agreed period, usually 10-12 weeks. The timeframe is established at the beginning and often needs to be adjusted up or down depending on the progress of the project.

This training approach also has the effect of creating a more united group of staff who own the outcomes and so are more committed to seeing the strategy work. It can raise the energy of the whole workplace and motivate others to find out more about the subject.

Action Learning is obviously a more thorough way to develop skills and has a greater level of monitoring and evaluation than the standard one-off workshop. However the one-off workshop can be used as a springboard and help create a momentum for the action learning project.

Shadowing

Shadowing is similar to mentoring but involves a greater focus on specific jobs skills development by assigning already competent, often senior staff to "buddy" other staff. Shadowing deals with day-to-day situations as they arise and provides an opportunity for staff to reflect on different ways of working. This approach is often used for induction.


Mentoring

Mentoring can provide a cost effective way to further develop team and individual skills. Unlike shadowing, which is primarily focused on day-to-day tasks, mentoring involves taking a more long-term view. The staff involved may work together or the mentor may work in another organisation. Further information on successful mentoring programs is available from FIELD. Mentors can advise over the phone, email and/or meet the staff member at regular periods. The mentor is someone who demonstrates excellence in the area that the staff member wants to improve.

Coaching

Coaching is generally used in specific areas of skills and personal development. Good supervisors can provide effective coaching as long as a solid relationship exists between the staff involved. Coaching will help staff who may be unsure about career advancement or require a greater focus in a particular area of work. It requires sound communication skills and an understanding of when to monitor and when to intervene. FIELD can assist staff with the development of an effective coaching program.


Higher Duties

Acting in a higher duties position has long been seen as a way of grooming future leaders and managers. The most common focus, particularly for short-term assignments is to appoint a caretaker. With careful selection and planning, higher duties assignments can be used both as a reward and as a way of reinforcing the lessons learned through training in a 'live' environment.


Workplace Exchange

Workplace exchange recognises the value of experiencing how other workplaces manage their activities. This often broadens the perspective of participating staff members and brings new ideas into the organisation.

Participating staff need to collaboratively agree on clear objectives for their placement including a process for sharing what they have learned with other staff members


Self-Paced Learning

Self-paced learning recognises the need for training to be also available outside the classroom or worksite. Some employees may prefer to work independently to gain the knowledge or skills required. This approach requires appropriate resources to be available and assumes a reasonable level of reading and comprehension skill to be effective.

This approach is often used in conjunction with other approaches such as classroom based, action learning, mentoring.


Classroom Based Learning

This is the approach all people have experienced as a result of their formal compulsory education. For this reason it is both loved and hated - depending on past school experiences. In adult learning environments, this approach should be less like a traditional school classroom and more like a cooperative team working through issues with an experienced facilitator. This model reduces the impact of past negative associations with classrooms and values the current skills, knowledge and experience of participants while working toward building on them to better meet the requirements of their job.


Staff Development and Review(SDR)

SDR is any system that enables regular review of the performance of staff against clear and agreed performance criteria. There are many and varied ways to conduct an SDR process. It is crucial that all staff have a clear understanding of how it works and it is done to develop rather than punish. In looking to establish or review an SDR process, it is advisable to seek expert assistance given the potential for a negative effect on staff morale and performance.


Disability Services Self-Assessment System (DSAS)

The DSAS assists disability services managed or funded by the Department of Human Services to assess themselves against the Victorian Standards for Disability Services and develop and implement an annual Quality Plan.

Every disability service received the DSAS manual in 1999. This was supported by training workshops in every region detailing how to use the manual and customise it to their service’s activities.


Individual Program Plans (IPPs)

These refer to the various processes disability services have in place to collaborate with parents/carers, advocates, clients, other staff and external consultants in planning the most appropriate activities to match the client's expressed needs and interests.


Victorian Standards for Disability Services

These are the Standards described by the State Government to which all government and non-government funded services are expected to achieve. A full description can be found in the publication, Victorian Standards for Disability Services (1997).

In summary, the Standards are:

  • Service Access
  • Individual Needs
  • Decision Making and Choice
  • Privacy, Dignity and Confidentiality
  • Participation and Integration
  • Valued Status
  • Complaints and Disputes
  • Service Management
  • Freedom from Abuse and Neglect

Multi-media

The majority of our learning occurs outside of formal classroom settings. Improvements in technology have resulted in the creation of a wide range of flexible learning opportunities that are neither time specific or involve attendance at specific training events


Thursday, December 11, 2008