...TRAINING NEEDS ANALYSIS (TNA) THE ROYAL AUSTRALIAN AND NEW ZEALAND COLLEGE OF RADIOLOGISTS® The Royal Australian and New Zealand College of Radiologists Strategic Priorities 2010 - 2014 Name of document and version: Training Needs Analysis (TNA), Version 1 Prepared by: Kelly Menzel - Educational Development Manager Sharon Messina - Director, Education and Research Submitted to: Endorsed by College Council, 21 July 2011 ABN 37 000 029 863 Copyright for this publication rests with The Royal Australian and New Zealand College of Radiologists ® The Royal Australian and New Zealand College of Radiologists Level 9, 51 Druitt Street Sydney NSW 2000, Australia Email: ranzcr@ranzcr.edu.au Website: www.ranzcr.edu.au Telephone: + 61 2 9268 9777 Facsimile: + 61 2 9268 9799 2 CONTENTS 1. INTRODUCTION……………………………………………………………….3 2. WHAT IS A TRAINING NEEDS ANALYSIS? ………………………...……4 3. BENEFITS OF UNDERTAKING A TNA……………………………………..6 4. INITIAL QUESTIONS ………………………………………………………..6 5. METHODOLOGY………………………………………………………………8 6. TRAINING NEEDS IDENTIFIED……………………………………………11 7. RECOMMENDATIONS………………………………………………………18 8. CONCLUSION………………………………………………………………...22 9. REFERENCES………………………………………………………………..24 10. BIBLOGRAPHY……………………………………………………………….26 11. APPENDIX 1…………………………………………………………………..27 12. APPENDIX 2…………………………………………………………………..28 13. APPENDIX 3…………………………………………………………………..36 Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 2 1) INTRODUCTION This training...
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...PROFESSIONAL DEVELOPMENT AT UCL Contents: 1. Introduction 2. The CPD Context 3. UCL Support 4. Feedback and Appraisal 5. The CPD Cycle and Where to Start 6. Evaluation and Impact 7. Recording Your Learning and Development 8. A CPD Portfolio 9. Conclusion Appendix 1 Approaches to Learning and Development Appendix 2 Tools to Help With Portfolio Development Appendix 3 A Change of Career Appendix 4 Learning Styles Appendix 5 Definitions Appendix 6 Continuing Professional Development Record Appendix 7 Basic Principles of CVs And Applications Appendix 8 Resources 3 CONTINUING PERSONAL AND PROFESSIONAL DEVELOPMENT AT UCL 1. INTRODUCTION PURPOSE: This document is intended to provide staff at UCL with a clear understanding of continuing professional development (CPD), and its importance, within the context of UCL. It is also intended to encourage equality of opportunity by encouraging everyone to plan their development and record their skills. The guide will act as a transportable toolkit to help with the planning and recording of your personal and professional development. It should be used in conjunction with any continuing professional development (CPD) related specifically to your profession or professional registration. The guide also explains why you should record your learning and development, and how to do it. WHAT IS CPD? The Chartered Institute of Personnel and Development (CIPD) defines CPD as “the need for individuals to keep up to date with rapidly...
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...Purpose This is the concept plan for Mr Stephens Hanyane (13029322) to acquire the following: Registration as Professional Mechanical Engineer with ECSA; & Complete one five-year Continuous Professional Development (CPD) cycle. For convenience, Mr Hanyane, as the future candidate engineer, will be referred to as the FCE for the rest of this plan. This plan will be revised and updated frequently in order to: Compensate for any unforeseen changes that might affect the plan; & Ensure the accomplishment of the goals in the shortest time span possible while retaining the quality of the results. Vision The FPE developed an interest in Thermodynamics and Heat & Mass Transfer during his studies. As one of his vacation work projects at Exxaro...
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...unrivalled knowledge ensure our clients receive leading industry intelligence and training delivered by industry experts. If your objective is to enrich your own skill set, or support the development of your team through investment in training, so that their enhanced knowledge increases operational efficiency and contributes to your company’s long-term success, we are committed to providing outstanding development solutions. Full details of our comprehensive training programmes, which have been specifically created for the private equity & venture capital industry, follow. For further information or to book your place, please telephone the BVCA training team on +44 (0) 20 7420 1800 to discuss your needs. CPD points available on all BVCA programmes. Visit www.bvca.co.uk/training/cpd for details. • Use of case studies and participative break-out sessions to ensure skills can be directly applied • Courses for every level of experience: from foundation through to advanced • Highly participative courses to enable sharing of best practice and...
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...Disclaimer for the Skill Gap Report: NSDC engaged IMaCS (ICRA Management Consulting Services Limited) to prepare this report, which is based on independent research and analysis done by IMaCS. This report is not based or derived from any other report or research paper. Any similarity with any other paper may purely be a co-incidence. All rights reserved. All copyright in this report and related works is solely and exclusively owned by NSDC. The same may not be reproduced, wholly or in part in any material form (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this presentation), modified or in any manner communicated to any third party except with the written approval of NSDC. This report is for information purposes only. While due care has been taken during the compilation of this report to ensure that the information is accurate to the best of IMaCSs’ and NSDC’s knowledge and belief, the content is not to be construed in any manner whatsoever as a substitute for professional advice. IMaCS and NSDC neither recommend nor endorse any specific products or services that may have been mentioned in this report and nor do they assume any liability or responsibility for the outcome of decisions taken as a result of any reliance placed in this report. Neither IMaCS nor NSDC shall be liable for any direct or indirect damages that may arise due to any act or omission on the part of the user due to...
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...Introduction: Personal and professional development of an individual depends on his/her interpersonal skills. Every profession has particular challenge which a person find difficult to overcome unless he/she fail to make due progress within the job perspectives. In the past few decades profession the roles and responsibilities of a manager have changed extensively. This trend is mainly due to major change in organization policies and greater impact of globalization. However, it is never that much easy to define overall roles and responsibilities of a managerial position precisely. But there are some roles and responsibilities that are common to all professionals throughout the various organizations. It is also hard to know where the roles and responsibilities of a manager should pause and I feel it is every individual’s responsibility to know the boundaries as well as the limitations. Even though there still exists a misconception that the only skill required to be a successful is the ability to manage people, but it goes far beyond this. This is because, some challenge may occur within the organization which really test the temperaments and skill of the individual. It is also a traditional belief that a manager needs to be highly experienced no matter how much knowledge he/she has on managing perspective. A manager must be multi faceted adapting to ever changing circumstance (WALKLIN, 1990). Personal skill management: How a manager deals with others, his/her art of speaking...
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...The Accuracy of Demand Forecasting Between Point of Sale and Order History Supply Chain Management TBS908 Table of Contents 1. Executive Summary 4 2. Company Profile 4 3. Demand 5 3.1 Demand Forecasting 6 3.2 Demand Forecasting Methods 6 3.2.1 Opinion Polling / Qualitative Method (subjective): 6 3.2.2 Statistical Methods/Quantitative Approach (objective): 6 4. Order History Vs. Point-of-sale 8 5. Planning Promotions 8 5.1 Promotion Planning and Supply Chain Contracting in a High-Low Pricing Environment 9 5.1.1 Basic Household Inventory Model: 9 6. Types of demand forecast in GCC and UAE 10 7. Objective 10 8. Methodology 11 Table 3 13 Figure 1 13 9. Result 14 10. Recommendations 14 11. Conclusion: 15 11. References 16 12. Appendixes 17 Appendix I 17 Appendix II 19 1. Executive Summary Demand forecasting is essentially anticipating future prospects by reviewing historical data in the most calculated way in an uncontrollable environment. Foreseeing what and when buyers will purchase has never been a simple procedure for producers or retailers. Troubled by the overwhelming undertaking of correctly coordinating supply with interest, makers are always enhancing procedures to accomplish the most noteworthy estimate exactness that will guarantee when the customer enters a store, the item they are searching for is on the rack. This is getting significantly tricky as the uncertainty level increase. In the below report the demand...
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...UNDER tHE aDR SERiES Afghanistan Argentina Bangladesh Barbados Benin Bhutan Bosnia & Herzegovina Botswana Bulgaria Burkina Faso Cambodia Chile China Colombia Republic of the Congo Ecuador Egypt Ethiopia Georgia Guatemala Guyana Honduras India Jamaica Jordan Lao PDR Libya Maldives Montenegro Mozambique Nicaragua Nigeria Peru Philippines Rwanda Serbia Seychelles Sudan Syrian Arab Republic Tajikistan Turkey Uganda Ukraine Uzbekistan Viet Nam Yemen EvalUatiON tEam team leader team members EO task manager EO Research assistant Erik Lyby Honorine Muyoyeta Jorry Mwenechanya Urs Nagel Zembaba Ayalew aSSESSmENt OF DEvElOPmENt RESUltS: malDivES Copyright © UNDP 2010, all rights reserved. Manufactured in the United States of America. The analysis and recommendations of this report do not necessarily reflect the views of the United Nations Development Programme, its Executive Board or the United Nations Member States. This is an independent publication by UNDP Evaluation Office. Cover photos provided by Urs Nagel and UNDP Zambia. Design: Green Communication Design inc. Production: Consolidated Graphics FOREWORD The current country programme of the United Nations...
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...National budget analysis FY 2013-14 ------------------------------------------------- Acknowledgement At first we would like to express our gratitude to almighty God for enabling us with the strength and opportunity to complete the term paper within the schedule time successfully. We know that practical knowledge in subject matter is essential to sub assistant the theoretical knowledge gathered in the educational institution. In order to resolve the dichotomy between these two areas, we were assigned to prepare this term paper on national budget analysis of FY13-14. First and foremost, we would like to express our gratitude to Imrana Sharmin, senior lecturer, Dept. of Economics. Her Eagerness to help us in every step of learning encouraged us to drive ourselves accomplished and well understood. Chapter No. | Description | Page | 01 | Introduction * Background of the Study * Purpose, Scope of the Study * Methodology of the Study * Review of existing literature * Limitation of the Study | 02 02 02 03 04 | 02 | Economy and Capital market * Economic Highlights * Key Economic indicators * Incentive for Capital Market | 06 07 07 | 03 | Revenue Analysis * Total Revenue composition * Total Tax Revenue Composition * Revenue Estimates | 10 10 11 | 04 | Government Expenditure * Public Sector * Power and Energy * Education *...
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...professional development * Review at start of programme * Knowledge * Skills * Practice * Values and Beliefs * Career aspirations * Action plan for own development * Consider personal goals LO3 Be able to reflect on own development over time * Monitor and evaluate plan * Changes * Contexts * Professional development portfolio * Relevant experience * Support for development * Reflect on own development LO4 Know service provision in the health or social care sectors * Provision of services * Local health or social care * Health and social care workers What you will be taught 1. Understand the learning process * Theories of learning: theorists, * Skills for learning; * Support for learning; * Learning opportunities; 2. Be able to reflect on own professional development over time * Review at start of programme; * Knowledge; * Skills; * Practice; * Values and beliefs; * Career aspirations; 3. Be able to reflect on own development over time * Monitor and evaluate plan in terms of own development; * Professional development portfolio; * Relevant evidence; * Support for development; * Reflect on own development; 4. Know service provision in the health or social care sectors * Provision of services; * Local health or social care; * Health and social care workers; Assessment and grading criteria In order to pass this unit, the evidence that the learner presents...
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...management. ⇨ Demonstrated exposure in Customer Relationship Management (CRM), Customer Service, Business Architecture, Governance Models, and eTOM & ITIL implementations. ⇨ Proficient in developing business cases, marketing plans, business proposals, governance models & frameworks, business plans and exploring new business management techniques and methodologies. ⇨ An efficient Team Leader, combining sound communication, interpersonal, mentoring, negotiating and problem solving skills with analytical & leadership capabilities to ensure operational excellence and strategic execution. Academics • Studying Strategic Marketing Management ‘‘Chartered Marketer’’ as part of the Continued Professional Development program (CPD) – United Kingdom, Chartered Institute of Marketing (in progress) • Master of Business Administration (Marketing), Arab Academy for Science, Technology & Maritime, Cairo, Egypt (2006) • Modern Accounting (Accounting), American University in Cairo (2001) • Bachelor of Commerce (Accounting), Faculty of Commerce, Accounting Section, Cairo University (2000) • Pursuing Doctorate of Business Administration (DBA)...
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...Practitioner……………………..P:14 12.Week 12 Management of Change……………………………P:15 Reflective Statement…………………………………………………..P:17 Reference list……………………………………………………………..p:21 Date: 25 /09/2012 Seminar 1- Developing the practitioner Legge (1995) concludes that there is very little difference between human resource management and personnel management, but there are some differences that are important. Human resource management concentrates more on planning, control and monitoring than on what is done for manager and employee’s mediation. Staffing objectives, performance objectives, Change-management objectives and administration objectives are the four basic objectives of human resource activity. Through I reading the notion of these objectives, CPD and the skills of being the ‘thinking’ performer is really important to the practitioner. However, we need to develop our skills to meet these objectives. I think collaborative is an important skill which means we need to work effectively with a range of people in different situation of the organization. As to...
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...Assessment criteria Using knowledge of theories and concepts from the course reflect upon application and progression of learning and how this will affect/impact on your future management and leadership practice Excellent knowledge of theories and concepts from the course to reflect upon application and progression of learning and how this will affect/impact on your future management and leadership practice. Excellent ability to demonstrate an understanding of the impact of management and leadership practice in the wider organisational community. INTRODUCTION Continuing professional development (CPD) is recognised as a commitment by professionals to continually maintain and enhance their skills and knowledge with a view to support their current role, as well as aid career progression to remain professionally competent. (….) Hence, by taking a planned and structured approach to CPD an individual would boost his performance, self-confidence, reputation, and competitive advantage and ultimately develop professional capability needed in dynamic business world of the twenty-first century. Thus, following the personal and...
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...Handbook for RCOG Trainers July 2011 Contents Introduction Section 1: Introduction to RCOG educational roles 1.1 College Tutor 1.2 Educational Supervisor 1.3 ATSM Director 1.4 ATSM Preceptor 1.5 ATSM Educational Supervisor 1.6 Deanery Ultrasound Co-ordinator 1.7 Ultrasound Educational Supervisor 1.8 Subspecialty Training Programme Supervisor (STPS) 4 5 5 7 8 10 12 13 15 16 Section 2: Structure of postgraduate education 2.1 The curriculum 2.2 Postgraduate training, assessment and appraisal 2.3 Annual review of training 2.4 RCOG forms for appraisal 2.5 MRCOG examinations 2.6 DRCOG examination 18 22 25 30 31 32 34 Section 3: Managing local/regional education 3.1 Guidance for dealing with the poorly performing trainee 3.2 Regional education 3.3 Welcoming the new trainee 3.4 Training needs for trainers 3.5 Top tips for College Tutors and Educational Supervisors 35 35 36 39 39 40 2 Section 4: Resources 4.1 Bibliography for medical education 4.2 List of educational resources 42 42 42 Section 5: Appendices 5.1 Appendix 1: Sample letter of welcome 5.2 Appendix 2: Example of introductory programme 45 45 47 3 Introduction The delivery of training and education is a core responsibility for the National Health Service (NHS). The General Medical Council sets the standards for undergraduate and postgraduate medical education and works with the Colleges to determine the curriculum, assessments and implementation. The Royal College of Obstetricians...
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...A PRAGMATIC GUIDE TO COMPETENCY Tools, Frameworks and Assessment Jon Holt and Simon A. Perry A PRAGMATIC GUIDE TO COMPETENCY Tools, Frameworks and Assessment BCS THE CHARTERED INSTITUTE FOR IT Our mission as BCS, The Chartered Institute for IT, is to enable the information society. We promote wider social and economic progress through the advancement of information technology science and practice. We bring together industry, academics, practitioners and government to share knowledge, promote new thinking, inform the design of new curricula, shape public policy and inform the public. Our vision is to be a world-class organisation for IT. Our 70,000 strong membership includes practitioners, businesses, academics and students in the UK and internationally. We deliver a range of professional development tools for practitioners and employees. A leading IT qualification body, we offer a range of widely recognised qualifications. Further Information BCS, The Chartered Institute for IT, First Floor, Block D, North Star House, North Star Avenue, Swindon, SN2 1FA, United Kingdom. T +44 (0) 1793 417 424 F +44 (0) 1793 417 444 www.bcs.org/contactus A PRAGMATIC GUIDE TO COMPETENCY Tools, Frameworks and Assessment Jon Holt and Simon Perry © 2011 Jon Holt and Simon Perry The right of Jon Holt and Simon Perry to be identified as author of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. Apart...
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