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STAFF DEVELOPMENT PROGRAMME
The document outlines a comprehensive staff development program for English language teaching, detailing aims, training needs, performance appraisal, and career planning. It emphasizes the importance of various training forms, including induction, in-service education, and continuing education, as well as the steps necessary to implement and evaluate an effective staff development plan. Challenges in training delivery and the necessity for teacher education are also discussed, alongside professional development stages and objectives aimed at enhancing employee performance and loyalty.
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STAFF DEVELOPMENT PROGRAMME
- 1. STAFF DEVELOPMENT PROGRAMME Management in EnglishLanguage Teaching
- 2. Staff Development • Aims •1. To consider the role of training in staff development. • 2. To examine career planning in schools. • 3. To outline types of performance appraisal and career counseling. • 4. To examine procedures in the case of discipline and dismissal.
- 3. Types of Training(Continuous development/Induction / Specific needs Skills ) • Training needs of organization staff • 1.New staff • 2. Newly promoted staff • 3.Existing staff • 4.Those facing change
- 4. Sources of Information(Self-Assessment /JobDescription/Environmental (Methods &Equipment)) • Training needs of organization staff • 1.New staff • 2. Newly promoted staff • 3.Existing staff • 4.Those facing change
- 5. Summary of trainingneeds:- • Induction • In Service Training • Appointment • Probationary period • External courses
- 6. Performance:- • Reviews:- • 1.comparative • 2. Absolute • 3.result Oriented
- 7. Performance Interviews:- • Strengths •Weaknesses • Opportunities • Problems
- 8. Lesson Observation • Toencourage high standards • To assist teaching performance • To asses the standards attained by students
- 9. Carrere Planning • EstablishingScales • Criteria for promotion • Career Counselling • Discipline • Informal & Formal Disciplinary Interviews • Dismissal
- 10. Definition Staff development refersto the processes, programs and activities through which every organization develops, enhances and improves the skills, competencies and overall performance of its employees and workers.
- 11. • A processconsisting of orientation, in-service education and continuing education for the people of promoting the development of personnel within any employment setting, consistent with the goals and responsibilities of the employment.
- 12. Need for staffdevelopment:- – As part of an individual's long-term career growth. – To add or improve skills needed in the short term – Being necessary to fill gap in the past performance – To change or correct long-held attitudes of employee – Need to increase the productivity and quality of the work. – To motivate employees and to promote employee loyalty – Fast growing organizations.
- 13. Goals • Assist eachemployee to improve performance in his/her position. • Assist each employee to acquire personal and professional abilities that maximize the possibility of career advancement.
- 14. Objectives • To increaseemployee productivity. • To ensure satisfactory job performance by personnel. • To help employees cope with new practice role.
- 15. Steps of staffdevelopment program:- • Assess the educational needs of all staff members • Set priority • Develop general objectives for the staff development program • Determine the resources needed to reach the desired objectives • Develop a master calendar for an entire year • Develop and maintain staff development record system • Establish files on major educational topics • Regularly evaluate the staff development program
- 16. Resources:- • Public libraries, •Audiovisual program in addition to many books and computers, research activities and speakers to community groups. • Schools and universities • Ones own staff
- 17. Types of staffdevelopment:- Induction training Job orientation In-service education Continuing education Training for special function
- 18. Induction training:- • Itis a brief, standardised introduction to an agency’s philosophy, purpose, policies and regulations given to each worker during her or his first 2 or 3 days of employment in order to ensure his or her identification with agency’s philosophy, goals and norms.
- 19. Need of inductiontraining:- • Increased retention of newly hire employees, • Improved employee morale and Increased productivity.
- 20. Steps in induction:- 1.Tour of faculities 2. Introduction to the other employees, superiors and subordinates. 3. Description of organizational functions. 4. Departmental visit 5. Orientation to philosophy goals and objectives 6. Administration policies and procedures
- 21. Job orientation:- • Itis an individualised training programme intended to acquaint a newly hired employee with job responsibilities work place, other personal and co-workers. • The process of creating awareness with an individual of his/her roles, responsibilities and relationships in the new work situation.
- 22. Components :- Introduces:- • anew employee to his or her job setting so that he / she is aware of his/ her job responsibility and expectation. • The post holder employees to any new policy changes.
- 23.
- 24. Importance of orientation programme •Provides essential, relevant and necessary information • Helps employee to gain confidence, • Gives the time needed for the employee to learn about new situations related to his/her job setting. • Helps the new employee to develop a sense of belonging
- 25. • Eliminates : Learningby trail and error Passing of incorrect information by previous employees and peers. Misinterpretation Mistakes and confusion Delay of new employees in solving initial problems and adjust to the new situation/environment,
- 26. Content of anorientation programme:- The organisation and its environment Policies, rules and regulation Personnel Services Functions to be undertaken
- 27. In-service education:- Definition:- • In-serviceeducation is a planned learning experience provided by the employing agency for employees. • In service education is a planned educational experience provided in the job setting and closely identified with services in order to help person perform more effectively as a person and as a worker.
- 28. Concept of in-service education:- •Closely identified with services • Help a person’s to improve performance effectively • Planned education activities • Provided in a job setting
- 29. Steps in in-serviceeducation:- • Assessment: Pinpoint needs, prioritize needs, set training objectives, and develop criteria • Implementation: Climatic check, actual conduction of training with ongoing monitoring
- 30. • Evaluation: Establishmentof criteria, pre test to the participants, post test following completion of the training or program. Observation on transfer of learning to the job, follow up studies for assessment of extent of retention of learning.
- 31. Continuing education:- • “Continuingeducation is all the learning activities that occur after an individual has completed his/her basic education.” • “The education which builds on previous education.”
- 32. Functions of continuing education:- •To recognize gaps in knowledge. • To test abilities of participants to do formal academic study. • To provide opportunities for educational growth.
- 33. Training for specificfunction :- Definition:- • This is concerned with developing expert technical or manual skills, communication and helps the personnel to perform their functions effectively.
- 34. Potential difficulties instaff development & training activities:- • Lack of time • Inadequate resources at disposal • Under-funded training budgets • Conflicting priorities • Lack of Clarity about what should be done
- 35. • Failure toidentify, or accept the need. • Shortfall in training skill or experience • Fear that trained employee will leave the organization or will be poached by competitor. • Cynical attitude to Staff development- Not directly measurable. Treated as Cost not investment.
- 36. Methods of deliveringstaff development programme:- Induction Physical tour of the faculities Group discussion Seminar Hand book and pamphlet
- 37. Job orientation Orientation Seminar Discussion Hand outor book and pamphlets
- 38. In-service education Orientation Skill training Continuingeducation Leadership training
- 39. Continuing education Lecture Demonstration Seminar Journal club Bookreview Correspondence course Formal course Clinical research
- 40.
- 41.
- 42. Teacher education refersto the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community.
- 43. Teacher education isoften divided into these stages: 1.initial teacher training / education 2.induction 3.teacher development or continuing professional development
- 44. 1. initial teachertraining / education (a pre-service course before entering the classroom as a fully responsible teacher) 2. induction (the process of providing training and support during the first few years of teaching or the first year in a particular school) 3.teacher development or continuing professional development (CPD) (an in-service process for practicing teachers)
- 45. Issues & Discussion •Reflections on Professional Development Based on Personal Experience:- • As a student • As an employee • As a (manager/coordinator/instructor/ Specialist)
- 46. CAREER OBJECTIVE • Tocontribute in building the new free Libya by participating in transferring technology and human resources investment into strong & healthy society and economy. • SKILLS • Communication & Interpersonal Skills • Analytical Skills & Creative Problem Solving Skills • Orgnisational skills • Leadership skills • Decision making
- 47. EDUCATION • Wollongong University,Wollongong ,Australia August 2004 Master 's degree in Education • • New South Wales University, Sydney, Australia December 2002 • Master’s degree in Manufacturing Engineering & Management • • Nottingham Trent University, Nottingham, UK July1988 • Higher National Diploma in Engineering • • Peterborough Technical College , Peterborough, UK July1985 • National Certificate in Engineering
- 48. ROFESSIONAL EXPERIENCE • Collegeof Engineering Technology, Janzour, Libya September 2004 - Present • Member of teaching staff • Responsibilities: • Established the English Language Education system for the college • Managed and coordinated all aspects of the technical English language teaching • Worked closely with the faculty team for the development of the organizational regulations & policies • Maintained and enhanced quality working relationships • Designed the curriculum for technical English courses • Established regular contacts with other faculties seeking appropriate methods of delivering courses • Attended one year training in education management with TQ company, Nottingham, UK (2006) • Attended workshops for continuous improvement strategies in teaching at British council ,Tripoli,2010
- 49. • College ofEngineering Technology, Janzour, Libya November 1995 - December 2000 • Instructor • Responsibilities: • Managed & maintained laboratory equipment. • Supervised students’ projects. • Attended one year training course in programming of CNC machines at the Advance Centre of Technology (Tripoli) (1998) • Participated in the commissioning & installation process of CNC machines with Voest Alpine company.
- 50. • May ‘92- Nov ‘95: Maintinance Specialist,Waha Oil Company, Libya. • Jan '91 - Jun '91: Surface testing, Schlumberger Overseas, Libya. • Jan ’89 – Dec ’91: Mechanical Engineer, Misurata Steel complex, Misurata. Other Professional Experiences:
- 51. INDUSTRIAL & PROFESSIONAL TRAINING •“English Teaching Workshop” by British Council, Tripoli, Libya (2010) • “Education Management Training Course” by TQ Company, Nottingham , UK (Nov 2006 to Sep 2007) • “Advanced diploma in Programming of CNC Machines” by Voest Alpine Company at Advanced Center of Technology, Tripoli, Libya (1998) • “Non destructive testing” by at Advanced Center of Technology, Tripoli, Libya (1997) • “Operation and maintenance of pumps and compressors Course” by Waha Oil Company Training Center, Tripoli, Libya (1995) • “Operation and maintenance of pumps and compressors Course” by NOC, Tripoli, Libya (1993)
- 52. • “Surface TestingIntensive Seminar” by Schlumberger Overseas, Pau, France (1991) • “Geology & basic petroleum engineering seminar ” by Schlumberger Overseas, Pau, France (1991) • “On Job Training Seminar” at Tractor Factory, Tripoli, Libya (1990) • Presented paper on “Prospects of Future Manufacturing in the Arabic region” at Industrial Research Center, Tripoli, Libya (1989) • Industrial training as integral part of the H.N.D course ,British Rail ,derby,UK,1987 • Industrial training as integral part of the H.N.D course, Universal conveyor,Leciter,UK,1987