VERSION HISTORY [Provide information on how the development and distribution of the Training Plan will be controlled and tracked. Use the table below to provide the version number, the author implementing the version, the date of the version, the name of the person approving the version, the date that particular version was approved, and a brief description of the reason for creating the revised version.] Version Number 1.0
Prepared By
Revision Date <23/05/16>
Approved By <…………..>
Approval Description of Change Date
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Notes to the Author [This document is a template of a Training Plan document for a project. The template includes instructions to the author, boilerplate text, and fields that should be replaced with the values specific to the project.
Blue italicized text enclosed in square brackets ([text]) provides instructions to the document author, or describes the intent, assumptions and context for content included in this document.
Blue italicized text enclosed in angle brackets () indicates a field that should be replaced with information specific to a particular project.
Text and tables in black are provided as boilerplate examples of wording and formats that may be used or modified as appropriate to a specific project. These are offered only as suggestions to assist in developing project documents; they are not mandatory formats.
When using this template, the following steps are recommended: 1. Replace all text enclosed in angle brackets (e.g., ) with the correct field document values. These angle brackets appear in both the body of the document and in headers and footers. To customize fields in Microsoft Word (which display a gray background when selected) select File->Properties->Summary and fill in the appropriate fields within the Summary and Custom tabs. After clicking OK to close the dialog box, update all fields throughout the document selecting Edit>Select All (or CtrlA) and pressing F9. Or you can update each field individually by clicking on it and pressing F9. These actions must be done separately for any fields contained with the document’s Header and Footer.
2. Modify boilerplate text as appropriate for the specific project. 3. To add any new sections to the document, ensure that the appropriate header and body text styles are maintained. Styles used for the Section Headings are Heading 1, Heading 2 and Heading 3. Style used for boilerplate text is Body Text.
4. To update the Table of Contents, right-click on it and select “Update field” and choose the option - “Update entire table”.
5. Before submission of the first draft of this document, delete this instruction section “Notes to the Author” and all instructions to the author throughout the entire document.
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Table of Contents 1.0 Introduction ............................................................................................................. 5 1.1 BACKGROUND AND SCOPE ................................................................................. 5 1.2 POINTS OF CONTACT......................................................................................... 5 1.3 DOCUMENT ORGANIZATION ................................................................................ 6 1.4 SECURITY AND THE PRIVACY ACT ....................................................................... 6 1.5 GLOSSARY ....................................................................................................... 6 2.0 Instructional Needs/Analysis/Rules. ..................................................................... 7 2.1 NEEDS AND SKILLS ANALYSIS............................................................................. 7 2.2 LEARNING AND DEVELOPMENT APPROACH- ......................................................... 7 2.3 ISSUES AND RECOMMENDATIONS ....................................................................... 7 3.0 Instructional Methods ............................................................................................. 7 3.1 TRAINING METHODOLOGY .................................................................................. 8 3.2 TRAINING DATABASE ....................................................................................... 11 4.0 Testing and Evaluation......................................................................................... 11 5.0 Training Resources ............................................................................................... 12 5.1 COURSE ADMINISTRATION ............................................................................... 12 5.2 RESOURCES AND FACILITIES ............................................................................ 13 5.3 SCHEDULES .................................................................................................... 13 5.4 FUTURE TRAINING ........................................................................................... 13 6.0 Training Materials List .......................................................................................... 13 6.1 PURPOSE AND SCOPE ..................................................................................... 13 6.2 TRAINING MATERIALS LIST ............................................................................... 13 7.0 Training Curriculum .............................................................................................. 13 APPENDIX A: Training Plan Approval ....................................................................... 15 APPENDIX B: REFERENCES...................................................................................... 16 APPENDIX C: KEY TERMS ......................................................................................... 17
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1.0 Introduction 1.1 Background and Scope-
[This subsection of the Training Plan provides a brief description of the project from a management perspective. It identifies the system, its purpose, and its intended users. This subsection also provides a high-level summary of the Training Plan and its scope.]
Globalization, knowledge and competition have intensified the need for highly skilled workforce in both the developing and developed nations as it enables them to accelerate their growth rate towards higher trajectory. For India, skill development is critical from both socio-economic and demographic point of view. Government alone cannot accomplish this task. It calls for a concerted effort of government, private players, Educational institutes and NGOs to address the issue in a comprehensive manner. On other side Technology is changing very instantaneously, Industry/Companies demanding for trained/skilled fresher from Engineering/Technology institutions, Therefore, MIT-TBI LEAD have prepared and present skill capacity in front of skill development initiatives in India along with their solutions. As per one of the survey done at Punjab university, The skill capacity has been assessed in the form of general education and vocational training level of the Indian workforce in the age group of 15-59 and which was found to extremely low i.e. around 38% of the workforce are not even literate, 25% are having below primary or up-to primary level of education and remaining 36% has an education level of middle and higher level whereas only 10% of the workforce is vocationally trained (with 2% formal and 8% informal training). The study also found that both the Government and its partner agencies have undertaken various measures/initiatives for the effective implementation of the skill development system in the economy, but still faces a number of unresolved issues/challenges that need to be address and cater by of the policy makers and/or capable Indian institutions voluntarily in the interest of skill based nation building. Hence, skill development initiatives of the government should focus on these obstacles and develop the programs accordingly to resolve these hurdles for the complete success of the skill development initiatives.
1.2 Points of Contact[This subsection of the Training Plan provides the organization name (code) and title of key points of contact for system development. It includes such points of contact as the Project Manager, Program Manager, QA Manager, Security Manager, Training Manager/Coordinator, and Training representative, as appropriate.]
ABOUT All policies are subject to amendment. All rights are with MIT-TBI, Pune. Please Refer website (http://www.mittbi.org) for the official, you are reading most recent version. Page 5 of 17
[Add additional lines as needed. If the applicable team members are listed in the Project Management Plan, reference the appropriate section within this document.]
Role
Name
Contact Number
Program Manager Project Manager RTC Head Training Manager/Coordinator Training Representatives
1.3 Document Organization [This subsection of the Training Plan describes the document’s organization.]
This policy document mainly targeting the rules regulations, training programs, executions and their assessment/evaluation methods. all upcoming chapters have been organized in following wayChapter 2.0 - discussed about instructional (i.e. Training) needs, analysis and different rules/regulations applicable to training activity, this chapter also addresses on different types of Training formats we have targeting i.e Training and Development Approach, we have cater some possible Issues and Recommendations as well in the same chapter. Chapter 3.0 - tell us about how we are executing the trainings, in which way the training modules are to be executed uniformly. i.e. what/how the instructional methods are we using. In other way this chapter caters TEACH PLAN. Chapter 4.0 - Assessment and Evaluation Strategy (Credit based) has been discussed. Chapter 5.0 - Discuss about the Course administration i.e. training resources, and training facilities, Chapter 6.0- discuss about Training Material needed for initiating and successful execution of course. Chapter 7.0 tells about authority of training curriculum, training material, usage and reuse of training materials 1.4 Security and the Privacy Act [This subsection of the Training Plan, if applicable, provides a brief discussion of the system's security controls and the need for security and protection of sensitive data. If the system handles sensitive or Privacy Act information, information should be included about labeling system outputs as sensitive or Privacy Act-related. In addition, if the Privacy Act protects the system, include a notification of the Privacy Act's civil and criminal penalties for unauthorized use and disclosure of system data.]
1.5 Glossary [This subsection of the Training Plan contains a glossary of all terms and abbreviations used in the plan. If it is several pages in length, it may be placed as an appendix. A reference can be made to the OPDIV specific glossaries.]
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2.0 Instructional Needs/Analysis/Rules. 2.1 Needs and Skills Analysis [This subsection of the Training Plan describes the target audiences for courses to be developed. Target audiences may include technical professionals, user professionals, data entry clerks, clerical staff members, ADP and non-ADP managers, and executives. Described the tasks that must be taught to meet objectives successfully and the skills that must be learned to accomplish those tasks. A matrix may be used to provide this information. Also in this subsection, the training needs for each target audience are discussed. If appropriate, this subsection should discuss needs and courses in terms of staff location groupings, such headquarters and field offices.] indus
2.2 Learning and Development ApproachLearning development approach that are used in MIT-TBI, These could include:
Institutional training External training In house training Induction training/Program * Coaching and mentoring On job training Work shadowing Seminars, forums, conferences, workshops by industry. Studying towards vocational or professional qualifications/skills Attendance at seminars, forums, conferences, workshops Continuous Professional Development (reading, research, shared learning)
2.3 Issues and Recommendations [This subsection of the Training Plan includes any current and foreseeable issues surrounding training. Recommendations for resolving each issue and constraints and limitations should also be listed. Review and update the Risk Management Plan with any new risk information uncovered during the development of this plan.]
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Get skilled, Be prudent
3.0 Instructional Methods
Course Name:
TRAINING PARTNER
ABOUT COURSE
3.1 TRAINING METHODOLOGY-
Course CATEGORY/CODE Approved Training Scheme Duration
Target Participant FULL/PART/WEEKEND
Course delivery Venue
Address:
SPOC Person Name Position SPOC Contact Number Name
Course Work Prerequisite
RTC SPOC Person Position
RTC
COURSE DISTRIBUTION
Course Trainer Name
AFFILIATING PARTNER NAME:
Course delivery Timings Course Outcome
SPOC Contact Number Email address
Applied Credits
Credits 1
(in hrs.)
Credits 2 Credits 3
(in hrs.) (in hrs.)
Credits 4
(in hrs.)
Training
CREDIT POLICY
TOTAL CREDITS
Commencement Date Proposed Completion Date Actual Completion Date
I have completed a pre-training review and have contributed to the development of this training plan including the schedule of proposed employer contact points, and competency confirmation process and response time frame of ____ days. I am aware of my responsibility to ensure that this plan and its ongoing development is implemented and monitored over the duration of the Training Contract.
MIT TBI
AFFILIATING Partners/ Industries
Name
RTC (REGESTER TRAINING CENTER)
Name
Name
Signature
Signature
Signature
Date
Date
Date
2
For SBAT’s only
Name OF RTC
In order for the Training Contract to be registered with Skills Victoria as an SBAT a school representative is required to sign the Training Plan. The school’s acknowledgement indicates: The student is enrolled in a senior secondary program (VCE or VCAL) The RTC is aware of the Training Plan and certification that the study, training and work commitments of the student form an integral part of the RTC program.
MIT Management. Name
Signature
In signing the Training Plan, the AFFILIATING PARTNERS ENDORSING the quality execution of the training. Whilst the occupational health and safety arrangements, or the wage arrangements/requirements are being taken care by RTC.
Home Work Assignment: Presentation / Debate : Guided Reading and Report Writing: Industry Interaction: Case Study Discussion: Quiz: Paper Design Implementation: Working Prototype Design:
Stage 1 Employer confirmation that these competencies have been achieved. See note below Achievement of Stage 1 competencies is equivalent to 50% of the full competencies for the qualification.
Proposed Date
3Agreed
Contact Method
Actual Date
Trainer Signature
OR: Records Reference
Legend 1
Workplace Based Delivery (WBD): The training is undertaken at the workplace. The RTC will ensure that the training plan allows to be withdrawn from routine work duties for the structured training: Certificate I – Maximum of 18 hours (Part time course must complete in 15 days cycle) - Certificate II – Maximum of 40 hours (part time course must cover in 1 month) Certificate III – Min 41 hrs Max 100 hrs (Part time course must complete in 3 month cycle) - Certificate IV – Min 101 hrs onwards
2
3
Assessment Method/s
Employer Contact Method
1 Third party report
3 Demonstration
5 Observation
7 Face to face
9 Post
11 Phone/Fax
2Q&A
4 Written response
6 Other (please specify)
8 Email
10 E-conference
12 Other (please specify)
Get skilled, Be prudent
3.2 Training Database The detailed database arrangement will be by MITPune TBI-LEAD,
4.0
Testing and EvaluationTo Earn Credit 1- Trainee need to undergo for Min 18 hrs. of training, Evaluation will be based on Attendance and assignment3 Given by Trainer, Outcome- After successful completion trainee will be eligible to Earn 1 Credit and certificate of training Course Module
Credit 1
Credit 2 To Earn Credit 2- Trainee need to undergo for Min 30-40 hrs. of training, Evaluation will be based on Attendance and assignment Given by Trainer. Outcome- After successful completion trainee will be Eligible to earn 2 Credit and certificate of training Course Module
To Earn Credit 3- Trainee need to undergo Min 41 hrs. & Max 100 hrs. of Training, Evaluation will be based on Attendance and assignment given by Trainer. Outcome- After successful completion trainee will be Eligible to earn 3Credit and certificate of training Course
To Earn Credit 4- Trainee need to undergo Min 41 hrs. & Max 100 hrs. of Training, Evaluation will be based on Attendance and assignment given by Trainer and/or RTC. Outcome- After successful completion trainee will be Eligible to earn 4 Credit and He will be awarded with certificate of Training Program
Credit 3
Credit 4
5.0 Training Administration and Resources5.1 LEAD Trainings AdministrationTraining Administration ProcedureA. Training launchings- with the Procedurals initiatives, tie-ups, MoU’s , Discussions by MITTBILEAD with Industries/Institutions/Govt agencies-partners/Non Govt Agencies-Partner/License Providers, Training Program will be launch (subject to fulfilling the MITTBI-Lead and MIT Managements approval) B. Course Announcement- will be done through any of various platforms Announcements through website* Announcements through Print Media, Electronics media College level Promos Through TBi Students ambassador (subject to applicability of training) Social media Facebook, Twitter, Linked-In C. Course/Training Enrollment- All the course Enrollment will be done by 2 ways of registrations. 1. Enrollment through online Registration form. 2. Enrollment through Web Site. Website- www.mittbilead.com D. Course/Training RTC (Register Training Center)i. RTC i.e Register Training Center will be acting as of Course Delivery center/place. Any MIT’s Sister Institutes shall be called as RTC only after approval from MIT Management. ii. RTC selection will be done by 2 waysa. Through online/offline request by RTCs- here any interested RTC center shall submit the request for getting training delivery chance at their place. By answering their suitability / available resources/ time. In online request form. b. Through direct recommendation from MIT Management. Note: if Requests came from more than one RTC, all decision rights will be at MIT-TBi only.
E. Reporting of Training Progress & RTC’s commitmentOnce selected as RTC for any training program, They are liable to conduct the training program at their building/Place with all necessary resources. RTC will have to submit the training progress report at regular interval of course or after completion of course modules/assignments/ exams Whichever applicable. F. Monitoring of the training program-(as required)For successful and smooth functioning of training program one SPOC from MITTBI will be available. G. Training records management, and securityTraining records need to be maintain by respective selected RTC center, the copy of record shall be shared to MITTBI. H. Course completion and certificationshall be done after submission of all Status reports as per Teach Plan conduction of Examinations/ Evaluation and submission of their reports. As per the credit policy of MIT-TBi Training participant shall get the certificates and then course will be Close. All policies are subject to amendment. All rights are with MIT-TBI, Pune. Please Refer website (http://www.mittbi.org) for the official, you are reading most recent version. Page 12 of 17
5.2 Resources and Facilities [This subsection of the Training Plan describes the resources required by both instructors and students for the training, including classroom, training, and laboratory facilities; equipment such as an overhead projector, projection screen, flipchart or visual aids panel with markers, and computer and printer workstations; and materials such as memo pads and pencils, diskettes, viewgraphs, and slides. Information contained in this subsection can be generic in nature and can apply to all courses. Specific course information and special needs may be itemized here as well or, if many different courses are involved, in Section 5, Training Curriculum.]
5.3 Schedules [This subsection of the Training Plan presents a schedule for implementing the training strategy and indicating responsible parties. Include key tasks to be completed, such as when to set up training facilities and schedule participants; other activities essential to training; and dates on which those tasks and activities must be finished. This subsection provides an overview of tasks; deliverables, such as approach and evaluation forms; scheduled versus actual milestones; and estimated efforts, such as the work plan. In the final version of the Software Training Plan, actual course schedules by location should be included.]
5.4 Future Training [This subsection of the Software Training Plan discusses scheduled training modifications and improvements. This information can include periodic updating of course contents, planned modifications to training environments, retraining of employees, and other predicted changes. Indicate procedures for requesting and developing additional training.]
6.0 Training Materials List 6.1 Purpose and Scope The purpose of this document is to assist the project manager and project team in managing the training materials produced by the project as part of the . Training materials can include: seminars, presentations, workbooks, self-study tutorials, etc., associated with a software version release. The Training Plan Template, located in the , provides the framework for determining how the training materials will be identified, developed, and delivered. This should be a “living” document that is updated frequently to reflect new or changing training material information. Although both the Training Plan and Training Material templates can be used by projects of any size, they are intended to be used mainly by the larger, more complex, and more critical projects.
6.2 Training Materials List Software Training Materials List for Document Name
Version Number
Document Format
Date Delivered
Intended Audience
Storage Location
7.0 Training Curriculum [This section of the Training Plan provides descriptions of the components that make up each course. If a large number of courses or modules are described, place these descriptions in an appendix. Subsections of this section, if any, should be created for each course. Each course may comprise one or more modules. A course description should be developed for each module. At a minimum, each course description should include the course/module name; the length of time the course/module will take; All policies are subject to amendment. All rights are with MIT-TBI, Pune. Please Refer website (http://www.mittbi.org) for the official, you are reading most recent version. Page 13 of 17
the expected class size (minimum, maximum, optimal); the target audience; course objectives; module content/syllabus; specific training resources required, such as devices, aids, equipment, materials, and media to be used; and any special student prerequisites. The course description could also include information on instructor-to-student ratio, total number of students to be trained, estimated number of classes, location of classes, and testing methods. Include an explanation to the following questions:
After the training is completed, what will happen to the training course materials, student information and other materials? Who will own, manage and maintain the training materials in the future? How will training materials be used in the future to train new staff? How will training materials be used in the future for refresher training?]
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APPENDIX A: Training Plan Approval The undersigned acknowledge that they have reviewed the Training Plan and agree with the information presented within this document. Changes to this Training Plan will be coordinated with, and approved by, the undersigned, or their designated representatives. Date:
Signature: Print Name: Title: Role:
Project Manager
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APPENDIX B: REFERENCES [Insert the name, version number, description, and physical location of any documents referenced in this document. Add rows to the table as necessary.] The following table summarizes the documents referenced in this document. Document Name
Description
Location
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APPENDIX C: KEY TERMS The following table provides definitions and explanations for terms and acronyms relevant to the content presented within this document. Term Definition [Insert Term]
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VERSION HISTORY. [Provide information on how the development and distribution of the Training Plan will be controlled and. tracked. Use the table below to provide the ... To customize fields in Microsoft. Word (which display a gray background when selected) select File->Properties->Summary and fill in the appropriate.
Learn How To Use Adobe Photoshop To Quickly And Easily Edit Your Digital Photos Like The Professionals. Related Content: ... For beginners Part 2 (Shakira).
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