Training Strategy

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Peter Cocks
Student Number: D099912345
Assignment 2
14 January 2013

Introduction

The Catholic Education Office Melbourne (CEOM) is a leading provider of school education in Melbourne. It represents the sixth-largest education system in Australia, operating in the third-largest Catholic diocese in the world. In 2012 about 146,400 students are enrolled in 329 Catholic schools in the Archdiocese of Melbourne, supported by more than 16,700 teaching and non-teaching staff. The CEOM is the central bureaucracy supporting these Catholic schools and teachers with operational services, policy development and political advocacy. The CEOM more than 400 professional and administrative staff. The CEOM Mission is to support the schools to provide an outstanding Catholic education that integrates faith, life and culture. The CEOM is organisational structure is based on a hierarchical management model similar in many organisations. The structure includes a Human Resources Group which has responsibility for the implementation of the organisations Professional Learning policy. Overview of CEOM Training Initiative

Rather than focus on a specific CEOM training initiative, this assignment will consider the purpose of the CEOM professional learning policy. The defining feature of the CEOM professional learning policy is it has a learner centred approach and includes many of the characteristics of the employee led development schemes (ELD), mainly the ELD philosophy that employee learning is owned and driven by the employee him/herself (Holden et al). Although the CEOM initiates numerous, targeted organisational wide training events including new employee induction and corporate initiatives such as managing performance, EEO and OHS the CEOM professional Learning policy specifically states “ultimately, responsibility for an individual staff member’s professional learning rests with the individual. Each member of staff is expected to take the initiative in developing their own professional learning plan”. (CEOM policy). Further, the policy provides for a maximum allocation for expenditure on professional learning available to each staff member, based on FTE. Individual financial allocations and unallocated balances can be carried forward for a period of up to three years. This assignment will discuss the effectiveness of the policy, its design, its implementation and consider how the success of such a policy can be evaluated. Organisational context and strategic issues

Improving educational outcomes for all young Australians is central to the nation’s social and economic prosperity and will position young people to live fulfilling, productive and responsible lives. On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education, Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians which sets the direction for Australian schooling for the next 10 years. Subsequently, the Australian governments embarked on a collaborative national approach to reforming learning and improving learning and opportunities within schools and training organisations. The Melbourne Declaration of Educational Goals for Young Australians (MCEETYA, 2008) acknowledges these changes and the new demands on Australian schools. (CEOM Strategic Directions 2012-2015). CEOM will support teachers in Melbourne Catholic schools with these reforms by researching, designing and implementing new ways of teaching and contemporary learning to equip students to be successful learners and persons better able to meet the challenges of rapid technological and social change. To deliver this support, CEOM aims to build a learning organisation where the organisations attitudes, values and practices support a process of continuous improvement and learning. The CEOM’s capacity to facilitate continuous improvement is enhanced through ongoing learning, innovation and...
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