Research Staff Traning Program

Running head: RESEARCH STAFF TRAINING PROGRAM
Research Staff Training Program
Name of the Student
Name of the University
Author Note

RESEARCH STAFF TRAINING PROGRAM1
Table of Contents
Part A: Portfolio...................................................................................................... 2
Two topics for the PD programs for the trainers in the RTO...............................2
Research of collaborative communication and learning approaches that are
available for trainers to undertake professional development courses..............3
Selection of the most suitable strategies for the departmental needs, staff,
work environment and available resources........................................................3
Analysis of legislation that is relevant to this initiative......................................4
Two new approaches or systems for implementing, using an inclusive
approach............................................................................................................ 4
Description of own proposed leadership role in the project, considering the
people involved and the outcomes....................................................................4
Description of the new collaborative relationships that need to be formed, and
existing relationships that are beneficial for this project...................................4
Poster................................................................................................................. 5
Part B: Journal........................................................................................................ 6
References............................................................................................................. 8

RESEARCH STAFF TRAINING PROGRAM2
Part A: Portfolio
Two topics for the PD programs for the trainers in the RTO
Personal development is an essential for any professional to seek the
development of their own skill set and personality development in their
respective careers. The improvement of one’s career is said to be starting with
the idea of personal development for making progress, which also happens to be
measurable. This means that through the personal development programs, a
person can look forward to have proper development of their own career and at
the same time, they could measure the development they have had so far or to a
particular time (Ellison et al., 2018). The development begins with the first
aspect of increasing self-awareness, that would help a person to understand
their respective skills and the idea of development that they have to perform
over their existing skills. Then begins the procedure to build one’s own identity
by understanding them and then discovering and developing the talents that is
required to develop self.
As the Registered Training Organization or RTO in Australia, two topics
would be presented for the personal development programs such that the
Vocational Education and Training programs can be provided to the people who
are pursuing their career in education. The organization is likely to follow all the
educational legislative standards that are required for the trainers and the
assessors for the terms of their own skills and qualifications. The research is
about to be conducted such that they are able to follow the vocational training
methodology and at the same time they are able to have a sound knowledge of
the vocational subjects. They are also required to follow the latest use of
technology and the knowledge and skills they require to understand the
emerging technologies for staying in touch with the students and achieve flexible
delivery of services.
Thus, following would be the development of the outline of the staff
professional development programme covering the PD or Professional
Development courses as the following:
The blending of online and face to face training: This particular
training has to be provided to the staff as a part of their development and
training program, following the basic facilities of the legislation provided by the
educational systems as RTO maintains. This training procedure can also be
regarded as the blended learning approach, where the mode of training is to be
combining the learnings of live training led by the instructors, but the
development of the learning facilities would be initiated online (Liu & Shi, 2016).
As per the training outline program that the blended learning technique would
follow, it can be considered to be an extremely effective learning technique
which is based on the acquisition of the staff’s knowledge and at the same time
retaining of their knowledge while lowering the cost of training. It would be
technically beneficial for the staff and at the same time it would be economically
extremely beneficial for the RTO. As per the latest understanding of the world, it
has been found that the interviews, meeting and other learning experiences
have become less formal and more structured, and this is why this blended
learning approach would be extremely beneficial for the instruction led trainings
as a primary method of the enhancements of the employee and their skillsets
(Sage & Orton, 2017). This would be extremely beneficial for the staff as it looks
forward to enhance the hybrid training experiences to satisfy the learners and
promote better training outcomes. The staff would be provided with the training
of online based learning and instructor led learning. They would also be provided

RESEARCH STAFF TRAINING PROGRAM3
mobile learning approaches to access their training from any mobile device with
the benefit of internet access. Right after the training session has been
completed, they would be tested to find out how efficiently they have been
putting their new skills to use. Then, finally they would be provided with the
personalized online training activities from the instructors with and in-person
training, along with the queries and doubts that the trainers would have
regarding the development programme.
The use of technology for flexible delivery: The concept of flexible
delivery and flexible learning is dependent on the essential models for the
teaching and learning practices and this is the reason that the learners are to be
trained for their own personal development. The methods that are required to
implement in this particular area would be needed to include their wide range
needs and the hectic lifestyle that the trainers go through (Stevahn, Anderson &
Hasart, 2016). The reason that this topic is also required to include in the
personal development program and training of the learners is because of the
hectic lifestyle of the learners as well as the rapid development in the
information and communication technologies. Both these constrictions have
provided a huge range of opportunities for flexible learning and the training
practises are most likely to implement better opportunities for the faster and
easier theoretical perspectives to the practical learning scenarios. The
continuous growth would make the learners enhance the personal skills that
each of them possesses.
Research of collaborative communication and learning approaches that
are available for trainers to undertake professional development
courses
The blending of online and face to face training: The blending of the
learning styles with the utilization of the face to face and online trainings can be
said to have a flexible approach. However, it is also required that the entire
structure of the developed technology is assisted with the educational
application of face-to-face environment but over online communications. Many
researchers have reported that the environment has to be developed for the
blended learning environments such that there is a thorough communication
ongoing between the trainers and the learners (Rossing & Hoffmann‐Longtin,
2016). The facility that the online learning services are about to develop would
follow the activities of communications at every possible time. This is because,
the primary facility provided by the blended learning approach is its availability.
The learning is said to bed available to the people at all times and every
individual learner would be addressed. The process of communication in this
particular phase would be considered for every trainee and each one of them
would be provided with a tool to collaboratively provide their feedback on the
online platform for every trainee and the trainers to visualize. Thus, each of their
doubt and clarifications would be addressed and solved.
The use of technology for flexible delivery: The main intention
behind this particular approach would be to initialize the communication from
both the trainers and the trainees at every possible time. They would be made to
realized that each of their possible ideas and doubts are addressed, they are
valued and these issues that they are having are solved. As the trainer, it is
understandable that the technology for flexible delivery or flexible learning might
not be a form of learning that the trainees have attended to at every possible
phase, but it would be something that they might not have gone through at
every possible phase (Alrushiedat & Olfman, 2019). Therefore, it is quite natural
that they would have to reflect their issues while using the technological