SHR015-2: Innovative HRM Practice: Training School Supervisors

This case study examines a training and learning program for school lunchtime supervisors, focusing on improving their performance and addressing safeguarding concerns. It utilizes the Osborne-Parnes CPS model to identify training needs and enhance problem-solving skills. The report includes a flow diagram illustrating safeguarding procedures and discusses potential risks associated with the training program, such as health and safety issues, reporting risks, and improper data management. The analysis emphasizes the importance of effective training and monitoring to ensure the safety and well-being of students during lunchtime activities.

Human Resource Management
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Table of Contents
INTRODUCTION......................................................................................................................3
TASK 1......................................................................................................................................3
Discuss 4-6 stages of Osborne-Parnes CPS model, produced a justified training
programme.............................................................................................................................3
TASK 2......................................................................................................................................4
Design a detailed and annotated flow diagram......................................................................4
TASK 3......................................................................................................................................9
Discuss the key risks that may arise from training programme.............................................9
CONCLUSION..........................................................................................................................9
REFERENCES.........................................................................................................................11
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INTRODUCTION
The report is based on the training & learning problem and related to the school
lunchtime supervisors. It will discuss the fundamental concept of Osborne-Parners CPS
model, produce an effective justified training programme for lunch-time supervisor.
Furthermore, it will focus on the safeguarding document which referred to the flow diagram
and indicating the importance of training and monitoring of lunch time supervisor. It will be
observed the complex situation such as physical injuries and followed by schools. Moreover,
it will describe key risks that may be increased at the time of training program.
TASK 1
Discuss 4-6 stages of Osborne-Parnes CPS model, produced a justified training programme.
Osborne-Parnes CPS model is defined as creative problem-solving process in order to
define the humanity, which make it creative. Based on the case study, it is mainly focused on
the training and learning problem in the school lunchtime supervisor. It has been identified
the poor knowledge of supervisor so that they were unable manage or control performance in
school lunch time (Almendingen, Benth and Molin, 2021). As per given scenario, it has been
examined that Hull city council and government were focused on improving the role of
supervisor during lunch time. This can be possible due to the efficient training & learning
program.
Although the specific approach is helping to find number of training needs and
highlighting issues in lunchtime activities. With the help of training & learning program,
Supervisor can be improved their ability in order to solve any kind of problem lunchtime
management.
To consider the creative problem solving strategy, it is mainly focused on the certain
issue or problem where supervisor is unable to handle different business operational functions
during lunchtime. A specific problem can be identified based on existing situation or created
by human resources. This is why because of understanding the demand of creative problem
solving. For students, they were participating into different activities at the time of lunch-time
at school premises (Amuhanda, Asena and Achieng, 2022). In this way, it is important to
focus on the specific problem until students are comfortable with lunch time activity. Once
the students are familiar with certain steps, supervisor can be used the effective problem-
solving situation. In some cases, it is also related to social studies.
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Divergent & convergent thinking- At the time of training session, it is important to
understand the creative thinking of supervisor by trainer or HR. Because it helps to inspire or
motivate employees who are involved in training program. This can be possible due to the
divergent & convergent thinking approach. This kind of approach is used by Human
Resources to resolve all queries of lunch-time supervisor. It is always inspired or motivated
individual’s to maintain a coordination between them.
Ask problem and find solution- during training session, it is important to establish a
better coordination and communication between trainer and lunch-time supervisor, those are
playing an important in learning & training. In order to resolve problem related a lack of
performance. Each and every people have provided the opportunity to ask some kind of
questions and showing a positive or negative thinking. In some cases, it would be increased
the limited responses.
Defer and suspend judgment- In this stage, HR will be providing the better judgment on
the brainstorming process. If in case, it may be increased a complex issue that can be resolved
by innovative idea. In order to resolve training & learning program, lunch-time supervisor
needs to be analysed the importance of training, try to defer and suspend judgmental idea.
Focus on positive and negative- In this stage, it is focused on the language or
communication when trainer can share their innovative idea during training session to
lunchtime supervisor (Bowers, Welfare and Lawson, 2022). In this way, it can easily identify
their positive as well as negative thoughts towards lunchtime management. This kind of
process will help to encourage -people and expand their beliefs, thoughts.
TASK 2
Design a detailed and annotated flow diagram
Safeguarding refers to the fundamental concept that help to protect a citizen’s health,
human rights and well-being. These are helping to enable them to live from harmful things. It
is important aspect to focus on the high quality of healthcare services (Carter, 2022). By
using safeguarding case study, HR is focused on the training and monitoring of lunchtime
supervisor where how they will be observed physical injuries.
Based on the case study, it has been conducting a survey of 71 schools, identify the
current performance of supervisors, measuring about dislike, like of supervisor. It helps for
teachers and supervisor to be trained, motivating, encouraging or managing different
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playground activities. Due to training & learning program, it has become easier for supervisor
itself identified behaviour of people and resolving any conflict as one of key requirement.
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Understand physical risks
and plan through training
session
Make and follow
procedure for lunchtime
supervisor
Focused on the vision for
physical injuries during
lunchtime activities
Coordination with
supervisor and student
Follow up by school

Figure: 1 Annotated diagram
In this diagram, it has been representing the flow of sequence where it can be used at
the time of training session. By using flow diagram, HR has been examined the necessary
stages that provide brief idea about the performance of lunchtime supervisor. Annotated
diagram is playing an important role in which explained the flow of process and finding the
better solutions. At the time of training & learning, flow diagram is helping lunch-time
supervisor to understand the different stages.
As per given scenario, the lunchtime supervision is one of the important approach in
order to establish a conjunction with school behaviour, safeguarding policies. Different
approaches are reviewed and understand the significant role of supervisor, students (Raslan,
2022). In lunchtime’s activities, it is important to focus on the valuable experience of
individuals, and understanding children where they can play, discover and develop their
knowledge. But most importantly, it is needed to focus on the safeguarding of student’s. It is
important aspect to follow different procedure and use suitable act to avoid any kind of
injuries, accident. The school authority needs to be maintained a consistency in coordination
between individuals.
By using annotated diagram, it must ensure that both training & lunch time supervisor can
easily observe physical injuries by schools. Enhancing different phases that will help schools
actively identify safety related issues.
Understand physical risks & plan- As growing the physical risks during lunch time
activities. For example- many parents send their children and believed that they will return in
right condition. This kind of expectation is inevitable and increased challenges. That’s why, it
is an essential aspect to use suitable safety audits which is mainly provided by schools to
reduce level of physical injuries. In additional, it can be used the safety strategy that help to
keep monitor and control the activities of children on regular basis (Russell, 2021). Some
kind of risks are becoming inherent to business operation of any school. Generally, HR is
focused on the necessary actions and taking important steps to find a specific risks or threats.
Make and follow procedure for lunchtime supervisor- The school authority is always
put in place to keep staff member and students are safe. This can be possible through
effective procedure that can be implemented by school’s authority. Most importantly, HR is
focused on the safety systems and improve culture of schools where each and every children
feeling motivated.
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If in case, it has been increased the situation of physical injuries and then afterward, it is
immediately resolved in best possible manner. For example- the school authority can be
understands the requirement of lunch time supervisor and create or develop appropriate
culture.
On the other hand, it is always updating new policies, practices because it is important to
identify the positive aspect in terms of safety. Schools are created the buy in policy that help
to handle complex difficulties in safety management process. In some cases, HR is also using
a modern technology communications with student by supervisor and provide instruction to
follow a safety parameter during lunch time activities (Soneson and et.al., 2022). Initially,
this kind of process can be handled by administrative staff member and resolve problematic
issues through communications. In future, the similar kind of opportunity should be gained
by schools and build a good discussion with leaders.
Focused on the vision for physical injuries during lunchtime activities- In this phase,
the main vision of schools are focused on the possibilities of physical injuries at the time of
lunch time activities. In this way, HR is giving a better opportunity for children’s at schools
so that they can easily handle tension, tests in their live session. Based on the case study, it
has been examined that 71 schools address the skills and then focused on effective planning.
This kind of thing is always supported to eliminate complex challenges.
Coordination between supervisor and student- the lunch time supervisor consult with
schools and review different requirements of fitness. To maintain a physical fitness and avoid
injuries, it is now embracing alternative approach to inspire or motivate children. So, they can
easily engaged with safety parameter and then performed activities.
Follow up by schools- In this phase, it is focused on the desirable aspect of student and
implementing safety policy by schools. Every lunch time supervisor needs to be has been
completed by schools.
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TASK 3
Discuss the key risks that may arise from training programme.
As per analysis, it can be measured the risks that may arise from training session or
program. Here are identified few risks that could be faced by schools, trainer who have
provided the training session for lunch time supervisor.
Health & safety risks- Schools authority is just focused on the susceptible health &
safety risks of children’s or supervisor. In some cases, staff members are not exposed the
safety risks at the time of training program. To avoid any kind of safety risks, HR would be
required to educate lunch-time supervisor on safety policies, procedures on daily basis. Time
to time, it is always encouraged lunch-time supervisor to share their idea, potentially handle
safety related issues in proper manner.
Reporting risks- these are considered the most common risks which may be
increased complexities for staff members regarding data management. Continuing
professional development, it is an essential aspect for HR to influence lunch-time supervisor
where they can easily reduce the chance of mistakes, and other financial errors (Vaillant,
2022). Additionally, it would be required for lunch-time supervisor in training to undertake a
specific professional development in physical safety. In this way, it can easily improve a
regular performance of supervisor. Most importantly, it keeps to monitor progress and set a
specific goals for staff members.
Improper data management- this kind of risk can be identified in training program.
Sometimes, it is difficult to keep record all confidential data or information in proper manner.
In some cases, schools can provide safeguard against risks and improve training session.
Furthermore, it should be required to focus on awareness program which may support to
follow a formal procedures for data recovery (Zhou, 2022). In training program, HR concerns
improper data management is the most common risk in which directly affecting performance
of lunch-time supervisor.
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CONCLUSION
In above analysis, It has been summarised the concept of training & learning problem
and related to the school lunchtime supervisors. By using fundamental concept of Osborne-
Parners CPS model, in order to identify that it can be achieved a great success of training
programme for lunch-time supervisor. Furthermore, Discussion on the safeguarding
document which referred to the flow diagram and indicating the importance of training and
monitoring of lunch time supervisor. This type of approach has been gained the better
opportunity where identify step by step procedure. On the other hand, it focuses on the
complex situation such as physical injuries and followed by schools. This is the most
common issue so that it has been implementing safety policies and procedures. Afterwards, it
can be achieved desirable goals and objectives. Moreover, analysing the key risks that may be
increased at the time of training program.
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REFERENCES
Books and Journals
Almendingen, K., Benth, J.Š. and Molin, M., 2021. Large scale blended learning design in an
interprofessional undergraduate course in Norway: context description and
supervisors’ perspective. MedEdPublish, 10.
Amuhanda, E.A., Asena, J. and Achieng, A.L., 2022. School Community Relationship on
Learners’ Academic Achievement in Public Secondary Schools in Vihiga Sub-
County, Vihiga County, Kenya. Journal of Popular Education in Africa. 6(1). pp.40-
60.
Bowers, A.W., Welfare, L.E. and Lawson, G., 2022. Perceptions of Officer Roles in School
Resource Officer Programs. Leadership and Policy in Schools. pp.1-15.
Carter, C., 2022. Supporting young children’s friendships: the facilitating role of the
lunchtime welfare supervisor. Pastoral Care in Education. pp.1-20.
Raslan, M., 2022. Leading Learning During Crises: A School Principal Reflection.
Russell, W., 2021. The Case for Play in Schools: A review of the literature.
Soneson, E. and et.al., 2022. Determining stakeholder priorities and core components for
school-based identification of mental health difficulties: A Delphi study. Journal of
school psychology. 91. pp.209-227.
Vaillant, D., 2022. Grenada: Teacher training: OECS Education Development Project.
Zhou, S., 2022. Social Workers’ Challenges in Transitioning from Frontline to Supervisory
Role. Human Service Organizations: Management, Leadership & Governance. 46(1).
pp.67-81.
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