SHR015: Training and Development Plan for School Lunchtime Supervisors

This assignment provides a detailed analysis of a case study focusing on the training and development needs of lunchtime supervisors in Hull primary schools. It uses the CPS model to identify problems such as low motivation, poor behavior management, and a lack of understanding of children's needs. The assignment proposes a comprehensive training program, including on-the-job and off-the-job training, to enhance supervisors' skills and confidence. It also addresses potential risks associated with the training program, such as high costs, mental health concerns, and retention issues, and suggests mitigation strategies. The report emphasizes the importance of lunchtime supervisors in ensuring student safety and the success of initiatives like free school dinner programs.

UNIT INNOVATIVE
PRACTICE IN HRM AND
HRD SHR015

Table of Contents
UNIT INNOVATIVE PRACTICE IN HRM AND HRD SHR015................................................1
INTRODUCTION...........................................................................................................................3
TASK-1............................................................................................................................................3
TASK-2............................................................................................................................................4
TASK-3............................................................................................................................................6
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................1

INTRODUCTION
HRM is a practice of managing human resources in an entity at the same time HRD is all
about development of personnel in an organization (Hoyle, 2021) The report would be flashing
light on the case of lunchtime supervisor and its role in the school to supervise the students, for
the purpose CPS model will be taken into consideration. To ensure training and monitoring of
the supervisors an annotation would be presented, at the end of the report key risks which may
take place from the training programme shall be depicted.
TASK-1
As it has been found that the lunchtime supervisors are underperforming so for the sake
the CPS model of Osborne Parnes is taken into focus (Kiley and Halliday, 2019)
Problem finding- While conducting the study it was found that there were a range of issues with
the lunchtime supervisors which was making them underperforming. Problems such as low
ability of motivating and managing playground activities, management of behaviour,
understanding needs of children's, quality of their work, limited role confined to lunchtime
period, undervalued role, wrong perceptions for the role etc. it has been seen that due to these
perils there is strong need of training and development plan.
In Idea finding stage it is found that some steps can be taken to meet the requirements
and would be helping to hiking outcomes, performance development of lunchtime supervisors.
There is strong need of fabrication of well-structured training programme for such lunchtime
supervisors in attempt to reduce their concerns and surging the outcomes, potential and
competency for performing the task (Shihadi, 2022)
After generation of ideas it is essential to go for solution finding. In the stage the
solutions would be selected and strengthen. There must be a well-articulated training programme
which would be eccentric to hike the professional competency of the personnel. As solution of
the problems found in the performance of the lunchtime supervisor which was toppling its role
and efficiency of working in the organization. With this regard the versatile training programme
will be fabricated so can meet all the requirements of the supervisor.
While evaluating the current system of the institutions it was found that the existing
training programmes was ad hoc, and their impact were also uncertain. The biggest peril behind
poor performance of lunchtime supervisor was malicious training structure of the institution
which was not allowing them to thrive their skills and serve with better quality and efficiency. In

this modern age where schools are also being managed as a business where the role of all
personnel is very significant to hike the outcomes and productivity of the organization.
As plan for action some steps will be taken in order to formulate a fully-fledged plan to
give better training to the supervisors. Here all key aspects are considered which are hindering
their way of performing better. The supervisors would be given training in two phases- On the
job and off the job. Here off the job training will be given in a classroom where the role of they
perform, their importance, responsibility, future, all the aspects are revealed so can understand
the prominence and can get motivated too.
Various methods can be used such as simulation, knowledge based, and experiential
methods so (Jones, 2021) can impart all those things which are significant to perform their duty.
To bring confidence and Changing social perspective of their role, the supervisors will be given
some value enhancement trainings too, so with better skills they can hike their morale of
working. The training programme is very much-needed since as the case study has revealed that
the performance of the lunchtime supervisors is not much efficient as it is supposed to be. For
launching free school dinner programme, it is inevitably significant to make sure appropriateness
of such supervisors who are directly involved in ensuring the success of the programmes.
The trainees will be keeping such notions in mind while extending training to hike the
performance. The areas like good communication, ability of being clammed, ability to
understand children's psychology, working in a team etc. (Agwu, 2020) these all aspects are
thrived so can enhance their role and ability to perform the job, the role of trainee is very
prominent since here while carrying out the process of training its inclination decides the final
outcomes.
TASK-2
The role of such lunchtime supervisor is rigorous with respect to identification and
reporting unexplained physical injury of the students in lunch break time.
As in CCE (child criminal exploitation) report has revealed about the persecution of
child. The role of a lunchtime supervisor is not restricted, it is liable to take actions and keeping
eyes on such instances so can prevent unfortunate incidents.
Unexplained physical injuries are those injuries which consists cuts, bruising, bloody
clothing etc. which may cause severe damages to the student.

For ensuring the training of the lunchtime supervisor this would be very helpful. This act
has been heavily undermined but for the safety and security of the students such personnel play
great role.
If the rules and responsibilities are clear then the supervisor will be able to understand its
role, it is essential for fulfilment of training purpose. Such rules further pave the way for
betterment of this prominent practice in the organisation. Modern educational institutions are
conducting operations as business entities due to higher competition (Agwu, 2020)
For monitoring of the supervisors such rules can be considered. If they are abiding with
the rules and fulfilling the criteria to the maximum extend then their performance will also be
improved.
While playing active role in the organisation the supervisor would be able to closely
observe the activities of the students in lunch time and how are they using that time, are they
obedient or not, so it aids to understand their behaviour, as per suitability will help them. It
would be directing and extending training to the supervisor, he can improve its practices and can
also monitor the performance.
The act of ensuring safety and security of the students is a prominent work, with this
regard lunchtime supervisor will be paying attention to the kids, their activities, their attitude, if
they get injured then would help them. Unexplained physical injuries which may take horrendous
texture so the role of lunchtime supervisor becomes special.
Lunchtime supervisor can prevent such unexplained physical injury by its attentiveness
and can help students to make their lunchtime more fruitful. It can implement safety and
Responsibility of identification
and reporting unexplained physical
injury.
Lunch time rules and regimes for the students Playing active role
Getting all the
students aware
of the rules
Helping students
while having
lunch.
Ensuring their
safety and
security.

wellness strategies as per fabricated rules, providing protective tools and other equipment’s,
keeping adequate safety provisions, inspecting and monitoring the performance of students in the
lunch time. These all things would help to restrict the occurrence of injuries and will make the
supervisor more enthusiastic about performing its role in the organisation (Policy, 2021)
The training objective of the lunchtime supervisors is essential for the organisation so if
abide with the above suggested flow chart then would help to manage their performance along
with proper monitoring of the way they work. It will ultimately make their performance better.
TASK-3
The training programme has been featured for helping the educational organization to
boost up the participation and higher performance of lunchtime supervisors. Their role in the
entity is very significant since they work in a specific time frame and up to limited extend which
make their character a bit filthy but this is not the rational articulation of their position and role in
making the students thrive throughout their learning process.
The training programme is very diversified and well-structured contains bot on the job
and off the job training for lunchtime supervisors so the biggest risk will be higher cost of
training programme, since all the issues with such supervisors have been taken into focus while
structuring the training programme which incept the need of extravagant expense in the training
programme.
The another Risk may be Mental health risk, (Agwu, 2020) as it has been seen that such
supervisors are having a very low degree of confidence and if such rigorous training is being
carried out then they are more likely to take it as negative aspects and will cause mental suffer to
them. Generally, such personnel who are performing such tasks are not well recognized by
others, as it has been seen in the case too where other staff has shown their poor reflection for
lunchtime supervisor.
Principle risk factors decipher that the organization is giving more attention of certain
group which may cause them a bit discomfort. This may be proven a big risk since the success of
training programme lies in the efforts of the employees the way they make their participation in
the programme. Over attention on such people who do not consider herself valuable also raises
notion of sense of inferiority and thrash their position too.
The common risk may also take place. Common risk refers to the risk of retention. It has
been seen that in the organization while conducting training programmes sometimes employees

show their reluctance and leave the job. The lunchtime supervisors are already very undermined
so it may cause this risk too.
To deal with the above discussed potential risks which can take place if training
programmes are carried out. These are the few actions which will reduce or remove the risks
so can implement the plan in more efficient manner.
The cost factor is a big challenge and as it has been experienced that the modern
educational institutions are also being governed as a business so for them tightening the budget
and analysing cost benefit ratio is very essential. Here the teams of lunchtime supervisors would
be guided to take the training programmes as their skills and personal development, before
indulging them in the training they would be given understanding that how the programme is
structured to help them in their personal growth which is very helping in making it cost effective.
To deal with the principle risk all such lunchtime supervisors have to be channelized.
Special efforts will be made to make them believe in leaning new and getting ready to enhance
their skills. There is need of changing their conception and perceiving the training programme as
an opportunity to experience new things and inculcate new dimensions in their set of skills
(Napanoy, Gayagay, 2021)
Retention rate has been always an issue with such training programmes. As it has been
narrated in the case study that the supervisors are working with less amount of competency and
congruency, so they are not fit for the position working on. They are not getting sufficient
amount as salary that's has been a big reason of their lack of integration and misperceptions
about the role and responsibility. It they are given training but the salary and other benefits are
same then there is high possibility they would leave the job. For eradication of the programme
the training sessions would ensure that they must be given some motivations and some alluring
things too, which can make them stick to their work and learn more. Number of staff is already
having part-time jobs besides their role as supervisors.
So with the above narrated convictions such risks factors can be eradicated or at least
reduced to certain degree. Training programme is very valuable for different stakeholders such as
teachers, non-teaching staff, students, and for the lunchtime supervisor too.
CONCLUSION
From the report above it can be concluded that human resource management is an
essential practice. In schools and other educational institutions where lunchtime supervisors

work the report had presented a well-structured training programme in order to help them work
better. Report also discussed training and monitoring perspective for the supervisors in order to
manage their performance. In the report a flow chart had been drafted showing steps to aid the
lunchtime supervisor to monitor unexplained injuries. At the end of the report key risks factors
which were arisen due to training programme were identified and some solutions had been
presented so can reduce their adverse impact on the educational organizations.

REFERENCES
Books and journals-
Hoyle, T., 2021. 101 Playground Games: A Collection of Active and Engaging Playtime Games
for Children. Routledge.
Kiley, M. and Halliday, D. P., 2019. Candidate and supervisor experiences of doctoral study in a
structured, interdisciplinary training environment. Innovations in Education and
Teaching International. 56(5). pp.663-674.
Shihadi, N., 2022. The managerial model of prevention and reduction of level of violence in a
school. Acta et commentationes (Ştiinţe ale Educaţiei). 27(1). pp.88-94.
Einstein, A. and Hoyle, T., 2020. 101 Playground Games:‘Games are the most elevated form of
investigation.’. Routledge.
Jones, H., 2021. Provision and supervision of food and protein substitute in school for children
with PKU: parent experiences. Nutrients. 13(11). p.3863.
Agwu, J. C., 2020. Support for children and young people with diabetes mellitus during school
hours. Postgraduate Medical Journal. 96(1135). pp.241-242.
Wigelsworth, M., 2020. Programmes to Practices: Results from a Social & Emotional School
Survey. Education Endowment Foundation.
Policy, C. P., 2021. Bierton CE Combined School Covid-19 School Premises Risk Assessment
March 2021. Assessment.
Childs-Fegredo, J., 2021. Acceptability and feasibility of early identification of mental health
difficulties in primary schools: A qualitative exploration of UK school staff and parents’
perceptions. School Mental Health. 13(1). pp.143-159.
Salberg, J., Ramklint, M. and Öster, C., 2021. Nursing and medical students’ experiences of
interprofessional education during clinical training in psychiatry. Journal of
Interprofessional Care, pp.1-7.
Napanoy, J. B., Gayagay, G. C. 2021. Difficulties Encountered by Pre-service Teachers: Basis of
a Preservice Training Program. Universal Journal of Educational Research. 9(2).
pp.342-349.
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