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Department of Juvenile Justice


Proposed Training Strategy for Juvenile Justice Centre


Operational Procedures


Overview


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In order to prepare a training strategy that will assist in the appropriate application of approved procedures by staff within Juvenile Justice Centres it is worthwhile to examine fundamental questions relating to curriculum design.


How reverent to the learners is the curriculum content?


The curriculum content in this project would focus on the Operational Procedures Manual for Juvenile Justice Centres. These procedures offer for the first time a uniform and consistent set of practices that relate to the operation of Juvenile Justice Centres throughout N.S.W. The relevence of these procedures to staff working within these custodial environments can be outlined as follows.


The procedures have been “field tested” in Juvenile Justice Centres since their inception and therefore provide a valuable and accurate framework for curriculum content.


The procedures as outlined are responsive to the legal, ethical and policy requirements of the Department of Juvenile Justice.


The procedures provide a systematic guideline for professional practice by all staff working within Juvenile Justice Centres.


The procedures provide a “practice template” that enables centre managers, departmental executive and external review agencies an opportunity to review and examine the day to day practice of staff working within a Juvenile Justice Centre against a set of consistant and coherent standards.


Should procedures training be compulsory or optional?


It has often been suggested that it is inappropriate to compel anyone to undertake training that they do not wish to participate in. In this case however, it is felt that the mandatory training of workers in Juvenile Justice Centres in the day to day operational procedures is not only acceptable but necessary in order to provide a safe and secure working environment for staff, young people and the community. Custodial environments are complex and dynamic and it is felt that all staff should not only be familiar with appropriate procedures and practice they should have the opportunity to be regularly assessed and accredited in regards to their competence. The safety and integrity of the centres and the safety of all those within them demand a quality training model that delivers ongoing verification of procedural compliance.


How should Procedures Training be delivered ?


If the relevence of curriculum content is accepted then the issue of delivery of curriculum should be addressed. This question often poses the most difficult problems for managers, staff and training professionals. Factors involved in the issue of delivery of training within correctional environments can include the following


The ability for staff to participate in training as opposed to the need of staff to be rostered on rotating shifts.


The ability of custodial environments to release staff to participate in training and at the same time maintain service delivery to clients and appropriate security and safety.


The impact that the imposition of training can have on staff with reference to their ability to balance the demands of learning with the physical and psychological pressures experienced by staff working in a correctional facility.


The level of pre existing competence in regards to procedures displayed by staff.


The pre existing learning history, experience of training and attitudes to learning displayed by individual staff members.


The impact and influence of “institutional culture” that exists within specific centres


The commitment of the management of custodial environments to encourage and embrace procedural changes .


.


These factors require a delivery system that is both reflective and responsive to the needs of individual learners, individual centres and the organisation as a whole. It is felt that the issue of delivery should be as important as the design of appropriate curriculum. Previous large scale training projects (see Attachment A and B) discuss in detail methods that were developed in an attempt to solve some of the delivery problems previously mentioned.


What Mode of Delivery best suits a Juvenile Justice Centre?


From the outset it is proposed that there are two () possible approaches to the issue of mode of delivery


Integration Approach This would entail the integration of procedure training into the existing training packages offered by the department. This has the advantage of linking the development of competence in day to day procedures to the theoretical and administrative concepts covered in pre existing training. This is seen as a major training advantage and would encourage a “holistic” approach to learning.


Procedure Specific Approach This would entail the development of procedures training in “stand alone” training packages focusing on specific operational procedures. These “stand alone” packages could be developed in either clusters of relevent procedures or packaged to meet the needs of specific worker designations within Juvenile justice Centres.


Advantages / Disadvantages


As stated in the description of the integration approach the major advantage would be the ability to link procedures training into the general learning stream of all pre existing training packages. However, it is acknowledge that the major disadvantage for a integrated approach would be the need to undertake a major rewrite of all existing training packages and to undertake a major revision of the instructional design of these packages. The procedure specific approach whilst not offering the advantage of integrating procedure training into the existing training packages does offer a simpler and more straight forward solution to the issue of training package design. It is felt that the design of “stand alone” packages would be the most cost and resource efficient method of presenting procedure training packages.


What specific delivery methodology and learning technologies could be utilized in order to meet the organisional and situational issues confronting learners?


Past experiences in large scale projects that focus on the training of staff working within Juvenile correctional facilities (see attachment A and B Youth Worker Training Project 10 to 14 attached) tends to indicate that a “Mixed Mode” delivery system best meets the needs of both learners and organisation. A review of this past program indicates that there is no reason why large numbers of “on line” workers can not be simultaneously trained even though they are working in complex facilities throughtout the State.


The “mixed mode” approach combines both face to face and distance learning methodologies. This approach utilises structured distance learning packages that are “self paced” in that the learner works through the curriculum at their own learning pace, however, there are built in completion times for the material in order to conform to a pre set schedule. This allows for the packages to be completed following a set timetable and assists in “programing” the training into a predictable time frame that conforms to the roster requirements of a custodial facility. The other feature of the “mixed mode” approach is the utilization of pre set / programed “face to face” workshops that either proceed the distance package (acting as a “start up” mechanism for the learner) or “face to face” support tutorial sessions that are implemented as the learner progresses through the distance program. A review of attachments A and B clearly outline the interaction of both distance and “face to face” delivery modes.


A review of attachments A and B clearly indicates that the proposed Procedure Training Project has a number of advantages that the 10 Youth Worker Training Project did not have. These can be summarized as follows


The core problem of curriculum relevance and development has been resolved through the publication of the Operational Procedures Manual.


The current learner cohort is focused solely on justice issues rather than a mix of welfare and justice.


Training for Juvenile Justice workers appears to have organisational support then in the mid nineties.


Learning technologies available today (including CD ROM, computer networks etc) are more wide spread amongst Juvenile Justice Centres and are more accepted and understood by workers.


It is therefor conceivable that a subject specific Procedures Training Project utilizing “ mixed mode” delivery approaches and supported by learning packages intergrating sound instructional design and CD ROM / computer technology is more than able to be developed, implemented and accepted by both staff and management of Juvenile Justice Centres.


How do we measure the relevance and impact of Procedures Training on the operations of Juvenile Justice Centres, professional practice of workers and lives of young people?


Any Procedures Training Project undertaken should as part of the curriculum design / delivery design stage address criteria and methodologies that will attempt to measure the relevance and impact of the training on the staff, organisation and young people in custody. It is suggested that the following indicators could be considered


Assessment of the management and follow up of critical incidents.


Assessment of the day to day procedures conducted by staff in their management of Juvenile Justice Centres and the young people living within these centres.


Review of industrial factors such as absentism, workers compensation claim and OH and S etc.


A review of the outcomes of investigations undertaken by internal and external agencys.


Review of the ability to implement more sophisticated programming, health initiatives, case management strategies and theraputic responses as a result of a more systematic and predictable environment that the implementation of operational procedures would bring to a Juvenile Justice Centre.


Methodologies involved in assessing criteria could include


Compelation and assessment of statistics relating to events and incidents.


In depth analysis of specific events and incidents.


Check lists / “ snap shot” reviews of day to day practices undertaken by staff.


“Situational” scenarious and drills utilised to test the response of workers to various operational issues.


“ Re-fresure” training experiences held on annual or biannual bases to “re accredit” workers in core operational procedures with particular reference to general security, searching procedures, critical incident management,behaviour management, evacuation routines.


Should the development and implementation of procedures training take in to consideration educational / training experiences of learners?


Past experiences in developing large scale training of workers in custodial environments (see attachments A and B) has shown consideration must be givern to the experiences, behaviours, attitudes and learning skills that workers bring to the training environment. These attitudes experiences and skills can have a direct impact on how curriculum id developed, how it is presented and importantly how training enhances reinforces or alters the competence and attitude of workers within a custodial environment. These pre existing attitudes and experiences can be influenced by the following


The climate of the custodial environment that workers work in. The existing “culture” of the Juvenile Justice Centre and its “ cultural / social” history can have a direct effect on the receptiveness of workers to training.


An individual workers competence in basic functional such as literacy, numeracy and problem solving can have a direct impact on the ability of learners to undertake training and their motivation towards training.


Previous training experiences can have a direct impact on the willingness of learners to undertake challenging training projects.


Past / current vocational experiences can influence how learners accept new procedures or methods of practice, particularly if current practices conflict with what is being presented in training.


Conclusions


The previous discussion of curriculum discussion issues indicates that in developing a meaningfull and relevant Procedures Training Strategy consideration should be paid to the following


Flexible learner and organisational “friendly” delivery systems.


Assessment and evaluation methodologies that assist in reflecting current practice and support a “transparent” view of how custodial environment manage day to day practise and critical incidents.


Learning systems and technolegies that enhance individual access and participation in training.


Learning packages that reflect the training needs of learners and accommodate their individual learning styles.


Department of Juvenile Justice


Proposed Training Strategy for Juvenile Justice Centre


Operational Procedures


Overview


In order to prepare a training strategy that will assist in the appropriate application of approved procedures by staff within Juvenile Justice Centres it is worthwhile to examine fundamental questions relating to curriculum design.


How reverent to the learners is the curriculum content?


The curriculum content in this project would focus on the Operational Procedures Manual for Juvenile Justice Centres. These procedures offer for the first time a uniform and consistent set of practices that relate to the operation of Juvenile Justice Centres throughout N.S.W. The relevence of these procedures to staff working within these custodial environments can be outlined as follows.


The procedures have been “field tested” in Juvenile Justice Centres since their inception and therefore provide a valuable and accurate framework for curriculum content.


The procedures as outlined are responsive to the legal, ethical and policy requirements of the Department of Juvenile Justice.


The procedures provide a systematic guideline for professional practice by all staff working within Juvenile Justice Centres.


The procedures provide a “practice template” that enables centre managers, departmental executive and external review agencies an opportunity to review and examine the day to day practice of staff working within a Juvenile Justice Centre against a set of consistant and coherent standards.


Should procedures training be compulsory or optional?


It has often been suggested that it is inappropriate to compel anyone to undertake training that they do not wish to participate in. In this case however, it is felt that the mandatory training of workers in Juvenile Justice Centres in the day to day operational procedures is not only acceptable but necessary in order to provide a safe and secure working environment for staff, young people and the community. Custodial environments are complex and dynamic and it is felt that all staff should not only be familiar with appropriate procedures and practice they should have the opportunity to be regularly assessed and accredited in regards to their competence. The safety and integrity of the centres and the safety of all those within them demand a quality training model that delivers ongoing verification of procedural compliance.


How should Procedures Training be delivered ?


If the relevence of curriculum content is accepted then the issue of delivery of curriculum should be addressed. This question often poses the most difficult problems for managers, staff and training professionals. Factors involved in the issue of delivery of training within correctional environments can include the following


The ability for staff to participate in training as opposed to the need of staff to be rostered on rotating shifts.


The ability of custodial environments to release staff to participate in training and at the same time maintain service delivery to clients and appropriate security and safety.


The impact that the imposition of training can have on staff with reference to their ability to balance the demands of learning with the physical and psychological pressures experienced by staff working in a correctional facility.


The level of pre existing competence in regards to procedures displayed by staff.


The pre existing learning history, experience of training and attitudes to learning displayed by individual staff members.


The impact and influence of “institutional culture” that exists within specific centres


The commitment of the management of custodial environments to encourage and embrace procedural changes .


.


These factors require a delivery system that is both reflective and responsive to the needs of individual learners, individual centres and the organisation as a whole. It is felt that the issue of delivery should be as important as the design of appropriate curriculum. Previous large scale training projects (see Attachment A and B) discuss in detail methods that were developed in an attempt to solve some of the delivery problems previously mentioned.


What Mode of Delivery best suits a Juvenile Justice Centre?


From the outset it is proposed that there are two () possible approaches to the issue of mode of delivery


Integration Approach This would entail the integration of procedure training into the existing training packages offered by the department. This has the advantage of linking the development of competence in day to day procedures to the theoretical and administrative concepts covered in pre existing training. This is seen as a major training advantage and would encourage a “holistic” approach to learning.


Procedure Specific Approach This would entail the development of procedures training in “stand alone” training packages focusing on specific operational procedures. These “stand alone” packages could be developed in either clusters of relevent procedures or packaged to meet the needs of specific worker designations within Juvenile justice Centres.


Advantages / Disadvantages


As stated in the description of the integration approach the major advantage would be the ability to link procedures training into the general learning stream of all pre existing training packages. However, it is acknowledge that the major disadvantage for a integrated approach would be the need to undertake a major rewrite of all existing training packages and to undertake a major revision of the instructional design of these packages. The procedure specific approach whilst not offering the advantage of integrating procedure training into the existing training packages does offer a simpler and more straight forward solution to the issue of training package design. It is felt that the design of “stand alone” packages would be the most cost and resource efficient method of presenting procedure training packages.


What specific delivery methodology and learning technologies could be utilized in order to meet the organisional and situational issues confronting learners?


Past experiences in large scale projects that focus on the training of staff working within Juvenile correctional facilities (see attachment A and B Youth Worker Training Project 10 to 14 attached) tends to indicate that a “Mixed Mode” delivery system best meets the needs of both learners and organisation. A review of this past program indicates that there is no reason why large numbers of “on line” workers can not be simultaneously trained even though they are working in complex facilities throughtout the State.


The “mixed mode” approach combines both face to face and distance learning methodologies. This approach utilises structured distance learning packages that are “self paced” in that the learner works through the curriculum at their own learning pace, however, there are built in completion times for the material in order to conform to a pre set schedule. This allows for the packages to be completed following a set timetable and assists in “programing” the training into a predictable time frame that conforms to the roster requirements of a custodial facility. The other feature of the “mixed mode” approach is the utilization of pre set / programed “face to face” workshops that either proceed the distance package (acting as a “start up” mechanism for the learner) or “face to face” support tutorial sessions that are implemented as the learner progresses through the distance program. A review of attachments A and B clearly outline the interaction of both distance and “face to face” delivery modes.


A review of attachments A and B clearly indicates that the proposed Procedure Training Project has a number of advantages that the 10 Youth Worker Training Project did not have. These can be summarized as follows


The core problem of curriculum relevance and development has been resolved through the publication of the Operational Procedures Manual.


The current learner cohort is focused solely on justice issues rather than a mix of welfare and justice.


Training for Juvenile Justice workers appears to have organisational support then in the mid nineties.


Learning technologies available today (including CD ROM, computer networks etc) are more wide spread amongst Juvenile Justice Centres and are more accepted and understood by workers.


It is therefor conceivable that a subject specific Procedures Training Project utilizing “ mixed mode” delivery approaches and supported by learning packages intergrating sound instructional design and CD ROM / computer technology is more than able to be developed, implemented and accepted by both staff and management of Juvenile Justice Centres.


How do we measure the relevance and impact of Procedures Training on the operations of Juvenile Justice Centres, professional practice of workers and lives of young people?


Any Procedures Training Project undertaken should as part of the curriculum design / delivery design stage address criteria and methodologies that will attempt to measure the relevance and impact of the training on the staff, organisation and young people in custody. It is suggested that the following indicators could be considered


Assessment of the management and follow up of critical incidents.


Assessment of the day to day procedures conducted by staff in their management of Juvenile Justice Centres and the young people living within these centres.


Review of industrial factors such as absentism, workers compensation claim and OH and S etc.


A review of the outcomes of investigations undertaken by internal and external agencys.


Review of the ability to implement more sophisticated programming, health initiatives, case management strategies and theraputic responses as a result of a more systematic and predictable environment that the implementation of operational procedures would bring to a Juvenile Justice Centre.


Methodologies involved in assessing criteria could include


Compelation and assessment of statistics relating to events and incidents.


In depth analysis of specific events and incidents.


Check lists / “ snap shot” reviews of day to day practices undertaken by staff.


“Situational” scenarious and drills utilised to test the response of workers to various operational issues.


“ Re-fresure” training experiences held on annual or biannual bases to “re accredit” workers in core operational procedures with particular reference to general security, searching procedures, critical incident management,behaviour management, evacuation routines.


Should the development and implementation of procedures training take in to consideration educational / training experiences of learners?


Past experiences in developing large scale training of workers in custodial environments (see attachments A and B) has shown consideration must be givern to the experiences, behaviours, attitudes and learning skills that workers bring to the training environment. These attitudes experiences and skills can have a direct impact on how curriculum id developed, how it is presented and importantly how training enhances reinforces or alters the competence and attitude of workers within a custodial environment. These pre existing attitudes and experiences can be influenced by the following


The climate of the custodial environment that workers work in. The existing “culture” of the Juvenile Justice Centre and its “ cultural / social” history can have a direct effect on the receptiveness of workers to training.


An individual workers competence in basic functional such as literacy, numeracy and problem solving can have a direct impact on the ability of learners to undertake training and their motivation towards training.


Previous training experiences can have a direct impact on the willingness of learners to undertake challenging training projects.


Past / current vocational experiences can influence how learners accept new procedures or methods of practice, particularly if current practices conflict with what is being presented in training.


Conclusions


The previous discussion of curriculum discussion issues indicates that in developing a meaningfull and relevant Procedures Training Strategy consideration should be paid to the following


Flexible learner and organisational “friendly” delivery systems.


Assessment and evaluation methodologies that assist in reflecting current practice and support a “transparent” view of how custodial environment manage day to day practise and critical incidents.


Learning systems and technolegies that enhance individual access and participation in training.


Learning packages that reflect the training needs of learners and accommodate their individual learning styles.





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