INTEGRATED APPROACH TO EDUCATION AND TRAINING Sample Clauses

INTEGRATED APPROACH TO EDUCATION AND TRAINING. There are common themes and elements of training that should become consistent across Xxxxxx Permanente. Sufficient resources will be committed, as specified in this Agreement and by the regions, to create and deliver training programs and to enable employees to take advantage of those programs, supported by planned replacement where necessary. Integrated development of program-wide training programs should provide efficiency, cost effectiveness, higher-quality training and a more consistent experience for employees across Xxxxxx Permanente. The National LMP Co-chairs will be responsible for ensuring an integrated approach to education and training, which will jointly address initiatives and topics identified as priorities for the Program. Criteria for prioritization will be: » National Agreement implementation plans; » organizational strategic objectives; and » Partnership priorities. In 2015, the parties identified the goal of creating a learning system that supports sustained behavior change, partnership and performance. To achieve this goal, the parties will: » continue to engage LMP learning experts in assessing current learning systems; » develop approaches that accommodate a range of learning styles, and deploy best practices in adult learning; » offer a range of learning modalities and conduct tests of change to determine which are most effective; » develop training, coaching and mentoring specifically to support mid-level leaders, who include management supervisors, union leaders and staff; » develop a means of measuring outcomes and ensure that evaluation, feedback and continuous improvement are part of the learning system; » create a system for selecting, coaching and certifying facilitators and trainers; and » strive for consistency across the program to achieve the same partnership and employment experience wherever one works in KP. Mid-level leader support shall include: » joint, in-person training to set foundational expectations; Union and Management will receive the same curriculum and regular refresher trainings; » refresher trainings occurring at least annually; they may include supplemental curricula delivered via new media and emerging technologies, such as online, mobile applications, WebEx and communities of practice; and » separate training programs and/or educational forums that Management or Labor may choose to create to address specific needs. Exhibit 1.E.4. contains the implementation timeline and learning modalities.
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INTEGRATED APPROACH TO EDUCATION AND TRAINING. There are common themes and elements of training that should become consistent across Xxxxxx Permanente. Sufficient resources will be committed, as specified in this Agreement and by the regions, to create and deliver training programs and to enable employees to take advantage of those programs, supported by Planned Replacement where necessary. Integrated development of program- wide training programs should provide efficiency, cost effectiveness, higher- quality training and more consistent experience for employees across Xxxxxx Permanente. The Strategy Group will be responsible for ensuring an integrated approach to education and training, which will jointly address initiatives and topics identified as priorities for the Program. Criteria for prioritization will be: » National Agreement implementation plans; » organizational strategic objectives; and » Partnership priorities. The 2005 Agreement provided: The parties will work jointly to develop an integrated education work plan and guidelines no later than May 30, 2006. Guidance for this work can be found in the education and training recommendations from the various 2005 BTG reports.
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INTEGRATED APPROACH TO EDUCATION AND TRAINING. F. 2005 Attendance BTG Report, Concept No. 3, Pages 20–23 1.H.1.b. Total Health AgreementCreating a Workplace Culture of Health
Sample 1
INTEGRATED APPROACH TO EDUCATION AND TRAINING. The Implementation Timeline: 1. In early 2015, the National LMP Co-chairs convened LMP learning experts from across the regions to conduct an inventory and assessment of current approaches to LMP learning to move towards an integrated system that supports sustained behavior change, partnership and performance. 2. The National LMP Co-chairs will make recommendations to the LMP Strategy Group at its annual fall meeting on how to advance this work. 3. In 2016, new learning modalities and approaches will be piloted for deployment across the program later that year. Learning modalities can include: classroom training, interactive, online, one-on-one coaching, reinforcement through experience and feedback, social media, mobile applications, gaming and other motivational approaches. BUDGETING, STAFFING AND SCHEDULING 1. Provide backfill so employees are able to use leave benefits appropriately and take time off when requested. 2. Provide adequate staffing within the budget to cover the work operations and other work- related requirements. 3. Ensure forward-looking planning to anticipate and provide for future staffing needs. 4. Budget realistically to provide for all components of legitimate time off from work and apply those budget components as intended. 5. Accurately track requests for time off to provide managers and employees with transparent data on time off.
Sample 1
INTEGRATED APPROACH TO EDUCATION AND TRAINING. There are common themes and elements of training that should become consistent across Xxxxxx Permanente. Sufficient resources will be committed, as specified in this Agreement and by the regions, to create and deliver training programs and to enable employees to take advantage of those programs, supported by Planned Replacement where necessary. Integrated development of Program-wide training programs should provide effi- ciency, cost effectiveness, higher quality training and more consistent experience for employees across Xxxxxx Permanente. The Strategy Group will be responsible for ensuring an integrated approach to education and training, which will jointly address initiatives and topics identified as priori- ties for the Program. Criteria for prioritization will be: The parties will work jointly to develop an integrated education work plan and guidelines no later than May 30, 2006. Guidance for this work can be found in the education and training recommendations from the vari- ous 2005 BTG reports. F. STAFFING, BACKFILL (PLANNED REPLACE- MENT), BUDGETING AND CAPACITY BUILDING 1. PLANNED REPLACEMENT AND BUDGETING
Sample 1

Related to INTEGRATED APPROACH TO EDUCATION AND TRAINING

  • Education and Training The foundation of this Program is education and voluntary compliance. It is recognized that alcohol and chemical dependency may make voluntary cessation of use difficult, and one of the Program’s principal aims is to make voluntary steps toward ending substance abuse easily available. The outside contractor shall review and develop on-going educational and training information on the adverse consequences of substance abuse and the responsibility to avoid being under the influence of alcohol or chemicals at work. Certain training required by the DOT Regulations shall be the responsibility of the Substance Abuse Program.

  • Orientation and Training A transferring employee will be orientated separately to both or their new home in accordance with Article 20 the collective agreement of the designated employer.

  • Training a. The employer, in consultation with the local, shall be responsible for developing and implementing an ongoing harassment and sexual harassment awareness program for all employees. Where a program currently exists and meets the criteria listed in this agreement, such a program shall be deemed to satisfy the provisions of this article. This awareness program shall initially be for all employees and shall be scheduled at least once annually for all new employees to attend. b. The awareness program shall include but not be limited to: i. the definitions of harassment and sexual harassment as outlined in this Agreement; ii. understanding situations that are not harassment or sexual harassment, including the exercise of an employer's managerial and/or supervisory rights and responsibilities; iii. developing an awareness of behaviour that is illegal and/or inappropriate; iv. outlining strategies to prevent harassment and sexual harassment; v. a review of the resolution of harassment and sexual harassment as outlined in this Agreement; vi. understanding malicious complaints and the consequences of such; vii. outlining any Board policy for dealing with harassment and sexual harassment; viii. outlining laws dealing with harassment and sexual harassment which apply to employees in B.C.

  • Training and Education SECTION 1 – Law Enforcement Supervisors’ Training

  • STUDENTS AND TRAINEES Payments which a student, or an apprentice or business, technical, agricultural or forestry trainee, who is or was immediately before visiting a Contracting State a resident of the other Contracting State and who is present in the first-mentioned State solely for the purpose of his education or training receives for the purpose of his maintenance, education or training shall not be taxed in that State, provided that such payments arise from sources outside that State.

  • Distance Education 7.13.1 Expanding student access, not increasing productivity or enrollment, shall be the primary determining factor when a decision is made to schedule a distance education course. There will be no reduction in force of faculty (as defined in Article XXIII of this Agreement) as a result of the District’s participation in distance education. 7.13.2 Courses considered to be offered as distance education shall be defined in accordance with the Board of Governors’ Title 5 Regulations and Guidelines. Generally, this definition refers to courses where the instructor and student are separated by distance and interact through the assistance of communication technology (reference section 55370 of Title 5 California Code of Regulations). The determination of which courses in the curriculum may be offered in a distance education format, in addition to instructor/student contact requirements, shall be in accordance with the Title 5 California Code of Regulations.

  • Technical Training The CAISO and the Participating TOs shall respond to reasonable requests for support and provide relevant technical training to each other’s employees to support the safe, reliable, and efficient operation of the CAISO Controlled Grid and to comply with any NERC or WECC operator certification or training requirements. Examples of such technical training include, but are not limited to: (1) the theory or operation of new or modified equipment (e.g., control systems, Remedial Action Schemes, protective relays); (2) computer and applicator programs; and (3) CAISO (or Participating TO) requirements. The Parties shall enter into agreements regarding the timing, term, locations, and cost allocation for the training.

  • Employment and Training Administration The ratio of trainees to journeymen on the job site shall not be greater than permitted under the plan approved by the Employment and Training Administration. Every trainee must be paid at not less than the rate specified in the approved program for the trainee's level of progress, expressed as a percentage of the journeyman hourly rate specified in the applicable wage determination. Trainees shall be paid fringe benefits in accordance with the provisions of the trainee program. If the trainee program does not mention fringe benefits, trainees shall be paid the full amount of fringe benefits listed on the wage determination unless the Administrator of the Wage and Hour Division determines that there is an apprenticeship program associated with the corresponding journeyman wage rate on the wage determination which provides for less than full fringe benefits for apprentices. Any employee listed on the payroll at a trainee rate who is not registered and participating in a training plan approved by the Employment and Training Administration shall be paid not less than the applicable wage rate on the wage determination for the classification of work actually performed. In addition, any trainee performing work on the job site in excess of the ratio permitted under the registered program shall be paid not less than the applicable wage rate on the wage determination for the work actually performed. In the event the Employment and Training Administration withdraws approval of a training program, the contractor will no longer be permitted to utilize trainees at less than the applicable predetermined rate for the work performed until an acceptable program is approved.

  • General Education University Program Requirements All MTA applicable courses require a grade “C” or higher

  • Dimensions Education Bachelor’s Degree in Computer Science, Information Systems, or other related field. Or equivalent work experience. A minimum of 4 years of IT work experience in data modeling, data analysis, relational DBMS design and support and relevant computing environments.

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