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<td><p><b><span class="standardmainheading">Workplace Training Plan - Developing a Workplace Training Plan</span></b></p>
<p>Training and experience is generally arranged in discrete activities, tasks or phases as shown in Figure 2. </p>
<p><strong>Figure 2: </strong>Development phases in a candidacy programme<br />
<img src="candidacyprocess.gif" width="600" height="210" /> </p>
<p>Phase-by-phase planning and review of the candidates training must be supported by documentation, both for the immediate purpose of managing training and for compiling evidence when the candidate comes to apply for registration.</p>
<p>Each phase of activity is designed to develop specific aspects of <strong>competency</strong> at an <strong>agreed level of activity</strong> with <strong>an appropriate degree of responsibility</strong>. Such a unit typically ranges from several weeks to several months in duration. </p>
<p>For each task or phase, the candidate, together with the supervisor and mentor, should use a suitable format for planning e.g. </p>
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<td width="94" valign="top" style="width:70.5pt;border:solid windowtext 1.0pt;background:#D9D9D9;padding:0cm 5.4pt 0cm 5.4pt;" bgcolor="#D9D9D9"><p align="center"><strong>Project name & number</strong></p></td>
<td width="74" valign="top" style="width:55.4pt;border:solid windowtext 1.0pt;border-left:none;background:#D9D9D9;padding:0cm 5.4pt 0cm 5.4pt;" bgcolor="#D9D9D9"><p align="center"><strong>Period</strong></p></td>
<td width="104" valign="top" style="width:77.95pt;border:solid windowtext 1.0pt;border-left:none;background:#D9D9D9;padding:0cm 5.4pt 0cm 5.4pt;" bgcolor="#D9D9D9"><p align="center"><strong>Department</strong></p></td>
<td width="104" valign="top" style="width:78.3pt;border:solid windowtext 1.0pt;border-left:none;background:#D9D9D9;padding:0cm 5.4pt 0cm 5.4pt;" bgcolor="#D9D9D9"><p align="center"><strong>Responsible Supervisors</strong></p></td>
<td width="94" valign="top" style="width:70.55pt;border:solid windowtext 1.0pt;border-left:none;background:#D9D9D9;padding:0cm 5.4pt 0cm 5.4pt;" bgcolor="#D9D9D9"><p align="center"><strong>Guiding<br />
</strong><strong>Mentor</strong></p></td>
<td width="168" colspan="6" valign="top" style="width:126.1pt;border:solid windowtext 1.0pt;border-left:none;background:#D9D9D9;padding:0cm 5.4pt 0cm 5.4pt;" bgcolor="#D9D9D9"><p align="center"><strong>Variety of activities manifesting competencies & responsibility</strong></p></td>
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<td width="94" valign="top" style="width:70.5pt;border:solid windowtext 1.0pt;border-top:none;padding:0cm 5.4pt 0cm 5.4pt;"><p>LK/13/18</p></td>
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<p>When the task or phase is complete, the candidate, supervisor and mentor must assess the level of competence learned and displayed. <strong>Learning level descriptors (where specified) </strong>and the demands of work should be consulted to determine progress to the exit level. Such achievement or shortfal) may influence the planning for subsequent tasks or phases. This assessment must also be documented. The assessment at the end of one phase should form an input to the planning of the next and/or future phases. </p>
<p>The process continues until the candidate is working at the level required for registration in each outcome and as a whole. As the programme progresses, the candidate’s competency must develop towards that required for registration. Supervisors and mentors should be alert to the candidate arriving at this level of competence.</p></td>
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