Jul 26, 2011 Last updated on Jul 27, 2011 at 16:29
The BBC Academy and Editorial Policy are today launching five new interactive online Editorial Policy Guidelines modules to add to the suite of twenty already in existence.
Like the modules already available, they use real editorial and ethical conundrums that others have faced. In the safe environment of an online module, people can test their wits in short, interactive exercises and quizzes that direct users to bitesize bits of the Editorial Guidelines in a way that draws out their relevance to everyday programme making.
The five new online learning modules on Editorial Standards include two on reporting on criminal and anti-social behaviour. One deals with witnessing and being pre-warned about crime. The other is about dealing with witnesses and victims of crime.
There’s also a module on competitions, another on polls and surveys and a master class style module on creating partnerships with third parties that encourages people to think about how they can deepen the impact and reach of their output by joining forces with other major players.
The latest five are not mandatory but managers are expected to direct their staff to the ones they want them to do if they are to work on their productions. Completed modules are automatically recorded on individuals’ training histories and people can get ahead of the game by doing relevant modules before being asked to so.
David Jordan, Director, Editorial Policy, said, “"The modules are editorial policy primers for content makers. We hope the people who take the five new modules will find them just as useful as the previous twenty. They incorporate the relevant Editorial Guidelines while at the same time leading colleagues through a series of realistic and totally interactive exercises.”
Anne Morrison, Director BBC Academy, said, “These modules are hugely engaging. Managers can now choose which ones are particularly relevant for their teams and ensure their participation. As new programmes start up, managers can track the progress, particularly for any new staff, and any training gaps can be identified.”
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