Ethiopian TVET-System

INFORMATION TECHNOLOGY
SUPPORT SERVICE
Level IV

LEARNING GUIDE

Unit of Competence: DEVELOP TEAMS AND

INDIVIDUALS
Module Title: DEVELOP TEAMS AND
INDIVIDUALS
LG Code: ICT HNS4 08 1110
TTLM Code: ICT HNS4 TTLM 0511

LO 3: Monitor and evaluate workplace learning

INTRODUCTION Learning Guide

Monitor and evaluate workplace learning

 This is the final task in the module project and completes a cycle of learning in the workplace. Your role now is
to ensure that what was learnt in implementing the development strategies for employees is analyzed, documented
and utilized. Write a short report (no more than 500 words) including:

An evaluation of the outcomes of the learning and development strategies you implemented in Task 3
A description of how you have monitored and documented competency achievements.
Suggested strategies to improve systems performance, explaining why you believe these would be
beneficial.
Using your evaluation results, modify the learning plans you developed in Task 2.

The following topic provides the background information needed for this task.

Evaluate individual and team learning

Overview
This topic deals with knowing how you have arrived at your goal. We will be discussing how you can monitor the
performance of the individuals and teams you are responsible for.

You will be introduced to the principles of assessment, and the topic of feedback is discussed in the context of identifying
and improving future learning opportunities.

When you have completed this section you should be able to:
Monitor and document competency achievements
Evaluate outcomes of learning and development programs, and document results for workplace
Performance and resourcing implications
Modify learning plans in accordance with evaluation results
Implement a continuous improvement approach to inform future learning.

Evidence
Evidence of performance for assessment purposes can be usefully classified into various types:
observation of performance of tasks and processes
answers to questions or problems
measurement of products or services delivered
Observation of performance in a simulation activity such as a role play.

Information Sheet 1 Monitor and evaluate workplace learning

What is Monitoring?
Monitoring is the regular observation and recording of activities taking place in a project or programme. It is a
process of routinely gathering information on all aspects of the project.
To monitor is to check on how project activities are progressing. It is observation; ─ systematic and purposeful
observation.
Monitoring also involves giving feedback about the progress of the project to the donors, implementers and
beneficiaries of the project.
 Reporting enables the gathered information to be used in making decisions for improving project performance.
Purpose of Monitoring:
Monitoring is very important in project planning and implementation.
It is like watching where you are going while riding a bicycle; you can adjust as you go along and ensure that you are
on the right track. Monitoring provides information that will be useful in:
Analysing the situation in the community and its project;
Determining whether the inputs in the project are well utilized;
Identifying problems facing the community or project and finding solutions;
Ensuring all activities are carried out properly by the right people and in time;
Using lessons from one project experience on to another; and
Determining whether the way the project was planned is the most appropriate way of solving the problem at hand.
Benchmarks for best practice in monitoring and evaluating workplace based training have been established. Establish
best practice evaluation and monitoring processes.
Identify the stages and processes for monitoring and evaluation
Identify the critical success factors
Need for Monitoring and Evaluation
Evaluation and monitoring go hand in hand. Monitoring provides the raw data to answer questions. But in and of
itself, it is a useless and expensive exercise. Evaluation is putting those data to use and thus giving them value. Evaluation is
where the learning occurs, questions answered, recommendations made, and improvements suggested. Yet without
monitoring, evaluation would have no foundation, have no raw material to work with, and be limited to the realm of
speculation. As the old song says, "you can't have one without the other." A monitoring program should not be designed
without
Clearly knowing how the data and information will be evaluated and put to use. We cannot afford to collect and store
data that are not used. Monitoring for monitoring sake is monitoring that should never be done.
The nation (indeed, the world) needs to know the status of its soil, water, air, plants, and animals as well as how these
are changing over space and time. An assured supply of critical natural resources, healthful environmental conditions, and the
capability to predict, understand, and resolve environmental problems are an issue of utmost importance. Monitoring
programs are needed to support a comprehensive, scientifically based evaluation of the present and future condition of the
environment and it ability to sustain present and future populations.
Monitoring and evaluation are essential components for taking an ecological approach to management of natural
resources. Since there is much that we do not know about ecosystems and how our management actions will affect them, we
must learn as we go. A report by the Ecological Society of America (1996) suggests that management approaches be viewed
as hypothetical means to achieve clearly stated operational goals. In testing these hypotheses, monitoring programs should
provide critical and timely feedback to managers (see chapter on adaptive management, MT27). Within the framework of
ecosystem management, monitoring programs should be designed to determine whether management actions are moving the
ecosystem toward desired future conditions and trajectories, i.e., toward goals and expectations. Monitoring is thus a means
of checking on progress as well as a tool for improvement. Without it, there is no way of knowing if our management actions
are working and how they should be changed to be more effective.
Managers need to understand that the design, development, and maintenance of monitoring and evaluation programs
require commitment and long-term vision. In the short term, monitoring and evaluation often represents an additional cost
and is particularly difficult to maintain when budgets are tight and where personnel are temporary or insufficient. Yet we
must be clear that lack of consistent support for long-term monitoring and evaluation will hinder progressive ecosystem
management.

Workplace learning

Workplace learning is all about doing some great learning – but in a workplace instead of a classroom. You learn
about work – and also through work – using opportunities you and your teacher can plan together. Your involvement with
planning will help customise those opportunities just for you!
Work experience, work placement for HSC VET courses, community learning, volunteering, student mentoring
programs by employers in the workplace and some enterprise learning programs are all examples of workplace learning
programs.

ABOUT WORKPLACE LEARNING

This guide introduces you and your staff to the concepts of workplace learning. It explains the workplace learning
programs running in NSW government schools, the support available to employers, and your roles and responsibilities when
hosting students in your workplace. It also includes a handy checklist for employers, both large and small, to help guide you
through the workplace learning process.
What is workplace learning?

Workplace learning programs form part of the NSW secondary school curriculum. They enable students to spend a
planned period of time − usually a week − in the workplace, gaining practical experience, assisting their career choices and
building their industry skills. Workplace learning is available to students in Years 9, 10, 11 and 12. Students are generally
placed in an industry of their choice, reflecting the type of work they plan to do after completing their studies. For some
students workplace learning is their very first experience of the workplace while others have done many hours of paid work in
their part-time jobs.

What kinds of workplace learning programs are there?

NSW secondary schools offer two main types of workplace learning program − work experience and mandatory work
placement for students studying HSC vocational education and training (VET) courses. Most students have the chance to
participate in at least one of these programs during their time at high school.

Work Experience

These programs are usually undertaken by students in Years 9 or 10 with some opportunities in Years 11 and 12.
Work experience provides a general introduction to the ‘world of work’.

Young people are able to:

• observe a variety of work being done

• undertake supervised work appropriate to their skill level
• ask questions about the workplace
• gain general skills related to being at work
• learn how enterprises work and how to be enterprising
• complete course assignments relevant to the industry or workplace
• find out about training and employment opportunities
  Fine-tune their career aspirations and career and transition planning.

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Within an organization, teamwork cannot simply be a program - it should be a fundamental and necessary attitude. It
is acknowledging that as a team we all bring our perspectives, backgrounds and expertise to bear in order to accomplish a job.
It is the development of the supremely important aspect of trust in each other, realizing that without trust, there is no team.
Teamwork within the organization is having a high regard for each other and treating all people with respect. It is
empowering people with the responsibility for all functions of the business. It is the powerful combination of workers who
equip themselves to be competitive employees and people in leadership roles who provide a challenging work environment. It
is the realization that all employees (team members) should be in a collective position to have a high degree of impact on the
customers they serve.
Leaders should realize that it is important for people to be involved in creating, transforming and maintaining
meaning within the organization. Participation and relationship building are a must and allows individuals to capitalize on
their collective knowledge and use technology to influence their particular industry or organization deliverable. The use of
teamwork ties it all together.
Teamwork involves combining the skills, talent, knowledge, and experience of all employees in a coordinated
manner, realizing that narrow definitions of self-interest serve neither the customers, nor individual organization members. To
be most effective teamwork needs to be embraced in principle and in practice through mutual support, encouragement and
accountability, believing that by working together as a team and sharing knowledge, the organization can achieve much
greater results than by working as individuals.
To best support the belief in, and commitment to teamwork, organization members must continually ask the following
questions, in order to enhance their collective performance.

Do I respect, have a high regard for, encourage and support others on my team with regard to acknowledging their
perspective, background and expertise?
Does our team demonstrate high trust in each other as well as extend trust and encouragement to other interrelated
teams?
Does our team display an intense dedication to the personal success of each team member as well as the organization
as a whole?
Do I, along with other team members, ensure that we have the best talent available on our team, and that our
individual talent and skill is used to the fullest extent possible?
Do I, along with other team members, routinely handle the close-to-the-work functions of "planning, organizing,
directing and controlling" the work required for meeting our stated objectives?
Does our team know who our internal and external customers are?
Does our team interact effectively with each other, with our customers, with other teams and with those in leadership
roles?
Am I willing to take on a different role that at times is not being filled?
 Do we as a team regularly identify and solve problems within our control?
Is our team well versed in the business strategy of the organization?
Does our team encourage all members to provide input without regard to their background?
Does our team create an environment in which team members feel they can freely express their views?
Do I place the success of the team ahead of my own personal success?
(I.e. there is no "I" in team)
Do I respect the decisions made by experts inside and outside the team who are charged with the responsibility of
maintaining the balance between business efficiency and challenging the status quo?
As a person of high technical ability and insight, do I take the personal responsibility to share my knowledge and
build a solid working relationship with others who are less qualified or have less insight?

The organization must encourage teams toward using unconventional out-of-the-box thinking to uncover and take
advantage of the less obvious growth opportunities. One of the most powerful forms of challenging conventional thinking and
increasing learning is peer-group interaction. Teams promote this dynamic interchange of ideas and shared learning among a
diverse group. Teams provide a rich pool of knowledge by allowing individuals to share collective experiences and challenge
each other to provide new ways of thinking.
Research shows (1.) adults learn best from one another in an atmosphere that stimulates collaboration and teamwork and
(2.) teamwork can produce greater results than by working as individuals. Because the potential payoffs can be enormous for
the individual and the organization, the organization that wants to become great should be committed to teamwork.

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How long will the student spend in your workplace?

This varies. Students usually spend a week with an employer but shorter or longer placements are possible. Some
students come to a workplace for half or one day per week for an extended period of time. HSC VET students are generally
required to complete two weeks of work placement over two years, each week with a different employer.
The Benefits for Employers

Hosting students allows you to:

participate in the education, career development and vocational training of young people in your community
talk to students about your industry, its career paths and future directions
promote the attitudes and skills you want in your workforce
identify young people with potential for your industry
strengthen your links with the community and raise you business profile
increase the supervisory, training and mentoring skill of your staff
Give students the knowledge of the value of work and raise the quality of those coming into your industry.

Workplace Systems
 Workplace Systems plc is a world leader in the development and supply of standard software products for
Workforce Management and work scheduling software. With 25 years' experience, Workplace Systems has more than 400
installations worldwide in major corporate and medium-sized organisations.

Workplace employee scheduling software products address all areas workforce planning including; staff planning,
shift planning and staff tracking together with all aspects of planning and tracking of the work done by staff, including
resources required. Workforce management solutions are deployed as; on premise, Hosted or Cloud, sometimes referred to as
Software-as-a-Service.

In addition to these application areas, Workplace supplies specialised work scheduling software products to provide
mobile, remote and fixed staff with wireless real-time data entry and enquiry. These facilities include; PCs, tablets, smart
phones, biometric and badge-reading terminals.

Workplace Online cloud workforce management provides: labour demand forecasting, simple and advanced
workforce scheduling, time & attendance, task management and business intelligence facilitating management insight &
control. With an innovative approach to workforce scheduling the solution can be deployed in weeks providing rapid business
improvements. Workplace Online is easy to use, has lower costs and a flexible "pay as you go" model to give companies a
quick payback and dramatic return on investment.
Monitoring teams
The performance of teams as a whole should be monitored for training and learning purposes. This recognises that
the skill level of a team is more than the sum of team members' technical skills and skill gaps. We are interested also in how
those skills fit together and are focussed on the team's goals.
Training involving all or most of a team could be expected to have different types of benefit, not all of which are
easily monitored.
Team output
Productivity improvements
Fewer lost-time injuries
Less material wastage
Lower absenteeism
Higher sales figures
Fewer customer complaints
Technical skills
Improved record keeping
More efficient use of technology
Safer work practices
Teamwork skills
Better internal and external communication
Better problem-solving skills
Enhanced levels of trust between team members
Team purpose
Better understanding of why the work team exists
Improved ability to interpret team objectives
Greater commitment to the work team

Summary
The reason for monitoring achievements is to evaluate the outcomes. In practice the two activities go hand in hand
and are often one and the same. Essentially evaluating means comparing something in terms of something else. In our
discussion we are comparing the outcomes of one person's learning experiences either against those of others or against an
objective standard. Ideally, the reason for evaluation is continuous improvement.
The way an organisation is structured sends a message about how serious management is about continuous
improvement. The culture of an organisation may influence productivity in a positive or negative way. Managers can help
continuous improvement by fostering a positive work culture.

The basis of all continuous improvement is measurement. To achieve improvement we must know where we are now
so we can accurately evaluate our actions to see how effective and efficient they have been.

Ultimately the purpose of evaluating workplace learning is to meet organisational objectives. The ultimate standard is
what stakeholders expect.

Self assessment
1Why is the effectiveness of training difficult to measure?

2 What might you ask a person to find out whether they found a training session worthwhile?

3 Should training result in changed behaviour?

4 Who might need to know whether training is successful?

5 Who should have access to training records?

6 How would you assess the following performances?

(a) Report writing:

(b) Installing electrical wiring:

(c) Supervising:

(d) Serving customers:

Entoto TVET College
Training, Teaching and Learning Materials Development

Self-Check 1 Written Test

Name:_________________________________ Date:_________________

Instruction: Answer all the questions listed below, if you have some difficulty doing this
self check, feels free to ask your teacher for clarifications.

1. What is Monitoring?
2. ----------------- plc is a world leader in the development and supply of standard software products
for Workforce Management and work scheduling software.
3. What is workplace learning?
4. List team output included
5. List technical skills included

You must able to get 8points to be competent otherwise you’ll take another test

Learning Guide Date: 05-2011 Page 9 of 9

First Edition Author: Mule , IT – Entoto TVET College