This learning tool was created in the framework of the Erasmus+ TOTVET project financed with the support from the European Commission.

1. Module 4: Monitoring and assessment
PreparingTutorsfor
WorkBasedLearning
Developed in the framework of the Erasmus+ Project 2018-1-RO01-KA202-049191
TOTVET - Training of Tutors and VET professionals for high quality in Work
Based Learning and Dual Learning
This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.

2. Summary
In this Leaning Tool you will:
learn
 to implement the monitoring and assessment plan that you
designed and developed in earlier phases of the systematic
approach to training
understand
 training and learning about monitoring and assessment

3. be able to
using self-assessment in measuring abilities before and after training (skills
improvement and training effectiveness)

4. Summary
 Main issues:
1. Evaluation of training
2. Measuring improvement using self-assessment
3. Training evaluation research

5. Evaluation of training
There are the two principal factors which need to be
resolved:
• Who is responsible for the validation and evaluation
processes?
• What resources of time, people and money are available
for validation/evaluation purposes? (Within this, consider
the effect of variation to these, for instance an unexpected
cut in budget or manpower. In other words anticipate and
plan contingency to deal with variation.)

6. Measuring improvement using self-assessment
 The 'revised pre-trained ability' is a reassessment to be
carried out after training of the ability level that existed
before training.
 This will commonly be significantly different to the ability
assessment made before training, because by implication, we do
not fully understand competence and ability in a skill/area
before we are trained in it.
 People commonly over-estimate their ability before training.
After training many people realise that they actually had lower
competence than they first believed (i.e., before receiving the
training).
 It is important to allow for this when attempting to measure real
improvement using self-assessment. This is the reason for
revising (after training) the pre-trained assessment of ability.
 Additionally, in many situations after training, people's ideas of
competence in a particular skill/area can expand hugely. They
realise how big and complex the subject is and they become
more conscious of their real ability and opportunities to
improve.

7. The trainer's overall responsibilities - aside from
training evaluation
 Over the years the trainer's roles have changed, but the basic purpose of the trainer is to
provide efficient and effective training programmes. The following suggests the elements
of the basic role of the trainer, but it must be borne in mind that different circumstances
will require modifications of these activities.
 1. The basic role of a trainer (or however they may be designated) is to offer and provide
efficient and effective training programmes aimed at enabling the participants to learn
the knowledge, skills and attitudes required of them.
 2. A trainer plans and designs the training programmes, or otherwise obtains them (for
example, distance learning or e-technology programmes on the Internet or on CD/DVD),
in accordance with the requirements identified from the results of a TNIA (Training
Needs Identification and Analysis - or simply TNA, Training Needs Analysis) for the
relevant staff of an organizations or organizations.
 3. The training programmes cited at (1) and (2) must be completely based on the TNIA
which has been: (a) completed by the trainer on behalf of and at the request of the
relevant organization (b) determined in some other way by the organization.
 4. Following discussion with or direction by the organization management who will have
taken into account costs and values (e.g. ROI - Return on Investment in the training), the
trainer will agree with the organization management the most appropriate form and
methods for the training.
 5 . If the appropriate form for satisfying the training need is a direct training course or
workshop, or an Intranet provided programme, the trainer will design this programme
using the most effective approaches, techniques and methods, integrating face-to-face
practices with various forms of e-technology wherever this is possible or desirable.

8.  6. If the appropriate form for satisfying the training need is some form of open
learning programme or e-technology programme, the trainer, with the support
of the organization management obtain, plan the utilization and be prepared
to support the learner in the use of the relevant materials.
 7. The trainer, following contact with the potential learners, preferably through
their line managers, to seek some pre-programme activity and/or initial
evaluation activities, should provide the appropriate training programme(s) to
the learners provided by their organization(s). During and at the end of the
programme, the trainer should ensure that: (a) an effective form of
training/learning validation is followed (b) the learners complete an action
plan for implementation of their learning when they return to work.
 8. Provide, as necessary, having reviewed the validation results, an analysis of
the changes in the knowledge, skills and attitudes of the learners to the
organization management with any recommendations deemed necessary. The
review would include consideration of the effectiveness of the content of the
programme and the effectiveness of the methods used to enable learning, that
is whether the programme satisfied the objectives of the programme and those
of the learners.
 9. Continue to provide effective learning opportunities as required by the
organization.
 10. Enable their own CPD (Continuing Professional Development) by all
possible developmental means - training programmes and self-development
methods.
 11. Arrange and run educative workshops for line managers on the subject of
their fulfillment of their training and evaluation responsibilities.

9. Training evaluation research
 here are many different ways to assess and evaluate training and
learning.
 Remember that evaluation is for the learner too - evaluation
is not just for the trainer or organisation.
 Feedback and test results help the learner know where they are,
and directly affect the learner's confidence and their
determination to continue with the development - in some cases
with their own future personal development altogether.
 Central to improving training and learning is the question
of bringing more meaning and purpose to people's lives,
aside from merely focusing on skills and work-related
development and training courses.
 Learning and training enables positive change and improvement
- for people and employers - when people's work is aligned with
people's lives - their strengths, personal potential, goals and
dreams - outside work as well as at work.

10.  Evaluation of training can only effective if the training
itself is effective and appropriate. Testing the wrong
things in the wrong way will give you unhelpful data,
and could be even more unhelpful for learners.
 Consider people's learning styles when evaluating
personal development. Learning styles are essentially a
perspective of people's preferred working, thinking
and communicating styles. Written tests do not enable
all types of people to demonstrate their competence.
 Evaluating retention of knowledge only is a very
limited form of assessment. It will not indicate how
well people apply their learning and development in
practice.

11.  How do you develop a monitoring and evaluation
system?
 Steps
 Step 1: Identify Program Goals and Objectives.
 Step 2: Define Indicators.
 Step 3: Define Data Collection Methods and Timeline.
 Step 4: Identify M&E Roles and Responsibilities.
 Step 5: Create an Analysis Plan and Reporting
 Step 6: Plan for Dissemination and Donor Reporting.

12. Step 1: Identify Program Goals and Objectives
The first step to creating an M&E plan is to
identify the program goals and objectives. If the program
already has a logic model or theory of change, then the
program goals are most likely already defined. However,
if not, the M&E plan is a great place to start. Identify the
program goals and objectives.
Defining program goals starts with answering
three questions:
What problem is the program trying to solve?
What steps are being taken to solve that problem?
How will program staff know when the program has
been successful in solving the problem?

13. Step 2: Define Indicators
Once the program’s goals and objectives are defined, it is
time to define indicators for tracking progress towards
achieving those goals. Program indicators should be a
mix of those that measure process, or what is being done
in the program, and those that measure outcomes.
Process indicators track the progress of the program.
They help to answer the question, “Are activities being
implemented as planned?” Some examples of process
indicators are:
 Number of trainings held with health providers
 Number of outreach activities conducted at youth-
friendly locations

14. Step 3: Define Data Collection Methods and
Timeline
After creating monitoring indicators, it is time to
decide on methods for gathering data and how
often various data will be recorded to track indicators.
This should be a conversation between program staff,
stakeholders, and donors. These methods will have
important implications for what data collection methods
will be used and how the results will be reported.
The source of monitoring data depends largely on
what each indicator is trying to measure. The program
will likely need multiple data sources to answer all of the
programming questions. Below is a table that represents
some examples of what data can be collected and how.

15. Step 4: Identify M&E Roles and Responsibilities
The next element of the M&E plan is a section on
roles and responsibilities. It is important to decide from
the early planning stages who is responsible for
collecting the data for each indicator. This will probably
be a mix of M&E staff, research staff, and program staff.
Everyone will need to work together to get data collected
accurately and in a timely fashion.

16. Step 5: Create an Analysis Plan and Reporting
Templates
 The M&E plan should include a section with details
about what data will be analyzed and how the results
will be presented. Do research staff need to perform
any statistical tests to get the needed answers?

17. Step 6: Plan for Dissemination and Donor Reporting
The M&E plan should include plans for internal
dissemination among the program team, as well as wider
dissemination among stakeholders and donors. For example,
a program team may want to review data on a monthly basis
to make programmatic decisions and develop future
workplans, while meetings with the donor to review data and
program progress might occur quarterly or annually.
Dissemination of printed or digital materials might occur at
more frequent intervals. These options should be discussed
with stakeholders and your team to determine reasonable
expectations for data review and to develop plans for
dissemination early in the program. If these plans are in place
from the beginning and become routine for the project,
meetings and other kinds of periodic review have a much
better chance of being productive ones that everyone looks
forward to.

18. Conclusion
 After following these 6 steps, the outline of the M&E plan should look
something like this:
 Introduction to program
 Program goals and objectives
 Logic model/Logical Framework/Theory of change
 Indicators
 Table with data sources, collection timing, and staff member responsible
 Roles and Responsibilities
 Description of each staff member’s role in M&E data collection, analysis, and/or
reporting
 Reporting
 Analysis plan
 Reporting template table
 Dissemination plan
 Description of how and when M&E data will be disseminated internally and
externally

19. The trainer
 Provision of any necessary pre-programme work etc and
programme planning.
 Identification at the start of the programme of the
knowledge and skills level of the trainees/learners.
 Provision of training and learning resources to enable the
learners to learn within the objectives of the programme
and the learners' own objectives.
 Monitoring the learning as the programme progresses.
 At the end of the programme, assessment of and receipt of
reports from the learners of the learning levels achieved.
 Ensuring the production by the learners of an action plan
to reinforce, practise and implement learning.