TWAINE PROJECTPILOT TEST PHASE

EVALUATION

GENERAL INFORMATION

• The official period of pilot test implementation in all partnering countries was 01/10/2013 – 28/02/2014. Two partners – from France and Italy – decided to continue pilot test phase’ activities till the end of April 2014.

• Each partner was obliged to test 4 learning units (2 from service

and 2 from gastronomy) with a group of 10 participants. There were no limits set concerning how many hours or how many times should one learning unit be implemented. Also, no special criteria were set for the selection of the pilot test’ phase participants.

PARTICIPANTSCOUNTRY PILOT TEST PHASE’ PARTICIPANTS

FRANCE Participants are currently undertaking training courses in GRETA, they have different level of vocational preparation and are attending different training courses; pilot test phase is being implemented partially as an extra course and partially as a normal training

ITALY Participants come from the same learning year and are already finishing their education; they have high level of vocational preparation and are implementing the pilot test phase as training module

MALTA Participants come from an employment training centre; all possess very low vocational and social skills and are intellectually challenged; pilot test phase is being implemented as an extra training course

POLAND Participants are in the initial vocational training within gastronomy and service; they already possess sufficient vocational preparation to implement the learning units on their own; pilot test phase is being implemented as an extra training course

LEARNING UNITS ADAPTATION PROCESSCOUNTRY ADAPTATION PROCESS

FRANCE Learning units were translated. Additional, supporting materials (check lists, information sheets) were created and added to each learning unit. Units were expanded (through adding additional theoretical content) and modified (accordingly to the French service rules).

ITALY Learning units were translated and expanded before implementation of the pilot test phase. Theoretical part of the table setting learning unit was practically re-written, with new activities added and more introductory questions given. Other learning units were adapted to the Italian service and training rules.

MALTA Learning units were not translated into Maltese language. Theoretical part of the learning modules was reduced due to the learning capacity of the pilot test phase’ participants.

POLAND Learning units were translated. Only slight changes in 2 learning units were made, fitting the content of the learning units better to the Polish reality.

PILOT TEST PHASE IMPLEMENTATION METHOD

COUNTRY IMPLEMENTATION METHOD

FRANCE Learning unit divided into theoretical and practical part.Theoretical part implemented as an additional lesson in a group.Practical part implemented in a group during normal training sessions, coached by a trainer.

ITALY Learning unit divided into theoretical and practical part.Theoretical part implemented as an individual project.Practical part implemented as a special training session, supervised by the trainer.

MALTA Learning unit divided into theoretical and practical part.Theoretical part implemented in a group, moderated by the trainer.Practical part implemented in a group, with participants following the presentation of the trainer.

POLAND Learning unit implemented in whole.Theoretical and practical part implemented individually by the trainee, with supervision made by the trainer in crucial parts of the training.

METHODOLOGY APPROACH USED IN THE PILOT TEST PHASE

COUNTRY METHODOLOGY APPROACH

FRANCE Trainer supervises the whole implementation process from theoretical to practical part, explaining all necessary steps and posting additional questions, commanding the attention from the participants. No JOB MAP used

ITALY Participants implement and present results of their theoretical preparation by themselves, during group session. Practical session of the learning unit is being supervised by the trainer who approaches the group and individual participants if problems occur. In crucial situations trainer is supporting the group step by step. A simpler version of a JOB MAP is used.

MALTA Trainer supports the group through the whole process of learning unit implementation, both through the theoretical and practical part. Participants are unable to implement the learning unit by themselves, nor use JOB MAP on their own.

POLAND Trainer introduces the learning unit and its content and allows the participants to implement the learning unit alone, supervising the whole process and acting only in critical situations. A simpler version of a JOB MAP is used.

EVALUATION OF THE PILOT TEST PHASE

EVALUATION TOOL INPUT RECEIVED

EVALUATION QUESTIONAIRE FOR POOL OF COMPETENCE MEMBERS

- 3RD WAY AS A GREAT TOOL FOR WEAKER TRAINEES,- TRANSFERRABLE AND ADAPTABLE,- POSSIBLE USAGE IN DIVERSE TARGET GROUPS,- POSITIVE IMPACT ON THE TEACHERS AND TRAINEES

- TRAINERS NEED TO STEP BACK FROM THE TRAINING ROUTINE- MORE LEARNING UNITS NEEDED-MORE METHODOLOGICAL WORKSHOPS NEEDED

- NECESSITY TO CONTINUE AND DEVELOPP THE METHOD, TOOLS AND LEARNING UNITS, TOGETHER WITH THE IMPLEMENTATION KNOW-HOW.

EVALUATION OF THE PILOT TEST PHASE

EVALUATION TOOL IMPUT RECEIVED

EVALUATION QUESTIONAIRE FOR TRAINERS

- INNOVATIVE TRAINING TOOLS (LEARNING UNITS)- NEW PEDAGOGICAL APPROACH- CLEAR STRUCTURE, EASY TO FOLLOW UP- RESPONSIBILITY FOR LEARNING OUTPUTS GOES TO TRAINEES

- THE NEED TO LET GO OF TRADITIONAL APPROACH- THE NEED TO WITHDRAW FROM THE ACTUAL TEACHING INTO THE MENTOR/SUPERVISOR MODE

- MORE TRAIN THE TRAINER EVENTS’ NEEDED- MORE EXPERIENCES EXCHANGES’ NEEDED- MORE LEARNING MATERIALS FOR TEACHERS NEEDED

EVALUATION OF THE PILOT TEST PHASE

EVALUATION TOOL IMPUT RECEIVED

EVALUATION QUESTIONAIRE FOR TRAINEES

- VERY INTERESTING TRAINING TOOLS- EASY TO IMPLEMENT- ADAPTABLE TO DIFFERENT SITUATIONS- GREAT TOOL TO TEST OWN SKILLS AND ABILITIES- ALLOWS THE TRAINEES TO WORK INDEPENDENTLY

- MORE RESPONSIBILITY - NEED TO USE RECOMMENDED RESOURCES (MISTAKES)- DIFFICULTY TO EVALUATE OWN WORK

- MORE LEARNING UNITS NEEDED- LEARNING TOOLS FOR OTHER HOSPITALITY SECTORS NEEDED- TRAINERS SHOULD WITHDRAW MORE FROM THE WORK

TO SUM UP• ALL PARTNERING COUNTRIES IMPLEMENTED AT LEAST ONE RUN OF THE

PILOT TEST PHASE• ALL PREVIEWED MODULES WERE TESTED BY APPROPRIATE NUMBER OF

TRAINEES• DESPITE CHOOSING DIFFERENT TARGET GROUPS AND METHODOLOGY

APPROACH THE RESULTS OF THE PILOT TESTING PHASE ARE VERY PROMISING

• DIRECT PARTICIPANTS, TRAINERS AND MEMBERS OF THE POOL OF COMPETENCE FOUND THE ADAPTED LEARNING UNITS EASY TO WORK WITH, CHALLENGING THEIR SKILLS AND KNOW-HOW AND FORCING THEM TO CHANGE THE ATTITUDE TOWARDS LEARNING/TEACHING PROCESS

• ALL PARTNERING ORGANISATIONS ARE WILLING TO DEVELOP THE METHOD FURTHER, CREATE OWN LEARNING UNITS AND UMPLEMENT THE 3RD WAY APPROACH AS AN INNOVATIVE PEDAGOGICAL APPROACH IN THEIR INSTITUTIONS.

PILOT TEST PHASE GALLERY

PILOT TEST PHASE GALLERY

PILOT TEST PHASE GALLERY

THANK YOU FOR YOUR TIME

MONITORING COMMITTEE:Werner Fuhrmann – Germany

Maja Kowalczyk - Poland