Final Evaluation
Final Evaluation Report“ EMMT II”
Strengthening and disseminating middle management training in the European Training Sector EMMT 2
A Leonardo da Vinci Pilot Project
DK/04/B/F/PP-145.417
By
Ole Holst
Formidlingscentret
Februar 2006
Introduction
The European training sector is facing new changing conditions. The European governments are eager to deregulate the traditional funding system in order to create a market driven environment for education and training. The European training sector has to adapt to the changing conditions. Furthermore, the workforce of Europe is rapidly aging causing problems for the industries in recruiting sufficient workforce.
Until now, the sector has been without competition. Surveys on the European training sector substantiate that the core competencies of the management could be defined as a high level of technical and pedagogical qualifications.
As one could imagine big differences exists amongst the different states as to how far the state wants to go in deregulating their national vocational training systems. In some states the process of deregulating is going fast. In other states, the deregulation will take time – especially in the new member states. The Commission wants an open market in which the various European training institutions will perform their competence under new conditions. The Commission wants to strengthen the process of internationalisation, mobility of students, teachers and management.
It is necessary that the sector adapts to this situation and it is most crucial that especially the groups of managers are able to change attitude and build new areas of competencies.
The European training sector has to develop new competencies targeting the existing group of managers in order to be able to meet future demands.
The present competence profile of the managers is too narrow and does not fulfil the actual needs in the sector. Most of the managers do not have any formal management background. By tradition, managers in the European training system are recruited amongst teachers without any professional managerial qualifications. The European training sector has to adapt to new roles and tasks – especially as service providers of educational resources.
Background
During the project EMMT I (Management training targeting middle managers within the European Training Sector) the partnership experienced a strong interest from a huge range of actors within the European training sector. The interest was directed toward the results of the EMMT I project. The need for managerial competencies was documented in a European survey conducted by Hans van Aalst, EFVET. The survey documents the importance of the middle managers being able to act European and in accordance with the required demands of the future.
The EMMT I developed a new flexible training scheme as a European model and organised a mutual European pilot course, containing four modules. The project developed a new innovative method and tool to anticipate future training needs concerning changes in work performance.
The training scheme took place in four different European countries – organised in a new innovative way. The participants attended "on the job training" under the supervision of a mentor. The participants worked with learning tasks/ themes and interacted cross borders in transnational learning teams.
EMMT II is an extension of EMMT I. The project focuses on further development of the innovative findings and results of EMMT I.
EMMT II aims at creating a new extended transnational partnership of experts within management training. From four members to ten members, including four partners from the new member states. The partnership has developed their expertise in areas such as:
Strengthening the integration of theq European dimension into management training within the European training sector
Improving the analysis and anticipation of skill requirements inq order to provide relevant training
Dissemination and conducting of theq adjusted training scheme – targeting nine new European training institutions – representing four new countries and two old partner countries.
Work out aq new structure of language preparation in order to prepare the participants linguistic skills in English
Expand the partnership to partners from theq new members states
Work out an operational plan on how to operate theq training scheme in the future.
Based on the recommendations of the evaluation report, EMMT II has integrated nine new partners and their competencies into the partnership. The new partnership has adjusted and multiplied the existing results and the training scheme as a “best practice model”
EMMT II has conducted a new training scheme – targeting a new audience and at the same time improved the knowledge and expertise of the partnership.
The partnership has organised a systematic dissemination of the innovative concept – targeting middle managers within the European training sector. Together with “The European Forum for Vocational and Technical Education and Training (EFVET)”, the partnership has organised an effective development process. The goal has been to conduct an adjusted version of the developed training scheme, an improved version of the anticipation method (tool) and a new structure of language preparation. The actual training has been carried out by the “the old partnership” – adjusted according to the recommendations of the evaluation report from EMMT1.
Aims and objectives
The global aim of this project has been to multiply the results of EMMT I to a new and broader audience. At the same time – through the co-operation with EFVET the project will create a broader European partnership facilitating the exchange of knowledge and experience concerning management training.
All partners have access to strong national networks, which are supposed to create a substantial impact on the political level in each country. The outcome of the project will be a best practice model, which will results in substantial changes in the approach to managerial training. This approach will ensure that the innovative activities of the partnership is continued and disseminated to a broad audience – effectively.
Partnership
A very strong European partnership was established and EFVET has been active in the dissemination activities.
Target group
The target group is middle managers from training institutions from both existing partner countries and new Members countries.
Dissemination
It is the global aim to disseminate and multiply the results of the EMMT 2 through an appropriate work plan.
Activities
The impact of the project has been an enlarged transnational partnership. Based on the results of EMMT I, the transnational partnership has organised training activities in four European countries.
The project has carried out the following activities.
• Members of the partnership (expert group) have adjusted the training concept in accordance with the recommendations in the evaluation report of EMMT I.
• Members of the enlarged partnership (expert group) have on the basis of a detailed work plan developed new European approaches
• The partnership has organised and conducted the training with participants from nine new European training institutions. The training has taken place in four European countries (DK, ES, DE and UK)
Approach to evaluation
Evaluation is not an exact science. Like all good ideas, evaluation is really very simple. Indeed, evaluation is a central part of everyday human behaviour. As we go about our daily tasks, we are constantly engaged in sequences of imagining (planning action), doing (performing practical tasks), and reflecting (evaluating the results of action).
In the context of this innovative and developmental project, it is important to understand the process as well as the impacts of implementation, in order to draw lessons from the attempted innovation.
This trans national-evaluation attempts to improve the effectiveness of this reflection by:
Gathering and recordingq relevant information in a systematic way
Analysing that informationq
q Making the results of the analysis available to the national projects-managers in an appropriate form
The function of the evaluation is therefore to help the national project managers to understand and learn from the implementation of the project in order to incorporate this understanding into their work. It does this by providing affordable, achievable means to structure their reflection on the progress and performance of their projects, and to improve its effectiveness.
The evaluation is intended to answer the following questions:
Did the outcome meet the originalq objectives?
Analyse the differences between outcome and objectives,q identifying factors that have contributed to those differences.
q Evaluation of the strengths and improvements and make recommendations concerning good practice.
Gathering data and information
Information and data of the project have been gathered through questionnaires and through discussions in the experts group. Oral evaluations have taken place just after the national work seminars. Furthermore, the evaluator has participated in both national and transnational meetings and has had access to all written materials about the project. Ongoing evaluation has been ensured through information collected from a number of prescheduled meetings of the steering group and the expert group.
Criteria:
The following evaluation criteria have been used to qualify the results.
Which degree of success has there been inq establishing unexpected synergy effects in connection with the national projects through the work of the transnational partnership?
Which degree ofq success has there been for those involved in developing a sustainable transnational network, which, at a European level, can influence the process of creating awareness of the training of managers?
Which degree of successq has there been in establishing a sustainable partnership that will continue to function after the expiration of the project?
The extent to which theq project partners has been successful in implementing the training scheme. Is the chosen approach suitable and transparent for transnational dissemination and best practices?
The extent to which the project partners, through theirq participation in the four seminars, have been successful in identifying new innovative models and strategies which incorporate a European dimension, and the extent to which they can be carried out in practice.
The extent toq which the project partners has been successful in ensuring the long-term realisation of the project objective concerning development of the existing network.
The structure of the approach
The purpose of the final evaluation is:
To document the experiences and achievements of the project,q both for internal and for external audiences
To crystallize the key lessonsq to be drawn from the experience
To create a platform for furtherq development work, and for future partnerships
To support or extendq dissemination of the innovative approach of the project, methods and tools
Presentation of the Training Scheme
The training schemes consist of the following aspects and principles:
The training scheme isq based on a European approach (no ties to national educational systems or traditions)
The training is based on work-related competenciesq
The training is based on the most relevant areas of topics/themesq (e.g. relevant to most countries)
The training scheme has beenq conducted in English and it has been up to the participants to obtain the needed level of linguistic competence in English. This must be done before attending the training course.
The European training scheme offers a flexibleq training approach, including e-learning, traditional training, group based and individual learning, which meet various training needs in accordance with actual requirements
The training is targeting individual training needs of theq participants. The participating training institutions allocated a mentor to supervise the national participants during the training.
The Europeanq training scheme allows the individual participant to design his/her own training - individually or group based
The European training could be seen as aq continuous vocational training system - building competence above the existing level.
The European training scheme incorporates competencies at aq higher level than already obtained by the participants through the national systems.
The European training scheme is based on training needs inq connection with changes in the work functions and organisation of work in the European training sector
The European training scheme is a globalq structure, which should/could be changed in accordance with new training requirements
The European training scheme is based on mutual Europeanq approach to training.
Presentation of the Training Scheme
The training scheme consists of four integrated modules, which took place in:
• Denmark, workshop 1, 6-10 April, 2005
• Spain workshop 2, 8-12 June, 2005
• Germany workshop 3, 7 -11.September, 2005
• UK, Workshop 4, 9-13 November, 2005
Before the first workshop, the Spanish partner developed a procedure of evaluation concerning the participants’ English skills. The aim was to make the partners of EMMT 2 able to decide on the participants’ capability of joining the course successfully, in terms of their command of the English language.
It was intended to be a tool for the experts in each partner country to evaluate the competence in English of the potential candidates taking part in the course.
The main object of this procedure was to assist the individual participants in their linguistic development process during the course.
The methodology was mainly based on the use of websites at the Internet
The training scheme focuses on six main areas of competencies, divided into several sub competencies.
1. Personal competence
• Social
• Networking
• Open-mindedness
2. Technical competence
• Economic or financial
• Pedagogical
• Quality
• Human Resources Development (HRD)
3. Attitude competence
• Customer orientated
• Business-like
• Service focused
4. Strategic competence
• School philosophy
• Vision & mission
• Values
5. European competence
• Project management
• English
6. Communicative competence
• Middle management and team culture
• Team Building / Orientation
• Social Competence / Ability to work in Teams
Participants
In all twelve representatives from the involved countries participated. Half of them did not meet the requirement of being a middle manager, working with managerial issues. However, the participants were spotted as potential middle managers or persons, who are going to play a key role in the transition process. English was the mutual learning language.
It was required that the participants were:
• Open minded and ready to interact with colleagues from other European countries.
• Able to communicate effectively in English
• Actually working with managerial issues
Representatives from the senior management of the training institutions played an important role in recruiting the participants. During the training, a senior manager acted as mentor giving support and guidance to the participants from their own country.
Training structure
The training took place in Denmark, Spain, Germany and UK - in this order. All four workshops had a duration of three full days. The participants formed three learning teams with colleagues from different European countries.
Three European Learning Teams
Denmark Spain Bulgaria Poland Lithuania the Czech Republic
In between the workshops, the learning teams prepared specific learning tasks under supervision of the experts and their national mentor.
Information, learning tasks and guidance were given by experts at the end of each workshop to prepare the participants for the next one. During the workshop the teams presented their work.
At the end of the four workshops, each learning team presented their chosen project to be evaluated by the experts.
During the workshops, the participants met different pedagogical methods and approaches. In each country social and cultural events were organised.
Each workshop has been documented in terms of materials, case studies and other written materials.
Evaluation of the training Scheme
Preparation
Between the workshops, the participants prepared themselves. The preparation was done in various ways. Some organised discussions with national colleagues and managers. Some organized meetings in national groups. Some express that they prepared themselves by studying indicated literature and by using the internet. The preparation represented an individualised approach. However, it is important to state, that the participants did prepare themselves. Preparation work was systematic organised and took place in between the workshops.
National group meetings withq team and mentor
Discussions with colleaguesq
Surfing the Internetq
q Reading the handouts
Reading literature of managementq
Communicating byq e-mails
Reading documents on the specific work seminarq
Individualq reflections
Individual training was the focus of the training. In accordance with this approach, each participant found his/her own way of organising the most suitable preparation. It is the impression, that this form of self-organised preparation was very useful and effective. All participants express, that the guidelines from the expert of the next workshop was very useful and created a clear picture of the coming workshop. It is the impression that the participants were satisfied by the way the preparation was done. Unfortunately, it is evident to the evaluator that some participants lacked the support from their mentors.
Objectives and aims
In complicated and long termed learning processes, you often see that the participants become uncertain about the specific objectives. This situation occurred in the case of EMMT II at the first workshop in Denmark. The participants expressed, that “the start was a little bit confusing to us”. However, a written presentation was sent out to the participants two weeks before the workshop, but in some cases the participants did not receive it – probably because the mentors did not send it on.
In many ways, the first workshop in Denmark was used to engage the participants in the concept of EMMT II. In the beginning, this caused both frustration and uncertainty amongst the participants. The evaluation shows that most of the participants were uncertain about the objectives and aims at the beginning – some misunderstandings occurred. To some it was frustrating that some participants did not meet the requirement of being a middle manager, working with managerial issues. However, the participants decided – supervised by the expert to overcome this problem by agreeing, that the chosen participants all represented either managers or persons, who were going to play a key role in the transition process.
Not all participants could meet the decision of the steering committee that the participants should be able to communicate in English. However, the differences in linguistic skills amongst the participants were reduced, when the language preparation procedure was effective.
As a whole, the Danish workshop showed some misunderstandings and created frustrations amongst the participants. “I think there should be a more clearly general overview for the whole project – especially pointing out the competencies for each seminar – and a summary for the whole process”
On the other hand, the participants were very satisfied at the end of the workshop.
One can say, that themes such as team building, working in self-supporting teams,
the new role of the middle manager , the middle manager as team builder, implementation of self-supporting teams and The Flow Theory created a strong fundament of open-mindedness amongst the participants, and the strong influence they had on the learning process was very good and motivating. It is the opinion of the evaluator, that a good and strong fundament was created in Denmark – though this did not happen without a lot of discussions and frustrations. However, the situation created an even stronger basis for the development process in a longer perspective. It took time to create new conceptions of the project, the way of working together and defining expressions and concepts.
By the end of the workshop, it is the impression that most of the participants had a clear picture of the objectives and aims of the project. Misunderstandings and uncertainty were eliminated in a joint effort. Shortly after the initial phase, the participants took ownership to the idea of the project and responsibility for their own learning process.
One can say that the process was on the right track – but not without some misunderstandings.
Work in national groups
It was important, that the training was based on work related competencies targeting goals and aims of the involved training institutions. To achieve this, the mentor system was organised and the national participants formed national learning teams.
It is the general impression that the work in the national groups went quite well. “We spent a lot of time discussing the issues and exploring different points of view on the topics”
For some it was difficult to meet due to geographic distance “Well, but M and I both live in different cities, so we had to work in the evening, after the first meeting, to adapt our presentation”
To some it was useful to get to know colleagues and their work conditions. It is the general impression, that most of the national groups did create real and inspiring teamwork – everybody was willing to share ideas. The fact that in most of the groups the participants knew each other created a good working atmosphere based on trust and effective work.
However, it is evident that some mentors did not play the role as supervisors and facilitators, which was an important role for the outcome. Fortunately the participants found help elsewhere in their institution and/or asked some of the other participants what they did.
Work in European groups
The training was based on a European approach. It meant that the work should take place without any ties to national educational systems or traditions. The evaluation shows, that the European approach was something that the participants really enjoyed. “Very well, since my European colleague is extremely efficient”, “Perfectly, It was very useful to work with people from different countries”.
In between the seminars, it was difficult to work European – but during and to some extent just after the seminars European interaction took place. To some extent the language used created some frustrations among some participants “Not very well, because I have an elementary level of English to express my opinion and my experience about the topics”. However, it is the impression, that during the learning process everybody got more familiar with English and did feel that they were able to express themselves.
As in EMMT I, the evaluation shows, that the European approach is the most innovative element in the training “Perfectly. It was very useful to work with people from different countries”, “International team is just perfect. We can settle matters quite easily and distributed tasks among ourselves very easily”. Nobody expressed any problems with working /learning European. The participants used words as “excellent, very satisfactory and fantastic”
The participants sharing of national experiences in European groups did work out very well – exchanging ideas and exploring new ideas were the fuel that drove the learning process. “Well, we tried to put our ideas together as much as possible. I’m grateful to N for his ideas”
The atmosphere during the process
At each seminar, the participants had the opportunity “to meet the host country” – through access to cultural events. The actual training was a balanced mixture of “hard core learning” and cultural events. Most of the participants found that this mixture was well balanced – even though some expressed that time was too short. “Very pleasant, but we were quite tired”.
Some participants were more active than others were, and some were more eager to meet new challenges and interact with each other. Generally, most of the participants did find the atmosphere supportive, friendly, funny and full of partnerships.
One could conclude that the training scheme took place in a very co-operative and friendly atmosphere.
The learning language
The training was conducted in English and it was up to the participants themselves to organise their own linguistic development process during the course. The aim was to set up individualised learning paths - assisted by the language expert.
.
The main object of this procedure was to assist the individual participant in her linguistic development process during the course. This process started at the end of the first workshop and a learning path was set up for each participant.
Based on the recommendations of the evaluation report from the first project, EMMT II
organized a special linguistic preparation procedure. Together with their mentor, the participants were supposed to asses their level in English in order to improve the level of competence - before attending the training course. The Spanish partner facilitated the process.
However, this procedure was not followed in all cases. It is the impression, that it was unclear to the partners, who should take the precise action. The result was that everybody was in “a waiting mode”.
However, the project succeeded in setting up an innovative approach to language preparation. A very distinct and precise description /procedure was developed . In the cases where this procedure was followed, it worked very effectively. Nevertheless, for some participants it took some time before they understood the idea of linguistic preparation.
A document on the procedure of evaluation of the English language skills was sent to the participants in January 2005, before the first workshop in Denmark. Unfortunately, very few of the participants forwarded their written tasks to the expert in the beginning. This caused that only few of them could be “officially” evaluated before the first workshop in Copenhagen.
During the second workshop in Madrid, the participants were reminded to do their tasks as soon as possible and to send the results to the expert in Spain. Only a few of the remaining responded this time.
As a result, it was decided, that the English expert would give the same evaluation tests to all the participants during the last workshop in Bath. That way, all the participants (except the two missing people) could be more objectively evaluated and assessed, but at the end of the programme.
The results show a “strange” evolution in the progress of those who completed the two evaluations, as it seems as if they had gone “backwards”. This effect might be due to the procedure of evaluation in Bath, which can have been more objective or difficult than the self-tested one.
On the other hand, the improvement in the competence in the English language of all the participants, especially in the practical aspects, is evident.
The lessons to be learned from this experience are:
• It is essential to have a stronger support from local experts or mentors in the evaluation of their participants.
• The process of evaluation should be carried out before the programme starts and before the participants have been selected, so that it is ensured that all of them fulfil the language requirements or, otherwise, have the possibility of being given a learning path with enough time in advance.
Initially some of the participants did meet severe language problems – “I understood the written information better than the spoken one” To most of the participants the training was a welcomed opportunity to improve their English. The general friendly attitude from all parties created an atmosphere in which nobody was reluctant to communicate.
None of the participants questioned that the experts had chosen English as the learning language. As mentioned above it is “a must” that everybody is able to communicate in English. The experts have not been very decisive in defining the actual level – however, they have clearly stated, that the participants should be able to communicate and make themselves understandable – both in writing and orally.
It is the general observation, that the learning process did meet language problems and that to some extent this caused a negative effect on the process. “Yes. There are still colleagues with bad skills in English”.
It is important to stress that the linguistic problems were reduced during the process. “Not serious problems although I realize that I still have to improve in certain fields”, and “I was improving my English”.
The improvement of English was done during the process and not before – as it was intended.
The level of involvement and activity
The training offers a flexible method, based on an individual learning approach. The training targets individual training needs. Seen in that perspective, each participant should design and organise his/her own training – individually or group based. Self-directed learning was the key word.
It is the impression that the participants contributed constructively to the learning process – both as individuals and working in groups. “Yes, by bringing in examples of new methods into the course”, “I think I have contributed to the learning process”, “I tried to do it as much as possible”. Generally, it seems that the level of involvement was high and satisfactory.
Social and practical arrangements
The evaluation clearly documented, that the participants were content with the social and practical arrangements. The participants were satisfied by the chosen standards of the practical and cultural arrangements. Some express however, that too much time was spent on travelling. The participants were generally speaking very content with the level of activity and organisation carried out by the host countries. The fact that the national expert was in charge of the organisation of the seminar had a positive effect.
Positive feedback
The participants were generally content with their participation in the training. The areas mentioned below, were highlighted as good by the participants:
The European dimensionq
The work in the Europeanq groups
Knowledge of EU-projectsq
Knowledge of team workq
q Interaction between colleagues
Atmosphere and learning environmentq
q Learning about other educational systems.
Sharing experiences and knowledgeq with people from other countries.
Negative feedback
It is the general impression that some participants found that too much time was spent on “free time”. On the other hand, some participants express the opposite view – they wanted more time to experience the cultural aspects of the host country.
The areas mentioned below were highlighted as bad by the participants:
Some people were without experience in managementq
q The linguistic preparation procedure did not work effectively
Too muchq material to be prepared before the workshop
Too much intensive work andq lack of spare time
Some sessions were too long, too many Power Pointq presentations and too little time for discussions, not enough time for reflections
Some participants had difficulties usingq English
Fulfilment of expectations
After the first workshop, the participants expressed that now the objectives and activities of the project were very clear to them. The actual activities fulfilled the expectations of the participants.
• I have gained knowledge and new ideas, so it has fulfilled my expectations completely.
• It was good from the point of view of teamwork but we expected some “lectures” as well.
• 95% fulfilled.
• It fulfilled my expectations and I have great expectations for the future.
• I got to known new experiences, knowledge and new ideas.
• It enriched my knowledge of VET, which is very useful when working in a school like mine.
• It provided me with a range of new ideas from other people concerning managing sector and the pedagogical areas.
• I learned a lot, perhaps more than I had expected
• The different ways (of teaching) were a good learning process to me
General “lesson to be learned”
As was the case in EMMT I, it is very important that the participants are presented to a clear picture of activities and objectives. In EMMT II, this objective was met by a written presentation forwarded in time to all national partners. However, for reasons unclear, some participants did not receive this information from their mentors. Consequently, some participants were uncertain about the goals and objectives.
The project produced a so-called Logbook in order to provide the participants with a documentation tool.
The logbook documented the individual learning experiences, kept track of individual knowledge and learning acquired over time. The logbook is a record of data, thoughts and activities. Using it, one stop forgetting about how things were done in the past, one focuses on organizing thinking while working, one keeps legal records of actions and learning, writing helps thinking, and learning and writing enforces long term memory. The evaluation shows that the logbook was partly used by the participants. However, most of the participants did document their learning process – using other media.
The areas mentioned below, were highlighted as lessons to be learned by the participants:
More time to go into theq depth of certain areas
It is a problem, that only a few participants areq actually managers
There are still some language problems among some of theq participants.
Too much home workq
I do not think there is a “lesson forq you to learn”. You did a perfect job!
It was good that we developed notq only our professional but our personal competencies as well.
More time forq reflections
Meeting new culturesq
Expert’s evaluation
During the last session in Lithuania in February 2006, the experts organised a mutual assessment of the process and the general outcome. The discussions resulted in the following reflections:
Strengths
The project strengthened the European dimension in the training concept. It was very useful to the participants that a European dimension was integrated into the process
The project organised an excellent procedure for language preparation in order to prepare the participants linguistic skills in English
The atmosphere around the project for both experts and participants was very good
The social arrangements contributed positively to the learning process
The topics of the workshops were relevant. The training scheme used several different teaching /learning methods – i.e. traditional information, group work, individual presentation, and discussions. This diversified approach was very useful and relevant
The use of case studies helped the participants to concentrate and created a “true learning environment”
Special focus on the “open minded” approach at all levels.
It was considered to be a strength that the training concept was based on “tolerance and open mindedness”
The training scheme created a European awareness and a global approach to management
The team work approach is essential
The objective of the project was very clear from the beginning – however in the initial phase it was not quite clear to the participants
The self-study approach was very efficient
International group work was very efficient and relevant
Creating a network of colleagues from others countries
The project has created a new transnational partnership of experts within management training: from four partners to ten, including four new member states.
The new partnership has adjusted and multiplied the existing results and training scheme as a “best practice model”
Suggestions for Improvements
The logbook documented the individual learning experiences and kept track of individual learning acquired over time. However, not all participants used the logbook.
The project did not work out an operational plan on how to operate the training scheme in the future. However, the experts developed a new structure – based on a more simple approach. This new concept will form the basis for an new application to the relevant EU-programme.
It is necessary to organise a better introduction to the global objective of the EMMT concept. It is also necessary to prepare the participants in a more effective way – using the mentors.
The preparation of the participants should be better in order to create a clear picture of the project
Before the work shops a national meeting between national teachers, participants and mentors should be organised
The learning process should be more concentrated (shorter time between workshops)
It created problems, that only a few participants were actually managers. It is necessary to organise a distinct selections procedure both in terms of participating institutions and in terms of participants
As for the language problem, it is essential to have a stronger support from local experts or mentors in the assessment of their participants. The process of assessment should be carried out before the programme starts and before the participants are selected, so that it is ensured that all of them fulfil the language requirements or, otherwise, have the possibility of being given a learning path with enough time in advance.
All the participating training institutions had allocated a mentor to supervise the national participants during the training. However, for reasons unknown some mentors did not perform as agreed in the project plan. It is necessary to organise a distinct selection procedure both in terms of participating institutions and in terms of participants.
The members of the Steering Committee decided to continue their work within another EU-funding possibility – Socrates. This new project should be described by the co-ordinator. The future project should be based on the concept of EMMT II, but in an adjusted version.
Special headingq should be given to the four workshops – managing change, managing teams, personal attitudes to management and xxxx (EMMT II had too many subjects to deal with – confusing to the participants)
A very strict selection procedureq should be organised – a procedure that ensure that only “the right” persons and institutions participate.
The participants should produce a major projectq in European group, which will be presented at the last workshop. The theme of the project should be selected together with the experts at the first workshop. The chosen theme should integrate the European dimension into management
q Each workshop has the same structure – work between the workshops, presentation at the next workshop, discussions and supervision, preparation for the next workshop
The project should be implemented by the old partners and a newq one – same methods of work, i.e. a Steering Committee and a group of experts
The co-ordinator will work out a draft for a application to be EU-q funded.
Conclusions
The project did strengthen the integration of the European dimension into the training. In this context, the conducted training represents an important contribution to the development of effective management training - tested on a full-scale basis.
EMMT II is an extension of EMMT I. The project has created a new transnational partnership of experts within management training: from four partners to ten, including four new member states. Especially the partnership has developed its expertise in improving the analysis and anticipation of skill requirements in order to provide the relevant training
The results and findings were disseminated to a broad European audience at a conference in Budapest, October 2005. One hundred and fifty educational planners and managers attended the conference from VET institutions from all over Europe. In cooperation with The European Forum for Vocational and Technical Education and Training (EFVET), a systematic dissemination of the innovative concept was organised. The training scheme was disseminated on both national and European level. The national partners have been responsible for the national dissemination activities.
Based on the recommendations of the evaluation report on EMMT I, EMMT II has integrated nine new partners and their competencies into the partnership. The new partnership has adjusted and multiplied the existing results in a training scheme as a “best practice model”.
EMMT II has conducted a new training scheme – targeting a new audience and at the same time improved the knowledge and expertise of the partnership.
The partnership has organised a systematic dissemination of the innovative concept – targeting middle managers within the European training sector. Together with the VET- transnational network EFVET the partnership organised an effective development process. The goal has been to conduct an adjusted version of the developed training scheme, an improved version of the anticipation method (tool) and a new structure of language preparation. The actual training has been carried out by the “the old partnership” – adjusted according to the recommendations of the evaluation report.
Aims and objectives
The global aim of this project was to multiply the results of EMMT I to a new and broader audience. At the same time – through the co-operation with EFVET the project intended to create a broader European partnership facilitating the exchange of knowledge and experience concerning management training.
All partners have shown that they have access to strong national networks, which were able to create a substantial impact on the political level in each country. The outcome of the project could be characterized as a best practice model. The chosen approach ensures, that the innovative activities of the partnership could continue after the expiry of the project.
The most important achievement of the project is the adjusted and concrete implementation of the new strategy for management training. The training programme is a very useful working tool. Concrete and valuable experiences have been collected from the workshops in Denmark, Spain, Germany and the UK.
Once again, it has been documented, that the basic problems are similar though the systems, and traditions are quite different in the participating countries. One may say that the project developed a European solution based on different national circumstances. The model is very suitable in order to identify the actual needs and requirements of the target group and to conduct effective training.
The project highlights the need for a European approach to management training.
Keywords in the development process have been dialogue and working together on equal terms. The project created an environment in which a real and true partnership between the experts, the members of the steering Committee, and the target group have been developed, setting up mutual goals and activities.
Both the experts and the participants in the training express that it has been important to them that the project was based on a very open-minded approach. The way of working stimulated them in their effort to reach concrete results. The "open atmosphere" resulted in an active participation.
The learning process in the four workshops worked well. Visiting other countries gave the participants an opportunity to meet other cultures and to experience the work environment of their colleagues. The meetings proved a useful source of exchange of information and networking.
It was important for the participants, that they developed a very open forum of discussion.
All parties considered the chosen way of co-operation and the project model excellent. The concrete implementation of the work seminars shows that the level of activity and involvement was quite satisfactory. All involved stress, that the European dimension of the project was strong and very important.
However, the project did meet difficulties. Not surprisingly, there was some confusion at the first seminar that gave some frustrations amongst the participants. Not all participants used the linguistic preparation procedure, even though it was a demand in the project plan.
Nevertheless, during the process, the project has been on the right track and has produced the expected results. The training targets the level of the middle managers, and it was very flexible and organised in modules. The training scheme has been organised without ties to the various national structures and is entirely based on a real European approach. The project has resulted in changes of attitudes and hard-core qualifications. One important objective was to create a learning environment, which could change the behaviour of the participants. This objective was achieved.
The training was organised as traditional training sessions. The workshops took place in four different European countries, and as an integrated part of the training, the participants have also attended "on the job training" under the supervision of a mentor, representing the top management of the training institution. The participants have worked with learning tasks and during this process have interacted with each other, using the Internet. This approach has created European-learning teams – across borders.
The training structure was adjusted in accordance with the recommendations and disseminated as foreseen in the original project description.
A core group of managers has been stimulated. The project did strengthen the competencies of those managers. This is considered to be of importance, because this group is going to play a central role in the transition process.
It is common knowledge, that training and education often is difficult to organise due to lack of time and financial resources. The organisation is often not prepared to integrate new knowledge into the organisation. The result may be that new knowledge is being contained by a few persons and does not play an important role in the process of change. This project attacked this barrier in an effective way.
Senior managers acting as mentors were integrated into the project. The project focuses on the European training institutions, but the model could also be used outside this sector so that others might benefit from the results and experiences.
However, the project was not able to work out an operational plan on how to operate the training scheme in the future. The Steering Committee and the experts worked on that matter, but were not able to produce feasible solutions to the financial questions.
The project raised European awareness of the need for change concerning the competencies of the managers within the training sector. This vision has been realised through several activities, representing the following outcomes:
A European based structure that has identified relevant competencies was established. This structure forms the analytic basis of the adjusted training scheme.
The partnership has organised and conducted a training course. The training course took place in four different European countries targeting twelve European managers. The training has been modularised and was flexibly organised - using "on the job training" and mentor support. The training acts as an integrated part of the strategic aims of the training institutions involved.
A new innovative strategy of management training has been developed.
The project documents a strong need of working with change of attitude
The project has conducted an innovative training concept including teaching materials.
The partnership has disseminated the results in a systematic way. Together with EFVET, the partnership organised four European Round Tables discussions with 80 European managers.
The European organisation EVET has played an active role in disseminating the results to a variety of actors within the European training sector.
The project has developed a new structure of language preparation, which is very effective.
The participants have built up new competencies in several areas, which enable them to manage change and adapt to new conditions.
The participants have built up a European network of colleagues.
The participants have strengthened their personal ability to work in a market driven environment.
The outcomes of the project are based on identified needs and demands. This circumstance has lead to an immediate use of the results at the colleges. The valorisation of the projects result is very closely connected to the fact, that the target group also identified the actual need for the project.
The project management has been effective and all partners are satisfied with the procedure and arrangements set up by the leading partner (Denmark). The degree of documentation is satisfactory, and the workshops have been well prepared by all parties.
The project has not met any problems in its relations with the Commission and the financial matters have been in accordance with the budget.