– Preparation in the sending organisation before mobility (virtual and contact)
What is preparation? The dictionary says that it is the act of making something ready or something done to get ready for an event or undertaking. That’s great but what does it mean? Preparation is all the work you do to make your actual work as easy as possible.
One of the most important principles of language and culture preparation is the need for preparation. Preparation provides a structure and context for the participant and the sending organisation, as well as a framework for reflection and evaluation.
Although a specific quality management system which regulates paperwork has not been adopted by all partners, all partners have their own methods which they use for the process of language and cultural preparation. If you are interested in a controlled paperwork system, ISO 9000 is currently in use by one partner for projects
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A dedicated team or staff member is advisable for mobility projects, commonly called the international European officers or coordinator.  Projects are generally always funded by the European Union and no partners have reported any co-financing by participants. However, it will depend on the size and scope of your organisation if this applicable
Recruiting participants for a mobility project;

  • An announcement can be made on the company’s website, notice board, or Facebook etc.
  • The international officer will then distribute and collect enrolment forms / expression of interest forms
  • Candidates should then be invited to take a short test in the language of the mobility country
  • Candidates should then have a meeting with the international officer where they will be asked a series of questions about why they would benefit from the experience and how they would cope with the challenges of such an experience etc.
  • The candidates who score the highest points are preselected
  • The selected candidates are informed about the decision and asked to confirm that they agree with the terms (financial participation, timeframe, their responsibilities…)
If participants are under 18, a number of people/Institutions can be involved in the decision including:

  • Parents/guardians
  • Schools
  • Receiving institutions
All of these parties can be involved as it is often important for Health and Safety, the confidence of the participants and parents, to help with good communication and so that all parties are aware of the programme and what to expect.
Information sessions, meetings, presentations and information packs are included in this preparation because experience has shown that the more information which is provided to the participants and their parent, the more content, happy and confident they become with the project.
A “permission / agreement” letter signed by the parents/guardians which includes the conditions of the mobility is a useful document to include in your projects
It should contain;

  • The personal details of the participant and a Statement by the participant with signature for example;
I (participant name) declare that I want to incorporate into a school project Leonardo da Vinci- mobility in (date),  to a ___ week vocational training abroad. I will respect all project instructions.
Signature of participant:                

  • Personal details of 2 guardians such as name, address, home and work and mobile telephone number, and email.
  • Medical Details of the participant and a statement from
Statement Of Parents/Guardians:
We declare (parent/guardian) that we would like my child to participate in a school project Leonardo da Vinci- mobility in 2013        to a ___week vocational training abroad. Parents and participants will respect all project instructions.

Signed parents/guardians declare that we allow using information in accordance with the Law on the protection of personal data for the school,  for statistical purposes and for the purposes of project activities.

If participants are over 18 a number of people/Institutions can be involved in the decision including;

  • The participant
  • Schools / college / university/ social workers or people from the labour office. (Those who are involved in the decision to go abroad)
  • Receiving organisation
Again, the more involvement the participant has, they more prepared they are and the more confident they are. Also note that if a participant is over the age of 18, they may still be classed as a vulnerable adult and so it may be beneficial to include guardians as guarantors of any project agreements

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Coming up with a system of organization for all the paper involved in mobility projects takes thought and planning. Additionally, making use of it requires time and effort. Taking the time and effort to develop a systematic way of organizing your paperwork can result in a lot less stress and hassle in your project. Try the following as you create your system:

  • Start simple: Come up with a system that’s relatively easy to use. You don’t want your filing system to be more stressful than the stress it’s supposed to alleviate.
  • Keep important papers where you know they’re safe: Keep your documents in a safe place, but make sure that you can easily get hold of them when you need them. For the more important documents, you may want to keep the originals and give copies to participants.
  • Make filing a habit: Find a time during the week to file those needed papers away.
  • Fine-tune later: Trial, amend and continuously approve what documents work best for your organisation and different types of participants 
Suggested Paperwork;

  • Application Form (internal documents)
  • Europass CV in language of host company
  • Contract / (GfNA-II-C-LDV- mobility-grant agreement-Annex III.1-placement model contract)
  • Participant responsibilities contract (internal document)
  • Training agreement
  • Grant agreement / financial obligations
  • Prefilled certificate
  • Insurance documents
  • Work programme/ tasks/ sector requests
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The scope and the length of the preparations vary from situation to situation and are determined by

  • The number of participants (more participants = more hours)
  • The number of destinations/hosting organisations
  • Language level (Oxford Placement Test for English)
  • Age
  • Sector of work requested
  • Cultural knowledge
It is advisable to start the preparations 3-4 months prior to participants’ departure. Preparation duration varies from days to weeks
All preparation is compulsory as it provides participants with the information and tolls (??) to succeed (however there are some exceptions when the preparation overlaps with other aspect of their training). They should confirm their presence at the meeting with their signature.
The program of preparation involves:

  • Selection of participants
  • An induction  meeting with everyone involved (parents, coordinators, previous year mobility participants, accompanying teachers and principal)
  • Linguistic, cultural and pedagogical/sociological/psychological preparations
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The term ‘induction’ is generally used to describe the whole process whereby participants adjust or adapt to their new environment. Every organisation should have a well-considered induction programme for participants. Participants who have a well thought-out induction are more likely to stay with the project and complete it successfully. The induction programme has to provide all the information that participants need, and are able to assimilate, without overwhelming or diverting them from the essential process of integration into the projects.
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Language and Cultural Preparation template
Scope and duration
Preparations for the participants are taken _____ before participants go on mobility and include ____ meetings. Each meeting consists of ___l hours.
The scope of the preparation course is ___ credit (1 credit equals ___ hours of work) and it’s part of participants’ __(catering/ IT/ career development etc)__ studies. The course consist of ____ days of contact - __ days before the on-the-job learning period and ___ after it – and assignments to be done in between contact days as well as during and after the exchange.
Preparation is compulsory and it takes place after school, during participant’s free time.

International office of __(sending organisation)__ is responsible for organizing the course and it’s held__(date)__. The course is compulsory for participants planning an exchange period abroad and they must enrol on one of the courses by___ (completing application/ speaking to international office etc) ___

After the course, a participant should;

  • Be willing and able to communicate at the workplace with colleagues from different cultural backgrounds
  • Be able to understand and respect different cultural characteristics and points of view
  • Have basic knowledge of history, traditions, habits and etiquette of the host country
  • Know and be able to use basic vocabulary in the language of the host country (greetings, compliments, vocational terminology)
  • Know how to make a presentation about your home county
  • Know how to use professional terms, which are related to your profession
  • Know how  to write a CV and presentation about yourself
  • Know how to live abroad and rules of exchange
Structure and topics

  • In advance
  • European CV
Day 1 / Week 1, (Time)
Host Country and Culture
Finding information on the host country (survival booklet)
At home
Presentation of Finland, Tampere and Tampere Vocational College
Language training
Emergency – Local contacts & projects

Day 2 / Week 2 (Time)
Presentations from participants returning from on-the-job learning period abroad, questions and discussion
Intercultural communication
Problem solving skills
Practical matters
Tasks to be done during and after the on-the-job learning period:
Written travel report
Presentation to be held on day 3 for a new group of participants preparing for their exchange

Day 3/ Week 3 (Time)
Feedback and discussion on learning experiences

Examples of exercises

Survival booklet
Find information about your host country and town and gather a survival booklet that you can use during your exchange:
  • Basic information
  • History (choose 3-5 key moments / occasions and justify them)
  • Information on culture, habits and etiquette
  • Travelling
  • Language: basic vocabulary (greetings, compliments, professional vocabulary)
  • Presentation of home country
Make a portfolio in English including:

  • Presentation of yourself,
  • Your plans for the future,
  • Your expectations for the exchange and how it’s going to benefit you in future
  • Your CV
  • Short presentation of your school and study programme
  • Short presentation of home country
Prepare to present your portfolio during you exchange period

  • Make notes, go through difficult words
  • Try to use some words in the local language
  • Prepare yourself for questions
  • Remember the habits and etiquette of the host country
  • Stay positive
Online material


English service area language training template

Topics Activities Evaluation


  • Getting to know each other
  • Targets of the course
  • Introduction to customer care
  • Speaking: Small Talk: Why is it important to learn foreign languages
  • The most popular clichés (e.g.. “How to say something in an effective and original way)
  • Reading comprehension “A customer care success story”
  • Talking about Customer care businesses and jobs
  • Listening comprehension:” Surprising facts about customer care”


  • Small talk
  • Face to face with customers
  • Body language
  • A tour of the company
  • Greeting a visitor
  • Directions
  • Speaking: group discussion about the main topics of the course
  • The most impact in face-to-face encounters in customer care
  • Reading of a customer care website
  • Discussion: International aspects of body language & customers´ cultural background
  • What topics are too personal in a business context


  • Dealing with customers on the phone
  • General telephoning
  • The ”customer care” phone call
  • .How well the participants deal with customers on the phone
  • Listening comprehension
  • Good-customer-oriented telephone technique
  • Active listening strategies
  • Writing a phone memo
  • Practising a phone call
  • Useful phrases for arranging an appointment, for agreeing on a time, for suggesting a new time, for confirming


  • Call centre success
  • Taking an order
  • Hotline (troubleshooting)
  • Customer-centred call centres
  • Being courteous on the phone (repetition)
  • Making sure you understand
  • Clarifying and explaining
  • Checking comprehension


  • Delivering customer care through writing
  • Effective letters and emails
  • Formal and informal writing style
  • Salutations and closing
  • Standard phrases for handling customers connected with the reader, taking action)
  • Enclosures and attachments


  • Dealing with problems and complaints
  • Complaint strategies and policies
  • Explaining company policy
  • Softening bad news and apologizing
  • Problem solving steps
  • Working out a list of things that customers complain about
  • Discussion about three things that annoy you the most as a customer
  • Listening comprehension about customers who are making complaints
  • Making customer friendly statements using passive tenses


- Customer care guidelines
- Customer service mistakes
- Handling complaints (part II.)
  • Customer retention
  • Grammar repetitions gerund and/or infinitive
  • Small talk about customer care rules
  • Listening comprehension
  • Brainstorm ways in which companies try to keep their customers


- At the airport
- Minor passenger problems
- Identifying passenger problems
- Dealing with problems

  • Listening comprehension dealing with two passenger problems
  • Saying sorry
  • Apologizing
  • Discussion: “In general, are passengers difficult to please?”
  • Customer service training provided by low-cost airlines like Ryanair


- Workshop at the airport TXL
- Dealing with an on-board accident
- Emergency medical kit
- Announcements on board
- Reporting a medical incident

  • Preparation of a quiz at the airport TXL
  • Standard response to medical problem on board check-call-care
  • Giving instruction to crew
  • Listening comprehension and practising work out short announcements during in-flight emergencies

Language and Cultural Preparation meeting template


Topic: Presentation of the host countries (geographical location, major cities, characteristics, landmarks and basic terms): participants get an idea about a visiting country; learn about some characteristics and attractions in countries.


Teacher preparation:
- Maps of the host countries
- Presentation of cities / towns (gained from abroad)
- Internet-based material
- Photocopies of brochures from different countries
- Worksheets with basic foreign terms
- CD of Slovenia
- example of CV in Slovenian and English. language

Participant's activities:
- Find the largest town on the map
- Finds his place of exchange
- Getting to know the basic historical and geographical facts about the countries
- Learn about the basic terms in the language of the host country

- do research on the web and gather some information about Slovenia and how to present it abroad
-Make his own CV in English


Topic: Preparing CVs and presentation of themselves as well as Slovenia and schools


Teacher preparation:
- example of CV in English
- example of self-assessment scale for language proficiency
- worksheets with basic terms in English
- Leaflets about SPSŠB in Slovenian and English language
- example of  presentations about themselves
- example of presentation of Slovenia in the power-Point
- example of presentation the SPSŠB
- Editing CVs

Participant's activities:
- Presentation of Slovenia
- Presentation of  themselves
- School Presentation
- Completion and preparation of curriculum vitae in electronic format

- Write presentation of themselves
- Preparation of presentation about Slovenia and school on Power-Point


Topic: Presentation of the host school and the program of work during the exchange: participants learn about the school and become familiar with the program of work and with obligations at the time of exchange


Teacher preparation:
- Program of work during their staying abroad
- Presentation of the host schools
- editing participants presentations

Participant's activities:
- knows the work program, programs / direction of  education on host school, school and extracurricular activities, obligations and duties during their stay in abroad
- Present Slovenia and school
- Awarded the presentation of  themselves

- Prepare a set of technical words and phrases for his professional area in the Slovenian language


Topic: English for everyday use: participants become familiar with the basic terms that can be used in daily contact with people in everyday situations (at school, in restaurants, on the road, with the employer)


Teacher preparation:
- worksheet with basic terms in English
- worksheet with dialogue phrases in everyday situations (at school, in class, in the restaurant, canteen, in the playground, at the bank, post office, airport, bus station)

Participant's activities:
- Learn basic conversational phrases and expressions in English
- Practising playing roles in various everyday situations

- Translate a set of technical terms and phrases in the English language


Topic: English as a language of participant profession: participants expand vocabulary, learn the new terminology on topics from their professional field


Teacher preparation:
- Materials for different areas of expertise (online resources, professional dictionary)
- A set of words / terms for each particular area of ​​expertise: mechanic, shaper / logistics /
mechanical engineer, designer metal, seamstress, fashion designer etc..
- editing CVs

Participant's activities:
- Get to know professional terminology on various topics of their professional field

- A list of things: new words in the language of the profession, that it applies to practical lessons in the workshop / sewing room


Topic: English as a language of participant profession II: participants expand vocabulary, learn the new terminology on their professional areas: car mechanic, car repair / machine / logistics engineering / dressmakers / fashion designer etc..


Teacher preparation:
- A glossary of terms on the above mentioned professions
- Other learning material for verification professional vocabulary

Participant's activities:
- Learn new technical terms in English
- Expanding vocabulary in relation to the terms / objects / tools in the workshop / sewing room / studio


Topic: English as a language of participant profession III


Teacher preparation:
- A glossary of terms on the above mentioned professions
- Worksheets for practice and testing their professional knowledge as well as general knowledge of a foreign language

Participant's activities:
- Practicing specific vocabulary
- Practicing general English
- Test his or her knowledge

- Preparation of issues on the exchange


Topic: Checking the knowledge acquired during the preparation


Teacher preparation:
- Worksheets to repeat the discussed topics
- Review of the obtained information

Participant's activities:
- Role play: basic conversations in the workplace / practical training
- Note the missing information
- Raises questions about the exchange


Topic: Living abroad, rules of exchange


Teachers preparation:
- Information on the stay, accommodation, pocket money, meals, leisure activities, contacts
- A list of things for travel

Participant's activities:
- Deepen understanding of staying / training abroad in terms of everyday useful information


Topic: Preparing for the journey


Teachers preparation:
- All relevant information before travelling abroad, airline tickets, Europass, important tel. numbers, email addresses
- Gifts for foreign teachers, trainers, participants, principals

Participant's activities:
- On the basis of material obtained during the teaching of language and cultural preparation, prepare teaching folder, which he / she uses as a tool for a better knowledge / understanding of the language
- Takes flight. tickets, insurance Coris
- Take gifts, souvenirs

During the preparation process, it is important that participants set realistic goals. If goals are unrealistic, then they will not achieve them or move towards them.  This will make us unhappy.  So setting realistic goals is central to a successful project.

The templates above are for a guide only and should be adopted to suit your organisation’s specific needs. Remember: preparations should be focused on the individual and preparing them should be on a personal level.

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Instructions for dealing with all aspects of the project including emergencies should be covered in the preparation meeting. It is also a good idea to give participants a handbook with all of the information they need, a “go to” guide.
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The handbook should cover a variety of different scenarios, illness, accidents, cultural shock etc. Always give participants a person to contact in the sending organisation and host organisation
It is also important to advise participants that if they have any problems, they should firstly contact the hosting organisation as they can resolve any issues immediately. It is also important to communicate your expectations with your hosting organisation
A dedicated telephone number which is available for participants to call or text 24/7 has been implemented by one partner and it proves very successful.
Contents for participant handbooks can include;

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Common modes of virtual communication and data delivery include the Internet, e-mail, online conference calls, and online work spaces. Increasingly virtual support means utilizing lots of new technology such as Skype as well as Google Voice.


Conference calls


Ready study go ahead;

Skype Meetings

Facebook groups


Google Voice

Benefits of virtual contact

  1. Cost-effective as  most online programs are free to use
  2. Makes it easy to manage communication based on their time zones, and work time preferences
  3. Allows you to keep a log of information sent
  4. No Geographical Limitations
EVECT - Currently not implemented by any partners – plan to implement in the future


 “The preparation is an absolute must as some of the participants have never travelled by plane before. In Leonardo mobilities, preparation is a prerequisite for funding from the national LLP agency.”
“The preparation of participants prior to arrival is extremely important. We feel that it is vital for the participant to be prepared as it means fewer problems when they arrive in their new city, they feel more confident and they have realistic expectations of their project.”
“The preparations are not only very valuable but necessary when taking into account that some of those participants have never travelled by plane before as a starting point.”
“There are no secrets to success. It is the result of preparation, hard work, and learning from mistakes”

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Language preparation courses offered to participants should aim to provide participants with the skills to succeed in their project. Good preparation will deepen their understanding of language and wider communication within the work placement setting and enhances their skills base as they apply their skills within a professional organisation. Language preparation should be conducted by a qualified individual either employed or sub contracted (i.e. teacher) and is usually held in the organisations premises
Methods to prepare and evaluate language;

Internal test

Oxford English Placement test (for English only)

Assessment of specialist (i.e. teachers)

Application approval of specialists (i.e. teachers)

Self-study online / hard copies

Interactive learning materials

The participant’s language level will determine the participant’s ability to perform tasks while abroad. However, motivation, attitude and confidence should also be determining factors when preparing participants with language skills. The most important aspect of the language is spoken communication
English language is considered as the main language of communication abroad. Participants who also speak any other foreign language (Italian, Spanish) should be sent to countries where English is not so well spoken so they have the opportunity to improve their second foreign language. 

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Vocational education (education based on occupation or employment) (also known as vocational education and training or VET) is education that prepares people for specific trades, crafts and careers at various levels from a trade, a crafttechnician, or a professional position. The content for the specific VET language and skills preparation should include vocabulary, specific for their field and programme i.e. car mechanics learn about mechanic tools, clothing designers learn about clothes and name the materials in the host company language. 
Ways to help develop skills include

  • Workshops
  • Classes
  • Specialised training days
  • Company visits
  • Specialised visits
Examples of exercises
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Culture is a strong part of people's lives. It influences their views, their values, their humour, their hopes, their loyalties, and their worries and fears. However, as we explore culture, it's also important to remember how much we have in common.

Participants need specific preparation to meet their cultural needs whilst abroad. Preparation should assist participants in reflecting on their experiences, understand their reactions to cultural differences, and work through the many adjustments they will make before, during and after their experience.

Culture preparation should be based on geographical characteristics, culture and customs (about behaviour, food, greetings etc.) of a hosting country.  Cultural preparation can be an excellent tool, not only in getting to know your host country, but also in mitigating any risk of the much-dreaded social faux-pas.

How to prepare participants with VET specific culture;

  • Tell the participants about previous experiences
  • Research on the internet
  • Use photos and pictures
  • Use power point presentations

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(Can’t change the box above. Should be “How do they greet and address each other?)

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Support is fundamental in any project. Take an interest in the participants and try not to criticise, listen intently to the full picture before you give an answer,  let them know you care in a professional manner and body language is important

Support is the backbone for the experience of both you and the participant, support should always be given in a caring and nurturing way and may include pedagogical, sociological and psychological support


Evaluation typically is the last consideration in planning and implementing an intervention. However, it is critical that evaluation is planned from the start so necessary data or information is identified and collected. Evaluation must be conducted before, during and after the project. All three are necessary to be able to make judgements about the project’s effectiveness.

  • Mobility Tool
  • Monitoring / Evaluation questionnaires  - Hard copies and electronically via survey monkey
  • Oral Feedback




Sonny K

XZ (Kitchen)
Alternative restaurant,

Criteria for the choice of the internship: Affinity to cook, looking for alternatives to start an education – Looking for a job.

Course: Is well integrated in team. Despite initial enthusiasm monotonous kitchen work. After a week extremely large number of absences, was on sick leave. Don’t want to go to work. Trouble with boss for alleged harassment. Internship company will not receive any more of our students in this project.

Conclusion: He will not continue to work in that kitchen. Will get another work placement to see if it gets better. Contact person is informed and provides a new placement.

Antonia L

XY – Café and Boutique

Restaurant service

Criteria for the choice of the internship: She has experience in the service sector, looking for similar working environment

Course: Intensive 8-hour day. She felt initially exploited, a lot of  cleaning, too few breaks - Atmosphere "very strict," She is able to work independently - She proves perseverance after talk with boss: better atmosphere as well as more breaks - She feels integrated – She has gained self-confidence and is proud to work independently in the café using French language.

Conclusion: Personal enrichment through international work experience

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HOSTING - Preparation and language skills test in the host county after arrival
When you are hosting participants, the process is different to that of sending participants abroad. Although there are many similarities, the main factor to be considered is how well the participants have been prepared before they have arrived. As preparation varies from organisation to organisation, it is important that you have a guide for preparing all participants that you receive on projects The guide to sending students can be adapted if you also receive students as the following topics should be covered;
  • Paperwork
  • Induction
  • Language preparation
  • VET specific language preparation
  • Skills preparation and recognition
  • Cultural preparation
  • Evaluation of preparation
When receiving students on projects, the arrival and welcome are essential as this forms the participant’s first impression. Students should receive accurate and correct information including contact details and information on meetings to discuss what to expect from their experience as an individual.
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SENDING & HOSTING - Reporting / collecting information / preparing new mobilities in regard to the language and cultural preparation

So you have set up your project. But how can you tell if it's going well? This guide tells you all you need to know about monitoring and evaluating what you're doing - from why it's important to what tools you can use. WHAT IS MONITORING AND EVALUATION?

Monitoring means regularly collecting information on your project and analysing it to see how things are going. To do this, you can look at quantitative information; hard facts such as how much money and time you've spent on the project. You can also consider qualitative information - the less measurable things, like whether the project is running smoothly and if people involved are satisfied. Good monitoring will make it easy to evaluate your project when it ends. It will also give you a basis to make decisions on how the project should go forward and to make changes along the way if you find something isn't going well. Evaluation is a review of the whole project, looking at its overall value and effect. It usually takes place when the project is complete. You can use the information you've collected during monitoring. Doing an evaluation will help you see how and where your project has been successful. It will let you see how well funds have been used, and what the benefits of your project have been to those involved. You can use this information to improve your future projects and for your final report to the National Agency WHY IS MONITORING AND EVALUATION IMPORTANT?  There are several reasons why monitoring and evaluating your project is particularly important for European based projects: Accountability

When you win funding from the National Agency, they will make it compulsory for you to report back on what you're doing and what you're spending the money on. You might have agreed targets with them such as the number of people your project will send abroad or the skills participants should acquire. You'll need to monitor your project regularly to collect this information. To secure future funding Funding bodies will want to see concrete evidence of the effect your group has to help them decide whether to give you money. On-going monitoring and evaluating of your projects will provide this. It can provide evidence of what a project has achieved and what might be achieved as this project continues in the future. To check the project's progress against your original plans It can be easy to lose sight of the original aims you had for your project. Monitoring on a weekly, monthly or quarterly basis and checking whether you're still on course to achieve your goals will prevent this. It will also help you keep an eye on whether you're keeping to your timescales and budgets. To learn from your experience

Proper monitoring and evaluation of your project means you can see what has worked well and what hasn't. You can then use this information to improve future projects or funding applications. To motivate staff

Showing staff concrete evidence of the impact their hard work has had will make them feel great. It can also encourage them to continue working with the group, or to take on new projects. It may also spur them on to keep changing their own behaviour.
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Before you begin monitoring, it's important to think about exactly what you want your project to achieve. Then you can look at how you're going to monitor each of those areas. Doing this thinking upfront should mean that you won't miss opportunities to gather information along the way, and you'll be able to do a complete evaluation at the end. A lot of your monitoring will focus on the hard facts: how much is being spent, and how many people your project is reaching. However, the qualitative side is important too. Are the expectations of the people involved in your project being met? What would they like to see done better?
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Questionnaire or survey These are simple to put together and distribute. You can reach a lot of people quickly and easily. You can have questionnaires with multiple choice boxes: people can tick, and you can ask them to give you more detailed replies. The questionnaire can be anonymous if you think you'll get better responses. However, you need to make the questions as clear as possible so that you get exactly the information you want. You'll need to analyse the information once you've collected all the questionnaires to get an overall picture of what people think. Questionnaires can be especially useful for monitoring attitudes or behaviour change. Feedback forms When the project commences and the experience is fresh in the participant’s minds, you should get accurate responses when using a feedback form. However, some people might rush the form, so offer them the option of emailing it back to you. You can use their feedback to improve your future projects. Interviews

Although they can be time consuming, interviews carried out face-to-face or on the phone are a great way to get detailed information on what people think of your project. Focus groups Getting a group of people together to discuss your project is an easy way to gather information. Bringing a group together, rather than just interviewing individuals, means people can spark new ideas in each other, and you often get better responses. However, you need to think carefully about the information you want to collect from your focus group, and continually steer the conversation in that direction. Other ways to gather information Short online presentation (video) Email Telephone Skype PPT presentation

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Asking yourself the following questions before beginning your evaluation will help you do it well:

1. What is the purpose of your evaluation? What do you want your evaluation to demonstrate?
2. Who are you evaluating for?
3. What are you going to evaluate? Which elements of the project do you intend to look at?
4. How are you going to evaluate? What methods are you going to use to carry out your evaluation?
5. How will you collect the data you need?
6. What will you do with the data you collect? Data by itself is just data; you'll need to analyse it to come to a conclusion about what it shows.
7. How will you act on your analysis

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Positive feedback

Don't ever underestimate the power of positive feedback; it can be a powerful tool and you should exploit it. Positive feedback identifies what is right about the project and you should promote these elements and share them as best practice and as case studies for future projects.

Negative feedback

The purpose of negative feedback should be to help pinpoint what needs correcting. Receiving negative feedback is an incredible opportunity to show your capability for learning and growing your project in the future. In order to correct any problems you must figure out the root of the complaint – and ask yourself why it happened. It is also important to have a procedure or guideline for your organisation regarding the procedures in which you will deal with negative feedback from any parties involved in the exchange One way to do this is via an action form; ACTION FORM  img

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1. Before starting your project, consider what you'll want to evaluate at the end and what you'll need to monitor to do this.

2. Include all parties involved in the feedback (sending / receiving partner/ participant / Host Company/ tutors & coordinators/ etc.)

3. Don't just focus on statistics in your monitoring and analysis. It's just as important to get qualitative information.

4. Be realistic about how long it's going to take to see effects from your project.

5. Monitoring and evaluation should be seen as something positive by everyone involved in the project, not something to worry about.