Learning and Adaptation Clause Samples

Learning and Adaptation. Our study reveals two dimensions illustrating the possibilities for learning and adaptation in the UGAs, specifically, the principles for geographic demarcation and how the negotiation processes accommodate diverse actors and outcomes. In the first round of UGA negotiations, the geographical demarcation varied between the urban regions. As mentioned above, the first Trondheim UGA involved only one municipality. Informants noted that surrounding municipalities should be involved in regulating the whole area: It is the commuter area, the mobility area for Trondheim. So, for us, it is important that they are part of the solutions. (Informant, Trondheim) In the renegotiations, the model for the geographical demarcation of the UGAs has been
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Learning and Adaptation. Based on the Project Assessment, what learning is valuable for adapting future research projects (future implications)?
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Learning and Adaptation. ‌ Based on routine monitoring findings shared by the ▇▇▇ team and GRAIN project management, modifications were incorporated into project activities by program teams to improve streamlining of procedures and program performance. Collaboration between the ▇▇▇ and program managers was further strengthened by formalizing bi-weekly meetings within a team forum environment, to discuss findings and determine where productive improvements can be made. A primary outcome was for program teams in some areas, to more closely facilitate ▇▇▇ to process findings earlier, and for those to return to teams for consideration and program fine tuning. The Digital Library Survey was updated this quarter, and sought to more deeply understand the needs of ARIA researchers regarding access to, and use of international research literature. This also included preferences for expanded access (content areas, mode of searching, language preferences, etc.), and which research organizations’ memberships could be most beneficial. Recent survey findings and recommendations are being processed and will be presented to ARIA early next quarter. ▇▇▇ facilitated a Gender Mapping Workshop, which provided increased awareness of primary research areas most advantageous to supporting the advancement of gender inclusion programing efforts. Workshop findings will be utilized as next steps are developed in the current implementation of the Central Region Gender Mapping in the Wheat Value Chain Study.
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Learning and Adaptation. When using a Collaborate Learn Adapt approach, the initial years of the project will be characterized by testing different hypotheses, evaluating and adapting activities, developing results chains, outcome maps etc. Eventually, the learning process matures as the project has identified the most promising strategies and activities, and jettisoned those that are determined to be less effective. In Quarter one, the following conclusions based on stakeholder and partner discussions were identified as important lessons learned. The following list corresponds to the learning summary in section 1.3.
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Learning and Adaptation. ‌ This quarter, the ▇▇▇ team in conjunction with program management, undertook routine monitoring work, studies, and workshops to explore program successes and areas for improvement. These activities enabled the GRAIN team to document its lessons learned as well as incorporate such lessons into work planning and new rounds of activities. The summaries of these activities are outlined below. This activity was carried out in October, which allowed the ▇▇▇ team to conduct the Student Program Outcomes Survey with participants who had participated in various GRAIN programs over the past two years including the Women’s Mentorship Program, the ARIA Research Internship Program, and the SGP SRAs in all GRAIN coverage areas. The top three recommendations included making some minor changes in the terms of reference for practical works, extending the duration of the internship program, and providing increased/expanded training opportunities. ▇▇▇▇▇ conducted a mentorship program final evaluation survey in October in the four regional partner universities where GRAIN works to understand perceptions of the program, to measure changes in knowledge and areas of self-efficacy among participants, and to explore changes in perceptions related to their career aspirations. The overall results show significant learning outcomes among participants in the mentorship program. Refer to Activity 1.B.1 for further details. Dialogue between ARIA and University leadership continues on a regular basis at central and provincial levels, ensuring training modules are meaningful and beneficial for ARIA training participants, and that curricula deliver the most relevant and up to date information. Course implementation will also be planned around peak field trials implementation and data collection periods, so as to ensure maximum participant attendance.
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Learning and Adaptation. This quarter, the ▇▇▇ team, in coordination with program management, undertook routine monitoring work, studies, and workshops to explore program successes and areas for improvement. These activities enabled the GRAIN team to document its lessons learned as well as incorporate such lessons into work planning and new rounds of activities. The summaries of these activities are outlined below.
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Learning and Adaptation. Progress towards achieving targets will be monitored by continuous assessment, a critical component of evidence based implementation continuation and/or adaptation to improve outcomes. Each database will have the capability of combining data points to calculate indicator results on a quarterly, annual, and life of project
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Related to Learning and Adaptation

  • Learning and Development 8.1 The Ministry is committed to creating a people management environment where the focus is on enhancing capability and supporting our people to build successful and rewarding careers. 8.2 This will enable the Ministry to meet the needs and expectations of stakeholders and continuously improve the quality of the service it provides by ensuring we have the capability and capacity needed to meet the expectations of New Zealanders in delivering first class justice services. 8.3 The Ministry will value and prioritise development – promoting and supporting learning as a constant for everyone. Career and personal development will be a strong focus within the Ministry. 8.4 We will endeavour to ensure that every employee has access to a range of development opportunities that ensure they have the skills needed to perform effectively in their role, and to develop new skills for future roles. People will take responsibility for their own learning and development, and will have the support and tools to enable them to do this. 8.5 The Ministry recognises that our managers and team leaders are critical to our success. 8.6 We will ensure they have the skills necessary to be successful in their roles, and encourage and support them in continually developing their leadership and management skills. 8.7 We will work to clearly define management structures and career paths, and focus on ensuring we have the management and leadership capability necessary to lead us into the future. 8.8 We will work in partnership with our managers and team leaders to identify development opportunities that contribute to their success as a leader and supporting their career aspirations. 8.9 To achieve this, the Ministry will develop a comprehensive range of learning and development opportunities for managers and team leaders.

  • Training and Orientation (a) No employee shall be required to work on any job or operate any piece of equipment until they have received proper training and instruction. (b) The Employer shall provide sufficient and adequate training and/or orientation to any employee working in a new or unfamiliar work area or position.

  • Drug and Alcohol Policy 67.1 The Parties agree to apply the Drug and Alcohol Management Program (as amended from time to time) contained in Appendix G. 67.2 The Employer may refer an Employee affected by drugs or alcohol to the services provided by Incolink.

  • TRAINING AND EMPLOYEE DEVELOPMENT 9.1 The Employer and the Union recognize the value and benefit of education and training designed to enhance an employee’s ability to perform their job duties. Training and employee development opportunities will be provided to employees in accordance with Employer policies and available resources. 9.2 Attendance at employer-required training will be considered time worked. The Employer will make reasonable attempts to schedule employer-required training during an employee’s regular work shift. The Employer will pay the registration and associated travel costs in accordance with Article 23, Travel, for employer-required training.

  • Drug and Alcohol Awareness Training 68.1 The Employer must schedule one-hour long site toolbox per Project to increase drug and alcohol awareness. The toolbox must be scheduled during working hours. 68.2 Employees will be paid their normal rate including all allowances while attending the toolbox provided by this clause. 68.3 The drug and alcohol awareness toolbox must include information about drug and alcohol rehabilitation and treatment services available to Employees. 68.4 The preferred training provider is ADA Australia, however an alternate training provider may be used by the Employer provided that the training provider must have demonstrated experience and expertise in delivering drug and alcohol awareness training.