Rift Valley University

Training, Teaching and Learning Materials Development

RIFT VALLEY UNIVERSITY

GOTERA CAMPUS

The Ethiopian TVET-System

Accounts & Budget Support

Level-III

LEARNING GUIDE # 1

Unit of Competence: Apply Quality Control

Module Title: Apply Quality Control

LG Code: BUF ACB3 21 0812

TTLM Code: BUF ACB3M 21 0812

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Learning Guide Dec. 4,2017
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Rift Valley University
Training, Teaching and Learning Materials Development

INTRODUCTION

Welcome to the module “Apply Quality Control”. This learner’s guide was prepared
to help you achieve the required competence in “Accounts and Budget Support
Level III ”. This will be the source of information for you to acquire knowledge
attitude and skills in this particular occupation with minimum supervision or help
from your trainer.

Summary of Learning Outcomes

After completing this learning guide, you should be able to:

Lo1:- Implement quality standards

Lo2:- Assess quality of service delivered

Lo3:- Record information

Lo4:- Study causes of quality deviations

Lo5:- Complete documentation

How to Use this TTLM

o Read through the Learning Guide carefully. It is divided into sections

that cover all the knowledge, skills and attitude that you need.
o Read Information Sheets and complete the Self-Check at the end of
each section to check your progress
o Read and make sure to Practice the activities in the Operation
Sheets. Ask your trainer to show you the correct way to do things or
talk to more experienced person for guidance.
o When you are ready, ask your trainer for institutional assessment
and provide you with feedback from your performance.

Lo1:- Implement quality standards

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Learning Guide Dec. 4,2017
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Rift Valley University
Training, Teaching and Learning Materials Development

What is Quality?
The term "quality" has a relative meaning. This is expressed by the ISO definition: "The
totality of features and characteristics of a product or service that bear on its ability to
satisfy stated or implied needs". In simpler words, one can say that a product has good
quality when it "complies with the requirements specified by the client".When projected on
analytical work, quality can be defined as "delivery of reliable information within an agreed
span of time under agreed conditions, at agreed costs, and with necessary aftercare". The
"agreed conditions" should include a specification as to the precision and accuracy of the
data which is directly related to "fitness of use" and which may differ for different
applications. Yet, in many cases the reliability of data is not questioned and the request for
specifications omitted. Many laboratories work according to established methods and
procedures which are not readily changed and have inherent default specifications.
Moreover, not all future uses of the data and reports can be foreseen so that specifications
about required precision and accuracy cannot even be given. Consequently, this aspect of
quality is usually left to the discretion of the laboratory. However, all too often the
embarrassing situation exists that a laboratory cannot evaluate and account for its quality
simply because the necessary documentation is lacking.

In the ensuing discussions numerous activities aimed at maintaining the production of

quality are dealt with. In principle, three levels of organization of these activities can be
distinguished. From the top down these levels are:

1. Quality Management (QM)

2. Quality Assurance (QA)
3. Quality Control (QC)

1.2 Quality Management

Quality Management is the assembly and management of all activities aimed at the
production of quality by organizations of various kinds. In the present case this implies the
introduction and proper running of a "Quality System" in laboratories. A statement of
objectives and policy to produce quality should be made for the organization or department
concerned (by the institute's directorate). This statement also identifies the internal
organization and responsibilities for the effective operation of the Quality System.

Quality Management can be considered a somewhat wider interpretation of the concept of

"Good Laboratory Practice" (GLP). Therefore, inevitably the basics of the present
Guidelines largely coincide with those of GLP. These are discussed below in Section 1.5.

Note. An even wider concept of quality management is presently coming into vogue: "Total
Quality Management" (TQM). This concept includes additional aspects such as leadership
style, ethics of the work, social aspects, relation to society, etc. For an introduction to TQM
the reader is referred to Parkany (1995).
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Training, Teaching and Learning Materials Development

1.3 Quality Assurance

Proper Quality Management implies consequent implementation of the next level: Quality
Assurance. The ISO definition reads: "the assembly of all planned and systematic actions
necessary to provide adequate confidence that a product, process, or service will satisfy
given quality requirements." The result of these actions aimed at the production of quality,
should ideally be checked by someone independent of the work: the Quality Assurance
Officer. If no QA officer is available, then usually the Head of Laboratory performs this job
as part of his quality management task. In case of special projects, customers may require
special quality assurance measures or a Quality Plan.

1.4 Quality Control

A major part of the quality assurance is the Quality Control defined by ISO as "the
operational techniques and activities that are used to satisfy quality requirements. "An
important part of the quality control is the Quality Assessment: the system of activities to
verify if the quality control activities are effective, in other words: an evaluation of the
products themselves.

OPERATION SHEET 1: Describe team role and scope

Purpose:

This learning outcome aims to provide trainees with the knowledge, skill and
attitude work with others. Understanding the concept of work relationship helps
to make easy the daily work activity.

Equipment, Tools and Materials:

 Computer
 Projector
 White board
 White board marker &Duster
 Lecture room
 Printer

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Learning Guide Dec. 4,2017
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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

Condition:
Students and trainer’s are legally required to lock the health and safety of trainer.
This applies to all organizations and including voluntary organizations.
 Students must provide safe working environment.
 Students must not put themselves or others at risk.

Procedure:
 Need to create good communication
 Identify the objective of workplace communication
 Prepare effective common plan
 Apply practically

SELF-CHECK 1

Define the following:-

1. Quality Management (QM)
2. Quality Assurance (QA)
3. Quality Control (QC)

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Learning Guide Date: October 15,2016
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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

Lo2:- Assess quality of service delivered

A B C

Can I connect all the necessary peripherals devices?

Can I Create a basic PowerPoint presentation?

Can I Access resources on the Internet?

Can I add a printer?

Can I use mail merge?

Can I use Spreadsheets, including formulas and graphs?

Can I Connect workstation to the interne?

Can I Use a search engine (e.g. Google)?

Name: Signature: Date:

Assess own work

 Please rate each statement according to the following scale:

1: Never true    2: Rarely true    3: Sometimes true    4: Always true

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Learning Guide Date: October 15,2016
Compiled by: RVU,Meri Goro Campus
Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

OPERATION SHEET 1: Describe team role and scope

Purpose:

This learning outcome aims to provide trainees with the knowledge, skill and
attitude work with others. Understanding the concept of work relationship helps
to make easy the daily work activity.

Equipment, Tools and Materials:

 Computer
 Projector
 White board
 White board marker &Duster
 Lecture room
 Printer
Condition:

Students and trainer’s are legally required to lock the health and safety of trainer.
This applies to all organizations and including voluntary organizations.
 Students must provide safe working environment.
 Students must not put themselves or others at risk.

Procedure:
 Need to create good communication
 Identify the objective of workplace communication
 Prepare effective common plan
 Apply practically

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Learning Guide Date: October 15,2016
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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

Lo3:- Record information

Defining Information Quality
The most basic requirements of good information are:
 Objectivity: That the information is presented in a manner free from propaganda or
disinformation.
 Completeness: That the information is a complete, not a partial picture of the subject
 Pluralism: That all aspects of the information are given and are not restricted to present a
particular viewpoint, as in the case of censorship. [1]
To achieve quality in electronic information, it is necessary to be sure that one is retrieving all of the
relevant information, and then to determine what of the retrieved information is valuable; what
information is free of bias, propaganda, or omissions. To have quality information, three things are
necessary:
 Gaining full and appropriate access to the available information
 Making full use of the retrieval mechanisms, which requires an understanding of how these
mechanisms work.
 Evaluation of the quality of the information.
The World Wide Web holds the potential for becoming the greatest repository of knowledge ever created.
Different from the traditional library, material on the Web is frequently self-published, stored in quasi-
secured repositories, and often, of unknown validity.

1 2 3 4

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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

I prefer to do most things myself rather than ask for help

I get impatient when I have to wait for someone else or when something takes too long
(such as slow moving lines).
I seem to be in a hurry and racing against the clock.

I get irritated when I am interrupted while I'm in the middle of something.

I say busy and keep many irons in the fire.

I find myself doing two or three things at one time - such as eating lunch and writing a
memo, while talking on the phone.
I over-commit myself by biting off more than I can chew.

I feel guilty when I am not working on something.

It is important that I see the concrete results of what I do.

I am more interested in the final result of my work than in the process.

Things do not seem to move fast enough or get done fast enough for me

I lose my temper when things don't go my way or work out to suit me.
I ask the same question over again, without realizing it, after I've already been given
the answer once.
I spend a lot of time mentally planning and thinking about future events while tuning
out the here and now.
I find myself continuing to work after my coworkers have called it quits

I get angry when people don't meet my standards of perfection

I get upset when I am in situations where I cannot be in control.

I tend to put myself under pressure with self-imposed deadlines when I work.

It is hard for me to relax when I am not working.

I spend more time working than on socializing with friends, on hobbies or on leisure
activities.
I dive into projects to get a head start before all phases have been finalized.

I get upset with myself for making even the smallest mistake.
I put more thought, time and energy into my work than I do into my relationships with
friends and loved ones.

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Learning Guide Date: October 15,2016
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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

I use health and safety rules regularly.

I make important decisions before I have all the facts and have a chance to think them
through thoroughly.
Name: Signature: Date:

Service rendering and assess the rendered Service

 Quality standards may relate to
 materials
 component parts
 final product
Production processes

 Quality parameter may include:

 finish
 fit
 size
 durability
 product variations
 materials
 alignment
 color
 damage and imperfections
 Quality checks may include
 visual inspection
 physical measurements
 checks against patterns, templates and guides

Bid Document
No ITEM MODEL SPECIFICATION Unit Quantity Net Total remark
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Learning Guide Date: October 15,2016
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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

MATERIALS measure price price

1 CD FOLDER 25

2 Crimper AICO 20

3 Rj-45 Cat5e Packet 10

4 Trunk 3 meter 20

5 Network 2
toolkit

6 Screw driver 11 mm 100

7 Printer HP 1

8 External HD INTX/ 500GB 5

9 Internal HD INTX 160GB 5

10 Motherboard Asrock 5

11 Memory 5
reader

12 Desktop dell
Computer

13 Laptop Toshiba Intel Core 2 Duo

Satellite 2.0 GHz, 320 GB
X205- hdd,
S9359
2 GB RAM, LCD
Monitor 19’

OPERATION SHEET : Describe team role and scope

Purpose:

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Learning Guide Date: October 15,2016
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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

This learning outcome aims to provide trainees with the knowledge, skill and
attitude work with others. Understanding the concept of work relationship helps
to make easy the daily work activity.

Equipment, Tools and Materials:

 Computer
 Projector
 White board
 White board marker &Duster
 Lecture room
 Printer
Condition:
Students and trainer’s are legally required to lock the health and safety of trainer.
This applies to all organizations and including voluntary organizations.
 Students must provide safe working environment.
 Students must not put themselves or others at risk.
 Procedure:
 Need to create good communication
 Identify the objective of workplace communication
 Prepare effective common plan
 Apply practically

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Learning Guide Date: October 15,2016
Compiled by: RVU,Meri Goro Campus
Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

SELF-CHECK 1

1. The BID document Includes?

2. Quality checks may include?
3. Quality parameter may include?

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Learning Guide Date: October 15,2016
Compiled by: RVU,Meri Goro Campus
Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

Lo4:- Study causes of quality deviations

INFORMATION SHEET
Quality control is primarily aimed at the prevention of errors. Yet, despite all efforts, it
remains inevitable that errors are be made. Therefore, the control system should have
checks to detect them. When errors or mistakes are suspected or discovered it is essential
that the "Five Ws" are trailed:

- what error was made?

- where was it made?
- when was it made?
- who made it?
- why was it made?

Only when all these questions are answered, proper action can be taken to correct the error
and prevent the same mistake being repeated.

The techniques and activities involved in Quality Control can be divided into four levels of
operation:

1. First-line control: Instrument performance check.

2. Second-line control: Check of calibration or standardization.

3. Third-line control: Batch control (control sample, identity check).

4. Fourth-line control: Overall check (external checks: reference samples, interlaboratory

exchange programmers).

Because the first two control levels both apply to the correct functioning of the instruments
they are often taken together and then only three levels are distinguished. This designation
is used throughout the present Guidelines:

1. First-line control: Instrument check / calibration.

2. Second-line control: Batch control
3. Third-line control: External check

It will be clear that producing quality in the laboratory is a major enterprise requiring a
continuous human effort and input of money. The rule-of-fist is that 10-20% of the total
costs of analysis should be spent on quality control. Therefore, for quality work at least four
conditions should be fulfilled:

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Learning Guide Date: October 15,2016
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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

- means are available (adequate personnel and facilities)

- efficient use of time and means (costs aspect)
- expertise is available (answering questions; aftercare)
- upholding and improving level of output (continuity)

In quality work, management aspects and technical aspects are inherently cobbled together
and for a clear insight and proper functioning of the laboratory these aspects have to be
broken down into their components. This is done in the ensuing chapters of this manual.

1.5 Good Laboratory Practice (GLP)

Quality Management in the present context can be considered a modem version of the
hitherto much used concept "Good Laboratory Practice" (GLP) with a somewhat wider
interpretation. The OECD Document defines GLP as follows: "Good Laboratory Practice
(GLP) is concerned with the organizational process and the conditions under which
laboratory studies are planned, performed, monitored, recorded, and reported."

Thus, GLP prescribes a laboratory to work according to a system of procedures and

protocols. This implies the organization of the activities and the conditions under which
these take place are controlled, reported and filed. GLP is a policy for all aspects of the
laboratory which influence the quality of the analytical work. When properly applied, GLP
should then:

- allow better laboratory management (including quality management)

- improve efficiency (thus reducing costs)
- minimize errors
- allow quality control (including tracking of errors and their cause)
- stimulate and motivate all personnel
- improve safety
- improve communication possibilities, both internally and externally.

The result of GLP is that the performance of a laboratory is improved and its working
effectively controlled. An important aspect is also that the standards of quality are
documented and can be demonstrated to authorities and clients. This results in an improved
reputation for the laboratory (and for the institute as a whole). In short, the message is:

- say what you do

- do what you say
- do it better
- be able to show what you have done

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Learning Guide Date: October 15,2016
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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

The basic rule is that all relevant plans, activities, conditions and situations are recorded
and that these records are safely filed and can be produced or retrieved when necessary.
These aspects differ strongly in character and need to be attended to individually.

As an assembly, the involved documents constitute a so-called Quality Manual. This

comprises then all relevant information on:

- Organization and Personnel

- Facilities
- Equipment and Working materials
- Analytical or testing systems
- Quality control
- Reporting and filing of results.

Since institutions having a laboratory are of divergent natures, there is no standard format
and each has to make its own Quality Manual. The present Guidelines contain examples of
forms, protocols, procedures and artificial situations. They need at least to be adapted and
many new ones will have to be made according to the specific needs, but all have to fulfil
the basic requirement of usefulness and verifiability.

As already indicated, the guidelines for Quality Management given here are mainly based
on the principles of Good Laboratory Practice as they are laid down in various relevant
documents such as ISO and ISO/IEC guides, ISO 9000 series, OECD and CEN (EN 45000
series) documents, national standards (e.g. NEN standards)*, as well as a number of text
books. The consulted documents are listed in the Literature. Use is also made of
documents developed by institutes which have obtained accreditation or are working
towards this. This concerns mainly so-called Standard Operating Procedures (SOPs) and
Protocols. Sometimes these documents are hard to acquire as they are classified
information for reasons of competitiveness. The institutes and persons which cooperated in
the development of these Guidelines are listed in the Acknowledgements.

* ISO: International Standardization Organization; IEC: International Electrical Commission;

OECD: Organization for Economic Cooperation and Development; CEN: European
Committee for Standardization, EN: European Standard; NEN: Dutch Standard.

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Learning Guide Date: October 15,2016
Compiled by: RVU,Meri Goro Campus
Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

OPERATION SHEET : Describe team role and scope

Purpose:

This learning outcome aims to provide trainees with the knowledge, skill and
attitude work with others. Understanding the concept of work relationship helps
to make easy the daily work activity.

Equipment, Tools and Materials:

 Computer
 Projector
 White board
 White board marker &Duster
 Lecture room
 Printer
Condition:

Students and trainer’s are legally required to lock the health and safety of trainer.
This applies to all organizations and including voluntary organizations.
 Students must provide safe working environment.
 Students must not put themselves or others at risk.

Procedure:
 Need to create good communication
 Identify the objective of workplace communication
 Prepare effective common plan
 Apply practically

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Learning Guide Date: October 15,2016
Compiled by: RVU,Meri Goro Campus
Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

SELF-CHECK 1

1. What are the "Five Ws" trailed?

2. Quality Manual comprises relevant information on?

3. The quality message is?

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Learning Guide Date: October 15,2016
Compiled by: RVU,Meri Goro Campus
Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

Lo5:- Complete documentation

INFORMATION SHEET Record information

Proper records help us to recall details accurately and provide a factual record

That may be needed at a later date.

Why record?

 as a way of noting changes over time, in particular if patterns emerge;

 To monitor whether the situation is worsening or improving.
 To use as a tool in supporting and supervising staff/volunteers.
 As self protection (‘cover your back’).
 Providing teaching/training material;
 Providing research data.
 Service rendering
What should be recorded?

What is recorded must be linked with who it is that is making a record, the context and
the
Reasons. The following are essential:-

 Notes or entries to be signed and dated;

 The name of the signatory to be clearly identified;
 Information to be
o factual
o accurate
o Clear.
 Records/files to be stored in a safe place to ensure confidentiality;
 If information if not first-hand or there are doubts about its accuracy, the note should

Be endorsed to this effect with reasons for that conclusion.

How to record?

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Learning Guide Date: October 15,2016
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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

Given the right of individuals to have access to their records, it is important that records are

Properly written.
We should:

o Only be recording information necessary for the purpose;

o Distinguish facts from opinions;
o Distinguish personal values;
o Be concrete and specific rather than abstract and generalized;
o Use simple language;
o emphasize strengths and positive steps that can be taken to improve a situation,
 Rather than labeling the person and their world;
o Make recording a part of normal practice.
Keeping it safe
Confidential information must be kept in a secure and safe place, preferably in a locked

cabinet and access should be restricted to the incumbent and one or two other named

People in responsible positions.

Principles of Data Protection: The rules

Anyone processing personal data must comply with the eight enforceable principles of good

Practice. They say that data must be:

 fairly and lawfully processed;

 processed for limited purposes;
 adequate, relevant and not excessive;
 accurate;
 not kept longer than necessary;
 processed in accordance with the data subject’s rights;
 secure;
 Not transferred to other countries without adequate protection.

Personal data covers both facts and opinions about the individual. It also includes

Information regarding the intentions of the data controller towards the individual, although in

Some limited circumstances exemptions will apply. With processing, the definition is far wider
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Learning Guide Date: October 15,2016
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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

than before. For example, it incorporates the concepts of ‘obtaining’, ‘holding’ and

‘Disclosing’.

Implications of the Data Protection Act 1998

Organizations which hold personal information about individuals on computer need to

be

Open about how the information is used. Some hard copy records, such as Disclosures from

The Criminal Records Bureau, also come within the purview of the Act.

The individual’s right of access extends to children and young people under 18 who

Understand what it means to exercise that right. If a young person asks for access to their

records, an authority will need to decide whether or not they have sufficient
understanding

To do so.

The Importance of Documentation in the Workplace

Documentation, the recording of organizational structures, policies, actions, and goals, is vital to any
business.
Documentation will continue to be important going forward: with so much to manage, it's unlikely to
remember exactly many things.
Documentation plays a fundamental role in business. It codifies procedures, ensuring everyone in the
company does things the same way.
It streamlines processes, allowing people to look up answers instead of asking coworkers or reinventing
the wheel. And it acts as protection during audits, helping to locate any actions taken against policy.
The need to document is like insurance - you don't appreciate it until the day you actually use it. Until
then, most just see it as an unnecessary burden and expense.
It is now very important that you document your accomplishments on a daily basis. Not simply for career
purposes; but also as a means of self-preservation.

 Use a Pocket Notepad

You can use the little spiral bound notepads. It would facilitate jotting things down quickly - just
remember to time and date stamp everything.

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Learning Guide Date: October 15,2016
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Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

The procedures of documentation vary from one sector, or one type, to another. In general, these
may involve document drafting, formatting, submitting, reviewing, approving, distributing,
repositing and tracking, etc

How should documentation be developed?

First, it's important to develop your documentation alongside the actual process. Too often developers
take the attitude, "Code first, document later." That would be fine if we could stick to it. But in practice it
tends to become, "Code first, then code something else, and put off documentation for another time."
Instead, you have to consider documentation a priority, updating it while the work you've done is fresh in
your mind. Will that make you work slower? At first, yes, but over the long run it should save you time.
Instead of thinking of documentation as something that hampers your real work, consider it as part of that
work. You can't set aside part of your job because it's slowing down another part.
Second, streamline your documentation process to require the least amount of extra work. It's especially
important not to duplicate information. When I'm documenting code, for example, it's often possible to
intersperse the code and the documenting comments so that half of the documentation is the code itself.
That way I'm not duplicating information by writing it once in code and once in the documentation.
Another possibility is to set up automatic documentation procedures, so that you only need to manually
fill in specific information. I have a Google document to record changes I make: it automatically fills in
several fields for me, and other fields are set up to ease entering that information. This took a bit of extra
effort to set up at first, but it reduces the ongoing work.
Third, be sure to structure your documentation. If you're documenting your work as you do it, it's likely
that the documentation will be close to the actual work, both in detail and in location. That is wonderfully
helpful when you're already looking at a specific piece of work, but what if you're trying to find that piece
among all the rest? For that, you need higher-level documentation that gives the general structure of your
work, explaining each piece and where to find it. It might also be helpful to give pointers to this general
documentation from the specific pieces so you will be able to follow it back. However you choose to do
it, make sure that your documentation gives a clear starting point to someone who doesn't already know
what they're doing. Hunting for the right documentation is often just as frustrating as trying to understand
the work itself.
As we come to grips with the code we have to work with and the duties we are expected to perform, we
will be reading, updating, and creating the documentation. With these principles we can efficiently create
documentation enabling us and anyone else who reads it to get up to speed quickly and get the work done.
Defining Information Quality
The most basic requirements of good information are:
 Objectivity: That the information is presented in a manner free from propaganda or
disinformation.
 Completeness: That the information is a complete, not a partial picture of the subject
 Pluralism: That all aspects of the information are given and are not restricted to present a
particular viewpoint, as in the case of censorship. [1]

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Learning Guide Date: October 15,2016
Compiled by: RVU,Meri Goro Campus
Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

To achieve quality in electronic information, it is necessary to be sure that one is retrieving all of the
relevant information, and then to determine what of the retrieved information is valuable; what
information is free of bias, propaganda, or omissions. To have quality information, three things are
necessary:
 Gaining full and appropriate access to the available information
 Making full use of the retrieval mechanisms, which requires an understanding of how these
mechanisms work.
 Evaluation of the quality of the information.
The World Wide Web holds the potential for becoming the greatest repository of knowledge ever created.
Different from the traditional library, material on the Web is frequently self-published, stored in quasi-
secured repositories, and often, of unknown validity.

OPERATION SHEET 1: Describe team role and scope

Purpose:

This learning outcome aims to provide trainees with the knowledge, skill and
attitude work with others. Understanding the concept of work relationship helps
to make easy the daily work activity.

Equipment, Tools and Materials:

 Computer
 Projector
 White board
 White board marker &Duster
 Lecture room
 Printer

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Learning Guide Date: October 15,2016
Compiled by: RVU,Meri Goro Campus
Rift Valley University, Mari-Goro Campus Unit: Apply Quality Control
Training, Teaching and Learning Materials Development

Condition:

Students and trainer’s are legally required to lock the health and safety of trainer.
This applies to all organizations and including voluntary organizations.
 Students must provide safe working environment.
 Students must not put themselves or others at risk.

Procedure:

 Need to create good communication

 Identify the objective of workplace communication
 Prepare effective common plan
 Apply practically

SELF-CHECK 1

1. Why record quality data?

2. How to record quality data?
3. What are the Principles of Data Protection?

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Learning Guide Date: October 15,2016
Compiled by: RVU,Meri Goro Campus