ABSTRACT
What characterises each of the standards described above is that they are quantitative measures. Further qualitative refi nements can be made. For example, standards can be developed for each of the six in-service training days to ensure that training is carried out in a consistent and systematic way; or standards can be set for each information pack to provide quality assurance. In the examples given earlier, it is clearly not enough simply to require a set number of in-service training days for teachers to be held. They each have to be of a quality that is acceptable to the museum and, critically, for those taking part in the events. Performance measurement and appraisal should therefore also take on a qualitative dimension by examining the quality of the outputs and outcomes of the tasks undertaken (see Unit 102).
