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The Bespoke Induction Programme - Intentions, values and beliefs

I believe in giving everything my best shot. I do not believe in holding back. I am very driven by the fact that we are destined with these opportunities.

(Shailendra Singh in Hiscock, 2008:p.75)

For any research to gain credibility a researcher should demonstrate that he or she has taken into account any threats to validity. For the purpose of this research, thought was given to the use of control groups as a way of ensuring validity and a reduction in the variables that research often presents. Hopkins (2008) states:

'If the various threats to validity are not taken into account, then one cannot claim that one's interpretation is correct: the existence of possible sources of invalidity potentially offer plausible, rival interpretations to our findings when we do not account for them.'

(Hopkins, 2008:p.140) 

However, to propose that one group follows a normal induction programme, a second follows a specific induction, and a third group follows a specific induction with additional training would not be ethical. It would be a case of simply setting-up students and lecturers for possible failure.

Furthermore, the researcher was aware that at the institute being researched the management was looking at ways of improving the induction process across college. Previous e2e inductions have proved successful in retaining learners who fall into the NEET category. Having control groups across college would have been one way of testing to see if the same successes could be replicated with other student groups. Stringer (1999) also suggests:

'Collaborative processes not only generate a sense of purpose and energy but also provide the means for the accomplishment of goals and the solution of problems and produce conditions that enhance participants' personal, social, and professional lives.'

(Stringer, 1999:p.189)

However, in pursuit of validity, a researcher also has to give consideration to reliability. In the context of educational research, this researcher concluded that: reliable action research employs a process of methods that can replicate evidence which is constant in its equivalence over a span of time, if carried out on a comparable learner group. This can be further explained by McCormick and James (1989):

'Basically reliability is concerned with consistency in the production of results and refers to the requirement that, at least in principle, another researcher, or the same researcher on the same occasion, should be able to replicate the same piece of research and achieve comparable evidence and results.'

(McCormick and James, 1989:p.188)

Moreover, resources and strategies used for a specific programme of induction by one faculty may not necessarily be considered generic for use for all faculties across college: its success is inherently affected by the variable needs and perceptions of participants involved. Whether that is the teacher responsible for its delivery, or the recipient learners: both can influence the desired outcome. However, the successful elements of a specific programme could become the building blocks that other departments expand upon and take ownership of. Showalter (2003) states:

'One of the best aspects of the work of teaching is that, unlike scholarship, it does not have to be original to be good. We can borrow ideas and methods from our colleagues and our predecessors, dead or alive: we can imitate, copy, and plunder in the confidence that our students will benefit from every good teaching technique we can put into action in our own classroom.'

(Showalter, 2003:p.9)

The balance between being ethical and finding ways to ensure validity and reliability initially looked unresolvable. However, an opportunity presented itself in the form of a pilot. The e2e programme will no longer exist in 2010. In the interest of planning ahead, it was proposed that the e2e team deliver a pilot progression pathway within the Foundation Learning Tier to one of the four cohorts. This meant that Health and Social Care, Construction and Hospitality students would remain within the e2e framework of a short-course, but the pilot would be Salon Services: a one-year course. 

The ethical dilemma was also removed from the researcher, as management decided that the three e2e cohorts would start two weeks earlier and partake in the ‘bespoke’ induction programme, with the ‘pilot’ cohort of Salon Services having   an induction of one week at a later date: effectively becoming the control group. However, as any researcher can testify, the gap between what has been planned and what actually takes place can become a chasm. In the case of this research it became an abyss of mammoth proportions with dire consequences for validity. 

References:

Hopkins,D. (2008) A Teacher's Guide to Classroom Research. Berkshire, Open University Press

Singh, S. in Hiscock, G. (2008) India’s Global Wealth Club: The Stunning Rise of its Billionaires and their Secrets of Success. John Wiley & Sons Ltd

Stringer, E.T. (1999) Action Research. (2^nd Ed) London: Sage Publications

McCormick, R. and James, M. (1989) Curriculum Action Research. (2nd Ed). London, RoutledgeFalmer

Showalter, E. (2003) Teaching Literature. Oxford: Blackwell Publishers

The Bespoke Induction Programme - Teaching and learning: a theory of approach to research design

“Self-pity gets you nowhere. One must have the adventurous daring to accept oneself as a bundle of possibilities and undertake the most interesting game in the world making the most of one's best.”


~Harry Emerson Fosdick (1878-1968)

Learner achievement is linked to the successful understanding and implementation of different teaching and learning theories (DfES: Primary National Strategies, 2005). Each individual member of the current e2e team has a good understanding of the complex needs of e2e students: all members ascribe to the same student-centred approach. The teaching styles of team members are similar in their holistic approach, which supports and believes in unconditional positive affirmation of each individual learner. This positive regard is constantly given throughout the learner’s journey of self-discovery whilst on the programme. But parallel to learner validation, the team strongly believes in and works together towards reinforcing firm boundaries. Teaching strategies also positively fosters peer support and promotes the merits of collaborative ‘discovery learning’ amongst students.

Much emphasis is given to knowledge creation through tutor-led discussion, where students are encouraged to share their experiences, thoughts and opinions in structured workshops. The process of which, is facilitated within a holistic environment that embraces emotional literacy and acknowledges the multifaceted approach required to allow learners to transform abstract thought to concrete comprehension.  The pedagogical approach amongst the e2e team is united, it understands and considers the sociocultural background that defines and shapes the multiple-intelligence of each learner and how that in turn can affect the learning outcomes of individuals. Kublin et al (1989) states:

‘Vygotsky (1934/1986) described learning as being embedded within social events and occurring as a child interacts with people, objects, and events in the environment’

(Vygotsky in Kublin et al (1989:p. 287) 

DfES suggest that effectiveness of learning is linked to, and dependent upon, the emotional and social skills of individual learners (DfES: Primary National Strategies, 2005). Sir Alan Steer, a government-appointed expert on behaviour, firmly places the onus on educators to implement strategies to shape the interpersonal skills of future generations (Steer, DCSF: 2009a and DCSF: 2009c). Bandura (1977) states:

‘…most human behaviour is learned observationally through modelling: from observing others one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide for action.’

(Bandura, 1977:p.22)

However, for some individual’s, where there is an absence of good role models within a family, or indeed within their local community, to facilitate the modelling of emotional and social skills, there is less chance of them acquiring these skills for transition into the learning environment.

Moreover, whilst these reports are aimed at educators in primary and secondary schools, a good number of those who participated in this research, and who fell into the NEET segmentation, as explained by the DCSF (2009b, p.p.25-26)[1], had failed to develop many of the emotional and social skills expected of learners at foundation stage through to year six. Within the researcher’s personal experience, this is not uncommon an attribute to students who enrol onto the e2e programme.

Therefore, when designing the activities for induction, the researcher had to consider the type of learner who would be targeted and how the skills deficit would be exposed in a safe environment in order to remove barriers to learning. Petty (2004) states: ‘…most informed opinion now considers that what happens in the learning ‘process’ is at least as important as its ‘product’’ (Petty: 2004, p.304). Clearly the paper-based induction resources could not stand alone: chosen teaching strategies and theories behind their use needed to be acknowledged and understood by all those involved in the delivery of the induction programme for it to be successful. It was the researcher’s intention to create a uniqueness of approach: ‘bespoke’ due to the combination of strategies and adherence to a planned agenda.[2]

In NFER’s[3] (2009) research report: Increasing Participation: Understanding Young People who do not Participate in Education or Training at 16 and 17, which was commissioned by the DCSF, it is concluded that:

‘These young people are likely to require strategies to address their aversion to education and training by making it more appealing and as unlike school and classroom-based activity as possible.’

(NFER, 2009: p. 109)

In response to the NFER report it was also the researcher’s aim that the induction design and delivery of same would mean that participants would have their appetites sufficiently whetted, ensuring that they would want to remain in a productive, positive learning environment until they were able to re-engage with, and be committed to, a longer-term course. In Curzon’s appraisal of the works of Carl Rogers (1902-87), he states:

‘Experiential learning has the following important elements: it possesses a quality of personal involvement and stimulates the feeling and cognitive aspects of personality; it is self-initiated, in that the impetus to learn come from within; it is pervasive and can affect the learner’s entire personality; it is evaluated by the learner as satisfying a need; its essence is ‘meaning’.

(Curzon, 2003:p.117)

 

For this reason activities were based on ‘discovery/situated learning’ by regarding them as a group of like-minded individuals, it was the researcher’s intention to encourage them to act collaboratively as a ‘community of practice’ as termed by Lave and Wenger (1991:pp.98-100), to allow students to explore and promote experientialism through conversation and reflective practice. Watkins, Carnell and Lodge (2007) state:

‘…the goals of learning need to focus less on knowledge acquisition by individuals and more on knowledge generation with others.’

(Watkins et al: 2007,p.18) 

The activities, were designed to promote the incidental development of ‘emotional and social’ skills, and also gave learners an opportunity to ‘discover’ that they were not alone in their negative educational experiences. By ‘sharing’, they were able to ‘identify’ together how barriers to learning are established through ‘learned behaviour’ and ‘collectively’ they ‘discovered’ strategies for change: this ‘constructivist’ approach to knowledge creation is further explained by Baker, Jensen and Kolb (2002): 760

‘…conversational learning suggests that conversation is a meaning making process whereby understanding is achieved through interplay of opposites and contradictions…a linguistic process that leads to generation of new ideas and concepts…it involves stating a point of view and questioning it from other points of view, eventually seeking consensual agreement.’

(Baker et al: 2002, Chapter 4)

It is this researcher’s opinion, from personal experience of day-to-day practice that the majority e2e students arrive with the capacity to be independently innovative in the creation of new knowledge, yet they lack the explorative skills for an inquisitive mind. The desire and motivation for investigation is also absent: most are too dependent on being fed information rather than be proactive in a process of self-discovery. However, all students have to participate in Employability and Personal Development lessons as part of the e2e programme: the aim of which is to develop student’s ownership of the type of skills employers are looking in new recruits. Workers, who have the ability to acquire, modify and create new knowledge from public knowledge and build upon it.

Apart from a specific set of skills necessary to perform a particular job, employers are looking for applicants with good interpersonal skills and an ability to communicate effectively through different mediums. They also want new recruits who are flexible and adaptable, with the ability to multi-manage and prioritise. To be able to assess a situation and address any need appropriately, whether that be practically or interpersonally.

It is these ‘softer’ skills that are explored and exercised throughout the bespoke induction, through tasks that aim to create a deeper form of constructivist approach to learning and draws upon the collective experience and knowledge of individuals.

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[1] Government defines those young people who are NEET and those who are in jobs without training (JWT) as constituting an overall group of young people who are deemed to be in education or training (NET). The segmentation analysis identified three segmentations within each of the ‘NEET’ group and the ‘JWT’ group. The NEET segmentation comprising of those: open to learning, undecided and sustained. Whereas JWT comprises those who are: transitional, sustained or at risk.

[2] Horsley (2009) Complete Induction agenda [online] http://neetlearners.blogspot.com/2009/10/induction-agenda-day-1-1000am-activity.html

   Horsley (2009) Complete Induction Lesson Plans [online] http://neetlearners.blogspot.com/2009/10/e2e-induction-lesson-plans.html

[3] National Foundation of Educational Research

References:

Baker, A.C., Jensen, P.J. and Kolb, D.A. (2002) Chapter Four. Conversational Learning An Experiential Approach to Knowledge Creation. Westport, Connecticut: Quorum Books

Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. 

DCSF (2009a) Delivery the behaviour challenge: Our commitment to good behaviour. DCSF-00961-2009. Nottingham: Department of Children Schools and Families Publications

DCSF (2009b) Increasing Participation: Understanding Young People who do not Participate in Education or Training at 16 and 17. Research Brief: DCSF-RR072. London: Department for Children, Schools and Families.

DCSF (2009c) Learning Behaviour: Lessons Learned. A review of behaviour standards and practices in our schools. DCSF-00453-2009. Nottingham: Department of Children Schools and Families Publications

DfES (2005) Developing children’s social, emotional and behavioural skills: a whole-school approach. Department for Education and Skills: Primary National Strategy 1747-2005PD5-EN. London: Stationery office.

Fosdick, H.E. (1878-1969) Self pity quotes . [On-line] Available from http://thinkexist.com/quotations/self_pity/ [Accessed 19^th October 2009]

Kublin, K. S., Wetherby, A. M., Crais, E. R., & Prizant, B. M. (1989). Prelinguistic dynamic assessment: A transactional perspective. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication.  Baltimore, MD: Paul H. Brookes.

Lave, J., & Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge University Press

Maslow, A., and Rogers, C. (2003) Chapter Nine. The Humanistic Psychology School in Curson, L.B., (2003) NFER (2009) Increasing Participation: Understanding Young People who do not Participate in Education or Training at 16 and 17. Research Brief: DCSF-RR072. London: Department for Children, Schools and Families.

NFER (2009) Increasing Participation: Understanding Young People who do not Participate in Education or Training at 16 and 17. Research Brief: DCSF-RR072. London: Department for Children, Schools and Families.

Petty, G. (2004) Teaching Today: A Practical Guide. (3^rd Ed.) Cheltenham: Nelson Thornes Ltd

Teaching in Further Education: An Outline of Principles and Practice. (6^th Ed) London: Continuum.

Watkins. C., Carnell. E. and Lodge. C. (2007) Effective Learning in Classrooms. London: Paul Chapman Publishing

Induction Agenda – Day 1

• 10:00am Activity 1 - Registration
  
• 10:15am Activity 2 – Who Am I
  
• 10:40am Activity 3 – What we like
  

10:50am Comfort break

• 11:00am Activity 4 – How good is your memory
  
• 11:10am Activity 5 – Paired Interviews
  
• 11:20am Activity 6 – Getting to know others
  
• 11:30am Activity 7 – Enrolment Forms
  
• 11:45am Activity 8 – Enrolment
  

12:15pm Lunch Break

• 1:15pm Activity 9 – Marshmallow Madness
  
• 1:30pm Activity 10 – What we learnt
  
• 1:45pm Activity 11 – What makes me tick
  
• 1:55pm Activity 12 – VAK learning styles
  
• 2:10pm Activity 13 – What’s outstanding
  

2:25pm Comfort break

• 2:35pm Activity 14 – EMA
  
• 2:50pm Activity 15 – Evaluation of day
  
• Home time – see you tomorrow J
  

Induction Agenda – Day 2

• 10:00am Activity 1 – Registration
  
• 10:15am Activity 2 – Some things about me
  
• 10:40am Activity 3 – What makes me angry
  

11:05am Comfort Break

• 11:15am Activity 4 – Managing anger
  
• 11:35am Activity 5 – WAC
  

12:00 Lunch Break

• 1:00pm Activity 6 – Chocolate Challenge
  
• 1:15pm Activity 7 – Heroes and heroines
  

1:50 Comfort Break

• 2:00pm Activity 8 – My Positive Attributes
  
• 2:20pm Activity 9 – Let your fingers do the talking
  
• 2:45pm Activity 10 – Evaluate the day
  
• Home time – see you tomorrow J
  

Induction Agenda – Day 3

• 10:00am Activity 1 – Registration
  
• 10:10am Activity 2 – Name that student
  
• 10:20am Activity 3 – Right & Responsibilities
  
• 10:50am Activity 4 – Respect
  
• 11:10am Activity 5 – Mug Shots
  
• 11:10am Activity 6 – Discover
  

12:00pm Lunch Break

• 1:15pm Activity 8 – Rules – what do we think of them?
  
• 1:35pm Activity 9 – Rules – what do we want?
  

2:00pm Comfort break

• 2:10pm Activity 10 – e2e Rules
  
• 2:20pm Activity 11 – Positive Qualities
  
• 2:40pm Activity 12 – The Monster Challenge!
  
• 2:50pm Activity 13 – Self Assessment
  
• Home time – see you tomorrow J
  

Induction Agenda – Day 4

• 10:00am Activity 1 - Registration
  
• 10:10am Activity 2 – Induction Review
  
• 10:25am Activity 3 – People Bingo
  
• 10:35am Activity 4 – Getting Personal
  

Comfort Break – 10 minutes

• 11:00am Activity 5 – Wazzup?
  
• 11:35am Activity 6 – It’s Good To Talk
  

LUNCH BREAK

• 1:00pm Activity 7 – Emoticons
  
• 1:25pm Activity 8 – Key Social Skills
  

Comfort Break – 10 minutes

• 2:20pm Activity 9 – Own Social Skills
  
• 2:35pm Activity 10 – Booking Tutorials
  
• Home time – see you tomorrow J
  

Induction Agenda - Day 5

1-2-1 Tutorials with:  …………………………………………………

Notes for tutors:

Check to see what documents are still outstanding i.e. proof of residency

Check student details on group profile

• Correct spelling of name
  
• Correct ID number
  
• Health / additional needs provided
  

Ensure that a student is aware of and agrees to:

• E2e College Lateness Policy – page 5 of E&PD handbook
  
• College ID rules – page 4 of E&PD handbook
  
• ID rules
  

Ensure that students has signed Authority to Disclose Personal Data Form

Returned signed/completed health form and trip letter

Based on induction assessments of student complete/agree an action plan for self-improvement - page 55 of E&PD handbook

Before they leave check if IA’s have been done – they MUST do an initial assessment for both numeracy and communication – log student on Mindset

You will be given approximately 10 students to do a 1-2-1 tutorial. Please make sure you have the student’s E&PD handbook with you for each interview.

Induction Agenda – Day 6

Bowling Trip to further assess learner behaviour and interpersonal skills

The Bespoke Induction Programme - Hypothesis: the contextualization of an idea

Sow a thought to reap a behaviour. Sow a behaviour to reap a habit. Sow a habit and you will reap character.

~Anon 

At the time of writing the proposal for research, it was the general belief of both the researcher and the Entry to Employment (e2e) team that the high retention, attendance and learner cohesion being experienced by the e2e programme was due to the extended e2e induction, which was designed to assess learner suitability for the programme. This principal idea formed the basis of the hypothesis for research: if the improvement of retention, attendance and learner cohesion of NEETs is supported by undertaking a bespoke induction programme, then following such a programme will increase learner outcomes.

Before any research design took place, the researcher decided to undertake an analysis of previous e2e inductions, to evaluate strengths, weaknesses, opportunities and threats (SWOT)[1]. By using an adapted Business Balls template (Chapman, 2005-08) the researcher was able to establish areas for improvement; both within the scheme of work (SOW), provision and the order of activities delivered, together with revised paper based resources used for observation and assessment of learning. Feiman-Nemser and Remillard state:

‘…learning to teach is a two-stop process of knowledge acquisition and application or transfer.’

(Feiman-Nemser and Remillard: 1996, p.79)

It has always been this researcher’s ethos to develop vocational expertise through reflective practice as advocated by Argyris and Schön (1974): knowledge creation from reflection on personal experiences of day-to-day practice and change by instigating a continuous transformation of techniques and approach. Brookfield (1987) states:

‘…intuitively based activities that are privately developed, proven ways of performing that are contextually specific, idiosyncratic and unmentioned in textbooks of professional practice.’ 

(Brookfield 1987 in Moon 1999:40).

It was the researcher’s desire and intention to create an interactive environment that would encourage disaffected learners to re-engage with learning by using innovative and appealing strategies and resources. Improving the systems, which already existed, was fundamental to this research as this was to become the ‘bespoke induction programme’ and the focus of this research. Reflecting upon the induction systems that had been created collaboratively by this researcher and the coordinator of the e2e programme, as a result of studying reports about NEETs.

This analysis resulted in the researcher designing a workbook with new PowerPoint presentations, the contents of which were either uplifting and encouraging or provocative with the intention to provoke and ‘prod’ learners in order to expose their barriers to learning. A strategy, which was used, allowed staff to immediately respond to and manage disruptive behaviour in a non-judgemental and non-punitive way. However, not all behaviour that needs to be addressed is disruptive. Activities, which were intentionally designed to be provocative, were also designed to create an opportunity to address child protection issues, poverty and emotional needs.

Whilst it is important to deal with bad conduct, it is important to be even quicker to recognise, reward and encourage good conduct. In Curzon’s (2003) appraisal of Neo-behaviourism he states that Skinner (1904-90) believed that positive reinforcement takes place when a ‘stimulus’ is presented which, when added to a situation, ‘increases the probability of occurrence of a response’. In essence the desired behaviour occurs when ‘some expression of approval’ is made to a person, in this context the learner. (Curzon, 2003:p.p.70-79).

It was also the researcher’s intention to facilitate the process of students developing self-worth and dignity, as advocated by Curzon on his summation of studies by Maslow (1908-70) and Rogers (1902-87). The encapsulation of which puts the learner on the path to ‘self-actualization’ (Curzon, 2003:p.p.111-121). By creating a dialogue that empowered the individual, the researcher hoped to make them feel safe and secure through the use of affirmative language and emotional literacy. Many e2e learners arrive with little or no self-esteem. White in Haydon (1987:p.57) explains: ‘Those who have low self-esteem may see their ends as unworthy, or valueless.’ She further elucidates that they may consider themselves to be ‘unintelligent’, unable to see a task through to completion and sadly: ‘...personally unattractive or lacking in social status...’ (ibid).

For operational purposes, daily induction packs were produced for staff involved with delivery. These consisted of a revised scheme of work (SOW), detailed lesson plans and a timed agenda with observation and assessment sheets.

The induction programme was also multipurpose, with observations carried out by staff members of each individual student’s skills, qualities, participation and attitude towards learning, as well as the ability to complete set tasks with written elements, formed part of the assessment for the Employability and Personal Development qualification. This City and Guild qualification is integral to the programme and funding for e2e is based on learners achieving it.

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[1] See appendix 4.1

SWOT Analysis of previous e2e induction programmes

Criteria for analysis Advantages of the e2e induction? Capabilities and advantages? Resources, Assets, People? Experience and Knowlege? Innovative aspects? Location and geographical? Qualifications offered? Processes, sustems, IT and communications? Cultural, Attitudinal, behavioural? Philosopy and values?		strengths Dedicated staff (2) with a wealth of experience and knowledge of dealing with NEETS, as well as an understanding of the circumstances that give rise to disruptive behaviour of this type of learner Indepth confidential interview within a confidential environment – promotion of mutual trust and consistency Non-judgemental interaction from staff, with continual observation and assessment of both soft and hard skills, together with immediate responce to disruptive behaviour in a non punitive way Good personal record keeping of each individual learner through daily reviews of attendance, punctuality, attitude, commitment and achievement – which is then fed back to the learner which forms the basis of evaluation of their readiness to learn Timing and structure of timetable tailored to individual needs to encourage commitment and participation from learners Dedicated base room with access to computers and projector – an added bonus being the technical knowledge and capabilities of both dedicated staff A variety of planned innovative activities that are designed to provoke and prod learners and address individual barriers to learning Team building, trips, visits and rewards – validating the learner through affirmative encouragement and praise Good paperbased resourses with written elements for recording / evidencing learning taking place Visiting lecturers to empower learner choice – emphasis on services available		weaknesses Not enough dedicated staff with experience, knowledge and understanding of NEETs within both the e2e team and institution – there should be 6 Need for specific training for all actors involved: to raise awareness and knowledge of how to appropriately respond to/and handle disruptive behaviour of NEETs, as well as training to better understand the circumstances that give rise to disruptive behaviour Revision of current approach: better explanation needed to new and existing staff of the intention and purpose of activities planned together with their matching resources Revision of resources used: better collation and presentation of resources used in a format which enhances the learner experience and ease of evidence for accessment Not enough time within working hours to actualize ideas and plans Being successful: leading to potential increase of numbers and weakening of current provision and containability of disruptive behaviour Not having time to build effective partnerships to ensure collaborative practice between all actors working with those who fall into the NEET segmentation analysis People within the e2e team being off sick through induction Not getting full human resource provision as planned		Criteria for analysis Disadvantages of an e2e induction? Gaps in capabilities? Reputation, presence and reach? Own known vulnerabilities? Timescales, deadlines and pressures? Continuity, supply change robustness? Effects on core activities, distraction? Morale, commitment, leadership? Processes and systems, etc.? Management cover, succesion?
Criteria for analysis Technology development and innovation Information and research Existing and future partnerships, agencies, distribution? Volumes, production, economies?		opportunities Utilization of computor technology and introduction of PowerPoint presentations to aid better understanding and topic focus Time to reflect and improve existing induction programme and presentation of resources Better understanding / distance travelled through participation of BA Educational training Funding and permission to expand human resources New accademic year approaching with opportunities for specific training Good reputation and results of current e2e provision, being acknowledged by management, leading hopefully to installation of a SMART board and further development of VLE opportunities		threats Suitability of applicants applying Closure of LSC and dissemination of responsibiility of educational funds to local authorities Reduction of funding top down resulting in cost cutting exercises Delayed start of induction due to lack of students Lack of time to prepare effectively Lack of time to disseminate information effectively to those involved in delivery of the induction programme Information technology not working		Criteria for analysis Political and legislative? Environmental effects? IT developments? Market demand? Sustaining internal capabilities? Obstacles faced? Insumountable weaknesses? Loss of key staff? Sustainable funding?

References:

Argyris, C. and Schön, D. (1974) Theory into Practice. In: J.A. Moon (1999) Reflection in Learning & Professional Development. Oxon: RoutledgeFalmer

Brookfield, S. (1987) Developing Critical Thinkers: challenging adults to explore alternative ways of thinking and acting. In: J.A. Moon (1999) Reflection in Learning & Professional Development. Oxon: RoutledgeFalmer

Chapman, A. (2005-08) SWOT Analysis Template. [On-line] available from http://www.businessballs.com/swotanalysisfreetemplate.htm [Accessed 19th June 2009]

Curzon, L.B., (2003) Teaching in Further Education: An Outline of Principles and Practice. (6^th Ed) London: Continuum.

Feiman-Nemser, S. & Remillard, J. (1996) “Persopectives on learning to teach.” In F. Murray (ed.,) The Teacher Educator’s Handbook (p-.63-91). San Francisco: Jossey-Bass

Maslow, A., and Rogers, C. (2003) Chapter Nine. The Humanistic Psychology School in Curson, L.B., (2003) Teaching in Further Education: An Outline of Principles and Practice. (6^th Ed) London: Continuum.

Skinner (2003) Chapter Five. The Neo-behaviourist School in Curson, L.B., (2003) Teaching in Further Education: An Outline of Principles and Practice. (6^th Ed) London: Continuum.

White, P. Racism, Self-esteem and the School in Haydon, G. (1987) Education for a Pluralist Society: Philosophical Perspectives on the Swann Report, London, Institute of Education