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