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Article
Publication date: 13 April 2015

Sharon Warren, Patricia Black and Elizabeth Mills

The purpose of this paper is to describe the introduction of an online induction programme including an interactive webinar on a distance learning course and to present student…

519

Abstract

Purpose

The purpose of this paper is to describe the introduction of an online induction programme including an interactive webinar on a distance learning course and to present student feedback on the programme. It focuses on lessons learnt and implications for others implementing similar induction programmes.

Design/methodology/approach

A self-completion questionnaire was sent to all students enroled on the programme, including those who did not attend the webinar or participate in the online induction programme. This was followed up with a semi-structured interview. The analysis focused on the student experience of the induction programme.

Findings

Overall, students reported to be satisfied with the online programme. The webinar encouraged engagement with some elements of the online workshop and was felt to complement the other learning opportunities available online. The webinar was particularly valued for providing a “face” to the course, facilitating interactivity among tutors and students and helping the students to feel part of the University. Students also reported that the webinar had the advantage of allowing a social interaction between them.

Practical implications

A number of key changes related to multiple offerings of the webinar and the timing of activities in the online workshop were highlighted to encourage participation. Greater clarity on what is required in the induction and how long it would take would also encourage participation.

Originality/value

This case study is one of the few to evaluate the inclusion of webinar technology within an online induction programme and, therefore, has value in this context.

Details

Journal of Applied Research in Higher Education, vol. 7 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 February 2002

Conrad Lashley and Warwick Best

The process whereby new recruits are brought into the firm is an important element of human resource management practice. If done well, it can help to retain the new employee and…

12254

Abstract

The process whereby new recruits are brought into the firm is an important element of human resource management practice. If done well, it can help to retain the new employee and reduce staff turnover. Shows that a cross‐section of firms in the sector now have some form of staff induction programme in place. In most cases, the induction programme is short‐lived and focused on job role and administrative procedures. The survey of these firms suggests that there is a need to embrace best practice from other sectors of the retailing industry, in particular, the recognition that well‐planned and structured induction can play an important role in bringing down staff turnover. However, induction is best seen as a process that commences before the employee starts work and extends through the first two or three months of employment. In the very best instances the new recruit is deliberately eased into the new job. Unit managers play a vital role in delivering the immediate induction programme and management programmes need to ensure that unit managers are themselves trained to train and their performance is monitored.

Details

International Journal of Contemporary Hospitality Management, vol. 14 no. 1
Type: Research Article
ISSN: 0959-6119

Keywords

Article
Publication date: 1 March 1992

Anna Amblin and Kathy Wilson

For a number of years, BP Chemicals′ Grangemouth site hasdemonstrated the company′s commitment to developing young people byrunning a variety of Youth Training programmes

Abstract

For a number of years, BP Chemicals′ Grangemouth site has demonstrated the company′s commitment to developing young people by running a variety of Youth Training programmes. Induction into the company is mandatory for all employees, and youth trainees are no exception. The two‐week induction programme introduces trainees to company and site rules and procedures as do many induction programmes. This one, however, goes further by beginning training which will help to integrate trainees quickly into their new jobs. They learn about using the telephone and about becoming an effective member of a team. Additionally, they take an active part in selecting their new work placements by interviewing line managers, for which they receive training. They are also given guidance in the selection of suitable dayrelease college courses. The induction programme is reviewed and assessed on completion. This enables continuing improvement as well as ensuring that the rest of the two years of the YT programme meets the needs of trainees, managers and the company.

Details

Education + Training, vol. 34 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 1 July 1993

Jan Nichols

Following the Library induction/orientation process at theUniversity of the West of England, Bristol in the autumn term of 1990,it was recognized on both educational and practical…

Abstract

Following the Library induction/orientation process at the University of the West of England, Bristol in the autumn term of 1990, it was recognized on both educational and practical grounds that re‐appraisal was necessary. The result of this re‐appraisal was the development of a workbook with a flexible format, enabling it to be used with students from each of the eight faculties. The workbook programme was evaluated quantitatively (by questionnaire) and qualitatively (by meetings) and a number of recommendations made. Students expressed how much they had benefited by working together in small groups. It was decided to foster this approach of collaborative enquiry in the design of a series of shorter guides, workbooks and worksheets which were used by the Bristol Business School librarian for the induction/orientation programme in the autumn of 1992. The alternative programmes were evaluated qualitatively from student groups and from enquiries desk staff, with extremely positive results from both groups.

Details

Library Review, vol. 42 no. 7
Type: Research Article
ISSN: 0024-2535

Keywords

Article
Publication date: 28 July 2023

Gang Zhu, Liang Shen, Lianjiang George Jiang, Biyuan Yang, Keyuan Shi and Juanjo Mena

Although the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains…

Abstract

Purpose

Although the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains underexplored.

Design/methodology/approach

This study narrates a novice teacher's induction experience in a Chinese high school, from the perspectives of professional capital and community, social realist theory, practice architecture and teacher agency. The participant, Ming, reflected on a broad array of formal and informal induction activities and participated during the induction period.

Findings

Through the three-dimensional narrative space, namely broadening, burrowing and storying and re-storying, five themes emerged from Ming's induction experience: (1) heightened awareness of the meaning of teaching, (2) interacting with various professional communities, (3) professional identity tension and development, (4) the discursive influence of various aspects of culture and (5) the influence on future professional development. Overall, this narrative study shows that teacher expertise and identity development play central roles in teacher induction, and context acts as an important mediating factor in teacher induction. These findings echo the importance of teachers' agency in inductions. The implications for facilitating novice teacher induction are also discussed.

Originality/value

This study contributes to a nuanced understanding of a novice teacher's induction experience in China from the perspectives of practice architectures, professional capital and professional community. The conclusion highlights the importance of professional capital and agency during Ming's induction period. This paper unpacks the complexity of teacher induction by revealing new ways of thinking about induction.

Details

Journal of Professional Capital and Community, vol. 8 no. 3
Type: Research Article
ISSN: 2056-9548

Keywords

Abstract

Details

Teacher Preparation in Ireland
Type: Book
ISBN: 978-1-78714-512-2

Article
Publication date: 1 December 2002

Michael Connolly, Gerald Dunning and Chris James

In September 2001, the Professional Headship Induction Programme was implemented in Wales. This programme is intended to support the professional development of new headteachers…

984

Abstract

In September 2001, the Professional Headship Induction Programme was implemented in Wales. This programme is intended to support the professional development of new headteachers and is made up of a professional headship profile, mentor support, peer networking and a directory of training resources. The programme was developed by a consortium comprising the Glamorgan University, the educational advisory service for the Bridgend, Caerphilly, Merthyr Tydfil and Rhondda‐Cynon‐Taf local education authorities, the Welsh Primary Schools Association and the Welsh Secondary Schools Association. This paper describes the programme and its development and, on the basis of interviews with those involved, reports the tensions and shifts that emerged during the development process. These include the timescale of the development, the programme structure and content, determination of the balance between support and challenge for new headteachers, historical and political tensions and the inter‐relationship between the participants in the development. In the final section, success factors are identified.

Details

International Journal of Educational Management, vol. 16 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 23 September 2011

Kathleen MacDonald and Caroline E. Gibson

The purpose of this paper describes a second‐year induction programme developed to support student transition. The sophomore slump theory suggests that students may experience a…

342

Abstract

Purpose

The purpose of this paper describes a second‐year induction programme developed to support student transition. The sophomore slump theory suggests that students may experience a slump in the second year, resulting in poorer outcomes and increased attrition rates. Students were asked to reflect on their first year experience in order to identify learning and plan for the year ahead, in order to reduce potential for a slump during the second year.

Design/methodology/approach

Students beginning the second year of a four‐year BSc Honours Nursing programme participated in a one‐day induction prior to commencement of semester 1 classes. Students were assigned to groups and asked to reflect on some key questions in relation to their first year experience. Responses were collated on flip chart paper and discussed together.

Findings

Emergent themes are discussed here: forward planning, engagement with the institution, and building a strong foundation.

Practical implications

This process served to illustrate to staff some of the “hidden curriculum” issues and offered opportunities to focus on areas of student weakness such as referencing and academic writing. Using a combination of reflection, and experiential learning in induction may serve to transition students through the sophomore slump.

Originality/value

The challenge for academics is to continue to find ways to enhance the student experience in an increasingly diverse student population, and determine its effect on attrition rates. This paper offers a reflective commentary, exploring the authors’ learning, on the implementation of one innovative programme of longitudinal induction.

Details

Journal of Applied Research in Higher Education, vol. 3 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 25 September 2020

Morag Redford

This chapter critically examines the provision and underlying partnership structure of a range of online and distance teacher preparation courses introduced in Scotland from 2014…

Abstract

This chapter critically examines the provision and underlying partnership structure of a range of online and distance teacher preparation courses introduced in Scotland from 2014 to 2018. These courses reflect a period of teacher shortages and were developed by Universities in partnership with local authority employers, particularly in rural areas. This chapter explores the geographic and policy context before analysing the national and local policy drivers that led to the expansion of online and distance provision. The structures of a range of programmes introduced by the University of the Highlands and Islands, the University of Aberdeen and the University of Dundee are considered in detail. This is reflected against the national policy drivers of teacher shortages in rural areas, the challenges of recruiting secondary science and technology teachers and the introduction of national funding from the Scottish Government for ‘New Routes into Teaching’. The Government aim of recruiting highly qualified graduates into teaching as a career is contrasted with the local requirement to support a wider more equitable access to a teaching career, for people already committed to living in rural Scotland. This chapter concludes with an analysis of the processes and technology utilised in these programmes before considering the future of online and distance teacher preparation in Scotland.

Details

Teacher Preparation in Scotland
Type: Book
ISBN: 978-1-83909-480-4

Keywords

Article
Publication date: 1 July 1997

May Hung Cheng and King Chee Pang

Describes the training model employed to train trainers for the UK‐based ATLS (Advanced Trauma Life Support) programme. A questionnaire evaluation of the course reveals the…

1224

Abstract

Describes the training model employed to train trainers for the UK‐based ATLS (Advanced Trauma Life Support) programme. A questionnaire evaluation of the course reveals the effectiveness of the training model when compared to other training provision in postgraduate medical education. The course is seen to be very effective in raising the confidence of instructors who have little previous training in instructional methods. Identifies and discusses the successful characteristics of the course which include a high tutor:student ratio, extensive use of interactive learning strategies, continuous assessment, a focus on problem‐based learning and the use of self and peer group critiquing strategies.

Details

Education + Training, vol. 39 no. 5
Type: Research Article
ISSN: 0040-0912

Keywords

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