Preparing For Induction

Welcome to the latest write-up from the FETN 'sharing good practice' series of online discussions. The topic last week was 'preparing for induction', and below are the key messages from that conversation.

Each year we review our induction process and content, usually by taking our previous year’s activities as a template and adapting them to reflect changes in our college or training organisation policies. It is important however that on occasion we reflect on the purpose of induction, and remind ourselves that the process is to help both new and returning students to settle in and to prepare to achieve their best outcomes during the time they spend with us.

A positive induction experience is a key factor in creating a safe and optimistic learning environment which can reduce the potential for early withdrawals. If designed purposefully, a good induction programme will provide clear expectations, enable students to reflect on their starting points, identify areas for personal and learning skills development and set them on the road to success. Getting to know our students from the outset is vital in these early stages so that we can identify and address potential barriers in a timely manner before they become insurmountable in the eyes of the student.

In our planning we should recognise that the needs of new students and returning students will differ to some extent. For example new students will require a period of orientation to help them settle into an often daunting new environment and overcome the anxieties of meeting and working with new people. For returning students who are already familiar with their surroundings and have friendships to return to, the focus will be on reflecting on where they are in their studies, perhaps understanding new expectations as they progress and gearing up to engage positively in their learning.

During our discussion colleagues made the following points:

A good induction should:

• Help students to feel included and valued and enable them to get to know their peers and their tutors
• Include fun, engaging activities that create a sense of community, help learners to understand their responsibilities as a learner and to reflect on their own expectations
• Introduce students to their personal tutor and explain their role. Enable them to share their concerns without judgement and encourage them to feel safe and positive about their future.
• Provide initial 1-1 tutorials to review choices, identify potential barriers to learning and signpost to the organisation’s range of help and support
• Make provision for enhanced transition for the most vulnerable students and ensure SEND learners feel comfortable with their transition for example transport to college
• Enable teachers and tutors to get to know individual students and learn how best to work with and support them.
• Enable learners to evaluate their starting points in relation to personal, academic and employability skills, and to identify areas for development in line with their career aspirations
• Include essential information for example health and safety, equality and diversity and Prevent in a timely manner so as not to overburden
• Include practical elements of vocational courses to keep students motivated, this is what they came to do and 3 weeks of form filling is not exciting
• Help learners to understand the content and assessment for their programme of study
• Provide tasters for enrichment activities to engage students beyond their programme of study 

What we need to consider when we return is...

• The length of time that students have been out a formal educational setting and the impact this has had on the individual, how they work and how they learn
• How we manage the desire expressed by some students during lockdown to move to a combination of attendance and learning at home
• How to plan for ‘virtual student visits/tasters’ and ‘virtual induction’ if social distancing continues and we cannot bring large numbers of students together
• The potential for it to take longer for students to settle in than it has in previous years, due in part to their own personal experience of lockdown and the impact the virus may have had on them and their families
• The need to be reassuring to students and to instil confidence in social interaction after a prolonged period of uncertainty. To enable students to ‘tell their story’ but with purpose so that they have positives to build on  

What colleagues are currently doing in order to prepare

• Sending out starter packs to new students who are due to start in September to begin their engagement with the college or training organisation
• Considering ways to make sure that those that have received 'predicted grades' actually have those skills to ensure they don't struggle with the academic side of the course
• Starting with practical sessions where possible to engage students from the start
• Predicting questions students may have on entry or on their return and preparing trustworthy responses and a unified approach
• Considering the variety of concerns that students may arrive with preparing targeted responses to help and support the students back into education
• Preparing colleagues to create a confident and positive environment when they themselves may be anxious about their return

What colleagues are currently asking

• When we can go back to work?
• How are colleagues preparing to provide guidance to students regarding the Regulated Qualifications Framework (RQF)?
• What guidance can we give students regarding completion of programmes and subsequent progression
• How will potential social distancing affect student numbers on our return?
• How can we provide a staggered induction if required?
• How can we support students who may struggle with social interaction after isolation?
• Will we be provided with information from schools earlier regarding at risk learners?
• Can we share examples of induction activities and icebreakers (FETN has some in the Members’ Resource Bank and is creating further examples)

 Induction tips from colleagues

• Don't bombard students with too much information - they switch off!
• Make induction fun whilst setting clear expectations of what they need to do
• Provide an introduction to the vocational/academic curriculum, tutorial curriculum and pastoral support so that students understand how these areas work together
• Ensure course expectations are made clear from the start and outline other opportunities for development through enrichment
• Develop structured links from one activity to the next during induction so students can see the purpose of what they are doing and the relationship to their studies
• Good ice breakers are essential e.g. People bingo! Egg drop task, (vocationally relevant), Two Truths and a Lie etc.
• Find Your Facts activity. Create a set of questions that help students to find their way around the building(s) and encourage them to talk to staff e.g. what colour is the wall in G10? What are the names of the people working in the learning centre? 

There is a lot to consider with regards to induction, particularly around the mechanics should social distancing still apply. That said, what remains constant regarding induction planning is the need for it to be purposeful and relevant to specific cohorts and career pathways. It is not sufficient to roll out a one-fits-all induction programme as different learners require a different approach and bring with them different needs. To this end organisations should provide a single message for topics that are essential during induction, but also provide the flexibility at programme level to design vocationally relevant induction materials that meet students’ needs at all levels of learning. 

This week there will be a slightly different approach to the session as I have been asked by a number of colleagues to deliver a webinar on developing tutorial curriculum. As with the previous meetings this will be an informal event and everyone is welcome. To join the meeting this Wednesday 13th May at 1:00pm please follow this link https://zoom.us/j/95420252615