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Johnstone, Angelique and Colantoni, Anna
(2024).
DOI: https://doi.org/10.5281/zenodo.14215069
Abstract
Background
Prior research (Johnstone, 2023), coupled with feedback from tutors, reinforced the need for improved induction to help with tutor confidence, competence, and retention and to enhance the student experience. Research and feedback also highlighted that consideration of the learning elimination curve was an important part of induction planning and design, as was collaborating with and seeking stakeholder input. Thus, using a co-design methodology is effective in creating a robust induction process.
Co-design is an approach that puts people at the centre and aims to find practical solutions to a particular goal without focusing on what is wrong. It involves integrating various perspectives, experts, and disciplines to generate ideas based on diverse experiences. Co-design is characterised by the philosophy of participatory design, which emphasises the participation of all stakeholders in the design process. (Bate and Robert, 2007; Blomkamp, 2018; Lenihan and Briggs, 2011).
Using co-design, this project prioritised the expertise and experiences of the stakeholders involved. The initial design recommendations are tailored to meet the needs of both the employees and employers (Steen et al., 2011). This has proven to be more effective regarding its impact on practitioners than traditional academic-designed projects.
Co-Design Project
The project had three main objectives:
1. To establish a comprehensive, flexible, and consistent approach to the induction for tutors.
2. To test a methodology that could be adapted and implemented in other contexts.
3. To determine the most effective activities and timelines that would optimise the use of resources and facilitate efficient and meaningful learning experiences.
We enlisted a group of tutors with the experience and expertise to assess, improve and revamp our induction process. Employing a similar methodology to the one used by Jackman et al. (2021), we divided the process into four stages, enabling us to engage with the tutors and develop an initial framework for the induction. We followed an iterative process, collecting feedback and incorporating revisions into the structure based on the tutors’ perspectives.
We have created a basic framework that outlines the different induction and training tasks that tutors must undertake to be competent and confident in supporting apprentices throughout their programme. This framework remains agile to allow flexibility to take account of previous expertise. It also covers the complex requirements of the apprenticeship funding rules and university governance that tutors must comply with.
After completing this process, it can apply to other job roles or contexts within any organisation because it can be generically applied, collaborating with the relevant stakeholders' knowledge and expertise.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
