Presentation is loading. Please wait.

Presentation is loading. Please wait.

Start > ©. Introduction It is generally accepted that role models can positively influence aspirations and behaviour. This toolkit aims to provide a practical.

Similar presentations


Presentation on theme: "Start > ©. Introduction It is generally accepted that role models can positively influence aspirations and behaviour. This toolkit aims to provide a practical."— Presentation transcript:

1 Start > ©

2 Introduction It is generally accepted that role models can positively influence aspirations and behaviour. This toolkit aims to provide a practical basis which organisations may use to recruit and support role models drawn from minority groups so that the organisation may engage more deeply with those minority groups. It was derived from running a pilot programme of BME role models across several north eastern FE colleges in order to encourage greater BME participation in further education, although it has been developed further to provide a basis for a wider range of role model programmes. How to use the Toolkit The main navigation for the toolkit are the arrows running down the left of the screen which will take you to each section of the toolkit. These arrows mirror the design of the overview which is the toolkit’s logical starting point. Within each section, you will find a description and a series of hyperlinks under the headings; ‘Key Actions’, ‘Generic Documents’ or ‘Examples’. Clicking on these hyperlinks will open up new documents which you can download or just read on screen. This toolkit was designed as a flexible tool for you to use in the development of your role models programmes and to add to it over time. Recruit Train Support Review Overview Explore Next > < Back

3 Pilot role models programme The aim of the pilot programme was to encourage greater BME participation in further education - particularly beyond Level 1. o The pilot ran from October 2008 – July 2009 o Aiming to assist in overcoming critical barriers to BME progressioncritical barriers o 6 north eastern FE Colleges were involved o Initially 18 role models were identified, of which 11 were retained o Colleges identified and assisted in recruiting role models o Role models were recruited, trained and supported by Wood Holmes and College staff o The role models engaged with 73 BME mentees, leading to 26 BME enrolments by July 2009 o Role models and Colleges expressed positive responses to the programme o A number of key points of learning emerged from the pilotkey points of learning o We are very grateful to the participating Colleges who so kindly gave their support to the BME role models programme. Recruit Train Support Overview Explore Review Next > < Back

4 Context for Pilot role models programme There has been a persistent participation gap in learning beyond Level 1 between White learners and BME learners at many Further Education Colleges in the north east region. A previous study for the LSC North East [1] identified that BME individuals face many barriers to progression, including the following, some of which require a shift in engagement with, and awareness and attitudes amongst, BME potential learners which could perhaps benefit from role models: oBeing obliged to start from scratch despite relevant foreign qualifications and experience. oLow prior educational attainment, including literacy, numeracy and English Language. oA lack of recognition of existing foreign high level qualifications by UK employers and learning providers. oConfusion over entitlement to ESOL training. oLack of early intervention with refugees and migrants (due to legal restrictions for asylum seekers). oLow understanding of the North East job market. oSocial expectations of the family – increased commitment required for higher level courses. o‘Unfriendly’ colleges, including - inconvenient course times, learning styles that are at odds with the UK style, lack of provision for faiths (i.e. facilities for prayer and flexibility in course times), and learning “with kids” (lack of respect). [1] Addressing Inequalities Research, Wood Holmes Group for the LSC North East, March 2008 Recruit Train Support Overview Context continued… Explore Review Next > < Back

5 Recruit Train Support Overview Context for Pilot role models programme continued oPreferences and expectations for HE over FE from the family oFailures to challenge racist discrimination in schools and colleges oFear and isolation, particularly among first generation Bangladeshi and Pakistani married women oA lack of confidence in engaging with colleges and other learning providers, and a lack of empathy and adjustment by providers’ front of house staff oPoor, or no, marketing to BME groups by providers oChildcare issues oLack of/ poor transport oBad advice from others resulting in repeating Level 1 oEmployer discrimination – no work placements available oCultural issues Explore Review Next > < Back

6 Support Staff & role model selection and recruitment Explore programme rationale Role Model Training Supporting Role Models Feedback, evaluations & result → Determine if a role models programme is appropriate → Gain buy-in from senior decision maker → Introduce programme concept internally → Identification of appropriate support staff → Identification of potential role models → Recruited role models → Agreed understanding of the programme, roles and support → Trained role models with adequate confidence to perform effectively → Basis of a role model peer support group → Basis of relationships between support staff and role models → Retained or replaced role models, working effectively and in an agreed manner, towards programme goals → Log of issues arising and level of support provided as the basis for programme improvements and evaluation → An understanding of the impact of the programme - hard and soft outcomes → An understanding of how to improve the programme in future and adapt it to other issues Key Programme Stages Intro Train Recruit Toolkit Overview – The Key Stages Explore Recruit Train Support Review Next > < Back

7 Key Activities: oDetermine if role models are appropriate oIntroduce programme to decision makers & get their commitment Generic documents: Key points of learning Considerations Programme introduction Example: Introduction letter to College Principals They may sound obvious, but there are some key questions to consider – these are outlined on the next page and greater detail is given in the considerations document which you can download. considerations Once you are satisfied that a role models programme makes sense for your specific context, it is critical to get buy-in from senior decision makers in your organisation as well as from those who will be directly supporting the role models and their supporters.makes sensebuy-in Recruit Train Support Overview Exploring Programme Rationale It is critical for success that the role models programme has clear aims, senior level commitment and adequate resources – but there are other practical considerations too – so this section: oCovers the need for, and aims of, a role model programme within a Provider. oSets out the key factors and practical issues to consider when determining whether or not to run a role models programme. Explore Review Next > < Back

8 What problem are we trying to overcome? What objectives are we hoping to achieve? What specific type(s) of people are we trying to engage with ? What are our options to engage with these types of people? What are the benefits and disadvantages of the alternative approaches? How practical is it? Can we access enough role models? How long should we run the programme? How do we gain buy-in and sustain the programme? Who will do it? Budget? Recruit Train Support Overview Explore Review Do we have the resources to support role models? Establishing Programme Rationale – Key Questions Next > < Back

9 Key Activities: oIdentify support staff oIdentify potential RMs oBrief RMs oInterview and recruit RMs oSet up RMs payment system oFix training date Generic documents: Support staff specification Role models specification oCovers factors to consider when recruiting and selecting role models (RMs) and their supporters;role modelssupporters oDescribes the process used to recruit and select role models oShares our pilot experience.pilot experience Once it has been decided that a role model programme is desirable, practical and supported by senior decision makers, it is critical for success that the role models are carefully selected and appropriately recruited – so this section: Support staff and Role Model selection and recruitment Support Staff Role Models Examples: Presentation: Introduction to the Programme Role model recruitment questionnaire Recruitment Forms Pilot programme experience Recruit Train Support Overview Identify potential support staff Identify expected support staff Introduce programme & activities Identify potential role models Brief potential role models Set up role models payment system Set up role models training dates Interview & recruit interested role models Explore Review Next > < Back

10 Provider support staff specification and recruitment Support staff should be: o Available to offer support on an adhoc basis to a number of role models over an extended period of time. o Selected on the basis of attitudes towards, and knowledge of, the specific minority (sub) group targeted, e.g. BME, gender, etc. o In agreement with the aims of the programme and be interested in furthering them. o Experienced or have abilities in mentoring, presentation skills, communication and networking – this is advantageous, but not essential. Support staff should have: o A positive outlook. o An ability to build instant/ quick rapport with role model individuals and community representatives. o A willingness to work with and maintain dialogue with role models and where necessary with external community /minority groups. o People management/ motivation skills. Introducing the programme to potential support staff should include: oThe purpose of the role models programme, who it is aimed at and briefly, the rational behind it. oIdentifying and agreeing expected role model activities. oIdentifying and agreeing expected support staff activities and the time available to give to supporting role models. oGaining their commitment to the programme. oGaining their suggestions for role models/ accessing role models. Recruit Train Support Overview Explore Review Next > < Back

11 Role model specification Role models should be: oSelected on the basis of loose fit with the specific minority (sub) group targeted, e.g. BME, gender, etc. and their fit with an individual provider’s specific objectives relating to the role models programme e.g. Must be/ have learned to at least Level 2 in FE or WBL – ideally in a non traditional subject for their ethnic group. oAs much as possible, selected through a bottom up approach e.g. chosen by the target group as a person they would aspire to be like, yet who is real to them and has shared some of their difficulties/barriers. oIn agreement with the aims of the programme and be interested in furthering them. oExperienced or have abilities in mentoring, presentation skills, communication and networking is advantageous, but not essential. Role models should have: oA positive outlook. oAn ability to build instant/ quick rapport with target individuals and community representatives. oA willingness to work with and maintain dialogue with all targeted minority groups and mainstream groups – both students and staff (and in some circumstances, with external community /minority groups. oAchieved something positive as a result of their previous learning (which itself should fit with the learning provider’s programme aims) e.g. got a job as a result of gaining Level 2 qualifications. Recruit Train Support Overview Continued… Explore Review Next > < Back

12 Recruit Train Support Overview Introducing the programme to potential support staff should include: o The purpose of the role models programme, who it is aimed at and briefly, the rational behind it. o Identifying and agreeing expected role model activities. o Gaining their commitment to the programme and to attending the formal programme briefing. Role model specification continued Explore Review Next > < Back

13 Recruiting role models – Pilot programme experience o After introducing the programme to the key decision makers and the support staff, they initially shortlisted individuals as potential role models. Individuals expressing an interest were also encouraged to apply to provider staff to become role models. o In our experience, students that had a good academic record, had organized cultural events and had good interpersonal skills were contacted by college leads directly. In some cases they were contacted through college tutors who had seen them progress on their courses. o Role models were then briefed about the programme by provider lead staff and those showing an interest asked to come to a recruitment day presentation, followed by an individual interview to capture their backgrounds, their understanding about the aims and objectives of the programme, availability and their interest in joining the programme.presentationinterview o The students who showed a good understanding of the aims and objectives of the programme and its purpose, who were a good match to the selection criteria and had adequate availability and a positive outlook were selected as role models. o Relevant provider staff (e.g. those who proposed the individuals as role models) and the role models are then informed about their selection. Recruit Train Support Overview Explore Review Next > < Back

14 Role model training Key Activities: o Set up RM training sessions o Develop and deliver RM training programme o Evaluate training o Provide RMs further ad hoc coaching if needed oThe aims of the programme and the target groups oHow they will be managed and supported oThe types of activities they could carry out oThe need for succession planning oHow to evaluate their activity oNetworking skills oPresentation skills oDrawing up a draft action plan for their first month It also provides the opportunity to: oGive practical training and practice sessions in key techniques oAllow the role models the chance to meet each other and the support staff. oPlease see the examples and templates providedexamplestemplates Once the role models are recruited, they need hands-on intensive training. Role model training is obviously critical and is designed to inform them in some depth about: Please note that it may be necessary to provide coaching face to face and over the phone to individual role models who, although appearing confident at the end of training, become concerned as their initial planned role model activity nears. Recruit Train Support Overview Explore Review Continued… Next > < Back

15 Role model training – an example Day One: oAims & objectives of programme. oComplete self-assessment.self-assessment oPersonal experience sharing. oRole model management, activity recording etc. oIntroduction to networking, establishing rapport with individuals & presentation skills. oPresentation tips and preparation. oRepeat self assessment.self assessment The exact structure of the training sessions is flexible, but is perhaps best split across two days to avoid overload and to enable the role models to consider the elements described in the first session and ask questions to clarify their understanding during the second session: E.g.training sessions Day Two: oRole model presentation practice sessions. oPractical tips on presenting, organising events, researching target groups etc. oOvercoming concerns. oPractice in completing a draft action plan. action plan oPractice in completing timesheets. timesheets oReview willingness to be involved. Examples: oTraining sessionsTraining sessions oTraining PlanTraining Plan oTimesheetTimesheet Generic documents: o Action Plan Sheet Action Plan Sheet o Training Evaluation: - StartStart - EndEnd Recruit Train Support Overview Explore Review Next > < Back

16 Supporting role models Key Activities oPhone contact/ coaching oFace to face contact/ coaching oMaking introductions oLogging support Generic Document Feedback Monitor Example Supporting Role Models oMaintaining the relationship oBuilding the role models’ confidence and/or skills oBuilding and maintaining momentum in role model activities oDeveloping and implementing plans appropriately oAddressing issues in a timely fashion oChecking time usage/pay claims oSharing key information (e.g. about new courses oGiving feedback to role models oDiscussing outcomes expected and achieved Support staff may need to: oMake initial contact with relevant community groups on behalf of the role model(s). oIntroduce role models to relevant individuals from key departments, to new students that require help and to community groups etc. as needed. oHelp role models to prepare and rehearse presentations. oHelp role models in how to advise people about course options. oLog the amount and type of support given to each role model for use in feedback and evaluation.Log Regular coaching/mentoring and general help from provider leads will be needed by role models. Regular support by telephone/ face to face is essential for: Recruit Train Support Overview Explore Review Next > < Back

17 Supporting role models – Pilot programme experience Examples: Role model example Presentation Role model example Timesheet Role model example Action Plan oThe role models were introduced to members of college staff from departments such as Marketing, Admin, IT and Learning Support to create a support network that role models could approach for help during their activities. oThese staff and support staff: > Used their networks, identified and contacted relevant community support centres to introduce the programme.contacted relevant community support centres > Introduced role models to community centre staff and to new students that they identified as requiring help. > Provided IT support where required. > Booked rooms for presentations or coaching activities. oRole models typically needed around 15 - 30 minutes’ telephone support per week which covered: > Discussing a plan of action for the next week which included setting objectives, scheduling activities, ensuring time sheets were filled with previous week’s activities, signposting learners to new courses in the college or nearby community centres and current coaching activities being undertaken for new learners.plan of action time sheets Recruit Train Support Overview Explore Review Continued… Next > < Back

18 oAvenues where new learners could be contacted, including encouraging role models to get the college staff to help by using their networks to locate new learners. oThe impact of role model activities on each learner - with a constant focus on helping the learner to progress in his / her course or sign up to a new course. oSome role models also needed ad hoc face to face support to: prepare and rehearse presentations; approach community centre staff and potential new learners; researchpresentations sources of potential new learners; handling new enquiries. oThe colleges benefited from including role models in marketing campaigns. Supporting role models continued Recruit Train Support Overview Explore Review Next > < Back

19 Contacting Community Support Centres – Pilot programme experience oRelevant community support centres were initially identified from the local directories, internet and local knowledge and networks. oA database (an excel spreadsheet) was compiled of the relevant community support centres, with columns to capture: Organisation name : Address : Phone number : Email : Website : Contact name : Contact title : Type of organisation : Date contacted : Result of contact oEach organisation was contacted by phone to identify the relevant contact (mainly community centre managers, co-coordinators for different skills courses and BME network coordinators) and to introduce the programme. oRole models from respective areas were introduced to the contacts in those centres. The contacts provided the role models with an opportunity to present the programme to learners in those centres: > after their classes / activities for the day concluded. > via community events such as new year’s celebrations, cultural festivals and pot lunches where there was a greater possibility of meeting new learners in a relaxed environment. Recruit Train Support Overview Explore Review Next > < Back

20 Feedback, Evaluation and Result Key Activities: oFeedback gained via support sessions oAssessment of timesheets and support logged per role model oFeedback to independent evaluator – regular and final evaluation oFeedback between role models and provider leads as part of the support processes (used as part of the normal support process); andFeedback oFeedback between: > Role models and an independent person about their activities, progress, issues addressed/ to be addressed, outcomes achieved, the level and quality of support from college support staff. > Support staff and an independent person about the programme and specifically their role models’ activities, progress, issues addressed/ to be addressed and outcomes achieved. > The outcomes may include hard (e.g. enrolments) and soft outcomes (e.g. confidence building – see the case studies). oThese feedback processes will need specifically developed questionnaires or topic guides to assist in the feedback discussions and analysis. The monitoring process would be best undertaken by a person who is independent of the programme. Regular (but infrequent) feedback includes both: Generic document: Feedback monitor Examples: oEvaluation interview TopicEvaluation interview Topic guide – role models oEvaluation interview TopicEvaluation interview Topic guide –support staff oCase study 1Case study 1 oCase study 2Case study 2 oCase study 3Case study 3 oCase study 4 Case study 5Case study 4 Case study 5 oCase study 6Case study 6 oCase study 7Case study 7 oCase study 8Case study 8 oCase study 9Case study 9 Recruit Train Support Overview Explore Review Next > < Back

21 Feedback, Evaluation and Result – Pilot programme experience Process: oSupport workers were contacted over the phone to discuss the progress and activities of role models. oInternal meetings between support workers were helpful to: > Explore avenues to reach potential target learners > Gauge the level of satisfaction over role models’ performance > Ways to increase role models’ effectiveness oThe final evaluation sessions with support staff and role models were undertaken by an external evaluator to evaluate the programme in an anonymous and confidential format. oThese were useful to find out: > The support staff and role model’s perceptions of their experiences > Programme’s strengths and weaknesses > Potential improvements to the programme > Programme impact (against its targets) Recruit Train Support Overview Explore Review Towards the end of the programme, a final debrief meeting is also needed with all college support staff and role models to summate their experience, progress and results, seeking ways to improve and sustain the programme in future. Please see the examples we used for role models and for support staff. Successful role models should be rewarded and their achievements recognised by the Provider.role modelssupport staff Continued… Next > < Back

22 Feedback, Evaluation and Result – experience continued Results oRole models that had greater support from their support staff performed better than the others and were far more confident in their activities. oBetween them, they worked 226 hours in total, resulting in presentations to 230 potential learners, of which 73 were supported by the role models, leading to (as at July 2009) 26 enrolments. oRole models liked the programme because: > Their experiences – meeting and encouraging new people > Partial financial and career incentives > Impact on role models - E.g. BME networks; jobs; confidence; relationship with college oDifficulties encountered included: > Some colleges with large participation gaps did not take part > Small BME population led to recruitment and matching difficulties, role model’s shortage of time, heavy impact of life events on retaining role models, and succession issues. > Managing role models remotely > Short timescale oKey points of learning emerged from the pilot, which have been built into this toolkitKey points of learning Recruit Train Support Overview Explore Review Continued… Next > < Back

23 Feedback, Evaluation and Result – experience continued “What I really like about the programme is that it stops my students just stagnating. Usually they come to us for ESOL and somehow they don’t have the confidence to go and do other things in college, yet they are all quite capable of doing it.” “The college is also a bit wary of anyone who is foreign because they worry that the learner will not understand the teacher and may not cope with the course, etc. So on both sides there is a bit of reluctance to deal with ethnic minorities.” “But this programme has worked both ways. It has helped the college to see how good people from other countries can be and that they can do it. On the other hand it is also helping those from ethnic minorities.” (College lead)‏ Recruit Train Support Overview Explore Review Next > < Back

24 Wood Holmes Head Office Floor 17 Cale Cross House, 156 Pilgrim Street, Newcastle upon Tyne, NE1 6SU www.woodholmes.co.uk t: 0191 2112999 e: contact:@woodholmes.co.uk LSC North East Moongate House 5th Avenue Business Park Team Valley, Gateshead Tyne & Wear, NE11 0HF www.lsc.gov.uk t: 0845 019 4181 e: info@lsc.gov.uk Intro


Download ppt "Start > ©. Introduction It is generally accepted that role models can positively influence aspirations and behaviour. This toolkit aims to provide a practical."

Similar presentations


Ads by Google