Janette Wallace and Hannah Gauci Assessing the effectiveness of the induction process for novice ALs in LHCS in preparing them for the AL role. Janette Wallace and Hannah Gauci

Background Closure of regional centres – isolation, lack of community Ad hoc approach to induction/training not in one place Some ALs feel unprepared and unsupported in first year School based induction programme developed to run alongside generic activities 17J SK299, phase 1 18J LHCS modules phase 2 (ongoing) Aims phase 1: To assess AL confidence in their role To assess AL perception of the effectiveness of their induction To inform induction at phase 2

Induction programme School based Programme of seven ST and peer led AC workshops bespoke for SK299 supported by a forum (Including TMA marking, supporting nurses, exam prep) Generic training Adobe Connect training AL Essentials - self-directed induction Tutoring online course

Methods Questionnaire sent to 23 SK299 ALs (respondents n=16) at end of 17J presentation previous experience confidence in role induction programme Focus group (n=5) Descriptive statistics on quantitative data Qualitative data summarised

Results 1: AL profile All had previous teaching experience (81% HE, 43% FE, 18% schools). 25% had been an OU student 31% had been an AL previously (but more than 1 year ago).

Results 2: AL Confidence Aspect of role Proportion of respondents who felt confident or very confident at presentation start (%) Proportion of respondents who felt confident or very confident at presentation end (%) Increase in proportion of ALs who felt confident at presentation end compared to start (%) Confidence increased when delivering online tutorials 18 82 64 Supporting student at a distance in forums 55 100 45 Supporting student at a distance when using email 91 9 TMA marking 36

Results 3: Evaluation of workshops Workshop Title Respondents attended or watched recording (n=16) Useful + Very Useful(percentage of respondents) Adobe Connect and the first tutorial 16 100% Getting started 15 AL essentials 14 Supporting nursing students 10 56% Preparation for TMA01 13 91 % TMA01 reflection and looking forward to TMA02 73% TMA02 reflection, TMA03 and exam preparation 11

Results 3: Evaluation of generic activities AL Essentials Three of the respondents had not tackled AL Essentials at all with the remaining ALs covering, some, most or all parts. Overall the feedback suggested there was too much to cover and to begin with the ALs wanted to get to grips with the module material. Tutoring online Attended by 12 of the 16 ALs. The comments were positive.

AL essentials overwhelming Didn’t feel part of cluster Most anxiety around online tutorials when started Good mentor essential Didn’t grasp importance of moderation of TGF early enough Like to be given tasks in workshops ALs have wider range of previous experience Timing of events important Tutor moderators course very useful Confidence in most aspects increased by end of 17J: induction/experience Like opportunity to interact with other new ALs Mentor and ST support invaluable – amount of support varies Online workshops useful

Conclusions and future work AL previous experience varies ALs more confident in role at end of first presentation. Data doesn’t confirm how much is due to induction programme Results informed phase 2 (18J) and new STEM AL induction Feedback to ALSPD sharing with other faculties

Induction programme 18J School based Programme of five ST led AC workshops bespoke for LHCS ALs (Including TMA marking, exam prep) Faculty based Online and F2F New tutor forum for queries on STEM AL site Generic training AL Essentials - self-directed induction Tutoring online course Adobe Connect training

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