Student expectations for support and guidance during work-based learning experiences

1. JMU Learning & Teaching conference - April 2004 Student expectations for support and guidance during work-based learning experiences Simon Bicknell School of PE, Sport and Dance

2. An interest! • Organisation of WBL placements for students • Butlins lifeguard • The massage placement

3. An interest! • Concerns about the effectiveness of WBL

4. An idea! • Student comments • Group tutorial sessions • Mentor training event at JMU • Guidance for WBL supervisors • Lecture session content….. • “Investigating pupil expectations of their teachers”

5. An idea! • “pupils regarded favourably teachers who kept order, were strict and punished pupils; who actually taughtthem and kept them busy with work; who gave explanations, were helpful and could be understood; who were interesting, unusual and different; who were fair, consistent and had no favourites, and who were friendly, kind, talked and joked” (Bailey, 2001, p101)

6. Introduction to the project • This research project was conducted to analyse University students expectations for support and guidance from their work-based supervisor during WBL experiences, and whether these expectations are being met in the workplace.

7. Introduction to the issue • Work based learning (WBL) is an increasingly important element of learning experiences (Walklin. 2002. p124). • Within University-based programmes, WBL is becoming an integral part of student studies (Cohen et al. 2001. p20). • The application of theory to practice • Increased employability

8. Introduction to the issue • University-based supervisors should be aware of the quality of such experiences for their students. • e.g. Experiences during placement • e.g. Student support and guidance • During WBL, students can have a reasonable expectation of guided support from their supervisor (Cohen et al. 2001. p30).

9. Methodology • Survey • During a WBL experience • Local secondary schools • 53 students • PGCE in physical education • Further data was collected from post-placement evaluation forms completed by the students • Debriefing tutorials conducted between the students and their University-based supervisor

10. Research findings • The results [see handout] indicated that the students expected their work-based supervisor to provide support and guidance by being: • a good role model, • having particular attributes as a supervisor, • approachable, • available, • providing 1 to 1 tuition,

11. Research findings • conducting supervisor / trainee meetings, • help them develop as a trainee, • give advice and feedback, • provide examples of materials, • provide Professional training opportunities, • respect the trainees, • understand that you are ONLY a trainee, • create a positive atmosphere in the department, • create good communications between trainees and other staff.

12. Research findings • Furthermore, trainees expected their work-based supervisor to: • Have increased relationships with University staff, • Comply with University regulations for WBL supervisors, • Be experienced in dealing with WBL trainees, • Know what the WBL supervisors’ role is, • Understand how the trainees course works, • Know what trainees are expected to do (clued up), • Be aware of the trainees’ workload during WBL placements.

13. Conclusions • The results from this research do not highlight any new concepts (Capel et al. 1995. p17) • Such support and guidance for students during WBL may be seen as ‘common sense’, and such provision is often taken for granted by University-based supervisors (School of Lifelong Learning, UWIC. 2001. p4). • Such approaches should be seen as ‘normal procedure’ (Minton. 2002. p45).

14. Conclusions • In many cases, such support and guidance is provided by work-based supervisors (Mawer. 1995. p11). • However, feedback from the students indicated that their WBL supervisor is not always forthcoming in meeting student expectations.

15. Conclusions • In evaluating the support and guidance provided during their WBL, • 41% of the students graded at least 1 aspect of their supervisors’ support and guidance as poor • 17% of these students grading the majority of their supervisors’ support and guidance as poor

16. Recommendations • From this research project, the proposed recommendation to University-based supervisors involved in the organisation of WBL is; • to develop and nurture the partnerships with WBL providers, for the enhancement of student learning (Everard and Morris. 1990. p225).

17. Recommendations • Developed partnerships with WBL providers, can be achieved by: • University staff monitoring, moderating, evaluating and intervening where appropriate within the workplace • Providing programmes of WBL supervisor training events, delivered by University-based supervisors

18. Further research • Further analysis of whether student expectations are being met • Investigate factors affecting WBL supervisors and their ability to meet student expectations • WBL supervisors expectations of students during WBL experiences and whether these are met (Capel et al. 1995. p19)

19. References • BAILEY, R. (2001) Teaching Physical Education. London: Kogan Page. • CAPEL, S., LEASK, M. and TURNER, T. (1995) Learning to teach in the secondary school. London: Routledge. • COHEN, L., MANION, L. and MORRISON, K. (2001) A guide to teaching practice (4th ed). London: Routledge / Falmer. • EVERARD. B. and MORRIS, G. (1990) Effective school management (2nd ed). London: Paul Chapman Publishing Ltd. • MAWER, M. (1995) The effective teaching of physical education. London: Longman. • MINTON, D. (2002) Teaching skills in further & adult education (2nd ed). London: Thomson. • SCHOOL OF LIFELONG LEARNING, UWIC (2001) Brief pointers on the mentoring process and PE. [online] www.pe-net.co.uk/pe-pointers.asp (01/10/01) • WALKLIN, L. (2002) Teaching and learning in further and adult education. London: Nelson thornes.