Work placement programme

Orientation

Prior to the students going to the workplace they attended a two day induction seminar at the school to prepare them, and to promote the ethics and culture of the

workplace. Representatives from all the work providers were present who gave short introductory presentations on their companies.

Activities

The cohort spent eight weeks at five work site locations, and it was intended that the activities practised at school would be further developed and expanded at the

workplace. Data were collected continually over the eight weeks by, observation, field notes, in-depth interviews, and student journals. Teacher and work site supervisor assessments were made on the cohort performance (see appendix C).

At the end of the work placement, a focus group interview was conducted to get student reaction to the experience. The group presented as more relaxed and confident, and self-assured.

Week 1

The cohort spent a week at Banglamung Electric Authority, practising electrical wiring applications, maintenance, and replacing faulty equipment. They were divided into pairs and dispatched to customer locations. The focus was on building teamwork skills and developing customer liaison skills.

Weeks 2, 3 & 4

The placement was at a building contractor, in the process of installing a new lighting and circuitry system at an apartment block. The experience provided the students with valuable ‘hands-on’ time and further teamwork building skills. They were also able to demonstrate their proficiency and aptitude to work with limited supervision.

Weeks 5 & 6

Two weeks were spent at a cable television network provider. The cohort practised cable laying from outside stanchions and making the link and connection to the customer’s premises. The placement exposed the students to diverse skill areas not only in cable television systems but also learning to adapt to a new environment. They were required to demonstrate teamwork skills, an aptitude for learning new technology and effective customer communication.

Week 7

and providing a maintenance and repair service. They were able to experience

technology and work skills, which are taught at only an elementary level at school and learn the technology in greater detail at a variety of locations.

Week 8

The final week of the programme was with another air-conditioning systems supplier. They were exposed to technology and skill standards that are not covered at school.

Focus group interview

At the conclusion of the practical activities in the work-based learning programme the cohort was interviewed again to get their views of the experience, and to see what aspects of the programme need to be changed before implementing cycle 2. The students presented as more confident, self-assured, and had developed an open mind as a result of the programme. They showed enthusiasm to put forward their ideas and were keen to join in the discussion. The moderator probed to discover the issues, which concerned the students regarding the programme implementation, and how the programme can be improved.

Reflection

Implementation was a crucial undertaking in the action research gestation. Students were involved at all stages and their opinions and concerns recorded via triangulated data. The process of reflecting and considering how best to improve activities and their future development was crucial. The school committee analysed the outcomes as they occurred, and reflection was a continuous process. The issues of concern to be debated prior to cycle 2 were:

- Insufficient instruction in student preparation regarding crucial work environment regulations.

- Insufficient understanding of the students’ characteristics and nature by the work site.

- Inadequate teaching standards to transfer information.

3.7 CYCLE 2

3.7.1 Search conference

The stakeholders met again to reflect upon the outcomes from the first cohort of students, and to consider what changes need to be implemented to improve the

programme at school and at the work site for the second cohort’s experience.

Addressing the problem Technical content

The topics covered at school and at the work site should be more carefully integrated and the subject matter covered, allow time for more in-depth instruction and learning to be achieved. Because of the practical problems encountered in the first cycle with meters and transformers it was agreed not to include these subjects in cycle 2 but still include them in the normal curriculum. The next cycle of the programme

concentrated on three areas of instruction:

- Air-conditioning and refrigeration systems

- Television cabling networks

Work site codes of conduct and health and safety regulations should be more comprehensively communicated together with basic work skill standards.

Teaching and communication

Prior to the school-based programme an induction seminar for the school staff and work providers was held on campus to agree the subjects taught and co-ordinate the school-based and work-based components of the programme. It was important that the teaching standards achieved an appropriate uniformity at school and the work site. The instructors at the work site locations needed to be familiar with the nature of the students and adjust their teaching styles to accommodate student understanding, to enable a good rapport and effective instruction.

Student discipline

To rectify the problems of time-keeping, behaviour at work, and general conduct, it was agreed by the stakeholders to increase the teaching supervision and instruction at school and the work site, to improve the student awareness of working standards. Particular attention was to be given to all aspects of health and safety procedures.

The cohort in cycle two was given increased mentoring facilities at school and on location at the work site. The mentors helped as facilitators with the work

placements, to assist the instructors as appropriate. It was hoped the increased

presence of mentors would overcome some of the problems experienced by the cohort in cycle 1.