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Copy of Induction 2014

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by

Chris Seal

on 20 May 2014

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Transcript of Copy of Induction 2014

The
'why are we doing this?'
moment
CPSeal / CJMiddleton - 2014
Managing and Developing the Induction Process
Establish competency

Establish the right
environment
So what do we do then?
The Final Step?
Whole staff team committed to achieving good quality care for children and young people
Recognition that this work is a continuous learning process
Learning depends on existing practice and on support/training
Questioning, discussion and debate are encouraged – particularly by new and inexperienced staff
Structures which support learning
Return to the Criteria
(The Competent Workplace)
before, on and after arrival
continued training and development
appraisal.
Stages of Induction
By what methods does effective induction take place? By whom?
• Briefing
• Written guidance and documentation
• Observation, shadowing and feedback (coaching)
• Role play
• Mentoring
e-learning?
Effective Induction - How?
The key question:
What do new staff need:
to understand ( about the nature and framework of providing effective care in this community)
to know (about the pupils, about the systems, procedures and policies)
to be able to do (skills and strategies)
to fulfill their role and responsibilities?
Developing competent staff
Effective care, supervision and support for pupils
Consistency in applying policies and procedures
Development of team
Support for house ethos
Reduced risk
Benefits for House:
Development of competence and confidence
Involvement and ownership
Development of understanding, knowledge and skills
Working safely
Empowerment
Integration - making relationships
Support
Accountability problems foreseen/support needed?
Benefits for member of staff:

What are the aims of an effective induction process?
Initial Question
“ The caring school does not emerge simply as a by-product of good intentions. It presents a goal that has to be deliberately planned and worked towards. For that reason, in determining its policies, the school should identify objectives which will enable it to translate caring intentions into action.”
Tomlinson (1998)
Whole staff team committed to achieving good quality care for children and young people
Recognition that this work is a continuous learning process
Learning depends on existing practice and on support/training
Questioning, discussion and debate are encouraged – particularly by new and inexperienced staff
Structures which support learning
The Competent Workplace

“Residential care is team work in a competent workplace.” (Kahan 1994)
THE COMPETENT WORKPLACE
Devise an Induction programme and checklist for the first half term (6 weeks).
The Task


BBP 5 Developing the Gap Assistant's Role
BBP 10 The Boarding Handbook
BBP 14 Managing Pastoral Teams
BBP 22 Joining the Team
Sharing good practice

cjm@millfieldschool.com
so what are the benefits of this?
Have you opened
the door to success
for your staff?
Resources
BEFORE
ON ARRIVAL
EARLY DAYS

Induction starts on interview
Job description
Social functions
Tours
Handbooks
Shadowing if you can
Introduce to pupils and parents
Policy
Meeting to clarify expectations
Shadowing if necessary
THIS IS THE KEY STAGE
Training
Feedback
Communication
Going solo
Reflect
on your
system's
focus
DON'T FORGET ABOUT ME?
Full transcript