Aim of the policy
Learner induction is an essential element of the training course and the learner’s journey. The aim of induction is to enable the learner to settle into the program quickly and help them succeed. There is an increased awareness that a strong induction policy has a more positive effect on learner retention. Learners that are not quickly integrated academically and socially especially on longer courses of a few days or more will more likely withdraw in the earlier stages of the course than leaners who feel a sense of academic and social belonging.
Scope of the policy
The learner induction policy will apply to all courses delivered by Faces Aesthetics College. The process of the induction will involve face to face activity or in some cases online.
The Induction
It is a requirement that every learner will undergo a course of induction to introduce them to their program of study, delivery personnel and the environment in which it is to be delivered. Induction initiates learners into the values and working practices of the course and integrates them with their peers.
Tutors are responsible for the induction process at the beginning of every course and Placement co-ordinators are responsible for initiating inductions before work placements start with the Manager of the salon where work placement will take place. Copies of which must be made and kept with the student’s records.
The elements of the course induction are as follows:
Introduction to the program
The aims and learning outcomes of the training course
Introduce the trainers, assessors, and other centre staff that the student will need to liaise with.
Explain the arrangements for teaching and learning, including the timetable.
The overall course structure and given a detailed overview of the course, timetable and activities for the year.
Learning and teaching methods of the course (i.e. learning styles, e-portfolio, enrichment and activities)
Introduce and discuss attendance procedure and timetable for the course.
Clear information about assessment procedures
Introduce and plan the review process.
Introduce and discuss the personal learning plan
Apprentices/Work Placements
Confirm where on and off the job training will take place.
Explain the role of the learner’s supervisors and/or mentor.
Discuss employment rights and responsibilities.
Determine the Learners Personal Training Plan:
The course tutor/assessor should determine and confirm the learner’s personal training plan and through learner participation, set challenging and realistic targets for the next stage of their development.
Policies and Procedures:
The induction should provide a comprehensive explanation and raise awareness of company policy and procedures. The induction should develop an awareness and understanding of the rights and responsibilities of both staff and learners. Learners should be introduced to procedures such as; arrangements for reporting absence, making complaints and the organisations punctuality and attendance standards.
Learner Support:
Learners should be informed of learner support and raise awareness of ways of accessing support Mechanisms. The induction should identify, as early as possible, learners with learning difficulties or other needs, in particular ‘at-risk’ learners should be referred for support as required, with progress monitored and reviewed.
Resources:
The tutor will provide an introduction to any specific course resources; this might involve a specific project, such as e-portfolio training, Your aim is to train learners on how to access and use the resources and understand the importance they have in supporting the learner in their studies.
Learner Voice:
Training for today is committed to listening to its leaners and to taking their views into account in the development of its provision. Faces Aesthetics College operates a variety of practices that capture the learner’s voice, such as focus groups, learner questionnaires and feedback forms and other formal mechanisms of learner feedback.
Placement:
Learners should be given information regarding the regulations of the course in respect of placement or work-based learning.
Progressing onto a higher level course:
Learners progressing to the next level of their course should be introduced to the content and structure involved in that level. In particular, learners should be made aware of the increasing challenge of the work involved and any elements, which are different in that level. The induction should enable learners to review their progress and manage their transition to their present course.
Introduction to Peers:
During the induction, tutors/assessors should attempt to facilitate the social integration of learner’s (if possible). This might take the form of participative exercises, for example ice breakers, which allow learners to introduce themselves to each other.
Introduction to staff:
During the induction Tutors/Assessors should attempt to facilitate the social integration of learners with staff, whether that is tutors, assessors and support staff, outside visitors or volunteers.
Assessment:
The induction period is critical in establishing that they understand the assessment regime for the course. It is also a key period for finding out more about the learner’s academic achievements, potential, their knowledge and skills.
General:
At the end of the induction process finish off by answering any questions the learners may ask, ensuring the learners know who to contact if they have any further questions.
Follow up:
In the weeks following the induction, reviews can be used to check that learners still understand the information given during induction and making good use of it.
