putting training and learning in context: the value of qualitative methods alan felstead

36
ting Training and Learning in Conte The Value of Qualitative Methods Alan Felstead

Upload: oswin-chase

Post on 18-Dec-2015

214 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Putting Training and Learning in Context:The Value of Qualitative Methods

Alan Felstead

Page 2: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Structure of Workshop

1. Summary of the Argument2. Health and Fitness Sector3. Methods4. Results

Part One: Presentation

Part Two: Interaction

1.Q&A2. Discussion Points3. Applicability to SSCs

Page 3: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Part One: Presentation

Page 4: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

The ‘Good’ Face of ‘Training’

• Policy assumption: training & skills are the key levers to economic success• Training teaches new skills & a thirst for learning• Training enhances labour mobility & pay• Training raises business performance

Page 5: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

The Evidence Base

• The ‘good’ face is based on survey evidence• What is learnt, by whom & why difficult to capture• Events recorded largely context-free (some attempts but inevitably limited)• Dynamic role of training difficult to capture in survey work

Page 6: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Argument & Substantive Finding

• A fuller understanding of the role & function of training & change over time requires a case study approach• Training can stifle and prevent learning• Sources of knowledge may be off-limits & out of reach (with script writers upstream in the productive system & away from the point of delivery)

Page 7: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

2100

2200

2300

2400

2500

2600

2700

1998 1999 2000 2001 2002 2003 2004 2005

Num

ber o

f Clu

bs

Page 8: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Treadmills

Bikes EllipticalCross Trainers

Rowers

Cardiovascular (CV)

Page 9: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Single Resistance Machines

Bicep extensions Seated leg curls

Page 10: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Free Weights

Bicep/tricep extensionsBench press DumbbellsBarbells

Page 11: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 12: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Methods

• Stakeholder interviews (3)• Operator-level interviews (11)• Club-level management interviews (9)• Observation of conventions – 2 day event• Participant observation in 2 day event for ETM instructors• Follow-up interviews & observations with fellow trainees• 15 ETM interviews – most at evenings & weekends

Page 13: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Attendance gives 4CPD points

Page 14: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 15: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 16: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Two Productive Systems

1.Freestyle (DIY). Began with Step in late 1980s with platforms being manufactured & sold for studio use, but little centralised instruction2. Pre-choreography. Launched in NZ in 1990, entered UK in 1997 with 7 programmes, now in a fifth of UK venues – BTS is the dominant user of this system of delivery

Page 17: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

BodyAttack(floor

aerobics)

BodyBalance(mind & bodyconditioning)

BodyCombat(boxing &

karate)

BodyJam(dance)

BodyPump(resistancetraining)

RPM(indoor cycling)

BodyStep(step

aerobics)

Page 18: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

BodyStep BodyPump BodyAttack BodyJam BodyBalance RPM BodyCombat

Num

ber

of O

pera

tion

al Y

ears

June 1990

December 1991

March 1993

March 1997

March 1998

September 1998June 1999

Page 19: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

1224

951

761

348

288215 205

0

200

400

600

800

1000

1200

1400

BodyPump BodyCombat BodyBalance BodyAttack RPM BodyJam BodyStep

Num

ber

of V

enue

s in

Eng

land

, 200

6

Page 20: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Features of BTS• Pre-packed product delivered by instructors • Clubs licensed for 12 months to put BTS on timetable – fee paid• Instructors need club-affiliation to access initial training + NVQ 2• Initial training (2-3 days) + assessment• CPD (attendance at 3 out of 4 QWs when new release issued)• Elements of ‘licence to practise’ but not allowed to freely roam

Page 21: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Contrasting Labour Process Regimes

1.Freestyle (instructor centre stage): - analysing & selecting music - choreographing the moves - presenting their image

2. Pre-choreography (instructor mimics another): - sounds selected & remixed - choreographers fit movement to music - image makers promote clothes selection & use of dialogue

Page 22: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 23: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Music segments

Music phrasing – 32 count blocks

Shorthand for moves Instructor dialogue

Beats per minuteabsent

Page 24: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 25: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 26: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 27: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 28: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 29: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Trainees are Drilled to Conform

• Everything pre-packaged & easy• Specialised knowledge & decision-rules in-built into artefacts (DVDs, notes, QWs)• Repetitive viewing of DVD• Compulsory attendance at QWs• Mimicking of Master Trainers encouraged – clothing, language & even bodies!

Page 30: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 31: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 32: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead
Page 33: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Conclusion• Music mapping, choreography & inventiveness are not ‘must have’ skills in a pre-choreographed world• Standardization requires follow the scripts written by others!• This formulaic solution cheapens labour & makes high labour turnover & absenteeism easier to cope with• Contrary to popular belief training can deaden rather than awaken individual creativity

Page 34: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Part Two: Interaction

Page 35: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

1. Q&A on presentation2. Do you see any value in your SSC sponsoring in-depth case study research?3. What, if any, case study research has your SSC sponsored?4. Should more in-depth case study work be carried out by SSCs?5. What issues can it help to illuminate?6. Is the survey the best (and only) method SSCs should use?

Page 36: Putting Training and Learning in Context: The Value of Qualitative Methods Alan Felstead

Contact Details:

[email protected]