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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
Part One: Presentation
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
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
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)
2100
2200
2300
2400
2500
2600
2700
1998 1999 2000 2001 2002 2003 2004 2005
Num
ber o
f Clu
bs
Treadmills
Bikes EllipticalCross Trainers
Rowers
Cardiovascular (CV)
Single Resistance Machines
Bicep extensions Seated leg curls
Free Weights
Bicep/tricep extensionsBench press DumbbellsBarbells
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
Attendance gives 4CPD points
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
BodyAttack(floor
aerobics)
BodyBalance(mind & bodyconditioning)
BodyCombat(boxing &
karate)
BodyJam(dance)
BodyPump(resistancetraining)
RPM(indoor cycling)
BodyStep(step
aerobics)
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
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
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
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
Music segments
Music phrasing – 32 count blocks
Shorthand for moves Instructor dialogue
Beats per minuteabsent
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!
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
Part Two: Interaction
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?
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