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IntroductionIt is generally accepted that role models can positively influence aspirations and behaviour. This toolkit aims to provide a practical basis which organisations may use to recruit and support role models drawn from minority groups so that the organisation may engage more deeply with those minority groups. It was derived from running a pilot programme of BME role models across several north eastern FE colleges in order to encourage greater BME participation in further education, although it has been developed further to provide a basis for a wider range of role model programmes.

How to use the ToolkitThe main navigation for the toolkit are the arrows running down the left of the screen which will take you to each section of the toolkit. These arrows mirror the design of the overview which is the toolkit’s logical starting point.

Within each section, you will find a description and a series of hyperlinks under the headings; ‘Key Actions’, ‘Generic Documents’ or ‘Examples’. Clicking on these hyperlinks will open up new documents which you can download or just read on screen.

This toolkit was designed as a flexible tool for you to use in the development of your role models programmes and to add to it over time.

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Pilot role models programmeThe aim of the pilot programme was to encourage greater BME participation in further education - particularly beyond Level 1.

o The pilot ran from October 2008 – July 2009 o Aiming to assist in overcoming critical barriers to BME progressiono 6 north eastern FE Colleges were involvedo Initially 18 role models were identified, of which 11 were retainedo Colleges identified and assisted in recruiting role modelso Role models were recruited, trained and supported by Wood Holmes and College staffo The role models engaged with 73 BME mentees, leading to 26 BME enrolments by July 2009o Role models and Colleges expressed positive responses to the programme o A number of key points of learning emerged from the piloto We are very grateful to the participating Colleges who so kindly gave their support to the BME

role models programme.

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Context for Pilot role models programme

There has been a persistent participation gap in learning beyond Level 1 between White learners and BME learners at many Further Education Colleges in the north east region. A previous study for the LSC North East [1] identified that BME individuals face many barriers to progression, including the following, some of which require a shift in engagement with, and awareness and attitudes amongst, BME potential learners which could perhaps benefit from role models:

o Being obliged to start from scratch despite relevant foreign qualifications and experience.o Low prior educational attainment, including literacy, numeracy and English Language.o A lack of recognition of existing foreign high level qualifications by UK employers and

learning providers.o Confusion over entitlement to ESOL training.o Lack of early intervention with refugees and migrants (due to legal restrictions for asylum

seekers).o Low understanding of the North East job market.o Social expectations of the family – increased commitment required for higher level courses.o ‘Unfriendly’ colleges, including - inconvenient course times, learning styles that are at odds

with the UK style, lack of provision for faiths (i.e. facilities for prayer and flexibility in course times), and learning “with kids” (lack of respect).

[1] Addressing Inequalities Research, Wood Holmes Group for the LSC North East, March 2008

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Context continued…

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Context for Pilot role models programme continued

o Preferences and expectations for HE over FE from the family

o Failures to challenge racist discrimination in schools and colleges

o Fear and isolation, particularly among first generation Bangladeshi and Pakistani married women

o A lack of confidence in engaging with colleges and other learning providers, and a lack of empathy and adjustment by providers’ front of house staff

o Poor, or no, marketing to BME groups by providers

o Childcare issues

o Lack of/ poor transport

o Bad advice from others resulting in repeating Level 1

o Employer discrimination – no work placements available

o Cultural issues

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Support Staff & role model selection and recruitment

Explore programme rationale

Role Model Training

Supporting Role Models

Feedback, evaluations & result

→ Determine if a role models programme is appropriate→ Gain buy-in from senior decision maker

→ Introduce programme concept internally→ Identification of appropriate support staff→ Identification of potential role models→ Recruited role models

→ Agreed understanding of the programme, roles and support → Trained role models with adequate confidence to perform effectively→ Basis of a role model peer support group→ Basis of relationships between support staff and role models

→ Retained or replaced role models, working effectively and in an agreed manner, towards programme goals

→ Log of issues arising and level of support provided as the basis for programme improvements and evaluation

→ An understanding of the impact of the programme - hard and soft outcomes→ An understanding of how to improve the programme in future and adapt it to

other issues

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Intro

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Toolkit Overview – The Key Stages

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Key Activities:o Determine if role models

are appropriateo Introduce programme to

decision makers & get their commitment

Generic documents:Key points of learningConsiderations Programme introductionExample:Introduction letter to College Principals

They may sound obvious, but there are some key questions to consider – these are outlined on the next page and greater detail is given in the considerations document which you can download. Once you are satisfied that a role models programme makes sense for your specific context, it is critical to get buy-in from senior decision makers in your organisation as well as from those who will be directly supporting the role models and their supporters.

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Exploring Programme Rationale

It is critical for success that the role models programme has clear aims, senior level commitment and adequate resources – but there are other practical considerations too – so this section:

o Covers the need for, and aims of, a role model programme within a Provider.

o Sets out the key factors and practical issues to consider when determining whether or not to run a role models programme.

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What problem are we trying to overcome?

What objectives are we hoping to achieve?

What specific type(s) of people are we trying to engage with ?

What are our options to engage with these types of people?

What are the benefits and disadvantages of the alternative approaches?

How practical is it?

Can we access enough role

models?

How long should we run the

programme?

How do we gain buy-in and sustain the programme?

Who will do it?

Budget?

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Do we have the resources to support role

models?

Establishing Programme Rationale – Key Questions

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Key Activities:o Identify support staffo Identify potential RMso Brief RMso Interview and recruit RMso Set up RMs payment

systemo Fix training date

Generic documents:Support staff specificationRole models specification

o Covers factors to consider when recruiting and selecting role models (RMs) and their supporters;

o Describes the process used to recruit and select role modelso Shares our pilot experience.

Once it has been decided that a role model programme is desirable, practical and supported by senior decision makers, it is critical for success that the role models are carefully selected and appropriately recruited – so this section:

Support staff and Role Model selection and recruitment

Support Staff

Role Models

Examples:Presentation: Introduction to the ProgrammeRole model recruitmentquestionnaireRecruitment FormsPilot programme experience

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Identify potential support

staff

Identify expected support

staff

Introduce programme &

activities

Identify potential

role models

Brief potential

role models

Set up role models

payment system

Set up role models training

dates

Interview & recruit

interested role models

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Provider support staff specification and recruitment

Support staff should be:o Available to offer support on an adhoc basis to a number of role models over an extended

period of time.o Selected on the basis of attitudes towards, and knowledge of, the specific minority (sub)

group targeted, e.g. BME, gender, etc. o In agreement with the aims of the programme and be interested in furthering them.o Experienced or have abilities in mentoring, presentation skills, communication and

networking – this is advantageous, but not essential.

Support staff should have:o A positive outlook.o An ability to build instant/ quick rapport with role model individuals and community

representatives.o A willingness to work with and maintain dialogue with role models and where necessary with

external community /minority groups.o People management/ motivation skills.

Introducing the programme to potential support staff should include:o The purpose of the role models programme, who it is aimed at and briefly, the rational

behind it.o Identifying and agreeing expected role model activities.o Identifying and agreeing expected support staff activities and the time available to give to

supporting role models.o Gaining their commitment to the programme.o Gaining their suggestions for role models/ accessing role models.

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Role model specification

Role models should be:

o Selected on the basis of loose fit with the specific minority (sub) group targeted, e.g. BME, gender, etc. and their fit with an individual provider’s specific objectives relating to the role models programme e.g. Must be/ have learned to at least Level 2 in FE or WBL – ideally in a non traditional subject for their ethnic group.

o As much as possible, selected through a bottom up approach e.g. chosen by the target group as a person they would aspire to be like, yet who is real to them and has shared some of their difficulties/barriers.

o In agreement with the aims of the programme and be interested in furthering them.o Experienced or have abilities in mentoring, presentation skills, communication and

networking is advantageous, but not essential.

Role models should have:

o A positive outlook.o An ability to build instant/ quick rapport with target individuals and community

representatives.o A willingness to work with and maintain dialogue with all targeted minority groups and

mainstream groups – both students and staff (and in some circumstances, with external community /minority groups.

o Achieved something positive as a result of their previous learning (which itself should fit with the learning provider’s programme aims) e.g. got a job as a result of gaining Level 2 qualifications.

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Introducing the programme to potential support staff should include:

o The purpose of the role models programme, who it is aimed at and briefly, the rational behind it.

o Identifying and agreeing expected role model activities.

o Gaining their commitment to the programme and to attending the formal programme briefing.

Role model specification continued

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Recruiting role models – Pilot programme experience

o After introducing the programme to the key decision makers and the support staff, they initially shortlisted individuals as potential role models. Individuals expressing an interest were also encouraged to apply to provider staff to become role models.

o In our experience, students that had a good academic record, had organized cultural events and had good interpersonal skills were contacted by college leads directly. In some cases they were contacted through college tutors who had seen them progress on their courses.

o Role models were then briefed about the programme by provider lead staff and those showing an interest asked to come to a recruitment day presentation, followed by an individual interview to capture their backgrounds, their understanding about the aims and objectives of the programme, availability and their interest in joining the programme.

o The students who showed a good understanding of the aims and objectives of the programme and its purpose, who were a good match to the selection criteria and had adequate availability and a positive outlook were selected as role models.

o Relevant provider staff (e.g. those who proposed the individuals as role models) and the role models are then informed about their selection.

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Role model training

Key Activities:o Set up RM training

sessionso Develop and deliver RM

training programme o Evaluate trainingo Provide RMs further ad

hoc coaching if needed

o The aims of the programme and the target groupso How they will be managed and supportedo The types of activities they could carry outo The need for succession planningo How to evaluate their activityo Networking skillso Presentation skillso Drawing up a draft action plan for their first month

It also provides the opportunity to:

o Give practical training and practice sessions in key techniqueso Allow the role models the chance to meet each other and the

support staff.

o Please see the examples and templates provided

Once the role models are recruited, they need hands-on intensive training. Role model training is obviously critical and is designed to inform them in some depth about:

Please note that it may be necessary to provide coaching face to face and over the phone to individual role models who, although appearing confident at the end of training, become concerned as their initial planned role model activity nears.

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Role model training – an example

Day One:o Aims & objectives of

programme.o Complete self-assessment.o Personal experience sharing.o Role model management,

activity recording etc.o Introduction to networking,

establishing rapport with individuals & presentation skills.

o Presentation tips and preparation.

o Repeat self assessment.

The exact structure of the training sessions is flexible, but is perhaps best split across two days to avoid overload and to enable the role models to consider the elements described in the first session and ask questions to clarify their understanding during the second session: E.g.

Day Two:o Role model presentation

practice sessions.o Practical tips on presenting,

organising events, researching target groups etc.

o Overcoming concerns.o Practice in completing a draft

action plan.o Practice in completing

timesheets.o Review willingness to be

involved.

Examples:o Training sessions o Training Plano Timesheet

Generic documents:o Action Plan Sheeto Training Evaluation:

- Start - End

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Supporting role models

Key Activitieso Phone contact/

coachingo Face to face contact/

coachingo Making introductionso Logging support

Generic DocumentFeedback Monitor

ExampleSupporting RoleModels

o Maintaining the relationshipo Building the role models’ confidence and/or skillso Building and maintaining momentum in role model activitieso Developing and implementing plans appropriatelyo Addressing issues in a timely fashiono Checking time usage/pay claimso Sharing key information (e.g. about new courseso Giving feedback to role modelso Discussing outcomes expected and achieved

Support staff may need to:

o Make initial contact with relevant community groups on behalf of the role model(s).

o Introduce role models to relevant individuals from key departments, to new students that require help and to community groups etc. as needed.

o Help role models to prepare and rehearse presentations.o Help role models in how to advise people about course options.o Log the amount and type of support given to each role model for

use in feedback and evaluation.

Regular coaching/mentoring and general help from provider leads will be needed by role models. Regular support by telephone/ face to face is essential for:

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Supporting role models – Pilot programme experience

Examples:Role model example Presentation

Role model exampleTimesheet

Role model example Action Plan

o The role models were introduced to members of college staff from departments such as Marketing, Admin, IT and Learning Support to create a support network that role models could approach for help during their activities.

o These staff and support staff: > Used their networks, identified and

contacted relevant community support centres to introduce the programme.

> Introduced role models to community centre staff and to new students that they identified as requiring help.

> Provided IT support where required. > Booked rooms for presentations or coaching activities.

o Role models typically needed around 15 - 30 minutes’ telephone support per week which covered:

> Discussing a plan of action for the next week which included setting objectives, scheduling activities, ensuring time sheets were filled with previous week’s activities, signposting learners to new courses in the college or nearby community centres and current coaching activities being undertaken for new learners.

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o Avenues where new learners could be contacted, including encouraging role models to get the college staff to help by using their networks to locate new learners .

o The impact of role model activities on each learner - with a constant focus on helping the learner to progress in his / her course or sign up to a new course.

o Some role models also needed ad hoc face to face support to: prepare and rehearse presentations; approach community centre staff and potential new learners; research sources of potential new learners; handling new enquiries.

o The colleges benefited from including role models in marketing campaigns.

Supporting role models continued

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Contacting Community Support Centres – Pilot programme experience

o Relevant community support centres were initially identified from the local directories, internet and local knowledge and networks.

o A database (an excel spreadsheet) was compiled of the relevant community support centres, with columns to capture:

Organisation name : Address : Phone number : Email : Website : Contact name : Contact title : Type of organisation : Date contacted : Result of contact

o Each organisation was contacted by phone to identify the relevant contact (mainly community centre managers, co-coordinators for different skills courses and BME network coordinators) and to introduce the programme.

o Role models from respective areas were introduced to the contacts in those centres. The contacts provided the role models with an opportunity to present the programme to learners in those centres:

> after their classes / activities for the day concluded.> via community events such as new year’s celebrations, cultural festivals and pot

lunches where there was a greater possibility of meeting new learners in a relaxed environment.

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Feedback, Evaluation and Result

Key Activities:o Feedback gained via

support sessionso Assessment of timesheets

and support logged per role model

o Feedback to independent evaluator – regular and final evaluation

o Feedback between role models and provider leads as part of the support processes (used as part of the normal support process); and

o Feedback between:

> Role models and an independent person about their activities, progress, issues addressed/ to be addressed, outcomes achieved, the level and quality of support from college support staff.

> Support staff and an independent person about the programme and specifically their role models’ activities, progress, issues addressed/ to be addressed and outcomes achieved.

> The outcomes may include hard (e.g. enrolments) and soft outcomes (e.g. confidence building – see the case studies).

o These feedback processes will need specifically developed questionnaires or topic guides to assist in the feedback discussions and analysis.

The monitoring process would be best undertaken by a person who is independent of the programme.

Regular (but infrequent) feedback includes both:

Generic document:Feedback monitor

Examples:o Evaluation interview Topic guide – role modelso Evaluation interview Topic guide –support staffo Case study 1o Case study 2o Case study 3o Case study 4

Case study 5o Case study 6o Case study 7o Case study 8o Case study 9

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Feedback, Evaluation and Result – Pilot programme experience

Process:o Support workers were contacted over the phone to discuss the progress and activities of role

models.

o Internal meetings between support workers were helpful to: > Explore avenues to reach potential target learners > Gauge the level of satisfaction over role models’ performance > Ways to increase role models’ effectiveness

o The final evaluation sessions with support staff and role models were undertaken by an external evaluator to evaluate the programme in an anonymous and confidential format.

o These were useful to find out: > The support staff and role model’s perceptions of their experiences> Programme’s strengths and weaknesses > Potential improvements to the programme> Programme impact (against its targets)

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Towards the end of the programme, a final debrief meeting is also needed with all college support staff and role models to summate their experience, progress and results, seeking ways to improve and sustain the programme in future. Please see the examples we used for role models and for support staff. Successful role models should be rewarded and their achievements recognised by the Provider.

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Feedback, Evaluation and Result – experience continued

Results

o Role models that had greater support from their support staff performed better than the others and were far more confident in their activities.

o Between them, they worked 226 hours in total, resulting in presentations to 230 potential learners, of which 73 were supported by the role models, leading to (as at July 2009) 26 enrolments.

o Role models liked the programme because:> Their experiences – meeting and encouraging new people> Partial financial and career incentives> Impact on role models - E.g. BME networks; jobs; confidence; relationship with college

o Difficulties encountered included:> Some colleges with large participation gaps did not take part > Small BME population led to recruitment and matching difficulties, role model’s

shortage of time, heavy impact of life events on retaining role models, and succession issues.

> Managing role models remotely> Short timescale

o Key points of learning emerged from the pilot, which have been built into this toolkit

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Feedback, Evaluation and Result – experience continued

“What I really like about the programme is that it stops my students just stagnating. Usually they come to us for ESOL and somehow they don’t have the confidence to go and do other things in college, yet they are all quite capable of doing it.”

“The college is also a bit wary of anyone who is foreign because they worry that the learner will not understand the teacher and may not cope with the course, etc. So on both sides there is a bit of reluctance to deal with ethnic minorities.”

“But this programme has worked both ways. It has helped the college to see how good people from other countries can be and that they can do it. On the other hand it is also helping those from ethnic minorities.” (College lead)

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Wood HolmesHead Office Floor 17 Cale Cross House, 156 Pilgrim Street, Newcastle upon Tyne, NE1 6SU

www.woodholmes.co.uk

t: 0191 2112999e: contact:@woodholmes.co.uk

LSC North EastMoongate House5th Avenue Business ParkTeam Valley, GatesheadTyne & Wear, NE11 0HF

www.lsc.gov.uk

t: 0845 019 4181e: info@lsc.gov.uk

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