Innovation in After-School Programs: Effects of Professional Training on the Benefit of Collaboration

• In Event: 25.054 - Harnessing the Full Potential of High-Quality After-School Programming: Approaches to Collaboration, Professionalization, and Innovation

Abstract

This study aims at a better understanding of the organizational structure of after-school programs, and their potential for innovation. On the basis of a quasi-experimental study, the effects of professional training arrangements are discussed.
Today, many communities in Switzerland offer structured after-school programs for school-aged children. Due to the lack of comprehensive quality standards, systematic research on the topic in Switzerland is sparse (Maag Merki, 2015). We learn from research that the quality of after-school programs is strongly related to the qualification of the staff who establishes healthy personal relationships with students and to a continuous focus on organizational change and improvement (Vandell, 2014; Devaney et al., 2012; Mahoney et al., 2005; Yohalem & Wilson-Ahlstrom, 2009). Moreover, many German studies highlight that collaboration with other educational professionals in the community (teachers, social workers etc.) is expected to be an effective governance tool for innovation (Speck et al., 2011). This is especially important for the focus on academic enrichment of after-school programs and their integration in the public school system.
According to the social capital diffusion of innovation theory (Carolan 2014; Daly 2010), we assume that innovative practices in after-school programs diffuse in a social system of exchange, influenced by the aspects of context, collective and individual attitudes. Accordingly, professional and innovative practices not only depend on the degree of individual professional autonomy but also on collaboration with professionals in the field.
In this quasi-experimental study with two treatment groups and one control group we explore how learning about the benefit of collaboration in formal training diffuses from program directors (N=19) to their staff (N=61). We investigate, whether those attitudes are individual or collective and stable over time, controlling for differences between experimental conditions and roles of the individuals.
The repeated measures ANOVA shows that although the rating of the collaboration process of the staff changes significantly over time F(1.83; 109.8=3.38, p<.05), the improvement is not related to the treatment or control condition (F(3.61;104.59)=0.94; p>0.5). Moreover, this significant effect cannot be replicated for the program directors (F(1.42; 25.47)=0.24; p>0.5). Looking more closely at the different conditions of training displays converse trends between the groups which have to be further analyzed by controlling for covariates on individual (presence in the ASP, age) and collective levels (collective self-efficacy; climate, innovative practice).
In line with previous research, these preliminary results suggest that the development of attitudes towards collaboration is malleable but rather influenced by individual starting points and trajectories than collectively shared approaches (Sheldon et al. 2010; Speck et al. 2011). Therefore, innovation in after-school programs measured by attitudes towards collaborative practices should be further analyzed by considering individual characteristics but also by the context of the setting. Individual, practice-based coaching of staff might be more effective than formal training with directors. We like to discuss, on which level specific training should be available for all after-school staff members because processes of professional learning are likely to affect individuals according to their varying experience and position in the field.

Author

• Michelle Nathalie Jutzi, University of Zurich