Making Sense of the Data

As the data was being generated, the constructive method of analysis was used to catalogue and sort the information into relevant groupings. Four groupings emerged from the data: project team expectations, the instructor point of view, the outside observer, and the participant party. As the project progressed, each of the groupings began to develop distinct themes and concepts.

Project Team Expectations

The project team was a well-established group with several years of experience in the original program. As it grew to include other departments within the company, a new branch of the team was established. Both teams provided feedback through this process. The main themes that emerged for this category were: a desire to see the continuing growth of the program, a dedication to involving as many community providers as possible, a view of the instructors as the experts in terms of curriculum and delivery methods, and a desire to see the instructors working together to deliver the program.

Instructor Point of View

Each instructor represents a distinct service provider within the community. Most are well known and respected within the teaching community and are in demand for similar programs throughout the city. All of the instructors work on a full-time basis for their provider and are involved in this program as an extra contract. Each instructor involved in the project had an opportunity to provide input and feedback which developed into a number of recurring themes throughout the process. The two most common concepts were the need for a designated instructor team leader to act as liaison between the instructors, the broker organization, and the program team, and a forum for instructors to freely exchange ideas, vent frustrations, and compare materials and delivery methods. These themes emerged from comments regarding uncertainty around expectations concerning what materials to include in the courses, how to deliver the material, field trip opportunities, absentee procedures, who was responsible for providing resources, how to develop outcomes for the course and how to track student progress, as well as having access to information about what other instructors are doing.