Search results

This paper seeks to present the Apprenticeships Task Force's (ATF's) evaluation of the business case for recruiting and training apprentices. The focus is on whether they provide employers in the UK with a positive return on investment in key performance areas.

The ATF asked nine members, senior executives of large and smaller companies across various sectors in the economy, to provide evidence that their apprentices add value to business performance. Their information was based on company research, including financial and other performance data comparing apprentices with non‐apprentices.

The case studies provide compelling evidence that apprenticeships deliver strong business benefits such as increased productivity and staff retention, reduced costs and a more diverse workforce. Other benefits include: increased profits – BT estimated they gained a higher annual net profit of over £1,300 per apprentice when compared with non‐apprentices; higher quality of work – at BAE Systems apprentices fulfilled tasks correctly at a rate of 85 per cent right first time after completing their training; external recruits had a rate of 60 per cent; and career progression – over 90 per cent of line managers in British Gas's engineering operations trained as apprentices.

The case studies offer employers without apprentices a real insight into the apprentices’ enhancement of skills within an economy. They also provide a unique contribution to the body of knowledge used to assess the value of apprenticeships to employers.

This study aims to use the dual-continuum model of mental health to explore mental health in Australian construction apprentices from the perspective of key stakeholders in the apprenticeship model. In particular, this study explored how construction apprentices, Vocational Education and Training (VET) teachers, industry employers and mental health workers understood the construct of mental health, factors associated with the dimension of psychological distress/symptoms of mental illness, and factors associated with the dimension of mental wellbeing.

This study used an exploratory qualitative research design. Data from 36 semi-structured interviews were analysed using thematic analysis. Participants comprised 19 Australian construction apprentices, 5 VET teachers, 7 industry employers and 5 mental health workers.

In total, 14 themes were generated from the data set. Participants across stakeholder groups reported a limited understanding about mental health. Participants cited a range of negative personal, workplace and industry factors associated with psychological distress/symptoms of mental illness, but only reported a few factors associated with mental wellbeing.

To the best of the authors’ knowledge, this study is one of the first to use the dual-continuum model of mental health to explore the mental health of Australian construction apprentices, and to explore the factors associated with both dimensions of this model from the perspective of key stakeholders in the Australian construction apprenticeship model.

This paper describes the development of a digital role play game (RPG) designed to help construction apprentices to better communicate with their supervisors about issues with the potential to impact on their physical and psychological health and safety.

A participatory approach was adopted to utilise the knowledge and insights of the target users to inform the digital RPG development. Apprentices and supervisors were interviewed to identify characteristics of effective supervisor-apprentice communication, which became the RPG’s learning objectives. The scenarios constructed in the RPG were drawn from lived experiences shared by the apprentices in the interviews. During the development process, consultations were conducted with an advisory committee comprising of apprentices and supervisors to improve the realism of the RPG scenarios.

Three scenarios were developed for the RPG. In each scenario, players are asked to make decisions at various interaction points about how the characters should respond to the unfolding and challenging situations. Scripts were developed for the game, which were acted out and motion captured to animate digital MetaHuman characters embedded in a virtual construction site. Two example situations are introduced in this paper to illustrate the development process.

To our knowledge, the RPG introduced is one of the first applications of digital game-based training in the construction industry. The adoption of a participatory design approach ensures that the game content relates to real-world experiences. The digital RPG is highly interactive and engaging in nature and presents a novel approach to developing “soft” skills in construction.

Apprenticeship is an ageless method of transferring knowledge of a particular trade or business from a master to an inexperienced apprentice. Africans employed various apprenticeship methods to transfer their traditions, customs, and trades to successive generations. In Nigeria, various tribes have different methods of practising apprenticeship. This study, therefore, examines apprentice training and mastership as procedures that Igbo entrepreneurs of South-East Nigeria deploy to develop their management skills. A multi-case study approach of Igbo entrepreneurs was adopted for the study. The data were collected through face-to-face interviews, and a narrative approach was used for the analysis. Findings reveal that Igbo entrepreneurs achieve managerial development through apprentice training and mastership. The chapter recommends that aspiring entrepreneurs undergo apprentice training and mastery before investing in any business. Finally, the government and its citizens can adapt the Igbo apprenticeship model to reduce unemployment and increase business ownership across Africa.

This chapter aims to highlight talent management approaches and succession planning principles deployed by traditional Igbo businesses in Nigeria. Insights came from interviews of a purposively selected sample of Igbo businesses drawn from different sectors of the Nigerian economy and different geopolitical zones of the country to give a national representation of the approaches they deploy in talent management and succession planning.

The chapter commences with a brief literature review of talent management and then proceeds to indicate the methodology deployed in data collection, analysis and presentation. The next section presents findings in detail on how Igbo businesses embark on talent management activities such as talent identification and attraction; interviewing; talent assessment; apprenticeships; training; risk considerations; compensation and rewards. Some training areas discussed in detail include nature of the sector, customer service, inventory management, supplier management and cash handling. The subsequent section highlights some challenges with talent management and approaches Igbo businesses adopted in overcoming them.

The chapter also provides some insights as cases of approaches traditional Igbo businesses adopted in succession planning – this gives more perspective on the contextual circumstances that inform the strategies the businesses adopted in talent management. The chapter concludes by discussing in general, succession planning approaches deployed by traditional Igbo businesses.

The Igbos of south-eastern region of Nigeria are known for their rich cultural heritage which permeates all their socioeconomic life. Sacrosanct among their social institution is their business practice which has outlived generations, but its impact is still felt not only in the south-eastern region but also in Nigeria as a whole. Igbo business practices have become integral to an average Igbo man's life, and it is the cornerstone on which their values are promoted. This is evidence in their desires to make wealth and be successful hence the adage ‘ego ji oru’ which means ‘money has the answer to projects’. Generally, Igbo culture and values are reflected in their business practices. The Igbos have a strategic model of attracting, retaining, transferring knowledge and developing talents. This unique model has contributed to the sustenance of Igbo businesses through manpower development and has also influenced their business performance over the years. The Igbos seek and develop talents in their area of business interest for continuity, performance and value creation. This chapter explores how talents are recruited to become apprentices and how knowledge is transferred to these apprentices by their Igbo master known as ‘oga’. Also, the effects of the recruitment process and the knowledge transfer mechanisms on business performance are evaluated. The chapter adopts a case study approach and sampled six small Igbo businesses in Ajah market, Lagos. The chapter revealed that the Igbos have indigenous strategies of recruiting and developing talents which influence the performance of their business. Informed recommendations were made for business in Africa at the end of the chapter.

This study aims to understand the impact of the Covid-19 pandemic disruptive event on delivery of the built environment degree apprentice programme in higher education in the UK and identify the key strategies to minimise the effect.

A qualitative approach was used to collect and analyse data from a sample set of built environment degree apprenticeship stakeholders. Semi-structured interviews were conducted with 17 key stakeholders to collate emerging themes on their perceptions of the impacts of the pandemic and strategies to adopted to minimise it.

The investigation reveals that the core impacts of Covid-19 on the apprentices training programme are lack of access to the site, furlough, limited access to off the job training, limited interaction with tutors and peers, too much time on the screen, limited pastoral care and lack of contact with a mentor. The census from the research participants is that despite the development and gain with the various virtual platform used during pandemic physical meetings with their mentor remain pivotal to the built environment apprentices learning and training.

The results provide relevant stakeholders and actors supporting degree apprentices training programmes (training providers and employers, among others) with the information needed to improve the delivery of built environment degree apprenticeship training programmes during a disruptive event Covid-19. The study identifies various strategies to minimise the impact of disruptive events on the apprentices training, including technology, regular meeting with mentors online, and personal and pastoral care.

The study is the first to document the impact of the Covid-19 pandemic on degree apprenticeship programs in the built environment. This study provides an in-depth understanding of how these programs have been affected and offers potential solutions to reduce or mitigate potential damage. The research will inform future policy decisions related to degree apprenticeship programs in the built environment.

The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers and universities. This study aims to investigate the lived experiences and reflections of the apprentices at the centre, to inform effective collaboration.

A qualitative, longitudinal study, spanning four years, in which 13 apprentices studying apprenticeship degrees at a Scottish University were interviewed in their first and final years about their experiences of the apprenticeship (26 interviews). Data was analysed via a framework matrix, which focussed on the collaborations between the apprentice, employer and university, also surfacing changes between the apprentices’ first and final year.

The tripartite collaboration is not only logistical but also, like learning, social. Apprentices require interest and support from their employers and colleagues to promote meaningful integration between their work and studies. Further, collaboration between apprentices extends from peer support into meaningful friendships and feeds into their work, as well as their studies. The university plays a key role in facilitating these essential connections.

Apprenticeships can be highly effective in upskilling the workforce and sharing knowledge and skills between academia and the workplace in both directions, while specifically enabling workers to gain degree qualifications relevant to their roles. Recommendations for future work practices, including collaborations, are made.

While the tripartite collaboration has been discussed theoretically in the literature, to the best of the authors’ knowledge, this is the first longitudinal investigation based on the lived experience of cohorts of apprentices, from the start of their degree to the final six months.

The purpose of this paper is to explore how curriculum design, internal infrastructures and support systems have had to be innovated to best meet the requirements of Higher Degree Apprenticeships (HDA) programmes within the business management portfolio at Solent University. This paper is written from the perspective of University, apprentice and employers’ journeys to support accidental and aspiring managers in the pursuit of the destination of “management professional”.

Feedback and insight from both apprentices and employers were gathered from a range of organisations within both public and private sectors; these were then reviewed as part of this case study approach. All of the samples either had practical knowledge of an HDA and were currently active in the study or were supporting apprentices in the workplace. The other sample groups were internal colleagues who were identified because of their current working knowledge of providing infrastructure support for the HDA provision. From this, thematic analysis was conducted to allow the analysis of patterns of feedback or concerned areas of employees, which allowed researchers to identify where the challenges and blocks were occurring along the journeys. The samples were identified from within the Chartered Manager Degree Apprenticeship and Level 5 Operations and Departmental Manager HDAs. A case study methodology was used.

From the analysis of the feedback and insights, there were a few themes which were identified and will be discussed further within this paper as to how Solent has approached these areas and will: provide outcomes around how Solent worked with employers to help them understand the benefits of implementing HDAs; outline how innovation in central service infrastructure took place to support employers and apprentices in the on-boarding both to ensure the correct assessment of apprentice suitability and route and also to support their apprenticeship journeys; discuss how we have effectively de-mystified some of the more challenging areas of the HDAs including that the 20 per cent off-the-job training will be “time out of the office” and how this can be positively managed to benefit both the apprentice, employer and organisation; and define how support mechanisms can ensure a high-level “apprentice experience”, whilst supporting them to balance the rigorousness of work and study.

There is still much research to be completed in the area of impact and added value not just at the micro-organisational level but also at the macro-UK economy and GDP levels, alongside further research on how to market and de-mystify the common misconceptions so as to avoid blockers to enable even more apprentices to enter the market. Finally, research needs to be undertaken around the best pedagogic practices to support these apprentices.

The challenges and complexities of being involved at the trailblazing stage are that you are working on a pilot basis, which does not always make for a smooth journey. This case study does not offer any final solutions, and the expectation is that these areas will evolve and require change over the next few years. Instead, this case study hopes to give the reader the knowledge and confidence that they are not alone in the challenges they face; by being trailblazers in a new wave of HDAs, solutions will evolve over a period of time.

All training providers should also regularly remind themselves, especially when those bumps in the journey are felt, that by developing and delivering HDAs they are greatly moving forward widening participation to an even wider net of people than ever before and assuring a future of well-developed leaders and managers.

As HDAs are new area, there is currently ahead of limited discussion on the practicalities of developing and delivering these, and this case study aims to aid this discussion for peers across the sector who have either not entered or are very new to HDAs, providing them guidance on areas to consider.

The purpose of the paper is to examine the ways in which Australian companies can achieve high quality apprenticeship and traineeship systems in a time of labour shortage through close attention to the recruitment and development of apprentices and trainees.

The paper is based on six qualitative case studies in a range of industries and occupational areas, carried out as part of an international project on apprenticeship.

The paper finds that there are significant differences among companies in the skills and experience that they bring to the processes of recruiting and developing apprentice and trainees. Poor skills appear to lead to poor outcomes in terms of quality of apprentices and trainees while investment of skills and time leads to high quality outcomes that may significantly add value to the company. The effects of shortcomings in this area may be exacerbated in a tight labour market.

The research in this paper is limited by the depth of the case studies which primarily rest on in‐depth interviews with senior managers. The research could be extended by further case studies that include interviews with apprentices and trainees.

The paper shows that companies employing apprentices and trainees need to be very clear about why they are employing them and the development strategies that will be put in place. The inclusion of off‐the‐job training at a training provider adds a safety net that is particularly important for inexperienced companies.

The value of the paper lies in its use of detailed empirical examples to illustrate successful and less successful ways of managing apprentices and trainees.