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First year apprentices' experiences in the workplace

This project, presented at the AVETRA Conference in April 2012, explores first-year apprentices' experiences within their workplace training in Australia. It aims to identify factors influencing apprentices' decisions to enter and commit to their apprenticeships while comparing the experiences of successful, continuing, and unsuccessful apprentices. Through mixed-method research, including surveys and interviews with apprentices and employers, the study proposes guidelines to improve induction processes and initial training, ensuring apprentices feel a sense of belonging, maintain engagement, and envision their vocational futures.

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First year apprentices' experiences in the workplace

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  1. First year apprentices' experiences in the workplace Australian Vocational Education and Training Research Association (AVETRA) conference Selena Chan Cnaberra April 2012

  2. Project purpose • Identify factors influencing apprentices' - initial decisions to enter into and - commit to an indenture, - contribute to continuation of apprenticeship. • Compare experiences of potential, continuing, and unsuccessful apprentices. • Design guidelines for the improvement of induction processes and initial training for apprentices.

  3. Research participants • First Year Apprentices - focus groups, individual interviews, survey questionnaire • Employers - survey questionnaire • Pre-trade students - focus groups • Discontinued apprentices - individual interviews

  4. Literature Foundation • Socio-cultural approach - socially and culturally mediated practices in workplace learning (Billett, 2004; Wenger, 1998) • Vocational imagination (Higgins, 2010) • -clear ideas of “what I can become” but not necessarily “how to become” • Vocational identity formation (Kirpal, 2009) • Belonging to a workplace (Chan, 2008) • Learning as becoming (Hodkinson, Biesta & James, 2008) • Workplace learning pedagogy (Billett & various others)

  5. Research Approach • Constructive – interpretative paradigm • Mixed case study • Case study theory building - within-case analysis and the congruence method (George & Bennett, 2005). • Narratives constructed - not as narrative inquiries (Riessman, 2008), but more as analytical lenses (Chase, 2005) and closer to the ‘storytelling’ aspect of case study (Stake, 2005) • Document survey – pre / post apprenticeship information

  6. Themes for constructing guidelines • Match ‘vocational imagination’ to reality • Establish a sense of belonging • Maintain engagement and momentum towards apprenticeship completion

  7. Thank You Contact:- Selena Chan Christchurch Polytechnic Institute of Technology Selena.Chan@cpit.ac.nz blogging at:- http://mportfolios.blogspot.com Project team • Dr. Robyn Chandler, Christchurch Polytechnic, Robyn.Chandler@cpit.ac.nz • Nicholas Huntington, Industry Training Federation, nicholas@itf.org.nz • Tracey Shepherd, Agriculture ITO, TraceyS@agriculturalito.ac.nz • Charles Hayward, Boating ITO, Charles@bia.org.nz • Loretta Garrow, Building and Construction ITO, Loretto.Garrow@bcito.org.nz • Paul Town , Competenz, p.town@competenz.org.nz • Erica Cummings, Hairdressing ITO, Erica@hito.org.nz • Glen Keith, Hospitality Standards Institute, Glen.Keith@hsi.org.nz • Deb Paul, Joinery ITO, deb.paul@jito.org.nz

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