Employer's Relationships

Employer’s Influence

Carla George Doctoral Researcher University Of Warwick Aug 2019

Carla George (Doctoral Researcher) University Of Warwick

Employer’s Influence Abstract The article is a summary regarding employer’s influence on apprenticeship training and reviewing their key drivers for this. This will also be further explored towards researching employer’s relationships with apprentices.

Introduction The Government are constantly looking for new innovative ways of promoting Apprenticeships. The skills gap comprises of lack of life long skills and less people with the require experience and education to meet the requirements for sustaining employment.

Government set target of £3mil to create new apprenticeships by 2020 in accordance with Queens speech (2015) The welfare reform and Work Act 2016 placed obligation on the government to report annually on its progress towards meeting this target.

Employers are really the main foundation towards influencing the apprentice’s journey the main focus of the article is focusing on business drivers, relationships and the effects on apprenticeship learning. There is quite a vast amount of research that has been explored in terms of government policies and levies but I really want to focus on this as this is part of my research towards how apprentices learn.

Employers Employment relationship are influenced by different levels of management which involve managers overseeing their individual teams of employees and representatives including management styles.

Normally it will be the employer that will outline the contractual terms of the job.

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Employers are choosing apprenticeships based on the following reasons: To increase brand and value and increase a diverse workforce.

They add value, produce new talent, high levels of engagement, knowledge transfer and professionalism.

They can close the skills gaps and provide a wide skill based for productivity.

Learning and demonstration of competence are taking place on the job without minimal intervention to class room training.

Establishing partnerships with the appropriate institutes eg. Universities and schools for early careers support.

Motivators • • •

The apprenticeship is structured and informative that provided them with the opportunity towards adjusting towards the training content to support their business needs.

Feeling that they are in control and they are able to invest in a good quality apprenticeship and developing confidence that it is worthwhile for business.

Liaising with training providers that will provide guidance and participating in forums and meeting that will contribute their views.

Carla George (Doctoral Researcher) University Of Warwick

De-Motivators • • •

The lack of structure and awareness with less opportunities and scope towards influencing training.

Not receiving a good understanding regarding framework requirements and the support needed towards pursuing apprenticeships within the business.

The structure of the course didn’t fit within the business needs and the overall apprenticeship was mis-sold by the training provider therefore. The duration of course was either too short or long.

Expansive apprenticeships have been explored by various researchers Billet, Fuller and Unwin, Eraut. This approach involves opportunities towards enrichment of activities, access to learning resources and continuous support of learner’s development as an apprentice.

Conway and Fonskey(2015) carried out research in Australia towards exploring Australian apprenticeships and reviewing the current relationships between employers and apprenticeships and reviewing feedback based on completion and non-completion of apprenticeship programs.

The feedback gained from apprentices were based on continuity and motivations sample feedback based on their employers.

“He pulled me aside and told me he’s proud of me and stuff and likes what I’m doing and how I like to work. So that’s good to hear...yeh especially hearing it from the boss as well, that’s one of the best things.”

Comparing my own findings here are some of the feedback based on an expansive organization.

“The feedback I got as I am good professionally and I can handle things especially under pressure and always using my initiative and being proactive and not going off work at the wrong time. Mainly positive stuff.”

“I was happy and excited when I met him and my other employers because of the setting and the meeting wasn’t too strict and very informal and it helped with my nerves and didn’t give me too much pressure and this helped with my interacting skills with my employers. They got to know about me personally as well as my skills in IT and this helped me a lot with developing a good relationship with my employers.”

Richard Review (2010) explains that there should be a balance of demand between employers and learners to encourage desire to increase the number of apprenticeships their focus should be on quality and boosting awareness which will improve value and demand. He explains that apprenticeships should focus on the employer’s needs they will feel that they are in control and they are recognised for their requirements and the apprentice’s experience will be worthwhile as they will be motivated where they feel valued and receiving the experience that will lead towards job progression and further opportunities.

SBillet (1999) quotes Lave and Wenger (1993) and explains that there is no division between learner and the employer that both parties are simultaneously learning through observing and listening to support their vocational development.

Carla George (Doctoral Researcher) University Of Warwick

Summary Reflecting on this there is further research needed and this is only the beginning and it is established that the apprentice’s motivations at work based on support and feedback from their employer. This will make them feel valued and develop confidence within their journey. The employer will need to have develop knowledge on the requirements of the apprenticeship in order to support the apprentice based on the demotivating and motivating factors.

Carla George (Doctoral Researcher) University Of Warwick