Reviewing Apprenticeship Models in Apprenticeship Learning

Reviewing Learning Models In Apprenticeship Learning

Carla George Doctoral Researcher University Of Warwick February 2019

Reviewing Learning Models In Apprenticeship Learning

Abstract- This is a brief report is based on feedback from apprentices understanding learning methods used throughout their journey. This will be explored further in other reports this is only an overview of what is to come.

Introduction My investigation into learning methods stems from feedback on what are their preferred learning methods in the workplace and what motivates them to continue further Speaking with candidates about their reasons for pursing apprenticeships. I found this was related to obtaining experience and willingness to learn. Employers are aware that candidates may not have knowledge and experience relevant to the job occupation their expectations were that apprentices were able to adapt and accept challenges they are encouraged to support individual requirements.

Eraut outlines the importance of acquiring the basic skills of communication and teamwork.

Apprentices need to utilise these skills to communicate their ideas and to be influential in the organisation. Feedback is always received as apprentices are likely to make mistakes and need to feel that they are supported throughout their journey and develop strong relationships. Apprentices are developing their own identity and are influenced by others to progress as well as meeting the organisations requirements.

The Journey Apprentices identify themselves as persons that are undergoing a journey becoming confident and knowledgeable within their career paths. They are hoping to progress and have continuity towards becoming experts and are recognised for their hard-working efforts. Dreyfus identify five stages of skill development that a learner will encounter throughout their journey.

Stage1- The learner will learn facts that are relevant to their knowledge and skills Stage2- This is known as the advanced beginner stage the learner is confident and can recognise situated experiences developing competence.

Stage3- Competent Stage- The learner will utilise both aspects of information and competence towards developing problem solving.

Stage 4 and Stage 5 relates to proficient and expert it is assumed that the learner will expand all levels and perform to a high standard without assistance.

There is other literature that looks more specifically at learning. Guile and Young (1998) explain that the apprenticeship model is more focused towards learning by doing rather than a process based on gaining experience. Fuller and Unwin (2011) sees apprenticeship as taking place in communities for collaboration. Learning occurs in situated practice and learners develop an identity within a community developing skills and practice.

Baxter explains the benefits of an apprenticeship are that you are learning through an occupation, compared to attending full time education. Learners have the opportunity towards learning a variety of methods and are exposed to work practices.

The main reasons that apprentices pursue apprenticeships: to improve skills and knowledge, find good salaried jobs, further training opportunities and career progression Apprenticeships can support school to work transitions and can provide opportunities towards organisational change. Apprentices are willing to learn and share experiences, they thrive on new challenges boosting their career.

Lucas and Spencer (2013) mentioned other models explained using Bandura’s modelling process using the key stages that can be used implemented in the workplace or educational establishments. The model is based on creating structured opportunities that will influence the quality of learning and to observe what is taking place.

Step 1: Attention- Awareness of learning opportunities as and when they occur, things that would attract interest of others to encourage engagement and focus.

Step 2: Retention- The ability to retain and comprehend information. Resources should be put into place to support memory development and to improve retention.

Step 3: Reproduction- Apprentices are provided with opportunities to apply what has been learnt into practice so they can be observed and refine their skills.

Step 4: Motivation- Apprentices are praised for their learning and application of new skills they are reasons for their motivation perhaps learning from their peers or from their experiences. During this stage this is a reinforcement and are likely to continue to progress and to become efficient.

Feedback from apprentice “Feedback can be directed to me by almost anyone whether that be students, general staff or my work colleagues and can be via digital response in emails/helpdesk etc, over the phone when helping the client, using remote desktop or simply receiving feedback in person. Feedback will always come under one of 3 categories if not including all which are; positive feedback, constructive feedback and negative feedback. Constructive feedback is most useful for improving ability and level of service to the client which will then lead to a greater occurrence of clients leaving positive feedback which will give you a confidence boost in knowing that the level of service being provided is appreciated by the client which is helpful in maintaining a set standard as it provides what's best known as a moral boost.”

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“Looking back what are your reflections about school or other formal learning? It is a different style of learning as there wasn’t any classroom lessons. “It was independent working, similar to University which helped working independently.”

What are your hopes and worries about the apprenticeship? “What are you looking forward to? “I am happy with the knowledge I have gained from the apprenticeship.”

Why did you decide to do an apprenticeship? This career paths? “To gain knowledge to help me progression within my career.”

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Why this particular apprenticeship? “This role and this company? I have always been interested in Marketing and this helped me know understand what digital marketing is and how to you use it. I am now enabling to apply this to the company to help grow our digital marketing side.”

This sample is taken from open conversations with the groups and what was noticeable they were confident with their ideas and they all wanted to take risks and also, they had familiarity with marketing industries and customers whilst conducting their research. The students felt comfortable in communicating their progress and their next steps in taking their venture forward. They were focused and engaged with the activities all groups applied their creativity skills in developing their brand. I ensured that they lead the conversations and allowed them to make their decisions as I wanted to observe how they took their initial steps towards completing their activities and how they are acquiring their knowledge. Their knowledge acquired is through their own participation with others they also suggested that they would collaborate with other teams by networking with others. They also undertook their own research on the internet looking at business terminology and strategies that they could use for their businesses.

These different views about apprenticeships: 1. Learning is situated, and the context is extremely important.

2.Learning does not just happen, the learners need to engage and communicate their needs 3.The quality of apprenticeships will differ.

Expansive and Restrictive Apprenticeships Fuller and Unwin (2014) argue there is not one way to describe the quality of apprenticeship and discuss the difference between expansive and restrictive apprenticeships.

Expansive apprenticeships have been explored by other researchers including Billet (2001), Fuller and Unwin (2011), Eraut (2010). These offer opportunities for enrichment of activities, access to learning resources and continuous support of learner’s development as an apprentice. Unwin mentioned a key aspect of expansive organisations is that people at different levels in an organisation can learn.

Summary Overall, I would like to review these processes and to capture how they applied in current working situations and to further my own understanding of the models described above and investigate recent developments in the apprenticeship industry.

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Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Knowing, learning, and instruction: Essays in honor of Robert Glaser, 18, 32-42.

Mason J, (2002) Qualitative Researching: Sage Publications, P1-234, ISBN 0 7619 7427 X Carnevale, A. P. (1990). Workplace basics: The essential skills employers want, best practices series: training for a changing work force. Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.

Fife, W. (2005). Doing fieldwork: Ethnographic methods for research in developing countries and beyond. Springer, ISBN 978-1-4039-8056 Burgess, R. G. (1985). Field methods in the study of education. Taylor & Francis, ISBN 0-20372640-5