Through the Eyes of the Apprentice Carla George (Education Researcher) C.George.2@warwick.ac.uk April 2018
Abstract: This is an overview of representing feedback from apprentices regarding their journey throughout their apprenticeship. The aim of this report is to capture their experiences through their eyes and give emphasis on their experiences and how they have evolve in to the respectable persons of today. Keywords: apprentice, learning, workplace, training.
1. Introduction
I had the opportunity towards speaking with apprentices regarding their apprenticeship program and how this has shaped their behavior and learning. It is rewarding to understand what they go through to succeed in the workplace and I want this article to represent their experiences and their stories from their perspectives. During the research I want to represent aspects of their informal learning and how they manage to structure themselves throughout their change. 2. Case Studies
I decided to use a variety qualitive methods provides an overview of people’s behaviours and attitudes towards situations. It also provides an insight regarding their responses on subject matters and this can be used towards quantitative data supporting statistical evidence. Qualitative design involves active engagement and requires identifying key issues and providing solutions towards resolving them. Qualitative research needs to be flexible and as a researcher decision need to be made in relation to the context of the research and situations. I carried out three case studies to explore attitudes and beliefs and experience with apprenticeship schemes. The purpose of this was to develop an observational and semi structured interview approach to explore all avenues until I reached the solution. I enjoy conversing with the apprentices to understand their journey in the working environment. The employers have been quite forthcoming with allowing them to be involved in upcoming projects that will boost their confidence and develop their knowledge and skills until they decide on the career path that they would like to pursue in the future. The purpose of observation is to develop experience and observe events that are carried out in a setting. The challenges with observations that it is difficult to understand what to observe and other issues can be policies procedures, timing and at times can be unfocused and less interesting. Observations requires good tactics and selection of activities that can be observed that is relevant to your research. The main points are how to be selective and also to understand what are you trying to uncover or research otherwise your data gathered can be irrelevant and uninteresting.
My experience of doing this was to focus on people’s experiences and expert information to ensure that I am moving in the right direction. The whole purpose of using qualitative method is to focus on methods not used and I wanted to adapt a process where I wanted to capture on data that is authentic that can be used for future means. 3. Methodology
I carried out detailed observations on 10 apprentices within the workplace and focused on work practice, learning and discussion on their experience. This was carried over 6 months at their workplace as well as carrying out informal discussions during the observations. The following questions helped me to tailor and structure my observations whilst carrying this out I had to decide whether I should be a participant or observer and I thought it would make sense to be an observer as I wanted to capture the information that came directly from the participants and ensured that all data is authentic and naturalistic. I ensured that I had to utilise the time spent to acquire a lot of evidence as I can over a period. I also took into consideration developing a professional relationship and understanding with both parties as they were quire flexible with me undertaking regular observations that will also support their learning. 4. Findings
One student attended the apprenticeship even though she had no prior experience in the ICT industry she was committed and willing to learn and gain further skills within the sector. When she commenced the apprenticeship, she completed an induction at the work place. She mentioned that she is organised and she preferred structure throughout the programme. When arranged a visit to her work place to carry out the assessment she mentioned that her manager hasn’t organised a workplace induction relating to Health and Safety and workplace procedures. I spoke with her manager after the assessment and he mentioned that they in fact carried out a workplace induction. I relayed this to her and she mentioned that this never occurred but she wanted me to guide her through the assessment. I sent her information on health and safety practice I also advised her to refer to her workplace’s policies and procedures. She carried out the research and has successfully implemented this during her discussion and observation assessment. During completion, she mentioned that she was grateful for the support but she mentioned in her job role that she felt that her duties are mainly administration rather than ICT based job role. I spoke wither her manager and he mentioned that in his time of his apprenticeship he had to work hard and use self-initiative towards gaining his experience in ICT instead of being spoon fed the information. His expectations were for her to come to him and discuss her requirements. I advised that during induction that she has chosen her units for the apprenticeship. He explained that he is happy to have a one-one meeting to discuss her units and he is willing to allow her to participate in upcoming projects so that she can gather her evidence.
Spoke with a learner during observation involving configuring a switch for the teaching department. He explained that he attended the cisco course semester 1 and semester 2. He learnt a variety of methods of configuring routers and switches including terminologies which he has applied within his job role. He explained the tutor was very knowledgeable and supportive during his time at Henley College. He mentioned without this it wouldn’t be possible for him to be competent at work this has improved his job performance which has led to a promotion towards a supervisory level. Spoken with a learner his learning barriers that he is unable to distinguish the parameters whilst programming using Python he understands how to compile a program but as far as breaking each line further to distinguish their action he struggles with this as his focus that the whole program should be operational. Spoke with another learner he is a novice programmer as his strengths is based on the financial side of project management his barriers are understanding syntax errors, parameters his employer has to simplify each strand of code to help him to understand as well as write an explanation to engage his learning. In accordance with Chi, Bassok, Lewis, Reiman and Glasser they mentioned that it is not clear in the manner of the following:
How students formulate their own knowledge whether their approach is a matter of principle? What is the nature and relationship of their understanding? What is the outcome and explanations?
They assumed that the student will have a general understanding of what is required, and they acquire their knowledge when they are provided with examples such as text books and documentation. The article also explains that for the student to apply the required procedures they need to learn with understanding and overcome their barriers by drawing conclusions and develop their own perceptions from the presented information. 5. Summary
Based on the findings I have gained an understanding of the variety of experienced they have undertaken in order for them to become competent within their job role whether it is good or bad. Overall apprentices are sensitive to change and they try to adapt in the best way that they can however some prefer structure as described above and would like further support in accordance with Lave and Wenger that all learning is situated and it is important that the workplace are structured as a community. Wenger argues that organizations should allow for opened learning transitioning themselves into socio organizations which combines a level of personal experience and processes.
References 1. 2. 3.
2007 Eraut M Learning from other people in the workplace 1991 Lave and Wenger Situated Learning Legitimate Peripheral Participation 2003 Golafshani N Understanding Reliability and Validity in Qualitative Research