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Workforce Development : A commentary based on a survey of trainees and trainers. Mike Ahern, John Behan, Angela Feeney, Eamon Maher, Institute of Technology Tallaght, Dublin, Ireland Methodology Agreed Survey Stratified Sampling Trainers (12) Trainees (37) (incl. apprenticeship, internship and CPD Sandwich Courses) Local Indigenous Company (<20 employees) Large Multinational (> 100 employees) Trainees Demography CPD, Sandwich, on the job training • Employee • Internship • Apprentice/trainee 57% 27% 16% • Male • Female 76% 24% • Trainee Experience • 15 – 25 years of age • 26 – 45 years of age • ≥ 46 years of age 41% 38% 21% – First – Second 68% 32% Type of Training pursued by Trainees Trainee Trainer •Qualifications •Prof. Exp. •Tech. Compet. •Teaching Skills 49% 33% 10% 8% How does Company assist Trainees? •Scheduled Meeting •Training Documentation •Timetabled slots for training 41% 34% 13% Benefits to Trainee •Future Qualifications 46% •Improved employability prospects 30% •Financial Benefits 12% Trainee Summary Considered Dropping Out 84% No 16% Yes – family Employment in future after training 88% Biggest Problem Generation Gap Difficulties 12% - Insufficient time - No 83% - Yes 17% – time FT or PT – Yes No Trainers Trainers - On the job 71% (OTJ) - Internship 7% -Apprenticeships 7% - External Third Party (+OTJ) 7% -External Third Party (-OTJ) 7% Criteria Professional Experience 50% (Subject matter expert) Qualifications 42% (Accredited) Benefit to Trainee - Reverse of Trainees Qualities of good tutor - Same as trainees Time slot allocation - Same as trainees Problems from Trainers perspective -Lack of time 44% Supports -Scheduled Meetings -Inadequate Induction 22% -Documentation (induction) Recommendations •A national strategy should exist to promote, make affordable and create more opportunities for trainees nationally (whether they be apprentices, interns or CPD learners) •The training that trainers received should be formalised (especially in smaller companies) •Trainees should be paid •Align the providers of CPD courses more closely with the needs of enterprise and provide bespoke training that is industrially relevant •Incentivise provision of sandwich type courses as a workforce development model •Give academic credit for on the job training and CPD learning. Next Steps This preliminary study has provided results not inconsistent with Bodnarz who examined reasons behind non-completion rates in apprentices in Australia. The reasons identified in this study for considering non-completion lie in the social, family and personal time management domains and not in the financial domain. This study suggests that a larger cohort of trainers and trainees be surveyed in a more structured manner to better understand the motivations, support mechanisms required, and the optimal blend of delivery methodologies. An inter-country comparison of results across Europe would also be a useful tool in better understanding these variables. The study did not reveal significant intergenerational tensions in the trainertrainee relationship. It was not quoted as a potential reason for non-completion and did not put in place an insurmountable barrier between the trainer and trainee. Acknowledgement This study was carried out under Leonardo project number: LLP/LdV/PA/2013/IRGPP17. “Sandwich courses for young people; coaching practices to secure training and intergenerational learning (JANUS)” with the help and support of colleagues from CNAM (France), Ibis Acam (Austria) and OFPC (Switzerland). Thank You