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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