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An apprenticeship is considered as a form  of work-based learning ,that is given great importance by numerous countries. Apprenticeships, and similar types of work-based learning, are regarded as a vital part of countries’ answers to high rates of youth unemployment (CEDEFOP 2015). Usually, apprenticeship programs incorporate a combination of education in school and in the workplace (Muehlemann & Wolter (2014, p3). 

Many learners across Europe look forward to starting their apprenticeship experience in different workplace settings. Ultimately this is an opportunity to put into practice the knowledge and skills learnt at a vocational education provider, whilst also learning new skills and building competence through practical experiences at the workplace.

When starting a new experience, an apprentice undergoes a similar process as that of a new employee, with the added pressure that the apprentice is in essence, still a student. Hence apart from any formal induction processes, the workplace trainer has an important role in supporting the apprentice to understand and fit in the employer’s organisational culture. This is a crucial step for the apprentice to function effectively within a department and the organisation.

Nonetheless, for an apprenticeship period to be effective, the apprentice requires that the training provided is adequate. For example, the trainer needs to be familiar with local legislation governing work-based learning and apprenticeships. I will consider as an example the Malta WBL & Apprenticeship Act (enacted in 2017). The law provides a list of rights and obligations of sponsors hosting apprentices and includes parameters governing the whole apprenticeship period.

Going beyond legislation, it is also essential that trainers are suitably equipped to pass on their knowledge and experience to apprentices. Many are experts in their specific technical field, but may in fact lack proper knowledge and skills to train and guide an apprentice. The latter will surely have a significant impact on the apprentice’s learning experience.  According to Dibpoye (2018) “If senior employees have poor skills and negative attitudes, apprentices can learn from them incorrect or inefficient work methods.” In my professional opinion, a trainer needs to have a combination of good soft skills and training skills. I include some examples below. These lists are not exhaustive

Soft Skills Examples

• Communication Skills
• Problem Solving,
• Interpersonal Skills
• Good Work Ethic
• Time Management

Training Skills Examples

• The ability to apply different instructional strategies applicable to VET eg. direct teaching using physical guidance, demonstrations etc...
• handling practical skills training
• individual and group learning
• Effective questioning skills
• Effective feedback skills
• Assessing motor skills
• Self Assessment

This presents an opportunity for VET providers, employers and other stakeholders to work together to provide such skills to workplace apprentice trainers. I want  to conclude by taking  as an example the Malta College of Arts, Science and Technology. The college secured 7 million euro in funding through the European Social Fund to implement the project entitled ‘ Achieving Vocational Excellence, through Enhanced Work-Based Learning’, in partnership with the National Skills Council, The Ministry of Education and Employment and the Malta Chamber of Commerce and Industry. One of the key activities of this project will be the development and delivery of a training programme that  shall target industry trainers and will be focusing on skills highlighted above. The objective is to enhance the quality of industry-based learning /training by targeting those persons that provide apprentices with the day to day mentoring and guidance at the place of work. Hence these are contributing towards the build-up of knowledge, skills and competences required by industry. 

References

1. CEDEFOP, 2015. Apprenticeship Review : Malta. Luxembourg: Publications Office of the European Union.
2. Robert L. Dipboye, "Employee Training and Development" In The Emerald Review of Industrial and Organizational Psychology. Published online: 14 Aug 2018; 581-624
3. Wolter, S. C., Muhlemann, S. & Schweri, J., 2006. Why some Firms Train Apprenties and Many Others Do Not. German Economic Review, 7(3), pp. 249-264.

Bio Note

Ramon Mangion is currently the Deputy Director for Apprenticeship and Work-Based Learning at the Malta College of Arts, Science and Technology working on the implementation of the ESF 3.081 project ‘Achieving Vocational Excellence through Enhanced Work-based Learning’. Ramon holds a degree in Tourism Studies an M.A in  Adult Education & Training and a Postgraduate Certificate in Management .He is also an ECVET expert and EPALE ambassador.