Traineeships: Lets try the rosetinted glasses for once

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Traineeships Lets try the rose-tinted glasses
for once

• Erica Smith, RIVET
• Charles Sturt University

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Apprenticeships

• Employers are only in it for the incentives.
• RTOs are only in it for the user choice funding.
• Employers dont provide any real training.
• The apprentice would develop the skills anyway.
• Most apprentices dont want a long-term career in
  the industry.
• Its a waste of public money.
• The qualifications are Mickey Mouse.
• The jobs arent skilled and it doesnt matter if
  they arent done well.

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You wouldnt say that

• so why do so many people talk about
  traineeships like that?

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Our project

• Identifying the features of high-quality
  traineeships
• Funded by NCVER, 69,785
• Research team Erica Smith, Paul Comyn, Ros
  Brennan Kemmis, Andy Smith
• Research dates August 2007-March 2008.
• Reference group Service Skills Australia, DEST,
  NCVER, Group Training Australia

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Research questions

• What can be described (by various stakeholders)
  as a high quality traineeship?
• What organisational and pedagogical features
  contribute to high quality traineeship?
• What are the effects of variables such as
  employment practices, industry area, Training
  Package content and structure, industry
  traditions, social construction of the industry
  area ?
• In what circumstances are quality features
  displayed?
• How far are the features replicable in other
  traineeships and how can this be done?

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Research method

• Interviews with 8-12 high level stakeholders
  DEST, DEWR, ACCI, peak bodies for AACs, Group
  Training Organisations, a sample of STAs etc.
  Majority completed.
• Six case studies Retail, meat processing
  (abattoirs), cleaning, general construction,
  finance, child care
• Each case study incorporates two company
  exemplars as well as other interviews.
  Non-company interviews completed.

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Employer-based high quality features (1)

• A good induction process and a plan for work for
  the period of the traineeship
• Good selection of trainees (including existing
  workers-don't force people onto the program)
• Mentoring systems
• If workplace assessors are used make sure they
  are skilled
• Access available professional development for
  employers
• Build on in-house training programs

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Employer-based high quality features (2)

• Allow time release for training
• Try to get trainees together even if they work
  shifts
• Allow trainees to experience a range of
  environments and to practice skills
• Monitor the performance of the RTO
• Dont let the RTO do RPL if not appropriate

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RTO-based high quality features

• An induction process off the job
• Keep in close touch with the trainee and the
  employer
• Be flixble but firm with off the job training
• Regular monitoring and review both of trainees
  and of the program
• Good learning resources dont use workbooks that
  all look the same
• Dont over-RPL
• Pay proper attention to underpinning knowledge
• Provide pathways to higher level qualifications