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 Large Multinational ( 100 employees)

Trainees Demography CPD, Sandwich, on the job training Employee 57% Internship 27% Apprentice/trainee 16% 15 – 25 years of age 41% 26 – 45 years of age 38% ≥ 46 years of age 21% Male 76% Female 24% Trainee Experience – First 68% – Second 32%

Type of Training pursued by Trainees

TraineeTrainer Qualifications 49% Prof. Exp. 33% Tech. Compet. 10% Teaching Skills 8%

How does Company assist Trainees? Scheduled Meeting 41% Training Documentation 34% Timetabled slots for training13%

Benefits to Trainee Future Qualifications 46% Improved employability prospects 30% Financial Benefits 12%

Considered Dropping Out 84% 16% No Yes – family – time Employment in future after training 88% 12% FT or PT – Yes No Biggest Problem -Insufficient time Generation Gap Difficulties-No 83% -Yes 17% Trainee Summary

Trainers- On the job71% (OTJ) - Internship7% -Apprenticeships7% - External Third Party (+OTJ)7% -External Third Party (-OTJ)7% Trainers

Professional Experience50%(Subject matter expert) Qualifications42%(Accredited) Benefit to Trainee - Reverse of Trainees Criteria

Qualities of good tutor- Same as trainees Time slot allocation- Same as trainees Problems from Trainers perspective -Lack of time 44% -Inadequate Induction 22% Supports-Scheduled Meetings -Documentation (induction)

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. Recommendations

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 trainer- trainee 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).

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