1. What are the features of high-quality traineeships? Erica Smith University of Ballarat VISTA conference 2008

2. Apprenticeships Employers are only in it for the incentives. RTOs are only in it for the user choice funding. Employers don’t provide any real training. The apprentice would develop the skills anyway. Most apprentices don’t want a long-term career in the industry. It’s a waste of public money. The qualifications are Mickey Mouse. The jobs aren’t skilled and it doesn’t matter if they aren’t done well.

3. You wouldn’t say that … so why do so many people talk about traineeships like that?

4. Spot the skill

5. Which of those jobs.. Is of importance to the economy? Is of importance to the lives of ordinary people? Has a high manual skill content? Requires high skills in dealing with people? Requires a body of underpinning knowledge? Deserves to have a qualification? Deserves to receive public funding for people training for the job?

6. A little bit of VET history The traditional roots of apprenticeships The Kirby report 1985 (a time of high unemployment) NETTFORCE User choice Availability of contracts of training to adults and to part-time workers (….and to women) Apprenticeship jobs in comparative decline historically ‘Typical’ traineeships now Cert III not Cert II

7. 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

8. A definition of quality ‘In its broadest sense, ‘quality’ incorporates assessment of outputs, processes and outcomes and takes into consideration the relevant objectives and resources. Assessment of quality involves the use of information gathered from key interests… to identify differences between expect-ations and experience of users’. Australian National Audit Office

9. Meaning of ‘quality’ in traineeships

10. Research questions What can be described (by various stakeholders) as a high quality traineeship? What organisational and pedagogical features contribute to high quality traineeships? 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?

11. Research method 2007-8 Interviews with 13 high level stakeholders: DEST, DEWR, ACCI, peak bodies for AACs, Group Training Organisations, a sample of STAs etc. 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.

12. What do people think traineeships are for? Develop and/or upgrade people’s skills and contribute to their long-term career development Contribute to the skill levels of Australia Provide an asset to the employer and to the industry A recruitment carrot A lower-risk alternative to apprenticeships (for the worker and the employer) A more authentic form of training than institution-based qualifications and one that delivers skills more quickly

13. How can it be done? Employers

14. Employer-based high quality features (1) Organisation Be aware of obligations Access any available professional development for employers Good selection of trainees (including existing workers - don't force people onto the program) A good induction process and a plan for work for the period of the traineeship Allocation of a specific supervisor and a mentor if appropriate; train them Build on in-house training programs and link to organisational strategy

15. Employer-based high quality features (2) Pedagogy Allow time release for training (formal/informal). Try to get trainees together even if they work shifts. Allow trainees to experience a range of environments and to practice skills. Pay special attention to trainees that move between worksites (eg construction, cleaning). Closely monitor the performance of the RTO. Don’t let the RTO over-use RPL if not appropriate. If workplace assessors are used make sure they are skilled enough.

16. How can it be done? RTOs

17. RTO-based high quality features (1) Organisation Select appropriate qualifications and electives to suit the employer and the trainee. Provide pathways to higher level qualifications. Employ trainers that are committed to, and experienced in, the industry. Provide an ‘induction’ process off the job. Be flexible but firm with off the job training. Keep in close touch with the trainee and the employer. Regular monitoring and review both of trainees and of the program.

18. RTO-based high quality features (2) Pedagogy Treat learners as individuals Arrange programs to suit client groups Good learning resources: don’t use workbooks that all look the same Provide literacy/numeracy support if necessary Don’t over-RPL Pay proper attention to underpinning knowledge Work closely with at-risk trainees

19. How can it be done? Policies

20. Ideas for policy change Weight incentives more heavily towards completions. Tie funding to certain features such as selection processes and the presence of off-the-job training. More obligations on employers eg to undertake training. Better training for staff in intermediary organisations. Weed out poor quality providers. Increase user choice funding in high-cost industries to reduce temptation to cut corners.

21. The importance of relationships

22. More than the sum of the parts – the importance of relationships Between the trainee and the employer ‘Quite often they'd rather have the relationship than a higher paid job, you know, they want to be interested, they want to feel connected in the workplace. We’re starting to see that as an emerging pattern in industry (and that's not just in traineeships that’s in apprenticeships as well) where you can see that connection happening … quite often a lot of the quality flows back from that.’

23. .. Between the employer and the RTO ‘If an apprentice, or a trainee just goes out of the workplace and does something which the employer never knows about, if there's no organisational structure to support the parts that are hanging together, then you can't expect the whole thing to be effective’

24. …Between all of the support bodies ‘they all don’t quite understand the role of everyone else’ ‘some employers say that there’s just too many players… there’s always someone here walking through the door’ So…. The need for one initial contact point- AACs?

25. Example 1: General construction in WA

26. Example 2: Indigenous banking program in a national bank

27. Example 3: Cleaning in Victoria

28. General lessons for RTOs Select qualifications for the learner not vice versa Target industry needs and learner needs Employ high quality trainers Deliver the underpinning knowledge Be cautious with RPL Use high quality instructional design Have confidence in the quality of what you do and know how to explain its quality Monitor and evaluate constantly Support students with LLN and other needs

29. What’s next? The project team is preparing its draft final report National traineeship forum scheduled for Friday August 15 th in Melbourne www.ncver.edu.au