1. Hauschildt, Heinemann Piening Ursel Hauschildt / Lars Heinemann / Dorothea Piening Occupational Identity and Motivation of Apprentices in a System of Integrated Dual VET

2. Hauschildt, Heinemann Piening Occupational Identity and the interrelated fields of commitment … Occupational/ Voactional Identiy Work Ethics Organisational Commitment Occupational/ Vocational Commitment … … …

3. Hauschildt, Heinemann Piening Classification of various occupations according to organisational and occupational orientation

4. Hauschildt, Heinemann Piening Typologie Type 1: Autonomous, responsible professionals Type 2: The type of the consistently high commitet‏ Type 3: The type of 'unremarkables' Type 4: The pragmatic worker (low degree of vocational identity but good willingniss to work and following instructions)‏

5. Hauschildt, Heinemann Piening Typologie Type 1: Autonomous, responsible professionals e.g. Cooks, professional logistic driver, automotibile mechatronics Vocational high commitment by identification with the profession High vocational identity High performance and quality orientation Attachment to the operation and acting according to instructions plays minor role

6. Hauschildt, Heinemann Piening Typologie Type 2: The type of the consistently high committed e.g. Automotive businessman / woman, industrial mechanics High vocational identity High ethics At the same time: willingness to act in accordance with detailed instructions Be integrated into the operational chain of command and responsibility structures

7. Hauschildt, Heinemann Piening Particular IE-Profils Organisational Work ethics Commitment OccupationalOccupational IdentityCommitment Automobile sales management assistant electronic techician (offshore)‏

8. Hauschildt, Heinemann Piening Typologie Type 3: The 'unremarkables' e.g. Retail merchant, office assistant, logistics and forwarding merchant, warehouse specialist, engineering mechanics and professional drivers Identity and commitment to lower levels  Need to introduce supporting identity learning in work process

9. Hauschildt, Heinemann Piening Typologie Type 4: Orientation on the organisational structure and hierarchies I.e. Administrative clerks, lawyers and notary clerks, etc. weak vocational identity and underdeveloped ethics Engagement by its integration into the organisational structures of their companies Willingness to perform on the basis of secondary motivation In general rather low level of occupational identity and weak binding to the work. Low vocational identiy potential and a correspondingly low ethics at best, average operating commitment. administration secretary Low occupational identity Identity based on the membership of the Public Administration Willingness to carry out detailed instructions because of a function-oriented organisational structure Lack of business process orientation.

10. Hauschildt, Heinemann Piening Apprentices’ commitment based on /orientated at operational organisation OccupationalOccupational IdentityCommitment Organisational Work ethics Commitment Tax clerk assistant warehaouse clerk clerk in public admistritation judical clerk

11. Hauschildt, Heinemann Piening The Context of Vocational Commitment There is no corelation (!) between the development of vocational commitment and vocational identity and the apprentices social or migration backgound. 1 ….drawing some major conclusions:

12. Hauschildt, Heinemann Piening „I always wanted to learn this vocation“ low middle high …..a positive impact on vocational commitment“ VC

13. Hauschildt, Heinemann Piening Traineeship in a favorite profession has a positive impact on the development of vocational commitment. It also leads to a higher degree of occupational commitment and the formation of vocational identity. 2 ….drawing a conclusion: Recommendation: Frequent vocational orientation programmes starting from Kindergarden until the end of Secondary School and early career guidance

14. Hauschildt, Heinemann Piening „The working atmosphere in our company is rather tense.“ low average high …..how to raise vocational commitment“ VC

15. Hauschildt, Heinemann Piening A good working atmosphere has a positive impact on occupational and vocational commitment. 3 ….drawing a conclusion:

16. Hauschildt, Heinemann Piening „ When I am working on a factory order on my own, I get competent advice from my trainer“ low average high …..how to raise vocational commitment“

17. Hauschildt, Heinemann Piening Supporting and assisting apprentices at the workplace and treating them as new team colleagues is enhancing a development of vocational and occupational commitment, and also of vocational identity. 4 ….drawing a conclusion:

18. Hauschildt, Heinemann Piening „Within the frame of my vocational training I am allowed to do/ and I learn very diverse tasks and also to apply various skills“ low average high …..how to raise vocational commitment“ VC

19. Hauschildt, Heinemann Piening A high diversity of tasks, i.e. skills to be obtained by apprentices and the embedment in the work process is a significant requirement for an attractive and sucessful VET. ….drawing a conclusion: 5

20. Hauschildt, Heinemann Piening „I can apply and demonstrate, what I have learned in a certain work context“ low average high …..how to raise vocational commitment“ VC

21. Hauschildt, Heinemann Piening It is better to slighly overcharge apprentices in their in-company training. Without a certain challenge, apprentices will not develop a high degree of occupational commitment and are thus less successful in TVET. ….drawing a conclusion: 6

22. Hauschildt, Heinemann Piening Recommendations 1.Lowering/draw down of the average age of apprentices 2.Frequent vocational orientation programmes starting from Kindergarden until the end of Secondary School 3.Improvement of TVET quality by enhancing the niveau of tasks apprentices have to fulfil at their workplace 4.Stimulating the apprentices‘ work process knowledgs and occupational committment 5.Ameliorating vocational identity of apprentices within the process of VET 6. Establishing a profound basis for coopereation between the vocational schools and training companies