Three Must-knows About Apprenticeship Success

Apprenticeships have had a bumpy ride over the last few years, whether it be some of the largest and oldest private providers going bust, poor success rates, frequent OFSTED Grade 3’s and 4’s for many providers, or funding bands remaining static against rising costs…the list goes on.?

It feels to me like some of this has been the result of growing pains associated with wider change in the way apprenticeships are deployed as a result of the introduction of the Levy; mainly that workforce development programmes are now a huge part of apprenticeships rather than simply recruitment into junior apprenticeship positions.

There has been a great deal of speculation and commentary (political and other) on the future of the Levy and how different bodies will try to change it, but, in my opinion at least, I think the current system is here to stay in terms of ways that apprenticeships can be used, the format and mandatory elements of apprenticeships, the time commitments etc…

What may change is funding bands, EPA requirements and functional skills particulars, but the broad-strokes will almost certainly remain the same or very similar…meaning we need to make them work. I feel this process is already underway and this is evidenced through growing success rates and early signs of higher levels of starts in the current academic year.

Through my experience setting up hundreds of apprenticeship workforce development programmes (specifically for Leaders and Managers), I believe there are 3 critical areas that need to be understood by the employer, the learner, the learner’s manager and the provider.

1. Apprenticeships are not supposed to be easy

Apprenticeships are large training programmes, often double-accredited, with significant assessment criteria, both on-programme and at EPA. Employers and providers must identify and assess learners well to ascertain their appetite for learning, their engagement with the programme, and their suitability for the programme. Trying to drag a learner kicking and screaming through a programme they do not want to be on is no fun for anyone and is unlikely to get the developmental outcomes desired.?

You can also (sometimes) look at this as an indication of those people who really want to commit to developing themselves, improving their skills and progressing their careers within the organisation. The caveat here is that sometimes it is just not the right format of learning or the right time for individuals so this should not be the only metric used in your talent planning by any means.

2. Apprenticeships are marathons, not sprints - plan but adapt

There are going to be easier and harder miles, there are going to be slower and faster miles for learners going through the programmes. Even with the most supportive of employers and managers, sometimes business or personal lives are going to complicate the completion of the training and assessment so flexibility is key, but that goes for all parties.?

Learners should expect flexibility from their employers with regards to their time to do the programme, employers should expect flexibility from providers in the demands on their people’s time in the workplace at different points in the year, and yes, providers should expect flexibility from employers and learners to balance priorities and ensure all aspects of work, learning and personal lives are given focus.?

Over a 12-month programme there are potentially around 12-15 meetings with coaches, 8-10 workshops to attend, 8 assignments to complete and receive feedback on, 4-5 reviews to coordinate with learners and managers and all of that does not include functional skills. While this is all manageable, it is highly unlikely, due to factors outside of anyone’s control, to all pan out exactly as scheduled, regardless of the amount of planning that has gone into it.?

Flexibility and good programme management are key in ensuring that all of these moving parts are completed in a meaningful and impactful way while managing the obstacles and unknowns that are sure to come up.

3. People need to know about Apprenticeships

There are some mandatory elements to this, but the best programmes that I have ever been a part of go much further. So in terms of the mandatory, yes the person setting the training up must know all of the funding rules and requirements of the programme, and more recently the introduction of a mandatory learner, provider and learner-manager meeting as part of the initial assessment is essential and critical to the success of the programme.?

But what of the rest of the organisation? Do senior managers and directors know what their staff are learning and the requirements of the programme? If they do know, do they approve? The wider organisation are going to have an impact on the learners’ motivation and ability to apply learning in the workplace as well as the time available to the learner; so engaging them from the earliest possible point is crucial.?

This week signifies National Apprenticeship Week, a time to celebrate and bring into focus the critical role that apprenticeships play in empowering individuals with practical skills and knowledge.?

If accessing this training funding and unlocking the potential of apprenticeships within your organisation is something you'd like to explore further, we're here to help. You can request a call from one of our expert team here: https://ninedots.co.uk/web/callrequest

Author: Jordan Burke