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Belonging, Becoming and Being: First Year Apprentices’ Experiences in the Workplace

Belonging, Becoming and Being: First Year Apprentices’ Experiences in the Workplace. Ako Aotearoa Tertiary Research in Progress Colloquium Selena Chan May 2011. Overall Purpose of the Project. Identify factors influencing apprentices' - initial decisions to enter into and

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Belonging, Becoming and Being: First Year Apprentices’ Experiences in the Workplace

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  1. Belonging, Becoming and Being: First Year Apprentices’ Experiences in the Workplace Ako Aotearoa Tertiary Research in Progress Colloquium Selena Chan May 2011

  2. Overall Purpose of the Project • Identify factors influencing apprentices' • - initial decisions to enter into and • - commit to an indenture, • - and factors which contribute to continuation of the apprenticeship. • Compare experiences of potential, continuing, and unsuccessful apprentices. • Design guidelines for the improvement of induction processes and initial training for apprentices.

  3. Research participants • First Year Apprentices - focus groups, individual interviews, survey questionnaire • Employers - survey questionnaire • Pre-trade students - focus groups • Apprentices who have discontinued - individual interviews

  4. Literature Foundation • Socio-cultural approach - socially and culturally mediated practices in workplace learning (Billett, 2004; Wenger, 1998) • Vocational imagination (Higgins, 2010) • Vocational identity formation (Kirpal, • Belonging to a workplace (Chan, 2008) • Learning as becoming (Hodkinson, Biesta & James, 2008) • Workplace learning pedagogy (Billett & various others)

  5. Research Approach • Constructive – interpretative paradigm • Mixed case study • Case study theory building - within-case analysis and the congruence method (George & Bennett, 2005). • Narratives constructed - not as narrative inquiries (Riessman, 2008), but more as analytical lenses (Chase, 2005) and closer to the ‘storytelling’ aspect of case study (Stake, 2005).

  6. Outputs so far • All data collection completed • Individual reports to each ITO and a background report produced • Data analysis re-consolidation underway • Final report and guidelines in progress

  7. Themes towards constructing guidelines • Matching ‘vocational imagination’ to reality • Establishing a sense of belonging • Maintaining engagement and momentum towards apprenticeship completion

  8. Matching ‘vocational imagination’ • Firm goal of becoming a trades person • Strong sense of affinity with chosen industry • Clear views of future options • Reality not always portrayed – industry and apprenticeship • Need for clearer, succinct and accessible information

  9. Belonging to a workplace- A sense of belonging- need for clear articulation of responsibilities- timely response to queries- workplace support crucial

  10. Maintaining momentum- Setting goals and objectives- providing incentives - building vocational identity- exploring alternatives

  11. Where to from here • Completion of final report • Design brochure • Disseminate findings to a wider audience.

  12. Thank You Contact:- Selena Chan Christchurch Polytechnic Institute of Technology Selena.Chan@cpit.ac.nz blogging at:- http://mportfolios.blogspot.com Project team • Dr. Robyn Chandler, Christchurch Polytechnic, Robyn.Chandler@cpit.ac.nz • Nicholas Huntington, Industry Training Federation, nicholas@itf.org.nz • Tracey Shepherd, Agriculture ITO, TraceyS@agriculturalito.ac.nz • Charles Hayward, Boating ITO, Charles@bia.org.nz • Loretta Garrow, Building and Construction ITO, Loretto.Garrow@bcito.org.nz • Paul Town , Competenz, p.town@competenz.org.nz • Erica Cummings, Hairdressing ITO, Erica@hito.org.nz • Glen Keith, Hospitality Standards Institute, Glen.Keith@hsi.org.nz • Deb Paul, Joinery ITO, deb.paul@jito.org.nz

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