To see the other types of publications on this topic, follow the link: Apprentices.
Journal articles on the topic 'Apprentices'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Apprentices.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Alam, Sitti Nur, Fauzi Fauzi, Firman Santoso, Saludin Saludin, and Monanda Rio Meta. "Pemilihan Penilaian Karyawan Menggunakan Metode Hybrid ROC-MOORA." Journal of Computer System and Informatics (JoSYC) 4, no. 2 (February 28, 2023): 428–35. http://dx.doi.org/10.47065/josyc.v4i2.3133.
Full textAbstract:
Apprentices are employees who work within the context of a real learning process in the workplace to hone skills and self-quality in achieving maturity in learning science in the world of education, apprentices are also commonly referred to as temporary employees who have a short period of time permitting work in a company , it is not uncommon for a company to appoint an apprentice immediately to become a permanent worker because it is considered capable of minimizing the time in the process of selecting new employees needed to fill employee positions required by a company, several companies also collaborate a lot with a university to accept participants educate them to be able to work in the company they want. In determining an apprentice to become a permanent employee of the company, of course, careful assessment and consideration is needed as is done in other employee selection processes, to eliminate subjective and unfair selection and to improve the quality of the company's assessment of target apprentices who will be appointed as permanent employees. need to build a decision-making system. This is widely applied by other leading companies. In this research, the application of a decision support system was carried out in determining the apprentice's assessment to be selected as a permanent employee of a company using the combination method by applying the weight of the data assessment using the ROC method and the MOORA method ranking method, the results obtained were 0.365 the highest point from the acquisition of the value obtained out of 10 apprentices, the highest score is data recommended by the system as interns who have the best potential to become permanent employees of the company.
2
Purba, Rizki Ikhwansyah, and Samsudin Samsudin. "Perancangan Sistem Informasi Penerimaan Peserta Magang Berbasis Web pada Kantor BPS Kabupaten Simalungun." Jurnal Ilmiah Sains dan Teknologi 8, no. 1 (February 14, 2024): 14–23. http://dx.doi.org/10.47080/saintek.v8i1.3122.
Full textAbstract:
Designing an information system for accepting apprentices at the Simalungun Regency BPS office, the Simalungun Regency government is carrying out an internship program to develop skills and improve the quality of the local workforce. As an effort to increase efficiency and effectiveness in accepting apprentices. Acceptance of apprentices at BPS Simalungun Regency will have the main function of managing apprentice data, conducting data searches, sorting prospective apprentices, producing statistical reports, and sending notifications to apprentices. This system meets data security standards and limited access to authorized users. At the implementation stage, this system will validate data input for apprentices to avoid entering data that does not match the desired format, and also has a feature to delete data for apprentices who are inactive or not verified by BPS Simalungun Regency. Increases efficiency and effectiveness in accepting apprentices, streamlines the data verification process.
3
Abraham, Abena Yeboah, and Abass Adams. "Effects of Number of Apprentices on Financial Performance of Firms in the Furniture and Wood Industry of Ghana." International Journal of Technology and Management Research 2, no. 1 (March 12, 2020): 9–15. http://dx.doi.org/10.47127/ijtmr.v2i1.46.
Full textAbstract:
This study examined the relationship between the number of apprentices in a firm and the financial performance of the firm, using the RPED/CSAE Ghana Manufacturing Enterprise Survey (GMES) covering the period of 1991 to 2002. The dynamic panel model estimation technique was employed to investigate the effect of the number of apprentice on gross profit per capital of firms in the furniture and wood processing industry of Ghana. The findings of the study indicate that the financial performances of firms deteriorate during the apprenticeship period, as they take up more apprentices but increase in wages of apprentices had direct significant effect on financial performance. Other dynamics of the apprentice and the master were discovered to be important variables in explaining firm’s financial performance. The average age of an apprentice in the Furniture industry was about 24 years while that of the Wood industry was about 29 years which is clearly very high. It has been suggested that firms may need incentives other than the services of the apprentice to increase their demand for apprenticeship. The incentive may include tax exemption which should be proportional to the number of apprentices engaged and a proper contract must be signed that will allow apprentices to serve the firm for a specified period after training before being released. The youth must also be advised to begin the apprenticeship process early.
Keywords: Apprenticeship, Financial performance, Dynamic panel model, Gross profit, Contract
4
Pius, A. "Exploring the Experience of Degree Apprentices and Academics in Fostering Managerial-Level Competencies: A Case of Vocational Degrees within the UK Higher Education." International Journal of Sustainable Approach to Education Practice 3, no. 1 (January 5, 2024): 1–12. http://dx.doi.org/10.59268/taas/010520242.
Full textAbstract:
The paper presents the experience of academic staff and degree apprentices in fostering degree-level knowledge, skills, and behaviour (KSBs) in management fields. Indeed, vocational degrees bring together contemporary academic theory and research with a practical understanding of activities within the sector. A model proposed by Edmund (2007), where a successful work-integrated programme is likened to ‘apprentices, employers, and universities’ in a training approach. As such apprentices' learning journey begins with (apprentice-employer relationships), followed by education (apprentice relationships with the institution) and codification of knowledge (apprentice, employer and learning provider relationship). To operationalize Edmund’s model in this paper, KSBs are acquired by the degree apprentices in the classroom setting (theory) and the application of acquired KSBs in the work environment (practice) to solve real-life issues in management fields. Consequently, a new message is required to reposition the vocational degrees narrative in the public domain as sub-standard degrees that are fit for purpose. To address this issue, the paper established that degree apprentices are well-equipped with advanced methodological and theoretical competencies, they are trained to analyse and manage an ever-changing workplace, and to be self-reliant, adaptable, and confident in their discipline as it develops over time. The paper results confirmed that the vocational degrees pathway is very competent in the development of managerial-level competencies for management professionals. It contributes positively to the management sector in terms of degree-level knowledge, skills, and behaviour. To enhance the credibility of vocational degrees the government needs to do more in the awareness campaign within under-represented communities.
5
Holland, Chris. "Someone Like Us: Trades identities and support for work/learning." Literacy and Numeracy Studies 19, no. 1 (December 8, 2011): 19–34. http://dx.doi.org/10.5130/lns.v19i1.2416.
Full textAbstract:
This paper reflects on specific findings from a 2009 study of on and off-job learning that explored apprentices’ learning experiences, formal and informal learning connections, and implications for language, literacy and numeracy in vocational learning. The study was conducted in the glazing industry in New Zealandi, and as part of that study, apprentice profiles were developed. This discussion focuses on three of those profiles and reflects on two emerging themes. The first theme is employer and apprentice perceptions of the value of apprentices coming from a ‘trades family’. The second theme is the range of inclusions and exclusions, advantages and disadvantages that apprentices experience depending on their ‘trades family’ status in both on and off-job learning. The paper then considers what kind of learning support might help integrate the different identities required within an apprenticeship.
6
Jansen, Anika, and Harald Ulrich Pfeifer. "Pre-training competencies and the productivity of apprentices." Evidence-based HRM: a Global Forum for Empirical Scholarship 5, no. 1 (April 3, 2017): 59–79. http://dx.doi.org/10.1108/ebhrm-05-2015-0018.
Full textAbstract:
Purpose The purpose of this paper is to investigate the relationship between pre-training competencies of apprentices and their productivity at the workplace. Design/methodology/approach For the analysis, the authors use firm-level data on apprentices’ oral and writing competencies and competencies in basic mathematics, information technology and problem solving. The authors regress the apprentices’ productivity on these school competencies and include a number of firm and apprentice-specific control variables. By reducing the authors’ data set to firms that only have one apprentice the authors transform the firm-level data into quasi individual-level data. Findings The main findings are that not all competencies are equally related to productivity. Problem-solving competencies followed by oral and writing competencies show the strongest relation to the productive potential of apprentices. IT competencies are also positively but weakly related to the apprentices’ productivity. In contrast, higher levels of basic mathematical competencies leave productivity levels largely unchanged. Differentiating between occupational groups, the authors find that the positive relation between the competencies and productivity predominantly exists in commercial occupations rather than in industrial and technical occupations. Practical implications The results show that better school competencies are associated with a higher productivity of apprentices, which in turn lowers the firms’ training costs. From a policy perspective, this finding is important because it implies that, by improving the apprentices’ competencies, the firms’ willingness to participate in the apprenticeship system can be increased. Moreover, the results are important for training firms because they show on which competencies firms should focus in their recruitment decision. Originality/value The paper studies for the first time the relation between pre-training competencies and productivity of apprentices at the working place. A practical implication from the authors’ analysis is that it could be useful to implement tools measuring the problem solving and oral and writing competencies of apprenticeship applicants in the process of recruitment.
7
Leunig, Tim, Chris Minns, and Patrick Wallis. "Networks in the Premodern Economy: The Market for London Apprenticeships, 1600–1749." Journal of Economic History 71, no. 2 (June 6, 2011): 413–43. http://dx.doi.org/10.1017/s0022050711001586.
Full textAbstract:
We examine the role of social and geographical networks in structuring entry into premodern London's skilled occupations. Newly digitized apprenticeship indenture records for 1600–1749 offer little evidence that personal ties strongly shaped apprentice recruitment. The typical London apprentices had no identifiable tie to their master through kin or place of origin. Migrant apprentices' fathers were generally outside the craft sector. The apprenticeship market was strikingly open: well-to-do families accessed a wide range of apprenticeships, and would-be apprentices could match ability and aptitude to opportunity. This fluidity aided human capital formation, with obvious implications for economic development.
8
Wang, Ruihua. "Evolutionary game of knowledge sharing in master-apprentice pattern of innovative organization." International Journal of Innovation Science 11, no. 3 (October 11, 2019): 436–53. http://dx.doi.org/10.1108/ijis-11-2018-0125.
Full textAbstract:
Purpose Knowledge sharing in a master-apprentice pattern is the process of transferring tacit knowledge from masters to apprentices. In addition, 90 per cent of knowledge required for organizational innovation is tacit knowledge in the master-apprentice pattern. The purpose of this paper is to analyze the evolution of knowledge sharing in master-apprentice pattern and explore the consequences of how to improve the knowledge sharing in the master-apprentice pattern. Design/methodology/approach This paper uses asymmetric evolutionary game theory to study the evolutionary track of knowledge sharing in master-apprentice pattern of innovative organizations by analyzing the utility of masters and apprentices during the process of knowledge sharing in master-apprentice pattern of the innovative organization. Findings The results reveal that when the masters obtained utility from sharing knowledge is greater than that from hoarding knowledge, and the apprentices obtained utility from studying hard is greater than the costs, the innovative organization can get the largest utility from the knowledge sharing in the mater-apprentice pattern. Research limitations/implications The limitation of the research is that this paper mainly studies knowledge sharing among individuals and does not research knowledge sharing between individuals and organizations. Practical implications This research has extended the understanding of knowledge sharing in master-apprentice and its evolution path. Also, the obtained findings are conducive to promoting knowledge sharing in master-apprentice and improving human resource management in innovative organizations. Originality/value This paper attempts to construct the evolution path of knowledge sharing in master-apprentice pattern, which is a useful exploration of the dynamics of knowledge sharing in master-apprentice pattern and makes up for the shortcomings of the existing research.
9
Martinsen Watz, Siw. "Selvstendige helsefagarbeidere i morgendagens helsetjeneste." Nordic Journal of Vocational Education and Training 12, no. 3 (December 16, 2022): 95–119. http://dx.doi.org/10.3384/njvet.2242-458x.2212395.
Full textAbstract:
Work in home nursing care is characterised by individual work and time limits and requires an independent professional. This article investigates how apprentices in the health care profession in Norway develop independence during their apprenticeship period in home nursing care. The study addresses the apprentices’ perspective on their own development in the encounter with the field of practice and the patient living at home. The research question the article answers is: How do health care apprentices experience the development of independent professional practices during the apprenticeship period in home nursing care? 12 apprentices and newly qualified health care professionals were interviewed individually, with a semi-structured interview guide as a starting point. The results show that health care apprentices encounter a working day in home nursing care where the individual apprentice’s independence is both a prerequisite for the work, and a consequence of high workload. The development of independence at work can be linked to the apprentices’ participation in practice, gradual and adapted responsibility and to guidance and reflection in a community of practice. The study claims that development takes place in interaction with the supervisor, other colleagues and patients. When apprentices are given tasks adapted to their level of competence, they experience control and develop independence.
10
Thapa, Raj Kumar, and Navin Kishor Gaihre. "Challenges Faced by Apprentices in Completing Dual TVET Course: A Case of Butwal Technical Institute." Journal of Technical and Vocational Education and Training 18, no. 1 (February 23, 2024): 128–42. http://dx.doi.org/10.3126/tvet.v18i1.62752.
Full textAbstract:
This article highlights a case on the status of apprentices studying at Butwal Technical Institute (BTI), a pioneer not-for-profit apprenticeship education provider in Nepal. It is seen that the graduates of BTI are earning respectable income and living reputed life; however, the study incompletion rate is found significantly on rise at BTI. To identify the challenges faced by the apprentices to complete their study, a research was carried out, assuming inadequate family support or guidance, poor family economy, unfriendly working environment in the industry, institutional technical inefficiency, and unavailability of amenities in the institute as the five major challenges. As a descriptive method, a questionnaire was used for collecting data from 204 apprentices out of 314 in the study. The family support was a moderate challenge for the apprentice to complete their dual TVET apprenticeship training at BTI. The apprentices of BTI had normal financial support from their families. Another challenge was the environment of industry for the apprentices to complete the dual TVET apprenticeship training at BTI, while institutional technical efficiency was considered a moderate challenge to this regard.
11
Pagnoccolo, Joe, and Santina Bertone. "The apprentice experience: the role of interpersonal attributes and people-related generic skills." Education + Training 63, no. 2 (January 19, 2021): 313–27. http://dx.doi.org/10.1108/et-05-2020-0116.
Full textAbstract:
PurposeThis research explores the training experiences of Australian apprentices in the workplace with a focus on workplace relationships and their link to interpersonal attributes and people-related generic skills among apprentices.Design/methodology/approachQualitative research is conducted, and the authors analysed interview data from 20 apprentices (17 men, three women; average age 25 years) who came from a range of industries and trade sectors.FindingsThese findings revealed common themes around the importance of communication, emotional direct cognition, self-awareness and teamwork during training on the job. This suggests that interpersonal attributes are central to apprentices' practices within their training experiences.Research limitations/implicationsThe findings indicate a need for greater emphasis on the development of interpersonal attributes in training both on the job and within training packages.Practical implicationsThe paper extends the literature on the role of interpersonal skills in the apprentice experience, presents information about young people's challenges in training and points to further investigations needed to explore this phenomenon.Originality/valueAn authentic detailed account is presented of apprentices' interpersonal attributes and people-related generic skills in their training experiences.
12
Fayek, Aminah Robinson, Ahmed Shaheen, and Ayo Oduba. "Results of a pilot study to examine the effective integration of apprentices into the industrial construction sector." Canadian Journal of Civil Engineering 30, no. 2 (April 1, 2003): 391–405. http://dx.doi.org/10.1139/l02-106.
Full textAbstract:
The industrial construction sector in Alberta has recently undergone a period of rapid growth, resulting in a shortage of skilled workers in almost all of the major industrial sector trades. To meet these shortages, a need has arisen to increase the utilization of apprentices on industrial construction projects. In an effort to address this issue, the Construction Owners Association of Alberta has established a goal of developing an industry Best Practice on how to improve the on-the-job portion of apprenticeship training and identify means by which the industry can more effectively use apprentices. The challenge is to increase their usage in a cost-effective manner that also provides apprentices with adequate training opportunities. Before this can be done, the impacts and benefits to the various parties involved in industrial construction must be quantified and assessed. This paper describes the findings of a pilot study that was conducted on a major industrial project to help in quantifying the impact of the use of apprentices in the industrial construction sector and to identify methods of effectively increasing their use while simultaneously enhancing their on-the-job learning experience. The main conclusion of this paper is that apprentices can be effectively incorporated in industrial construction, and they can be both productive and cost-effective, provided they are given adequate instruction and supervision. The lessons learned from the study are discussed to provide insight into conducting future studies. Recommendations for an industry Best Practice on the effective utilization of apprentices are presented.Key words: apprentice, electrician, industrial construction, journeyman, labour force, pipefitter, productivity, training, work sampling.
13
Mutlib, Isa. "How employers are rising to the 20% challenge: increasing the uptake of degree apprentices from Black, Asian and Minority Ethnic backgrounds." Higher Education, Skills and Work-Based Learning 10, no. 4 (July 10, 2020): 643–49. http://dx.doi.org/10.1108/heswbl-01-2020-0013.
Full textAbstract:
PurposeThis paper outlines the UK Government's move to increase the numbers of apprentices. It explores how employers are looking to increase take up of apprenticeships with focus on Black, Asian and Minority Ethnic (BAME) communities, the solutions they have identified and the role of higher education institutions (HEIs).Design/methodology/approachThis is the viewpoint of the BAME Apprenticeship Alliance and its Director through engaging with BAME apprentices and collecting a variety of research to show the benefit of recruiting from BAME backgrounds for individuals and organisations. Examples of good practices are included.FindingsThis paper shows there has been an increased effort from UK Government to increase apprenticeship representation from BAME communities. The UK Government has supported the role of apprentices in raising awareness of apprenticeships through recognition of their work.Research limitations/implicationsThis research is limited to the last five years from when the first degree apprenticeship was announced in 2015. Its real impact must be measured after a degree apprentice graduates finding what influence this has on job role, salary and subsequently promoting it to prospective apprentices from under-represented communities.Practical implicationsPractical implications include promoting apprentices as role models for the community and engaging with regional and stakeholder networks between HEIs, employers and the Government to share best practice.Originality/valueInitiatives mentioned within this paper are original to the BAME Apprenticeship Alliance.
14
Reza Rizkynata, Muhammad Khoirul Anwar, Febry Renaldi, Nurlita Purnama, and Annisa Miskiyah. "Upaya Peningkatan Kualitas Mahasiswa Melalui Program Magang Bersertifikat Kampus Merdeka (Studi Kasus Ombudsman Republik Indonesia)." Journal of Research and Development on Public Policy 2, no. 1 (February 7, 2023): 63–75. http://dx.doi.org/10.58684/jarvic.v2i1.40.
Full textAbstract:
Efforts have been made to improve the quality of students through an apprenticeship program from the Merdeka Learning Campus policy which can be used as a forum for all students at Indonesian state and private universities to develop competencies in various fields of interest. Before accepting a job and carrying out the various programs that will be provided, all apprentices are given briefing in advance by each apprentice partner. The briefing received is in the form of a more in-depth explanation of the intended internship location so that all apprentices get a more in-depth picture of the main tasks and functions of each work unit they will choose later. After that, all apprentices chose the work unit to go to and were introduced to the person in charge of each work unit to be followed up afterwards. The certified apprenticeship program aims to improve the quality and competency capacity of students through work and programs provided by apprentice partners during this Certified Internship activity. Apart from that, through this activity it is hoped that students can re-sharpen their hard skills and soft skills so that they are able to compete when pursuing their careers in this globalization era.
15
Franic, Zrinka, Zeljka Babic, and Jelena Macan. "O5B.3 Skin health in croatian hairdressing apprentices at the beginning of vocational education: a new cohort study." Occupational and Environmental Medicine 76, Suppl 1 (April 2019): A43.3—A44. http://dx.doi.org/10.1136/oem-2019-epi.118.
Full textAbstract:
IntroductionHairdressing apprentices are at high risk of developing occupational contact dermatitis.Materials and methodsData on skin health are presented for 352 hairdressing apprentices attending vocational schools in 24 Croatian towns at the beginning of their education, in a screening phase of a prospective cohort study. Apprentices were recruited from September to December 2017. The study protocol included: Nordic Occupational Skin Questionnaire and International Study on Asthma and Allergy in Children Questionnaire for the evaluation of self-reported skin and atopy symptoms, clinical skin examination interpreted by means of Osnabrueck Hand Eczema Severity Index (OHSI), genotyping filaggrin (FLG) gene polymorphisms 2282del4 and R501X from buccal swabs, skin pH and transepidermal water loss (TEWL) measurements.ResultsIn the total sample (n=352, median age 15, 18 males), a history of respiratory and/or skin atopy symptoms was reported by 44.89%, hand/wrist eczema by 11.93%, and a history of dry hands (without eczema) by 34.38% of apprentices. One or more hand/wrist skin changes were found at the clinical examination in 18.18% of apprentices, with the OHSI score ranging from 1 to 6. Washing hands>20 times per day was identified in 12.78% of apprentices. An FLG gene mutation (R501X) was found in only one apprentice. The median (range) for hand TEWL and pH was 13.1 (4.36–62.69) and 5.68 (4.28–7.13), respectively. OHSI score was positively correlated with hand TEWL (Spearman rho 0.16; p=0.0026), and pH (Spearman rho 0.13; p=0.0186).ConclusionThe results indicate a high prevalence of self-reported atopy (45%) and moderate prevalence of self-reported (12%) and clinically observed skin symptoms (18%) on the hands/wrists of hairdressing apprentices already at the beginning of education, without FLG mutations as a risk factors. This emphasizes the need to ameliorate preventive examinations of children before enrolling to schools for professions with high risk of exposure to skin hazards.
16
Caicedo, Santiago, Miguel Espinosa, and Arthur Seibold. "Unwilling to Train?—Firm Responses to the Colombian Apprenticeship Regulation." Econometrica 90, no. 2 (2022): 507–50. http://dx.doi.org/10.3982/ecta18911.
Full textAbstract:
We study firm responses to a large‐scale change in apprenticeship regulation in Colombia. The reform requires firms to train, setting apprentice quotas that vary discontinuously in firm size. We document strong heterogeneity in responses across sectors, where firms in sectors with high skill requirements tend to avoid training apprentices, while firms in low‐skill sectors seek apprentices. Guided by these reduced‐form findings, we structurally estimate firms' training costs. Especially in high‐skill sectors, many firms face large training costs, limiting their willingness to train apprentices. Yet, we find substantial overall benefits of expanding apprenticeship training, in particular when the supply of trained workers increases in general equilibrium. Finally, we show that counterfactual policies taking into account heterogeneity across sectors can deliver similar benefits from training while inducing less distortions in the firm‐size distribution and in the allocation of resources across sectors.
17
Bonow, Clarice Alves, Marta Regina Cezar-Vaz, Marlise Capa Verde de Almeida, Laurelize Pereira Rocha, Anelise Miritz Borges, Diéssica Roggia Piexak, and Joana Cezar Vaz. "Risk Perception and Risk Communication for Training Women Apprentice Welders: A Challenge for Public Health Nursing." Nursing Research and Practice 2013 (2013): 1–11. http://dx.doi.org/10.1155/2013/386260.
Full textAbstract:
This research has aimed to identify the perceptions of women apprentice welders about physical, chemical, biological, and physiological risk factors to which they are exposed and evaluate the identification of health disorders self-reported for women apprentice welders before and after implementation of a nursing socioenvironmental intervention. A quantitative study was performed with 27 women apprentice welders (first phase) and before and after an intervention with 18 women (second phase) in Southern Brazil in 2011. The data were analysed using SPSS 19.0. The participants identified the following risk types: physical (96.2%), chemical (96.2%), physiological (88.8%), and biological (62.9%). The results show a significant difference of the pre- and posttest averages for the musculoskeletal system and a posttest average increase for the integumentary, respiratory, and auditory system. A correlation of the women apprentices’ ages and the identification of health disorders were made. It was understood that the perception of women apprentices regarding a particular set of occupational risks is essential for public health nursing to develop an effective risk communication as a positive tool for teaching and learning.
18
Nicholls, John G. "Cultural Apprentices or Sorcerers' Apprentices?" Contemporary Psychology: A Journal of Reviews 36, no. 4 (April 1991): 286–88. http://dx.doi.org/10.1037/029607.
Full text
19
Hardy, Morgan, and Jamie McCasland. "Are Small Firms Labor Constrained? Experimental Evidence from Ghana." American Economic Journal: Applied Economics 15, no. 2 (April 1, 2023): 253–84. http://dx.doi.org/10.1257/app.20200503.
Full textAbstract:
We report the results of a field experiment that randomly placed unemployed young people as apprentices with small firms in Ghana and included no cash subsidy to firms (or workers) beyond in-kind recruitment services. Treated firms experienced increases in firm size of approximately half a worker and firm profits of approximately 10 percent for each apprentice placement offered, documenting frictions to novice hiring. We interpret the program as providing a novel worker screening technology to firms, as (voluntary) worker participation included nonmonetary application costs, echoing the widespread use of an entrance fee mechanism for hiring apprentices in the existing labor market. (JEL D22, J13, J23, L25, M51, M53, O14)
20
Greacen, Peter, and Victoria Ross. "Exploring the Impact of Social Identity on the Bullying of Construction Industry Apprentices." International Journal of Environmental Research and Public Health 20, no. 21 (October 26, 2023): 6980. http://dx.doi.org/10.3390/ijerph20216980.
Full textAbstract:
Background: There is a lack of literature specifically examining the workplace bullying of apprentices and trainees in traditional, male-dominated sectors such as the Australian building and construction industry. Using social identity theory (SIT), the aim of this study was to gather the attitudes, thoughts, and feelings of construction industry leaders to better understand how social identification (i.e., group membership) impacts bullying on targets and perpetrators and the willingness to report bullying to targets and bystanders. Method: One-on-one, semi-structured interviews using a purposive sample of eight leaders from construction and blue-collar industries. Qualitative data were analysed using reflexive thematic analysis. Results: Four overarching themes were identified: difficulties for apprentices transitioning into industry, the need for continued improvement in industry culture, reluctance to report bullying, and rethinking apprenticeships to empower. Each theme provides insight into the psychosocial phenomenon of the bullying of trade apprentices and suggests that an apprentice’s level of social identification with work groups shapes how bullying is identified, interpreted, and prevented. Conclusion: Findings from this study will be important for tailoring evidence-based interventions, human resource policies, and initiatives for education and awareness training. Themes also highlight systemic inadequacies impacting apprentices’ mental health and skill development, with implications for the future sustainability of apprenticeship training agreements.
21
Dueck, Meghan E., Ata Rafiee, James Mino, Sindhu G. Nair, Samineh Kamravaei, Lei Pei, and Bernadette Quémerais. "Welding Fume Exposure and Health Risk Assessment in a Cohort of Apprentice Welders." Annals of Work Exposures and Health 65, no. 7 (April 23, 2021): 775–88. http://dx.doi.org/10.1093/annweh/wxab016.
Full textAbstract:
Abstract Welding fumes vary in composition depending on the materials and processes used, and while health outcomes in full-time welders have been widely studied, limited research on apprentices exists. Besides, few data are available for metals such as vanadium and antimony. This study aimed to look at individual metals present in welding fumes in the learning environment of apprentice welders. Forty-three welders and 41 controls were chosen from trade programmes at the Northern Alberta Institute of Technology. Ambient and personal air samples were collected at days 0, 1, 7, and 50 of their training and analysed for mass and metal concentrations using Inductively Coupled Plasma Mass Spectrometry. Results showed increases in particle and metal concentrations as apprentices progressed throughout their education and that concentrations at day 50 were similar to levels found in the literature for professional welders. Variable concentrations indicate that some individuals may not properly use the local exhaust ventilation system. Other possible explanation for variations are the position of the sampler on the shoulder, the time spent welding and in each welding position, and the skills of the welders. Strong relationships were observed between particle and metal concentrations, suggesting that these relationships could be used to estimate metal exposure in welders from particle exposure. Welding processes were the most important determinant of exposure in apprentice welders, with Metal Core Arc Welding producing the largest particle concentrations followed by oxyacetylene cutting, and Gas Metal Arc Welding. Health risk assessment showed that welder apprentices are at risk for overexposure to manganese, which suggests that professional welders should be monitored for manganese as they are exposed more than apprentices. Training in proper positioning of local exhaust ventilation system and proper use of respirators are recommended in training facilities.
22
Wilson, George, Jerry Hill, Daniel Martin, James P. Morton, and Graeme L. Close. "GB Apprentice Jockeys Do Not Have the Body Composition to Make Current Minimum Race Weights: Is It Time to Change the Weights or Change the Jockeys?" International Journal of Sport Nutrition and Exercise Metabolism 30, no. 2 (March 1, 2020): 101–4. http://dx.doi.org/10.1123/ijsnem.2019-0288.
Full textAbstract:
Flat jockeys in Great Britain (GB) are classified as apprentices if they are aged less than 26 years and/or have ridden less than 95 winners. To gain experience, apprentices are allocated a weight allowance of up to 7 lb (3.2 kg). Given that there is no off-season in GB flat horseracing, jockeys are required to maintain their racing weight all year round. In light of recent work determining that current apprentices are considerably heavier than previous generations and that smaller increases have been made in the minimum weight, the aim of this study was to assess if the minimum weight in GB was achievable. To make the minimum weight (50.8 kg) with the maximal weight allowance requires a body mass of ∼46.6 kg while maintaining a fat mass >2.5 kg (the lowest fat mass previously reported in weight-restricted males). Thirty-two male apprentice jockeys were assessed for body composition using dual-energy X-ray absorptiometry. The mean (SD) total mass and fat mass were 56 (2.9) kg and 7.2 (1.8) kg, respectively. Given that the lowest theoretical body mass for this group was 51.2 (2.3) kg, only one of 32 jockeys was deemed feasible to achieve the minimum weight with their current weight allowance and maintaining fat mass >2.5 kg. Furthermore, urine osmolality of 780 (260) mOsmol/L was seen, with 22 (out of 32) jockeys classed as dehydrated (>700 mOsmols/L), indicating that body mass would be higher when euhydrated. Additionally, we observed that within new apprentice jockeys licensed during this study (N = 41), only one jockey was able to achieve the minimum weight. To facilitate the goal of achieving race weight with minimal disruptions to well-being, the authors’ data suggest that the minimum weight for GB apprentices should be raised.
23
Albert, Monique, Françoise Aubret, and Henri Gautier. "Évaluation des compétences mathématiques d'apprentis de niveau V à l'aide du «Test Analytique de Mathématiques» (T.A.M.). Vers une remédiation pédagogique ?" L’Orientation scolaire et professionnelle 20, no. 2 (1991): 163–83. http://dx.doi.org/10.3406/binop.1991.1359.
Full textAbstract:
Prior to taking a remedial course in Mathematics, first year students of an Apprentice Training Center were administered the T.A.M. (Analytical Mathematics Test) in the Fall of 1989. The mean scores for these students were slightly higher than for 6th form students, with a somewhat different score profile. However, a differential analysis within the sample shows that the weakest apprentices - like underachieving 6th form students - perform poorly on certain exercises corresponding to infralogical "prerequisites" (related to spatial organization) needed for the development of mathematical thinking. These observations make it possible to design specific remedial programs for apprentices, according to their test score level, and show that the T.A.M. is a useful tool on other than high-school students.
24
Heverin, Drew. "“Thou Trade which didst sustaine my poverty”: Thomas Heywood's The Four Prentices of London and the Emergence of a Rhetorical Counterpublic." Ben Jonson Journal 24, no. 2 (November 2017): 223–45. http://dx.doi.org/10.3366/bjj.2017.0195.
Full textAbstract:
This essay investigates how the depiction of apprenticeship in Thomas Heywood's early play The Four Prentices of London participated in the formation of a marginalized rhetorical community on the Elizabethan stage. Contributing to a larger early modern counterpublic, this play publicized the private discussion of the outspoken if disenfranchised apprentices of Renaissance London by placing the marginalized concerns of these young men in direct conversation with the public's aspirational understanding of the guilds' training system. In his young and dynamic protagonist Eustace, Heywood stages a direct challenge to the narrow understanding of a riotous apprentice and offers a nuanced take on the institution itself – one that honors the possibility of social mobility but recognizes the cost of pursuing it. In The Four Prentices, Heywood uses the rhetoric of this marginalized urban cohort to theatrically refashion the Elizabethan public sphere and makes room for the apprentices in the public deliberations of the early modern city. In this essay, I argue that Heywood brings attention to the concerns of London's apprentices and, thus, recognizes the authority of this counterpublic within the larger urban public sphere.
25
Catterall, Alistair. "Supporting delivery of diagnostic assessments for apprentices with undiagnosed additional needs." Higher Education, Skills and Work-Based Learning 10, no. 4 (December 9, 2019): 623–41. http://dx.doi.org/10.1108/heswbl-02-2019-0032.
Full textAbstract:
Purpose The purpose of this paper is to address the fact that under current Education Skills Funding Agency (ESFA) funding guidelines, diagnostic assessments for apprentices with additional learner needs are deemed an ineligible cost, which has the potential to reduce access to additional funding and support. Design/methodology/approach The approach of this paper is to critically evaluate the surrounding literature, government reports and Mencap review produced since the apprenticeship levy and present the implications of these funding guidelines relating to access to apprenticeships and the practical effects of apprentice’s experience and development. Findings The finding presented by this paper is that the definition of diagnostic assessments as an ineligible cost reduces the quality of training delivered by providers and assurances to apprentices that they will be fully supported from the start of their training. Research limitations/implications The limitation of this research was the minimal amount of government/ESFA documentation addressing this subject within apprenticeships. Practical implications The practical implications of this paper relate to the on-going delivery of apprenticeship training in the UK, and the detrimental effect of reducing access to diagnostic assessments for apprentices with undiagnosed additional learner needs under the current wording of the Education Skills Agency guidance. Social implications The government policy is currently under review to address this area which is considered an ineligible cost for supporting apprentices with recognised additional learner needs. Originality/value The value of this paper is to align with recent Mencap review and collaboratively readdress the ESFA’s current positioning of diagnostic assessments for apprentices with undiagnosed learning difficulties and disabilities as an ineligible cost and non-standardised requirement.
26
Jenkerson, Michelle, Stephanie Freel, Anthony Keyes, Jessica Cranfill, and Rachel Cody. "114 Reimagining Entryways: Innovative Apprenticeship Models for New Clinical Research Professionals." Journal of Clinical and Translational Science 8, s1 (April 2024): 33. http://dx.doi.org/10.1017/cts.2024.112.
Full textAbstract:
OBJECTIVES/GOALS: 1. Standardize pathways, training and evaluations 2. Expose apprentices to a variety of research experiences 3. Remove barriers to hiring early talent 4. Expand opportunities for underrepresented minority applicants to obtain clinical research professional positions METHODS/STUDY POPULATION: Collaborators connected by the Clinical Research Professional Taskforce ACTS SIG conducted a landscape analysis survey to identify aspects of CRP Apprentice models and formed a Subgroup. Members will share plans for multiple apprenticeship programs, including specific training modalities and skill sets used to prepare apprentices for a successful clinical research professional career. Methods across institutions include: • Increasing awareness of the profession • Facilitating talent identification for managers • Making the business case for funding and staffing • Implementing work-based learning for fundamental competency development Survey results from CRP institutions demonstrated apprenticeships are value added to teaching how to conduct research. RESULTS/ANTICIPATED RESULTS: The landscape survey of Apprentice programs revealed multiple models in use. The newly formed Apprentice subgroup is engaging in analysis and actively working to build a standardized repository of competency-aligned, research courses and experiences for apprentices. Results will help make the business case for starting or growing programs. Subgroup members have focused on a shared goal of expanding opportunities for underrepresented minority applicants, with current outreach efforts that are extending awareness of the CRP profession. We anticipate a continuous strengthening of connections between institutions to share a variety of models to implement, develop shared tools (e.g., proficiency tests), and share existing tools to standardize pathways and training for CRP apprenticeships. #_msoanchor_1 DISCUSSION/SIGNIFICANCE: Academic Medical Centers (AMCs) need novel strategies to support clinical research portfolios.Innovative Apprenticeship Models improve efficiency and sustainability of the clinical research professional (CRP) workforce to train the next generation of CRPs in an effective and timely way.
27
Garval, Michael D. "The Miserable, Mythical, Magical Marmiton." Historical Reflections/Réflexions Historiques 44, no. 3 (December 1, 2018): 72–94. http://dx.doi.org/10.3167/hrrh.2018.440306.
Full textAbstract:
Revealing paradoxes abounded in early Third Republic French representations of the marmiton, or culinary apprentice. Investigative reportage and reformist discourse exposed apprentices’ miserable existence while still depicting these young fellows as playful and carefree. Conversely, popular marmiton mythology, particularly in children’s literature, idealized culinary apprenticeship, amid glimpses of harsh living and working conditions, while also highlighting admittedly rare opportunities for ambitious apprentices to achieve substantial public success. Max Jacob’s children’s book Histoire du Roi Kaboul Ier et du Marmiton Gauwain provides an emblematic example with its parodic fairy-tale rendering of celebrity chef Auguste Escoffier’s extraordinary triumphs. Ultimately, while enchanting, the rosy popular vision of the magical marmiton obfuscated exploitative child labor practices underpinning the whole culinary enterprise in this supposed golden age of French gastronomy.
28
Thierauf, Christopher, Theresa Law, Tyler Frasca, and Matthias Scheutz. "Toward Competent Robot Apprentices: Enabling Proactive Troubleshooting in Collaborative Robots." Machines 12, no. 1 (January 18, 2024): 73. http://dx.doi.org/10.3390/machines12010073.
Full textAbstract:
For robots to become effective apprentices and collaborators, they must exhibit some level of autonomy, for example, recognizing failures and identifying ways to address them with the aid of their human teammates. In this systems paper, we present an integrated cognitive robotic architecture for a “robot apprentice” that is capable of assessing its own performance, identifying task execution failures, communicating them to humans, and resolving them, if possible. We demonstrate the capabilities of our proposed architecture with a series of demonstrations and confirm with an online user study that people prefer our robot apprentice compared to robots without those capabilities.
29
Seyffer, Silke, Melanie Hochmuth, and Andreas Frey. "Challenges of the Coronavirus Pandemic as an Opportunity for Sustainable Digital Learning in Vocational Education and Training (VET)." Sustainability 14, no. 13 (June 23, 2022): 7692. http://dx.doi.org/10.3390/su14137692.
Full textAbstract:
In addition to restrictions in training companies, vocational schools were also closed due to the coronavirus pandemic in Germany. After the unexpected first lockdown, it was the challenge of all those involved to draw lessons from the emergent weaknesses in the system and to prepare for further school closures. These preparations primarily involved shifting to digital learning platforms. This article uses a simple and easy to understand research design and focuses from a practical point of view on the results of a quantitative online survey conducted by the University of Applied Labour Studies Mannheim among 143 apprentices in southern Germany on the differences between the first and second school closures with regard to live communication with teachers, attention to apprentice concerns by the vocational school, access to digital devices, and the use of these devices. The results of the survey show that, according to the apprentices’ assessments, the vocational schools were able to improve live communication as well as better attend to the apprentices’ concerns between lockdowns. In addition, the apprentices were able to improve their own digital devices and competencies and, to a large extent, make up for deficits. They were better able to use digital devices and software during the second school closure compared to the first. Gender differences were observed. However, despite significant improvements, there is still a need to modernize and innovate, which should be considered in future digital developments at schools.
30
Reichwald, Simon. "About MyKindaFuture." Higher Education, Skills and Work-Based Learning 10, no. 4 (July 28, 2020): 613–22. http://dx.doi.org/10.1108/heswbl-12-2019-0167.
Full textAbstract:
PurposeThe purpose of this paper is to provide an overview of the changing and evolving apprenticeship market, with a specific focus on how it is beginning to impact the diversity of employer organisations across a range of industry sectors.Design/methodology/approachThis is an opinion piece, contextualising the UK business approach to apprenticeships and the levy. It includes case studies showing how the attraction and recruitment of apprentices have been used to address diversity issues in different organisations.FindingsEmployers are pushing for:A broader range of apprenticeship standards (and for them to be signed off more quickly),More of the UK population to be aware of the high-quality apprenticeship roles available,The necessary company infrastructure and appropriate external activities, to ensure that theBroadest range of talent applies for and secures apprentice roles.Partnership with the training provider(s) works well.Right level of support is in place for the apprentices, whether they are existing staff or new staff members (who are often young people, returners or ex-military).Line managers can quickly and effectively integrate apprentices into their teams, so that they are adding value and making an impact.
31
Fudenberg, Drew, and Luis Rayo. "Training and Effort Dynamics in Apprenticeship." American Economic Review 109, no. 11 (November 1, 2019): 3780–812. http://dx.doi.org/10.1257/aer.20171939.
Full textAbstract:
A principal specifies time paths of effort provision, task allocation, and knowledge transfer for a cash-constrained apprentice, who is free to walk away at any time. In the optimal contract the apprentice pays for training by working for low or no wages and by working inefficiently hard. The apprentice can work on both knowledge-complementary and knowledge-independent tasks. We study the optimal time path of effort distortions and their impact on the knowledge transfer, and analyze the effect of regulatory limits on the length of apprenticeships and on how much effort apprentices are allowed to provide. (JEL D82, D86, J24, J41, M53)
32
Allen, Brooke, Paul Theroux, and Rosemary Mahoney. "Sorcerers' Apprentices." Hudson Review 52, no. 1 (1999): 150. http://dx.doi.org/10.2307/3852598.
Full text
33
Atterbury, M., J. Limke, G. Lemasters, N. Glenn, and C. Forrester. "Carpenter Apprentices." Journal of Occupational & Environmental Medicine 39, no. 4 (April 1997): 356. http://dx.doi.org/10.1097/00043764-199704000-00023.
Full text
34
McConnachie, Alexis. "Including apprentices." Early Years Educator 11, no. 4 (August 2009): 28–30. http://dx.doi.org/10.12968/eyed.2009.11.4.43405.
Full text
35
Liadi, Olusegun Fariudeen, and Olanrewaju Akinpelu Olutayo. "Traditional Apprenticeship, Normative Expectations and Sustainability of Masonry Vocation in Ibadan, Nigeria." International Journal of Sociology of Education 6, no. 2 (June 25, 2017): 186. http://dx.doi.org/10.17583/rise.2017.2425.
Full textAbstract:
The purpose of this article is to examine whether the normative expectations among masons has positive or negative influence on young people’s interest in masonry. The norms and values a vocation’s practitioners operate with may affect the appeal of the vocation to new and potential apprentices. Yet, whether or not a vocation continues to survive depend on how successful its norms and values order expectations of different categories of people in its fold. Data were derived from interviews and focused discussions among 30 masons and 16 apprentices. The results show that normative relations between masons and apprentices increase apprentices’ anxiety. There are indications that apprentices find challenging some of the conventions that dictate the process of training. Whereas master masons feel less concern about traditional expectations on apprentices, many apprentices believe that some aspects of informal apprenticeship training process emphasize disturbing social and economic interaction with attendant disinterestedness among apprentices.
36
LEONARD, PAULINE, ALISON FULLER, and LORNA UNWIN. "A new start? Negotiations of age and chrononormativity by older apprentices in England." Ageing and Society 38, no. 8 (March 20, 2017): 1667–92. http://dx.doi.org/10.1017/s0144686x17000204.
Full textAbstract:
ABSTRACTThe decision to start a new career might seem an unusual one to make in later life. However, England has seen a steady rise in numbers of workers undertaking an apprenticeship in their fifties and sixties, through a government-funded policy initiative opening up training to adults at all stages of the lifecourse. At the same time, in most Western contexts, the amalgamation of ‘older’ and ‘apprentice’ presents a challenge to normative understandings of the ‘right age’ to undertake vocational training. What is it like to make a new start as an older worker? This paper draws on new qualitative research conducted in England with older apprentices, exploring how they found the experience and management of training ‘out of step’. Inspired by Elizabeth Freeman's temporalities approach, our findings reveal how powerful norms of age-normativity routinely structure understandings, experiences and identities of older-age training for both organisations and apprentices. While these norms demand careful negotiation by both apprentices and trainers, if managed successfully older workers gain significant benefits from their training. These findings have resonance not only for England, but for other international contexts considering expanding vocational training into older age. The paper concludes that if adult training schemes are to succeed, some fundamental changes may need to be made to understandings of age and ageing within contemporary workplaces.
37
Hughes, Claire Jennifer, and Gillian Saieva. "Degree apprenticeships – an opportunity for all?" Higher Education, Skills and Work-Based Learning 9, no. 2 (May 13, 2019): 225–36. http://dx.doi.org/10.1108/heswbl-10-2018-0113.
Full textAbstract:
Purpose The purpose of this paper is to explore how curriculum design, internal infrastructures and support systems have had to be innovated to best meet the requirements of Higher Degree Apprenticeships (HDA) programmes within the business management portfolio at Solent University. This paper is written from the perspective of University, apprentice and employers’ journeys to support accidental and aspiring managers in the pursuit of the destination of “management professional”. Design/methodology/approach Feedback and insight from both apprentices and employers were gathered from a range of organisations within both public and private sectors; these were then reviewed as part of this case study approach. All of the samples either had practical knowledge of an HDA and were currently active in the study or were supporting apprentices in the workplace. The other sample groups were internal colleagues who were identified because of their current working knowledge of providing infrastructure support for the HDA provision. From this, thematic analysis was conducted to allow the analysis of patterns of feedback or concerned areas of employees, which allowed researchers to identify where the challenges and blocks were occurring along the journeys. The samples were identified from within the Chartered Manager Degree Apprenticeship and Level 5 Operations and Departmental Manager HDAs. A case study methodology was used. Findings From the analysis of the feedback and insights, there were a few themes which were identified and will be discussed further within this paper as to how Solent has approached these areas and will: provide outcomes around how Solent worked with employers to help them understand the benefits of implementing HDAs; outline how innovation in central service infrastructure took place to support employers and apprentices in the on-boarding both to ensure the correct assessment of apprentice suitability and route and also to support their apprenticeship journeys; discuss how we have effectively de-mystified some of the more challenging areas of the HDAs including that the 20 per cent off-the-job training will be “time out of the office” and how this can be positively managed to benefit both the apprentice, employer and organisation; and define how support mechanisms can ensure a high-level “apprentice experience”, whilst supporting them to balance the rigorousness of work and study. Research limitations/implications There is still much research to be completed in the area of impact and added value not just at the micro-organisational level but also at the macro-UK economy and GDP levels, alongside further research on how to market and de-mystify the common misconceptions so as to avoid blockers to enable even more apprentices to enter the market. Finally, research needs to be undertaken around the best pedagogic practices to support these apprentices. Practical implications The challenges and complexities of being involved at the trailblazing stage are that you are working on a pilot basis, which does not always make for a smooth journey. This case study does not offer any final solutions, and the expectation is that these areas will evolve and require change over the next few years. Instead, this case study hopes to give the reader the knowledge and confidence that they are not alone in the challenges they face; by being trailblazers in a new wave of HDAs, solutions will evolve over a period of time. Social implications All training providers should also regularly remind themselves, especially when those bumps in the journey are felt, that by developing and delivering HDAs they are greatly moving forward widening participation to an even wider net of people than ever before and assuring a future of well-developed leaders and managers. Originality/value As HDAs are new area, there is currently ahead of limited discussion on the practicalities of developing and delivering these, and this case study aims to aid this discussion for peers across the sector who have either not entered or are very new to HDAs, providing them guidance on areas to consider.
38
Hamilton, Gillian. "Enforcement In Apprenticeship Contracts: Were Runaways a Serious Problem? Evidence from Montreal." Journal of Economic History 55, no. 3 (September 1995): 551–74. http://dx.doi.org/10.1017/s0022050700041632.
Full textAbstract:
Historians argue that in late eighteenth-century North Aerica, apprentices often ran away form their masters. Masters’ inability to write enforceable contracts, the argument goes, sparked the decline of traditional apprenticeships. This article addresses the issue of enforcement. I analyze an apprentice’s incentive to run away and the role of enforcement with detailed archival evidence form Montreal. These data cast doubt on the claim that masters were unable to construct enforceable contracts and call into question the severity of a runaway problem.
39
Lipińska-Ojrzanowska, A., J. Walusiak-Skorupa, E. Nowakowska-Świrta, and M. Wiszniewska. "Predicting occupational allergy in culinary and hairdressing apprentices." Occupational Medicine 70, no. 1 (December 21, 2019): 68–71. http://dx.doi.org/10.1093/occmed/kqz162.
Full textAbstract:
Abstract Background Apprentices are usually exposed to the same workplace agents as qualified professionals. There is therefore a risk of the development of occupational allergy in apprentices exposed to high (HMW-A) and low molecular inhalant allergens (LMW-A). Aims To evaluate and compare the occurrence of work-related allergy-like symptoms in apprentices exposed to HMW-A and LMW-A in a culinary and hairdressing school during the first and second year of vocational training. Methods We asked culinary and hairdressing apprentices in their first and second year of vocational training to complete a questionnaire about work-related allergy-like symptoms. In first-year apprentices, we undertook spirometry, skin prick tests for occupational allergens and blood tests for allergen-specific Immunoglobulin E (IgE) antibodies. Results Hypersensitivity to occupational allergens was more frequent in first-year apprentices exposed to HMW-A compared to LMW-A (P < 0.05). Apprentices exposed to LMW-A reported increasing occurrence of skin disorders and upper respiratory tract symptoms between the first and second years of training. First-year apprentices exposed to HMW-A more frequently reported rhino-conjunctivitis and dyspnoea (approximately P < 0.001 and P < 0.05) and those exposed to LMW-A more often reported skin symptoms (P < 0.05). Conclusions Periodic skin and respiratory health surveillance for apprentices exposed to LMW-A or HMW-A might help with early identification and management of occupational allergy.
40
Agyemang, Franklin Gyamfi, and Henry Boateng. "Tacit knowledge transfer from a master to an apprentice among hairdressers." Education + Training 61, no. 1 (January 14, 2019): 108–20. http://dx.doi.org/10.1108/et-12-2017-0200.
Full textAbstract:
Purpose The purpose of this paper is to ascertain the factors affecting tacit knowledge transfer from a master to an apprentice in the informal sector among hairdressers in Ghana. Design/methodology/approach A case study was used as the research design. Convenient sampling technique was used to select 47 master hairdressers. Semi-structured interview guide was used for data collection. Data were analysed using the thematic technique. Findings The study found that apprenticeship fee, fear of competition, delegation reasons, joy and pride of mentorship, apprentices’ attitude and time, to be significant factors influencing tacit knowledge transfer from a master to an apprentice. It was also evident that time spent with master as he/she performs or works is crucial to learning as most of the learning is through socializing with the master. Research limitations/implications The main limitation of the study is the use of the convenient sampling technique in choosing the participants. The results of this study, if it has to be generalised to all hairdressers in Ghana, it may have to be done with caution since the participants were not drawn from a pool of all master hairdressers in Ghana. Practical implications The paper provides what apprentices must do to acquire the tacit knowledge of master hairdressers. Originality/value This paper focuses on the holder of tacit knowledge (master hairdressers) and reveals their motivations to transfer or hoard their tacit knowledge.
41
Coppi, Alessia Eletta, and Alberto Cattaneo. "Fostering Apprentice Beauticians’ Visual Expertise Through Annotations: A Design Experiment Using the Platform Realto." Journal of Education and Training Studies 9, no. 7 (July 12, 2021): 27. http://dx.doi.org/10.11114/jets.v9i7.5291.
Full textAbstract:
Professional beauticians regularly perform skin analyses and should be skilled at observing small skin anomalies and skin damages. However, little is done directly for improving their observation skills at school, during their training. In order to foster apprentices’ observation skills of skin anomalies, a new training scheme exploiting annotations and attention-guiding methods through the use of the platform Realto was developed and tested.A second year class of apprentice beauticians (N=9) was given a pre-test on the visual expertise of skin anomalies. Then, for a semester they attended multiple training sessions where firstly teachers explained skin anomaly images with the help of annotations (attention-guiding) and secondly, students were asked to observe other images of the same anomalies, annotate them, and then provide a textual description of the identified anomaly.At the end of the semester, the trained class completed a post-test and a questionnaire, and group interview have been collected. Another group of apprentices (N=19) of the third year who already completed the skin anomaly course was used as baseline. Results showed that the group who participated in the treatment mentioned almost double the amount of details noticed by the baseline group in the post-test; being trained using annotations and the Realto platform proved effective in developing observation skills, compared to normal lessons. Furthermore, apprentices confirmed, both through the questionnaire and the interviews, that they considered annotations useful for improving their observation skills and that using Realto and its annotation facilities was a good way to achieve this result.
42
Rowe, Lisa, Daniel Moss, Neil Moore, and David Perrin. "The challenges of managing degree apprentices in the workplace." Journal of Work-Applied Management 9, no. 2 (December 4, 2017): 185–99. http://dx.doi.org/10.1108/jwam-07-2017-0021.
Full textAbstract:
Purpose The purpose of this paper is to explore the issues and challenges facing employers as they manage degree apprentices in the workplace. It examines the relationship between managers and apprentices undertaking a work-based degree. This research is of particular relevance at this time because of the UK Government’s initiative to expand the number of apprenticeships in the workplace to three million new starts by 2020, inevitably bringing a range of pressures to bear on employers (BIS, 2015). The purpose is to share early experiences of employer management of degree apprenticeships, and provide a range of recommendations to develop and improve employer and higher education institution (HEI) practice. Design/methodology/approach This paper combines desk research with qualitative data drawn from interviews with a range of cross-sector organisations to investigate the employer’s experience of developing the new degree apprenticeships. Data are explored inductively using thematic analysis in order to surface dominant patterns and considers the implications of findings upon current and emerging HEI and employer practice and research. Findings There were a number of key themes which emerged from the data collected. These included the need for effective, employer-led recruitment processes, careful management of expectations, sound HEI retention strategies, employer involvement and board-level motivators to ensure organisational benefits are derived from effectively situated workplace learning and a focus upon effective, empowering mentoring and support strategies. Research limitations/implications As degree apprenticeship standards and programmes are currently at the early stages of implementation, and opportunities, funding and resourcing are rapidly changing in the context of government policy, so too will employer appetite and strategies for supporting degree apprentices, along with apprentice behaviour. This means that additional findings, beyond those highlighted within this paper, may emerge in the near future. Practical implications There are a number of practical implications supporting managerial development and support of degree apprentices in the workplace from this research. These are reflected in the findings, and include the development of flexible and collaborative processes, resources, mentor training and networks. Originality/value This paper is one of the first published accounts of the employers’ perspective of managing a degree apprenticeship within the new policy context in the UK. As a result, the work offers a unique insight into the emerging challenges and issues encountered by managers working with degree apprentices in the twenty-first century business environment.
43
Perkinson, Margaret. "Developing Research Apprentices." Physical & Occupational Therapy In Geriatrics 17, no. 2 (December 1, 2000): 1–16. http://dx.doi.org/10.1300/j148v17n02_01.
Full text
44
Perkinson, Margaret A. "Developing Research Apprentices." Physical & Occupational Therapy In Geriatrics 17, no. 2 (January 2000): 1–16. http://dx.doi.org/10.1080/j148v17n02_01.
Full text
45
Steel, Sarah. "Taking on apprentices." Early Years Educator 16, no. 12 (April 2, 2015): 28–30. http://dx.doi.org/10.12968/eyed.2015.16.12.28.
Full text
46
Murphy, Dermot F. "The Evaluator's Apprentices." Evaluation 2, no. 3 (July 1996): 321–38. http://dx.doi.org/10.1177/135638909600200306.
Full text
47
Evans, Robert. "The Sorcerer's Apprentices." Healthcare Policy | Politiques de Santé 7, no. 2 (November 2, 2011): 14–22. http://dx.doi.org/10.12927/hcpol.2011.22659.
Full text
48
Xie, Xiaoyan. "Improving the Employability of Apprentices Under the Modern Apprenticeship System." International Journal of Education and Humanities 9, no. 3 (July 26, 2023): 230–33. http://dx.doi.org/10.54097/ijeh.v9i3.10629.
Full textAbstract:
The employability of animation apprentices has been improved under the modern apprenticeship system, but there are many problems under the new system. This paper puts forward countermeasures for some problems existing in the employment of modern apprentices, and provides an effective path for the improvement of the employability of modern apprentices.
49
Winkelmann, Rainer. "Employment Prospects and Skill Acquisition of Apprenticeship-Trained Workers in Germany." ILR Review 49, no. 4 (July 1996): 658–72. http://dx.doi.org/10.1177/001979399604900405.
Full textAbstract:
Using data from the German Socio-Economic Panel for 1984–90, the author analyzes the entrance of young individuals into the German labor market, comparing the experience of apprenticeship graduates to that of graduates from universities, full-time vocational schools, and secondary schools. Apprentices experienced fewer unemployment spells in the transition to their first full-time employment than did non-apprentices. Among apprentices, those trained in large firms had the smoothest transition to employment; once employed, however, apprentices (whether they stayed in their training firm or not) and non-apprentices had similar job stability (as measured by tenure). An estimated 70% of apprenticeship trainees left their training firm within a five-year period. These findings are consistent with the view that apprenticeship training develops general, portable skills rather than firm-specific skills.
50
Shedd, John A. "The State Versus the Trades Guilds: Parliament's Soldier-Apprentices in the English Civil War Period, 1642–1655." International Labor and Working-Class History 65 (April 2004): 105–16. http://dx.doi.org/10.1017/s0147547904000079.
Full textAbstract:
During the English Civil War period, parliament freed apprentices who had left their masters to serve in parliament's armed forces, thereby nullifying the postwar efforts of companies to force disbanded soldiers to return and finish their seven years of training. In effect, legislation favoring apprentices undid the traditional cooperative relationship between the English state and the guilds. By freeing apprentices who had yet to complete labor contracts, parliament made more common the practice of renegade apprentices abandoning their masters to set up shop, a problem that had plagued the guild system since its inception. The many Civil War apprentices who took advantage of these innovative state benefits can remind us that we have been too inclined to associate the unraveling of the guild system and the rise of capitalism with the bourgeoisie rather than with the laboring classes.