Factors that contribute to retention and completion for apprentices and trainees

This study explored retention in apprenticeships and traineeships and the factors that influence this process. Substantial reforms to entry-level training policies have produced significant increases in the number of apprentices and trainees and a concomitant increase in the number of cancellations and withdrawals from training programs. The objectives of this research, therefore, were to identify and describe factors that underlie the process of retention, analyse those most amenable to change and examine a number of interventions that could be used to enhance retention and contribute to increased completion of apprenticeships and traineeships. The focus on retention in this study is concerned with the mechanisms that over time increase the likelihood of completion.

A qualitative research approach was taken in the study. Interviews enabled a close exploration of the factors that contribute to retention and completion within various occupational groups. In total, 437 interviews were held with apprentices and trainees (both those who had recently completed and those who were currently completing a contract of training), teachers/trainers and supervisors/managers.

As apprentices and trainees progress through the training system, there are factors or circumstances pertaining to their on-the-job and off-the job training environments that play a major role in determining whether they complete or not. On- and off-job learning environments that enhance the process of retention are those that:

• have a positive climate that is supportive of apprentices' and trainees' learning
• are 'adult like'
• sustain positive relationships between apprentices/trainees and their teachers / trainers
• provide high quality teaching/training
• use high quality learning materials
• provide flexible and relevant learning opportunities.

The process of retention is a dynamic one. The factors that affect the likelihood of an apprentice or trainee completing their contract of training vary over time. There are very few apprentices and trainees who do not consider leaving their contract of training at some point in time. The types of interventions that assist the newly appointed apprentice or trainee to commit to their contract of training differ from those needed to encourage an apprentice or trainee in their final months of training. In this sense every apprentice/trainee is unique, both in terms of the difficulties they might face and the strengths that they bring to their particular situation. The study also highlighted how the process of retention varies across occupational groups. A major finding of this research is that the process of retention can only be understood within the context of a particular occupational situation.

Some factors that influence the process of retention and the outcome of completion are relatively stable over time and are not easily changed (for example, the age at which an apprentice/trainee commences a contract of training). Other factors are more dynamic and open to change.

The factors that influence of process of retention are also inter-related and cumulative. Many apprentices and trainees spoke of having to bear one or two negative aspects (poor wages, difficulties with study) over the period of their contract of training. These circumstances could be coped with, provided there was support and the promise of improvements and rewards in the not-too-distant future. But there were circumstances where added negatives and the deterioration of the long-term 'pay offs' (for example, a decline in demand in the labour market for a particular occupation) no longer seemed to make it worth persisting the current situation.

Based on the data from this study, apprentices and trainees are more likely to complete their contract of training if the following conditions are present.

Personal

• they have developed an interest in the occupation (for example, via work experience, pre-vocational courses)
• they have medium and long-term goals for themselves in the occupation
• they have a high level of personal maturity
• they have the support of family/friends/partner
• they have taken into consideration other demands on their time and energy (family, sport, friends, etc.)

Industry/labour market

• the qualification they are undertaking is perceived to be valuable in the public domain
• there are few alternatives in the occupational area offering better rewards to those without qualifications

'Accidental'

• the trainee/apprentice is able to access resources to cope with changes in personal circumstances (relationships, pregnancy, injury, shifting house - especially long distances, car breakdown, etc.)
• the trainee/apprentice is able to access resources to cope with changes in workplace circumstances (retrenchment, closure, take over, etc.)

Workplace

• the trainee/apprentice is able to develop and use a wide range of skills and knowledge
• hours and demands of work are realistic and reasonable
• physical conditions of work are not too onerous
• interpersonal relationships are satisfying
• management and supervision are supportive.

Training

• the length of the contract of training is commensurate with its future rewards
• there is a high level of integration within the training program, both in terms of on-and off-job environments and linkages between different levels of qualifications providing a career/learning pathway
• the trainers/teachers are seen to be experienced in the industry, efficient and supportive
• there is some flexibility in the contract of training (for example, so that the apprentice/trainee can be relocated to another workplace if necessary)

Outcomes

• all parties (apprentices/trainees, managers/supervisors, teachers/trainers) recognise and value the skills and knowledge developed over the contract of training
• apprentices/trainees are supported to develop persistence over the time they are in training.

The report concludes with suggestions on possible interventions that may be used to enhance the process of retention in traineeships and apprenticeships. The major criteria for selecting any intervention to enhance retention need to take into account:

• the occupational context in which it might be implemented, and
• the degree to which it addresses those factors affecting the process of retention that are most amenable to change within that context.

Retention is the collective responsibility of all parties involved in vocational education and training. The commitment to complete an apprenticeship or traineeship does not reside solely within the individual apprentice or trainee. Retention is enhanced by institutional processes which are responsive, learner-centred and acknowledge the unique needs and circumstances of apprentices and trainees and the contexts in which they live and work. Retention is one of the products of quality partnerships between apprentices/trainees, their employer(s) and the registered training organisations with whom they work.