Module 4a - Training in the company

 Workplace training versus school training
There is a big difference between the place of training - the company - and the place of education – the school.

The most important task of the school is to create an optimal setting for the apprentice's learning processes.

The most important task for the company is to ensure financial survival and further development. Therefore, training will not always be at the top of the list of priorities, compared to important operational or production tasks, no matter how positive the company's attitude is towards training.

The question is: How to get operation and good training to go together?
 Different VET trainings in one company
Both larger and smaller companies can have apprentices in different training programmes.

When there are several people in charge of the training in a company, it's advantageous to exchange ideas and experience across departments.

It is also advantageous to let the trainers attend a trainer course together.

Despite differences in training programmes, the apprentices also have things in common. Therefore many companies have formed "clubs" for the young people.
 Who is responsible for the training?
In smaller companies, often only the boss or education manager and one skilled worker are involved in training apprentices. In larger companies, several departments and persons can be responsible for the workplace training.

Some large companies have a regular partnership with a large supplier and/or with a school for training apprentices.

It's useful to make a list of people involved in training in your company, for example:
  • The education manager 
  • Appointed trainers/apprenticeship coordinators 
  • Skilled workers 
  • Apprenticeship coordinator in a specific professional area 
  • Head of staff 
  • Others
List also "what", that is, which tasks each person is responsible for.

Example Frode Laursen
The haulage company has 1,000 employees in all, and about 250 drivers. The company has had appointed driver instructors for about a year. They have now evaluated this. Dropout and resignation have, according to the manager, already fallen by 10%. This shows that it pays to let one man's workday be spent, to a great extent, receiving and following new employees and apprentices.
 Planning and implementation
To get a general view of the apprentice's training programme, it can be a good idea to make a flow chart.

The flow chart may include:
  • The probation/orientation period
  • School-based periods
  • Departments the apprentice will work in 
  • Holidays and days off 
  • Final Exam
Larger companies that have separate departments for apprentices use rotation plans:
The apprentices can have training periods in a separate "practice shop", or they can be in different departments during different periods. Some companies or countries may have special computer applications for training plans.
 Use of progress charts
The competency goals the apprentice has to achieve are clearly defined in training regulations. They include:
  • Objectives for the school-based training 
  • Objectives for workplace training 
  • Requirements for interim and final exams
In order to provide the best possible support for the apprentice, progress charts can be used. They should display not only the apprentice’s skills and achievements but also the level of his/her performances.

4 - The trainer