programme: camden council october 2015 - learning &...
TRANSCRIPT
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Interim evaluation of an adult apprenticeship programme: Camden Council October 2015
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Contents
Executive Summary .............................................................................................................. 3
1. Introduction ....................................................................................................................... 5
1.1 The adult apprenticeship pilot ...................................................................................... 5
1.1.1 The need .............................................................................................................. 5
1.1.2 The solution ......................................................................................................... 6
1.1.3 The participants.................................................................................................... 7
1.2 The evaluation ............................................................................................................. 7
2. Methodology ..................................................................................................................... 9
3. Findings .......................................................................................................................... 10
3.1 Motivations for participating/not participating in the pilot ............................................ 10
3.1.1 Participating employers ..................................................................................... 10
3.1.2 Non-participating employers .............................................................................. 11
3.1.3 Apprentices ....................................................................................................... 12
3.2 What impact have the apprenticeships had so far? .................................................... 13
3.2.1 Employers ......................................................................................................... 13
3.2.2 Apprentices ....................................................................................................... 14
Appendix one – Discussion guide for non-participating employers ...................................... 17
Appendix two – Discussion guide for participating employers ............................................. 19
Appendix three – Discussion guide for focus group/workshop with apprentices .................. 21
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Executive Summary
This report presents the interim findings from an evaluation of a parental employment pilot
programme run by Camden Council, to support parents into work through apprenticeships.
The focus of the initial phase of the evaluation was to understand employers’ and
apprentices’ initial perceptions and experiences of the apprenticeships.
The methodology employed in the evaluation comprised a rapid literature scan combined
with primary research involving key stakeholders (telephone interviews and a focus group).
Key evaluation questions explored critical success factors and motivators, the extent to
which apprenticeships improve outcomes for parents and the value for money of the
programme.
The findings for employers included:
For four of the employers (employing nine of the apprentices), outcomes were
extremely positive, although in several cases there had been challenges with the
training provision. Two of the employers employing an apprentice each had had
difficult experiences due to missing work and unmet expectations around skills,
although there are signs that things are improving.
The findings for apprentices’ included:
The transition into work was harder than many had anticipated, both financially (due
to difficulties with the benefits transition) and emotionally. However, the majority of
the apprentices now feel they are progressing well and highlighted the impact the
roles have had on their confidence, their sense of purpose and their feelings of
stability and security.
The key changes experienced by the apprentices are presented in the figure below.
Figure EX.1: outcomes for apprentices
Initial experiences/transition
Temporarily worsened financial position
Stress and anxiety
Guilt over "abandoning" children and disrupting family life
Proud
After six months
Improved financial position
Increased self confidence and self esteem
Sense of meaning and purpose
Improved family routine; spending more "quality" time together
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Key messages for policymakers and employers
Part-time, flexible apprenticeships are an effective solution to bring parents
into the workforce. The evaluation has found that flexible, part-time apprenticeships
are attractive to parents. They present a real opportunity to help meet new
government targets to support parents into work, as well as new targets around
apprenticeships leading to a skilled workforce1.
Parents are an untapped workforce and there is a strong business case for
employers to create opportunities to access them. Employers have found the
adult apprentices to be highly motivated and committed in general. After the
transition, apprentices are progressing quickly and bring confidence and maturity to
the role. Provided jobs can be sensibly tailored, by hours, flexibility and pay, adult
apprenticeships represent a great opportunity for employers.
The transition into work is difficult and support systems are required to get
apprentices through the first stage. It is recognised that the transition into
employment creates a huge upheaval on a person’s life. This is compounded by
complications over benefits and finance. Any apprenticeship programme for parents
must acknowledge this, managing expectations and providing support.
Flexible apprenticeships may offer not just a solution to parents, but also to
other vulnerable groups who are under-represented in the workforce. Parents
are not the only untapped group who may have the personal resources to succeed in
the workforce provided opportunities can be tailored. Flexible apprenticeships may
also be appropriate for young adult carers, for example. Policymakers should think
about how the apprenticeship model can be provided innovatively as an employment
and training opportunity more widely.
1 Delebarre, J. (2015) Apprenticeships Policy, England 2015 [Online]. Available at:
http://www.parliament.uk/briefing-papers/Sn03052.pdf
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1. Introduction
This report presents the interim findings from an evaluation of a parental employment pilot
programme run by Camden Council, to support parents into work through apprenticeships.
This report has been written halfway through the evaluation, and focuses on both employers’
and apprentices’ initial perceptions and experiences of the apprenticeships. The aim of this
report is to inform the second year of the programme, and provide an opportunity to share
emerging findings about the delivery of innovative parental employment programmes with
other local and national actors.
The final report, including a value for money analysis, will be published in late 2016.
1.1 The adult apprenticeship pilot
1.1.1 The need
Maternal employment rates in London are lagging behind the rest of the UK. Those in
relationships have an employment rate 14 percentage points lower than the national
average, while lone parents are nine percentage points lower than the national average2.
Families (both lone parent and couples) in which mothers don’t work face significantly higher
risks of poverty than those that do. The London Poverty Commission has identified maternal
unemployment as the key causal factor behind child poverty.
Unemployed parents often face significant personal, structural and cultural barriers
preventing them from entering work, including:
Lack of availability of jobs with flexible working and suitable hours
Childcare costs
Low pay
Lack of skills and qualifications
Lack of recent work experience
Lack of confidence
Employer attitudes
In London in particular, parents face distinct challenges. There is a higher level of
competition for low skilled jobs, and much of it is from young people who have more
flexibility around working hours than parents.
Secondly, net financial benefits from working in London at the lower end of the labour market
for parents may be prohibitively low. The costs of living are significantly higher than
elsewhere, particularly child care costs (on average the cost of a nursery place is 24% above
the national average) – and whilst this is sometimes reflected by a ‘London premium’ in
wages, the ‘premium’ is relatively lower at the lower end of the labour market3.
2 Bell, K., 2013, Childcare and maternal employment in London: What can local authorities do? Child
Poverty Action Group [Online]. Available at: http://www.camden.gov.uk/ccm/cms-service/download/asset?asset_id=3123315 3 Child Poverty Action Group, 2013 GLA Economy Committee Inquiry: Low pay and the London Living
Wage. [Online]. Available at: http://cpag.org.uk/sites/default/files/CPAG-GLA-low-pay-0813.pdf
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1.1.2 The solution
Camden Council approached this challenge by supporting projects that seek to concurrently
address the multiple underlying barriers to parents entering the job market.
Apprenticeship pilot programmes present an opportunity to learn a job in a supportive
environment, gaining skills, confidence and ultimately a qualification, which helps parents to
support themselves and their families in the long-term.
However, for many parents traditional apprenticeship pilots are not a suitable option as
structural barriers to uptake remain. The minimum wage on an apprenticeship was £2.73 an
hour in 2014/15 when the programme commenced, rising to £3.00 in October 2015, which is
well below the living wage needed to support a family in London. Furthermore, there is a lack
of supply of apprenticeships with appropriate part-time hours. Only 5% of apprenticeship
positions were for less than 20 hours per week, in a government survey of apprenticeships4.
Camden Council is addressing these obstacles by engaging with employers to identify adult
apprenticeship opportunities. These were designed to present an affordable and attractive
solution for parents and employers, as detailed in Figure 1.
An additional component of the pilot design was support with the recruitment process.
Camden Council provided job descriptions and adverts, and a pre-screening function for
employers to ensure that applicants had the required functional skills (eg. English and
Maths) for an apprenticeship.
Figure 1: Features of the apprenticeship model
4 Department for Business Innovation and Skills, 2014. Apprenticeship pay survey 2014 [Online]
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/387319/bis-14-1281-apprenticeship-pay-survey-2014.pdf
Apprenticeship model
Funding for apprenticeship training
Part-time contracts
with flexibility of
working hours
Wage subsidy to
provide London living
wage and discretionary
fund
In-work support
during first 3 and last 3 months
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This in-depth, multifaceted and targeted support addresses some of the more important
underlying causes of unemployment and has the potential to transform employment
outcomes for participating parents.
1.1.3 The participants
The pilot commenced in February 2015. Seventy-eight applications were received,
applicants were pre-screened, functional skills tested and interviews conducted by Camden
Council and employers before 11 apprentices were subsequently placed with employers in
Camden, in public, private and third sector organisations. The pilot was originally intended to
be for ten apprentices, but two apprentices have a jobshare on a full time role5. In addition,
one apprentice dropped out very early, in the first two weeks of the role. One additional
apprentice has subsequently dropped out from the pilot6. The employer still wishes to
participate, and is in the process of recruiting a second apprentice.
Although the pilot was open to parents regardless of gender, very few men applied and all of
the apprentices employed were women.
Table 1: Description of participating organisations and apprenticeships
Organisation/sector description Number of apprentices taken on
Qualification framework
Construction skills 4 (2 of whom are in a jobshare)
Business administration
Cleaning and support services 2 (one of whom is no longer participating)
Business administration
Library 2 Customer services
Hospitality 1 Kitchen services
Employment services 1 Employment related services
Community centres 1 Kitchen services
1.2 The evaluation
NEF Consulting was commissioned by the Council to conduct an independent evaluation of
the pilot. In particular, the evaluation was to assess the potential of adult apprenticeship
programmes to reduce maternal unemployment, and the feasibility of continued delivery.
The evaluation questions were:
1. Critical success factors and motivators for candidates and employers participating in
the pilot, particularly with regards to the importance of:
flexible working patterns,
5 The apprentices in the jobshare were unable to attend the focus group, but whether there have been
any unique experiences or challenges of a jobshare will be explored in the second phase of the evaluation. 6 We were unable to speak to either the apprentices who dropped out.
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wage level, and
training provision.
2. The extent to which adult apprenticeships improve outcomes for participating
parents, particularly with respect to:
Economic situation
Training and skills
Personal wellbeing
Wider impact and family wellbeing
3. The value for money to the public purse of funding the pilot.7
When reading the findings it is important to note that they are far from exhaustive. This is a
small study, and the findings can only be considered suggestive, rather than conclusive.
7 This will be undertaken for the final report
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2. Methodology
The following activities have been undertaken to inform the research:
Rapid literature scan of existing apprentice and parental employment literature.
This review aimed to understand the unique experience of workless parents in the
labour market. There was also a review of experiences of apprenticeships.
Primary research with key stakeholder groups. Research had three components:
o Telephone interviews with three decision-makers at non-participating
employers (who were aware of the pilot but chose not to participate in it), to
understand their motivations and perceptions of it. Employers were also
asked how the pilot could be changed for them to consider it going forward.
Discussion guides are available in Appendix 1.
o Telephone interviews with all six participating employers, six months
after starting to employ an apprentice. Similarly to non-participating
employers, the focus of these interviews were motivations for participation.
Therefore, where possible we talked to key decision-makers. They were also
asked about their ongoing experiences of employing an apprentice, and
whether their perceptions had changed over time, although in some cases
decision-makers were not the direct line managers (line managers will be
interviewed in the second phase of the evaluation). Discussion guides are
available in Appendix 2.
o Focus group with four apprentices, at least six months after commencing
the apprenticeship. Apprentices were asked initial motivations to apply,
experiences of the pilot so far, barriers and enablers to ongoing participation,
and the extent to which the apprenticeship is helping them achieve their goals
and ambitions. Discussion guide is available in Appendix 3.
Focus groups were supplemented with an online survey to capture the
experiences of apprentices who were unable to participate. This was
filled out by a further four apprentices.
Results were shared with Camden Council to co-design lessons learnt and ongoing
recommendations
For the second half of the evaluation, follow up surveys will be conducted with both
apprentices and employers. Further interviews with apprentices will explore continuing
developments. The focus of interviews with employers will be to talk to line managers or
those with direct and day to day experience of working with the apprentices.
The value for money analysis will consider both returns to the apprentice and to the public
purse through increased potential future earnings. We will analyse whether apprentices truly
are financially better off in work, taking into account the full costs of work including travel and
childcare. For the public purse, we will conduct a break-even analysis, modelling the returns
to the public purse from tax income, to determine at what point, if any, returns exceed the
cost of supporting an apprentice (both with and without the living wage subsidy), to inform
future investment in similar programmes.
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3. Findings
Findings are set out below, in relation to the two key evaluation questions:
what are the motivations for participating/not participating in the pilot; and,
what impact have the apprenticeships had so far.
Findings within each are further divided by stakeholder into employers and apprentices.
3.1 Motivations for participating/not participating in the pilot
Stakeholders were asked broadly about their motivations for participating in the pilot, and
then explicitly about three elements of the programme design (flexible working patterns,
wage level and training provision). They were asked to consider whether their decision to
participate would have been different if these elements were not present or subsidised by
the council. A summary of the motivations for participating employers and apprentices is
presented in figure 4 below.
3.1.1 Participating employers
Nature of adult apprentices. The profile and potential quality of specifically adult
apprentices appealed to employers beyond an opportunity to give back:
“Adult apprenticeships are more attractive due to reliability and
wanting to go back to work.”
Employers thought adult apprentices were likely to be highly motivated, and cited skills
gained through more life experience as a benefit, particularly for customer facing roles
compared to younger apprentices.
Two employers had concerns over the amount of time apprentices had been away from the
job market, but were assured by the support during the transition from the Council.
Flexible, part time working. Employers did not consider this a barrier for their participation
in the pilot, although some did mention that it had been a concern initially. Some employers
were looking for someone to fill a part time role, or employees already worked shift work
anyway – although there was a feeling among some that there were limited roles, or that this
might only work in certain industries:
“We found roles within school time... [But] there’s only so many
positions working those hours.”
However, if employers did not have a readily available part time role, it was possible to
create two out of a jobshare:
“This was a logistical thing, [we] took two apprentices on to take a
full time role…. It was more just challenging existing ways of
thinking.”
Wage subsidy. Half the employers paid, or already paid, the London living wage to all staff.
Of those that didn’t, only one said that saving money was a key motivator for participating in
the pilot and that they probably wouldn’t hire an apprentice again without the subsidy. The
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other two felt that although the subsidy was attractive, they would consider continuing to
participate without it now, since they have had a positive experience:
“I think the fact that the Council pays has helped. We all deal in a
marketplace with numbers. However, with proof of quality of
candidates, with a strong case study in place…we could consider it.”
Training and qualification. Employers appreciated the fact that apprentices would receive
training, but most did not feel the qualification itself to be crucial. Although some appreciated
the structure the qualification brought to training, several felt the qualification requirements to
be a potential challenge.
Giving back. All employers mentioned a desire to give someone a chance who might
otherwise struggle to (re)enter work. Only one employer specifically mentioned corporate
social responsibility; most referred to wanting to “give back” and “an opportunity to support
someone from the area”. Two employers discussed the lack of opportunities available for
older people in the area:
“There’s so much noise about supporting the young unemployed
but then it feels like the over 24s are left behind a little bit…we
wanted to branch out and empower adults as well”
3.1.2 Non-participating employers
All three organisations spoken to were very positive about the potential of the pilot, but had
diverse reasons for not participating.
Table 2: summary of the primary reason(s) stated for not participating in the pilot
Sector of organisation
Stage of process reached
Primary reason(s) for not participating
Finance Pre-recruitment Timeframe of recruitment process;
Concern about quality/skillset of candidates
Nursery Pre-recruitment Equality concerns of paying living wage to apprentices when other staff were paid less
Medical equipment distributor
Recruitment Not the right skillsets of candidates for the role (computer skills; language skills)
Flexible, part time working. None of the employers considered the part time, flexible
nature of the apprenticeship to be a barrier as all needed a part-time candidate.
Nature of adult apprentices. Concern over the quality and skillset of the candidates was
brought up by two of the non-participating employers, although they differed in that the one
case was speculative, and the other employer had to withdraw after not finding a candidate
that was the right fit for the role. Both employers were particularly concerned over a potential
lack of IT skills in older candidates.
Timeframe. One employer particularly expressed concern over the length of time of the
recruitment process. She needed someone with some urgency, and as the pilot recruitment
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process would have taken at least six weeks, it did not feel appropriate. This was amplified
because the apprentice would have needed to be able to hit the ground running, and there
was concern that given the nature of an adult apprentice this might not be possible.
Wage subsidy. For the nursery, which already employs multiple apprentices, the concern
was equality:
“The model would have fitted very well for us, but we have no flexibility
on wages as we take on so many apprentices. The council pays for it for
their apprentices, but we couldn’t pay some more than others, it just
wouldn’t be fair.”
This has implications for the potential financial viability of this model for other organisations
already employing apprentices on the national apprentice minimum wage, or other staff paid
below the living wage.
3.1.3 Apprentices
Apprentices were overwhelmingly positive about the opportunity when they first saw it:
“it was like a jackpot for me…it was only 16 hours, it was working around
childcare, and the fact that they mentioned it would be a lot of support as
well….and I saw it was admin. and that’s the area I was trying to get into.
I’ve been looking for the past two years to get a course in that, and I
thought hey, I could do a course and I’ll be earning at the same time”
Setting an example for children. All the apprentices interviewed highlighted the importance
of working hard, particularly in regard to setting examples for their children and being able to
provide for their children:
“I wanted, as my children grow, for them to always remember me
working. I want to show them work ethic like I was always brought up”
Earning and learning. Apprentices cited their careers and aspirations as another key
motivation for participating, seeing this as a great opportunity to “further ourselves”. Not all
apprentices applied for roles in areas they ultimately wanted to work, but considered it
important to get a foot in the door of the working world. They felt that this seemed a good
opportunity to start their careers in a supportive environment. They were keen to gain a
qualification and have a certification of their skills that would improve their future
employability.
Nature of the contract. All apprentices appreciated the flexibility of the role to fit around
childcare; in most cases they were free to choose the days and hours worked which was
considered extremely helpful.
Location. The location – local jobs in Camden – was also mentioned as key for allowing
apprentices to be able to balance work and family obligations.
Stability. Apprentices appreciated the length of the contract as a motivation for participation.
They valued the job security of a two year contract, in comparison to many of the zero-hour
contracts with no guaranteed job security. Most expressed a preference for an even longer
contract, highlighting the importance of stability as working parents.
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Figure 2: Summary of key motivations for participating in the pilot
3.2 What impact have the apprenticeships had so far?
Both employers and apprentices were asked about their experiences of the apprenticeship
pilot so far.
3.2.1 Employers
As discussed in the methodology sections, the initial interviews with employers were with
key decision makers rather than with direct line managers (unless the individual happened to
be both, in the case of two employers). Experiences of progression, therefore, tended to be
second-hand and not extremely detailed. In-work experiences of apprentices from the
employer’s side will be considered in more depth in the second phase of the evaluation.
Progression in work. In general, employers had positive experiences of apprentices. Most
felt that the quality of candidates was high, and exceeded expectations8. Apprentices were
able to get on with work from an early stage. Employers felt the potential benefits of a
mature candidate had been realised:
“She’s really proactive…more initiative, more confidence, more motivated
[compared to younger entry level staff]”
“The quality of the candidates speak for themselves…you can see them
learning so quickly and just getting stuff done”
One employer reported that an apprentice had received a pay rise and promotion within her
first 6 months.
Initial transition. Most employers felt that the candidates had performed well from the start,
but two employers mentioned there had been an initial integration period. Employers’
concerns were around initial confidence levels of apprentices, although both felt that this
8 The phrase ‘most employers’ is used when 4 or 5 out of 6 expressed a similar thought.
Apprentices
Earning and learning
Setting an example for children
Flexible, part-time contract
Relative stability of contract
Employers
Giving back
Nature of adult apprentices: maturity;
reliability
Wage subsidy
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might be because employers had not had experience with similar candidates before, and
apprentices were now progressing well.
Childcare. Two employers felt that there had been significant difficulties. In one case, the
apprentice had taken lots of time off to take care of a sick child. The perceived unreliability
was a problem, despite the apprentice performing well when present. It was felt this time
was much more than other parents take off. The employer expressed sympathy for the
apprentice, and thought the underlying issue was that there is support for childcare but no
support if the child is sick. The employer acknowledged that for single mothers on a low
income and without a partner, time off might be the only option, but it was felt that this
created tension in the office with other parents who were seen to be managing without
extended time off.
Training and skills. Another employer expressed that the skillset of the candidate was a
serious concern:
“her skillset was not where I’d expected it to be in terms of IT…she just
can’t do what we need her to do, especially with Excel”
Although it was felt this could be addressed through training, there was concern over the
quality of the training provision so far.
Concern over training provision was echoed by another employer, although this factor was
mixed. Two employers felt the training had been sufficient. In two cases, the training had
not fully started as the training provider was still undertaking functional skills assessments.
The difference in perception of training experiences was not related to the training provider,
with positive and negative experiences reported with both training providers. This must also
be understood in the context of Ofsted findings that the quality of the training provision for
apprentices is often variable9. This will be explored in more detail in the final report.
3.2.2 Apprentices
Figure 2 below sets out the main changes experienced by apprentices, as well as the
enablers and preventers that support or hinder these changes to occur. In general,
experiences are split between the initial transition period, and experiences now, at least six
months into the apprenticeship.
Economic situation. Most apprentices feel they are now financially better off than they were
out of work. All received an assessment prior to starting to determine that this would be the
case, and it was intended that no one would be supported into work if they would not be
better off in work. However, the benefits transition has been a difficult process for most
apprentices. In most cases benefits were fully stopped though apprentices were still entitled
to housing support. The impact of this on apprentices should not be underestimated, and
several noted that they had had issues with anxiety and panic attacks as a result.
However, this has mostly been resolved, except in one notable case six months after start.
The apprentice has had a repossession notice following the stoppage of housing benefits,
even though she was told prior to entering work she would still be entitled to those benefits.
9 Ofsted, 2012 Ensuring quality in apprenticeships [Online] Available at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/417468/Ensuring_quality_in_apprenticeships.pdf
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“I had to give all my details four times to the people at housing benefit,
where the people in the council were telling me it was being sorted…it’s still
going now…I’ve had a repossession notice on my home”
For the majority of apprentices, they are now feeling positive about their economic situation.
“I feel way better financially. There was initially all these costs, it was a
shock, childcare, rent, council tax, everything. But now I think I’m…OK. I
might even be able to start saving one of these days.”
Training and skills. Most apprentices feel that they have been progressing well in their job
roles. Some initially felt unsure of what would be expected of them and their ability to carry
out the job, leading to feelings of stress and anxiety, although most felt that this may be an
experience common to any new job.
All apprentices now felt more confident within the role, having been in place at least six
months. Several could point to specific examples of progression, such as moving from
reception to having their own desk, or being able to implement their own more efficient
processes that had been recognised by senior staff. Most apprentices felt they were now
being given more responsibility.
Experiences of training have been extremely variable, and different experiences may be due
to different training providers. In several cases, working towards the qualification has still not
started which has been frustrating for apprentices. One particular problem for a couple of
apprentices is that they are not undertaking the qualification they signed up for as once they
were in the role they were told the qualification would not be available with that role
(Customer Service rather than Business Administration), although this occurred with only
one employer.
The balance of work with study towards the qualification will be explored in more depth in the
final report by which point the qualification process will be underway
Personal wellbeing. Apprentices felt the initial adjustment was emotionally difficult. Many
felt conflicted about leaving their children, often for the first time. They reported feeling guilty,
although several were also excited to be doing something for themselves, or setting an
example of working for their children.
After the initial adjustment, apprentices reported feeling more positive about themselves.
Having a job may provide a sense of purpose and meaning to their life.
“I get a sense of satisfaction from going to work, it changes my mood…I
feel better in myself”
Challenging themselves and continuing without giving up has led to an increase in
confidence, and apprentices reported feeling more trust in themselves, and pride in their
abilities.
“There have been lots of things that I have done and never thought I
could do but getting through a really tough day in the office that I thought
I wasn't going to get through really made me proud of myself. It was one
of the hardest days I have had but I kept going and got the job done.”
Family wellbeing. Some apprentices initially struggled to balance their work and family
commitments. One apprentice recalled waking up at 4.30 in the morning in order to continue
with all housework as well as fitting in the job, although it came to light that she was also
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volunteering and in effect working a 40 hour week. Following the adjustment, most
apprentices felt that overall the apprenticeship has been good for their relationship with their
children.
“Since I started working again, there’s been less homecooked dinners,
more mess in the house. There’s less time to do home stuff. But it’s
give me a lot more quality time with my children…because I’ve been at
work, I’ve really really missed them. I don’t worry about the housework,
I really focus on them and it’s all about them until they go to bed.”
There was particular agreement around the sentiment that time spent with their children now
feels more precious and is something to be valued. Most apprentices also felt the regular
hours of work have brought stability and routine to their families’ lives.
Figure 3: outcomes for apprentices
Initial experiences/transition
Temporarily worsened financial position
Stress and anxiety
Guilt over "abandoning" children and disrupting family life
Proud
After six months
Improved financial position
Increased self confidence and self esteem
Sense of meaning and purpose
Improved family routine; spending more "quality" time together
Enablers/preventers
Ben
efits
transitio
n
Child
care
needs
Tra
inin
g
pro
vis
ion
Sup
port
fro
m
council
Expecta
tions
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Appendix one – Discussion guide for non-
participating employers
1. Background
Could you briefly describe your business to me and your role within the business?
Prompt: industry, size of company
Prompt: role – decision maker?
Prompt: how often do you tend to hire new entry level staff or staff with limited experience?
How did you hear about the adult apprenticeship pilot?
How far along the process did you get?
2. Prior recruitment experience and experience of apprentices
Please talk me through your typical recruitment process for an entry level position.
Prompt: What skills and qualities do you seek?
Prompt: What would a typical candidate be like?
Prompt: What would the role be like typically? (Full time, part time, flexibility of hours)
Prompt: What recruitment process do you usually use (for apprentices and otherwise) eg. Agency, link to college etc.
Have you recruited apprentices before? If yes, please talk about your experiences. If no,
what stopped you?
Prompt: recruitment
Prompt: training and support
Prompt: work and progression
If used apprentices, how do you adapt existing roles? Would this have been different for this
adult apprenticeship pilot?
What would you say the advantages and disadvantages might be of recruiting older
apprentices compared to typical apprenticeship pilots?
3. Initial motivations for participation
What aspect of the pilot (if any) most appealed to you initially?
What else?
4. Barriers to participation
What was the main reason you decided not to employ an adult apprentice?
Were there any other reasons?
Do you consider paying the living wage to be a barrier to hiring adult apprentices? Why/why
not?
Do you consider part time/flexible working hours to be a barrier to hiring adult apprentices?
Why/why not?
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5. Support from the council – recruitment process
If participated in the recruitment process at all…
How did you find the recruitment process?
Were there any aspects that could be changed or improved?
6. Corporate social responsibility
Does your business undertake any kind of corporate social responsibility?
How/what is an appropriate way for a business to give back?
7. Feedback
In what ways would the pilot need to be changed for you to consider hiring an adult
apprentice?
Is there anything else you would like to say about the pilot?
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Appendix two – Discussion guide for
participating employers
1. Background
Could you briefly describe your business to me and your role within the business?
Prompt: industry, size of company
Prompt: role – decision maker?
Prompt: how often do you tend to hire new entry level staff or staff with limited experience?
Please talk me through your typical recruitment process for an entry level position.
Prompt: What skills and qualities do you seek?
Prompt: What would a typical candidate be like?
Prompt: What would the role be like typically? (Full time, part time, flexibility of hours)
Prompt: What recruitment process do you usually use (for apprentices and otherwise) eg. Agency, link to college etc.
Have you recruited apprentices before? If yes, please talk about your experiences. If no,
what stopped you?
Prompt: recruitment
Prompt: training and support
Prompt: work and progression
How did you hear about the adult apprenticeship?
3. Motivations for participation
What aspect of the scheme most appealed to you?
Prompt: What else?
Was there anything you did not like about it initially, or that put you off slightly?
What would you say the advantages and disadvantages are of recruiting older apprentices
compared to typical apprenticeship schemes?
Would you participate in the scheme again? Why/why not?
4. Support from the Council – recruitment process
How did you find the recruitment process?
Were there any aspects that could be changed or improved?
Would you hire an adult apprentice again if the council did not facilitate the recruitment
process? Why do you say this?
Would you have participated in the pilot in the first place if the council had not facilitated the
recruitment process? Why/why not?
5. Nature of the employment contract
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What do you think the advantages and disadvantages are of the role being part time? How
do flexible working hours fit within your team/structure?
Prompt: Have your opinions changed since the apprenticeship started? In what way?
6. Support from the Council – wage subsidy
Would you be willing to hire an adult apprentice again if the council did not subsidise the
wage?
To what extent is paying the living wage a barrier to hiring adult apprentices?
7. Experience of adult apprentice’s progress
How is the apprentice progressing in the role?
Are they fulfilling your expectations of them?
Prompt: In what ways are they performing differently than expected?
Prompt: Is there anywhere they might need more support?
8. Support from the Council – training and post-employment support
What training is the apprentice undertaking (if known)?
How have the training requirements working with the job requirements (if known)?
Would you hire an adult apprentice again if the council did not facilitate access to training?
Would you be willing to pay for some or all of the training yourself if you were to hire an adult
apprentice again?
9. Feedback
What aspects of the pilot could be improved?
What would have happened if you had not recruited an adult apprentice for this role?
Prompt: no one hired, traditional apprentice hired…
Is there anything else you would like to say?
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Appendix three – Discussion guide for focus
group/workshop with apprentices
Background
This workshop will comprise of approximately 10 parents participating in Camden Council’s
adult apprenticeship pilot. Participants have been employed in varying industries, and are at
varying stages of completion of the 2 year apprenticeship (between 6 – 12 months). Purpose
of the workshop:
to qualitatively understand candidates’ motivation for participation in the pilot and
experiences so far
to discern candidates’ views on how the pilot could be refined in the future
(particularly recruitment processes, whilst these are still comparatively recent
experiences)
Set up:
chairs in semi-circle
Materials: projector, Dictaphone, post it notes, paper, pens
Introduction (5 minutes)
Thanks and welcome
Toilets, mobile phones off etc.
Nature of a focus group (informal, multiway, expansive, all viee.ws, disagree)
Able to leave at any time. No right or wrong answers
Confidentiality (do not share sensitive information outside of group)
Audio recording, OK? Please speak one at a time
What we will do with information
Questions or concerns?
Warm up (10 minutes)
Divide into a pairs, introduce yourselves.
First name
Job
Proudest moment at work so far
Introduce each other back to the group
Perceptions of traditional apprenticeships (10 minutes)
First facilitator ask questions, second facilitator scribes.
First we’d like to start by talking about what you used to think about apprenticeships, and
whether this has changed.
Before you applied for this role, what did you think about apprenticeships?
SHOUT OUT/WORD ASSOCIATION AND EXPLORE
Had you ever previously considered applying for an apprenticeship?
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Motivations for participation (20 minutes)
Second facilitator ask questions, first facilitator scribes.
I’d like to understand a bit about your motivations for applying for the apprenticeship pilot.
What motivated you to return to work/enter work for the first time? How long ago was
this?
How many other jobs did you apply for before this one?
What did you like about this apprenticeship/job?
FLIPCHART
[Prompts: working towards a qualification, London living wage, part time flexible
contracts, type of job]
Get up and star the thing that appealed to you most?
BREAK (20 minutes)
Work experience so far (20 minutes)
Group discussion
What did your first week on the job feel like? What kind of support and training was
offered? What did being at work feel like? Did you feel anything changed in your life?
Did anything change as you remained in the role? What continued support did you
get? What did it make you feel like?
What is the biggest change that having the job has had on your life?
Barriers to participation (25 minutes)
Whole group discussion
Did you have any concerns returning to work/going to work for the first time?
[Prompts: benefits transition, childcare, confidence/skills/ability for work]
Receptacle for placing responses, each person handed pieces of paper. Answers will be
kept confidential and placed in receptacle. Questions to be answered:
Which of these have you found to be a challenge now that you are in work?
o Particularly probe: childcare/balancing commitments; benefits transition
Did the Council or your employer support you in any ways to overcome these
concerns?
Dream job (20 minutes)
Draw a picture or write down your dream job.
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Stick on wall on one side of the room.
Imagine line from one side of room (with dream job) to other, representing you before
you applied for the apprenticeship. Stand where you think you are on this line in your
current journey. How has the apprenticeship program helped you get to where you
are?
EXPLORE WHY PEOPLE ARE STANDING WHERE THEY ARE
Now picture yourself at the end of the apprenticeship. Where will you be on the line
then?
EXPLORE WHY PEOPLE ARE STANDING WHERE THEY ARE
Improvements to the programme (10 minutes)
Whole group discussion
Imagine you are in charge of running the programme next year. What would you
change (if anything) about how it is run?
THANK YOU.