Summary of presentations which I missed or were presented during concurrent sessions.
First up with Dr. Zuleyka Zevallos (NSW Behavioural Insights Unit), Michelle Pisano (Centre for Educational Statistics and Evaluation). Michael Lau and Derek Hennessy (Training Services, NSW) on 'using behavioural messages to retain vulnerable apprentices and trainees. Report found here. Covered an overview of the problem, the solutions and findings. Non-completion a perennial challenge, completions has been around 40% for many years when the ideal should be at least 65%. The study utilised a digital support and outreach solution to try to engage with apprentices early as most who terminate, tend to do so at the beginning of their apprenticeship. Detailed how behaviourial prompts via SMS could reduce the drop out rate.
Evidence from international research shows behavioural messages prompting at the correct time is effective as educational interventions. Sought to change habits and to assure apprentices seek help when required, rather than give up and leave without seeking support. SMS sent at pivotal point of apprenticeship, beginning at sign up and continuing every two months. Used to improve apprentices' self-efficacy and included messages on apprentice rights, reminders of milestones etc. Example messages detailed where user name is used, purpose of training services introduced and followed through, and call for action to follow up through links to websites.
Solution tested with 3 variants. Control group received no SMS, and other two groups received 6 SMS across the year - as 'fair-go messages' and 'incentive and control' messages. Results indicate short term outcomes. SMS well received by learners with those who would have not sought help, engaging with resources and conversations. Significant reduction of learners dropping out from the two groups receiving SMS after 12 months. 'Fair go' group seemed to have better retention.
The interventions now adopted across NSW and the 6 messages implemented as business as usual. April - what to expect of workplace learning; May - reminder to have training plan; June - reminder of how to 'keep on track'; Sept - checking to see if progressing to more complex skills; Oct - making sure not being asked 'over-work'; Nov - congratulations on completing first year, reminder to log changes in training contract. All have links to relevant resources and contacts for follow up.
Tips to implement similar interventions include: emphasising behaviourial principles to boost proactive self-help behaviour; include personalised message; optimise links to ensure they are mobile friendly and possible for completion 'on the sport' i.e. NO long messages; consider timeliness of messages (during breaks - 11am to 12 pm); decide how replies are responded to; have a dedicated phone number which is 'manned'; implement a process for how to manage support.
Good, pragmatic and impactful project.
Followed by Associate Professor Tim Corney and Dr. Fiona MacDonald from Victoria University on 'there has to be more to it: supporting young people through VET to successful completion of apprenticeships in traditional construction trades'. Related papers - on youth transition.
Another presentation on the challenges of increasing completion rates especially amongst younger apprentices, and women in male dominated apprenticeships. Provided an overview of the projects to find out how to support young people as they transition from school to work; what support structures work; how the culture of male dominated workplaces. Data gathered across several streams including NCVER data, surveys and interviews. Looked into pathways from school, choice of occupation, and the stigma of VET.
Employers often place the onus on young people to work through challenges, however, initial transition into a workplace presents considerable challenges. Findings from the two projects reveal the importance of the 'informal' support beyond the workplace as being important to resilience.
Integrating innovations at work and learning with Professor Stephen Billett (Griffith University). In this presentation, the argument is proposed that workplace learning and workplace innovations are often addressed separately, but both are interdependent and should really be looked at integrated. Used a project in Singaporean SMEs to provide context. Identified 3 kinds of innovations - strategic, work practice, and procedural. Each provides specific ways of thinking and acting through which workers are able to engage with the process and learn. Procedural innovations are especially thought of as coming from worker initiated actions.
SMES included precision engineering, aged care and a range of service, distribution, finance and educational enterprises. Overviewed the work undertaken and premises informing learning and innovation at work and why both are intertwined. Of interest is the process of employee-driven innovation. Summarised the ways workplace innovations arise through the conduct of work. Argued that innovations did not arise through start-ups, incubators etc. but are actually day to day processes to keep enterprises viable in competitive market driven society.
Used PIAAC has a base of data to identify prevalence of problem-solving and how this occurs regularly across all occupations with no real difference across cohorts on the basis of educational level. Although life long learning etc. focuses on individuals, all workers are expected to innovate and much of this is carried out in work teams.
Summarised the studies' contexts and findings. The importance of dialogic interactions was identified as a key process for innovation to take place and continue. The 3 distinct kinds of innovation were also identified - strategic, work practice and procedural. Each had a different pattern of initiation, approval, and implementation. Strategic and work practice tended to be top-down but procedural (which was the most common) were bottom-up with support from the workplace. Then presented the zones of employee-driven innovations and learning as individual innovations will not have impact unless supported by workplace approval and promotion.
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