Details

The Success of Apprenticeships

Views of Stakeholders on Training and Learning
1. Aufl.

von: Jean-Luc Cerdin, Jean-Marie Peretti
139,99 €
Verlag:	Wiley
Format:	EPUB
Veröffentl.:	08.01.2020
ISBN/EAN:	9781119694809
Sprache:	englisch
Anzahl Seiten:	320

In den Warenkorb

Als Gutschein

DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.

Beschreibungen

Titelbeschreibung

Apprenticeships can offer apprentices, their teacher-tutors and business apprenticeship supervisors experiences that are rich in knowledge. The Success of Apprenticeships presents the observations and opinions of 48 actors regarding apprenticeships. These testimonies recount how apprenticeships allowed them to improve their expertise, their professional practices and their organization skills. This book also examines how their interactions in the work/study process allowed them not only to develop the skills of apprentices, but also the skills of those who accompanied them – the teacher-tutors and the business apprenticeships supervisors. The creation of an authentic community of apprentices subscribes to the formation of an ecosystem of learning, in which each individual harvests fruits in terms of the development of their personal abilities.

Inhaltsverzeichnis

Foreword – ESSEC Business School: The Pioneering Spirit xv Foreword – Learning by Doing xix Introduction xxiii Jean-Luc CERDIN and Jean-Marie PERETTI Part 1. The Challenges of Apprenticeships in the Training System 1 Chapter 1. Apprenticeship Training: A Dedicated Educational Engineering 3 Florence LE FIBLEC and Michel GORDIN 1.1. Introduction 3 1.2. Why propose an apprenticeship? Evidence, an ambition, a reasoned choice or an opportunistic behavior? 4 1.2.1. The approach, the creative process, the pillar: the change in power 4 1.2.2. The choice of pace of work-linked training and duration: tailor-made 5 1.2.3. International experience 5 1.2.4. The individualization of courses 6 1.3. Validation of the apprentice’s acquisition of skills: know-how, soft skills and practical knowledge 6 1.4. The French model: economic balances and their complexity 8 1.5. The governance of an apprenticeship program: power issues? 9 Chapter 2. Apprenticeships: The First Learning Experience 11 Soufyane FRIMOUSSE and Jean-Marie PERETTI 2.1. Introduction 11 2.2. The apprentice in the 70/20/10 apprenticeship model 11 2.3. Towards a permanent learning dynamic 13 2.4. From learning to the ability to act 14 2.5. Conclusion 16 2.6. References 16 Chapter 3. Innovation at the Heart of the Company and Apprenticeship Methods 19 Véronique BILLAT and Mireille BLAESS 3.1. Introduction 19 3.2. An apprentice entrepreneur 19 3.3. A new product in a present but immature market 20 3.4. As a result, an innovative approach 21 3.5. Conclusion 25 3.6. References 25 Chapter 4. The Leader-Entrepreneur in an Apprenticeship Position 27 Pierre-Yves SANSÉAU and Christian DEFÉLIX 4.1. Introduction 27 4.2. Realities of competence approaches in SMEs and VSEs 27 4.3. In SMEs and VSEs, apprenticeship along the way 28 4.4. Learning to manage competences by leaders-entrepreneurs: beyond individual skills 29 4.5. Conclusion 31 4.6. References 31 Chapter 5. Reinventing the Promise of Work-linked Training... Or an Initiatory Journey Towards Agile Professionalism and Postural Learning 33 Maria-Giuseppina BRUNA and Béchir BEN LAHOUEL 5.1. A study of the efficiency of French post-baccalaureate business schools 33 5.1.1. Introduction 33 5.1.2. Student satisfaction through apprenticeship training 38 5.2. Methodology 39 5.2.1. Using the DEA method in measuring the efficiency of higher education institutions 39 5.2.2. Presentation of the DEA method 40 5.2.3. Application of the DEA method to business schools in France 42 5.2.4. Result of the DEA method 43 5.3. Conclusion 45 5.4. References 46 Chapter 6. Apprenticeships, a “Springboard” to Professional Integration? 51 Sana HENDA 6.1. Introduction 51 6.2. Work-linked training 52 6.3. Follow-up and role of the tutor or apprenticeship manager 53 6.4. Autonomy and confidence building? 54 6.5. Better professional integration 55 6.6. Managing the pace of the work-linked training 56 6.7. Conclusion 57 6.8. References 57 Chapter 7. Reflexivity and Management Apprenticeships 59 Sandrine ANSART and Pierre-Yves SANSÉAU 7.1. Introduction 59 7.2. From reflexivity to reflexive manager? 59 7.3. Initial training: from a “classical” learning posture to a reflective posture 61 7.4. In continuous training: a pre-existing professional activity to facilitate the reflective process 62 7.5. APEL: strong reflexivity in the “being” dimension 64 7.6. References 65 Part 2. Perspectives of Apprenticeship Actors 67 Chapter 8. The Birth of Apprenticeships: A Marker of the Pioneering Spirit of ESSEC 69 Alain BERNARD 8.1. Introduction 69 8.2. A favorable educational context 73 8.3. The genesis of the idea of apprenticeships and the results observed three months later 74 8.4. Monitoring and controlling the progress of apprentices 76 8.5. Conclusion 77 8.6. References 77 Chapter 9. Cross-fertilization of Stakeholders’ Views on the Key Factors for the Success of an Apprenticeship Pathway 79 Nathalie MONTARGOT and Dominic DRILLON 9.1. Introduction 79 9.2. Context 79 9.3. Conclusion 84 9.4. References 85 Chapter 10. Beneficiaries of the Apprenticeship Process 87 Fernando CUEVAS, Catherine COLL and Arnaud GIMENEZ 10.1. Introduction 87 10.2. Benefits for the apprentice 88 10.3. Benefits for the company 92 10.4. Benefits for the CFA 95 10.5. Other beneficiaries 96 10.6. Conclusion 97 Chapter 11. The Value of an Apprenticeship in Business School Training: The Apprentice’s Perspective 99 Mirella BLAISE and Sophie RIVIÈRE 11.1. Introduction 99 11.2. Apprenticeship, an increasingly conscious and deliberate choice 99 11.3. The benefits of choosing an apprenticeship for Business School students 101 11.3.1. Mirella’s testimony: getting to know each other better 101 11.3.2. Sophie’s testimony: easier access to employment 103 11.3.3. Financing your training and student life 104 11.4. References 105 Chapter 12. Reflections on “Apprenticeships” 107 Bruno BOUNIOL 12.1. Introduction 107 12.2. Apprenticeships: multiple realities 107 12.3. Apprenticeships in the higher education system 109 Chapter 13. Apprenticeships at ESSEC: Practice 111 Wolfgang DICK 13.1. Introduction 111 13.2. Presentation of the apprenticeship system in the curriculum (MiM) of the ESSEC Business School 111 13.3. Students’ motivations for getting involved in the scheme 112 13.4. Organization over time 112 13.4.1. Apprenticeships in two distinct periods 113 13.4.2. Continuous learning 113 13.5. The geographical and intercultural dimension 114 13.6. The experience of trust in the professional environment 115 13.7. Challenges to consider 115 13.8. Conclusion 116 Chapter 14. Sandwich Course Training in Higher Education in an Island Territory 117 Soufyane FRIMOUSSE and Christophe STORAÏ 14.1. Introduction 117 14.2. The system of sandwich course training at the University of Corsica, adapted to the context of an island economy 117 14.3. The conception of ministerial surveys on the follow-up of the professional integration of work-based students enrolled at the University of Corsica 118 14.3.1. A specific methodology 119 14.4. Conclusion 122 Chapter 15. Entrepreneurship Master’s Degrees in a Business School: What Added Value for the Company? 125 Gilles LAMBERT, Dominique SIEGEL and Lovanirina RAMBOARISON-LALAO 15.1. Introduction 125 15.2. Entrepreneurial culture in Business Schools: the case of EM Strasbourg 125 15.3. The apprentice in post-graduate entrepreneurship as a “strategic relay” within the company 126 15.4. Apprenticeships, a lever for developing the company’s dynamic capabilities 128 15.5. Conclusion 130 15.6. References 131 Part 3. Elsewhere in the World 133 Chapter 16. German Dual Training through Apprenticeships: An Exportable Model? 135 Éric DAVOINE and Ludger DEITMER 16.1. Introduction 135 16.2. Main features of dual German learning 136 16.3. Conditions for the success of the dual German training model 138 16.4. Conclusion 140 16.5. References 140 Chapter 17. Apprenticeships in England 143 Sandra MCNALLY 17.1. Introduction 143 17.2. The apprenticeship system in England 144 17.3. The evolution of apprenticeship numbers 145 17.4. What is the value of an apprenticeship? 147 17.5. Conclusion 153 17.6. References 153 Chapter 18. Beyond Meeting the Needs of the Economy, Reconnecting Work and Values: The Indian Apprenticeship Experience 155 Mouloud MADOUN 18.1. Apprenticeships to help industrialization 155 18.2. Apprenticeships for development and culture 156 18.3. Reform training policies and better response to needs 157 18.4. Population and youth: an opportunity and a challenge 157 18.5. The implementation of the apprenticeship system 158 18.6. Some concrete examples 160 18.6.1. The Rhino experience 160 18.6.2. Interview with GS, Flowlink company Coimbatore 162 18.6.3. Abandonment of training by some 163 18.6.4. L&T Mumbai Group is the leader in construction and public works 164 Chapter 19. Apprenticeship Management in Africa: The Case of Madagascar 167 Lovanirina RAMBOARISON-LALAO and Landisoa RABESON 19.1. Introduction 167 19.2. Higher education in management sciences in Madagascar 168 19.3. Legal framework: apprenticeship in Madagascar on the basis of the French model 170 19.4. What added value does an apprenticeship with continuous management training bring? 172 19.5. Conclusion 173 19.6. References 173 Chapter 20. Training African Managers and Combating the “Brain Drain” 175 Richard DELAYE-HABERMACHER, Pierre DINASSA-KILENDO, Yvette IKOLO and Gabriel BERNERD 20.1. Introduction 175 20.2. DGC Congo, first experience of apprenticeship through school-enterprise work experience 176 20.3. Apprenticeships and competitiveness: the example of the DRC 177 20.4. References 178 Chapter 21. Japanese Style Learning: Learning-by-doing in Japan, a Concept Still New to Management 181 Junko TAKAGI 21.1. Defining apprenticeships 181 21.2. Internships in a company in Japan 182 21.3. Analysis of the situation in Japan 184 21.4. Conclusion 186 Chapter 22. The Chinese Apprenticeship Model: The Spirit of Craftsmanship 187 Kate-Yue ZHANG and Jean-Luc CERDIN 22.1. A historical overview 187 22.2. Cultural elements: morality and the profession 188 22.2.1. Morality 188 22.2.2. Profession 188 22.3. Modern apprenticeships in China: a reform towards a formal system initiated by the government 189 22.4. Implications for France 191 22.5. References 192 Part 4. Perspectives on Apprenticeships 193 Chapter 23. Apprenticeship Reform: An Asset for Renewing Our Social Model 195 Sylvie BRUNET 23.1. Introduction 195 23.2. Conditions for facilitating access to apprenticeships 196 23.3. Securing the apprentice’s career path to reduce contract breaches 199 23.4. Conclusion 201 23.5. References 201 Chapter 24. Thinking About an Ecology of Learning, from People to the Organization 203 Corinne FORASACCO and Sylvie CHARTIER-GUEUDET 24.1. Introduction 203 24.1.1. Learning as metanoia: a behavioral transformation 203 24.1.2. Learning in a systems approach: the learning organization 203 24.2. Six keys to developing learning as an evolution of people’s behavior 204 24.2.1. Developing self-awareness: a form of prerequisite for apprenticeships 205 24.2.2. Creating a virtuous circle of trust for quality apprenticeships 206 24.2.3. Strengthening your attention span 207 24.2.4. Restructuring emotions and emotional intelligence to better adapt 209 24.2.5. Favoring letting go and renouncing perfection 210 24.2.6. The virtues of systemic learning in the face of complexity and uncertainty 211 24.3. A facilitating environment and a learning organization: the example of the insurance sector 212 24.3.1. The timescale requiring a new learning framework 212 24.3.2. Daily learning: a construction through a new social dialog 213 24.3.3. A favorable working environment for learning differently 213 24.3.4. The evolution of managerial positions in the service of the development of learning 215 24.3.5. Open apprenticeship approaches for sustainable learning 216 24.3.6. Apprenticeships, a vehicle for supporting the transformation of structures and their operations 217 24.4. Conclusion 217 24.5. References 219 Chapter 25. Apprenticeships: Conversation as a Lever 221 Olivier FOURCADET 25.1. Introduction 221 25.2. Overrated talent 224 25.3. Mission contract and feedback 225 25.4. Projection outside the scope of the current field experience 225 25.5. Conclusion 226 25.6. References 226 Chapter 26. Paradigm Shift: All Learners 22 François SILVA and Marie PERETTI-NDIAYE 26.1. Introduction 227 26.2. Escaping narrow rationalism 229 26.3. The immensity of the cyberspace of knowledge 230 26.4. A new way of thinking 230 26.5. Developing critical thinking skills 231 26.6. Solving problems 232 26.7. References 233 Chapter 27. Job Quality: A Challenge for the Effectiveness of Higher Education Apprenticeships 235 Abdelwahab AIT RAZOUK and Anne HERVEOU 27.1. Introduction 235 27.2. Job quality: a multidimensional concept 236 27.3. Job quality: a real expectation of apprentices 237 27.4. Quality of employment: which strategic choices do companies make? 238 27.5. Conclusion 240 27.6. References 241 Chapter 28. All Apprentices: A Necessity 243 Laurent BIBARD 28.1. Introduction 243 28.2. The challenges of the learning curve: the structural ambivalence of competencies 244 28.3. The vital nature of the integration by all of a learning position 247 28.4. Conclusion 249 Chapter 29. Research on Apprenticeships 25 Kushal SHARMA and Jean-Luc CERDIN 29.1. Introduction 251 29.2. First theme: understanding apprenticeships 252 29.2.1. Defining apprenticeships 252 29.2.2. Stakeholders in the apprenticeship process: the threefold relationship in its context 253 29.3. Second theme: the effects of apprenticeships 253 29.3.1. The contribution of apprenticeships to the career development of young individuals 253 29.3.2. The effect of apprenticeship management on the development of training organizations 254 29.3.3. Apprenticeships within a broader talent management program within organizations 254 29.4. Third theme: apprenticeships as part of CSR 254 29.4.1. Intergenerational transmission of knowledge through apprenticeships 255 29.4.2. The company’s formative roles 255 29.5. Fourth theme: apprenticeships in an international context 255 29.5.1. The German model 256 29.5.2. The British model 256 29.5.3. The French model 257 29.5.4. International mobility in apprenticeships 257 29.6. Conclusion 258 29.7. References 259 List of Authors 261 Index 265

Autorenportrait

Jean-Luc Cerdin is Professor of Human Resource Management and Academic Director of the apprenticeships at ESSEC Business School, France. He is also a Doctor of Science Management. Jean-Marie Peretti is Professor at ESSEC Business School. He is also the current holder of the ESSEC Chair of Change and the ESSEC Chair of Managerial Innovation.