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9
Cross-fertilization of Stakeholders’ Views on the Key Factors for the Success of an Apprenticeship Pathway

9.1. Introduction

The key factors for the success of an apprenticeship pathway are the ability to:

– build a coherent project before joining the organization;
– quickly adjust to the dualities of codes and practices in the organizational and educational worlds;
– understand their role, be proactive and know how to evolve.

9.2. Context

The work–study approach confronts future professionals with real work situations. This educational method is one of the characteristics of the La Rochelle Business School-Excelia Group, which was awarded a ranking in the Top 10 of the list of top Grandes Écoles by the newspaper Le Parisien on a work–study criterion in 2018. This higher education institution develops, with partners, companies and local authorities, higher education courses that respond to the evolution of professions and recruitment needs in the economic world. As of September 2018, all courses are offered on a work-linked training basis. The training part (school) is covered by the company’s approved vocational training fund (Organisme Paritaire Collecteur Agréé – OPCA) and by its contribution to the apprenticeship tax. In return, the students receive remuneration calculated on the basis of the minimum wage, which varies according to the type and duration of the contract, and the age of the participant. Each year, nearly 500 professionalization and apprenticeship contracts are concluded as part of bachelors, MSc and Master’s (accessible from two to five years of higher education) degrees in the business, tourism, international and digital sectors for a period of 12 or 24 months.

The advantages of work–study programs for apprentices highlighted in the school’s communications are the ability to alternate theoretical and practical courses in companies, better understand the skills required to train for a profession and a function, acquire professional techniques, develop adaptability, understand the company’s codes and become operational quickly to integrate into a job. The advantages put forward for employers (in the private, public or voluntary sector), for their part, concern the reception and support of work-linked training, perceived as a real motivational lever for teams that will have new skills to manage and develop and a reinforcement of their competitiveness by transmitting their know-how, interpersonal skills and specific techniques while respecting their culture and values. Being an effective means of testing potential over time (12 or 24 months), while also creating a pool of young talent before recruitment is also highlighted. This chapter focuses on the following central question: what are the stakeholders’ views on the key factors for the success of an apprenticeship pathway?

In order to answer this question, a qualitative study by semi-directive interviews was conducted within the group with the following stakeholders:

– student apprentices, past and present (10);
– companies hosting student apprentices represented by their HR managers and apprenticeship supervisors (8);
– managers of the work–study scheme within the school (4);
– MSc Program Director (1);
– school tutors, relational links between the company, the apprentice and the school (5);
– teacher-researchers working with both apprentices and students in initial training (5).

Based on the thematic analysis of the content of the interviews, three important phases emerge: the early socialization phase corresponding to the apprentice’s research and recruitment, the actual arrival in the organization and the management of the role over time.

While financial reasons and the creation of experiential capital are suggested by the apprentices interviewed, the actors (work–study pilots, HR managers and apprenticeship supervisors) stress the importance of the maturity of their professional project, the ability to master work–study information (cost, schedule), the mastery of their profile on the Internet and their preparation for the recruitment interview (verbal and non-verbal communication). Apprenticeships are generally seen to facilitate and accelerate professional integration. This immersion training (Pennaforte 2010) is characterized by effective professional practice, and the acquisition of professional knowledge and behaviors. All these elements (knowledge, knowing how to act and behave) are considered by all actors as assets that will be highly valued when researching on the labor market (Ullman 2018).

Box 9.2. Words of actors: the reasons for taking up (or not taking up) an apprenticeship

“I really wanted to have a foot in the job market, I was afraid of being without experience. I also wanted to be more financially independent.” (L., apprentice class of 2017, consultant for a large interim group)

“For me, the work–study program is a professionalizing experience. It is also a financial solution.” (F., apprentice class of 2017 who is continuing a Master’s degree through work-linked training)

“Apprenticeships are an accelerator of professionalization and create a pool of future recruits for the company.” (S., Head of Corporate Relations/Governance)

“I was tired of being in school, I needed to see beyond the theoretical teachings.” (C., apprentice class of 2013, training and recruitment consultant)

“The choice of apprenticeship can be made by default. Some students are more motivated by the financial aspect than by professional choice, so the project must be mature.” (V., Director of Studies – Experiential and Personal Development)

The first step, early socialization, concerns the initial training and individual pre-professional values of the apprentice, as well as the communication and HR policy of the organization (Lacaze 2007). Since the success of a recruitment is determined “50% upstream and 50% downstream” (Lacaze and Perrot 2010, p. 33), this first stage is therefore decisive, especially since the limited number of apprenticeship places is set by the region, in accordance with its strategy and the budget it wishes to allocate to it. Consequently, becoming an apprentice is not improvised and requires a commitment on the part of the candidate. The support process of the higher education institution concerns the receipt of job offers, the preparation of the apprentice candidate, the negotiation of assignments and their evolution during the course.

Box 9.3. Stakeholders’ words: views on early socialization

“My advice: have a lot of interviews to choose the company. I took into account the company’s reputation, the people I met on the site, the projects, the assignments and the manager and his style.” (F., graduate apprentice, Master’s in 2017, who, as of 2018, was continuing with another more specialized master’s degree, still through work–study programs)

“The assignments must be interesting and related to the professional project.” (L., apprentice class of 2017, consultant in an interim group)

“We need to communicate even better, to be more present, to have a single entry point and upstream a research service. Some 50% of apprenticeship candidates find a company. Some candidates don’t really look for it.” (S., Head of Corporate Relations/work-linked training governance)

The second stage of socialization, the actual acceptance into an apprenticeship, is a sensitive phase, which illustrates the dualities that the apprentice faces.

Interpersonal interactions, including the support of managers and colleagues, are crucial during this period. The apprenticeship manager, the cornerstone of the system, is responsible for promoting the apprentice’s integration and supporting him/her in his/her professional development by enabling him/her to acquire professional knowledge, skills and attitudes. It transmits company codes, makes work situations formative and evaluates achievements (Kammeyer-Mueller et al. 2013). The apprentice is also supported by a teacher-tutor, who is responsible for following him/her throughout his/her career. Finding the right balance and the right rhythm can be tricky.

Box 9.4. The process of matching the apprentice to his/her environment

Several studies show that socialization has a strong impact on adjustment (rules, conventions), work (tasks, methods, procedures, techniques, etc.) and the social group into which the new recruit fits (Bauer et al. 1998). The apprentice must therefore be able to adapt in two ways to his/her training in a higher education institution and to the organization that hosts him/her. While expected norms and behaviors vary considerably between organizations, the compliance and tolerance of the newcomer’s ambiguity, his/her ability to innovate (Schein 1968) and finally the self-confidence he/she can show promote his/her integration. A good adjustment allows you to fulfill your role and your commitments to the organization. When alternating two places with different training methods, the apprentice in search of adjustment navigates according to the training calendar, between theoretical instruction and productive immersion. These two worlds with different codes and rhythms must be able to facilitate the development of skills and ultimately validate a diploma (Van De Portal 2009; Ullman 2018).

Box 9.5. Words from the actors: the views on the integration of the apprentice

“All stakeholders must be clear on objectives, roles, modalities.” (S., Head of Corporate Relations/Governance)

“The apprentice must be expected, so the company must ensure that all those involved in the arrival are aware of it. It may happen that the HR department is aware of this, but not the reception service. So, for the young person, it means no office, colleagues who are not aware of his/her arrival and who scrutinize him/her from head to toe”. (M., work-linked training teacher at school)

“Students are sometimes too operational and can’t get to the top. They are confronted in the company with a short-term vision. They sometimes question strategic training. They understand at the end, but it is more difficult in M1 and at the beginning of M2.” (P., MSc Training Director)

The third stage of organizational socialization concerns the management of the apprentice’s role in the organization. The evolution of assignments and the degree of responsibility appear to be important factors for apprentices. The linearity of assignments is negatively perceived and the assignments are then considered beneath them. Evolving assignments over time to guide apprentices towards autonomy seems to be a sine qua non condition in order not to disappoint apprentices. The school tutor, in charge of monitoring, must then be vigilant and ensure, during dialogue with the company, that the assignments actually entrusted to the apprentices and their evolution over time are in conformity. Employees and apprentices share their practices and know-how. This sharing, if encouraged and valued in terms of management, will contribute to the apprentice’s training, but also to the enrichment of the working community, thanks to an external and critical look at its functioning.

Box 9.6. Stakeholders’ words: views on role management

“The student must be an actor, take time with himself and the company to take stock.” (C., apprentice class of 2013, training and recruitment consultant)

“The apprentice must be curious, know and want to ask the questions, especially if he wants to learn a trade, otherwise it can become a burden.” (F., wealth manager in a major bank)

“In my company, it didn’t bring me anything, except to learn what a bad manager was. I was playing the role of a drone.” (F., apprentice class of 2017)

“The missions entrusted at the beginning are operational. It is necessary to plan assignments over two years to move from operational to strategic, which is complicated for companies.” (P., MSc Training Director)

“Sometimes there is a problem of education, non-compliance with rules: behavior, schedules… We had to reframe. It’s a quasi-parental role. But this remains minor compared to the quantity received. […] Apprenticeships are an exchange of good practices with employees who devote time to training and the apprentice who strengthens our teams. On the intergenerational side, the staff love it, which is reflected in their motivation. The apprenticeship manager also feels recognized and valued.” (I., head of HR, international group)

9.3. Conclusion

In France, within the framework of higher education, apprenticeships have maintained a certain reputation for many years, due to the renowned Grandes Écoles (management and engineering schools) that have taken part and not hesitated to promote this pathway within their training program. This is not only a social opening through a diversification of tuition funding, but also a pedagogical innovation based on immersion. By moving back and forth between school (or university) and business, the apprentice will gradually learn to reconcile an operational (short-term) approach and a strategic (long-term) vision, and put into practice his/her newly acquired knowledge. When he/she returns to training, he/she will be able to discuss with his/her teachers and classmates the situations, and problems he/she encounters in companies in order to overcome them and learn valuable lessons from them. However, it is not always easy to reconcile school and work. Quite often, the apprentice student must have two homes, travel every month between his/her school and his/her company, with his/her place of work being often quite distinct from that of his/her studies. He/she must learn to organize himself, to quickly change between rhythms and universes with different codes. All this contributes to developing personal adaptation capacities, and organizational and responsibility-related skills that are decisive when entering the labor market. An apprenticeship is a particular training situation where each stakeholder has an important role to play. The support function of the school (or university) and the host company is crucial to the student’s success.

9.4. References

Bauer, T.N., Morrisson, E.W., and Callister, R.R. (1998). Organizational socialization: A review and directions for future research. Research in Personnel and Human Resources Management, 16, 149–214.

Dubar, C. (2011). La Socialisation. Armand Colin, Paris.

El Akremi, A., Nasr, M.I., and Richebe, N. (2014). Les antécédents relationnels, organisationnels et individuels de la socialisation des nouvelles recrues. Management, 17(5), 317–345.

Lacaze, D. (2004). La socialisation des nouveaux salariés dans l’entreprise, un apprentissage interactif. In La gestion des carrières, enjeux et perspectives, Guerrero, S., Cerdin, J.-L., and Roger, A., (eds). Vuibert, Paris, 65–84.

Lacaze, D. (2005). Vers une meilleure compréhension des processus d’intégration. Revue de gestion des ressources humaines, 56, 19–35.

Lacaze, D. and Fabre, C. (2009). La socialisation organisationnelle. In Comportement Organisationnel, vol. 1, Delobbe, N., Herrbach, O., Lacaze, D., and Mignonac, K. (eds). De Boeck, Brussels.

Lacaze, D. and Perrot, S. (2010). L’intégration des nouveaux collaborateurs. Dunod, Paris.

Louis, M.R. (1980). Surprise and sense making: What newcomers experience in entering unfamiliar organizational standings. Administrative Science Quaterly, 25, 226–248.

Kammeyer-Mueller, J., Rubenstein, A., and Song, Z. (2013). Support, undermining, and newcomer socialization: Fitting in during the first 90 days. Academy of Management Journal, 56(4), 1104–1124.

Ostroff, C. and Kozlowsky, S.W.J. (1992). Organizational socialization as a learning process: The role of information acquisition. Personnel Psychology, 45.

Sainsaulieu, R. (1977). L’identité au travail. Presses de la fondation des sciences politiques, Paris.

Schein, E.H. (1968). Organizational socialization and the profession of management. Industrial Management Review, 9, 1–16.

Van De Portal, M. (2009). L’accueil des apprentis en formation supérieure. Revue française de gestion, 35(190), 31–42.

Chapter written by Nathalie MONTARGOT and Dominic DRILLON.

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Table of Contents for 9 Cross-fertilization of Stakeholders’ Views on the Key Factors for the Success of an Apprenticeship Pathway

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9.1. Introduction

9.2. Context

9.3. Conclusion

9.4. References

Table of Contents for
9 Cross-fertilization of Stakeholders’ Views on the Key Factors for the Success of an Apprenticeship Pathway