Work in Progress
Understanding the psychological contract in apprenticeships and traineeships to improve retention
Summary
- Item:
- 10438
- Title:
- Understanding the psychological contract in apprenticeships and traineeships to improve retention
- Type:
- Managed research project
- Project no:
- NR10004
- Status:
- Finished
- Date commenced:
- 8 October 2009
- Contact:
- Joanne Hargreaves
- phone: 08 8230 8678
- email: joanne.hargreaves@ncver.edu.au
- Principal researcher:
- Erica Smith
- University of Ballarat
Purpose
The purpose of the project is to develop understandings of how the psychological contract operates in the employment relationship between apprentices/trainees and their employers, in order to understand respective expectations better, identify reasons for differences among groups, and provide information that may help to draw the expectations of both parties more closely together and thereby contribute to increased retention.
The findings of the project will be important for policy-makers and practitioners for planning interventions, as they will provide a sound evidence base for the following important issues:
• differences among apprentices and trainees. Much research, including our own (eg E Smith et al, forthcoming), has shown there is a perception of inferiority of traineeships as opposed to apprenticeships, and the findings will help inform this issue and may assist in arguments to deepen expectations in traineeships;
• differences among industry areas and other groups within apprenticeships and traineeships. NCVER statistics show great variation among industry areas, and the findings may help to explain these;
• insight into the differing expectations of employers and employees which can affect any individual apprenticeship or traineeship irrespective of industry area
• literacy & numeracy requirements of both the apprentice/trainee contract and the formal training provided.
Approach
Quantitative and qualitative
Research questions
1. What ‘promises’ (explicit or implicit) form the basis of the psychological contract for apprentices and trainees? How are they weighted? Do they vary between the two groups, and among industry areas and the nature of the employing company?
2. How is the psychological contract developed and ‘remembered’ within industries and workplaces for all parties (ie apprentice, supervisor, employer)?
3. What impact do RTOs and intermediary organisations have on the construction of the contract?
4. What tensions arise from different perceptions of the psychological contract and what events can lead to a breach of the contract? What are the consequences of such a breach? What issues might prevent employers fulfilling their side of the contract?
5. How can the different stakeholders’ perceptions of the promises involved in the psychological contract for apprentices and trainees be better aligned so that breaches and perceived breaches are less common?
Methodology
This is a mixed-method study including expert interviews, two quantitative surveys, and company case studies which include both quantitative and qualitative elements.
The project will involve using an adaptation of a standardised psychological contract questionnaire to collect quantitative data from 2000 apprentices and trainees and 200 employers. 12 detailed case studies of apprentices and trainees working with different employers in different sets of contexts (eg large/small companies, different trades/occupations, etc) will also be undertaken. The case studies will include interviews with managers, RTOs and intermediary organisations such as Group Training Organisations as well as the apprentice/trainee.
Organisations
University of Ballarat School of Education. Erica Smith has recently moved from Charles Sturt University where she was convenor of the RIVET research group to the University of Ballarat. The School of Education has a number of distinguished researchers in both adult education and school education, with success in obtaining and successfully completing competitive grants.
Charles Sturt University. Ros Brennan Kemmis is Head of the School of Education at Charles Sturt University, Wagga Wagga campus, and has been an active researcher in VET for over 10 years. She is a member of RIVET (Research in VET group) and the Research in Professional Practice, Learning and Education (RIPPLE) Institute.
E&T Thinking is an education and training consultancy which focuses on research and development in VET, workplace learning, flexible learning and intercultural education. The two principals of E&T Thinking have had long and successful careers in education and training practice and research, and have together completed a large number of funded R&D projects and published work. Located in Geelong, Victoria, E&T Thinking commenced operations in 2008 following Dr Peter Smith’s retirement from Deakin University.
Deakin University School of Psychology. The Deakin University School of Psychology was established in 1974. Since then it has grown to be the largest school of Psychology in Australia. The School is situated within the Faculty of Health, Medicine, Nursing and Behavioural Sciences with a strong presence across three campuses: Geelong, Melbourne and Warrnambool, as well as a high off-campus profile. Arlene Walker is a member of the Organisational Psychology team, situated at the Geelong Waterfront campus. Deakin University offers expertise in organisational, clinical, health and forensic psychology. Teaching, research and consulting are core activities of many staff.
