The success of apprenticeships : views of stakeholders on training and learning / edited by Jean-Luc Cerdin, Jean-Marie Peretti.
Contributor(s): Cerdin, Jean-Luc [editor.] | Peretti, Jean-Marie [editor.]
Language: English Publisher: Hoboken : ISTE Ltd / John Wiley and Sons Inc, 2019Description: 1 online rsourceContent type: text Media type: unmediated Carrier type: volumeISBN: 9781786304735; 9781119694793Subject(s): Apprenticeship programs | ApprenticesGenre/Form: Electronic books.Online resources: Full text available at Wiley Online Library Click here to view| Item type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
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COLLEGE LIBRARY | COLLEGE LIBRARY | 331.25922 Su181 2019 (Browse shelf) | Available | CL-51017 |
ABOUT THE AUTHOR
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.
TABLE OF CONTENTS
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
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.
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