This is last part in which Recommendation for Apprenticeship Program Dissertation discussed, about training and education programme for children, to know about complete dissertation see the previous parts.
Chapter- 6.0 Recommendation
The objectives of apprenticeship have been manifold. Apprenticeship aims at equipping the youth with considerable training and skill set so that they can survive in the industry, that may very well be inside the concern providing apprenticeship or outside in the industry. It also aims at helping the trainee secure a good job, which in turn, reduces unemployment. Seeing the success of apprenticeship, more and more youth will flock to get training imparted. Thus apprenticeships programs will considerable reduce the proportion of young people that are out of school, or work or any kind of training program (Miller, 2009). This will facilitate the economy of the country as a whole. This will also have a positive effect on the employment system of the youth. Government has always aimed at employing more and more youth through various means. Apprenticeship has been their best way for long time now. The motive has also been to help the country prosper by induction of maximum possible young resources into industrial environment and for them to sustain successfully there, government introduced apprenticeship schemes that would make them industry ready.
It has been observed that the average age of the apprentices has been between the age group of 16 years to 24 years. It has been reckoned to be the perfect age group for apprenticeship training programs. There are multiple reasons behind such a notion (Mathew, 2013). People who fall under this age group are generally found to be motivated to perform work for industry. But what they lack is the required skill set so that their positive enthusiasm can be channelized properly. Apprenticeship programs provide those young minds with the required skill (Rimlinger, 1996). Thus they are prepared to sustain in the work environment. If there would not be government aided high quality traineeship programs, these youth would have looked for some other employment which would not have added to their skills as well as for the industry. The training programs should not only focus on the workforce that are require the most attention, but rather they are expected to find the right mix of young individuals, who, when given the right training would possess the abilities to carry out instructions with ease.
There are a number of facets that an apprenticeship program should focus on. Most importantly, the training programs should be diversified, so that the youth, when they emerge from the training schedule, should be able to serve in diverse fields and roles. But, every training program should comprise of few fundamental facets about training. At the very beginning, the apprentices should be given a training regarding how they can prepare themselves for work. These schedules should include the proper instructions to write CV, prepare themselves for interviews and stay in the right frame of mind for the same, the secret to develop excellent interpersonal skills. They should also be trained to search jobs, in case they decide to switch. Discipline is another important area where the training should aim in order to help trainees improve themselves. Then the programs should prepare the trainees to be able to prove themselves to the respective employers. They should be made confident regarding the skills they possess, they should be trained to develop skills needed to sustain in the workplace. Most importantly, training should provide them with a workplace like experience, which should get counted when they finally join an employer. The duration through which the program should run will solely rest as per the need of the apprentice. Some may undergo the full length of the training, generally of six months, whereas some may choose to drop to join jobs with other concerns when both the employer and the employee think that the prospected employee is ready (House of Commons Report, 2012).
One more area that needs to be focused on is the differential content in the apprenticeship training and development program. Not all of the young people that undergo the training will possess the same capability (Noel, 2006). So to support the people with lesser formal education and capability, the program needs to be flexible so that there is always room for trainees who lag behind in some departments. Those trainees will be made to undergo more training to make them capable enough to sustain with the rest.
Beauty salons nowadays cater to a segment of customers who are more conscious about the beauty products being used. Thus the salons must be very alert about the quality of products used by them. The beauty cream, lotion, brush etc should be of superior quality if they want to gain the trust of the customers who regularly visit them (Toner, 2003). Nowadays customers are also very much alert about the hygiene factors being maintained within the salon. So the apprentices and the regular staffs should be on their toes all the time to deliver best of the services through hygiene like using clean towels, clean brushes, basic cleanliness of the staffs, clean interiors within the salon etc (Habia, 2004). The staffs should be well equipped with the proper skill set which are required to satisfy the customers. This may include the massaging style without hurting the customers, greeting the customers when they are entering/leaving the salon etc.
Today, customers are also very cautious about the privacy maintained within the salon. So usage of proper curtains in the proper positions plays a vital role in creating a good image for salon in the customer’s psyche (Miller, 2009). Starting from the corporate professionals to movie stars, male community is getting more and more conscious about their own looks. As the customer segment of the male community is gradually increasing, it throwing bright rays of hope for the male candidates who want to explore the beauty industry. This is creating a huge opportunity for the male candidates who want to build their careers in this.
Chapter- 7.0 Conclusion
In UK apprenticeship is a part of the training and education programme for children above compulsory school age, but under the age of nineteen. Their apprenticeship programme comprises of local programmes, outside the school campus as well as within the campus (The National Archives, UK Government, 2013). The minimum level of apprenticeship training programs may be incorporated within the study programs. Other areas should remain flexible enough to accommodate the needs of individuals and that of the emerging and ever changing market. For a specific set of chosen young people, the training provider may aim at imparting some kind of specialized training to make them ready for jobs (May, 2005). The job opportunities, in the beauty business requirement are many, but one has to master in the skills and techniques the profession demands. In no way a college passed out graduate can master the professional tricks unless and until he/ she pass through a well advised, guided and structured apprenticeship programme (Matthew, 2013). The globalization has made the “glamour quotient” a part of the new age lifestyle, and hence it has opened a tremendous opportunities for the young generation who want to be a part of the beauty business. Apprenticeship programmes are paving the way to fulfill their dreams to embrace “glamour” in a professional way.
Chapter- 8.0 References
- Biddle J. E. and Hamermesh D. S. (1998) ‘Beauty, Productivity, and Discrimination: Lawyers’ Looks and Lucre’, Journal of Labor Economics 16(1): 172–201.
- Billett, S. (2001) Learning through work: Workplace affordances and individual engagement, Journal of Workplace Learning, 13 (5) 209-214.
- Bitner, M.J. (1992) ‘Service scapes: The impact of Physical Surroundings on Customers and Employees’, Journal of Marketing 56 (April), pp. 57–71.
- Borghans L., Duckworth A. L., Heckman J. J. and Weel B. (2008) ‘The Economics and Psychology of Personality Traits’, Journal of Human Resources 43(4): 972–1059.
- Dirkx, J. and Jha, L. (1994), “Completion and attrition in adult basic education: a test of two pragmatic prediction models”, Adult Education Quarterly, Vol. 45 No. 1, pp. 269-85.
- Drucker. J, Stanworth, C. and White, G. (2002) Report to the Low pay Commission on the Impact of the national Minimum Wage on the Hairdressing Sector, University of Greenwich Business School.
- Eayrs, M. (1993) ‘ Time, Trust and hazard: Hairdressers’ Symbolic Roles’, Symbolic Interaction, 16 (1), pp. 19-37.
- Eraut, M. (2000) ‘Non-formal learning and tacit knowledge in professional work’, British Journal of Educational Psychology, 70, pp. 113-136.
- French M. T., Robins P. K., Homer J. F. and Tapsell L. M. (2009) ‘Effects of Physical Attractiveness, Personality, and Grooming on High School GPA’, Labour Economics 16(4): 373–382.
- Felstead, A. (1991) ‘The Social Organization of the Franchise: A case of ‘Controlled Self-Employment’, Work, Employment and Society, Vol. 5, No. 1, pp. 37-57.
- Felstead, A (1993) The Corporate Paradox: Power and Control in the Business Franchise, London: Routledge.
- Fuller, A. and Unwin, L. (1999), “A sense of belonging: the relationship between community and apprenticeship”, in Ainley, P. and Rainbird, H. (Eds), Apprenticeship: Towards a New Paradigm of Learning, Kogan Page, London.
- Fuller, A. and Unwin, L. (2003), “Learning as apprentices in the contemporary UK workplace:creating and managing expansive and restrictive participation”, Journal of Education and Work, Vol. 16 No. 4, pp. 407-26.
- Fuller, A. and Unwin, L. (2004) ‘Young People as teachers and Learners in the Workplace: challenging the novice-expert dichotomy’, International Journal of Training and Development, Vol. 8, no. 1: 31-41
- Foster, Howard G. (1998) Labor-Force Adjustments To Seasonal Fluctuations In Construction. Industrial & Labor Relations Review. Jul70, Vol. 23 Issue 4, p528-540. 13p.
- Guile, D. and Young, M. (1998), “Apprenticeship as a conceptual basis for a social theory of learning”, Journal of Vocational Education and Training, Vol. 50 No. 2, pp. 173-92.
- HABIA (2002) The Skills Foresight Report 2002, 2nd Edition, Doncaster: The Hair and Beauty Industry Authority.
- HABIA (2004) Skills Survey February 2004 for the Hairdressing and Barbering Industries, Doncaster: The Hair and Beauty Industry Authority.
- Hochschild, A.R. (1993) The Managed Heart: Commercialization of Human Feeling, Berkeley: University of California Press.
- Hodkinson, P. and Bloomer, M. (2001), “Dropping out of further education: complex causes and simplistic policy assumptions”, Research Papers in Education, Vol. 16 No. 2, pp. 117-40.
- Kapuscinski, C.A. (2001), Apprenticeships and Traineeships in Australia in the Last Three Decades: An Empirical Overview of the Evidence, Department of Education, Training and Youth Affairs, Canberra.