How a blended programme of learning on a management apprenticeship can affect the transfer of training to the learner’s job role

Paper’s importance
This paper addresses an under researched perspective that work-based learning and apprenticeships can affect the transfer of training. Secondly, it contributes to the leadership and management development literature by starting to evaluate the success of apprenticeships as a form of management development. Finally, it offers insight into how HEI’s can diversify their content and delivery portfolio to synthesise with the changing work environment.

Theoretical base
The paper provides a short factual history of VET in the UK for context. The theoretical framework is centred around blended learning and transfer of training.

Blended Learning
The hybrid mode of work is here to stay (Suravi, 2023). It follows that training and development should follow suite. Blended learning combines online and face-to-face instructional activities to create more flexible modes of education (Boelens et al, 2018; Stein & Graham, 2020). Blended learning has four key challenges which are incorporating flexibility, stimulating interaction, facilitating students’ learning process, and fostering an affective learning climate (Boelens et al, 2017). This study will identify how the apprenticeship addresses these challenges.

Transfer of training
Training inputs, training outputs and conditions of transfer are the focus of training transfer (Baldwin & Ford, 1988). Most studies focus on training inputs. Mediating factors to trainee characteristics are (but not exhaustive) motivation (Ali, Tufail & Khan 2022), locus of control (Cheng & Ho 2001); perceived utility, (Chung, Gully, & Lovelace 2017) and self-efficacy (Na-Nan and Sanamthong, 2020). Design principles consider identical elements, general principles, and stimulus variability. Newer concepts such as behaviour modelling (Murthy et al. 2008), error management (Ran & Huang 2019), and utilising a realistic training environment (Grossman and Salas 2011) are considered. Regarding the work environment, three sources of support have been identified as organisational, supervisory and peer (Hughes et al. 2020). Post training interventions of goal setting and relapse prevention (Rahyuda, Syed, &Soltani 2014) are considered along with newer work on implementation intentions (Friedman & Ronen, 2015 Greenan, 2023). With the impetus to date on trainee characteristics and work environment, the focus of this paper on design is novel and needed.

Research purpose
The purpose of this study is to address the limited body of support for the effectiveness of management development programmes. This study will investigate whether the work-based nature of an apprenticeship coupled with the blended learning of the programme has resulted in transfer of training to the job role of those taking part.

Research question/s
This is a qualitative study based on a level five management apprenticeship being delivered in one UK Higher Education Institute. Data will be collected from Learning Application Reports (LAR) completed by learners as part of the apprenticeship. There are three research questions as follows.
R1. Can a HEI deliver a non-degree apprenticeship?
R2. Will a blended learning programme be more compatible with the non-standard work patterns of many organisations?
R3. Will an apprenticeship with its emphasis on application of learning strengthen the transfer of management skills to the job role?

Implications for HRD practice
Implications are dependent on data analysis and conclusions.

Conclusions
Data has not yet been analysed so conclusions are not available.