Download - KickstartMentoringFinalreport
Review of the Kickstart Mentoring Initiative
1 Review of the Kickstart Mentoring Initiative - Interim Report 1
Department of Education, Employment
and Workplace Relations
Review of the Kickstart Mentoring Initiative
Final Report
16 November 2011
2 Review of the Kickstart Mentoring Initiative – Final Report
DISCLAIMER
The information contained within this Report has been compiled from a variety of external sources
and has not been subject to an internal independent verification. Although every care has been
taken to ensure that the information and opinions are correct, Quantum Consulting Australia Pty Ltd
specifically disclaim any responsibility for any errors, mistakes or incorrect facts or interpretation
that may occur, and accept no liability on any basis for the findings and recommendations in this
Report.
Findings within this Report can be influenced by a number of unforeseen events that may occur
outside of our control. Therefore, no assurance can be given that the findings contained within the
Report will remain as such in the future.
3 Review of the Kickstart Mentoring Initiative – Final Report
Table of Contents
Executive Summary ...................................................................................................................... 5
1. Key Findings ......................................................................................................................... 9
Recommendations ............................................................................................................................ 13
2. Introduction ....................................................................................................................... 17
3. Implementation of Kickstart Mentoring Initiative ................................................................ 21
4. Thematic Analysis ............................................................................................................... 22
5. Communication Strategies .................................................................................................. 23
6. Engagement and Support Methods and Strategies ............................................................... 36
7. Retention Rates .................................................................................................................. 55
8. Impact of Communication, Engagement and Support Methods on Retention: ...................... 66
9. Case Studies and Success Stories ......................................................................................... 86
Appendix A- Further Success Stories Provided by Mentors and AACs ......................................... 112
4 Review of the Kickstart Mentoring Initiative – Final Report
This page has been intentionally left blank.
Review of the Kickstart Mentoring Initiative
Review of the Kickstart Mentoring Initiative – Final Report 5
Executive Summary
Background On 17 May 2010, the Australian Government announced the Kickstart Mentoring Initiative.
The Kickstart Mentoring Initiative was introduced to provide innovative and enhanced mentoring
and support services to Australian Apprentices who commenced their Australian Apprenticeship
under the Apprentice Kickstart Initiative1 and Apprentice Kickstart Extension2.
The objective of the Kickstart Mentoring Initiative was to obtain a measurable increase in the retention
rate of Australian Apprentices who had commenced under the Apprentice Kickstart Initiative or the
Apprentice Kickstart Extension. The Initiative had a focus on the delivery of services to Australian
Apprentices from the following targeted cohorts:
Indigenous Australians
People with disability
Australian School-based Apprentices and
Priority employment areas.
It was expected that the Kickstart Mentoring Initiative would reduce the attrition rate and contribute
to increased completion rates for these apprentices.
The Australian Government, through the Department of Education, Employment and Workplace
Relations (DEEWR), invited Australian Apprenticeship Centres (AACs) to provide a proposal that
outlined how they would develop and implement the Kickstart Mentoring Initiative. The focus was on
the provision of quality additional mentoring and support services that were supported by innovative
strategies that deliver additional quality mentoring support.
A total of 18 AACs were contracted by DEEWR to deliver the Kickstart Mentoring Initiative. AACs
generally delivered the Kickstart Mentoring Initiative across a region and via a selection of office
locations.
1 Kickstart Australian Apprentices are defined as Australian Apprentices who commenced an Australian Apprenticeship between 1 December 2009 and 28 February 2010 in a Certificate III or IV level qualification that leads to a trade on the National Skills Needs List, and who were aged 19 years or under at the commencement of their Australian Apprenticeship. 2 Apprentice Kickstart Extension Australian Apprentices are defined as Australian Apprentices who commenced an Australian Apprenticeship between 12 May 2010 and 12 November 2010 (inclusive) in a Certificate III or IV level qualification that leads to a trade on the National Skills Needs List and who were aged 19 years or under at the commencement of their Australian Apprenticeship. The Australian Apprentice’s employer must have fewer than 200 employees at the time the Australian Apprentice commences, or be an
eligible Group Training Organisation.
Review of the Kickstart Mentoring Initiative – Final Report 6 6
AACs applied for additional funding within the scope of their current contracts so as to deliver
additional mentoring and support services to Australian Apprentices within their areas.
The Kickstart Mentoring Initiative delivered mentoring and support services from 1 July 2010 for a
period of 12 months.
Purpose of the Review
Quantum Consulting Australia (in conjunction with Individual & Organisational Development,
Nyaarla Projects and Dr. Irene Styles3) were engaged to conduct an independent review (the Review)
of the impact of the mentoring and support services delivered through the Kickstart Mentoring
Initiative on the retention of Australian Apprentices who have been mentored.
The key issues reviewed included:
The overall impact of the Kickstart Mentoring Initiative on the retention of Australian
Apprentices who have been mentored together with a breakdown of the impact of the
initiative on the target cohorts (Indigenous Australians, people with disability, Australian
School-based Apprentices and Priority Employment Areas).
The impact of different models of mentoring and support services on the retention of
Australian Apprentices who have been mentored, particularly where the Australian
Apprentice is part of a targeted cohort.
The impact (if any) of the Kickstart Mentoring Initiative on other stakeholders who have a
direct relationship (with respect to an Australian Apprenticeship) with the Australian
Apprentices who have been mentored.
An investigation of the aspects of the initiative that have had a negative impact on the
retention of Australian Apprentices who have been mentored.
The Review gathered qualitative data from a number of stakeholders who participated in the
Kickstart Mentoring Initiative including, but not limited to:
Australian Apprentices
Mentors
Registered Training Organisations (RTOs)
AACs
3 Dr. Irene Styles provided statistical analysis in lieu of Dr. Stephen Humphry.
Review of the Kickstart Mentoring Initiative – Final Report 7 7
In addition the Review was informed by quantitative data provided by the AACs and DEEWR.
Methodology
The methodology for undertaking the Review included surveying and one-on-one interviews with
AAC staff, Kickstart Australian Apprentices and Mentors at selected sites across Australia.
Surveys
The Project Team developed the following online surveys:
Kickstart Australian Apprentice Survey
Kickstart Australian Apprentice – Exit Survey (Kickstart Australian Apprentices who have
exited the Apprenticeship system)
Kickstart Mentor Survey
A web based hyperlink was provided to each Australian Apprenticeship Centre who then facilitated
the dissemination and completion of the Kickstart Surveys. AACs provided the relevant link to each
of their respective Kickstart Australian Apprentices and Mentors through online mediums such as
email, website/portal, and Facebook.
Three AACs also facilitated the completion of hard copy Kickstart surveys during face-to-face
contact with Kickstart Apprentices.
The surveys were conducted in two discrete time periods ((i) November/December 2010 and (ii)
June/July 2011). This provided an opportunity to assess whether the views of stakeholders
regarding the Kickstart Mentoring Initiative changed over time.
Table 1 provides a summary of the type of surveys applied to each stakeholder cohort, the purpose
of the survey and the total number of responses.
Table 1: Surveys used in the Review
Type of
Survey
Stakeholder Purpose of survey Total no. of survey
responses
Online survey Kickstart
Australian
Apprentice
The survey contained questions
relating to:
The effectiveness of mentoring and support strategies for Australian Apprentices.
The frequency and mode of communication between the Kickstart Apprentice and Mentor.
Total number
returned: 1600
Review of the Kickstart Mentoring Initiative – Final Report 8 8
Type of
Survey
Stakeholder Purpose of survey Total no. of survey
responses
Online survey Kickstart
Australian
Apprentices
(those that exited
their
Apprenticeship)
The survey contained questions
relating to:
Key factors of attrition.
Mentoring/support strategies that could be enhanced.
Total number
returned: 108
Online survey Kickstart Mentor The survey contained questions on:
The appropriateness of the mentoring and support services (i.e. is the mentoring methodology considered to be adequate?).
Key success factors in mentoring that facilitates the retention of Australian Apprentices and conversely barriers which have a negative impact on retention.
Approaches that are working well.
Total number
returned: 170
AAC site visit consultations
The Project Team conducted consultations with AAC offices in metropolitan and regional areas in
Victoria, New South Wales, Tasmania, Western Australia, South Australia and Queensland. This
involved interviews with AAC staff, Kickstart Australian Apprentices and Mentors.
Review of the Kickstart Mentoring Initiative – Final Report 9 9
1. Key Findings This section provides a concluding summary on the key findings of the Review and examines
options/recommendations on enhancing the effectiveness of the Kickstart Mentoring Initiative. For
the purposes of this Review, the Key Findings have been grouped into three categories:
Communication strategies
Methods and models used by AACs
Retention rates, and
Impact of strategies and models on retention rates.
Communication Strategies
Face to face, telephone and SMS were the most frequently used methods of communication
as reported by both mentors and apprentices and were also viewed as the most effective.
The communication modes rated least effective were Newsletter, Internet/blog and Twitter,
and these were also the least used.
While regularly used by most AACs, Facebook and Twitter received mixed views on their
effectiveness from Mentors and were not considered to be as effective as traditional
methods of communication.
SMS is a quick and easy form of communication that Apprentices are likely to respond to and
can provide an alternative communication method if they are not comfortable discussing a
matter face to face or over the telephone.
Increased frequency of use of SMS and face-to-face appears to be associated with a more
positive attitude to the Mentoring Initiative.
In summary, the modes and frequency of contact between apprentices and mentors
regarded as most effective or beneficial are SMS, face-to-face and telephone contact on at a
minimum basis of once a month. This was true as well for the four target cohorts.
Approximately 22% of Kickstart Australian Apprentices that responded to the survey
reported not being aware of the Kickstart mentoring and support services. This indicates
that opportunities exist to enhance the manner in which AACs communicate with Kickstart
Australian Apprentices regarding the availability and nature of mentoring and support
services.
Review of the Kickstart Mentoring Initiative – Final Report 10 10
Mentoring Methods/Models
Kickstart Australian Apprentices generally agreed that mentoring assisted them with
understanding training requirements and that mentoring was accessible when they needed
it.
The quality of the signup documentation differed at each AAC and data collection was not
consistent between AACs.
In both the first and second rounds of surveying, only half of Australian Apprentice
respondents indicated that they were currently “accessing” the mentoring or support
services.
A majority (82%) of surveyed apprentices agreed that mentoring would help them to
complete their apprenticeship.
Apprentices from the AACs with up to 150 Australian Apprentices per mentor have a
significantly higher positive perception towards the mentoring Initiative than those from
AACs with more than 300 apprentices. In general, the level of positive perception tends to
diminish with increasing ratios of apprentices to mentors.
In all cases Apprentice views on the mentoring service were more positive for those AACs
who had a planned formal risk assessment mechanism.
In all cases Apprentice views on the mentoring service were more positive for those AACs
who had planned employer engagement strategies.
In relation to Group Training Organisations (GTOs), feedback indicates that in a number of
instances, the provision of mentoring services via the Kickstart Mentoring Initiative was
perceived as a “double up” given GTOs generally had in place staff that provided support
services to Apprentices.
The services that were endorsed the most by apprentices were having mentors accessible,
helping with resolving issues/conflicts at work, and helping to understand training
requirements.
Mentors indicated that more mentors were needed in order to better allocate time to those
apprentices who needed more help.
The overall structure of the mentoring service developed by AACs did not materially change
when applied to the target cohort groups. In this regard, the model was generally consistent
regardless of the target cohorts. What did differ were approaches regarding frequency of
Review of the Kickstart Mentoring Initiative – Final Report 11 11
contact, the undertaking of cultural awareness training by Mentors, transitional support for
Australian School-based Apprentices and the referral to outside agencies for persons with
disability.
The application of a flexible and ongoing risk assessment strategy was identified by Mentors
as a key success factor in ensuring mentoring services were directed to those individuals
who would benefit most from such a service.
Retention Rates
The impact of the Kickstart Mentoring Initiative has been positive and in some AACs,
significant. Compared with previous years’ retention rates for non-mentored apprentices,
there was an average retention rate improvement of 14.6% across all AACs. The reported
rates of improvement for individual AACs ranged from 1.9% to 60.0%.
Members of the target cohorts are more at risk of exiting than other Australian Apprentices.
In particular, Apprentices in the Indigenous Australians cohort exit their apprenticeships at
twice the rate of those that are not a member of one of the target cohorts.
Approximately twice the proportion of females (11.2%) exited their apprenticeships than
males (5.2%)
Of interest, the attrition rate increased during the second six months for both
commencement periods (approximately 10% and 13%, respectively) compared with the first
three months (approximately 2% and 6% respectively) and the first six months
(approximately 5% and 6% respectively). This suggests that although apprentices may decide
to exit at any time, it appears that the six to twelve month period has the same, if not more,
apprentices exit than that in the first six months of an apprenticeship.
Of 105 Exited Australian Apprentices 53 (50.5%) said they had accessed mentoring services
and 43 (41%) said they had not. (Nine did not respond to the question).
Greater proportions of the Indigenous Australians and Priority Employment Area group
apprentices had accessed mentoring services, compared with the other target groups.
The main reasons that Australian Apprentices chose to exit the apprenticeships were
because they decided to change to other work or study, or because of wages or employment
conditions.
Impact of Models on Retention Rates
The greatest attrition rate occurred in AACs with more than 300 apprentices per mentor.
Review of the Kickstart Mentoring Initiative – Final Report 12 12
Mentors did not regard the initiative very positively in regard to their evaluation of the
Mentoring Initiative for Australian School Based Apprentices and, to a lesser extent, for
Aboriginal and Torres Strait Islander apprentices.
Target cohorts had more positive opinions about the Mentoring Initiative when they were
from AACs with formal risk assessment strategies.
Statistically, there was no difference in retention rates between AACs who advocated
employer engagement, however target cohort apprentices from those AACs who did, held
more positive attitudes towards the Mentoring Initiative (qualitatively).
After consideration of the thematic analysis and survey responses (compared to the
retention rates for AACs of various levels) the following six key attributes have been
identified in regards to AAC models with the highest retention rates:
A formalised risk assessment tool
Active engagement of the employer in the mentoring model
A relatively low apprentice to mentor ratio
A flexible, risk management-based approach in the implementation of a
communication/interaction protocol
The appointment of mentors that have highly developed engagement attributes and
problem solving abilities
A network of resources and agencies to provide “wrap around” support to the
apprentice.
Further particulars on the above attributes are detailed in Section 7 of this Report.
Review of the Kickstart Mentoring Initiative – Final Report 13 13
Recommendations The following recommendations have been framed to provide guidance to DEEWR should a
mentoring service such as the Kickstart Mentoring Initiative be continued into the future.
Recommendation 1: That as a general rule, the ratio of apprentices per mentor should not
exceed 150.
Statistical analysis indicates that for all Kickstart Australian Apprentices, including the four target
cohorts, as well as mentors, that positive perceptions were greatest where the ratio of
apprentices per mentor did not exceed 150. Qualitative feedback also indicated a need for a
lower apprentice per mentor ratio in order to appropriately distribute time and effort amongst
those apprentices who may need a more intense level of support services (e.g. the retention
rate for apprentices with disabilities was highest in those AACs with less than 100 apprentices
per mentor).
Recommendation 2: That greater differentiation/specialisation occurs in the mentoring model
applied to the target cohort groups.
The Review identified that the mentoring models developed by the AACs for the target cohort
groups was not materially different from that applied to all apprentices. Consideration should be
given to further tailoring the mentoring models in order to better address the requirements of
the target cohort groups so as to achieve improved retention rates.
Recommendation 3: That the Initiative adopts a ‘risk management approach’ wherein a
formalised, evidence-based risk assessment tool is applied to assess the risk level of each
apprentice and assign a category (high, medium, low), which would decide the level of support
allocated to each apprentice.
Whilst the majority of AACs applied some form of risk assessment, the efficacy of the tool
differed significantly between AACs.
Review of the Kickstart Mentoring Initiative – Final Report 14 14
Recommendation 4: That DEEWR develop a customised pro-forma document that will
facilitate all AACs to collect consistent information/data at signup and during the course of the
Mentoring Initiative.
This will facilitate the collection of standardised data by each AAC for reporting purposes.
Consideration should also be given to the use of a Consent Form which has the benefit of
formally committing the Employer and the Kickstart Australian Apprentice to active engagement
in the Kickstart Mentoring Initiative.
Recommendation 5: That a communication protocol be developed and linked with the risk
assessment model with high risk apprentices being contacted more frequently and face-to-
face rather than SMS. The minimum contact for all mentored apprentices should be SMS or
telephone once a month.
This will ensure that apprentices are regularly receiving the appropriate level of interaction
necessary to help them complete their apprenticeship. This would be tailored in light of the
ongoing risk assessment.
Recommendation 6: That a mentoring service actively engage the employer of the apprentice
during the establishment of the service.
This helps to reduce confusion as to the role of the mentor and the services being offered, as
well as encourages “buy in” from the employer as a key stakeholder in the apprenticeship.
Recommendation 7: A more thorough marketing/awareness strategy be put in place in order
to increase awareness of the Mentoring Initiative to apprentices and employers as well as to
increase knowledge of services available and how to access them.
Survey responses indicated, in a number of instances, a general lack of awareness on the part of
Kickstart Australian Apprentices of the availability of mentoring and support services as well as
some confusion as to the role of mentors. Having a strategy for marketing/awareness could
help to increase knowledge and therefore encourage more active participation in the Mentoring
Initiative.
Review of the Kickstart Mentoring Initiative – Final Report 15 15
Recommendation 8: In considering the model of any future mentoring service, that the
following key attributes be embedded within the provision of the service:
A formalised risk assessment tool
Active engagement of the employer in the mentoring model
An apprentice to mentor ratio of no more than 150
A flexible, risk management-based approach in the implementation of a
communication/interaction protocol
The appointment of mentors that have highly developed engagement attributes and
problem solving abilities
A network of resources and agencies to provide “wrap around” support to the apprentice.
Review of the Kickstart Mentoring Initiative – Final Report 16 16
This page intentionally left blank.
Review of the Kickstart Mentoring Initiative – Final Report 17 17
2. Introduction
Quantum Consulting Australia (in conjunction with Individual & Organisational Development,
Nyaarla Projects and Dr. Irene Styles) were engaged to conduct an independent Review of the
impact of the mentoring and support services delivered through the Kickstart Mentoring Initiative on
the retention of Australian Apprentices who have been mentored.
This Review provides an assessment of the impact and benefit of the Kickstart Mentoring Initiative
on the retention of Australian Apprentices who have been mentored, including:
A thematic analysis of the communication and support strategies used by AACs;
An AAC case study from each jurisdiction describing actions and strategies adopted and
identification of approaches that worked well;
A summary of the data returned from each of the surveys undertaken and their responses;
High level statistical analysis of the survey data and data obtained from AACs regarding
retention rates;
A discussion on the impact of the approaches and models used by AACs on the retention of
Australian Apprentices;
Individual success stories provided by various AACs highlighting the impact the Kickstart
Mentoring Initiative has had on individual Kickstart Australian Apprentices;
Key findings and recommendations for future initiatives based on the data obtained during
the course of this Review.
2.1.1 Kickstart Mentoring Initiative
On 17 May 2010, the Australian Government announced the Kickstart Mentoring Initiative.
The Kickstart Mentoring Initiative was introduced to provide innovative and enhanced mentoring
and support services to Australian Apprentices who commenced their Australian Apprenticeship
under the Apprentice Kickstart Initiative4 and Apprentice Kickstart Extension5.
The objective of the Kickstart Mentoring Initiative was to obtain a measurable increase in the retention
rate of Australian Apprentices who had commenced under the Apprentice Kickstart Initiative or the
Apprentice Kickstart Extension. The Initiative had a focus on the delivery of services to Australian
Apprentices from the following targeted cohorts:
Indigenous Australians
4 Kickstart Australian Apprentices are defined as Australian Apprentices who commenced an Australian Apprenticeship between 1 December 2009 and 28 February 2010 in a Certificate III or IV level qualification that leads to a trade on the National Skills Needs List, and who were aged 19 years or under at the commencement of their Australian Apprenticeship. 5 Apprentice Kickstart Extension Australian Apprentices are defined as Australian Apprentices who commenced an Australian Apprenticeship between 12 May 2010 and 12 November 2010 (inclusive) in a Certificate III or IV level qualification that leads to a trade on the National Skills Needs List and who were aged 19 years or under at the commencement of their Australian Apprenticeship. The Australian Apprentice’s employer must have fewer than 200 employees at the time the Australian Apprentice commences, or be an
eligible Group Training Organisation.
Review of the Kickstart Mentoring Initiative – Final Report 18 18
People with disability
Australian School-based Apprentices and
Priority employment areas.
It was expected that the Kickstart Mentoring Initiative would reduce the attrition rate and contribute
to increased completion rates for these apprentices.
The Australian Government, through the Department of Education, Employment and Workplace
Relations (DEEWR), invited Australian Apprenticeship Centres (AACs) to provide a proposal that
outlined how they would develop and implement the Kickstart Mentoring Initiative. The focus was on
the provision of quality additional mentoring and support services that were supported by innovative
strategies that deliver additional quality mentoring support. A total of 18 AACs were contracted by
DEEWR to deliver the Kickstart Mentoring Initiative. AACs generally delivered the Kickstart Mentoring
Initiative across a region and throughout a selection of office locations.
AACs applied for additional funding within the scope of their current contracts so as to deliver
additional mentoring and support services to Australian Apprentices within their areas.
The Kickstart Mentoring Initiative delivered mentoring and support services from 1 July 2010 for a
period of 12 months.
2.1.2 Required services The Kickstart Mentoring Initiative delivered support services from 1 July 2010 for a period of 12 months. The required Services to be provided by successful AAC applicants were:
provide additional mentoring and support services to obtain a measurable increase in retention rates and contribute to an increase in completions of Kickstart Australian Apprentices and Apprentice Kickstart Extension Australian Apprentices, with a particular focus on Indigenous Australians, people with disability, Australian School-based Apprentices and those Kickstart Australian Apprentices and Apprentice Kickstart Extension Australian Apprentices in Priority Employment Areas6;
develop a cost-effective communications strategy to inform Kickstart Australian Apprentices
and Apprentice Kickstart Extension Australian Apprentices of the additional comprehensive mentoring and support services available through the Kickstart Mentoring Initiative; and
provide accurate, current and comprehensive information, mentoring and support services and advice to Kickstart Australian Apprentices and Apprentice Kickstart Extension Australian Apprentices from 1 July 2010 until 30 June 2011.
6 http://www.deewr.gov.au/Employment/LMI/RegionalReports/Pages/PriorityEmployAreas.aspx
Review of the Kickstart Mentoring Initiative – Final Report 19 19
Successful Australian Apprenticeships Centres were required, as a minimum, to provide
comprehensive information and advice to Kickstart Australian Apprentices and Apprentice Kickstart
Extension Australian Apprentices, on:
The additional role of Australian Apprenticeships Centres in delivering the Kickstart
Mentoring Initiative and the assistance they can expect, including support and assistance
from 1 July 2010 until 30 June 2011; and
The availability of appropriate mentors to provide support, including expected response
time when the Australian Apprentice cannot contact their mentor directly.
Australian Apprenticeships Centres Mentors were also required to maintain ongoing contact with
participating Kickstart Australian Apprentices and Apprentice Kickstart Extension Australian
Apprentices for the duration of the Kickstart Mentoring Initiative to address issues or problems that
may arise which could impact on retention or successful completion. These contacts must be made
in addition to the requirements outlined in the Australian Apprenticeships Support Services
Operating Guidelines.
2.2 Methodology
2.2.1 AAC Consultation
The methodology for undertaking the Review included surveying and one-on-one interviews with
AAC staff, Kickstart Australian Apprentices and Mentors at selected sites across Australia.
Surveys
The Project Team developed the following online surveys:
Kickstart Australian Apprentice Survey
Kickstart Australian Apprentice – Exit Survey (Kickstart Australian Apprentices who have
exited the Apprenticeship system)
Kickstart Mentor Survey
A web based hyperlink was provided to each Australian Apprenticeship Centre who then facilitated
the dissemination and completion of the Kickstart Surveys. AACs provided the relevant link to each
of their respective Kickstart Australian Apprentices and Mentors through online mediums such as
email, website/portal, and Facebook.
Three AACs also facilitated the completion of hard copy Kickstart surveys during face-to-face
contact with Kickstart Apprentices.
Review of the Kickstart Mentoring Initiative – Final Report 20 20
The surveys were conducted in two discrete time periods ((i) November/December 2010 and (ii)
June/July 2011). This provided an opportunity to assess whether the views of stakeholders
regarding the Kickstart Mentoring Initiative changed over time.
Table 1 provides a summary of the type of surveys applied to each stakeholder cohort, the purpose
of the survey and the total number of responses.
Table 2: Surveys used in the Review
Type of
Survey
Stakeholder Purpose of survey Total no. of survey
responses
Online survey Kickstart
Australian
Apprentice
The survey contained questions
relating to:
The effectiveness of mentoring and support strategies for Australian Apprentices.
The frequency and mode of communication between the Kickstart Apprentice and Mentor.
Total number
returned: 1600
Online survey Kickstart
Australian
Apprentices
(those that
exited their
Apprenticeship)
The survey contained questions
relating to:
Key factors of attrition.
Mentoring/support strategies that could be enhanced.
Total number
returned: 108
Online survey Kickstart Mentor The survey contained questions on:
The appropriateness of the mentoring and support services (i.e. is the mentoring methodology considered to be adequate?).
Key success factors in mentoring that facilitates the retention of Australian Apprentices and conversely barriers which have a negative impact on retention.
Approaches that are working well.
Total number
returned: 170
Review of the Kickstart Mentoring Initiative – Final Report 21 21
AAC site visit consultations
The Project Team conducted consultations with AAC offices in metropolitan and regional areas in Victoria, New South Wales, Tasmania, Western Australia, South Australia and Queensland. This involved interviews with AAC staff, Kickstart Australian Apprentices and Mentors.
2.3 Data limitations
Although attempts were made to obtain representative samples from the various stakeholder
groups involved in the Kickstart Mentoring Initiative, in some instances sample sizes were small,
limiting the inferences that can be drawn from them.
The survey results must be viewed with some caution as the final sample size was relatively small (in
light of the total number of Kickstart Apprentices) and may be biased towards Kickstart Australian
Apprentices who are more positively disposed towards the Kickstart Mentoring Initiative as the
program was entered into on a voluntary basis. Nevertheless, the analyses reported below provide
a number of insights into the perceptions of participants.
3. Implementation of Kickstart Mentoring Initiative
3.1.1 Roll-out of the Kickstart Mentoring Initiative
Timing of the implementation of the Initiative Australian Apprenticeship Centres (AACs) indicated that the roll-out/implementation of the Kickstart
Mentoring Initiative from 1 July 2010 did not provide an adequate time frame for AAC staff to
develop and implement the initiative. A number of AACs were of the view that the short timeframe
of the request for proposals did not afford AAC staff the opportunity to develop a more
comprehensive proposal for the delivery of innovative mentoring approaches/methodologies. In
addition this provided only a short timeframe to recruit staff, develop policies/systems, including
tailoring the job ready system for mentoring and developing promotional materials such as
brochures, information sheets and websites, etc. Due to the timeframe of the launch of the
initiative, in a number of cases, AACs did not have their full suite of services developed at the
commencement of the initiative and had limited capacity to launch all services due to staffing
constraints.
Due to the timing in the implementation of the initiative, the Kickstart Australian Apprentices who
commenced between 1 December 2009 and 28 February 2010 had passed the 6 month period of
their apprenticeship. This meant that limited mentoring was provided that could influence the
retention of those Kickstart Australian Apprentices in the first cohort of Kickstart Apprentices
(December 2009 to February 2010).
Review of the Kickstart Mentoring Initiative – Final Report 22 22
This issue was seen less with the second cohort of Kickstart Extension Apprentices, as AACs had had
time at that point to implement and adjust their approaches/methodologies based on their
experiences with the previous cohort.
4. Thematic Analysis
4.1.1 Thematic analysis of AAC submissions
There are a number of communication and support strategies used by AACs to engage Kickstart
Apprentices and key stakeholders in the initiative. The main themes in the AAC proposals included
the following:
1. Wide use of online and other interactive telecommunications and social media
2. Ongoing risk assessments of Kickstart Australian Apprentices
3. Personalised plans for Kickstart Australian Apprentices
4. Specific details of interventions for Kickstart Australian Apprentices (as distinct from no
specific details)
5. Specific mentor features such as use of Youth Workers, etc.
6. Significant support to employer in areas such as recruitment, induction, training and
management of Kickstart Australian Apprentices
7. Engagement and/or communication with parents, RTOs, etc
8. More contacts with Kickstart Australian Apprentices than the contract specifies
9. Multiple points of entry to program
10. Incentives for Kickstart Australian Apprentices to engage and remain engaged in the
Kickstart Mentoring Initiative
11. Career development and guidance
12. Support for cancelled/failed Kickstart Australian Apprentices
Elements that were difficult to determine from the information provided, and that may be relevant
in the Review process were:
Quality of the various risk assessment tools
Some aspects of the various communication strategies
Selection criteria for mentors in some programs
It was identified in the initial review of AAC submissions that most proposals did not distinguish
specific and unique services that would be made available to the different targeted cohorts. As a
result there were very few proposals that could be identified as offering anything specific to any one
of the individual targeted cohorts with the exception of Indigenous Australians.
Review of the Kickstart Mentoring Initiative – Final Report 23 23
a) Indigenous Australians The main strategies for assisting Indigenous Australians to remain in their Kickstart Australian
Apprenticeships were:
Cultural awareness training for mentors
Vetting of offered services by the organisation’s Indigenous Advisor
Risk analysis - often an assumption that all indigenous Apprentices are ‘at risk’ of failing to
complete
Employment of Indigenous Mentor/s
Linkages with and referral to other Indigenous organisations
b) Apprentices with a Disability Only three proposals had specific and unique reference to Kickstart Australian Apprentices with a
Disability.
Table 3.1 Approaches for mentoring Kickstart Australian Apprentices with a disability
Name of ACC Proposal
AAC 1 Arranging assistance for the employer so they can better support a particular Kickstart Australian Apprentice in the workplace, for example work place modifications for an apprentice with disability.
Specific strategies to support apprentices with disability will include linking to existing programs to access specialist expertise, such as the National Disability Coordination Officer (NDCO) and Disability Employment Service (DES) programs for those with disability.
AAC 2 Facilitation of a connection with significant others such as a case manager at a disability services organisation, career teacher or parent.
AAC 3 People with disability – Working with service providers to provide better access to employment as an Kickstart Australian Apprentice
5. Communication Strategies The section below provides a high level summary of the communication strategies used by the
participating Australian Apprenticeship Centres to engage Kickstart Australian Apprentices in
mentoring, and the perceptions of Kickstart Australian Mentors and Apprentices regarding the
different communication strategies used in the initiative. Mentor survey responses are summarised
first, followed by Apprentice survey responses and then a statistical analysis of survey responses
from both rounds of surveying.
Review of the Kickstart Mentoring Initiative – Final Report 24 24
0
20
40
60
Figure 1. Methods of Communication Used by Mentors to Interact with Australian Apprentices (Round 1)
Kickstart Mentor Survey Responses Methods of Communication Used by Mentors Figures 1 and 2 highlight the methods of communication used my Kickstart Mentors to interact with
their Kickstart Apprentices. Figure 1 represents the communications methods in the first round of
surveying and Figure 2 represents the communication methods in the second round of surveying.
In the first round of surveying, approximately 78% of Mentors indicated that they use telephone and
Face-to-Face contact. The next popular method of communication used by Mentors was SMS, which
represents 78% of all Mentors who responded to the survey. Social media such as Facebook and
Twitter were used approximately 20% and 12% respectively.
Face-to-face visits were considered to be effective and enabled the ability to build a rapport with the
Australian Apprentice. In the instances were face-to-face visits were made at the work place, the
mentor was also able to see the working environment first hand as well as consult with the
employer (where appropriate) to discuss any issues the Apprentice or employer may be
experiencing.
Review of the Kickstart Mentoring Initiative – Final Report 25 25
0
10
20
30
40
50
60
70
80
Figure 2. Methods of Communication Used by Mentors to Interact with Kickstart Australian Apprentices (Round 2)
In the second round of surveying, the most frequently used type of contact was Face-to-Face
contact, with approximately 92% of mentors using this form of communication. The telephone was
the next most use mode with approximately 90% of mentors using it, and SMS was the next with
approximately 70%. Email was the next most use form of communication with 56% of mentors using
it and Facebook was next with 23%.
Effectiveness of Communication Methods
Mentors were asked to provide feedback on how effective they thought the different methods of
communication were in delivering mentoring services to Kickstart Australian Apprentices. In both
rounds of surveying, mentors responded strongly that face-to-face contact is a highly effective
method of communicating with the apprentices. SMS and telephone contact were also viewed
strongly as being either highly effective or effective. Email appears to vary in effectiveness according
to mentor views. Methods deemed by mentors to be ineffective include Internet/Blog, Twitter,
Facebook and a Newsletter. Figures 3 and 4 represent these responses from rounds 1 and 2 of
surveying, respectively.
Review of the Kickstart Mentoring Initiative – Final Report 26 26
There are mixed views from Mentors on the effectiveness of popular communication tools such as
Facebook and Twitter. Whilst these social media are considered to be regularly used by the Kickstart
Australian Apprentice Cohort, they are not considered to be as effective as traditional methods of
contact such as face-to-face contact and Telephone contact. Consultation with AACs also suggests
that the roll-out of Facebook/Twitter by AACs/Mentors may have been ad-hoc. As a result Kickstart
Australian Apprentices were slow in taking up this mode of communication.
0
10
20
30
40
50
60
Figure 3. Mentors Views on Effectiveness of Communication Methods (Round 1)
Highly Effective
Effective
Somewhat Effective
Not Effective
0
10
20
30
40
50
60
70
Figure 4. Mentors Views on Effectiveness of Communication Methods (Round 2)
Highly Effective
Effective
Somewhat Effective
Not Effective
Review of the Kickstart Mentoring Initiative – Final Report 27 27
A number of Mentors were of the view that SMS communication is likely to be more effective where
rapport had been built with the Kickstart Australian Apprentice. In this scenario the SMS was used to
maintain contact and see how things were progressing in their Apprenticeship. Being a quick and
easy form of communication Kickstart Australian Apprentices are likely to respond to Mentors and
can use this method of communication to ask questions or advice on matters that they may not feel
comfortable speaking about with their Mentor on the phone or face-to-face. Some AACs reported
that employers have also indicated a preference for this method as it is less disruptive during work
hours.
Frequency of Contact Mentors were asked to specify the approximate number of Kickstart Australian Apprentices that
they communicated or interacted with for the following categories of frequency:
Daily
More than once a week
Weekly
Monthly
Every 2 months
Every 3 months
Every 6 months
Not applicable (meaning that the number range of apprentices was not applicable to them)
A large majority of those Mentors that responded to the survey in the first round indicated that they
had at least 1-10 Australian Apprentices that they communicated with on a daily basis. This was also
the same for the number of Mentors communicating with Australian Apprentices more than once a
week. Compared with the second round of surveying, the other contact frequency options provided
in the survey were indicated with much less frequency. The second round showed a much broader
distribution between the contact frequencies. This could be due to the fact that more mentors
responded to the second round of surveying or possibly because communication strategies at the
AACs had been altered to better suit the needs of the Australian Apprentices. These responses can
be seen in Figures 5 and 6, and are discussed at further length in the statistical analysis discussion
below. The effectiveness of the contact frequencies is discussed below regarding retention rates.
Review of the Kickstart Mentoring Initiative – Final Report 28 28
0
10
20
30
40
50
60
70
Figure 5. Number of Australian Apprentices Contacted by Category of Frequency (Round 1)
1-10
11-20
21-30
31-40
41-50
51+
0 10 20 30 40 50 60 70 80 90
100
Figure 6. Number of Australian Apprentices Contacted by Category of Frequency (Round 2)
1-10
11-20
21-30
31-40
41-50
51+
Review of the Kickstart Mentoring Initiative – Final Report 29 29
Kickstart Australian Apprentice Survey Responses
Awareness of Mentoring Services Overall, the majority of Kickstart Australian Apprentices (1192 out of 1600, 75%) that responded to
the survey were aware of the Kickstart mentoring and support services that are available (Figures 7
and 8).
Kickstart Australian Apprentices became aware of the mentoring initiative through a range of
communication methods. Figures 9 and 10 below show that brochures, telephone contact and
employers were frequently reported methods amongst Kickstart Australian Apprentices.
77%
23%
Figure 7. Whether Kickstart Australian Apprentices Are Aware of Available Mentoring and Support Services
(Round 1)
Yes No
79%
21%
Figure 8. Whether Kickstart Australian Apprentices Are Aware of Available Mentoring and Support Services
(Round 2)
Yes No
Review of the Kickstart Mentoring Initiative – Final Report 30 30
A common theme from Kickstart Australian Apprentices who answered ‘other’ to this survey
question was that they found out about the mentoring initiative via a face-to-face contact or site
visit from a Mentor in the first round of surveying. The responses to this question in the second
round of surveying also pen pointed a face-to-face contact or site visit from Mentor or field officer,
as well as via letter or at sign up. This is congruent with many of the AACs proposals relating to the
first term of the mentoring initiative and the extension. Many AACs proposed sending a letter or a
field officer to apprentices who had already started the Kickstart Program when the mentoring
initiative began, and for those who started with the extension they were told of the mentoring
opportunity when they signed up for their apprenticeships.
0 20 40 60 80
100 120 140 160
Figure 9. How Kickstart Australian Apprentices Became Aware of Mentoring and Support Services (Round 1)
Review of the Kickstart Mentoring Initiative – Final Report 31 31
Frequency of Contact from Mentors
Kickstart Australian Apprentices were asked to identify the frequency with which they were
receiving mentoring and/or support services (Figures 11 and 12). Where Apprentices were not
receiving a specific type of mentoring or support service, they were asked to check “Not Applicable.”
What is noteworthy from Figures 11 and 12 is that in both rounds of surveying, social media,
newsletter and email contact were all strongly underrepresented as means of being contacted by a
Mentor. Despite a popular belief in the majority of proposals that social media communication
methods such as Facebook and Twitter would be a valuable tool in the mentoring initiative, very few
apprentices reported being contacted with these methods. Email and newsletter were also not
frequently used methods of communication. The most often reported method of receiving
communication from mentors was monthly face-to-face contact in the first round as well as the
second round. Weekly and monthly telephone and SMS contact were frequent in the first round
while the second round of survey responses reflected less weekly telephone and SMS contacts and
more monthly contacts.
0
50
100
150
200
250
300
350
Figure 10. How Kickstart Australian Apprentices Became Aware of Mentoring and Support Services (Round 2)
Review of the Kickstart Mentoring Initiative – Final Report 32 32
Statistical Analysis of Communication Strategies
A high level statistical analysis has been done to compare communication strategies as well as the
frequency of communications in order to determine good practice for communication strategies.
0 20 40 60 80
100 120 140 160 180 200
Figure 11. Frequency with which Kickstart Australian Apprentices Report Receiving Mentoring or Support Services (Round 1)
Daily
More than once a week Weekly
Monthly
Every 2 months Every 3 months Every 6 months Not Applicable
0
50
100
150
200
250
300
Figure 12. Frequency with which Kickstart Australian Apprentices Report Receiving Mentoring or Support Services (Round 2)
Daily
More than once a week Weekly
Monthly
Every 2 months
Every 3 months
Every 6 months
Not Applicable
Review of the Kickstart Mentoring Initiative – Final Report 33 33
For the purposes of this Report, both the first and second round survey results were combined in
order to produce a reliable number of responses for analysis.
As addressed above, a rant of modes of communication were available to mentors and apprentices
to keep in touch with each other. Initially, the possibility of the items (relating to frequency of use)
of communication modes forming a single scale was considered. If this were possible, then
responses to each item could be added to give a single score on frequency of contact for each
apprentice, however, a Rasch analysis of these data showed they did not form a single construct or
latent trait and hence the modes were, rather, treated as being separate categories. Table 5.1 shows
the numbers of apprentices who received mentoring services via these different modes and how
regularly this was done.
Table 5.1 Numbers of apprentices receiving mentoring services via different modes and different frequency of contact
Number of apprentices reporting frequency of contact
(total % of full sample)
Mode of contact
(total % of full sample)
Daily
More than once
/week
Wkly Mthly Every 2 months
Every 3 months
Every 6 months
Not applicable
or no response
Face-to-face 442
(27.7)
7 (0.4)
7 (0.4)
36 (2.3)
257 (16.1)
46 (2.9)
38 (2.4)
51 (3.2)
1155 (72.4)
Newsletter 105 (6.6)
3 (0.2)
0 (0)
5 (0.3)
63 (3.9)
12 (0.8)
8 (0.5)
14 (0.9)
1492 (93.5)
Telephone 367
(22.9)
2 (0.1)
11 (0.7)
67 (4.2)
193 (12.1)
41 (2.6)
34 (2.1)
19 (1.2)
1230 (77.1)
SMS 307
(19.2)
2 (0.1)
9 (0.6)
72 (4.5)
199 (12.5)
11 (0.7)
5 (0.3)
9 (0.6)
1290 (80.8)
Email 117
(6.3)
3 (0.2)
1 (0.1)
12 (0.8)
63 (3.9)
15 (0.9)
10 (0.6)
13 (0.8)
1480 (92.7)
Facebook 52
(3.3)
4 (0.3)
5 (0.3)
5 (0.3)
30 (1.9)
3 (0.2)
2 (0.1)
3 (0.2)
1545 (96.7)
Review of the Kickstart Mentoring Initiative – Final Report 34 34
Twitter 28
(1.8)
2 (0.1)
1 (0.1)
0 (0)
22 (1.4)
2 (0.1)
0 (0)
1 (0.1)
1569 (98.2)
Internet/blog 31
(1.9)
2 (0.1)
2 (0.1)
0 (0)
25 (1.6)
0 (0)
1 (0.1)
1 (0.1)
1566 (98.1)
Clearly, the most often use mode was that of face-to-face contact with 27.6% of the Apprentices
reporting this mode. This was followed by telephone (22.9%) then SMS (19.2%). The other modes
were used less often (each by less than 12% of the sample). In every mode, the highest reported
frequency of contact was once per month, with face-to-face, telephone and SMS contact of this
frequency being the most often reported (between 12% and 16%).
Table 5.2 shows the number of mentors reporting their use of different modes of contact with their
apprentices and their mean ratings on the effectiveness of the modes for communicating with their
mentees (N=137).
Table 5.2 Numbers of mentors, use of modes of communication, and mean effectiveness ratings
Mode of contact Number of mentors using the
mode (%)
Mean effectiveness rating – score range of 1 to 4 (standard
deviation)
Newsletter 19 (11.2) 1.77 (0.84)
Telephone 124 (73.4) 3.33 (0.67)
Face-to-face 126 (74.6) 3.81 (0.55)
SMS 104 (61.5) 3.01 (1.00)
Email 82 (48.5) 2.48 (0.95)
Facebook 32 (18.9) 2.15 (1.05)
Twitter 15 (8.9) 1.62 (0.80)
Internet/blog 12 (7.1) 1.68 (0.92)
Other 13 (7.7) 0.59 (0.93)
As is evident from Table 5.2, the largest numbers of mentors reported using face-to-face, telephone
and SMS contact and these were also the modes of contact that mentors rated the highest in regard
to effectiveness. These modes were used by significantly more mentors and were rated significantly
higher in effectiveness than any other mode. The modes rated least effective (apart from the ‘other’
Review of the Kickstart Mentoring Initiative – Final Report 35 35
category) were newsletter, internet/blog and Twitter. These were also the least used forms of
communication.
Correlational and regression analyses
The Table 5.3 shows the correlation matrix of attitude towards the Mentoring Initiative and mentors’
ratings of how effective different modes of communication are. The results indicate that views on
the effectiveness of SMS, face-to-face, email and telephone are significantly associated with attitude
to Mentoring Initiative. Thus if a mentor has a positive attitude towards the effectiveness of these
modes, then they are also likely to hold a positive opinion on the Mentoring Initiative, and vice
versa. Other correlations are not significant, and hence there is no association in those cases.
Table 5.3 Correlations between views on Effectiveness of Mentoring and Mentor ratings of effectiveness of Modes of Communication
Mode of Communication
Newsletter
Pearson Correlation 0.075
Sig. (2-tailed) .380
N 139
Telephone
Pearson Correlation 0.231
Sig. (2-tailed) .006
N 139
Face-to-face
Pearson Correlation 0.269
Sig. (2-tailed) .001
N 139
SMS
Pearson Correlation 0.314
Sig. (2-tailed) .000
N 139
Pearson Correlation 0.267
Sig. (2-tailed) .002
N 139
Pearson Correlation 0.113
Sig. (2-tailed) .185
N 139
Pearson Correlation -0.005
Sig. (2-tailed) .949
N 139
Internet//blog
Pearson Correlation -0.059
Sig. (2-tailed) .490
N 139
Other modes
Pearson Correlation -0.069
Sig. (2-tailed) .419
N 139
Review of the Kickstart Mentoring Initiative – Final Report 36 36
According to these results, the communications modes most used were face-to-face, telephone and
SMS contact. The most reported frequency of contact was once per month. This is true across all
cohorts. Also, according to Table 5.3, increased frequency of use of SMS and face-to-face appears to
be associated with a more positive attitude to the Mentoring Initiative.
Table 5.4 shows the numbers of apprentices from all of the three AAC APM categories reporting use
of different communication modes. Clearly, there is the same pattern of use in this sample as in the
full sample of apprentices who completed the survey, with most reporting use of face-to-face,
telephone and SMS contact.
Table 5.4 Numbers of apprentices (and proportions) in the AACs (where known) using different Communication modes
Therefore, the modes and frequency of contact between apprentices and mentors regarded as most
effective or beneficial are SMS, face-to-face and telephone contact on at a minimum basis of once a
month. This was true as well for the four target cohorts.
6. Engagement and Support Methods and Strategies Survey Responses
As summarised by the thematic analysis, each AAC had a different approach for engaging and
supporting Kickstart Australian Apprentices. The responses from apprentices and mentors alike in
the Kickstart Surveys identified methodologies that they believed appear to be working. Below is a
summary of the survey responses from both rounds of surveying.
Apprentice per Mentor Ratio
Mentors were asked in both rounds of surveying how many Australian Apprentices they were in
charge of mentoring. Figures 13 and 14 below reflect the first and second round responses,
respectively. As can be seen from these figures, of the respondents in the first round, most were
mentoring at least 51 apprentices. The second round response shows a greater number of mentors
having 1-10 apprentices, with the over 50 apprentices per mentor group still having a large
Communication Mode Used
N
Not used or Missing Percent
Total N
Percent N Percent
Face-to-face 400 25.0% 1197 75.0% 1597 100%
Newsletter 80 5.0% 1517 95.0% 1597 100%
Telephone 337 21.1% 1260 78.9% 1597 100%
SMS 279 17.5% 1318 82.5% 1597 100%
Email 97 6.1% 1500 93.9% 1597 100%
Facebook 40 2.5% 1557 97.5% 1597 100%
Twitter 24 1.5% 1573 98.5% 1597 100%
Internet/Blog 25 1.6% 1572 98.4% 1597 100%
Review of the Kickstart Mentoring Initiative – Final Report 37 37
representation. The variance between rounds could be due to some mentors indicating the number
of apprentices they were currently actively engaged with, rather than the total number of
apprentices in their group, as indicated by the comments to this question. It could also be due in
part to the increased number of mentors that responded to the survey in the second round.
Figures 15 and 16 reflect the reported number of Australian Apprentices from each target cohort
that mentors were providing mentoring and/or support services to. Most mentors reported having
between one and ten apprentices in their group that were a member of one of these cohorts.
Further details on these numbers are given in the statistical analysis below.
0
10
20
30
40
50
1-10 11-20 21-50 51+
Figure 13. Number of Australian Apprentices Mentors are Currently Providing with Mentoring and Support
Services (Round 1)
0
10
20
30
40
50
1-10 11-20 21-50 51+
Figure 14. Number of Australian Apprentices Mentors are Currently Providing with Mentoring and Support Services
(Round 2)
Review of the Kickstart Mentoring Initiative – Final Report 38 38
0
5
10
15
20
25
30
35
40
45
50
Indigenous Australians
People with disability
Australian School-based Apprentices
Priority employment
areas
Figure 15. Number of Target Cohort Australian Apprentices Being Mentored (Round 1)
1-10
11-20
21-30
31-40
41-50
51+
Not Applicable
0
10
20
30
40
50
60
Indigenous Australians
People with disability
Australian School-based Apprentices
Priority employment
areas
Figure 16. Number of Target Cohort Australian Apprentices Being Mentored (Round 2)
1-10
11-20
21-30
31-40
41-50
51+
Not Applicable
Review of the Kickstart Mentoring Initiative – Final Report 39 39
Mentors Views on Effectiveness of AAC Approach/Methodology Throughout both rounds of survey responses the overall majority of mentors thought that their
AAC’s model for the mentoring initiative was working highly effectively or effectively. Very few
rated their model as somewhat effective and only in the second round did any mentors respond that
their AACs model was ineffective. This is reflective of the overall positive attitude that mentors had
of the Kickstart Mentoring Initiative and the positive support the Initiative has received.
0
5
10
15
20
25
Highly Effective Effective Somewhat Effective
Not Effective
Figure 17. How Effective Mentors Found their AAC's Approach/Methodology in Assisting Mentees through their
Australian Apprenticeship (Round 1)
0
5
10
15
20
25
30
35
40
Highly Effective Effective Somewhat Effective
Not Effective
Figure 18. How Effective Mentors Found their AAC's Approach/Methodology in Assisting Mentees through their
Australian Apprenticeship (Round 2)
Review of the Kickstart Mentoring Initiative – Final Report 40 40
In order to support the above qualitatively, Mentors were asked to provide qualitative feedback on
actions that they believed significantly assisted mentees through their Australian Apprenticeships.
The following is a summary of the responses that were most frequently given in various forms:
For Australian Apprentices in General:
Regular, consistent and frequent contact with the Apprentice, especially:
Face-to-face contact
SMS contact
Intervene or mediate with employers to resolve issues at work
Referral to other support programs or information on assistance should a personal issue
arise
Helping with paperwork/forms
Establishing a relationship with/involvement of other stakeholders to the apprenticeship
such as parents or guardians, RTOs, TAFE, etc.
Pastoral care/holistic approach (i.e. being actively involved with the Apprentice, teaching
them a skill for work, working on better communication with others, etc.)
The methods adopted by AACs that mentors identified as having a positive impact on retention for
the four Target Cohorts include:
Aboriginal or Torres Strait Islander Cohort:
Increased face-to-face contact
Cultural awareness training for mentors
Links with Indigenous service providers and/or Elders
Persons with Disability:
Referral to other support services (i.e. OzHelp, DAAWS, DES, etc.)
Increased face-to-face contact
Australian School-Based Apprentices:
Frequent contact (face-to-face & SMS)
Liaising with all stakeholders to the apprenticeship (family, school, teachers, employer)
Encouragement and increased support through the transition from school-based apprentice
to full time apprentice
Priority Employment Areas:
Increased face-to-face contact
Help with incentives/subsidies available to them
Consulting/regular contact with the employer
Review of the Kickstart Mentoring Initiative – Final Report 41 41
When Kickstart Australian Apprentices were asked whether they currently access any form of
mentoring or support services, a total of 262 from 459 survey respondents (57%) in the first round
and 391 from 707 (55%) in the second round indicated that they were not currently accessing
mentoring or support services. It should be noted however that 198 out of the 657 Kickstart
Australian Apprentices who completed the survey in the first round and 236 out of 943 in the second
round did not provide a response to this question in the survey. This could be due to the fact that
the question specifically asks for current access rather than access in general or past access to
mentoring services. However, if this response is taken as indicative, it shows that possibly half of
those apprentices signed up for the Mentoring Initiative had not needed to access the mentor at the
time of surveying.
57%
43%
Figure 19. Apprentices Currently Accessing Mentoring or Support Services (Round 1)
Yes No
Review of the Kickstart Mentoring Initiative – Final Report 42 42
Apprentices were asked to indicate whether they agreed or disagreed with the following statements:
Mentoring provided me with practical tips for surviving the initial months of my Australian
Apprenticeship
Mentoring has assisted me with understanding my training requirements (i.e. for my
Registered Training Organisation)
I am able to rely on mentoring for advice on resolving conflict/issues at my workplace
Mentoring has provided me with advice on teamwork, preparing and coping with work, time
management and career aspirations/planning
Mentoring has assisted me with filling out paperwork relating to my Australian
Apprenticeship
Mentoring is accessible when I need advice or support
Mentoring is motivating me to stay on and complete my Australian Apprenticeship
Overall response was very positive, with an even stronger positive response in the second round of
surveying. The largest response in the first round appears to be that Apprentices agreed that
mentoring assisted them with understanding training requirements. The largest response in the
second round of surveying was that Apprentices strongly agreed that mentoring was accessible
when they needed advice or support.
45%
55%
Figure 20. Australian Apprentices Currently Accessing Mentoring or Support Services (Round 2)
Yes No
Review of the Kickstart Mentoring Initiative – Final Report 43 43
0
20
40
60
80
100
120
Figure 21. Kickstart Australian Apprentices' Opinions on Mentoring and Support Services (Round 1)
Strongly Agree
Agree
Disagree
Strongly Disagree
Not applicable
0
50
100
150
200
Figure 22. Kickstart Australian Apprentices' Opinion on Mentoring and Support Services (Round 2)
Strongly Agree
Agree
Disagree
Strongly Disagree
Not applicable
Review of the Kickstart Mentoring Initiative – Final Report 44 44
Overall Australian Apprentices agreed that advice and support from a mentor would increase the
chances of completing their Australian Apprenticeship. Of the total number of Australian
Apprentices that responded from both rounds of surveying, 67% agreed to this statement and 15%
strongly agreed, therefore 82% considered it possible that a mentor would help them to complete
their apprenticeship. This kind of positive response from apprentices to the mentoring initiative is
likely help the possibility of increasing retention rates as they are more likely to access support
should an issue arise if they feel it will have a positive effect.
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Strongly Agree Agree Disagree Strongly Disagree
Figure 23. Kickstart Australian Apprentices' Belief that Mentor Support will Increase Chances of Completing Apprenticeship
(Round 1)
Review of the Kickstart Mentoring Initiative – Final Report 45 45
Qualitative Suggestions from Mentors for Future Initiatives Mentors were asked in both rounds of surveying to identify two aspects of the program they would
do differently if they could plan the project again. Their responses fell into broad categories:
Timing issues
Contact schedules
Employer Engagement
Administrative issues
Mentors had a strong response to the timing of the Kickstart Mentoring Initiative. The following
statements represent the key timing aspects of the program that they would change:
Better timing for the start-up/roll out of the program (this was seen more so in the
responses to the first round of surveying rather than after the Kickstart extension)
Engage apprentices in the Mentoring Initiative from the beginning of their apprenticeship,
i.e. at the time of sign up
Put more effort into helping an Apprentice quickly recommence in a new apprenticeship
should they cancel or leave their position
There was a large showing of responses with regard to the schedule for contacting apprentices.
Most of the responses centred on the following themes:
Have a risk assessment strategy in place for identifying those apprentices that are more at
risk
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Strongly Agree Agree Disagree Strongly Disagree
Figure 24. Kickstart Australian Apprentices' Belief that Mentor Support will Increase Chances of Completing Apprenticeship
(Round 2)
Review of the Kickstart Mentoring Initiative – Final Report 46 46
Assign more time/effort to those apprentices who are at a higher level of risk of leaving their
apprenticeship than to those who are not experiencing any issues rather than having a set
contact schedule for all apprentices
More flexibility in the contact schedule, being able to adjust the risk level and therefore the
amount of contact in order to more properly address the individual needs of apprentices
Employ more mentors in order to ensure that all apprentices are getting the proper amount
of attention and support
Mentors also felt strongly about engaging the employer as part of the Mentoring Initiative. Samples
of responses under this area include:
Early engagement of the employer in the program so that they are able to assist the
apprentice should issues arise (i.e. engaging the employer from the on-set of the
apprenticeship in order to encourage buy-in)
More communication with the employer, including regular meetings with the employer,
providing support to the employer, involving the employer in meetings with the apprentice
where appropriate to identify and mediate issues
There were a broad range of other aspects of the program that mentors felt needed to be changed,
they have been grouped together here as ‘administrative issues.’
Extend the program to include all Australian Apprentices, rather than the selected age group
and targeted occupations
Better identifying the role of the mentor where multiple stakeholders are involved, i.e.
where the apprenticeship is with a GTO or mining company that already has a Mentoring
Initiative. This would help to reduce confusion on the part of the employers and apprentices
as to the support services being offered by the Kickstart Mentoring Initiative.
Better marketing/heavier promotion, both to apprentices and employers, from the outset of
the program in order to increase awareness of the program. This also includes increased
market research where time and budget allows.
o This also included using the information from workshops conducted to make flyers
or reference sheets for apprentices and employers and not having workshops at all
as they were seen as impinging on time
Reduce the amount of administration that mentors have to do in order to free up more time
for addressing apprentice needs
Use of a more thorough risk assessment/questionnaire form in order to collect more
information and in turn better identify risk issues
As part of the Australian Apprentice Survey, apprentices who currently receive mentoring and
support services were asked for suggestions that would improve the mentoring experience for them
(including additional areas where they might require advice or assistance that current mentoring and
support service may not be providing to them). The overall response was very positive, with many
respondents commenting that that they had no suggestions and that the program was going very
Review of the Kickstart Mentoring Initiative – Final Report 47 47
well. The most recurring suggestions were those that had to do with the communication strategies
and how often they were being contacted. Out of these suggestions, many commented that they
would like to receive more frequent and regular contacts. Some commented that they had reached
a milestone in their apprenticeship (i.e. changing jobs within their current organisation or moving
from school to a full time apprenticeship) without having received contact from their mentor.
Relatively few comments regarded having fewer contacts, but those that did indicated that they did
not need to be contacted as frequently as they were not experiencing any problems with their
apprenticeships and were not in need of support services. Another comment made was that the
phone calls they did receive were not very thorough and should involve more than “yes or no”
questions. A large number of apprentices commented that though they had yet to need the service,
it was good to know that they had someone to contact anytime they needed help with anything.
Other themes noted in these comments include:
Mentors and support services being available outside of work hours
SMS is a good method of contact
Face-to-face visits are a good contact method, would like to have more face-to-face or
onsite visits
Would like for the service to continue longer than six months
Would like to have the service available throughout the entire apprenticeship
Would like more help with/information on paperwork (e.g. required TAFE documents, Tools
for Your Trade paperwork, etc.)
Speaking/mediating with employer
Facebook would be a good means of communication/private messaging with Mentor
These themes were consistent throughout the general respondent population as well as within the
four target cohort groups.
Statistical Analysis of Engagement and Support Strategies
In order to better understand the methods and models used by AACs that appear to be the most
beneficial for Australian Apprentices, a statistical analysis was conducted in order to determine good
practice approaches to the engagement and support of Australian Apprentices.
Statistical Analysis of Apprentices per Mentor Ratios
For the purposes of statistical analysis an average of apprentices per mentor for each AAC was found
by dividing the total number of Kickstart Apprentices mentored at that AAC by the reported number
of mentors employed. This data was then analysed against mentor and apprentice attitudes in an
attempt to find an optimum mentee group size.
Table 6.1 shows the numbers of mentors reporting looking after specific numbers of apprentices
from each of the four Target cohorts. Thus 94 mentors reported having one to 10 apprentices with
Indigenous backgrounds and 30 mentors report having 51 or more people undertaking
apprenticeships in Priority Employment Areas. Thus most mentors have 1 to10 apprentices in one of
Review of the Kickstart Mentoring Initiative – Final Report 48 48
the Target groups; quite a large number of mentors (20) have 11 to 20 apprentices in Australian
School-based Apprenticeships and 30 mentors have at least 51 Apprentices in Priority Employment
Areas.
Table 6.1 Number of Mentors looking after the specified number of Apprentices in each Target group
Number of Apprentices
Target Group
Indigenous Australians
Disability Australian
School-based Apprentices
Priority Employment
Areas
1-10 94 80 68 33
11-20 6 4 20 6
21-30 1 2 7 4
31-40 1 1 4 6
41-50 1 1 2 5
51 or more 3 0 11 30
Table 6.2 Mean locations (std. dev) on Effectiveness Scale (mentors), together with F statistics and p values comparing means of sub-groups
Group Sub-group N Mean location in logits (std dev)
F statistic Prob. value
Whole sample 139 2.30 (2.75)
Commencement Period
First 59 2.70 (2.09) 2.098 0.150
Second 80 2.02 (3.14)
Region
Metro 71 2.43 (2.82)
1.491 0.229 Regional 60 2.33 (2.77)
Remote 7 0.558 (1.31)
Number of apprentices being mentored
1-10 35 -0.07 (3.14)
17.077 <0.0001 11-20 32 1.09 (1.76)
21-50 23 3.44 (1.92)
51 or more 76 3.14 (2.09)
Table 6.3 shows that apprentices from the AACs with up to 150 apprentices per mentor have
significantly higher attitudes towards the mentoring Initiative than those from AACs with more than
Review of the Kickstart Mentoring Initiative – Final Report 49 49
300 apprentices per mentor. In general, the level of attitude tends to decrease with increasing
ratios of apprentices to mentors. These results are shown graphically in Figure 25.
Table 6.3 Differences in Apprentices’ Attitudes to mentoring scale according to AACs of different apprentice per mentor (APM) categories
Attitudes to mentoring
APM category N Mean/logits Std Dev F p
1 (1-150) 351 3.48 2.48
4.511 0.012 2 (151-300) 74 3.13 2.46
3(>300) 12 1.40 2.56
Total 437 3.36 2.49
Belief in efficacy of mentoring Initiative
APM category N Mean/logits Std Dev F p
1 (1-150) 161 3.03 0.575
4.281 0.014 2 (151-300) 411 2.93 0.548
3 (>300) 110 2.83 0.619
Total 682 2.94 0.569
Review of the Kickstart Mentoring Initiative – Final Report 50 50
Figure 25. Levels of Attitudes towards Mentoring Initiative of apprentices from AACs of three different APM categories
Table 6.4 shows the mean Attitudes to mentoring of target cohort apprentices by AAC Apprentices
per mentor category. Note that the most reliable result is that for Priority Employment Areas and
‘other’ (that is, apprentices from none of the four cohorts) because of their larger numbers of
respondents for whom data is available. Hence conclusions need to be interpreted and used with
caution. Overall, the means are very high, indicating good support from all groups. Compared with
other cohorts, Apprentices in Priority Employment Areas hold lower levels of attitudes (that is, are
least supportive of mentoring), followed by Australian School-based Apprentices and Indigenous
Australian Apprentices. The very few with Disabilities for whom data exists, are the most
supportive.
Review of the Kickstart Mentoring Initiative – Final Report 51 51
Table 6.4 Attitudes to mentoring of four Target group apprentices according to three different AAC Apps per mentor (AMP) categories
Apps per mentor Total
1 (1-150) 2 (151-300) 3 (300+)
N Mean (std dev)
N Mean (std dev)
N Mean (std dev)
F p N Mean
(std dev)
Indigenous Australians
18 3.91
(2.66) 2
4.70 (2.56)
- - 0.157 0.696 20 3.99
(2.59)
Disability 3 6.00
(0.69) 2
3.91 (3.70)
- - 5 5.16
(2.23)
Australian School-based Apprentices
47 3.86
(2.58) 10
2.99 (2.06)
- - 1.015 0.317 57 3.71
(2.50)
Priority Employment
Areas 158
2.76 (2.19)
48 2.78
92.43) 1 1.29 0.215 0.807 207
2.76 (2.24)
Other 147 4.01
(2.51) 21
3.88 (2.58)
11 1.41
(2.37) 5.514 0.005 179
3.83 (2.57)
In the survey data, most mentors had more than 51 apprentices. The next most numerous category
was 1-10 apprentices. Usually 1-10 Apprentices within these groups belonged to one or more of the
target cohorts. Mentors with the most positive attitudes reported having 21 or more apprentices.
The AACs were put in categories of Apprentice to Mentor Ratios (AMR) of small, medium and large.
Small AACs had 1-150 apprentices per mentor, the medium category had 151-300 and the large had
301+ apprentices per mentor. Apprentices from those AACs in the small category had a more
positive attitude and more approval of the mentoring initiative. This is likely due to the fact that the
number of apprentices was more manageable and the mentor could divide their time within a risk
management approach and apply more time to those high risk apprentices, rather than being
‘spread too thin’ to make an appropriate amount of contact with their apprentices. This is
complementary to the findings for the communication methods that work best as stated above.
Risk Assessment Strategies
Most of the AACs had some form of risk assessment strategy, whether it was formal or informal.
Apprentices from those AACs with formal risk assessment strategies had much more positive
opinions about the Mentoring Initiative. This was true of all four target cohorts as well.
Review of the Kickstart Mentoring Initiative – Final Report 52 52
Table 6.5 shows the numbers of AACs advocating three different types of risk assessment strategies,
namely, none reported, informal assessment procedures and formal assessment procedures. Those
in the ‘none specified’ category did not include specific details of a risk assessment strategy in either
their proposal or their final reports as submitted to DEEWR. Those considered to be informal
consisted of procedures such as self-evaluation by the Apprentice, basing the assessment on the
Mentor’s experience or instincts, and other such subjective approaches. AACs considered to have a
formal risk assessment strategy were those that developed a formal risk profiling tool using either a
pro-forma document or a computer generated formulaic assessment.
Table 6.5 Numbers of AACs using one of three Risk assessment strategies
Risk assessment strategies
Number of Risk assessment
Type of risk assessment
Frequency (number of AACs)
Percentage
1 None Specified 5 27.8%
2 Informal 7 38.9%
3 Formal 6 33.3%
Total 18 100%
Employer Support and/or Involvement
Most AACs in their proposals advocated some level of employer support or involvement with the
apprenticeship and its processes. The support or involvement included activities such as workshops
for employers on workplace relations, assistance with better recruitment practices, cultural
awareness and round table discussions between the mentor, apprentice and employer. The
presence of a plan for employer support or involvement was measured against Apprentice attitude
towards the program for both the general survey respondents and the respondents representing the
four target cohorts. Apprentices from those AACs with some level of employer support or that
advocated of employer engagement in the apprenticeship held a more positive attitude towards the
Mentoring Initiative. This is also true of all target cohorts.
Review of the Kickstart Mentoring Initiative – Final Report 53 53
Table 6.6 Numbers of AACs inviting different levels of Employer Engagement
Employer Engagement
Employer Engagement Type
Employer Engagement, Yes or No
Frequency (Number of AACs)
Percentage
1 No 3 16.7%
2 Yes 15 83.3%
Total 18 100%
Table 6.7 Retention rates and Apprentice attitudes to mentoring by Employer Engagement
Employer Engagement
Employer
Engagement,
Yes or No
N Retention
rate (%) F p N
Mean
Apprentice
Attitude to
Mentoring
Initiative
(std dev)
F p
No 3 86.5 0.408 0.532 42 1.85 (2.04) 17.556 <0.001
Yes 15 84.1 399 3.51 (2.48)
Total 18 84.5 441 3.35 (2.48)
Table 6.8 Attitudes to mentoring of Apprentices in the four target cohorts by employer engagement
Employer Engagement
Cohort Employer
Engagement Type
N Mean
Locations Std. Dev. F P
Indigenous Australians
1 1 0.087
2 19 4.16 2.56
Disability 1 1 1.29
2 4 6.13 0.62
Australian 1 2 1.69 2.58
Review of the Kickstart Mentoring Initiative – Final Report 54 54
School-based
Apprentices 2 57 3.68 2.50
Priority Employment
Areas
1 21 1.95 2.04 2.936 0.088
2 188 2.83 2.23
Services Endorsed by Apprentices
As stated above, Australian Apprentices were asked in the Apprentice Survey to give their opinion on
various support services offered by the Kickstart Mentoring Initiative. The services that were
endorsed the most by apprentices were having mentors accessible, helping with resolving
issues/conflicts at work, and helping to understand training requirements. Table 6.9 lists the items
on a continuum in increasing order of Rasch scores which are known as locations. These locations
are the Rasch-transformed scores with an equal-interval unit called a logit.
Table 6.9 Locations of items and their content: Apprentices
Item Location (logits)
Content
Q15f -0.756 Mentoring is accessible when I need support
Q15c -0.375 Able to rely on mentoring for advice on resolving conflict/issues at my work
Q15b -0.265 Mentoring has assisted me in understanding training requirements
Q15g 0.113 Mentoring is motivating me to stay on and complete apprenticeship
Q15e 0.249 Mentoring has assisted me fill out paperwork relating to apprenticeship
Q15a 0.275 Mentoring provided me with practical tips for surviving initial months of apprenticeship
Q15d 0.759 Mentoring has provided me with advice on teamwork, preparation, coping with work, time management, career aspirations
The items that appear first in Table 6.9 are ones that apprentices found easy to endorse, in other
words, they strongly agreed these were helpful aspects of mentoring. So Australian Apprentices
strongly agreed that Mentoring is accessible when I need support, for example. The items at the end
of the table require a high opinion of mentoring in order to endorse them. Thus an apprentice
would need to have a high overall opinion of mentoring to agree that Mentoring has provided me
with advice on teamwork, preparation, coping with work, time management, and career aspirations.
Review of the Kickstart Mentoring Initiative – Final Report 55 55
7. Retention Rates The impact of the Kickstart Mentoring Initiative has been positive and in some AACs, significant.
Compared with previous years’ retention rates for non-mentored apprentices, there was an average
retention rate improvement of 14.57% across all AACs. The rates of improvement for individual
AACs ranged from 1.92% to 60%. This section of the report summarises the various retention rates
reported by the AACs as well as the data obtained from the Exit Apprentice Survey in order to
determine the reasons for attrition as reported by Australian Apprentices who have left their
apprenticeship.
Retention Rates
Table 7.1 shows the number of Kickstart apprentices, the number in each of four Target groups, the
number who exited in the period December 2009 to November 2010, and the retention rates for
each of 18 Australian Apprenticeship Centres, together with totals or averages. For analysis
purposes, each AAC was assigned a number in order to give it an individual identity for the
codification and analysis processes.
Table 7.1 Numbers of Apprentices and retention rates by Target cohort and Commencement period
Number of Apprentices7
AAC Total Commenced
Period 1 Commenced
Period 2 Indigenous Australians
Persons with
Disability
Australian School-based Apprentices
Priority Employment
Areas
1 3,564 2,307 1,257 122 57 132 NA
2 1,311 548 763 44 7 98 202
3 210 74 136 2 5 8 100
4 381 203 178 4 15 21 NA
5 2,227 1,307 920 53 43 114 791
6 429 262 167 27 3 14 258
7 1,770 955 815 66 63 337 354
8 513 302 211 38 5 10 NA
9 119 86 33 17 1 3 117
10 403 258 145 17 44 17 380
11 801 396 405 19 16 179 NA
12 1,864 1,132 732 60 38 106 NA
13 155 90 65 6 0 3 97
14 907 588 319 30 13 8 NA
7 The Apprentice numbers contained herein are based on the DEEWR database records for commencement periods 1 and
2. It is noted that there is a slight variation between these records and the Final Reports of some AACs as to the total
number of Australian Apprentices as at 30 June 2011. However, this variation is slight (28 Australian Apprentices) and the
numbers do not affect the overall data output substantially (<0.1%) and are not expected to affect any conclusions drawn
herein.
Review of the Kickstart Mentoring Initiative – Final Report 56 56
15 1,169 655 514 126 26 228 1,169
16 2,303 945 1,358 67 43 323 647
17 569 323 246 16 9 10 117
18 1,480 730 750 26 26 92 NA
Total 20,175 11,161 9,014 740 414 1,703 4,232
%
55.2 44.6 3.7 2.1 8.4 21.0
Numbers of Kickstart apprentices ranged from a minimum of 137 to a maximum of 3564 at any one
AAC and most started in the first Commencement period of December 2009 to February 2010. The
Priority Employment Areas cohort had the largest intake (20.9%) and the Disability cohort had the
smallest (2.1%) retention rates.
Table 7.2 shows the retention rates for the whole group of Kickstart Australian Apprentices and for
the four target cohorts, and two commencement period groups.
Table 7.2 Retention rates for four Target cohorts and two Commencement period groups
Retention rates (percentages of total group)
AAC Total Commencement
Period 1 Commencement
Period 2 Indigenous Australians
Persons with
Disability
Australian School-Based
Apprentices
Priority Employment
Areas
1 78.1% 79.5% 77.5% 74.1% 65.9% 80.9% NA
2 78.9% 78.3% 79.3% 65.6% 60.0% 56.8% 74.5%
3 79.0% 81.0% 76.0% 100.0% 58.0% 83.0% 80.6%
4 86.0% 88.0% 83.0% 116.7% 13.8% 35.1% NA
5 88.1% 91.8% 82.6% 38.0% 44.2% 43.9% 46.2%
6 92.0% 97.0% 84.0% 89.5% 100.0% 87.5% NA
7 90.8% 90.8% 90.9% 88.1% 83.5% 89.1% 91.4%
8 91.6% 94.3% 87.6% 55.2% 100.0% 100.0% NA
9 83.0% 79.0% 88.0% 82.0% 100.0% 100.0% 83.0%
10 91.5% 93.0% 88.3% 75.0% 40.0% 76.5% 89.0%
11 88.4% 88.6% 80.7% 68.0% 81.3% 87.0% NA
12 70.3% 68.3% 73.4% 58.6% 68.4% 53.8% NA
13 85.8% 87.8% 83.1% 100.0% NA 33.3% 90.7%
14 89.4% 91.6% 85.9% 82.2% 83.5% 100.0% NA
15 83.5% 83.1% 84.8% 75.4% 80.8% 74.6% 83.5%
16 82.0% 79.0% 81.5% 71.5% 85.0% 88.0% 89.0%
17 82.3% 81.4% 83.3% 68.8% 66.7% 100.0% 66.7%
18 79.8% 85.6% 74.1% 73.6% 77.4% 72.8% NA
Avg. 84.5% 85.5% 82.4% 76.8% 71.1% 75.7% 79.5%
The mean retention rate in the period December 2009 to November 2010 was 84.5%, that is, a loss
of 15.5% of all apprentices. This rate is larger than that estimated from the survey completions
where 1597 apprentices completed the survey and 105 apprentices completed exit surveys
Review of the Kickstart Mentoring Initiative – Final Report 57 57
(indicating a 6.2% loss, or a retention rate of 93.8%). This suggests the survey is less representative
of the Exit Apprentices.
The losses in the first and second commencement periods were very similar. Of the four target
cohorts, the Priority Employment Areas cohort had the smallest percentage loss (an attrition rate of
20.6% or a retention rate of 79.5%) and the Disability cohort had the largest (an attrition rate of
28.9% or a retention rate of 71.1%). Thus the retention rates across all four target cohorts are very
similar and less than that for the sample as a whole. Thus members of the target cohorts are more
at risk of exiting than other apprentices.
Table 7.3 Retention rates for all apprentices for three time periods within each of two Commencement periods
Retention rates (percentages)
Commencement Period 1 Commencement Period 2
AAC number
3 Months 6 Months 12 Months
(Where Applicable)
3 Months 6 Months 12 Months
(Where Applicable)
1 98.6% 95.6% 84.6% 92.1% 84.0% NA
2 90.3% 84.5% 77.2% 89.3% 80.3% 75.1%
3 98.7% 97.3% 82.4% 92.7% 86.0% 76.5%
4 100.0% 100.0% 97.0% 90.0% 85.0% 84.0%
5 99.7% 96.2% 87.2% 99.0% 89.5% 50.3%
6 99.0% 97.0% 92.0% 92.0% 84.0% 79.0%
7 100.0% 100.0% 98.8% 99.6% 94.6% 88.8%
8 99.6% 98.4% 68.6% NA NA NA
9 99.0% 89.5% 89.2% 97.0% 90.9% 87.9%
10 100.0% 100.0% 98.4% 97.2% 95.8% 93.7%
11 94.6% 90.4% 80.7% 88.9% 80.3% 70.1%
12 97.0% 91.0% 82.5% 93.6% 93.6% NA
13 100.0% 100.0% 87.8% 98.5% 92.3% 83.1%
14 99.5% 99.8% 96.8% 97.8% 91.9% 19.4%
15 100.0% 99.2% 85.5% 92.6% 86.0% 81.1%
16 90.0% 84.0% 70.0% 88.0% 80.0% 73.0%
17 106.0%8 100.9% 89.5% 98.4% 88.6% NA
18 99.3% 95.8% 85.6% 89.2% 80.1% 74.1%
Avg. 98.4% 95.5% 86.3% 93.9% 87.2% 74.0%
It may be seen that the retention rates decreased from 3 months to 12 months after the beginning
of both commencement periods. This is as might be expected, however, the point of interest to
note is that the attrition rate increases during the second six months for both commencement
periods (approximately 10% and 13%, respectively) compared with the first three months
8 Where a percentage indicates higher than 100%, generally it indicates that more Apprentices had been
added on in the first three months, thereby increasing the retention rate from the starting date.
Review of the Kickstart Mentoring Initiative – Final Report 58 58
(approximately 2% and 6% respectively) and the first six months (approximately 5.5% and 6%
respectively). This suggests that although apprentices may decide to exit at any time, the crucial
period for the majority of those who leave (at least in the first 12 months) is in the second six
months after apprentices commence their apprenticeships.
Analysis on the Exit Survey Data
If an apprentice chose to withdraw from his or her apprenticeship, they were invited to complete a
survey aimed at identifying the reasons for this action and their views on the Mentoring Initiative.
Data were again collected on two occasions, though in this case no person responded twice.
Characteristics of the sample (descriptive statistics)
One hundred and five people withdrew from their apprenticeships and responded to the exit survey.
Thirty-five apprentices who exited their apprenticeships completed the survey on Occasion 1 and 70
on Occasion 2 (again reflecting the different lengths of time of enrolment between the two
occasions).
Table 7.4 shows the characteristics of these Exit Apprentices with a breakdown of frequencies
according to Gender, Region, Commencement period and Target Group membership.
Table 7.4 Characteristics of the Exit Apprentice samples: frequencies by Occasion, Gender, Region, Period of Commencement and Target cohort
Group Sub-group Occasion 1 Occasion 2 Total (%)
Gender Male 19 55 74 (70.5)
Female 16 15 31 (29.5)
Region
Metropolitan 10 43 53 (50.5)
Regional 15 26 41 (39.0)
Remote 7 1 8 (7.6)
Commencement Period
1 23 10 62 (59.0)
2 39 24 34 (32.4)
Target group membership
Indigenous Australians
3 4 7 (6.7)
Persons with Disability
0 1 1 (1.0)
Australian School-based
Apprentices 4 5 9 (8.6)
Priority Employment
Areas 8 29 37 (35.2)
None of the above
20 31 51 (48.6)
Total 105
Review of the Kickstart Mentoring Initiative – Final Report 59 59
Most of those Apprentices who chose to exit were male (70.5%), with only 29.5% being females.
However, when compared to the total number apprentices, approximately twice the proportion of
females (11.2%) exited their apprentices than males (5.2%).
Half of all Exited Apprentices were located in metropolitan centres and 59 percent had commenced
in the earlier period (December 2009 to February 2010), indicating that people take some time (at
least several months) to decide to leave an apprenticeship.
As in the sample of current Apprentices, most of the Exited Apprentices were not associated with
any of the target cohorts. If they were, they tended to be in one of the Priority Employment Areas
(35.2%). About 7% were of Indigenous background and just one person reported having a disability.
These proportions are slightly different from those in the Australian Apprentice Survey sample in
some instances: one notable difference is, the larger proportion of Indigenous Australian
Apprentices tending to exit (11.5% of the total number of Australian Apprentice and Exited
Apprentice Indigenous Australians compared with 5.2% of all Apprentices other than the Indigenous
Australians Apprentice cohort). In other words, Indigenous Australians Apprentices appear to be
overrepresented in the Exit Apprentice sample. Similar statistics for the other groups (proportion of
total Exited Apprentices and Australian Apprentices) are 6.6%, 5%, 4.9% and 6.4% for Disability,
Australian School-based Apprentices, Priority Employment Areas and the ‘none’ groups, respectively.
This suggests Indigenous background Apprentices leave apprenticeships at twice the rate of other
groups.
Of the 105 Exited Apprentice respondents, 42 (40%) stated they were going to start, or had already
started, a new Australian Apprenticeship in the future. Also, 26 (24.8% of the total sample of Exited
Apprentices, or 61.9% of the 42 people) had received advice from a mentor in regard to doing this.
In other words, despite leaving their Apprenticeship, approximately 62% of those Exited Apprentices
that planned on moving into another apprenticeship sought a Mentor’s help in doing so. This speaks
highly of a Mentor’s role in the Australian Apprenticeship even for those Apprentices who have left.
Analysis of Access to mentoring
Of 105 Exited Apprentices who responded to the question, 53 (50.5%) said they had accessed
mentoring services and 43 (41%) said they had not. Table 7.5 shows the breakdown of numbers of
Exited Apprentices accessing and not accessing mentors by Target group, Region and
Commencement period. Greater proportions of the Indigenous Australian Apprentices and Priority
Employment Areas group Apprentices had accessed mentoring services, compared with the other
Target groups. Greater proportions of Metropolitan and Remote groups had accessed mentors
rather than not and similarly for both commencement periods.
Review of the Kickstart Mentoring Initiative – Final Report 60 60
Table 7.5 Frequencies of Exited Apprentices who had (Yes) and had not (No) accessed mentoring, by Region, Commencement period and Target group
Group Sub-group Access: Yes (%) Access: No (%) Total (%)
Region
Metropolitan 28 (57.14) 21 (42.9) 49 (46.7)
Regional 17 (46) 20 (54) 37 (35.2)
Remote 5 (71.4) 2 (28.6) 7 (6.7)
Commencement Period
1 37 (69.8) 16 (30.2) 53 (50.5)
2 25 (58.1) 18 (41.9) 43 (41)
Target group membership
Indigenous Australians
6 (85.7) 1 (14.3) 7 (6.7)
Persons with Disability
0 (0) 1 (100) 1 (1)
Australian School-based
Apprentices 3 33.3) 6 (66.6) 9 (8.6)
Priority Employment
Areas 22 (59.5) 13 (35.1) 37 (35.2)
None of the above
22 (50) 22 (50) 44 (41.9)
Table 7.6 shows some of the reasons the Exited Apprentices agreed had underlain their decision not
to access the help of a mentor, and the number of Exited Apprentices giving each reason. Not being
aware of the Mentoring Initiative was (of the reasons listed in the survey) the main reason, though
still only 18% of the Exited Apprentices surveyed chose it. The second two highest percentages of
Exiting Apprentices indicated that they either did not need mentor support or were capable of doing
the apprenticeship without mentor support. This indicates the need for ongoing risk analysis, which
would allow the mentor to update the risk level of an apprentice and adjust the level of support
being given accordingly. This would be an efficient use of resources. Also evident is the need for
better marketing in order to increase awareness of the initiative as well as the number of
apprentices volunteering to participate in it.
Review of the Kickstart Mentoring Initiative – Final Report 61 61
Table 7.6 Reasons for not accessing mentoring and number of exit apprentices giving each reason
Target groups frequency / number of Exit Apprentices (percentage of total for each Target group)
Reason for not accessing mentor
services
Frequency / number of Exit
Apprentices (% of total Exit
group)
Indigenous Australians (% of total
N=7)
Persons with
Disability (% of total N=1)
Australian School-based
Apprentices (% of total
N=9)
Priority Employment
Areas (% of total
N=37)
Not aware of mentoring and
support services available
19 (18.1)
1 (14.3)
1 (100)
2 (22.2)
8 (21.6)
Advice/support of mentor not needed
10
(9.5) 0 0
1 (11.1)
3 (8.1)
Capable of doing apprenticeship
without mentoring/support
services
11 (10.5)
1 (14.3)
0 3
(33.3) 3
(8.1)
Other 9
(8.6) 0 0
1 (11.1)
1 (2.7)
Exited Apprentices were asked to identify what services or help they had accessed from mentors.
Table 7.7 shows these numbers for a range of services, according to Gender, Region and Target
group. The service most used was that of helping to resolve conflict/issues at work and the least
used was tips for time management and preparation. This is consistent with qualitative feedback
from the mentor survey wherein mentors were asked to identify at least two actions that
significantly assisted mentees through their Australian Apprentices. Reponses were of a varied
nature; however among the most reported actions were mediating conflicts at work and referral to
services to assist with resolving any issues that might arise during the apprenticeship.
Review of the Kickstart Mentoring Initiative – Final Report 62 62
Table 7.7 Numbers of Exited Apprentices accessing different types of mentoring services (out of a total of 105), according to Gender, Region and Target group
Types of mentoring services accessed
Group
Sub group (total
number)
Tips in initial
months
Under-standing
requirements
Advice on resolving
issues
Tips on time management
Career advice
Paperwork assistance
Other
Total/ 105
18 20 27 14 19 17 9
Gender
Male (74)
15 15 19 13 16 11 7
Female (31)
3 5 8 1 3 6 2
Region
Metro (53)
10 12 14 9 9 8 5
Regional (41)
6 6 8 3 5 6 3
Remote (8)
1 2 4 1 4 3 1
Group
Indigenous
Australians (7)
1 3 4 1 2 1 0
Disability (1)
0 0 0 0 0 0 0
Australian School-based
Apprentices (9)
0 0 1 0 0 1 0
Priority Employment Areas
(37)
9 11 11 7 11 7 6
Review of the Kickstart Mentoring Initiative – Final Report 63 63
Validation of scale
Seven items in the survey addressed the reasons why the apprentice had decided to terminate
his/her apprenticeship. These items were analysed using the Rasch model to establish whether they
might be considered to form a scale measuring a single uni-dimensional property or construct. The
data were entered so that a high score would mean agreement that an item was a reason. The
sample of 105 was sufficient to provide a robust analysis of seven items.
The analysis indicated that the data fitted the Rasch model, that is, the items can be considered to
measure a single construct and thus the scores on each item may be summed to provide a single
measure of a person’s standing on the scale items as a whole. The power of the analysis was
reasonable and the reliability was 0.582. Thus a person with a high score is one who was agreeing
that many of the items were the reasons for termination of an apprenticeship. The one item that
tended not to fit the model (according to the log residual test of it and the item-trait test of fit (chi
square)) was my employer terminated me. As may be seen in Figure 26, it tended not to be able to
discriminate amongst persons in middle and lower persons score ranges as well as other items. This
tells us something about the construct being measured, that is, the scale is about reasons the
apprentice had, rather than reasons the employer had; in other words, it was not necessarily a
choice the apprentice had made. It has, however, been left in the analysis at this stage.
Figure 26 Item Characteristic curve for Item Q13f (My employer terminated me)
A Differential Item analysis indicated no items showing DIF according to Gender, Region, Occasion,
Commencement period, Region or Target group. This means that mean scores for different groups
may legitimately be compared because the construct for all groups is the qualitatively the same. It
also means the samples from the two occasions may be combined since the items represent the
same construct on both occasions. Note that this is a different question from whether any of the
sub-groups endorse the items more or less than each other: this question is answered in the ANOVA
analyses in the later section entitled Comparison of group means.
Review of the Kickstart Mentoring Initiative – Final Report 64 64
Table 7.8 shows the item locations on a continuum. The items appearing at the lower end of the
continuum (first in the table) are the ones people tended to endorse, that is, they were important or
main reasons. Thus, changing to other work/study or finding a position with better conditions were
endorsed strongly by many people. Those towards the high end of the scale are ones which the
respondents tended not to endorse as being strong reasons for ending their apprenticeships. Thus
not enjoying the apprenticeship or being terminated by an employer were reasons much less often
endorsed. Those items referring to mentoring services (and also changing to another
apprenticeship) were of middle intensity, being endorsed neither at lot or a little. Clearly, mentoring
services were not major reasons for terminating an apprenticeship.
According to this data, the main reasons that apprentices chose to exit their apprenticeships were
because they to decided to change other work or study, or because of wages or employment
conditions. Very few reported not enjoying their apprenticeship or being terminated. These results
are congruent with the above findings that mentoring can provide a large amount of assistance
when an apprentice is unhappy with their working conditions. It also highlights the need for ongoing
assistance to apprentices who decide to change to other work or study. Something to consider
might be an ongoing service provided to those apprentices who cancel their apprenticeships in order
to help them recommence in a new position. This would in turn increase overall retention rates for
the initiative.
Table 7.8 Locations of items and their content in increasing order of intensity
Item Location (logits)
Content
Q13e -0.25 Decided to change to other work or study
Q13g -0.158 Wages or employment conditions
Q13d 0.004 Decided to change to another Australian apprenticeship
Q13b 0.007 Did not receive enough advice/support from mentor
Q13c 0.036 Mentoring not tailored to my situation
Q13a 0.120 Did not enjoy my Australian apprenticeship
Q13f 0.241 My employer terminated me
The continuum has an equal-interval scale on which both items and persons can be plotted – as
shown in Figure 27. There it can be seen that two people with very high scores strongly agreed with
all items – suggesting these two people may not have engaged properly with the survey questions.
Six people had very low scores – that is, they did not agree that the items were true for them
Review of the Kickstart Mentoring Initiative – Final Report 65 65
Figure 27. Distribution of item and person locations: reasons for terminating apprenticeships
Comparison of group means
Table 7.9 presents the mean locations (Rasch scores) for different groups of Exited Apprentices and
the F statistics and p values which indicate whether these differences were statistically significant or
not. As may be seen, the Exited Apprentices did not differ significantly in levels of agreement with
reasons for terminating, across Gender, Region, Commencement period, Occasion, Target group or
Accessing mentors groups. Males tended to endorse items more strongly (felt more strongly about
the reasons, i.e. strongly agree or disagree) compared with females (though not significantly more
so), as did the Indigenous Australian and Priority Employment Areas Apprentice groups compared
with other target cohorts. Metro-based Exited Apprentices tended to endorse items more strongly
than Regional or Remote Apprentices, as did Exited Apprentices who had started in the first rather
than the second commencement period.
Table 7.9 Mean locations (std dev) on Reasons Exited Apprentices terminated, together with F statistics and p values comparing means of sub-groups
Group Sub-group N Mean location in logits (std dev)
F statistic Prob. value
Whole sample 82 0.09 (1.00)
Occasion One 29 0.17 (0.82) 0.286 0.594
Two 53 0.05 (1.08)
Gender Male 56 0.14 (1.02) 0.512 0.476
Female 26 -0.03 (0.95)
Review of the Kickstart Mentoring Initiative – Final Report 66 66
Target group
Indigenous Australians
5 0.15 (0.57) 1.882 0.147
Disability 1 -0.84 (0)
Australian School-based
Apprentices
8 -0.64 (0.68)
Priority Employment
Areas 32 0.17 (1.02)
None of the above
38 0.20 (1.04)
Region
Metro 42 0.20 (1.12) 0.887 0.416
Regional 32 -0.06 (0.87)
Remote 6 -0.23 (0.63)
Commencement period
1 50 0.16 (1.02) 0.566 0.454
2 32 -0.02 (0.97)
Accessed mentor Yes 45 0.13 (1.10) 0.132 0.717
No 37 0.04 (0.86)
Overall, it is important to note that survey results indicated that though some apprentices exited
from their apprenticeships, many sought the advice of mentors in doing so and for further career
advice, especially those in the Indigenous Australian and Priority Employment Areas groups. In fact,
40% of apprentices who exited indicated that they intended on seeking another apprenticeship and
sought the advice of mentors in doing so and for further career advice. This was true more so for
those in metropolitan and remote areas than regional. Mentors appear to have had an important
role for these apprentices as well as for those who remained in their apprenticeships.
8. Impact of Communication, Engagement and Support Methods on Retention:
It is important to note not only quantitative but also qualitative impacts that the Kickstart Mentoring
Initiative has had on the various stakeholders. Included in this section of the Review is a summary of
stakeholder experience with and support for the Mentoring Initiative, followed by an in-depth
analysis of what approaches and strategies utilised by the AACs seemed to have the greatest impact
on the retention of Australian Apprentices.
Review of the Kickstart Mentoring Initiative – Final Report 67 67
Stakeholder Experience with and Support for the Kickstart Mentoring Initiative
The overall stakeholder response to the Kickstart Mentoring Initiative was positive. Below is a brief
summary of stakeholder views of the Initiative.
Australian Apprenticeship Centres: Overall AACs indicated strong supportive for the initiative and there was a general view that the
initiative is a positive approach to improving retention rates. In implementing the initiative AACs
were able to utilise existing resources, including field officers, internal databases and stakeholder
networks which enabled the development of a methodology/approach that would be suitable for
mentoring and support services.
Kickstart Australian Apprentices:
Generally, Kickstart Australian Apprentices agreed that the mentoring and support services
provided by Australian Apprenticeship Centres are assisting them in their apprenticeship.
Positive stories from Kickstart Australian Apprentices on how mentors had assisted them
with personal issues and been successful in resolving issues/conflicts with employers/RTOs.
Kickstart Australian Apprentices appreciate the support and guidance from Mentors and
gain comfort in having someone acting in their best interests.
Employers:
Employers of Kickstart Australian Apprentices were generally informed about the initiative at
the sign up of the Apprentice and through other communication methods which included
brochures/flyers and ongoing Mentor contact.
Employers are becoming highly involved in the referral of Kickstart Australian Apprentices to
mentoring and support services.
Some reluctance by employers to get involved. The reason for the reluctance was thought to
be due to the change of relationship required to generate engagement. Employers had
existing relationships with field staff that were generally more business-minded and had
more of a “sales relationship” with employers.
Introducing Mentors may take some time as employers come to terms with the initiative
and understand the specific role of the mentor and how they fit into the Apprenticeship
system.
Review of the Kickstart Mentoring Initiative – Final Report 68 68
Retention of Target Cohorts
Target cohorts made up 59.7% of the whole sample of Australian Apprentices surveyed. Most were
in Priority Employment Areas (44.8%), followed by Australian School-based Apprentices (10.6%),
Indigenous Australians (3.4%), then Persons with Disability (less than 1%).
Members of the four Target cohorts had lower retention rates than those who were not members of
one of the cohort groups, that is, they are more at risk of exiting their apprenticeships. Retention
rates were lower for the four cohorts in general than for the whole group of apprentices. Attrition
rate was highest in the Priority Employment Areas cohort (21%) and lowest in the Disability cohort
(2.1%), with Australian School-based Apprentices (8.4%) and Indigenous Australians (3.7%) between
these two extremes.
In general, many of the findings made above applied to the four target cohorts as it did to the
general Australian Apprenticeship population. It was also identified, as stated above, that very few
of the AACs had specific measures in place distinguishing unique services that would be made
available to the different targeted cohorts. Very little data, therefore, could be identified as to
models or strategies that had any impact on the retention rate of the target cohorts. However, this
Review has identified some practices that may aid in the retention of these cohorts in future
initiatives:
For all target cohorts, increasing the frequency of contact as well as the quality of contact
(e.g. face-to-face visits rather than telephone contacts);
For Indigenous Australians, providing cultural awareness training to Mentors;
For Australian School-Based Apprentices, providing increased support during the transition
into full-time employment as well as encouraging the involvement of the various
stakeholders in these types of apprenticeships (e.g. TAFE, parents/guardians, etc.);
For persons with disability, having a network of agencies on hand for referral such as
DAAWS, DES, etc.;
For Priority Employment Areas, increased help with knowledge of incentives and subsidies
that are available as well as regular contact and consultations with the employers.
Practices that Had a Positive Impact on Retention Rates
Table 8.1 Shows the Thematic Analysis of AAC strategies and models for providing mentoring and
support services to Australian Apprentices according to their overall retention rates. It is important
to note that all participating AACs reported an increase in their overall retention rate of Australian
Apprentices and therefore a positive outcome of the Mentoring Initiative. Also, this Review did not
identify any practices or strategy that appeared to have a negative impact on retention rates, and
therefore addresses only those aspects of models that had a positive impact or no impact at all.
Review of the Kickstart Mentoring Initiative
Review of the Kickstart Mentoring Initiative – Final Report 69
Table 8.1 Thematic analysis by AAC in Retention Rate
AAC
Wide use of
online and
other
telecommun
ications/soci
al media
Ongoing risk
assessments
Personalised
plans for
Apprentices
Specific
details of
intervention
s for
Apprentices
Specific
mentor
features
Significant
support to
employer
Engagement
with
parents,
RTOs, etc.
More
contact with
apprentices
than the
contract
specifies
Career
developmen
t and
guidance
Support for
Cancelled
apprentices
AAC # 1 X X X X X X
AAC #2 X X
AAC #3 X X X X X
AAC #4 X X X X X X X
AAC #5 X X X X X X X
Review of the Kickstart Mentoring Initiative – Final Report 70 70
AAC
Wide use of
online and
other
telecommun
ications/soci
al media
Ongoing risk
assessments
Personalised
plans for
Apprentices
Specific
details of
intervention
s for
Apprentices
Specific
mentor
features
Significant
support to
employer
Engagement
with
parents,
RTOs, etc.
More
contact with
apprentices
than the
contract
specifies
Career
developmen
t and
guidance
Support for
Cancelled
apprentices
AAC #6 X X
AAC #7 X X X X X
AAC #8 X X
AAC #9 X X X
AAC #10 X X X X X X
AAC #11 X X
Review of the Kickstart Mentoring Initiative – Final Report 71 71
AAC
Wide use of
online and
other
telecommun
ications/soci
al media
Ongoing risk
assessments
Personalised
plans for
Apprentices
Specific
details of
intervention
s for
Apprentices
Specific
mentor
features
Significant
support to
employer
Engagement
with
parents,
RTOs, etc.
More
contact with
apprentices
than the
contract
specifies
Career
developmen
t and
guidance
Support for
Cancelled
apprentices
AAC #12 X X X X X X
AAC #13 X X X X X
AAC #14 X X X X X X X X
AAC #15 X X X X
AAC #16 X X X X X X
Review of the Kickstart Mentoring Initiative – Final Report 72 72
AAC
Wide use of
online and
other
telecommun
ications/soci
al media
Ongoing risk
assessments
Personalised
plans for
Apprentices
Specific
details of
intervention
s for
Apprentices
Specific
mentor
features
Significant
support to
employer
Engagement
with
parents,
RTOs, etc.
More
contact with
apprentices
than the
contract
specifies
Career
developmen
t and
guidance
Support for
Cancelled
apprentices
AAC #17 X X X X
AAC #18 X X X X X X
Review of the Kickstart Mentoring Initiative
Review of the Kickstart Mentoring Initiative – Final Report 73
After consideration of the above thematic analysis and survey responses, compared to the retention
rates for AACs of various levels, the Project Team has identified six key attributes of AAC Models
with the highest retention rates:
A formalised risk assessment tool
Active engagement of the employer in the mentoring model
An apprentice to mentor ratio of no more than 150
A flexible, risk management-based approach in the implementation of a
communication/interaction protocol
The appointment of mentors that have highly developed engagement attributes and
problem solving abilities
A network of resources and agencies to provide “wrap around” support to the apprentice
The following is an in-depth discussion of the impact of the above key practices, with statistical
support where appropriate. It is important to note that not all of these approaches were utilised by
each AAC, and that many AACs with lower retention rates also utilised these approaches. It is also of
high importance to note that each of the AACs reported a measurable increase in their retention
rates. This model is put forward as an example only and does not claim to be exhaustive of the
approaches that will increase retention rates.
Formalised Risk Assessment Tool
As discussed above, most AACs had some form of a risk assessment strategy to identify those
Australian Apprentices who were most at risk of leaving their apprenticeship in order to provide a
more ‘intense’ support program to high risk individuals. According to analysis, those AACs with a
formalised risk assessment tool or strategy were also those whose Apprentices held a more positive
attitude toward the Mentoring Initiative as a whole. Such positive views of the support being
received can be a strong influence over whether an Apprentice chooses to seek out Mentoring
support should an issue arise and is therefore considered to be an important aspect of a successful
support service model.
Table 8.2 shows the mean retention rates and apprentices’ attitudes to Mentoring Initiative,
according to risk assessment strategy. There are no significant differences amongst the three types
of risk assessment as regards Retention rates, though retention rate was slightly higher for the
formal risk assessment AACs. There was, however, a significant difference amongst the three risk
assessment types in regard to apprentices’ attitudes towards the Mentoring Initiative, with
apprentices coming from AACs using formal risk assessment strategies being much more positive
towards the program.
In all cases, including the four target cohorts, apprentices’ views on the mentoring services were
more positive for those AACs who planned formal risk assessment.
Review of the Kickstart Mentoring Initiative – Final Report 74 74
Table 8.2 Retention rates and Apprenticeship Attitudes to mentoring by Risk Assessment types
Risk assessment
Number of Risk
assessment
Type of risk assessment
N Retention
rate F p N
Mean App Attitude
to Mentoring Initiative (std dev)
F p
1 None
Reported 5
82.30 (3.91)
0.807 0.464 46 2.26 (2.32) 29.494 <0.001
2 Informal 7 84.01 (7.57)
158 2.48 (2.05)
3 Formal 7 86.01 (5.11)
237 4.14 (2.51)
Total 18 84.47 (5.91)
441 3.35 (2.48)
Table 8.3 Attitudes to mentoring of apprentices in four Target cohorts by Risk assessment
Risk assessment
Cohort Risk ass
type N
Mean locations
Std Dev F p
Indigenous Australians
1 2 1.88 1.42 3.076 0.072
2 7 2.77 2.16
3 11 5.15 2.60
Disability
1 -
2 1 6.52
3 4 4,82 2.42
Australian School-based
Apprentices
1 4 2.80 2.67 2.167 0.124
2 14 2.56 1.68
3 41 4.06 2.65
Priority 1 8 2.96 3.17 7.104 0.001
Review of the Kickstart Mentoring Initiative – Final Report 75 75
Employment Areas
2 136 2.33 1.96
3 65 3.56 2.44
Active engagement of the Employer in the Mentoring Model
Most AACs in their proposals advocated some level of employer support or engagement with the
apprenticeship and its processes. The support or engagement included activities such as workshops
for employers on workplace relations, assistance with better recruitment practices, cultural
awareness and round table discussions between the mentor, apprentice and employer. The
approach used often by AACs that appeared to have a positive affect was that of meeting with
employer within the initial stages of the mentoring program in order to assess the employment
“environment,” as well as assisting the employer with issues that may arise during the
apprenticeship such as mediating problems with the apprentice and informing them of any benefits
(non wage) they may be entitled to.
A number of AACs also identified via qualitative feedback that the mentoring initiative should be
expanded to include a mentoring service to employers, in order to alleviate any conflict that may
arise due to employer/apprentice differences. In this regard, this Review recognises that the
approach adopted by the mentor in their first meeting with the employer is a critical point that can
achieve employer “buy in” to the mentoring arrangement.
There are, however, mixed views from the AACs in regards to whether it is realistic to actively
include employers in the mentoring model. Issues put forward are that certain employers are not
receptive to accepting that communication approaches or attitudes of different generations may
require a different approach to the way in which the employer interacts/engages with the
apprentices. It is noted, however, that this view appears to be the exception rather than the general
rule.
The presence of a plan for employer support or engagement was measured against Apprentice
attitude towards the program for both the general survey respondents and the respondents
representing the four target cohorts. Apprentices from those AACs with some level of employer
support or that advocated of employer engagement in the apprenticeship held a more positive
attitude towards the Mentoring Initiative. This is also true of all target cohorts.
Review of the Kickstart Mentoring Initiative – Final Report 76 76
Table 8.4 Numbers of AACs inviting different levels of Employer Engagement
Employer Engagement
Number of Employer Engagement
Employer Engagement, Yes or No
Frequency (Number of AACs)
Percentage
1 No 3 16.7%
2 Yes 15 83.3%
Total 18 100%
Table 8.5 Retention rates and Apprentice attitudes to mentoring by Employer Engagement
Employer Engagement
Employer Engagement,
Yes or No N
Retention rate
F p N
Mean App Attitude to Mentoring Initiative (std dev)
F p
No 3 86.49 (3.03)
0.408 0.532 42 1.85 (2.04) 17.556 <0.001
Yes 15 84.06 (6.33)
399 3.51 (2.48)
Total 18 84.47 (5.91)
441 3.35 (2.48)
Table 8.6 Attitudes to mentoring of Apprentices in the four target cohorts by Employer Engagement
Employer Engagement
Cohort Employer
Engagement Type
N Mean
Locations Std. Dev. F P
Indigenous Australians
1 1 0.08 2.04
2 19 4.16 2.56
Disability 1 1.29 -
2 4 6.13 0.62
Review of the Kickstart Mentoring Initiative – Final Report 77 77
Australian School-based
Apprentices
1 1 0.08 -
19 4.16 2.56
Priority Employment
Areas
1 21 1.95 2.04 2.936 0.088
2 188 2.83 2.23
Low Apprentice per Mentor Ratio
According to the statistical analysis, one of the most influential features of an AAC was the number
of apprentices each mentor had. As stated above, this was a key indicator of attitude towards the
Mentoring Initiative as a program. It also appeared to have somewhat of an effect on retention
rates, with the greatest attrition rate being in those AACs with an average of 301+ apprentices per
mentor.
Of the five identified highest performing AACs (with regard to retention rates), three had an
apprentice to mentor ratio of under 100 apprentices to one mentor. Within these three, the ratios
ranged from 51:1 to 98:1. The other two high performing AACs had ratios of 129:1 and 207:1.
Regarding target cohorts, the only pattern that was apparent when looking at the top five retention
rates for AACs within each cohort was that of Persons with Disability. Four of the five top
performing AACs (with regard to retention rates of Persons with Disability) had less than 100
apprentices per mentor (a range of 34:1 to 98:1).
The ranges for the remaining target cohorts varied widely, to the extent that no statistical
conclusions could be drawn. However, the Review notes that the broad range of apprentice to
mentor ratios within these contexts is probably an indicator that, while the apprentice to mentor
ratio is an important aspect of an AAC’s approach to retaining apprentices, it is not the sole factor
contributing to retention rates (E.g. other factors such as the effectiveness of the risk assessment
tool, quality of the mentor attributes, network arrangements in place etc. will also influence
retention rates).
This Review notes that there was no material difference in the apprentice per mentor ratio
specifically for the target cohorts. Instead, the AACs that applied a comprehensive risk assessment
tool would generally classify the target cohort as “high risk” and accordingly such apprentices would
receive a greater level of contact than others in the “low” or “medium” risk categories.
Review of the Kickstart Mentoring Initiative – Final Report 78 78
Table 8.7 Mean differences in Retention rates for the four Target Cohorts, by average number of Apprentices per mentor in 16 AACs
Group Average number of
Apps per mentor N
Mean retention rate
Standard deviation
F p
All cohorts 1-150 6 87.64 5.37 2.437 0.126
151-300 6 85.78 3.98
> 300 4 79.94 7.55
Total 16 85.02 6.01
Indigenous Australians
1-150 6 82.83 15.04 1.089 0.365
151-300 6 79.78 26.82
> 300 4 65.23 4.64
Total 16 77.28 19.31
Disability 1-150 6 87.50 16.56 4.553 0.034
151-300 5 51.24 27.98
> 300 4 69.09 8.88
Total 15 70.50 24.40
Australian School-based
Apprentices
1-150 6 93.27 7.64 6.777 0.010
151-300 6 56.03 20.73
> 300 4 74.38 22.74
Total 74.58 23.31
Priority Employment
Areas 1-150 3 84.98 5.64 0.545 0.606
151-300 4 77.35 20.99
> 300 2 70.57 5.51
Total 9 78.38 14.46
Review of the Kickstart Mentoring Initiative – Final Report 79 79
To summarise, there was an 85% retention rate for all cohorts in all AACs, that is, about 15% attrition
rate. The greatest attrition rate occurred in AACs with more than 300 apprentices. Indigenous
Australian Apprentices had the highest attrition rate and Priority Employment Areas had the
smallest. The attrition rate is greatest for Indigenous Australian Apprentices in AACs with more than
300 apprentices. For the Disability, Australian School-based Apprentices and Priority Employment
Areas cohorts, the greatest attrition rate occurs in the AACs with 151-300 apprentices. The numbers
in AACs in each of the three categories are so small, however, that the evidence for these indications
is weak. The F statistics suggest these differences between AAC apprenticeship categories may be
significant only for the Disability and Australian School-based Apprentices cohorts. For all groups,
the attrition rate appears to be least in those AACs with the smallest number of Apprentices, that is,
in the 1 to 150 category.
There is merit, therefore, in limiting the number of Australian Apprentices per Mentor to less than
150. This is supported by the statistical evidence as stated above as well as the qualitative feedback
given by both Australian Apprentices and Mentors. Limiting the Apprentice per Mentor ratio would
allow the Mentor to better divide their time between those Australian Apprentices who needed
more attention and those who are less likely to need increased support. This approach would also
lend itself well to the risk-based approach discussed above
For the purposes of clarifying the details of the last three of the above key attributes in practice, the
following is a summary of the methodologies put in place by the AACs with the top 5 highest
retention rates.
A flexible, risk management-based approach in the implementation of a communication
/interaction protocol
This review recognises based on the survey responses, statistical analysis and qualitative feedback
from stakeholders, that there is a need to keep communication protocols flexible. This allows for
the communications with Australian Apprentices to remain suitably tailored to their needs, as they
may change throughout the course of their Apprenticeship. This also complements a risk
management approach, wherein should an Apprentices’ level of risk change, the protocol for
contacting that Apprentice would also change, in order to intervene at the earliest stage possible
with any issues or problems that might arise. The following are examples from AACs with high
retention rates of how such a protocol might look in practice.
Australian Apprentice Centre # 1
A specified contact schedule in addition to AASS contractual requirements that targeted key
milestones in the first twelve months of an Apprenticeship was delivered. The contact schedule was
comprised of a minimum of 5 extra contacts with Australian Apprentices, at key points in the first 12
months of the Apprenticeship (e.g. the 4 week mark after sign up, 8 weeks, 11 weeks, 18 weeks and
9 month mark). These key points were altered subject to the Australian Apprentice’s particular
situation and needs. The contacts provided the mentors with an opportunity to mentor Australian
Apprentices through any issues concerning them that could potentially impact on the successful
completion of their apprenticeship.
Review of the Kickstart Mentoring Initiative – Final Report 80 80
Australian Apprentice Centre # 2
Direct letters were sent to all identified Apprentices, along with copies to their employers. For those
that signed up from 1 July 2010 the sign up contact would continue to be attended by staff to ensure
that information was conveyed as required but under the Mentoring project, Kickstart Extension
eligible apprentices would also be introduced to the mentoring service with follow up to be
undertaken through correspondence to the apprentice (copied to the employer) of the details of the
service as it relates to each individual.
Each apprentice was to be visited at least 4 times during the project period of 1 July 2010 to 30 June
2011.
Australian Apprentice Centre # 3
Kickstart apprentices that signed up prior to 1 July were identified and referred by the
administration team within the first month of the program. They were sent a printed brochure and
letter outlining the additional support available and were advised that a mentor would contact them
within 10 days.
Kickstart Apprentices signed up after 1 July were automatically referred to the project by the Field
Officers during normal sign up activities. The Field Officers provided a printed brochure, briefly
explained the additional support available and collected a signed 1295 form to ensure the Mentor
could talk to all stakeholders to the apprenticeship including the employer (or GTO), RTO, school and
parents, guardian or partner or other service providers.
Referral was made via electronic notification to our mentors using our internal systems. At any time
a request for referral could also be lodged by a concerned stakeholder or eligible Kickstart
Apprentice not currently enrolled in the program.
Within 2 days of referral, the mentor would contact the Apprentice via telephone to introduce
themselves and arrange and assessment interview. Mentors conducted the assessment face to face
where ever possible, or at a minimum via the telephone. The assessment would be completed by
the Mentor within 10 days of sign up. This is a critical first step in building rapport with the
apprentice and establishing a trusting relationship.
The risk rating from the risk assessment dictated the frequency and intensity of mentoring support.
A mentoring plan for each apprentice was developed using information gathered during the
assessment.
Review of the Kickstart Mentoring Initiative – Final Report 81 81
Australian Apprentice Centre # 4
Immediate Engagement- the Apprentice was advised of the service at the sign up by the Field
Officer. The Mentor then contacted the Apprentice within 10 days of the sign up. This ensured that
the Apprentice was engaged from the outset.
Initial contact was made as follows for Existing Kickstart Initiative Apprentices:
1. Telephone contact made
2. Introduction of the Mentoring program
3. Provision of information about the program
4. Negotiation of an individual Mentoring plan
For Extension Apprentices:
1. A Field Officer discussed the program at sign up
2. Provision of information brochures about the program
3. Advise that a Mentor would contact them within 10 working days
Part of the project is that the apprentice and the mentor created a customised plan to suit the needs
of the apprentice, including communication frequency and methods. The service used a range of
communication methods such as face to face meetings, interactive social media, email, SMS and
telephone to enable easy access to Mentors. The mentoring plan was reviewed on an ongoing basis
to ensure that services are always needs based.
Australian Apprentice Centre # 5
The strategy was to initially make contact by phone to the Kickstart Apprentices and employers
making them aware of the program and possibly what support services could be available under the
mentoring model.
Phone interviews would then be conducted to ask a series of questions from the Risk Assessment
Tool that enabled the mentor to best determine a contact schedule over the following months, and
also assess the risk factor that may impact the retention of the Australian Apprentice. Following this
interview a visit schedule was developed based on their risk category, these visits would be
preferably face to face or phone visits if not suitable. Through the questions which were asked at
the initial face to face visit it was easy to establish what type of possible intervention strategies were
needed from other parties.
Australian Apprentices and employers were also visited at the 12 week mark to remind them about
their entitlements and to assist to complete the documentation required for the payments.
Specific solutions included additional contact visits at key points in apprenticeships. This was to be
at the three month point for all apprentices and on a needs basis for Australian Apprentices
considered to be unhappy or otherwise at risk of dropping out.
The proposal also included SMS to keep in touch with apprentices.
Review of the Kickstart Mentoring Initiative – Final Report 82 82
The appointment of mentors that have highly developed engagement attributes and problem
solving abilities
Example # 1
Kickstart mentors were recruited from the existing AAC team but required additional specialised
training appropriate to the Kickstart program and the target market. To this end, experienced
Apprenticeship Consultants from the current team received additional training in areas such as
communications with, and management of, younger workers, cultural awareness and working with
people with a disability. Three “younger” members of the current team to fulfil the roles as Kickstart
Mentors were also selected. These three staff members had already demonstrated an ability to
relate to, communicate with and mentor the younger Australian Apprentice client base. One mentor
was to operate in each of the three regional areas.
Example # 2The use of industry credible mentors was underpinned by detailed program knowledge
being available to them through existing staff. In cases where the apprentice was from a key target
group, the key stakeholder group would include points of reference for guidance and if needed,
intervention to achieve the overarching goal of increased awareness in decision making points for
the apprentice and improved retention.
Example # 3
Does not provide information on the background or attributes of their mentors, the mentors have a
large amount of involvement with all aspects of the program.
Example # 4
The mentoring staff consisted of 1 Program Coordinator, 6 Apprenticeship Mentors and 3 Mentor
Support Officers. Mentors were trained in the Australian Apprenticeship Support Services program
to enable them to identify when changes or issues need to be reported. 3 Indigenous Mentors who
provide mentoring services to Indigenous Employment Program (IEP) projects in 3 regions. Where
appropriate their services were utilised as part of the Kickstart Mentoring program.
Suitably qualified Mentors with the skill sets to identify issues and provide suitable solutions. This
enables them to determine whether to deal with issues ‘in house’ or to refer to specialist external
organisations.
Example # 5
Did not provide information on the background or attributes of their mentors, however their hotline
was staffed with consultants with an understanding of apprenticeships and the vocational education
sector and they employ a full time Indigenous advisor whose role is to ensure all services and
strategies are culturally appropriate for Indigenous Australians.
Review of the Kickstart Mentoring Initiative – Final Report 83 83
A network of resources and agencies to provide “wrap around” support to the apprentice
Example # 1
High risk Australian Apprentices may be referred by other services to us or referred by us to
specialised support services that support young people to build better lives for themselves and helps
make our community a more inclusive and safer place, and will be additionally supported though a
team approach of the involved providers. Where possible and with appropriate permissions
Kickstart Mentors will attend meetings between their apprentices and referral support services.
We work very closely with Indigenous and Disability support services to grow commencements and
maximise retention rates and successful completions of Australian Apprentice’s in these key priority
groups. The Program further enhanced service support to these Australian Apprentices. Service
support providers assisting with these cohorts of Australian Apprentices had input into the
development and design of this Kickstart Mentoring Program and saw the program as an
opportunity to increase the participation rates of these key priority groups.
Kickstart Mentors received access to a wide range of relevant internal and external support services
for Australian Apprentices and could facilitate referral to these on an as needed basis. These
support services ranged from Indigenous support services to assistance with personal budgeting.
Example # 2
As member of a group of companies and consequently has the benefit of access to other specialised
services with the group for potential benefit to Apprentices. These include group employment
services, Job Services Australia (JSA), DES services and training services (both accredited and non-
accredited). Kickstart Mentors have a good knowledge of group services which enabled them to
provide effective and relevant solutions for both Apprentices and their employers.
Example # 3
The steering committee consisting of members from industry advised on directions for specific
difficulties when required.
Access to the information dissemination mechanisms will be pursued.
The conduct of the project was to involve one group member which has responsibility for revitalising
urban renewal including addressing Aboriginal community needs. It was also intended to include the
participation of an ‘open employment’ program that finds jobseekers work in the general
community, with the same working conditions as people who do not have a disability. Finally, AAC
has an extensive relationship with schools across the region which provides the opportunity to build
on established arrangements to publicise and provide mentoring to School Based Australian
Apprentices in the project cohort.
In cases where the Apprentice was from a key target group, the key stakeholder group included
points of reference for guidance and if needed, intervention to achieve the overarching goal of
increased awareness in decision making points for the apprentice and improved retention.
Review of the Kickstart Mentoring Initiative – Final Report 84 84
Kickstart mentors met regularly to determine the continuity of contact on specific cases.
Effective use of the employment services to pick up the cancelled apprentices to help them to
recommence, particularly and as an example, when there is irrevocable breakdown in the
employment relationship between the employer and the Australian Apprentice.
Example # 4
To help increase retention of apprentices with Disability mentors have worked closely with other
stakeholders including Disability Employment Services to help ensure that appropriate support is in
place and where possible, that apprentices are placed into employment suitable to their abilities.
The Mentors also worked in partnership with TAFE to ensure state funding under ‘equity assistance’
is accessed in cases where DAAWS eligibility isn’t met to assist those with LLN issues.
Strategies to support high and medium risk Kickstart apprentices include building linkages and
networks with relevant community/support and specialist service providers Mentors facilitated
referral to external services, and actively followed up to ensure the service was provided and
continued to address any other risks that may be affecting the Apprentice.
Our mentors also made directories of relevant service providers available to all apprentices online so
they can access support independently if required. They also used social media tools appropriate the
cohort to facilitate group based support activities. These included blogs, forums.
Liaising with RTOs/schools to ensure additional learning supports are provided and continue as
needed for Apprentices with learning difficulties to assist them to complete their vocational training.
Specific strategies to support Indigenous and apprentices with disability will include linking to
existing programs to access specialist expertise.
Mentors communicated with stakeholders to the apprenticeship, i.e. employer, RTO or school and
parents/guardian or partner, to raise their awareness of the Mentoring Initiative, the common risks
to retention, and strategies they could use in their capacity to support the Apprentices. They also
were encouraged to refer non-participating apprentices to our program if needed.
Example # 5
The AAC has a broad network of existing relationships, all of which were utilised to provide a holistic
support environment for the apprentice.
A team approach was used whereby should a Mentor be on leave, another Mentor or Telephone
Mentor is available. A thorough handover process was put in place to deal with this eventuality.
The apprentice was advised in advance wherever possible.
Example # 6
Apprentices were advised (where applicable) that they could be eligible for financial
assistance/rental assistance through Centrelink. This was greatly appreciated as the wages earned
Review of the Kickstart Mentoring Initiative – Final Report 85 85
by the Apprentice was sometimes not enough to manage the weekly costs, and quite often was a
concern that they raised. The AAC also worked with them to ensure that they claimed their
entitlements and provided information on Commonwealth and State government incentives.
The AAC was able to tap into some of the other divisions within their organisation, for example a
division that was able to provide a number of Apprentices with services such as support with
counselling, and organising accommodation and also providing the link for extra financial assistance
through the Wyatt program.
If an Apprenticeship was cancelled or withdrawn, Apprentices were given the opportunity to utilise
the facilities and resources JSA sites to continue looking for opportunities.
The AAC utilised the services of their Psychological Service Specialists for counselling free of charge
to the Apprentice or Employer and this would be offered both over the phone and face to face.
In addition the AAC also arranged transportation to ensure that the Apprentice received the service
they required.
Where MA did not have vocational services in the area, they investigated and found services offered
by other providers who could assist the Apprentice depending on the issue, an example of this was
arranging Life Line to visit an Apprentice and the Employer to work through issues and maintain the
Apprenticeship.
Review of the Kickstart Mentoring Initiative – Final Report 86 86
9. Case Studies and Success Stories The following are detailed case studies and success stories provided by various AACs and Mentors
designed to provide a snapshot of issues Australian Apprentices face and how the Mentoring
Initiative has helped to address them.9 Of note is that where the information has been provided, it
appears that the majority of these issues were presented 6 to 12 months into the Apprenticeship.
Apprentice Information
How old was the apprentice? 18
Was the apprentice from one of the four
targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue
arise? (e.g. 1 week, 1 month, 6 months, etc)
6-12 months
Please describe the issue encountered:
Apprentice was having anger management issues that ultimately resulted in termination from the
apprenticeship on the grounds of safety more than anything else. The employer really wanted to
help but felt, for the apprentice’s own safety he had to be let go.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the
apprentice, and the employer where applicable)
As the underlying cause of the issue was health related there was little we could do on that front,
other than provide as much support to the apprentice and his parents as possible. The issue was
initially raised by the apprentice’s parent who was actually very supportive of the employer and
confirmed that he really had no alternative.
What was the result?
Apprentice was terminated but it was for the right reasons. I understand he has subsequently been
re-engaged in another training program.
9 Further success stories provided by the Mentors for the Kickstart Mentor Survey are located in Appendix A of
this Report.
Review of the Kickstart Mentoring Initiative – Final Report 87 87
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a
psychologist, etc.)
Our support was in the area of providing guidance and advice on the variety of services available to
assist in re-engagement. This included the State Training Service out of trade register, discussing
options around Group Training and other possible pathways for him to continue training.
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt
with?
We have a psychologist engaged as part of our program so it was beneficial having that resource on
hand to discuss possible options for this situation. From my perspective therefore I felt the program
worked well in this case, however earlier intervention probably would not have resulted in a
different outcome. It’s a broader issue, but possibly some form of aptitude testing as part of the
recruitment process may have identified the issue earlier. I believe there’s scope to cost effectively
incorporate this in the future Australian Apprenticeship Support Service model.
Apprentice Information
How old was the apprentice? 17
Was the apprentice from one of the four
targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue
arise? (e.g. 1 week, 1 month, 6 months, etc)
6 months
Please describe the issue encountered:
We received a call from the Apprentice’s parent outlining the situation. The Apprentice was
undergoing a school based apprenticeship and while the work side was going well, he was not
performing well at school. The parent wanted to speak to a mentor about some possible solutions.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the
apprentice, and the employer where applicable)
Review of the Kickstart Mentoring Initiative – Final Report 88 88
We put one of our mentors in touch with the parent and they had a lengthy discussion about the
options. The mentor advised that the crux of the problem was his at school behaviour and not the
job performance, so it was a bit ‘outside the square’. Our mentor advised the parent that it may be
necessary to look at alternative schools and try to become a Pathways student as he was on the
verge of being expelled from his current school. The mentor also gave his details to the parent and
offered to have the apprentice touch base with him personally to validate the discussion if he
wanted to.
What was the result?
Apprentice changed schools and is continuing the apprenticeship.
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a
psychologist, etc.)
We used our telephone support person and face to face mentoring which was exactly how our
model was set up.
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt
with?
(unanswered)
Apprentice Information
How old was the apprentice?
Was the apprentice from one of the four targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue arise? (e.g. 1 week, 1 month, 6 months, etc)
Please describe the issue encountered:
The Employer believes that the Apprentice may have learning difficulties and cannot follow instructions/directions very well. The Employer did not wish for the Mentor to approach the Apprentice in case the Apprentice felt embarrassed.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the
Review of the Kickstart Mentoring Initiative – Final Report 89 89
apprentice, and the employer where applicable)
The Mentor advised the Employer that they need to talk to the Mentor explained ways of wording difficult conversations. The Employer was advised by the Apprentice to contact one of his parents. Employer contacted the Apprentices parent who advised that yes theApprentice does have some learning difficulties. Mentor then advised the Employer to talk to the Registered Training Organisation (RTO) teacher once the Apprentice commences their training and advise the teacher on the issues and ask for the teacher to report back to the employer on a regular basis.
What was the result?
Employer is very happy with this outcome and will keep in contact with the Mentor on the progress of the Apprentice. Apprentice is still employed with this employer.
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a psychologist, etc.)
Linking in with the TAFE to provide LL&N targeted assistance. Mentor also explained to Employer ‘WELL’ funding opportunities.
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt with?
Easier access to specific programs that assist Apprentices improve their literacy and numeracy.
Apprentice Information
How old was the apprentice?
Was the apprentice from one of the four targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue arise? (e.g. 1 week, 1 month, 6 months, etc)
Please describe the issue encountered:
The Apprentice contacted the Mentor to advise that they are being bullied by their Supervisor. The Mentor contacted the relevant Business Consultant who was also advised of this issue by the
Review of the Kickstart Mentoring Initiative – Final Report 90 90
Apprentice. At that point, the Apprentice did not want the Business Consultant to call in a Field Officer (FO).
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the apprentice, and the employer where applicable)
The Mentor contacted the Employer to discuss the issue above. The Employer advised that there were issues around the apprentice work relationship skills. The Mentor then contacted the Operations Manager who suggested that the Mentor try and sort out the issue and if unable to resolve it to contact anFO. A meeting between Mentor, Employer and the Apprentice went very well, explaining to the Apprentice that he needed to work on his relationship skills withother workers as they are finding it difficult to work with the Apprentice. Many other issues were discussed
What was the result?
The Apprentice has tried to curb his behaviour and the Manager has spoken to the Supervisor about his behaviour. The Mentor has ongoing contact with the Apprentice and Employer to see how things are going. The Apprentice is still with the Employer and everything is going well.
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a psychologist, etc.)
Access the management due to the nature of the complaint
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt with?
The mentor has resources and referral agents to revert to in these instances
Apprentice Information
How old was the apprentice?
Was the apprentice from one of the four targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue arise? (e.g. 1 week, 1 month, 6 months, etc)
Please describe the issue encountered:
The Employer consulted theMentor requesting advice on how they can stop their Apprentice from leaving the company as another Apprentice had left not long ago and the Kickstart Apprentice wants
Review of the Kickstart Mentoring Initiative – Final Report 91 91
to leave to go and work for a similar larger company.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the apprentice, and the employer where applicable)
Mentor spoke to the Apprentice and explained that the larger company may not be as good to him as his current Employer and he may not learn as much with the larger Employer. The Mentor is very impressed with the current Employer and this Employer did not want to lose another Apprentice. Mentor suggested the Employer Field Officer (FO) and see if they can talk with the Apprentice.
What was the result?
Mentor contacted the FO, advising that the employer will be contacting them. FO got in contact with the Employer and the Apprentice. The Apprentice is still with the Employer and everyone/everything is travelling smoothly.
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a psychologist, etc.)
Liaised with the FO
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt with?
Given that FO are very aware of ‘Kickstart Mentor’ all communications where well received.
Apprentice Information
How old was the apprentice?
Was the apprentice from one of the four targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue arise? (e.g. 1 week, 1 month, 6 months, etc)
Please describe the issue encountered:
The Employer was concerned that the Apprentice was not grasping the work explained to him and not able to take instructions given to him. The Apprentice looked very tired and lethargic. The Apprentice stated that he had a bad night’s sleep and that he was just tired also may not be eating correctly and or may be ill.
Review of the Kickstart Mentoring Initiative – Final Report 92 92
The Apprentice did not think that he would need a referral to help get organised.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the apprentice, and the employer where applicable)
The Mentor discussed trying to have a different attitude and get more sleep. The Mentor advised the Apprentice that if he needs anything to call. Mentor also suggested to the employer (in front of Apprentice) that they should catch up with the Apprentice and have another talk in two weeks’ time. Mentor suggested that the Apprentice should visit a doctor and start eating correctly. Mentor also suggested Apprentice take notes when given instructions from Employer so he can work through his work according to his notes.
What was the result?
The Employer advised that the Apprentice has picked up his attitude and he is performing much better. The Employer will reassess the Apprentices’ attitude and performance down the track and keep in contact with the Mentor. Eating and sleeping pattern has also improved dramatically Apprentice is still employed.
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a psychologist, etc.)
If required ‘ Kickstart Mentor’ has details of several local General Practitioners (Doctors) in the local area.
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt with?
None
Review of the Kickstart Mentoring Initiative – Final Report 93 93
Apprentice Information
How old was the apprentice?
Was the apprentice from one of the four targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue arise? (e.g. 1 week, 1 month, 6 months, etc)
Please describe the issue encountered:
The Apprentice’s parent was concerned that no one was able to assist her and her son very well. The Registered Training Organisation (RTO) was not releasing the training plan to the AAC and would not start the Apprentice in class for school based until it is full. The parent was very concerned that the Apprentice was going to fail school as it is a replacement subject.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the apprentice, and the employer where applicable)
Mentor investigated the situation and advised administration team to contact the State Training Authority (STA) to advise that the RTO was not starting the Apprentice in the School Based Program and only offer block release. Mentor suggested that make the Apprentice part time as an interim measure reverting to School Based once the RTO commenced training.
What was the result?
The Apprentice’s secondary school was happy to release the Apprentice to a block release model. All parties were satisfied of the outcome. Eventually the RTO commenced training and all going well. The Apprentice completed his School Based Apprenticeship and is now working full time with the employer.
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a psychologist, etc.)
Consulting with RTO, AAC Manager and STA to find a solution.
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt with?
Better understanding of the role of Kickstart Mentor
Review of the Kickstart Mentoring Initiative – Final Report 94 94
Apprentice Information
How old was the apprentice?
Was the apprentice from one of the four targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue arise? (e.g. 1 week, 1 month, 6 months, etc)
Please describe the issue encountered:
The Employer and the Apprentice are not happy with the modules the Apprentice is studying/learning and think they may be in the wrong Apprenticeship.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the apprentice, and the employer where applicable)
The Mentor suggested to the Employer that they contact the Registered Training Organisation (RTO) and speak directly to the teacher to discuss their issues. The Employer contacted the RTO and resolved the training issue and is waiting for the training plan to be delivered and a variation of the course. Mentor believed that there was some confusion between the Employer and the RTO and therefore called the RTO. Mentor found out that the modules had been adjusted and there was no need to vary the Apprenticeship. The RTO advised Mentor that they had sent the training plan to the Employer and were waiting its return. Mentor contacted the Employer who advised that they had not received the training plan. Mentor then contacted the RTO and requested they forward another training plan, the RTO advised that they will email a training plan ‘today’.
What was the result?
The Employer was very happy with Mentor service and recommends the continuation of the program.
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a psychologist, etc.)
Consulting with the RTO
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt with?
A better understanding with all Key Stakeholders regarding the purpose of the ‘Kickstart Mentoring Program’. This would assist in improving communication flow and expediting the outcome.
Review of the Kickstart Mentoring Initiative – Final Report 95 95
Apprentice Information
How old was the apprentice? 18 years old
Was the apprentice from one of the four targeted
cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue
arise? (e.g. 1 week, 1 month, 6 months, etc)
Approx 12 month point
Please describe the issue encountered:
Due to a down turn in the industry the apprentice was getting frustrated with the lack of work
coming into the business and therefore lack of training available. He was also worried about his
apprenticeship and the thought of not getting through the 4 years to a successful outcome.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the
apprentice, and the employer where applicable)
We had many discussions with the apprentice advising to ‘hang in there’ and hopefully business will
pick up. Numerous discussions were also held with the employer in regards to the declining level of
business and the potential future of this apprenticeship. We also kept the parent in the loop as a
part of the apprentices ‘safety net’ team and liaised with the RTO to reorganise the training to suit
both the apprentice and employer during slow work times.
What was the result?
Unfortunately the apprenticeship was cancelled in March 2011 – due to a down turn in business but
through utilisation of our Out of Trade register and close liaison with the apprentice, his family and
an indigenous in April 2011 he was signed back in to an apprenticeship and is currently continuing
his trade qualification.
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a
psychologist, etc.)
Review of the Kickstart Mentoring Initiative – Final Report 96 96
Close liaison was held particularly with apprentice support services and our AAC mentor who guided
and supported the apprentice to seek other opportunities to ensure he achieved his career
objective.
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt
with?
We were very pleased with this outcome and the opportunity that we had to provide additional
support through Kickstart Mentoring thus being able to spend time to support and guide the
apprentice to a successful outcome.
Apprentice Information
How old was the apprentice? 18
Was the apprentice from one of the four
targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue
arise? (e.g. 1 week, 1 month, 6 months, etc)
6 month point
Please describe the issue encountered:
Review of the Kickstart Mentoring Initiative – Final Report 97 97
We were advised by the employer during a Kickstart Mentoring contact that the apprentice was
having some issues in his personal life which were interfering in his work and job performance. A
meeting was arranged and held with the employer to develop an action plan to help the apprentice
through his troubled time. The employer also informed us that the apprentice was medical
conditions and he had also stopped taking his medication for it, meaning the apprentice’s work was
being dramatically affected and the employer stressed that the apprentice’s job was on the line if
things did not improve as soon as possible.
We acted immediately arranging a meeting with the apprentice where he expressed to us how much
he wanted to pursue his apprenticeship with his employer but that he had many issues in his
personal life including relationship and health problems. Given the apprentices issues we
immediately referred him to a student support service to gain some extra support both in the
workplace and in his personal life. We then contacted the RTO to ensure they were ‘on board’ to
provide additional support. The employer also allowed the apprentice to take a week off to sort
through his issues.
We continue to regularly contact the apprentice, the employer and the RTO to ensure all is still on
the right track.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the
apprentice, and the employer where applicable)
The problem was identified at one of our additional Kickstart Mentoring contacts and acted on
immediately. A series of meetings were put in place to identify what the issues were for the
apprentice and how we could support a positive outcome in our role as mentors. In this particular
instance early intervention, the strong relationship between the apprentice and the mentor and the
support of the employer have provided the essential components ensuring this apprenticeship is still
active.
Apprentice Information
How old was the apprentice? 19
Was the apprentice from one of the four
targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
Review of the Kickstart Mentoring Initiative – Final Report 98 98
None of the above
Male Female
At what point in the apprenticeship did the
issue arise? (E.g. 1 week, 1 month, 6 months,
etc.)
At the 10th month
Please describe the issue encountered:
In December 2010 an apprentice contacted the AAC to let us know that he was about to submit his
resignation to his employer that day. The reason for this was that his employer had refused to give
him time off over Christmas for a family trip.. It was his family’s traditional practice to have an annual
holiday such as this together.
The apprentice was advised by the AAC to discuss the matter with the company’s HR manager. He did
this and was granted leave for his overseas trip. Once he returned to work all went well and in
February 2011,received the Employee of the Year Award.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the
apprentice, and the employer where applicable)
The mentor wrote a special report on the issue and advised the apprentice how to approach the
employer and develop a good argument to support the request for holiday leave.
What was the result?
The apprentice remains employed and is continuing his apprenticeship. He is doing well at TAFE and
his employer is happy with his performance.
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a
psychologist, etc.)
a) The AAC maintains open consultation with the Steering Committee for advice in these
matters b) The AAC has a Mentoring Services working party to help address processes and Guideline
application c) Consultation with Fairwork Australia with regards to Employment National Standards
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt
Review of the Kickstart Mentoring Initiative – Final Report 99 99
with?
a) Building a pathway or transition from school to work and give additional legal information to
apprentices before and after securing the employment and training arrangement b) Mentoring Services should continue for the whole nominal term of the apprenticeship c) The initiative should be able to give employers and apprentices access services (e.g. every six
months on-the-job) as to how to deal with conflict, communication and workplace behaviour
Apprentice Information
How old was the apprentice? 18
Was the apprentice from one of the four
targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue
arise? (E.g. 1 week, 1 month, 6 months, etc.)
At signup point
Please describe the issue encountered:
a. The apprentice identified as being a person with disabilities. b. The employers’ key areas of concern are:
The apprentice is unable to retain sequencing of simple repetitive tasks
The apprentice is unable to identify and remember names of plants
He is unable to be left unsupervised
The Australian Apprentice seems to have forgotten much of what he has learnt due to his retention difficulties
The Australian Apprentice responds well to routine, however with a lot of variance of tasks this can slow down work sometimes
The employer is in need of some effective strategies to help the apprentice
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the
apprentice, and the employer where applicable)
Review of the Kickstart Mentoring Initiative – Final Report 100 100
a) The apprentice and the employer have been assisted with the Disabled Australian Apprentices Wage Subsidy combined with the Tutorial and Mentor Assistance at TAFE
b) The mentor, with permission of the apprentice’s parent and the apprentice, contacted the apprentice’s doctor to find out more medical information to assist in developing strategies to help with memory and retention difficulties.
c) The mentor suggested that it’s important that the apprentice has an updated assessment. d) The mentor discussed a number of strategies to use in order to help the apprentice
remember; for example, create a calendar with photographs of repetitive work to trigger awareness of schedules at work and at TAFE, the use of a note book to keep track of the day to day tasks etc.
e) The employer, the mentor and the AAC are in constant contact to ensure the apprentice is doing well and is receiving the assistance as required
What was the result?
The apprentice has no issues at TAFE due to the DAAWS support with mentoring and tutorial assistance as well.
The employer is very understanding and he is willing to help the Apprentice as much as he can; this is aided by the fact that the mentor and the AAC are always in contact to help
The employer has someone working with the apprentice at all times to avoid OH & S issues
The apprentice is still employed and is happy and doing well in the trade
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a
psychologist, etc.)
a) The mentor attempted several avenues to find appropriate professional help with other
strategies : b) The mentor consulted the apprentice’s doctor c) The mentor consulted disability networks to find new strategies to help apprentice with
retention of work-related information d) Disability coordinator at TAFE to seek further advice or assistance on referral processes e) Contacting the parents of the apprentice has proven effective to help with steps to be taken f) More face-to-face contact has been necessary to maintain assistance going
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt
with?
a) The face-to-face model of the Kickstart Mentoring Services should be provided for the whole
nominal term, especially for the cohorts in the Equity Groups b) Mentoring services for apprentices in the Equity Groups should be commenced at the front
end just before the sign up is committed to by the parties, the initiative at this point will allow the mentoring approach to strengthen and support those vulnerable apprentices at risk of becoming disengaged from services
c) The initiative should be enhanced to allow or permit access of the mentor to liaise with TAFE when needed.
Review of the Kickstart Mentoring Initiative – Final Report 101 101
Apprentice Information
How old was the apprentice? 16
Was the apprentice from one of the four
targeted cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue
arise? (e.g. 1 week, 1 month, 6 months, etc)
9th Month point
Please describe the issue encountered:
Employer was very unhappy with the young apprentice as she was taking too many days off. As the
mentor developed a good rapport with the apprentice it became evident that the apprentice was not fully
aware of her responsibilities, did not have a well developed work ethic and the transition from school to
work was going to be a real challenge for her.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the
apprentice, and the employer where applicable)
The mentor had a counselling session with the employer, the parent of the apprentice and the apprentice,
before referring the matter to the State Training Services. The session was very informative and the parties
were able to set some priorities and conditions. The employer was of the view that the parent of an
underage apprentice proved to be an effective advocate to help with the issue at hand.
What was the result?
Due to ongoing contact the young apprentice has improved work attendance significantly. The employer
is quite happy with the school-based apprentice to date. The apprenticeship is going well
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a
Review of the Kickstart Mentoring Initiative – Final Report 102 102
psychologist, etc.)
a. Consultation with the steering committee for further advice
b. External consultative arrangements and/or regulatory bodies
c. Internal AAC working party to address the referral process and guideline application
d. Student Coordinator at TAFE to seek further advice or assistance on referral process
e. Contacting the parents of the apprentice has proven effective to help with steps to be taken
f. More face to face contact (outside the employment environment) has been necessary
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt with?
a. General consensus amongst the mentors is that pre-vocational or pre-apprenticeships are ideal
b. The Award system should be looked at or amended to enhance the outcomes expected
c. The Kickstart mentoring initiative most definitively should be a face-to-face exercise and should be
provided for the whole nominal term of the trade (this is ideal if retention is paramount to an
outcome)
d. The mentors and most employers are of the view that mentoring services should be commenced
at the front-end perhaps just before the sign up is committed to by the parties; the initiative at this
point will allow the mentoring approach to strengthen and support those vulnerable apprentices
at risk of becoming disengaged from services
e. There should be a pathway or transition from school to work –structured support services to help
with that transition- e.g. helping develop skills knowledge and work ethics and responsibilities
f. The initiative should be enhanced to permit access of the servicing mentor to liaise with TAFE
when needed
Apprentice Information
How old was the apprentice? 19
Was the apprentice from one of the four targeted
cohorts?
Aboriginal or Strait Torres Islander
Person with a Disability
Australian School-Based Apprenticeship
Priority Employment Area
None of the above
Male Female
At what point in the apprenticeship did the issue Six month into the apprenticeship
Review of the Kickstart Mentoring Initiative – Final Report 103 103
arise? (e.g. 1 week, 1 month, 6 months, etc)
Please describe the issue encountered:
1. Employer contacted the AAC to advise that his apprentice’s TAFE teacher had advised that the
apprentice had left home.
2. The employer let us know that the apprentice was leaving in a car.
3. The AAC contacted the apprentice and he confirmed that he was no longer living with his
parent.
4. His father lives interstate much too far for him to travel to work.
5. We have advised apprentice of Living Away from Home Allowance (LAFHA). We have spoken to
the employer and he wanted the apprentice to have any assistance that we can arrange as he is
a good apprentice and a good person.
6. Employer advised us that the apprentice was sleeping in a dangerous area
7. Employer advised that he would allow the apprentice to stay onsite till he found somewhere
more suitable to live.
What actions were taken by those involved to solve the problem? (i.e. by the mentor, the AAC, the
apprentice, and the employer where applicable)
1. The AAC assisted the apprentice and employer in completing the LAFHA application under
homelessness grounds; this benefit will help the apprentice to find suitable accommodation.
2. The mentor continued monitoring the apprentice’s progress at TAFE and at work.
3. The employer provided temporary accommodation for his apprentice.
4. The apprentice was helped to resolve the situation by contacting his parent and now he is back
at home. He has continued working and going to TAFE, having taken advantage of LAFHA only
for a short period of time.
What was the result?
1. The apprentice is happy at work and with his apprenticeship.
2. The apprentice is back at home with a parent.
3. The apprentice has a car to travel to work.
What resources, if any, were applied by the AAC to facilitate addressing the issue (i.e. consulting a
psychologist, etc.)
1. Internal consultation with management and the mentoring working party
2. Consultation with other external support services providers within the region
3. Continued consultation and review of apprentice with steering committee
Review of the Kickstart Mentoring Initiative – Final Report 104 104
How could the Kickstart Mentoring Initiative be amended to enhance the way problems are dealt
with?
a. Mentoring Services should continue for the whole nominal term of the apprenticeship
b. There should be a permitted liaison between TAFE and the servicing mentor
c. The mentors and most employers are of the view that mentoring services should be
commenced at the front-end, perhaps just before the training and employment arrangement is
committed to by the parties; the initiative at this point will allow the mentoring approach to
strengthen and support those vulnerable apprentices at risk of becoming disengaged from
services.
Review of the Kickstart Mentoring Initiative – Final Report 105 105
10. Key Findings and Recommendations
Key Findings
This section provides a concluding summary on the key findings of the Review and examines
options/recommendations on enhancing the effectiveness of the Kickstart Mentoring Initiative. For
the purposes of this Review, the Key Findings have been grouped into three categories:
Communication strategies
Methods and models used by AACs
Retention rates, and
Impact of strategies and models on retention rates.
Communication Strategies
Face to face, telephone and SMS were the most frequently used methods of communication
as reported by both mentors and apprentices and were also viewed as the most effective
The communication modes rated least effective were Newsletter, Internet/blog and Twitter,
and these were also the least used
While regularly used by most AACs, Facebook and Twitter received mixed views on their
effectiveness from Mentors and were not considered to be as effective as traditional
methods of communication
SMS is a quick and easy form of communication that Apprentices are likely to respond to and
can provide an alternative communication method if they are not comfortable discussing a
matter face to face or over the telephone
Increased frequency of use of SMS and face-to-face appears to be associated with a more
positive attitude to the Mentoring Initiative.
In summary, the modes and frequency of contact between apprentices and mentors
regarded as most effective or beneficial are SMS, face-to-face and telephone contact on at a
minimum basis of once a month. This was true as well for the four target cohorts
Approximately 22% of Kickstart Australian Apprentices that responded to the survey
reported not being aware of the Kickstart mentoring and support services. This indicates
that opportunities exist to enhance the manner in which AACs communicate with Kickstart
Australian Apprentices regarding the availability and nature of mentoring and support
services.
Review of the Kickstart Mentoring Initiative – Final Report 106 106
Mentoring Methods/Models
Kickstart Australian Apprentices generally agreed that mentoring assisted them with
understanding training requirements and that mentoring was accessible when they needed
it.
The quality of the signup documentation differed at each AAC and data collection was not
consistent between AACs.
In both the first and second rounds of surveying, only half of Australian Apprentice
respondents indicated that they were currently “accessing” the mentoring or support
services.
A majority (82%) of surveyed apprentices agreed that mentoring would help them to
complete their apprenticeship
Apprentices from the AACs with up to 150 Australian Apprentices per mentor have a
significantly higher positive perception towards the mentoring Initiative than those from
AACs with more than 300 apprentices. In general, the level of positive perception tends to
diminish with increasing ratios of apprentices to mentors
In all cases Apprentice views on the mentoring service were more positive for those AACs
who had a planned formal risk assessment mechanism
In all cases Apprentice views on the mentoring service were more positive for those AACs
who had planned employer engagement strategies
In relation to Group Training Organisations (GTOs), feedback indicates that in a number of
instances, the provision of mentoring services via the Kickstart Mentoring Initiative was
perceived as a “double up” given GTOs generally had in place staff that provided support
services to Apprentices.
The services that were endorsed the most by apprentices were having mentors accessible,
helping with resolving issues/conflicts at work, and helping to understand training
requirements
Mentors indicated that more mentors were needed in order to better allocate time to those
apprentices who needed more help
The overall structure of the mentoring service developed by AACs did not materially change
when applied to the target cohort groups. In this regard, the model was generally consistent
regardless of the target cohorts. What did differ were approaches regarding frequency of
contact, the undertaking of cultural awareness training by Mentors, transitional support for
Review of the Kickstart Mentoring Initiative – Final Report 107 107
Australian School-based Apprentices and the referral to outside agencies for persons with
disability.
The application of a flexible and ongoing risk assessment strategy was identified by Mentors
as a key success factor in ensuring mentoring services were directed to those individuals
who would benefit most from such a service.
Retention Rates
The impact of the Kickstart Mentoring Initiative has been positive and in some AACs,
significant. Compared with previous years’ retention rates for non-mentored apprentices,
there was an average retention rate improvement of 14.6% across all AACs. The reported
rates of improvement for individual AACs ranged from 1.9% to 60.0%.
Members of the target cohorts are more at risk of exiting than other Australian Apprentices.
In particular, Apprentices in the Indigenous Australians cohort exit their apprenticeships at
twice the rate of those that are not a member of one of the target cohorts.
Approximately twice the proportion of females (11.2%) exited their apprenticeships than
males (5.2%)
Of interest, the attrition rate increased during the second six months for both
commencement periods (approximately 10% and 13%, respectively) compared with the first
three months (approximately 2% and 6% respectively) and the first six months
(approximately 5% and 6% respectively). This suggests that although apprentices may decide
to exit at any time, it appears that the six to twelve month period has the same, if not more,
apprentices exit than that in the first six months of an apprenticeship.
Of 105 Exited Australian Apprentices 53 (50.5%) said they had accessed mentoring services
and 43 (41%) said they had not. (Nine did not respond to the question).
Greater proportions of the Indigenous Australians and Priority Employment Area group
apprentices had accessed mentoring services, compared with the other target groups.
The main reasons that Australian Apprentices chose to exit the apprenticeships were
because they decided to change to other work or study, or because of wages or employment
conditions.
Impact of Models on Retention Rates
The greatest attrition rate occurred in AACs with more than 300 apprentices per mentor.
Review of the Kickstart Mentoring Initiative – Final Report 108 108
Mentors did not regard the initiative very positively in regard to their evaluation of the
Mentoring Initiative for Australian School Based Apprentices and, to a lesser extent, for
Aboriginal and Torres Strait Islander apprentices.
Target cohorts had more positive opinions about the Mentoring Initiative when they were
from AACs with formal risk assessment strategies.
Statistically, there was no difference in retention rates between AACs who advocated
employer engagement, however target cohort apprentices from those AACs who did, held
more positive attitudes towards the Mentoring Initiative (qualitatively).
After consideration of the thematic analysis and survey responses (compared to the
retention rates for AACs of various levels) the following six key attributes have been
identified in regards to AAC models with the highest retention rates:
A formalised risk assessment tool
Active engagement of the employer in the mentoring model
A relatively low apprentice to mentor ratio
A flexible, risk management-based approach in the implementation of a
communication/interaction protocol
The appointment of mentors that have highly developed engagement attributes and
problem solving abilities
A network of resources and agencies to provide “wrap around” support to the
apprentice
Further particulars on the above attributes are detailed in Section 7 of this Report.
Review of the Kickstart Mentoring Initiative – Final Report 109 109
Recommendations
The following recommendations have been framed to provide guidance to DEEWR should a
mentoring service such as the Kickstart Mentoring Initiative be continued into the future.
Recommendation 1: That as a general rule, the ratio of apprentices per mentor should not
exceed 150.
Statistical analysis indicates that for all Kickstart Australian Apprentices, including the four target
cohorts, as well as mentors, that positive perceptions were greatest where the ratio of
apprentices per mentor did not exceed 150. Qualitative feedback also indicated a need for a
lower apprentice per mentor ratio in order to appropriately distribute time and effort amongst
those apprentices who may need a more intense level of support services (e.g. the retention
rate for apprentices with disabilities was highest in those AACs with less than 100 apprentices
per mentor).
Recommendation 2: That greater differentiation/specialisation occurs in the mentoring model
applied to the target cohort groups.
The Review identified that the mentoring models developed by the AACs for the target cohort
groups was not materially different from that applied to all apprentices. Consideration should be
given to further tailoring the mentoring models in order to better address the requirements of
the target cohort groups so as to achieve improved retention rates.
Recommendation 3: That the Initiative adopts a ‘risk management approach’ wherein a
formalised, evidence-based risk assessment tool is applied to assess the risk level of each
apprentice and assign a category (high, medium, low), which would decide the level of support
allocated to each apprentice.
Whilst the majority of AACs applied some form of risk assessment, the efficacy of the tool
differed significantly between AACs.
Review of the Kickstart Mentoring Initiative – Final Report 110 110
Recommendation 4: That DEEWR develop a customised pro-forma document that will
facilitate all AACs to collect consistent information/data at signup and during the course of the
Mentoring Initiative.
This will facilitate the collection of standardised data by each AAC for reporting purposes.
Consideration should also be given to the use of a Consent Form which has the benefit of
formally committing the Employer and the Kickstart Australian Apprentice to active engagement
in the Kickstart Mentoring Initiative.
Recommendation 5: That a communication protocol be developed and linked with the risk
assessment model with high risk apprentices being contacted more frequently and face-to-
face rather than SMS. The minimum contact for all mentored apprentices should be SMS or
telephone once a month.
This will ensure that apprentices are regularly receiving the appropriate level of interaction
necessary to help them complete their apprenticeship. This would be tailored in light of the
ongoing risk assessment.
Recommendation 6: That a mentoring service actively engage the employer of the apprentice
during the establishment of the service.
This helps to reduce confusion as to the role of the mentor and the services being offered, as
well as encourages “buy in” from the employer as a key stakeholder in the apprenticeship.
Recommendation 7: A more thorough marketing/awareness strategy be put in place in order
to increase awareness of the Mentoring Initiative to apprentices and employers as well as to
increase knowledge of services available and how to access them.
Survey responses indicated, in a number of instances, a general lack of awareness on the part of
Kickstart Australian Apprentices of the availability of mentoring and support services as well as
some confusion as to the role of mentors. Having a strategy for marketing/awareness could
help to increase knowledge and therefore encourage more active participation in the Mentoring
Initiative.
Review of the Kickstart Mentoring Initiative – Final Report 111 111
Recommendation 8: In considering the model of any future mentoring service, that the
following key attributes be embedded within the provision of the service:
A formalised risk assessment tool
Active engagement of the employer in the mentoring model
An apprentice to mentor ratio of no more than 150
A flexible, risk management-based approach in the implementation of a
communication/interaction protocol
The appointment of mentors that have highly developed engagement attributes and
problem solving abilities
A network of resources and agencies to provide “wrap around” support to the apprentice.
Review of the Kickstart Mentoring Initiative – Final Report 112
112
Appendix A- Further Success Stories Provided by Mentors and AACs
The Project Team have identified a number of qualitative examples of how the Kickstart Mentoring Initiative has helped to improve retention rates on an individual apprentice basis. Below are brief examples of success stories provided by Mentors and AACs that they deemed to be noteworthy.
Mentors were asked as part of the surveys to a personal success story where mentoring has had a positive impact on the retention of an Australian Apprentice in the training system (who had a high likelihood of attrition). The following are the stories that they provided along with some further case studies and success stories from Australian Apprentice Centres.
The success story relates to an apprentice who found himself in a position where he was considering leaving the trade because he was unable to attend trade School due to past negative experiences within his Schooling. Through the Mentoring Initiative I was able to involve the employer and apprentice and establish a training solution allowing the apprentice to carry out On the Job training through TAFE.
After having an extensive talk with the Australian Apprentice I found that her Parent has
depression and the Australian Apprentice has health issues. I then found that having all of this hanging over her head it was causing her to lose focus at work therefore her employer was having 2nd thoughts about keeping the Australian Apprentice on. This information was only able to be gained with time and trust from the Australian Apprentice. I was then able to refer the Australian Apprentice on to an external support service to get her specialist help.
Young indigenous man whose girlfriend is pregnant was going to leave his apprenticeship
when his girlfriend had the baby so that he could spend more time at home assisting with baby. We discussed where he could source assistance for his girlfriend in the early months, the pros and cons of completing his apprenticeship, the example he wanted to set for baby, set financial goals and focused him on the long term advantages of his apprenticeship. Australian Apprentice is still employed and is committed to completing.
Australian Apprentice was concerned about the change of management that was due to
take place in August. Australian Apprentice was worried what was going to happen with her and whether she was going to have her apprenticeship cancelled with the new owners. Frequent contact was made with the Australian Apprentice and when the change of management was made official the Australian Apprentice was kept employed and continues to undertake her apprenticeship with the new owners. Australian Apprentice was happy with the continual follow-ups and encouraging words of support provided to her.
Again I refer to the Australian Apprentice's that I help find somewhere to live and to gain
access to a course he needed, he was talking about leaving his apprenticeship as he couldn’t see a way to complete this with all his other issues in his life. With Mentor support he is now on his way to resolving these problems & still in his apprenticeship & enjoying it.
Review of the Kickstart Mentoring Initiative – Final Report 113 113
I have phone call and text messages every day with questions and advice needed from Australian Apprentice's & they know they have a mentor to call on to help them with these.
Had an Australian Apprentice who was very concerned with hours she worked. Both that she
thought she was working too many and the times (that she needed to catch 2 buses to get to work on time). I worked with the Australian Apprentice over the phone and 2 visits. We workshopped how to negotiate with the employer, and role-played scenarios in how to ask to change hours so that she was not as stressed and tired. Saw Australian Apprentice this week and is very happy with work and has organised a meeting with boss and hours to be changes to better suit.
I have been able to save several Australian Apprentice's employment by working closely &
monitoring the situation.
I received a phone call from an Employer wishing to cancel the Australian Apprentice due to poor attitude towards work. As the mentor, I visited the employer and Australian Apprentice on site where we were able to sit down and discuss the issues that had arisen over the past weeks. It was through this discussion that we discovered that the Australian Apprentice was having personal issues which was affecting his attitude at work. Knowing this changed the dynamics of the situation. The Australian Apprentice was granted 1 week’s holiday to sort out the issue.
Australian Apprentice was thinking of dropping out of apprenticeship due to lack of funding
in regards to his travel to TAFE, which was over 150 kilometres one way. Due to the advice given to him by me as a mentor he persisted with apprenticeship and found a way to a positive outcome and received reimbursement for his payment.
I had an apprentice that was having a little trouble in the work place because his personal
life was interacting with his work ethic, had a meeting with them and the employer to sit down and explain that they aren’t alone and that they have someone to speak to or if I couldn’t help can find the help that they may be needing if I couldn’t provide the assistance
I have assisted an Australian School-based Apprentice to better negotiate her experiences
and schedules at Secondary school by acting as a third party in negotiating the needs of the Australian School-based Apprentice, if not rectified the Australian School-based Apprentice was considering becoming an assistant and dropping the apprenticeship aspect of her role, she has now had a commitment from her employer to progress her to Full Time Australian Apprentice in December 2010.
Whilst mentoring 3 first yr apprentices an employer requested I speak to a 3rd yr apprentice
who was having some difficulties with and was considering terminating. Due to our conversation, we were able to work out the issues and facilitate solutions to enable him to remain in employment.
An Indigenous apprentice commenced in July 2010, suffers from bipolar and was assessed as high risk. This apprentice requested not to be monitored monthly as he felt he did not need it, as adjustment was made to monitor him every 3 months. In consultation with his
Review of the Kickstart Mentoring Initiative – Final Report 114 114
employer, it was agreed that between us, employer, parents & a mental health worker we would all support/monitor him. This has been successful - he works well with his peers, has a good relationship with his employer & is enjoys trade school.
I had a female apprentice & she wasn't turning up for work. The boss was on the phone to
me nearly every day saying he wants to get rid of her; he was fed up so I told him I would go & see her. I went to see her to have a chat & it turns out she was having a lot of personal issues& she was feeling like she wanted to give up. To encourage her along I paid for her learners permit & let her know I was here to support her. She is still employed!
One to one weekly then fortnightly meetings where I acted as a sounding board for an
apprentice who was considered at risk by his employee. Apprentice is still employed.
Spoke to apprentice and advised her and her parent of strategies in dealing with a difficult employer. The result was that the issues were resolved and both apprentice and employer were happy.
School Based Apprentice completing a Cert III, was struggling a bit in trade school and had
taken time off with a broken collar bone. A lack of communication between the Australian Apprentice, employer and RTO meant that the Australian Apprentice's position was in jeopardy. The mentor was able to act as a mediator in the communication and organise catch up days at trade school to get the Australian Apprentice back on track. The mentor met with the school, the employer, the parent and the Australian Apprentice.
Assisted parent and apprentice with options on part time employment after school finished
to transition a young apprentice who needed further adjustment into the work environment. Discussed this option with the employer who was going to request cancellation and everyone is happy with the result, apprentice has a goal of full time employment by mid next year.
A young Indigenous apprentice who is doing a school based apprentice and is happy to go
back to school next year but continue with his apprenticeship.
Australian Apprentice presented as suicidal, after series of contact and referrals to professional agencies, apprentice is getting required assistance and is still continuing with his apprenticeship.
All my cases are in process at present. However, there was one case of Indigenous
apprentice failing TAFE, at risk of losing apprenticeship. Initiated a supervised study day on-site, additional tuition, copies of workbooks from TAFE, possibly cognitive assessment, engaged with parent, negotiating reward system and support from indigenous mentors. The result is looking quite positive at this stage.
A school based apprentice who has suffered massive emotional trauma was flagged as
having poor literacy and numeracy, and major behavioural and truancy issues. He was about to lose his apprenticeship in the trade that he really enjoys. On-going mentoring together with meetings with his guardians, school and RTO have helped him get on track. His job is now safe and he has agreed to go back to school next year. He is also making an effort to improve his literacy and numeracy.
Review of the Kickstart Mentoring Initiative – Final Report 115 115
The apprentice had an accident outside of work, with encouragement and some financial relief from local agencies allowed him time to heal to recommence apprenticeship.
The employer requested another face-to-face visit as the Australian Apprentice was not
grasping the work and was not able to take instructions. The employer was contemplating dismissing the Australian Apprentice. I met with the Australian Apprentice who looked very tired and lethargic. He was not abusing any substances but was not eating well and felt ill. Referred to his GP and advised a healthier diet as he needs to be alert. Suggested he take notes. The employer subsequently rang and was happy the Australian Apprentice's attitude and diligence had greatly improved.
One young apprentice who suffered the loss of a close relative and was feeling suicidal. After
many phone calls and visits he agreed to attend sessions with Beyond Blue Youth services. He is now well on the way to recovery and his enjoying his job and life once again.
I had an Apprentice who approached me after receiving an official written warning about
work performance. We spent over an hour going through the written warning points as well as other issues he was having in the workplace. I was able to open the Apprentice to the employer’s perspective and expectations. Since then the Australian Apprentice has been enjoying his apprenticeship and his performance has really improved. I have spoken to the employer and they are really happy with the Australian Apprentice also.
A mentee with complex needs inc. depression, disadvantage & LLN was habitually absent
from work &TAFE. The Employer and parents were concerned for his welfare & for the retention of his apprenticeship. I visited the mentee & provided follow up support to help boost his self esteem & confidence. I also partnered with STS to address issues within the training contract. I organised additional support from TAFE to address LLN issues. He is now turning up to work regularly and is enjoying his trade.
Many simple issues addressed, but have worked with one particular apprentice long term
and used a coaching chart and able to identify problems of home impacting on work, lack of life skills, communication breakdown between employer and employee and set up strategies to work through these. Ongoing sessions still occurring and apprentice still has a way to go, but employer and apprentice both engaged in the process.
Liaising with TAFE teacher to assist student with literacy/ numeracy issues. Student was
excellent at work but falling behind at TAFE. This appears to have been turned around with a co-ordinated approach from work, school, and mentor.
Called an employer to get permission to visit workplace & discuss Mentoring Initiative with
Apprentice. Employer said he was going to sack him at the end of the week. I called in the next day. Employer said he didn't want to learn. Apprentice said they wouldn't teach him & he was going to leave. Apprentice had a learning disability which impact was not being considered by both parties. We discussed trying different communication styles/methods. That was 3 months ago & Apprentice is still there.
An apprentice who was 6 months in had some anxiety issues, especially with in the
classroom at TAFE, we had a big long chat with the blessing of the Employer and through the rapport we had built he trusted me to share his problems which we have mostly resolved and have put him onto additional assistance for his anxiety.
Review of the Kickstart Mentoring Initiative – Final Report 116 116
Young Apprentice in a fairly remote town was thinking of leaving his apprenticeship due to feeling picked on. I was able to talk to him or meet him a couple of times a week and give him advice on how to speak up to his supervisor, and offered to talk to him myself to sort the issue. Australian Apprentice took my advice and his confidence grew to the point where he was able to discuss his worries with his supervisor and was able to have the matter sorted.
The Apprentice was at risk of cancellation due to attitude and progress issues. He
participated in an action plan which addressed clearly major issues and also dictated exactly what the employer wanted him to do to address these issues with a period of 4 weeks to show significant improvement or he would be cancelled. I worked with the apprentice and he successfully met all the outcomes required of him and therefore kept his apprenticeship.
Australian Apprentice was being mentored by me by phone/SMS when the Employer called
me to advise of certain issues. I then organise the Field Mentor to visit the workplace & assist both the Australian Apprentice & Employer with the issues & saved the apprenticeship. Both the Field Mentor and I continue to work with the Australian Apprentice as an ongoing process.
Organised meeting with Australian Apprentice and employer to assist the employer in
talking over rules, boundaries and expectation in the workplace. Once this was put in place and understood I could support the Australian Apprentice in adhering to these rules and boundaries.
An employer was advised that a training partner didn't have the scope to train in selected
apprentice and advise the employer and apprentice to cancel, Australian Apprentice called upset with this decision and employer not happy about it either, so we met and spoke of hosting and other training options, (such as hosting apprentice to other employers for modules that they didn't cover) which we got approval for and the Australian Apprentice is still doing her apprenticeship.
I provided intervention, advice, mentoring and referral to an apprentice, his employer and
parents in resolving a dispute regarding TAFE and each party’s rights and responsibilities. The issues were mainly as a result of a misunderstanding regarding each party’s roles.
A school-based Australian Apprentice called to cancel her apprenticeship. When
questioned, the Australian Apprentice advised that she no longer wanted to do her apprenticeship as she was speaking to other Australian Apprentice's at TAFE & they seemed to be moving faster with their employers .. When I spoke with the apprentice, I asked her to have a brief chat with her employer about her concerns. The employer then contacted me after their discussions and an agreement had been made for the Australian Apprentice to take on extra duties and continue with her apprenticeship.
I have had an Australian Apprentice whose employer contacted me as he was worried about
the apprentice, who was slacking off at work and had a negative attitude. The employer wanted a cancellation form however I calmed the employer down and after talking with Australian Apprentice, who had some private issues outside of work, I was able to organise more in depth mentoring with one of our field mentors. Through our field mentor talking with both employer and apprentice and mediating discussions the apprenticeship was saved.
Review of the Kickstart Mentoring Initiative – Final Report 117 117
Due to issues and lack of communication between Australian Apprentice and employer, I received phone calls from both and Australian Apprentice was going to cancel her apprenticeship. I made daily phone calls/visits to her and worked out ways of dealing with the issues. I planned a meeting with Australian Apprentice, Employer, DET and myself. Australian Apprentice, with support and encouragement was able to talk about concerns and same with the employer. 3 months later Australian Apprentice is still in her apprenticeship and both her and her employer are very happy with the results.
If apprentices have a bad experience with an employer or workplace, it tends to taint them against the whole industry, so I believe having a mentor keeps the apprentices in the industry, if not with a particular employer in all cases.
Organised mediation between myself, employer and Australian Apprentice who was reprimanded for bad attitude and lack of motivation. Encouraged Australian Apprentice to speak up during this meeting, at times (with Australian Apprentice's permission) even spoke on Australian Apprentice's behalf. Helped employer understand what was going on in Australian Apprentice's personal life. Australian Apprentice is trying harder; employer has offered him a second chance. I think Australian Apprentice will go through to completion.
Indigenous Australian Apprentice - Employer approached me & asked to work closely with Australian Apprentice as he is about to let him go. After a couple of visits the employer advised the Australian Apprentice had done a complete turnaround & he is extremely happy with the support I had given. Several months on & Australian Apprentice is still improving much to the employers delight. I am certain this Australian Apprentice will complete his apprenticeship.
Mentoring a young female apprentice to the completion of her first year. Sometimes the phone calls were daily and visits were 2 or 3 times a week, but she has stuck with it and her employer is over the moon with her performance. She will still need ongoing support and this is where I feel the Mentoring Initiative should still be made to help.
Apprentice with poor literacy/numeracy skills, going well at work, but struggling at TAFE. Met with apprentice, employer and TAFE to negotiate more verbal and practical based assessment for a very positive outcome. (Apprentice successfully completed 1st year of TAFE, and has more confidence in TAFE environment).
A mentee called and advised of mistreatment by the employer, they asked if the mentor could come out and talk to the employer as the apprentice was ready to cancel his apprenticeship. The mentor attended and discussed issues with both the employer and mentee and was able to leave with both the employer and apprentice agreeing on a positive outcome. The apprentice is still employed and going well one year down the track, with ongoing contact and support from the mentor.
Assisted in many cases to ensure Australian Apprentice's remained in Apprenticeship, but assisting with advising of vacancies for out of trade Australian Apprentice's to recommence was most effective.
We support and encourage all our apprentices throughout their apprenticeships. More often than not each apprentice gets disheartened with their job and we guide and encourage each one through their concerns.
Review of the Kickstart Mentoring Initiative – Final Report 118 118
I was making an onsite visit to one Australian Apprentice, when I arrived the Employer asked if they could have a word. The Employer explained they are looking at letting the Australian Apprentice go because of poor attitude and constant tardiness. I used the opportunity to discuss the situation with the Australian Apprentice and Employer together and finally with the Australian Apprentice alone. After going over the issues the Employer was facing and giving the Australian Apprentice some strategies to improve the situation, which he used to great effect, 5 months later, still going well.
Working with an apprentice in a remote area to assist with misunderstandings between herself and her employer. Worked with parent as well to align expectations. In this particular case, Australian Apprentice cancelled with employer, but I was able to assist her into the same apprenticeship with a different employer. Happy outcome anyway, even if not measurable by DEEWR!
An Indigenous female apprentice in a non traditional trade who lives away from home. Mentoring assistance and guidance has provided help to link her in with other services to help her overcome obstacles including 'the way ahead program' , TAFE scholarships as well as nominating her scholarships. She is excelling in the workplace and at TAFE and responds positively to the support, guidance and regular contact the Mentoring Initiative has provided.
Continuous communication strategy with an School based apprentice whose parent and TAFE I had to involve as the apprentice was not attending fully to her studies and/or work. In short I have managed to really be part of the assistance and education process to arrive to her commitment to stay focussed at least for her first two years on the trade. To me has been good news!
You see them come out of their apprenticeship knowing I have trained them well, and they are better than most as when they go to training schools they are the best in the class with their knowledge and skills.
It is vitally important to keep reviewing the apprentices’ achievements. This keeps them motivated and 'on track'. We speak to the apprentices immediately if there are any problems to solve or overcome. Communication is the key.
We had a mentee who was struggling to keep up with day to day expenses when he moved interstate to do an Apprenticeship. He had been refused LAFHA as he had completed a previous traineeship. He was living with his parents during his traineeship and moved to interstate for his Apprenticeship. We applied for a waiver of the guidelines which was approved and allowed the mentee to continue on with his Apprenticeship by getting the additional financial support he needed.
On my first visit with an Apprentice her training and employment was going very well. After a long chat I found that her personal life was starting to show some cracks. On a second visit I found that both her and her parent had medical conditions. All of this was causing her to lose focus at work and the employer was thinking of letting her go. That information only came after gaining the trust of the Apprentice. I could then refer her to a specialist to assist with all her issues
Review of the Kickstart Mentoring Initiative – Final Report 119 119
I have come along some Australian Apprentice's struggling with their training and at the workplace. They have felt that they can speak up about what they need to help them complete their Apprenticeship. I can always get support from State training as well, which is something that both Australian Apprentice and Employer did not know about. Both Employer and Australian Apprentice like the support and seeing someone face to face and knowing that they can contact me about any issues they have regarding the Apprenticeship.
With the tragic death of an employer, this really affected the apprentice but with the Mentoring Initiative this certainly assisted the apprentice get through these difficult times as his work and off-the-job training did fall away.
We encouraged a young apprentice to stay with his training when he was ready to give up, by talking to him and reasoning with him. He has now completed the manual side of the apprenticeship.
An Apprentice was in danger of losing his apprenticeship due to lack of enthusiasm and communication in the workplace. After numerous mentoring visits this has now been rectified and the employer is very happy with the Apprentices progress.
One apprentice experienced the separation of his parents. He was highly affected by this. He was supported throughout this time and advice given. This helped him stay motivated.
I received a call in December 2010 an apprentice was going to leave his employment that day because his application for leave during the Christmas festivities was refused by his direct supervisor. We talk and give him guidance to discuss the issue direct with the HR officer. He did, went on his holidays and this year he has won the awards within his company.
An apprentice was at risk. His employer stated that the apprentice had issues with working relationships. I brought this to the apprentice’s attention and pointed out not all skills are learnt at TAFE. Many skills are developed on site. On the following visit his employer stated there was a vast improvement in his attitude and he would gladly keep him on as an apprentice. The tradesmen also shared this view.
I have experienced a few examples where the mentoring system has enabled both the necessary support and information for mentees and employers to resolve differences and conflicts that would have led to retention.
The employer was at the point where whatever he told the Australian Apprentice he did the opposite and didn't listen. Australian Apprentice thought he knew best. Employer contacted me and asked if anything I can do. I spoke with the Australian Apprentice and advised of behaviour expected and the expectations toward the Employer. Australian Apprentice had a few issues with the employer as well. Went back to the employer and explained the issues then sat with both parties and discussed. Outcome was both parties gave it another go and Australian Apprentice still employed today.
I had an apprentice that worked a small shop. The employer and apprentice worked one on one and often bickered. I helped them to understand how to communicate with each other in a more productive fashion and got them both to think about the needs of the other person and work together for the benefit of the shop rather than against each other. The
Review of the Kickstart Mentoring Initiative – Final Report 120 120
next time I visited them they were both happier, working better together and a lot less stressed out.
I had an apprentice whose employer was always 'coming down hard on him' and not praising or acknowledging him in 'doing a good job'; this was certainly disturbing for the young apprentice. The apprentice wanted to leave his apprenticeship altogether, so I suggested another employer 'out there' would be more caring and supportive of him. I provided the apprentice with the necessary strategies to talk to his employer. After a week, the apprentice left and found a more supportive, local employer.
Australian Apprentice, experiencing difficulties In their personal life. Parent not happy with employment arrangement, thought?? Australian Apprentice was not getting everything he was entitled to, resulting in conflict at work. Employer had a flexible working arrangement but had Australian Apprentice best interest at heart (Australian Apprentice also enjoyed his work). Meetings between STS, Australian Apprentice, employer, parent & mentor resulted in a workable solution & Australian Apprentice still there today.
A combination of regular meetings with an Apprentice supplemented with meetings with Employer and co-workers and designing and implementing an easy, quick and effective review method.
Australian Apprentice rang and said employer requested licence as a work requirement, The Australian Apprentice was distressed as he and his family were not financially able to meet this requirement. Australian Apprentice was not comfortable to speak to employer due to his shyness so Mentor rang employer and explained situation. Employer offered to pay for licence.
One particular apprentice was shy & quiet to the point of it affecting his relationship with co-workers & having an impact on his enjoyment of the apprenticeship. After several face to face visits & mentoring the apprentice has been able to feel comfortable and interact with co-workers.
Acted as an intermediary between employer, apprentice and AAC in a complaint/allegation/suspicion by employer of drug taking by apprentices. Referred to specialised office staff that followed up this sensitive matter, which resulted in maintaining the relationship.
Two apprentices at the same business had both moved to take up their apprenticeships from a long way away. Neither of them had submitted a Living Away From Home Allowance application, nor did they know we even offered Living Away From Home Allowance. Both are now living comfortably away from their parents and doing well in their apprenticeship.
Yes - an apprentice who had issues in workplace & things have been worked through to a contented apprentice/employer relationship.
Organising a meeting between the employer, a co-worker, the Apprentice and myself to identify work issues, formulate an action plan and implement an easy and effective review system.
Review of the Kickstart Mentoring Initiative – Final Report 121 121
An Australian Apprentice was thinking of leaving her apprentice due to homelessness & low income, and was in risk of cancelling her Apprenticeship. Nonetheless, Australian Apprentice status in the workplace & trade were positive. LAFHA was introduced by Mentor. Australian Apprentice was eligible; this helped her in many aspects and is now working happily.