M.Com. (Industrial Psychology) / A need to develop more economic methods of selecting large numbers of apprentices has arisen in the electricity supply industry. Previous work behaviour cannot be investigated with traditional personnel selection methods because the large majority of applicants have just left school and lacks work experience. Only apprentices of good quality are able to handle the expensive and sophisticated equipment which has resulted from rapid technological development. Of the large numbers of applicants involved made considerable demands on recruitment officers. The need was therefore felt for the development of a valid and reliable pre-selection screening device in the form of a biographical questionnaire. Achievement motivation factors which also play a role in the selection of apprentices for training were also investigated. The purpose of the study can be summarized by the following three goals: to develop a biographical questionnaire which could be used as a screening or pre-selecting instrument to distinguish between potentially good and poor apprentices to identify factors, by means of this questionnaire as well as an achievement motivation questionnaire, which may play a role in the successful training of apprentices. to predict, with the aid of the biographical questionnaire, the achievement motivation questionnaire, a structured interview and a psychometric test battery the success in training of the apprenticeship applicants. The empirical investigation was applied to a sample of 278 apprentices between the ages of 16 and 20 years. Firstly, a biographical questionnaire consisting of 106 items was applied to 173 apprentices in the study. Statistically significant differences between an existing group of good and poor apprentices were calculated for all 106 items using as the criterium the training result (consisting of a theoretical as well as practical mark). The questionnaire was then validated on a separate sample. An achievement motivation questionnaire (PMV) was then applied to 164 apprentices. A Principal factor analysis was applied and two main factors (divided into five sub-factors) were extracted. An analysis of these results revealed no significant differences when other norm groups of differing composition were compared to this group.

Thesis (Ph. D.)--Yale University, 1922. / With reproduction of original t.p. Bibliography: p. [180]-186.

Thesis (Ph. D.)--Yale University, 1922. / With reproduction of original t.p. Bibliography: p. [180]-186.

Disp. Stockholm : Stockholms universitet, 2006.

No description available.

No description available.

À l'époque élisabéthaine, l'apprentissage marquait le début d'un long parcours professionnel. Après avoir terminé sa formation, un jeune artisan obtenait sa liberté et devenait membre à part entière de la corporation qui l'avait engagé. Ce statut de freeman lui conférait de fait la citoyenneté londonienne et l'obligeait à exercer ses droits et ses devoirs civiques. Tout apprenti pouvait donc ambitionner de devenir à son tour maître et propriétaire d'un atelier. Sa progression sociale dépendait de sa capacité à se plier au jugement de son maître et à patienter jusqu'à l'obtention de sa salutaire liberté. De nombreux dramaturges élisabéthains ont transposé l'apprentissage sur scène et ont fait de l'apprenti un personnage de répertoire tour à tour veule et héroïque, fustigeant ses excès ou encensant ses exploits. Dans la représentation qu'elles donnent de l'apprentissage, les comédies citadines ont fidèlement décrit la vie de la Cité et de ses corporations. / In Elizabethan times, apprenticeship marked the beginning of a long professional journey. After completing his training, the young craftsman was granted his freedom and became a full member of the livery company that had hired him. This status of freeman gave him London's citizenship and compelled him to exert his civic rights and duties. Every apprenticeřs ambition was to become in his turn a master and a householder. His upward mobility depended on his ability to comply with his master's judgment until he obtained his freedom. Many Elizabethan playwrights staged the training of apprentices, thus making the apprentice a stock character, criticising his excesses and praising his high deeds. Through the representation of apprenticeship, city comedies have faithfully described the life of the City and that of its livery companies.

This thesis examines the shift from traditional on-site industry education (apprentice style learning) to tertiary education in academically-centred institutions, with particular emphasis on professional culinary education. With the deceptively seamless transition of numerous crafts and trades from their traditional apprentice/journeyman training and education schemes, into the tertiary education sector - from the late 1960s up until today - a crack had been created in the education process. The government had acknowledged that the possible 'confusion' and 'drop back' in traditional training schemes and apprenticeships had, to some extent, been a case of confusion or misinterpretation on the part of trade and industry and new trainees. Particularly, when the general comprehension of the 'newly' altered Education Act, New Apprenticeship Act and government-promoted shift of autonomous industry bodies to a centralised State controlled system had been largely ineffective, there was an observable decline in the traditionally mentored and educated crafts and trades. The investigation extends beyond the recent 'symptoms' of changing government Acts, extensively developing (global) tertiary education and evolving industry education responsibility to explore the deeper influences and controls of change which have brought us to where we are today. This exploration will cover a diversity of education history, government policy, industry renovation and significant world events which have changed the path of the modern journeyman and professional craft and trade education. Within the New Zealand context, little research has been found or published on this particularly involved theme [the Modern Journeyman and professional culinary education], which, by its absence has contributed to a wide chasm of unanswered enquiries and uncertainties, which now needs to be investigated. This treatise explores three key areas of 'power and control' within the arenas of politics, education and industry education. These are considered through the multi-perspective lenses of critical social science, existentialism and postmodernism. Specific attention is paid to the practical aspects of the evolving (culinary) Journeyman and the seemingly repetitive patterns of 'power and control' that have emerged from the multifarious disciplines and time-frames. Throughout the development of Western European education and the advancement of craft and trade (knowledge and practices), there has been a question of value, ownership and 'privilege' attached to who, how, where and what can be taught and learnt. And in many cases the State has either stepped in to regulate the process - as a matter of civil duty, or has taken over the process - as a form of social and ideological control. In the case of the Culinary Journeyman, the New Zealand tertiary system and the shifting authorities of professional knowledge and practice, the price which may eventually be extracted for the targeted control of education practice (mentored/apprenticed learning) and professional knowledge development, may be more than the cost of an admission to a professional tertiary cookery course in the future.

Community service organizations, community college apprenticeships and organized labor have been working together to address the barriers to successful completion of apprenticeships. The barriers have been especially daunting for women and people of color. The Trades Mentor Network (TMN) grew out of a need to address this issue and to provide a means to assist at-risk apprentices to persist in the completion of their building trades apprenticeships. The purpose of this case study was to describe the TMN and to investigate the apprentice-mentor relationship to see if, in the perception of the apprentices, it was a useful retention strategy. A literature survey identified the worth of mentoring in other arenas, discussed the fate of women in nontraditional work and the relationship between community colleges and apprenticeships, and reviewed appropriate research methodology for studying this phenomenon. Participant observation, focus groups and interviews in two phases of data collection were used. Archival data contributed to the descriptions, conclusions and recommendations. The TMN and the TMN training were described. The research was limited to the study of woman apprentices. Their stories revealed their experiences as apprentices, their mentor relationship and what it was about the relationship that helped them. In the course of the study, 39 women were invited to be mentored. The 28 women who participated credited being mentored as a significant factor in their continuation or successful completion of their apprenticeship. The retention rates for woman apprentices improved. In 1991, before the TMN existed, the dropout rate for woman apprentices in Washington community and technical colleges was 50%, in 1996, the dropout rate was 12%. The TMN had an effect on the building trades culture. Woman apprentices were stronger, more confident and more expectant of a more inclusive and welcoming environment. Part of the significance of this study was to provide the data to justify the Trades Mentor Network and to convince organized labor to routinely fund it as a retention strategy for all apprentices at risk. Apprentice training is expensive and a low cost, essentially volunteer, program that reduces the risk of losing apprentices is valuable. / Graduation date: 1997

This thesis examines the shift from traditional on-site industry education (apprentice style learning) to tertiary education in academically-centred institutions, with particular emphasis on professional culinary education. With the deceptively seamless transition of numerous crafts and trades from their traditional apprentice/journeyman training and education schemes, into the tertiary education sector - from the late 1960s up until today - a crack had been created in the education process. The government had acknowledged that the possible 'confusion' and 'drop back' in traditional training schemes and apprenticeships had, to some extent, been a case of confusion or misinterpretation on the part of trade and industry and new trainees. Particularly, when the general comprehension of the 'newly' altered Education Act, New Apprenticeship Act and government-promoted shift of autonomous industry bodies to a centralised State controlled system had been largely ineffective, there was an observable decline in the traditionally mentored and educated crafts and trades. The investigation extends beyond the recent 'symptoms' of changing government Acts, extensively developing (global) tertiary education and evolving industry education responsibility to explore the deeper influences and controls of change which have brought us to where we are today. This exploration will cover a diversity of education history, government policy, industry renovation and significant world events which have changed the path of the modern journeyman and professional craft and trade education. Within the New Zealand context, little research has been found or published on this particularly involved theme [the Modern Journeyman and professional culinary education], which, by its absence has contributed to a wide chasm of unanswered enquiries and uncertainties, which now needs to be investigated. This treatise explores three key areas of 'power and control' within the arenas of politics, education and industry education. These are considered through the multi-perspective lenses of critical social science, existentialism and postmodernism. Specific attention is paid to the practical aspects of the evolving (culinary) Journeyman and the seemingly repetitive patterns of 'power and control' that have emerged from the multifarious disciplines and time-frames. Throughout the development of Western European education and the advancement of craft and trade (knowledge and practices), there has been a question of value, ownership and 'privilege' attached to who, how, where and what can be taught and learnt. And in many cases the State has either stepped in to regulate the process - as a matter of civil duty, or has taken over the process - as a form of social and ideological control. In the case of the Culinary Journeyman, the New Zealand tertiary system and the shifting authorities of professional knowledge and practice, the price which may eventually be extracted for the targeted control of education practice (mentored/apprenticed learning) and professional knowledge development, may be more than the cost of an admission to a professional tertiary cookery course in the future.