What does good training and development look like?
Below are examples of two different employees who are navigating training and development with support from their employers
Case Study One: Jane, Organic farming - School Leaver doing an Apprenticeship
After leaving school, Jane took on an apprenticeship role in an orchard where she worked and studied to gain her New Zealand diploma in horticulture.
Over several years, Jane’s skills improved and her technical knowledge developed. This led Jane to be promoted to leading hand after three years in the industry.
Jane enjoyed being part of a cohort, and having inbuilt mentors in her trainers. She appreciated having her work on the job acknowledged through the apprenticeship assessments.
Jane's apprenticeship was funded through a combination of government grants, industry grants, and employer support.
The government provided financial support as part of a program aimed at encouraging young people to enter the food and fibre sector, covering a significant portion of her tuition and training costs.
Additionally, her employer contributed to her funding by offering a stipend and covering expenses related to on-the-job training, ensuring that Jane would focus on gaining valuable skills without the burden of financial stress.
The industry body provided several small grants to support Jane and also connected her in with other trainees in her region, and local industry events.
Jane’s employer supported her through:
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Supporting the training and assessment infrastructure required to deliver a NZ Apprenticeship.
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Making sure Jane’s work and studies were related and practical.
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Sharing industry grant/scholarship opportunities with Jane.
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Connecting Jane, where appropriate with other apprentices in the region.
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Recognising Jane’s improved skills and promoting her accordingly.
Case Study Two: David, Career Changer
David, a mid-career professional with a background in project management in the logistics industry, decided to pursue his passion for animal care by transitioning into shepherding. While his previous role involved significant organisational and communication skills, David recognised the need to gain sector-specific knowledge and certifications to succeed in his new chosen field.
Identifying Transferable skills:
David’s employer started off by identifying his transferable skills, which include project management, communication, problem-solving and leadership.
Identifying Skills Gaps:
David’s employer helped him to identify several key areas where he lacked specific knowledge and skills necessary for being a shepherd:
Animal Health and Welfare, Farm Management, and the Regulatory Compliance knowledge needed to work with livestock.
Filling the Skill Gaps:
To address these gaps, David took the following steps:
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Sector-Specific Courses:
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NZ Certificate in Primary Industry Skills: David enrolled in a comprehensive certification program that covered essential topics such as animal nutrition, breeding, health management, and welfare standards.
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On the Job Learning: David learned to operate a tractor, guided by his work ‘buddy’ assigned to him on day one.
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Practical Experience through Buddying: David arranged to buddy with experienced shepherds. This allowed him to observe best practices in daily operations.
Mentorship: David’s employer set him up with a mentor (through his catchment group contacts) in the sector who ten years ago also changed careers into shepherding. This mentor provided guidance, advice, and support throughout his transition.
The employers role
David’s employer supported him through…
1. Skill gap identification
2. Financial Support for Training
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tuition reimbursement
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providing paid training leave
3. Practical Experience:
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Job Shadowing Opportunities (with a buddy)
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On-the-Job Training (with a buddy)
4. Flexibility and Encouragement:
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Allowed David to have a flexible work schedule so he could prioritise training
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Provided a supportive environment to learn
5. Mentoring and Networking:
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Assigned him a Mentor