Apprentice of the Year – 2024

The nominee helped us at short notice by joining the presentation team when we were pitching to win a large apprenticeship bid with a new employer partner. The nominee spoke about their journey, what they had learned on their apprenticeship so far and why they would recommend the course to others.

The candidate showcased exceptional dedication and initiative in various projects, notably excelling in the Clearing Project. Their commitment to personal and professional development was evident through active day to day support, process improvement, and tackling challenges. A notable achievement was creating insightful applicant journey process maps for four scenarios, reflecting their commitment to excellence and continuous improvement.

The Apprentice actively contributed to the Cloud Networks and Infrastructure (CNI) team service projects. They discussed and enhanced the High-Level Design (HLD) template, integrating Recovery Time Objective and Recovery Point Objective for the IT Service Continuity Management Process. Furthermore, they collaborated on the consolidation of ‘Release,’ ‘Test,’ and ‘Change’ SharePoint within the Service Transition family. Engaging in ‘Change Management Process’ meetings, they provided valuable support and feedback.

Further, the Apprentice, has demonstrated exceptional dedication and innovation in contributing to the Digital Change Team during the apprenticeship. Their impact on the team extends beyond their peers, showcasing a remarkable commitment to fostering proactive approach to problem-solving, readily sharing insights, ideas, and expertise.

In addition, the Apprentice has represented the University at a high-profile roundtable event with the Director of Education at the DfE discussing the contribution and role of HDA programmes and at a Capgemini showcase.

The apprentice has been a leading light within the directorate as a role of apprentice. They have been called upon by the University (BESE) to present on their experiences to outside bodies (on a stage with Q&A), possible “customers”. The apprentice has also represented the University at a high profile round-table event with the Director of Education at the DfE discussing the role and the impact of being a HDA but also the impact upon others within the Directorate and wider in SHU.

Their enthusiasm was infectious and they received excellent feedback from the employer when were successfully awarded the bid. The nominee has therefore helped to attract a large number of new apprentices (many of them from under-represented groups) to the university.

The apprentice received positive feedback when presenting the documentation to Clearing project stakeholders. Colleagues highlighted its significance, acknowledging its potential to improve project understanding for both directly involved individuals and broader stakeholders supporting the Clearing operation. The project manager was highly satisfied with the apprentice’s performance, allowing for the delegation of larger and more complex tasks and contributing to the overall workload management of the project.

The infrastructure improvements led to a robust and comprehensive IT Service Continuity Management Process. The integration of SharePoint enhanced collaboration efficiency within the Service Transition family. Active involvement in ‘Change Management Process’ meetings not only deepened understanding of requirements but also contributed to more effective support for the CNI management team.

The Apprentice’s influence during their apprenticeship with the Digital Change Team is apparent through their proactive sharing of valuable insights, ideas, and expertise with team members. This collaborative approach significantly enhanced the dynamism and productivity of the work environment.

The DfE and Capgemini events resulted in exceptionally positive feedback from senior SHU stakeholders, noting the significant contribution made.

The Apprentice’s influence during their apprenticeship within the Directorate is apparent through their proactive sharing of valuable insights, ideas, and expertise with team members. This collaborative approach significantly enhanced the dynamism and productivity of the work environment.

The DfE and Capgemini events resulted in exceptionally positive feedback from senior SHU stakeholders, noting the significant contribution made.

I have been hearing strong feedback about their role as Course Rep, their contribution in the workplace and the quality of their work-based projects. They are clearly an asset to SHU and I am delighted to nominate them for this award.

Throughout the project, the apprentice consistently delivered work of exceptional quality, earning praise, and sparking additional requests for increasingly complex support. This pattern underscores the trust and confidence the student has cultivated. By maintaining high self-imposed standards, ensuring meticulous presentation, and fostering creative development, the apprentice has become a role model for other apprentices. Their commitment and exemplary behaviour are positively influencing the department’s perception of the valuable benefits and high-quality work apprentices can contribute.

Their thoroughness, efficiency, and collaborative approach to infrastructure improvement showcased a model for a better HLD submission. By actively participating and providing valuable feedback, they inspired others to engage in the induction meetings, allowing for a better understanding of any queries.

The Apprentice’s willingness to readily share insights, ideas, and expertise fostered a collaborative atmosphere. This sharing culture not only enriched the team’s collective knowledge but also inspired others to contribute actively and share their unique perspectives.

Participation at high profile showcase and discussion events have made very positive contributions to the visibility and reputation of HDA programmes here at SHU.

As Director of DTS this apprentice has inspired me by showing drive, maturity and the positive contribution to the directorate.

Participation at high profile showcase and discussion events have made very positive contributions to the visibility and reputation of HDA within the directorate / PS and here at SHU.

I am nominating this student for this award as I feel that they personify what it means to be a clinical apprentice and work hard to achieve their goals. I know that this award is aimed at those apprentices who have excelled through their apprenticeship programme. This student is excelling in their studies, they are always keen to learn and will seek out learning opportunities to develop their knowledge and skills. They are a huge asset to our team and will be a fantastic Occupational Therapist. They maintain a strong client-focused approach to their work and I have seen them grow in confidence to believe in their own clinical abilities. What I additionally feel makes them deserving of this award is not just their commitment to their studies but her also their bravery and personal resilience. I am inspired by their strength of character to keep going, keep studying, keep working hard on their placements – they are determined to achieve their goals despite any barriers and challenges that they may be facing. When I look at this student, I see a person who is choosing to shape their own future and work hard for what they deserve. They deserve to be an Occupational Therapist and they deserve to be recognised for their spirit, fortitude and resilience which are all qualities which I believe our clinical apprentices should represent as well in addition to their academic skills. Their determination and strength of character are qualities that we should be proud of and that should be celebrated. This student is an asset to our Trust, the apprenticeship training programme and will be a huge asset to the world of Occupational Therapy.

When I look at this student, I see a person who is choosing to shape their own future and work hard for what they deserve. They deserve to be an Occupational Therapist and they deserve to be recognised for their spirit, fortitude and resilience which are all qualities which I believe our clinical apprentices should represent in addition to their academic skills.

They have inspired colleagues to undertake their own Apprenticeship journey and they have helped develop a culture of self development and learning with colleagues.

The student left school over 20 years ago and did not pursue any form of higher education. The student has then changed their career later in life and part of this was returning to education after a gap of over 20 years to complete a degree apprenticeship. The student has embraced the learning, they have been a role model for their class and they have consistently achieved high grades throughout culminating in a well written and very insightful research project at dissertation which could have an incredibly positive impact on a current serious crime problem that is affecting the world.

If undertaken, the recommendations from the research project could have a profound impact on how South Yorkshire Police and hopefully other police services across the country tackle the exponential growth of cyber stalking. Tackling this problem will lead to greater victim/public satisfaction and hopefully save lives. It will also be a testament to the good work of the PCDA at Sheffield Hallam University.

Due to the nature of the apprenticeship, studying whilst working full time, completing this degree can feel overwhelming in itself. Yet, during the final year of the apprenticeship, the student has also had to manage some incredibly adverse circumstances in their personal life. Their ability to simply continue with the degree has been inspiring for his colleagues and tutors. The nominator has had an extensive career in which human beings overcoming adversity has been regularly witnessed, but they are still astounded by this student’s ability to succeed to such a high standard. It has inspired them to keep seeking the best in every student.