Health Physics Monitor Apprentice
Location: Devonport, Plymouth, England
Sector/Business unit: Marine
My apprenticeship, why I chose it, and why I chose Babcock:
I was already enjoying working at a Babcock Reception Centre when, whilst browsing articles on our company intranet, I came across a post about the latest Health Physics Monitor apprentices who were progressing to the next stage of their training. Alongside the article was a photograph of the cohort, and I was surprised and encouraged by the wide age range of the apprentices.
At the time, I knew very little about what a Health Physics apprenticeship involved, but the role sounded interesting. Wanting to learn more, I contacted a member of the training team and had a conversation about the apprenticeship and the opportunities it could provide. After speaking with them, my interest grew even further. The role sounded both challenging and rewarding, and I decided it was an opportunity I wanted to pursue.
To be honest, I didn’t expect to get past the online tests, so I was delighted to be invited to the assessment open day. It was such an interesting day, where I learned about different aspects of the role and met many members of staff as well as current Health Physics apprentices. Everybody was so friendly and engaging, and I came away with a real sense of team spirit. I left feeling excited about the opportunity and really hoping to progress to the interview stage.
At the interview, everyone involved in the process was just as friendly and welcoming. They put me at ease and made the experience enjoyable.
My favourite part of the programme:
This is a hard question to answer, as there has been so much variety and it has all been interesting. I really enjoyed the initial four weeks of training, as it was during this time that our cohort really got to know each other. The training was very intense, and we had a huge amount of information to take in, but the trainers were so approachable and supportive that they made the experience enjoyable.
The next phase of training slowed down a little, as we covered each topic that had previously been introduced in more detail. This was split between classroom-based learning and shop floor experience, where evidence was gathered and observations took place.
Training is now completed on the shop floor once the initial classroom teaching day has been completed, but the trainers are still very much on hand whenever we need them. The transition from the classroom to the shop floor has been gradual over an eight-month period, which I feel has been the right approach. We weren’t thrown in at the deep end too early, but at the same time the process wasn’t dragged out to the point where you are itching to get started!
Training is still ongoing, with many more modules to complete. We now take more responsibility for arranging the activities and evidence required to complete each module, which is then submitted to our trainer.
My most rewarding project/experience:
It is always rewarding when I can complete a job on my own. Whilst learning a new module, training is carried out by completing tasks alongside experienced monitors who provide guidance and advice. Once a module has been passed and signed off, I am able to carry out those tasks independently.
However, if I feel that I still need additional support, I can speak to my supervisor, who will arrange this for me. Completing a new task independently for the first time is particularly rewarding, as it shows how much progress I have made. Each new module completed is another step towards becoming a fully competent monitor who can confidently carry out any task required of the role.
My work-life balance:
Throughout the apprenticeship, each module has various requirements that need to be completed and reviewed, such as learner statements, professional discussions, and a journal for City College. However, this does not impact my home life at all, as I am given as much time as I need during the working week to complete and prepare for these activities. There is no expectation to carry out any of this work in my own time.
During classroom-based teaching periods, we are given dedicated time to complete our work. Once on the shop floor, supervisors and managers are fully aware of the course requirements and are very supportive in allowing the time needed to meet them. They also help to ensure we have opportunities to gather the evidence required to complete our modules.
At Babcock, we are given a generous annual leave allowance and also have the option to purchase additional leave. This enables regular breaks throughout the year, which helps to promote a healthy work-life balance. Babcock also allows a certain amount of annual leave to be carried over from one year to the next, which is useful when planning an extended holiday for personal or family reasons.
At the beginning of the apprenticeship, set periods of block leave are built into the timetable. These breaks coincide with the end of particularly intensive learning periods, making them an ideal opportunity to take leave, recharge, and return refreshed for the next stage of training.
My development:
Health Physics has a dedicated training team who have been Monitors themselves. This means they can draw on their own experiences and provide real-life examples, which makes the learning both interesting and relatable. Each cohort is assigned a dedicated trainer, but from the very beginning you get to know the entire training team and can approach any of them for help and support.
Nothing is too much trouble for them, and they always take the time to explain concepts and answer any questions. They are also happy to provide one-to-one support whenever it is needed. In addition to the training team, the Health Physicists are available and are very willing to offer guidance and share their expertise.
Further support is provided on the shop floor, where the theory is put into practice. Peers, experienced monitors, supervisors, and managers are all extremely supportive, providing advice and guidance whenever needed. They are always willing to answer questions and share their knowledge.
