“Start with the right learner, on the right programme” Apprenticeship Architects: Gareth Kenward, Babcock

We spoke to Gareth Kenward, Head of Early Careers and Skills Development at Babcock, a leading defence company, about the steps they’ve made in data upskilling and the crucial role of line managers.

Welcome to Apprenticeship Architects, Gareth. First off, can you tell us about yourself and your role at Babcock?

I’m an early careers manager at Babcock, looking after apprentices, graduates, STEM, and external engagement at a specific site, while working closely with Multiverse on our data apprenticeship programmes.

Why did Babcock decide to launch the Data Academy?

Our large workforce relies heavily on data in day-to-day operations. Over the years, I’ve worked with the business to introduce a range of apprenticeship programmes – mainly at levels three and four, with some at level six – focused on upskilling our existing teams.

The goal is to ensure we’re making the most of our data, driving both efficiency and effectiveness. And partnering with Multiverse has been a big part of making that happen.

The programme grew quickly, which has been fantastic. We’ve got a significant number of learners enrolled, and the feedback from both apprentices and their line managers has been really positive. It’s been a real success so far, and we’re already seeing a tangible impact.

What were the key goals and business challenges you wanted to address with the programme?

Automation is revolutionising the maritime industry, enabling organisations to save considerable time and money, freeing up the workforce to focus on higher-value tasks and boosting overall productivity.

Beyond that, we also wanted the Data Academy to drive broader business efficiency and strengthen our position with clients and investors.

How did you set managers up to support apprentices from the programme’s launch?

For any apprenticeship programme to succeed, all three parties – apprentices, the business (represented by line managers), and the training provider – need to align on expectations.

For line managers, it's about helping them balance providing support for apprentices without becoming a burden or impacting their daily duties. To set them up for success, we worked with Multiverse to run dedicated sessions outlining expectations from both sides – what we needed from managers and what they could expect from Multiverse.

The sessions also helped clear up common misconceptions about apprenticeships and ensured managers were going in with their eyes open.

Feedback from these sessions was overwhelmingly positive. Apprentices felt reassured that their managers understood the significance and demands of the programme, which in turn made them more confident when asking for time to focus on their development.

More people completed the programme and brought their new skills back into the business.

What tools did you give line managers for guiding and mentoring apprentices?

On top of setting clear expectations, line managers knew where to go for additional support or resources. We built a mentorship network giving apprentices access to additional mentors – beyond their direct line managers – to give extra layers of help.

Multiverse coaches in the Data Academy – while primarily focused on apprentices – gave line managers advice and guidance on how to provide effective support.

And Multiverse’s ability to collate feedback from line managers has been incredibly useful. By establishing clear feedback loops we drilled into the challenges managers were facing to adapt the programme accordingly.

With such a large workforce, how do you strike the balance between learners hitting their goals while making a positive learning experience?

My mantra – which my team is probably tired of hearing – is that you have to start with the right learner on the right programme. And that applies at both the individual and team level.

For example, if you have five people from the same team of six in the Data Academy all at once, you’ll undoubtedly run into some operational challenges. The business’ needs always have to be balanced against the requirements of the programme.

The second part is about regular feedback and check-ins. We continuously monitor workloads to ensure they’re manageable. Proactive support is key – once a learner starts falling behind, it can be difficult to catch up.

It’s a multifaceted challenge, so it requires a layered approach.

What else have you done to stop learners from feeling overwhelmed?

Our mentoring network has been one of the most impactful. Sometimes, learners simply need help with their programme. But often, it’s guidance around how to manage their workload or balance their day job with their studies that apprentices need.

Time management is a critical challenge, so giving apprentices access to mentors outside their direct line management structure offers that additional layer of support.

We also make sure they’re aware of the broader wellbeing resources available at Babcock, including mental health first aiders, financial advice and medical support. It’s important people know they can always access help – not just for their studies but for anything affecting their ability to perform at work.

When we get feedback on learners' challenges, we work to resolve them.

Because we use a response mechanism to receive feedback, it’s an inherently reactive process. We try to act as fast as possible, as we know the sooner we do, the more likely we are to keep learners engaged and on track.

You successfully maximised Babcock’s Apprenticeship Levy spend. How do you measure and show the ROI of the Data Academy?

For us, it all comes back to impact. While we’re pleased to make full use of the Levy, it's more important that we invest in apprenticeships that deliver real business value.

We frame the Data Academy as a tool for making the company more operationally and financially successful. By tying learner success to the business, we show the value of the programme more clearly.

We also track ROI carefully, with Multiverse helping us measure the programme’s impact – particularly in terms of time savings.

For instance, if a task that previously took a week can now be completed in three days through better data handling, that’s an immediate efficiency gain. In some cases, apprentices have identified new ways to streamline processes they’re close to, saving money and improving service delivery.

We want to ensure learners complete the programme and use their new skills to help the business achieve its objectives.

You’ve been a key advocate for expanding the Data Academy. What’s your vision for the future of apprenticeships at Babcock?

We’ve scaled quickly and are now seeing real ROI, which is fantastic – but there’s still plenty of room to grow.

Data is everywhere in our business, and nearly every role interacts with data in some way.

Our goal is to identify areas where data skills will have the biggest impact, so we can achieve the quickest and most significant wins.

By expanding strategically into these areas, we can continue to demonstrate the Academy’s value across the organisation.

What’s one final piece of advice you'd give to other organisations looking to create a successful apprenticeship programme at scale?

It comes down to building strong, open partnerships. Having the right people in the room at the right time is essential – whether that’s during setup, scaling, or refinement.

Clear, honest communication makes all the difference. It allows you to celebrate what’s working and quickly adapt to what isn’t.

Finally, learn from others. Speaking to organisations already running large-scale programmes – especially those working with Multiverse – offers invaluable insights.

Sharing experiences with peers has helped us refine and strengthen our approach.

Ultimately, the key is to stay flexible and collaborative. Building a successful apprenticeship programme at scale is never a one-and-done effort, but an ongoing journey of learning and improvement.