Changes in fall prevention training for apprentice carpenters based on a comprehensive needs assessment

PROBLEM: Falls from heights in residential construction are common, especially among inexperienced workers. METHODS: We conducted a comprehensive needs assessment to determine gaps in the school-based apprentice carpenters' fall prevention training. A team of carpenter instructors and researchers revised the fall prevention training to fill these gaps. Apprentice evaluation and feedback guided ongoing curricular improvements. RESULTS: Most apprentice carpenters performed work tasks at heights prior to training and fall protection techniques were not commonly used at residential construction sites. Priorities of the revised school-based training included safe ladder habits, truss setting, scaffold use, guarding floor openings, and using personal fall arrest systems. New apprentices were targeted to ensure training prior to exposure at the workplace. We used adult learning principles to emphasize hands-on experiences. A framed portion of a residential construction site was fabricated to practice fall protection behaviors in a realistic setting. The revised curriculum has been delivered consistently and apprentice feedback has been very favorable. CONCLUSIONS: Integration of needs assessment results was invaluable in revising the school-based carpenters apprentice fall prevention curriculum. Working closely with the instructors to tailor learning experiences has provided preliminary positive results. IMPACT ON INDUSTRY: The fall safety of the residential construction industry continues to lag behind commercial construction and industrial settings. The National Occupational Research Agenda includes a Strategic Goal to strengthen and extend the reach of quality training and education in the construction industry via mechanisms such as construction safety and health training needs assessments. This study demonstrates how a structured process can be used to identify and remedy gaps and improve training effectiveness. We encourage others to take steps to assess and increase the impact of training efforts directed at all residential construction professionals; including both union and non-union workers. The implications are even greater in the non-union sector where most U.S. residential work is done

The Wayside Mechanic: An Analysis of Skill Acquisition in Ghana

This is a study of skill learning in an informal learning setting in Africa. The purpose of the study is to describe an analyze the nature of the skill acquisition process in one indigenous training system: the apprenticeship of the wayside mechanics workshops in Koforidua, Ghana. The study first examines informal skill training from a broad perspective. The history of the West African craft workshop and its associated apprenticeship is traces. Several major themes in the literature on informal skill training systems such as apprenticeships. The second part of the study describes the specific setting of the wayside mechanics workshops and the general features of the apprenticeship system. Subsequent sections consider contextual factors which may have a bearing on apprentice skill acquisition. Case studies of several apprentice and master artisans are presented to illustrate personal experiences at various levels of the mechanics profession. Finally, the learning/teaching process in the wayside workshop is analyzed intensively using data gathered from general observation, structured interveiws, and structured observation instruments. Apprentice skill competence is assessed through self-reports and administration of mechanics skill test. Results are used to evaluate the effectiveness of apprenticeship training in fostering diagnostic skills and higher-order theoretical understanding. Several possible ways of enhancing apprenticeship training through supplementary training programs are suggested. The implications of the study are of interest to educational anthropologists who are concerned with learning in traditional naturalistic settings. The study is also significant for educational planners in that it calls attention to the strengths and limitations of building nonformal educational programs around indigenous learning systems

How do beginning teachers develop their knowledge of early-years pedagogy?

The focus of this paper is on the development of early-years pedagogy for a beginning teacher during her initial training and newly qualified teacher year. A series of interviews was conducted with the beginning teacher and the class teacher and mentor she worked alongside. The findings suggested that a shared pedagogy of early-years practice developed between the participants during their interactions within the setting. Three themes emerged from the data analysis highlighting the importance of learning through observation; learning through critical reflection; and learning as an apprentice for the development of a personal pedagogy. The implications for mentors and class teachers in their interactions with beginning teachers are considered

Self-directed learning and apprentices: a constructivist grounded study

Developing the capacity of learners to be self-directed is beneficial for both individual workers and economies alike. This study investigates the development of capability for self-directed learning in a group of apprentices in the building and construction industry and suggests that such capability is best developed in the early years of entry into the workforce. For tradespersons this time is during their apprenticeship. The purpose of this study was to develop a deep understanding of how apprentices develop the capacity to be self-directed learners. The aim was to develop a substantive theory that illuminated and provided insight into this phenomenon. The methodology of constructivist grounded theory was used to conduct the study. A sample size of 13 participants in the building and construction industry was recruited. This included apprentices who were employed by a group training organisation (GTO) and a representation of their host employers and vocational teachers located within the southern New South Wales and the Australian Capital Territory geographic regions. The substantive theory presented in this dissertation makes a contribution to knowledge of value to apprentices, employers, vocational teachers and others who seek to develop an understanding of the process of learning and development associated with apprenticeships and vocational and professional education more broadly. The substantive theory was achieved through discovering, describing, analyzing abstracting and explaining how apprentices moved through the phases (or categories) of committing effort, experiencing work, confirming value, and heightening motivation towards becoming self-directed learners. The substantive theory reveals that as the apprentices progressed through these phases they were constantly engaged in decision making processes, evaluating and re-evaluating experiences throughout their apprenticeship. The evaluation outcomes could be positive or negative and were dependent upon the expectancies that the apprentices placed on themselves as well as their interpretation of the expectancies placed on them by others. In this study the manner in which the various conceptual elements, processes and categories connect revolves around the apprentices’ experiences of sponsorship. Sponsorship is the term used to describe the more experienced or confident other who has both a personal and professional interest in the apprentice’s development and uses their influence to create a safe learning environment to enable the apprentice to develop expertise. The importance of the management of the learning environment proved critical, as suitable learning contexts do not appear by accident. In this study it emerged that the sponsor was the most important factor determining the quality of the learning environment. Effective sponsors were able to manage the learning context in a manner where the apprentice felt safe to ask questions, make mistakes, develop expertise and eventually accept responsibility, be autonomous and solve complex problems. Indeed, the apprentices became tradespeople who were not only competent but were true self directed learners. By managing this learning context, the sponsor created an environment that enabled the intrinsic motivation of the apprentice to drive their own growth and development towards becoming self-directed learners. When the sponsor creates a workplace where learning thrives, the apprentice begins to develop both competence and confidence. Increasingly, the apprentice begins to consolidate a durable sense of vocational identity. More and more others (both within and outside the immediate workplace)begin to recognise the apprentice as a legitimate member of the trade. Over time, with the development of expertise—as the apprentice begins to accept more and more responsibility for their own learning, and with encouragement and opportunity from the sponsor—they begin to reflect on their own learning. Increasingly and steadily they become self-directed learners

Specification Of apprenticeship standards for England

The Specification of Apprenticeship Standards for England (SASE) sets out the minimum requirements to be included in a recognised English framework. Compliance with the SASE is a statutory requirement of the Apprenticeships, Skills, Children and Learning (ASCL) Act. This is the first statutory SASE. It will be brought into effect by order issued by the Secretary of State

Workplace mentoring of degree apprentices: developing principles for practice

Purpose: The purpose of this paper is to focus on developing a deep understanding of the nature and impact of the workplace mentor role in degree apprenticeships (DAs). It investigates a theoretical model of DA workplace mentoring activity, with findings used to develop a set of principles for supporting the development of effective mentoring practice. Design/methodology/approach: Data underpinning this paper were collected as part of the monitoring and evaluation of the first year of a Chartered Manager DA programme at a post-1992 university. Workplace mentors and mentees were interviewed to explore their experience of mentoring within this programme. Findings: This study found there to be many positive benefits of workplace mentoring for apprentices, their mentors and the organisation. This understanding can be used to support the development of principles for effective mentoring practice. Research limitations/implications: The data support the validity of the proposed model for DA workplace mentoring activity. In order to become a helpful guide to mentors’ planning of areas of support, the model may need to be refined to show the relative importance given to each activity area. The findings of this small-scale study need now to be extended through work with a larger sample. Practical implications: The set of principles offered will be valuable to workplace mentors of degree apprentices across organisational sectors to ensure the quality of delivery and outcomes. Originality/value: This paper contributes to an understanding of the impact of mentoring as a social practice on mentor and apprentice development. Such an understanding has the potential to positively influence the quality of delivery, mentoring practice and thus apprentices’ learning.Peer reviewe

The psychological contract in apprenticeships and traineeships : differing perceptions

As with any contract of employment, the mutual expectations of the employer and the apprentice/trainee are very important. Apprenticeships and traineeships have greater expectations than other employment contracts of employment because of the training component of the contract. This paper reports on some of the findings of a major NCVER-funded national project examining mutual expectations in apprenticeships and traineeships through the concept of the psychological contract. The paper focuses on the differences between employers and apprentices/trainees, in the expectations each party has of the other and in the extent to which the expectations are perceived to have been met.<br /

Specification of apprenticeship standards for England (SASE) - guidance

3 Introduction 1. The Apprenticeships, Skills, Children and Learning (ASCL) Act introduces the Specification of Apprenticeship Standards for England (SASE). The SASE sets out the minimum requirements to be included in a recognised English Apprenticeship framework. 2. The SASE-Guidance includes guidance for framework developers on meeting the SASE requirements. English Issuing Authorities must have regard to the SASE-Guidance in reaching a decision on whether a framework submission complies with the SASE. 3. To ensure that apprentices can complete Apprenticeships started against existing frameworks prior to April 2011, the Secretary of State will allow for existing frameworks to be treated as Apprenticeship frameworks issued under the ASCL Act. From 13th April 2011 new starts against such frameworks must be explicitly authorised by the National Apprenticeship Service