5.5 Current OH training methods implemented for construction apprentices
5.5.6 Practical-based training observation
During the induction training, only one out of the eleven observed sessions incorporated a practical-based exercise. Eight apprentices and a single trainer were involved in the training. Similar to previous observations, the trainer defined the purpose and structure of the training session at the beginning using a PowerPoint presentation, delivered within a classroom setting (Figure 5.11). In this case, the goal of the session was for the learners to be able to erect an independent tower scaffold. The PowerPoint included information in text format on the relevant legislation including Manual Handling Regulations as well as technical information such as the various materials and fittings required for the task. Pictures of the various fittings, for example, swivels, base plates, couplers etc. were also presented. On two occasions, the trainer drew pictures on the white board to further illustrate the correct erection procedure. He also asked questions to check the learners’ understanding. In the process, the apprentices took down some notes and also asked questions directed to the trainer.
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At the end of his presentation, the trainer handed out some drawings, shown in Figure 5.12, illustrating the independent tower that the apprentices were going to be building, risk assessment forms (for completion by the apprentices, shown in Appendix F (6.4)) as well as a list of tools and materials required for the task including tubes, boards, the various fittings and PPE (Appendix F (6.5)). Another form (Appendix F (6.6)) containing the “erection procedure” to be followed was provided, with the following written instruction:“Working in your gang (group of two or three), use the drawing to select the appropriate
materials to erect the independent scaffold. Record your calculations on the material list provided, together with any materials discrepancies you identify. In your team erect the scaffold
at the location indicated by your Instructor”.
Subsequently, the apprentices were put into two groups of three and one group of two learners. Within their groups, they filled out the risk assessment forms and worked out the tools and materials that they would use for the task. Following that, they gathered and put on their PPE, including helmets, boots, gloves, harnesses and ear defenders, then went into the workshop to carry out the task.
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In the workshop, they gathered the tools and materials they required to erect the scaffold. They were seen constantly referring to the drawing in the process and checking with each other for clarification. The trainer went around the three groups, providing illustrative guidance, asking questions to check that the learners understood what they were doing as well reminding them of the correct procedures with statements like “remember to stayclipped on”, “keep your ear defenders on guys” and “make sure your fittings are fully tightened”
heard during the observation. The apprentices appeared to progress well with the task (Figure 5.13), with all groups able to complete the first ‘lift’ with minimal assistance from the trainer. The observation ended after about 40 minutes when the apprentices were going for their lunch break. They would return to the workshop to complete erecting the remaining lifts together with the scaffold working platforms.
Figure 5.13: Apprentices putting up a scaffold in workshop
The observation revealed that the trainers relied on classroom-based PowerPoint presentations, supported with illustrative drawings, written materials such as risk assessments and method statements as well as visual images of materials and fittings, to provide a basis for the practical-based exercises. This finding was corroborated by the following comments made by an instructor:
“When they start on the more practical side of it, there is some PowerPoint. What we usually do with PowerPoint is we are going over some of the basic terminology, umm some of the legislation around, some of the measurements, some of the restrictions on
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some of the scaffolds and tolerances they are about to build. So they are quite short PowerPoints now, so we’ll have the PowerPoints, for instance we were talking about tower scaffolds, we tell them the difference, what are tower scaffolds, where it should be braised, what maximum standards, how tall it is, all that kinda thing, so we use PowerPoint as a back-up and use the visual pictures that are on there. And then we are gonna go and build a tower. So this is what we are gonna do, we give them the drawing, then it’s chalk and talk up on the board, right we are gonna start off, lay the gear up, we are gonna do this, I’ll build a tower if you like, on the board at least they’ll get an idea. And then are we all ready, have we all done the risk assessment, all signed on, right let’s get our kit and let’s go out there and actually put it into practise” [Instructor, 8].
In separate interviews, the apprentices gave their accounts of the way the practical-based exercises are structured, which were largely consistent with Instructor 8’s account (above). For example, Trainee 11 gave the following account:
Trainee 11: We come in in the morning, maybe do a bit of; well they teach us a bit about
scaffolding. We come in and they tell us for example what the materials we’ll need, what are we doing today and give us a plan and drawing of it, so you can go and do it. That’s done in the classroom so you’d obviously know before you go into the workshop what you’re actually about to do, so you’ve got more of an idea on things and it gets explained, all the health and safety side, everything you’re gonna need, like I said your materials, your tubes and you go in there and they give you a clear explanation and you kinda go from there really. They are there to help you still. You kinda know what you’re doing before you actually go and do the actual practical workshop if you know what I mean.
Interviewer: Yeah.
Trainee 11: So when you’re in the classroom, he’s like giving out all the information
you’ll need when you go out there and actually doing it. It’s quite basic like that.
Interviewer: Yeah, so it’s a mix of a bit of classroom teaching at first and then you go
into the workshop to do the practical?
Trainee 11: Yeah, exactly.
He continued to describe what is involved in the workshop as follows:
“We usually write down what we need, get all our equipment that we need, measure up, and then XX usually comes round to every gang or individual and like shows us, helps us or like guides us on what we need to do. And then, just do it from there really”
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Instructor 8 also explained how the practical workshops are conducted as follows:“We normally start off by sorting them into gangs of two or three and you kinda want to split them up so that they are all kinda the same ability. You don’t want a fast gang and a really slow gang. So you’d say you two work together, you three work together, and you kind of see that they are getting excited now, they are doing what they are here for. When they’ve got that spanner in their hand, that’s what they wanna do! So the first few jobs we will start off with are really basic structures, we are kinda watching and assessing them to see what their abilities are then. It’s the first chance we get to see what they are really made of. Then we start to mix them around, umm jobs gradually get bigger, more intricate, more involved. They start off doing a couple of jobs, umm working as a team. If we think they are up to speed, we split them up so they can start to work on their own, so they can build little square or little cubes we call it, or if they are too independent, we’ll go do you fancy having a go on your own. Yeah, really, let’s go for it, you do it on your own” [Instructor, 8].
Therefore, the findings from participant observations and interviews presented above indicate that the workshop-based training sessions involved a great deal of observational learning (through watching the instructors’ demonstrations and other peers), peer-assisted learning (through collaborative problem-solving and interactive discussions) as well as independent hands-on training.
5.5.6.1 Discussion of results
The data presented above shows that the training sessions were divided into two distinct segments; classroom-based sessions led by the instructor at the beginning, which were followed by practical-based workshops. It was revealed that the primary purpose for conducting the classroom-based sessions was to provide the learners with information in the form of subject technical guidance, drawings, pictures, relevant H&S information including PPE and applicable regulations, as well as strategies they could employ in carrying out the practical tasks, including risk assessments and method statements. In addition, the instructor demonstrated the correct erection sequence and procedures on the whiteboard before the trainees went into the workshop to build new structures. This was done to provide further guidance to ensure that the trainees had a clearer idea and understanding of what was required of them in the practical task.
During the practical exercise, it was seen that the instructor continued to provide the trainees with hints and illustrations that guided and allowed the learners to construct structures, beginning with smaller structures and gradually working up to larger, more complex ones. At the same time, working initially in groups of two or three, the apprentices
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were required to take responsibility for the tasks they engaged in, for instance, working together to decide on the materials and methods to utilise in carrying out the tasks, ensuring that in carrying out the tasks they complied with safe working rules and regulations and that they did not put their health and that of their peers at risk (e.g. by wearing ear protection all the time and remaining “clipped on”) and ultimately ensuring that they successfully completed the set task. It is also noteworthy that the help and support of peers was gradually taken away once the learners began to demonstrate an ability to carry out the tasks independently.The manner in which the learning activities presented above are structured and conducted resembles two key instructional approaches; scaffolding and peer-collaboration; that are consonant with Vygotsky’s sociocultural ideas and concepts, particularly the idea of structuring the learning process such that the more knowledgeable adult (instructor in this case) and peers assist the learner to learn the sociocultural tools and carry out tasks beyond their capabilities through social interaction (Section 2.3.2.2.2). For example, in scaffolding, the more knowledgeable person first provides a learning structure and much assistance through demonstrations of the task, reminders, suggestions and encouragement (Nabuzoka and Empson, 2010). This was evident when the instructor provided information and used techniques and strategies to guide and support trainees’ learning at the outset of the training. Following that, Nabuzoka and Empson (2012) write that the learner then takes over the learning process (with some guidance), by taking themselves through the task and getting more control of the task. In the end, the assistance from others is taken away once the learners are able to carry out the task independently (Nabuzoka and Empson, 2010, Crain, 2011, Feldman, 2011). Again, this is consistent with findings of this research.
The contribution of peers in assisting individuals’ learning is also central to sociocultural perspectives on learning (Section 2.3.2.2.2). Schunk (2012) asserts that as peers work on tasks cooperatively, the shared social interactions can serve an instructional function. In this research, both instructors and trainees spoke about how the learners worked together in groups of two or three to complete the practical tasks. The observations also revealed how the trainees interacted with each other in conversation, seeking clarifications from supposedly more knowledgeable peers about the drawings, measurements and materials to be used for the set tasks. These findings suggest that peer-collaboration and or peer interaction contributes to the apprentices’ learning. This provides some support for Chan (2013), who investigated ways of learning identified by apprentices across a range of industries including construction, and found that the interaction with other learners, teaching or helping others contributed to the apprentices’ learning (through problem-solving, feedback and conversation).
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On the other hand, the study findings also suggest that learning through watching tasks as they are modelled by experienced others as well as learning through practice contributed to the trainees learning. Both interview and observation findings revealed how the instructors demonstrated tasks while the trainees watched and took down notes of new, key information and subsequently demonstrated an understanding of the new skills modelled to them in practice. In addition, the learners’ ability and preference to learn through watching and practice was evidenced from comments similar to the following:“I just can’t stand sitting in the classroom listening to someone talk about stuff. I’d just rather go out there, show me how to do it, instead of telling me how to do it” [Trainee, 7]. “I’m the sort of person that likes to use their hands, I’d learn, I think I learn better and quicker by actually doing something than writing it down, because I’ve never been good with pens really, I’d rather use a spanner!” [Trainee, 15].
The ability to learn by observing modelled activities is proposed by Bandura (1986) to be a defining characteristic of human learning. Bandura (1986) advocates that people can learn new actions, expand their knowledge and skills merely by observing others perform them (Section 2.3.2.1). However, in order for people to effectively learn on the basis of information modelled or exhibited and authored by others, Bandura (1986) argues that four key sub-processes must be in place; the observers must pay attention to the modelled events; they must be able to retain the observed activities in easily remembered symbolic forms, they must be motivated to learn and perform the observed actions and crucially they must be able to reproduce the modelled events into appropriate actions.
Bandura makes an additional point of significance to this research’s findings. He states that given that most modelled activities are abstractly represented as concepts and rules of action which specify what to do, subsequent reproduction of modelled events into appropriate actions by observers indicates learning. Schunk (2012) points out that this is particularly true for simple actions, which can be learned by simply observing them. This therefore, suggests that by successfully erecting the first lifts of their scaffold structures in practice, based on the information modelled by the instructor/s, the trainees demonstrated an understanding and learning of the new skills modelled to them. Thus, it appears that learning by watching and practice plays an important role in the learning of apprentices in this study. This finding supports an earlier study by Chan (2013) by re-emphasising the contributions of watching/observation and practice in the learning of apprentices. Chan (2013) makes the point that learning by watching and learning through doing/practice (involving engagement in productive work efforts either individually or in teams) provide an important preliminary backdrop and reinforcing frame in the learning of apprentices.