DOCUMENT RESUME - ERIC · Each chainer contains an introduction and. objectives, instructional text, an example, additional information, and self-test exercises. Appended to the booklet

DOCUMENT RESUME

ED 227 294 CE 035 327

AUTHOR Drewes, Donald W.TITLE Planning the Apprenticeship Program. Instructor

Training Module #2.INSTITUTION Conserva, Inc., Raleigh, N.C.

,SPONS AGENCY Office of Vocational and Adult Education (ED),

Washington, DC.PUB DATE 82

CONTRACT 300-80-0937NOTE 45p.; For related documents, see CE 035 315-335.

PUB TYPE Guides Classroom Use Guides (For Teachers) (052)

EDRS PRICE MF01/PCO2 Plus Postage. 0'DESCRIPTORS *Apprenticeships; *Curriculum Development; .)

*Educational Objectives; Educational Planning;Inservice Teacher Education; *Job Analysis; *JobTraining; Learning Modules; Postsecondary Education;*Program Development; Program Improvement;Technological Advancement

ABSTRACTPart of a series of instructor training modules on *

related subjects instruction, this booklet deals with planning theapprenticeship program. The first section consists of an outline of

the content and scope of the instructOr modules as well as aself-assessment pretest. Covered in the module are the followingtopics: conducting occupational analyses te determine needs for,support for, and general content of the program; establishing goalsand objectives for the apprenticeship program; and incorporatingideas that facilitate'the upgrading of the program to keep currentwith the new technology, new training ideas, and changes occurring in

the occupation. Each chainer contains an introduction and objectives,

instructional text, an example, additional information, and self-testexercises. Appended to the booklet are answers to the self-testexercises, a posttest, and answers to the posttest. (MN)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.*************************************************-**********************

PIANNING THEAPPRENTICESHIP PROGRAM

Instructor Training Module #2

mimmisliN11111111111C

Donald W. Drewes

U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATION

CAhis documCENTER IERICI

ent has bean rproduced aswowed from th. person or organizationongtnating tiMinor changes have been made to improvereproduction quality

Points of view or optniOn3 stated in this documom do not nicassartly reortssent official NIEposition or policy

1982

CONSERVA, Inc.

Raleigh, North Carolina

t

Contract No. 300800937

,

a

bepartment of' EducationOffice of Vocational and Adult Education

DISCRIMINATION PROHIBITED no person in the United States shall,on the ground of race, color, or national origin, be excluded from par-ticipation in, be deni&J the benefits of or be subjected to discriminationunder any program or activity receiving Federal financial assistance,or be so treated on the basis of sex under most education programs oractivities receiving Federal assistance. ,

The activity which is the subject of this report was supported in whokorin part by the U.S. Department of Education. However, the opiniohexpressed herein do not necessarily reflect the position or policy of theDepartment of Education, and no official endorsement by the Depart- \

, ment of Education should be inferred.

3

Table of Contents

Glossary iv

1. How TO Use This Booklet

What Is the Series About? 1

What Is This Booklet About? 1

What Must I Do to Complete My Work In This Booklet? 1

How Much Do I Know About The Subject Before I Begin? 2

2. Skill: Conduct Occupational AnalYses To Determine Needs For,Support For, And General Content Of The Program

Introduction and Objectives 4

The What, Why and \Ven of Apprenticeship ProgramPlanning 4

How to Conduct an Occupational Analysis 5

Example 21

Additional Information '24Self-Test Exercises 24

3. Skill: Establish Goals And Objectives For The Apprenticeship Program


Why Do We Need Standards and How Do TheyRelate To Goals and Objectives? 25

How to Set Standards 25

How to Establish Goals and Objectives 29

Example 31

Additional Information 32

Ser.Test Exercises 32

4. Skill: Incorporate Ideas That Facilitate Upgrading Of ProgramTo Keep Current With New Technology, New Training IdeasAnd Changes Occurring In The Occupation


Why Be Concerned With Technological Change? 33

How to Keep Apprenticeship Programs Current 33

Example 35

Additional Informationl 35Self-Test Exercises 35

5. AppendixAnswers to Self.Test Exercises 36

Posttest 39

Answers to Posttest 41

Glossary

The words on this list are used Inthis booklet. Please re% iew the termsand learn the definitions The meaning of the words in

the text may not be the form of the word with which you are familiar.

Words/Terms

1. Analyst% Coordinator Individual responsible for axirdinating the Analysis Committee2 Analpis Committee Group responsible for conducting an occupational analysis3. Analysts Sheet Forms used in the analysis of worker skills and knowledges

4. Apprenticeahle Occupation An occupation for which apprenticeship training is suimbleApprenticohip Committee Group responsible for administration of an apprenticeship program

6 Goa& Statenients of desired long.range program results7. Knowledges What the job holder must understand in order to perform the job

8. Motivation That which prompts a person to aCt9 Objectives Means for the achievement of goals

10 occupationalAnalysts A systematic study of an occupation to obtaininformation needed to plan an apprenticeship

program11. Plan A formal document describing anticipated results and strategies for, their achievement12. Planning The determination of what results.are to be accomplished and how to achieve these results

13. Psychomotor Controlled physical/muscular behaviorlq. Sponsor "the organization that has final responsibility for an apprenticeship program

15. Standards Descriptions of apprenticeship program characteristics and procedures

16. Strategy A means or procedure for achieving results1" TeChnologu;a1 Change Changes in the basic way work is performed18, Work Activities Those tasks required to be perforMed

19 Work Processes A classification of work activities

1. How To Use This Booklet

What Is The Series About?

Related subjects mstructkm is an essential part of every:ipprenuceshtp program It is the program componentthrough which apprentices are taught the backgroundtheory and range of applications of associated technicalsubjects such as mathematics. science .ar. 1 safety. Relatedinstruction usually takes place in a classroom, after theregu la rwc irk Is over Mist frequently, related instruction istaught by a skilled tradesperson or craftworker For thetradesperson or craftworker to be an effective trainer, he orshe must not onh know their trade, skills, but also theymust use te.khing skills appropriate for conveying that

information to apprentices This series of materials isvitten to train related subjects instructors in the criticalteaching skills necessary to perform their jobs effectivelyThe titles of the booklets in the series are.

1 Introduction to Related Subjects Instruction andIn service Training Materials

) Planning the Apprentice.ship Program3. Mewling Related Subjects Instruction

Det.eloping Instructional dtlaterials for Apprentice.s-5. Presenting InformatIon to Apprentices6 nrecting Learning Actu aro for Instruchon

. Prot yeling for Indu.ulual Learner Needs8 Controlling Instructional Settings9. I:refloating Apprentic e Peiformance

10. Cmninunicating With Apprentices

The first booklet introduces the series, describes thecontent of each booklet, and piovides an overview ofapprenticeship and of adult learners. The second bookletdescribes how to plan an apprenticeship program and maybe used by related instructors, sponsors or service agen.cies. Each of the other eight booklets deals with a set oftraining skills judged by a panel of experts on apprentice.ship to be critical to working effectively as a relatedsubjects instructor.

What Is This Booklet About?

The materials in this booklet deal with planning theapprenticeship program. Planning is important because itprovides a blueprint for building a sound program. Likeany Other blueprint, planning for an apprentice programrequires that serious consideration be given the purposesto be achieved and the methods and procedures to be used

in achieving these purposes. This booklet addresses the

following skills required for the effective and efficientplanning and organization of an apprenticeship program:

1. Conduct occupational analyses to determine needfor, support for, and general content of the program;

") Establish apprenticeship program goals and objec-tives;

3 Incorporate ideas that facilitate upgrading of program to keep current with new technology, newtraining ideas and changes occurring in the oc-cupation.

This booklet .is targeted at an audience of would-beprogram sponsors, would-be service agency providerssuch as instructors and administrators in communitycolleges or technical institutes, and individuals whocurrently provide services in apprenticeship programs. Itdoes not deal with training skills as do the other bookletsin this series.

What Must I Do To CompleteMy Work In This Booklet?

Working your way through this booklet will require youto read the text, to answer the questions, to perform the

exercises, and to complete the pre- and post-assessmentinstruments. Expect to spend about five hours workingthrough the materials. The only resources you need tocomplete your work in this booklet are: (1) a copy of the

booklet; (2) a pencil or pen; (3) about two hours of time;

ar'J (4) recollection of past related instruction experiences.The materials are written in a self-instructional, program-

med format. You may work through the text, examples andquestions at your own pace and leisure; you need not

complete your work in the booklet at one sitting.Each chapter-in the booklet is devoted to a single skill.

The general format of the chapters is similar, with the

following parts:

1. An intmduction describing the skill and the instruc-tional objectives for that skill.

2. What is, when and why to use the skill.3. Step-by-step directions for how to perform the skill.

4. An example of how the skill is used in relatedinstruction. -

5. A self test exercise to apply the information about theskill,

6. Additional sources of information

n2 Planning The Apprenticeship Program

This booklet concludes with an appendix that containsthe answers to the self-test exercises from each chapter andthe posttest.

Your activities in working through this booklet willinclude, in order, the following:

Complete the self-assessment;Read and consider in detail the introduction andobjectives for each skill;Read and study the text, examples and illustrationsprovided for each skill;Complete the self-test exercise for chapter andcompare your answers with those provided in theappendix; .

If you complete the exercise as directed, continueyour work in the booklet; if you fail to answer thequestions correctly, repeat your work in the chapterunder consideration; andAt the conclusion of the booklet, complete theposttest for the unit. Check your answers againstthose provided. If you exceed the criteria, continue

c,

Ck

your work in the next booklet. If you fail todemonstrate mastery; repeat portions of this bookletas needed.

How Much Do I Know AboutThe Subject Before I Begin?

The self-assessment will assist you to focus on com-petency areas associated with planning the apprenticeshipprogram. Read each competency statement listed in Figure1 and assess your level of knowledge about and your levelof skill in performing that task. Knowledge means whatyou know about the subject while skill means your,experience in successfully performing the task. Circle thenumber that best describes your level of knowledge andskill. Competencies where your ratings are poor or fair arethose that you should concentrate on. Pay particularattention to the chapters which deal with those com-petencies.

.,

How To Use Tht lc Booklet 3

Figure 1: Planning The Apprenticeship ProgramSelf-Assessment

ChapterIn Booklet Competency

Rating

Poor Fair . Gomi Excellent

2. Skill: Conduct I. Assess needs for apprenticeship training. Knowledge 1 2 3 4

occupational analyses Skill 1 2 3 4

to determine needfor. support for

2. Develop stippon for apprenticeship Knowledge 1 2 3

and general content programs. Skill 1 2 3 4

of the program. 3. Establish apprenticeship committee. Knowledge 1 2 3 4

Skill 1 2 3 4

4. Analyze apprenticeable occupations and Knowledge 1 2 3 4

identify work activities and tasks. Skill I 2 3 4

5. Determine job skills, knowledges and Knowledge 1 2 3 4

motivation necessary for performing Skill 1 2 3 4

;work activities.

3. Skill: Establish 6. Set apprenticeship training standards. Knowledge 1 2 3 4

goals and objectives Skill 1 2 3 4

for apprenticeshipprogram

7. Set apprenticeship administrative programstandards.

KnowledgeSkill

1

1

2

2

3. 3

4

4

8. Establish program goals/objectives. Knowledge 1 2 3 4

Skill 1 2 3 4

4. Skill: Incorporate 9. Update program perkxlically to include , Knowledge 1 2 3 4

ideas that facilitateupgrading of program

new technology, and/ortraining procedures.

Skill 1 2 3 4

to keep currentwith new technology,new training, ideasand changes occurringin occupations.

2. Skill: Conduct vOccupational Analy.ses ToD&ermine Need For, Support For,

And General Content Of The Program

Introduction And Objectives

The planning of an apprenticeship program must bebased on a sound assessment of -community .need, Ademonstrated need for skilled trade and craft persons is apowerful argument for an apprenticeship program and tapbe used to develop support by industry and labor leadersSupport for the idea of an Ipprenticeship program isabsolutely essential since the success of the program isdependent upon a willingness of one or more sponsors toback the' program.

Planning for an apprenticeship program requires athorough understanding of the apprenticeable occupationBased upon this understanding, job skills are identifiedand the knowledges and skills to be included in theapprenticeship program are determined Thus, planningan apprenticeship program requires that a planner be ableto:

I. Determine alternative means for assessing the localneeds for apprenticeship training;

2. Identify possible ways of obtaining support for anapprenticeship program;

3. Suggest differing ways that an apprenticeship co4mittee might be organized;

4. Identify the steps to be followed in conducting anoccupational analysis;

5. Critique an occupational analysis to identify neces-sary job skills, knowledges and motivations;

6. Apply a techinque to identify specific knowledgesand motivations for a specified occupation.

As you begin to work through this unit of material, reflecthack upon your apprenticeship experiences and knowl-edge. Draw upon these experiences as you consider howthe ideas suggested in these materials could be incorporated into planning an apprenticeship program,

The What, Why, And When OfApprenticesh'p Program Planning

Apprenticeship programs, like many other human activi-ties, are performed more effectively and efficiently whenthey are carried out according to a prescribed plan. Theutility of the plan is dependent upon the extent to which it

is based upon a sound and thorough understanding of theneed for action and the alternative available choices. Thisinformation is provided by a technique called occupa-

tional analywis. Occupational analysis is the systematicstudy of an occupation to determine. (1) the need forskilled persons to perform that occupation and (2) theskills, knowledges and attitudewequired to achieve skillmastery in that occupation.

Occupational analysis is a necessary first step in theplanning of an ai3prenticeship program. However, beforeconducting an occupational analysis, one must first deter-mine whether the occupation in-question is an apprentice-abl e occupation. Apprenticeable occupations generally aredefined as those occupations for which: (a) skills_ arelearned primarily through a combination of on-the-jobtraining supplemented by related technical instruction,(b) require at least 2,000 hours of work experience plusrelated instruction, (c) involve manual, mechanical ortechnical skills and are practiced industiy-wide as a-recognizable trade or craft, (d) involve the development ofa body of skills sufficiently well defined to be applicablethroughout an industry and (e) do not primarilyinvolveselling, managerial, clerical or professional activities.

Identification of a shortage of skills in an apprenticeableoccupation can-be used to develop support for offering anapprenticeship program. Since apprenticeable occupa-lions represent a major component of industrial producti-vi ty, employers are quick to recognize the threat posed byashortage of skilled craft/trade personnel. Libor organiza-tions are likewise responsive to labor shortages sinceshortages signal ji possibility of decreased membership.Just as shortages signal an increased need for apprentices,surpluses indicate a diminished enthusiasm for newapprenticeship programs. The upshot is that the argumentfor offering a new apprenticeShip program should begrounded in Oocumented need for the employment ofadditional appientices.

Given that a need for apprentices has been established,the next decision is who will sponsor the apprenticeshipprogram. Apprenticeship programs may be sponsoredby a

single employer, a group of employees, or a combinationof employer and labor organizations. The particular type ofsponsorship will depend upon a combination of factorsincluding:

9

.1

the extent to whith (raft employment in a Wmmum is dominate(l b) a single employer,the willingness of emplo) ers to assume trainingresponsibilities.the extent of collective bargaining agreements; andthe local community history regarding apprenticeship training,

Administration of the apprenticeship program is theresponsibility of a local apprenticeship committee or adesignated official in a particular cc anpany. When acommittee is used, generally it consists of membersrepresenting the sponsoring organintions. if a laborny,anvatipn is joiptly sponsoring an apprenticeship prh

gram. the committee is termed a joint apprenticeshipLonunittee Responsibility of apprenticeship committeesor the director of ,iipprenticeship includes selecting andin lenturing apprent ices, supervising training, establishing

tra ining turricul um, and certifying apprentices as journey-

men upon completion of the program Given theseresponsibilities, the role of the apprenticeship committeeor director in the planning of an apprenticeship program is

well established The extent to which the committee orkector plans the program, implements the plan andmonitors the results will determine the extent to which theapprenticeship program operates as an efficient andeffecth e training system for the development of skilledcraft personnel.

Although most directly involved in the administration ofapprenticeship prt )grams. local apprenticeship commit-tees and apprentkeship directors are not the only entities

inul ed in an apprentkeship program Other groups and

orpnizations include the U.S. Department of Labor'sBureau of Apprent k eship and Training ( BAT), the FederalCommittee on Apprenticeship ( FC.A.), the State and Ter-

i Ronal Apprentkeship Agencies (SAC) and the NationalJoint Apprenticeship and Training Committees*

informed planning of an apprenticeship program requires detailed knowledge of the work procmes, skills,know ledges, and motivation to perform as a skilled craftperson. Pros ision of this information is the second major

purpose of an tx.cupational analysisWork activities, classified by major activity divisions of

the trade, constitute the work processesthat define thecontent of an apprenticeshiii training program. Workprocesses consist of major work categories and contain a

series of activities under each category. ActiriticN are

general statements consisting of ( 0 an action verb and (2)

'These apprenticeshipagencies and their functions are described

in Module I t Introduction to Related Instruction awlIn Smite Training ,tlatcriaL.

'Conduct Occupational Analyses 5

the object that is being acted upon. For example, auto .mobile mechanic is an apprenticeable occupation that

-may be divkled into the following major work categories-

I. Lubrication;Axles and Suspension;

3. Transmission and Clutch;Brakes";

5. Motor Repair and Overhaul;6. Carburetor;7. Electrical System;8. Cooling System;9. Fuel System.

Activities under the major category of Lubrication includeamong other tasks: (a) fill or pack unWersal joints; (b)lubricate running gear; and (c) change oil and filters; Theact ion.verb fill, pack, lubricate, change indicates thewort; activity taking place. Tne object of the activity isuniversal joints with respect to till or pack, running gearwith respect to lubricate and oil and filters with respect tochange.

Work processes provide a description of the majorcategories of work performed and a listing of componentwork activities for each Anor category. This way ofdescribing the duties to be performed in an apprenticeableoccupation provides a convenient organization for ana-

lyzing the job skills and knowledges required for successrut performance in that occupation. job skiksare defined asstatements of what the job holder must be able to do interms of general areas such as: reading, writing, math,

listening, observation and analysis, abstract reasoning,problem-solving, interpersonal relationships and psychomotor skills.

Knowledges are statements of what the worker mustunderstand in order to perform successfully on the job.The distinction between job skills and knowledges emphasizes the oifference between what an apprenticeship mustbe able to do in terms of job behavior (job skill) and theknowledges required to enablethe apprentice to producethat behavior. In apprenticeship training, this distinctionseparates on-thelob training where the apprentice learns

by doing and related instruction where the apprenticeacquires the necessary knowledge to provide meaning and

support to those activities performed on the job.

:4,

How To Conduct AnOccupational Analysis

Five important steps are required to conduct an occupa.tional analysis. Each step serves a particular purpose. Thesteps are sequential and lead from one to another in logical

order.

1 o

6 Planning The Apprenticaip Program

step I: Assess 7be Need For Apprenticeship TrainingIn A Particular Dude Or Craft

Planning an apprenticeship program must be basedupon a clear demonstration of need. The most directindicator of need is a shortage of skilled personnel in aparticular craft or trade. The extent and severity of theshortage must be documented by hard data rather thanspeculation. A most direct way to collect such data is tosurvey employers about current and projected needs for

craft or trade skills and the-difficulties they are encountering or expect to encounter in hiring sufficient numbers ofskilled personnel. Surveys may be conducted formallyusing a printed questionnaire or done more informallythrough telephone contact with a reasOnable number ofemployers. Additional data on the demand for craftpersonnel in a local area can be obtained from the localoffice of the state employment security agency. Additionalsources of Information include associations of employersthat logically would hire craft or trade members, appro-priate union organizations; the State Apprenticeship--Agency or the BAT state or district representative, and tAeNational Jqpt Apprenticeship and Training Committee-

Data documenting existence of a shortage of craft/tradepersonnel is necessary but not sufficient to justify need foran apprenticeship program. To establish need, qemon-straw either that no local training program exists that canfill the need or that there are strong reasons why anexisting local program cannot be used Thus, for abonafide need to exist, you must first prove that a shertageof craft/trade personnel exists and that this shortagecannot be resolved by any existing apprenticeshipprogram.

Step 2: Build Support For Ali Apprentice Program

base of support must be established befere anapprenticeship program can be offered. One way tomarshal support is to examine organizations in the WIcommunity that are most affected b) a skills shortage.These organizations will be responsive to suggestions forreducing the shortage. If skills shortages impact moreheavily on a large craft employer in a community, then itwould make sense to seek support from that source. If, onthe other hand, shortages are being experienced by so eralemployers, then their collective support should he souEht.ItImay be that a labor organization sees in a .shorfigesituation an opportunity to augment its membership roles.

This being the case, and assuming that no programs arecurrently in operation, an apprenticeship program mightbe an attractive option.

Employers may agree readily that a shortage of craftskills does exist yet they may not be convirked thatapprenticeship is the preferred mode of training to be

a.

used. Arguments for offering an apprenticeship programinclude:

Apprenticeship develops and insure's a supply oftrained workers and supervisors for their operation;Apprenticeship increases worker productivity, over-

',all skills level and versatility;Apprenticeship minimizes the need for supervisionof employees by developing initiaA;Apprenticeship continues tooter= capable men andwomen into the trade.

There are some negative points to consider. Theseinclude:

Apprenticeship increases training casts resulting fromrequired journeymen's time for providing instruc-tion and supervision.There is a cost resulting from somewhat lower initialproductivity of apprentices, however, a portion 14,,that cost is offset by the lower wages {bid- toapprentices.There is no guarantee that the trained worker willstay with the company after completion of theapprenticeship period.

In order to convince an organizAtion tossponsor anapprenticeship program, positive retums from adopting anapprenticeship program must be judged to outweigh thenegative costs. It is your responsibility as an apprenticeshipadvocate to convince potential sponsors that,the benefitsexceed the costs. Remember, apprenticeship is an instru-ment in human capital that pays continuing dividends tothe sponsor.

Step 3: Constitute An Apprenticeship Committee

A sponsor or co sponsors should a ppoint their represeptatives to the Apprenticeship Committee Employer rep.resentation should include the Director of Personnel orthe Director ofTraining, depending upon who has manageria I responsibility for the training function If the sponsoris a single employe0 craftsperson and a craft supervisorshould be represented on the committee If a collectivebargaining agreement is in effect, the language of theagreement generally will indicate the appropkate unionrepresentation. If a group of employers have agreed tosponsor the program, then each employer should bereproented on the Apprenticeship Committee In thosecases where ti-e number of employers is large or when anassociation of em ployers is involved, the employer associa-tion may be represented as a single entity. The number ofrepresentatives on the Committee should not he less than

three nor generally more than nine A chairperson shouldbe appointed and given responsibility of convening the

ii

group at periodic intervals. The chairperson should haveresponsibility for the Committee agenda with the pro-vision that any Committee member beallowed to liace anitem on theligenda for discussion.

step 4: Determine Work Processes In ACbosen Dude/Craft

The purpose of this step is to describe the actual work'activities that take place during the performance okiheoccupation. To insuie that this description accuratelyportrays what takes place on the job, an analysis must beconducted by a group of persons intimately familiar withthat occupation. BeCause of the central role of theApprenticeship Committee in planning and administrationof the program, the committee should prepare the descrip-tion. If members of the Committee feel that they do nothave a necessary familiarity with the occupation, they canappoint a stand in representative. This situation might

'occur when the Personnel Director or Director of Tra ining

cannot be expected to have an operating knowledge of allapprenticeable occupations. In these mies, a craft super-visor should be appointed as a possible representative

th e occupation has several specialities, these specialtyareas should be represented. Perhaps additional craftspersons can be utilized in the capacity ofconsultants to theApprenticeship Committee. In the case of group sponsor-ship, representatives should be selected that cover thethnge of occupational activities found across all employersin the group. This insures that persons familiar with allperformance variations of the occupation will participatein production of the occupational description For pur-poses of ieference, this group is terted the AnalysisCommittee '31

Each, nièmber of thetnalysis Committee should meetthe following qualifications:

Moist have a demonstrated co npetence in the oc,cupation;Must be employed or have been employed in the .

occupation:Must be able to work in a group;Must be able to verbalize the activities performed inthe occupation;Must be committed to the importance of describingwork activities;Must be willing to devote the time necessary todevelop an accurate description.

The Analysis Committee must be convened and thepumose of the task explained. They must understand thattheir purpoe is to identify only those observable be.haviors (work activities) that take place on the job. It is

critical\ that Analysis Committee members do not confuse

Conduct Occupational Analoes 7

job knowledges with work activities. Job knowledges arcassumed to be supportive of the performed activities butaie not to be equated with these activities. As a practicalillustration of the difference, knowledge about bicycleriding and:actually being able to ride a bicycle arc quitedifferent. One might be quite knowledgeable abouttheories of bicycle balancing yet bC unable to ride.Conversely, one may be able to ride a bicycle yet have noknowledge of the underlying physical ptinciples that makeit possible.

The Analysis Committee should meet in a well-lit,comfortable.room that has a large uncluttered wall space.The task of the Cominittee is to generate, throughspontaneous discussion, work activity statements thatdescribe what a skilled craftsperson must do. Each workact nay statement is-preceded by the statement "A journeyman must be able to .. . (work activity statement)." Thework activity statement c.onsists of one or more =donverbs and the object -that is acted upon. For example, atypical work activity statement for a mechanic might be,,"adjust front wheel bearings"; "rebuild and repair differentral centers"; or "re-face, re-seat and grind valves." Ineach-case, the verbs describe what is done and the nounsindicate the objects acted upon. In most instances, eight toten words will suffice to captureithe action verbs and theobjects of the action.

.;)These statements should cleAtbe the actual workperformance of journeymen. Avoid statements that indicate what should be known or understood since they arenot observable directly. Prefacing each statement of workactivities with the phrase, ''A joumeyman must be able to

maiatams this behavior-knowledge distinction clearlyand emphasizes the necessity to state w9rk activities inobseivable terms.

As work activities,are generated through Analysis Commince discussion, write these activity statements on three-byfive or four.by-six file cards. Letter the cards with afelt-tipped pen. Print letters large enougR to be seen byevery Committee member in die room. As cards are filledout, attach them on the wall with plastic putty or someother adhesive. Preferably walls should be on the longdimension of the room and must be well lighted and clearof any obstacles.

Divide the apprenticeable occupation into major cate .gories as a way to simplify the task. Major categories shouldrepresent natural divisions of labor in the occupation.Natural divisions might reflect:

a. major areas of:specialization within the occupation;b. functional areas of work grouped around natural

processes or subassemblies of the structure orassemblies being worked upon; or,

c. natural sequences of operations pedbrmed in thecburse of the work performed.

12

8 Planning The Apprenticeship Program

Major categories ofwork for carpentry might include, forexample:

flat work;roughing and framing,

3 scaffold buildings;1 building and setting concrete forms;5 installation, erection and repair of fencing metals

and woods,6 layout,

roof framing, cornices and bay framing;8 trim,9 exterior covering; and

10 woodworking machines.

As a rule ol thumb. the number of major immationalcategories identified should not exceed ten to twelve.

Once a major category has been identified, write it on acard and affix a to the left end of the empty wall. Use themajor occupational category to focus committee discus-

sion and identify work activities falling under that majorcategory. The task of the Committee is to brainstormamongst themselves until they have come up with asatisfactory definition of the work activities making up thatcategory. Write each activity oti a card as it is defined. Post it

to the right of the major category card in a horizontal line.Thus when complete, there will be a single row of cardcthat when considered together describe a major workcategory and as associated work activities. In most cases,ten to fifteen work activities are sufficient to exhaust the%met), ot activities performed. If more work activities aresumested, review them carefully so as to combine themwith existing statements. If the Committee feels thatsignificantly more work activities are required, this probably means that a major category was too broadly defined.split this major category into smaller categories. In anopposite case, if the Committee is unable to come upwith

a significant number of work activities for a given majorcategory Combine the category with an existing category.

Repeat the process until all major categories andtheirassociated work activities are defined to the satisfaction ofthe Committee The product will be multiple rows ofcardsrunning horizontally across the wall. Each rowwill reflect a

major category of the apprenaceable occuPation.The last task then remaining is to sequence the work

activities within each major xcupational divisional cote

gory. Sequencing shoukl reflect the order in which the'work activities must be learned. The Analysis Committeeshould IdentitY a major occupational division representedby a horizontal row of cards and treat that as the baselinerow. Order cards within that row to reflect the sequence inwhich the activaiesshoukl be learned. A good way to dothis is to consider that the major divisional category is theoonly portion of the occupation to be learned. The Com-

mince members should then ask themselves which workactivity should be learned first and in what order theremaining activities should be learned. Order the cards onthe hoi izontal row from left to right to reflect incteasinglevels of complexity. In a similar manner, sequence thetasks of every other remaining row in order of learningpriority.

Each row should then be compared with the baselinerow of cards. Do this by selecting a particular row tocompare with the baseline. Compare the last card in that

row, that is, the one at the farthest right on the wall of theroom, with the right most card of the baseline roW. If thework-activity on the last card ofthe comparison row can belearned at the sometime as the activity on the last card ofthe baseline row, then place the two cards di.cctly aboveeach other. If the last card on the baseline row must belearned before the last work activity on the comparisonrow, place the card on the comparison row to the r!tot.Likewise, if the work activity on the last card of thecomparison row mtist be learned before the work activityon the last card of the baseline row, then place the card onthe comparison row, to the left of the last card On thebaseline row. Determine the exact placement of that cardby comparing it with the next-to-the-iast card on thebaseline row. If these two tasks can be learned simul-taneously, then place the cards directly above each other Ifnot, compare the first card with some other card moving tothe left on the baseline row until you find a card on thebaseline row that contains an activity that can be learned atthe same time. This will then establish the placement forthe comparison card.

Continue this activity until all cards in every row areplaced in proper order with the comparison baseline rowThe result is not only a sequence for the learning of workactivities within each row, but also a sequence of activitiesacross major work categories. This structuring will assist

you in determining the order in which work activitiesshould be learned.

The process of identifying work adivities and of dete?-

mini ng their proper orderand structure should be directedby a coordinator The role of the coordinator is to lead theAnalysis Committee and to nuke sure that the Committeeis mindful of its purpose and function. The leaderencourages Committee members to focus their attentionand efforts on the attainment of these ifurposes. Thus, it isthe coordinaun's responsibility to provide the initialorientation to the Committee and to serve as discussionleader. As work activities are identified, the coordinatorshould write these activities on the cards and affix the cardsto the wall. The cOordinator also is responsible for leadingthe Committee as they work to arrange the cards withineach major division to reflect the order of learning.

The role of the coordinator is critkal to the success of

3

this eltort I hL Loordmator must be able to ultimate theLonimittee and to deal w lom erns abt ita task omplexit% rile initial tendenc) 01 some Committee members w illhe to LlmsIder the task impossible due to the large numbetof t \ itics that must be generated. Ilus reflects amisunderstanding of the prokeSss and too narrow a fox. usin the skope of work actn nies to) be defined The Low

dinator must be able to) explain the meLharnk of theok ess and tt) illustrate 1.) example the loci A. detail

required b\ the prokessIdentifikation 01 the work At! \ ales is made camel by

Conduct Occupational Analyses 9

classifying activities into those that deal with data, thosethat deal with things, and those that deal with peopleActiities that deal with data refers to all aspects of anoLcupation that deal with numbers or written ma9rial inwhateer form they may be encountered. Things refers totangible materials, objects, products or procedures dealtwith on the job. People i.efers to various rekitionship withothers that are required in the conduct of the specificoLLupation in question As an aid in selecting action verbs,a number of these verbs are classified in Figure 2accordingto whether they refer to data, things or people

10 Planning The Apprentiavhip Program

Figure 2: Classification of Action Verbs

Data

Numerical/Written Material

abstracts describes looks up refers to tabulates

analyzes detects monitors registers transcribes

calculates discovers observes reproduces transfers

checks edits obtains retrieves transforms

classifies estimates prepares reviews translates

collects evaluates presents routes types

compiles files processes scans verifies

computescOnsiders

gathersintegrates

producesreads

seeks

solves

writes,

copies interprets receives stores

counts *listens records summarizes

Things

Materials/Objects/Events/Products/Procedures

abrades creates guards organizes sells

aligns cuts handles packs shapes

alters decorates hangs paints shaves

answers delivers holds pastes smooths

applies demolishes identifies participates in specifies

appraises demonstrates implements places splits

arranges designs initiates planes sorts

assembles detects inspects plans stores

assesses develops installs plasters tests

bakes disperses issues pours , trims

balances disconnects judges prepares turns

bids dispatches keeps presses types

bores draws . lays out processes unloads

builds dresses loads produces uses

burns drills locates programs washes

buys engraves maintains protects watches

calibrates erects makes receives weighs

carves establishes marks recognizes welds

casts etches measures reconditions

checks evaluates mills refinishes

chips examines miters removes

classifies executes mixes repairs

cleans expedites models replaces

codes facilitates mounts reproduces

compares fastens navigates requisitions

conducts files nets routes

connects forms notes samples

constructs formulates numbers saws

cooks give:: observes schedules

copies grades obtains selects

Conduct Occupational Anal)m 1 1

Figure 2: Classification of Action Verbs (Continued)

Things

MachinesMajor pieces of machinery or equipment

seis upoperatesdrives/coritrolstendsmaintainsrepairs

People

Clients/Customers/Co.workers/Supervisors/Employees/Patients

advises instructs

amuses mterviews

appraises involves

assesses leads

assigns manages

assists organizes

cares for orients

communicates with persuades

confers with prepares

consults with protects

controls receives

c(x)rdina(es refers

councils selects

directs Serie s

disciplines shows

discharges speaks to

discusses with stimulates

encourages supervises

explains talks to

gpoms teaches

guards tests

guides trains

hires waits on

influences

6 .

12 Planning The Apprenticethip Program

Step 5: Analyze The Work Process Descriptions ToDetermine Job Skills, Knowledges and Motivations

The ,major work divisions and their associated workactivities identified in Step Four represent the workprocesses of the apprenticeable occupation. Work pro .cesses desc riptions can be taken directly from the arrangement of cards produced in the preceding step. Before the

ards are renmved from the wall, give each row of cards anidennfit_ni, in number. Assign each card within the row aletter of the alphabet starting with-a" on the left most card,b to second card on the left and so forth until all cards in

the row haw been assigned an alphabetic letter. Alsoassign each card the number of the row to which it isassigned Thus, each card will have a number and a letterindicator on it. This enables you to restructure the cards, ifyou so desire

Gn en the way the cards haw been structured in thepreuous step. all work actn nies on cards with the samealphabetic letter can be learned at the same time; Thelearning order of all tasks can be established by rankingtasks according to their alphabetic designation. Thoseha\ mg earlier letters in the alphabet must be learned priorto those with later letters in the alphabet.

()ding eac h work actn ity with a number designatingthe majoractn iq to whic h it belongs and a letter indicatingahe learning order, the work processes description of theapprenticeable occupation can be established accordingto the following format;

Title of the major work activity represented by rowone;a. Work activity on the card bearing the code la;b Work activity on the card bearing the code lb

2 Title of the major work activity represented by rowtwo;a Title of the work activity on the card coded 2a;b Title of the work activity on the card coded 2b

3 Title of the major work activity represented by thelast row where N equals the total number of workactivities considered.

a. Title of the work activity on card coded Na;b. Title of the work activity on card coded Nb

The preceding format will provide an ordered des-cription of the major divisions of the apprenticeableoccupations and the work activities comprising eachoccupational division Because of the nature of the processused to generate the work activities, each work act 'Whyrepresents a statement,of observable behavior on the jobAnalysis Committee members were instructed specificallyto separate job behaviors from knowledges and under-standings necessary to produce these behaviors. It is

therefore the purpose of this step to concentrate onidentifying skills and knowledges that support the workactivities. As in previous steps, identification of skills andknowledges can best be undertaken through applicationof a systematic prbcedure.

Recall that the Analysis Committee members wereinstructed to consider the occupation in terms of its data,things, and people requirements. Use the same threecategories as a basis for analyzing the occupation todetermine what skills and knowledges an apprentice musthave in order to perform the identified work activities.Prepare a separate skills knowledge analysis sheet for eachof the three areas. Divide the things dimension intosubdivions of (a) tools used, (b) materials, parts or fixturesused, and (c) machinery or equipment used.

Analysis sheets are shown in Figures 3-7. Note thatall of the skills-knowledge analysis sheets follow thesame basic format. Each begins by listing the majortypes and kinds of data, things or people dealt with. Becareful to provide an appropriate level of detail. Itserves no major purpose to list every single tool or allmaterials used on the job because this results in un-necessary detail. On the other hand, too broad aclassification runs the risk of missing major types oftools, materials and equipment that may have spe-cialized knowledge requirements. The intent is todefine as major categories only those areas of data, peo-ple and things that have materially different knowledgerequirements. As in the classification of general workareas, the ultimate level of specification of detail is leftto the discretion of the final users.

1 "f..... I


Figure 3: Skills-Knowledge Analysis Sheet (Data)

A List all major tmes Of data encountered on the jobincluding tools such as technical manuals, instrucnon sheets, purchase Orders, shipping invoices,work orders, and read-outs ,from dials, gauges orother test measurement instruments

13 Apprentice Must Be Able To: ( Check all that apply)

Recall factual informationInterpret tables, charts or figuresLocate required data in technical referencesources_ Interpret and follow a variety of technical instructions represented in mathematical or graphical

form ._ Keep records according to a prescribed standardof recordkeepingRecord and or compile observed data in writtenor tabular form_ Pxamine and determine values of data after 14singspecialized measurement techniques- Cc impute basic measórements ( e.g., dimensions,tc )lerances, spacing, l(xation, angles, diameter,

area. rates)_ Solve algebraic equations_ Input and retrieve data from computer controlledsystems

C. Apprentice Must Know (Check all that apply)

How to read and follow technical instructionsHow to use tables, charts and figuresHow to read blueprints, schematic drawings ororthographies

______. How to read information from dials, gauges,meters or other such devices_ Procedures for locating and using technicalreference documents

Appropriate sources of job-related informationBasic terms, symbols, and definitions commonlyused in the occupationProcedures and practices required to fill outorders/requisition/forms/routing slips or other-such documentsllow to maintain work records accurding to aprescribed format_ llow to prepare work performance reports_ llow to write letters/memos/reportsHow to compare whole numbers, decimal num-bers, fractions, mixed numbersflow to convert decimals to fractions; decimals tomixed numbers, proportions to percentages_ llow to add, subtract, multiply or divide wholenumbers, decimal numbers, fractions, mixednumbers, denominational numbers, proportionsand/Or percentages_ How tO measure distances, angular separation,perimeters, circumferences, areas, volume, rateof change

_____ How to solve algebraic equations and one ormore unknowns

D. Based on the worker knowledges checked above,please provide a description of the specific knowl-edges required for each area checked,

I

1 4 Planning The Apprentiaship Program

Figure 4: Skills-Knowledge Analysis Sheet (Things)(Tools)

A. List all major types of wols used.

B. Apprentice Must Be Able To: (Check all that apply)_ Select appropriate tool(s) for task at hand_ Make necessary set up or adjustments required toprepare and use the tool(s)

- Use tool(s) in a safe and proper manner_ Provide for routine care and maintenance oftools

C. Apprentice Must Know: (Check all that apply)

- Name of tool(s)Distinguishing characteristics of tools_ Purposes or functions served by tool(s)- Procedures for using tool(s)

_ Causes of tool.related accidents- Safety procedures- Maintenance procedures_ Scientific/physical principles underlying tooloperation

D. Based on the wOrker knowles checked above,please provide a description of ecific knowl.edges required for each area checked. NN


Figure 5: Skills-Knowledge Ana6rsis Sheet (Things)(Materials/Parts/Fixtures)

A. last all major types of materials parts, fixtures used C. Apprentice Must Know: (Check all that apply)

on the-job

B. Apprentice Must Be Able To: (Check all that apply)

Select materials/parts/fixtures that are approp-riate for the task at handPrepare materials/parts/fixturesStore materials/pans/fixtures in a safe and prop-er mannerApply/install or otherwise use materials/parts/fixtures in accordance with commonlyacceptedtrade or craft standardsDiagnose malfunctions to determine what partsneed replacement or reconditioningDisassemble assemblies into component partsAssemble parts into subunits and/or assemblies

Common names for materials/parts/fixtures com-monly usedDistinguishing features/characteristics of differ-ent kinds of materials/parts/fixturesFunction(s) of pans/fixtures/materialsMethods and procedures for preparing materialsMethods and procedures for storing materialsInstallation/application procedures -Problems commonly encountered hi the use ofmaterialsTesting procedures to determine whetherTarts/fixtures are effective of need replacementOrder of assembly operations

D. Based upon the worker knowledges checked above,please provide a statement of the specific knowl-edges required for each area checked.

16 Planning The Apprentictship Prograns

Figure 6: Skills-Knowledge AnalySis Sheet (Things)(Machinery/Equipment)

A. Please describe major types of machinery and'or C. Apprentice Must Know: (Check all that apply)equipment used on the job.

J.'

Set-up proceduresOperating proceduresMaintenance procedures/schedulesPrincipal causes of machinery/equipment mal-functionBasic funct )ns or purposes performed by ma-chinery/e uipmentBasic scientific and/or physical theories under-lying machinery/equipment operation ,

Diagnostic methods and techniques using mach-inery/equipmentStandards for judging quality of work producedMethods for repairing machinery/equipmentGeneral maintenance procedures

D. Based upon the general knowledge areas checked,4. please provide descriptions of specific knowledges

for each area.

B. Apprentice Must Br Able To: (Check all that apply)_ Perform initial set up of machinery/equipmentto perform Ineir function

_ Operate equipment/machinery or otherwise per--form processes requiring continuous monitor-ing, controlling, regulating or maneuvering ( e.g.,driving motorized vehicles, operating cranes,hoists, saws, cutters)

_ Operate machinery/equipment to rigorous stand .ards of accuracy and precision

, Feed materials and/or off. kxki product

N Carry out detailed testing and/or diagnostic\N

procedures requiring machine/equipment opera.nonMai ntain machinery/ equipmentRepair, overhaul, or otherwise recondition ma-,chinery/equipmentRepair, overhaul or otherwise recondition mach.inery/equipment

2 :


Figure 7: Skills-Knowledge Analysis Sheet (People)

A Please list major types of people th:ti must he dealt C. Apprentice Must Know: (Check all that apply)with:

4.


Follow verbal instructions from othersCommunicate results and findings to customers,coworlids, supervisors or othersCounsel and advise othersRecognize and attend to the needs of othersInfluence others in favor of a product, service oropinionSupervise othersNegotiate, arbitrate or otherwise engage in deli-cate social bargainingTrain others by explanation, demonstration orsupervised practice

How to listen and carry out instructionsHow to communicate intention and feelings toother:;Ways and means of motivating peopleHow to influence othersPrinciples and practices of good supervision

----- How to train othersHow to be sensitive to the needs of othersHow io evaluate performance of othersHow to deal with people

D. Based upon the knowledge areas checked above,please provide descriptions of specific knowledgesrequired for each of the checked areas.

18 Planning ne Apprenticeship Program

After the listing of specific categories of data, peopleand,, or things, the analysis sheets contain space to list anumber of activities that apprentices perform on the job. Ifthese activities are required in the performance of the jobas described in the work process description, then check,each statement that applies. This operation focuses attennon on specific types of work activities that are closelyrelated to and supported by worker knowledges andunderstandings.

Given that these kni iwledge.dependent activities have.

been identified, the analysis sheet requires that the generalknowledge areas be identified. These general knowledgeareas have a close correspondence with activities previously identifigd. For example, with respect to machinery andequipment, if an apprentice must maintain machinery andequipment in operating order, then it follows that the

apprentice 4t , know the proper maintenance prmedures. The analysis sheet is intentionally structured tu leadanalysts from the specific aspects of data, people or thingsthrough generalized work actiVities to a focus upon thegeneral knowledge areas required to support that activity.

The final requirement of the analysis sheet is a specificlanon of the required specific knowledges. Accomplishthis by reviewing the general knowledge are:ts checkedand specifying in more concrete terms the nature of theknowledge to be acquired. For example, if it has beendetermined that an apprentice must know proper maintenance procedures, then the necessary specificity can be

added by stating the major types of machines or equipment for which the maintenance procedures must be

knon.The intent of the slolls.knowledk analysis sheet is to

p.7ovide a logical privedure for dcriving the knowledgesnecessary to support job perfwmance as described by the

work activities. This procedure will provide an objectivebasis tor the identification of required knowledge and w illinsure that knowledges identified N ill be those which are

demonstrably related to job performance.Identification of skills and knowkdges is based upon

the work processes descriptions. The skills knowledgeanalysis should be performed sequentially. Once selected,a skills.knimledge analysis sheet should be u impleted inits entirety before going on to another. Work processdescriptions should be used in the following manner.study' in detail the first work process and its assoc iatedwork activities Complete a skill-knowledge in% entorysheet tor that work process. I. completion of theanalysis sheet for the first work process, repeat theprocedure for the second wi)rk prt icess. Add to t he analysissheet additional requirements for performing the secondprocess not already included in the previous analysis.

Continue procedure untfilall major processes and theirassociated tasks are analyzed. By doing the analysis in thissequential manner, you avoid duplication because onlythose skills and knowledges not previously recorded areentered.

Conduct of the skills-knowledge analysis should be theresponsibility of the Analysis Committee as constituted inStep 4. This Committee has been selected because of theirknowledge of the occupation in question. It follows thatthey should be the most knowledgeable ,regirding theskills and knowledge requirements of that occupationBecause of the somewhat different mind set involved, it isrecommended that identification of work activities and theanalysis of the work processes to determine knowledgesand skills be conducted in separate settings

Whereas the previous analysis procedures dealt withidentification of required knowledge, an occupationalanalysis is incomplete without an investigation of themotivational and psychomotUr sequiiements of the oc-cupation. Procedur& for performing these analyses areindicated in Figures 8 and 9.

As indicated in Figure 8, the motivational analysis sheetconcentrates on the levels of apprentice metivation interms of, (a ) what they should be willing to do, (b) whatthey should find satisfaction in doing and (c) what theyshould be committed to doing. The analysis of those areasconsidered important for an apprentice to be willing to doshould concentrate on those aspects of the occupation tilatare not the most desirable nor pleasant parts, but arenecessary to be performed by anyone working in dim

occupation. Satisfaction deals with those parts of a job thatapprentices should find rewarding to perform Commit-ment is an even higher leveloof motivation and refers to the

central values that should represent the driving motiva-tional force. Together, these three levelss of motivationallow a statement of motivational requirements to beconstructed that will provide apprentices and applicantswith informatkm as to the motivational requirements ofthe apprenticeable occupation.

In a similar manner, the psychoniotor requirements ofthe occupation can be determined The intent of thatanalysis is to identify physical activity requirements thatsignificantly differ from normal expectations, either interms of frequenq, intensity, or or special requirementsFor example, if balancing is required for walking onnarrow catwalks, then this would be considered a devia-

tion from a normal balancing requirement of most occupa-tions and should be indicated. The purpose of the analysisis to identify those special psychomotor requirements thatare needed by any apprentice who hopes to learn that craft

or trade.


Figure 8: Motivational Analysis Sheet

Apprentice Should Be Willing To: (last L haractenstks of the otcupation that may be considered undesirable by somepeopk but are neLessan to perform the lob. Indude items like working conditions, hours, travel, and so forth )

Apprentice Should Find Satisfaction In. ( last major kinds du ork situations that apprentkes should find rewarding Include

items like performing Lhanging dunes, performing routine tasks, dealing with people, working under pressure, solving

difficult problems, andtso forth.)

Apprentice Should Be Committed To. (List nujor areas that should be the central concerns for all apprentices Include

items like safety, quality, customer satisfaction, craftsmanship, and so forth.)

20 Planning The Apprentiathp Program

Figure 9: Psychomotor Analysis

,.

A. Apprentice Should Have thc Physical Capability andCooidination To: (Check any of the followingactivities which require unusual ct strenuous physi.cal requirements.)

_____ Walk Carry

_____ Crawl Push

___ Run Pull

_____ Climb Grasp

Balance PositionStoop TurntwistKheel SwingCrouch Assemble

Stand Disassemble

. Si: ____, WriteDraDrafvtReach

Step

_____ Lifi ___ Talk

B. Please provide a brief description of the specializec. 'physical activities for eac', activity checked above.

..

I.

..

(i,

J

.."

As with the skills.know ledge analysis, the analysis ofmoncational and psychomotor recluiremer.is 4hould bethe responsibiliq of the Analms Committee Determinanon ot motivational and physical min ity requirementsshcmkl be completed at the same time the skillsInciwledge requirements are being identified. Once completed.,the Analysis Committee will have performed a valuableservice tn that they will have identified the work activitiesto be perfiirmed and the knowledge:, motivations, andpsych( >motor abilities required to perform those activities.These requirements are at the core of planning for anapprenticeship program. They serve as the "basis fordeekiping the related know ledges and understandings

thi ise apprentices who possess the necessary mt Alvat tonal and PS)t hum( nor c apabilities to perfiirm on the job.

Example

The ABC Constructu in (:ompam is a medium, .sized firmspec raking in highway construction. During the past fiveyears, the company has been experiencing a shortage ofqualified heavy equipment meclunks. General foreman,;Iantos Garcia has become particularly concerned aboutthis problem and is convinced that the shortages willbecome critical unless something is done quickly. llicimcern builds to the point that he discusses the,situationwith the company personnel manager, Bill Anderson.Garcia finds that Anderson shares this concern. Theydecide to find out whether other construction firms in thearea are having similar problems. Anderson telephonesseveral of his counterparts in other construction firms andverifies that they, too, arc experiencing similar hiringdifficulties. During the COW:CC of the conversations, someone suggests that perhaps some action be taken jointly.Anderson is sympathetic to the suggestion and devotestime to exploring the sources of labor supply for heavyequipment mechanics. He calls the secondaq schoolsystem and is told that no vocational program exists in that

area. I le also contacts the local technical institute where he

is told that they are aware of a cleiand in that area, but thatequipment costs are so great that they are reluctant toinitiate a program.

C.

a


This lack of training programs in the immediate areacauses Anderson to consider the possibility of the ABCConstruction Company assuming responsibility forivaininit mechanics. I lowever, he is concerned that the numberof mechanics required annually would not Iv sufficient towarranvssutning the training burden He discusses theidea Net Garcia, Who agrees that on the-job trainingwould be an ideal way to train heavy eljuipinent mech-anics, but also has reservations about the limited numbersand the cost involved.

In the course of their conversation, they come to theconclusk;n that such training would be feasible if thetraining could be jointly provided by several employersAnderson agrees to explore, this possibility. Ile contactspersonnel and training directors of other constructionfirms in thelocal arca. Representativesin five firms expressinterest in jointly sponsoring a training program for heavyequipment mechanics. The five meet asa group to discussthe outline of a training program. They decide that theapprenticeship model seems to be tho best option. Aslr:natural outgrowth, this group is formally constituted as anapprenticeship committee and is charged w,th the responsibility,Of developing an apprenticeship prclgram forheavy equipment mechanics.

Their first order of busineskis planning the apprc nticeship program. Since five firms are involved, the committeemembers feel it neces:;ary to establish a formal descriptionof the work activities performed. by heavy equipmentmechanics. Because none of the personnel or trainingdirectors feel they have sufficient knowledge of the job,they delegate this re"Rponsibility to their general foremen

The generA fOremen meet as a group to identify workactivities. They use the procedures described in Step 4 todevelop their processes description. The work processdescription developed by this group is in Figure 10

Based, upon the above work processes, the AnalysisCommittee determines the knowledges, motivations andpsychomotor skills necessary to perform these activitiesFor purposes of this example, only the skills-knowledgeanalysis pertaining to the use of tools will be presentedThe analysis sheet filled out by the Committee is presentedin Figure 11.

21 Planning The Apprenticabip Program

Figure 10: Work Processes For Heavy Equipment Mechanic

I. Mourn and adjust construction machinery equip-ment.

a. Position construction equipment in propermounting alignment.

-b. Mount construction equipment using ,t)roper

, mechanical fasteners.c. Connect mechanical, electrical and hydraulic

linkages and controls.d. Inspect controls to verify that they are operating

properly. .,e. Field or shop test mounting'to insure proper

operating condition.

2. Senice and repair running gear.

a. Inspect track chains, track rollers, front idlers, topidlers, pads and wheels.

b. Remove, rePair and install track chains.c. Remove, repair and install track rollers.a. Remove, repair and install front and top idlers.e. Remove, repair and install pads and wheels.f. Inspect and install wheel drums.

g. Remove, insilect, replace and lubricate wheelbearings.

h. Inspect, adjust and replace brake shoes.i. Inspect, disconnect, clean, overhaul and replace

brake cyclinders.6

j. Inspedand replace brake lines.k. Inspect, test and, replace steering linkage com-

.5ponef1ts.

3. Senice anf repair power train assemblies.

a. Drain and replace power or lubricating fluid.supply.

b. Disconnect, adjust and reconnect control link.ages.

c. Remove, service and replace universal joints.d. Remove, inspect, repair and install clutches.e. Disassemble, in.(Pect, replace parts, adjust and

leassemble transmission and torque converters,f. Remove, inspect, adjust, replace parts and install

differentials and final drives.g. Detect running faults in transmission, torque

converters, differentials and final drives.

4: Service, repair and overlaul gas and diesel engines.

a. Drain, change filters, replace and replenishchassis lubricants.

b. Remove, inspect and replace manifold and headgaskets.

c. Remove, clean, replace parts and install oilpumps and filter.

d. Remove, clean, inspect and install .cylinderheads.

e. Remove, clean, replace parts, test and installvalve lifters.

f. Inspect, reinove and replace timing chains,sprockets and gears.Remove, clean, inspect and install crankshafts.Remove, inspect, analyze wear and defects, fitsand install bearings.

i. Grind valves nd reatil valve guides.j. Remove, clean, inspect and replace camshaft and

distributor drive.k. Clean, inspect and ream cylinder ridges and

remove pistons.I. Remove connecting rods cap, inspect bearings

and reassemble.m. Inspect and deglaze cylinder.n. Misemble pistons.o. Inspect connecting rods, realign and connect to

pistons.Detect and diagnose engine faults.

g.h.

P.

5. Service and repair fuel system. \--

a. Remove, clean and inspect air cleaner and filters.

b. Remove, clean, replace and install fuel lines andfilters.

c. Remove, test and replace fuel pumps.d. Inspect, eemove, repair and replace fuel tanks

and filler pipes.e. Remove, replace and tune carburetors and fuel

injectors.f. Dismantle, inspect, replace parts and reissemble

carburetors and/or fuel injectors.Check and balance fuel ejection rates.g.

6. Service and repair electrieal systems.

a. Inspect, test and gervice batteries.b. Inspect, test and replace bulbs, fuses, lamps and

1gates.c, Test circuitry.

..q. Check, inspect, repair, and replace wirings andconnect ions.

e. Inspect, repair and replace wiring and connec .tions.

f. Remove, clean and install generators, starter andmotors.Inspect, clean, replace points, adjust and testdistributor assembly.

g.

v."


Figure 11: Skills-Knowledge Analysis Sheet (Things)(Tools)

A. list all major types of tools used:

1. Hacksaws, chisels, handcutters and other cutting tools2. Pliers, clamps, vices and other holding tools3. Wrenches, screwdrivers and other threaded fastening tools

1lammers, punches, drifts and other driving toolsS. Twist drills, reamers, borers, tools and coolants6. Portable and bench power tools7. Torquing devices8. Taps, dyes and other threading devices


X Select appropriate tool(s) for task at handMake necessary set up or adjustments required to prepare and use the wol(s)Use tool(s) in a safe and proper mannerPrmide for routine care and maintenance

C. Apprentice Must Know: (Check all that apply)

Name of t(X)l(S)Distinguishing characteristics of toolsPurposes or functions served by tool(s)Procedures for using tool(s)Causes of tool.related accidents

2L- Safety proceduresMaintenance procedures_ Scientific/physical principles underlying tool operation

D. Based on the worker knowledges checked above, please provide a description of the specific knowledges required for

each area checked.

1. Learn names of all major classes of tools used, e.g., cuttingtools, holding tools, fastening tools, driving tools, drills,

reamers and boring tools, portable and bench bar tools, torquing devices, and taps, dyes and other threading

devices.2. Must know the characteristics that distinguish major types of hand and power tools used.

3. Must know the major purposes and uses of each class of tools.4. Must know how to operate each class of tools in a safe and proper manner.5. Must know the major hazards associated with the use of each major type of hand and power tools.

6. Must know the safety procedures to be used in order to avoid major tool hazards.

7. Must know how to maintain a class of tools in proper operating order, including cleaning, lubricating, storage

procedures.

*SW..

24 Planning The Apprenticachip Program

Additional Information

You may wish to consult the following reference foradclitional information on conducting occupational anal-yses

R.E, Adams. DAC( 'M Approach to Curriculum, Learningand Evaluation in Occupational Training Ottawa,Canada: Department of Regional Economic Expansion,Canada Newstart Program, 1975.

Self-Test Exercises

An,suvr the follow: ng quotiom in the Vace. prolided or onseparate work paper Compare .),our answers ilia) thoseprinwled in the Appendix of this booklet.

1 List at least three ways to assess the need forapprenticeship training. For each method, klentify apositive and a negative argument for its use.

.11et hod

For

a.

'War nst

C

2 You have been called upon for ideas as to howsupport for an apprenticeship program may be(leveloped Outline a series of steps that could betaken

3. Describe the ways that an apprenticeship committeemight be organized. List the major advantages foreach method of organization.

4. Outline the procedure for constructing a workprocess description.

5. Which of the following statements do not qualify aswork activities descriptions?

a. Inspects castings for visual defects

b. Familiar with reporting procedures

C. Troubleshoots control panels

d. Erects external siding according to specification

e. Understands application of Ohm's 1:aw to circuitdesign

6. Consider a specific apprenticeable occupation withwhich you are familiar. Outline a procedure fordetermining the people related skills and knowledges.

4)

3. Skill: Establish Goals And Objectives ForThe Apprenticeship Program


Once the required knowledges, motivation and psycho-inotor abilities haw been identified, a program must bedesigned for their attainment The program design consistsof two separate components (a) the basic standards thatdesc nbe the characteristics and procedures of the programand (h) the statement of goals and objectives that indicatewhat the program intends to accomplish and the means foraccomplishment. For the sake of clarification, standards

e been di% ided into those that pertain specifically to the

training activities and thase that pertain to the administra-tion of the training program. Standards that refer toconditions of training are referred to as trainingstandards.Those that pertain to administration are termed administratne .standards. Golds refer to those broad statementsthat describe the ()% era II purpose of the training program_The means chosen for the achievement of these goals aretermed objectwo. Upon completion of this unit of mate-nals, you should be able to dem% insmite your competencyby being able to:

1. Define the purposes served by apprenticeship pro.gram basic standards;

7. Identify the topics to be covered by basic programstandards;

3. Construct and critique specific program standards;.4. Specify the distindion between program goals and

objectives; andS. Wri d critique specific program goalsand related

o jectiv

Why Do We Need Standards And HowDo They Relate To Goals

And Objectives?

If you think of planning as creating an organizationaldesign to manage training, then standards serve as theblueprints of the training system. They show, how Thetraining will be organized and operated. Just as blueprints,when read by the skilled eye, describe the completedstructure, so do standards describe the planning, imple-mentation and management of an apprenticeship program.They convey in precise terms the content of the trainingprogram, the way the training program is organized and

managed and the rules and procedures governing itsoperation.

Whereas standards are statements of what the programis, goals and objectives are statements of intended endresults and procedures for the program. Program goals arestatements of results expected to be achieved at somefuture date. They are broad targets that the program seeksto achieve. When taken together, they describe the basicmission or purpose of the program.

In contrast to goals, objectives are more imniediatestatements of short-term results necessary for goal attain-ment. Objectives should:

be worthwhile and significant;make a real contribution to program goals;be set neither so high as to make them unattainableor so low that their achievement is meaningless,suggest appropriate strategy procedures and techniques for the attainment of related goals;indicate numbers to be served, skills to be de-veloped and/or other measurable quantities that canbe used to evaluate attainment of program goals;be precisely stated to reduce the possibility ofmisunderstanding their intent;be shared with those who have a stake in theapprenticeship program outcomes.

How To Set Standards

Work Processes

The most central training standard is that provided bythe work processes description (refer to Chapter 2-Step 4).As you wi II recall, the work processes description states thegeneral divisions of th e apprenticeable occupation and theassociated work activities that fall under each majordivision. These work activities are sequenced in the orderin which they are to be learned. Taken as standards, thesework activities provide the specification for the content tobe learned in the course of the apprenticeship. They serveas ready communicators of the content areas to bemastered and place the emphasis directly upon observablebehavior. This direct statement of expectatiOns provides aclear message to the sponsor, the instructor and theapprentice as to what is to be learned and the sequence inwhich it is to be learned.

26 Planning The Apprenticethip Program

Related Instruction

Related instruction refers to the learning that takes place,usually in a classroom situation, that is designed to providethe knowledges and understandings needed to supportand supplement actual job performance. The contentconsists of those concepts that flow from the ap.plication of

more basic theories and practices to on-the-job expe-rience. More basic theories and practices provide modelsthat apprentices can use to derive meaning from theirexperiences and to explain why things happen as they doon the job.

Because these theories and models are more generaliz-able and are more difficult to infer from job experiences, itis frequently more efficient to deal with them in a

classn)om setting where the apprentice is free to engage inthe more abstract considerations necessary for their under-standing. A fundamental point.of importance, however, isthat these more basic and abstract theories, principles andmodels are of importance only to the extent they assist theapprentice to Interpret his/her job experience and toperform his/her craft/trade more effectively.

The task is to decide which knowledges can be learnedbest on the job and which knowledges can be learned bestin a related instruction context. This task can be ap-proached by reviewing the knowledges identified in theskills.knowledge analysis sheets as described in Step Fiveof the previous Chapter. Each skills analysis sheet containsa listing of those knowledges identified as contributing tothe performance of job skills. Each knowledge statementshould be assessed to determine whether it can be learnedbest on the job, in a related instruction setting or in bothsettings. Make the decision by using the following criteria:

On-The-Job Training

Can be used to impart knowledge in situationswhere apprentice can learn from direct observationand where there are standard operations, techniquesand/or practices that can be observed and modelledby the learner;

Is particularly well-suited to situtaions where theapprentice can infer desired knowledge from actualhands-on experience and can profit from trial anderror, and where there are definite performancestandards that can provide immediate knowledge ofresults that reward the learner for correct behavior.

Most useful when mistakes are not overly costly interms of spoiled material, damaged equipment.

Related Instruction

Best suited for those situations in which knowledgecannot be gained from direct experience; e.g.,

understanding the flow of electricity, the operationof force, pressure or other theories where only theresultants of the theory can be observed;

Situations where trial and error learning may beinappropriate; e.g., operational procedures wheresafety. factors may prevent trial and error learning,situations that occur relatively infrequently but arecritical when they do occur, and situations whereVerbal descriptions may provide an acceptable sub-stitute for actual experience.

Can provide a simulation of on.the.job behavior soas to reduce risk and cost.

Each knowledge-statement should be evaluated accord.ing to the above criteria and i decision made as to whetherit is more appropriately learned on the job, in a related-instruction situation or a combination of the two. Repeatthis procedure until all the knowledge statements identi-fied in Step 5 of the preceding chapter have beenappropriately classified. The result will be an objectivedetermination of the knowledges to be learned in relatedinstruction.

These knowledges when collected together and pre-sented as a list constitute the content standard for relatedinstruction.

Safe0) And Health-Training

Review the knowledge statements on the skills-knowl-edge analysis sheet to determine which statements applyto safety procedures. Identify, group and report separatelythe safety knowledges. They are the safety and healthtraining standards for the apprenticeship program. Ifdesired, these statements may be supplemented by astatement that provides assurances that these knowledgeswill be developed in a healthful work place that meetsapplicable federal and state requirements.

Term Of Apprenticeship

Review the work processes of t he apprenticeable occupa-tion and determine the number of instructional hoursrequired to develop journeyman competencies in thesework actvities. The decision should assume a journeymanwith average mentality and capabilities and with nocreditable prior work experience to draw upon. The totalnumber of hours for similar apprenticeship programs canbe used as a model. This data can be obtained from theState Apprentice Agencies, BAT representatives or from thestandards prepared by the National Apprenticeship Com-mittees.

Onte a total number of hours has been determined,apportion the total number of hours across the major(xcupational divisions contained in the work processesdescription. Given that a specified number of instructionalhours has been assigned to each Major occupationaldivision, allocate the hours to each work activitywithin thatdivision. Thus, the finished product will be an allocation ofthe total number of instructkmal hours to each workact ivitycomprising the work processes description Instruc-tional hours so allocated become the standard and serve asthe ,basis for management of the apprenticeship training

Instructional hours also should be allocated to relatedinstruction. Review each knowledge statement and esti-mate the number of instructional hours required todevelop competency in that knowledge area. Total theinstructional hours assigned to related instruction andreview the total in comparison with the total number ofinstructional hours. If the-number of instructional hoursassigned to related instruction appears disproportionatelylarge or small, the allocation procedure can be modifiedaccordingly.

The result of this process is an assignment of instruc-tional hours to related instruction based upon the knowl-edges to be learned in training other than on-the-jobtraining. This provides a spec& and defensible argumentfor the assignment of specific numbers of instructionalhours to related instruction. These hours, once specified,constitute the standard with resped to the number ofprogram hours devoted to related instruction.

Probationary Period

A probationary period should be established duringwhkh the apprentke must demonstrate his, 'her capabilityto learn the skills necessary to function as a crafttradesperson. As a general rule, a period one year is a(ommonly accepted probationary period. 'hatever theperiod, the means of appraising apprentic ship performance to determine whether the apprentice has passedthe probationary period should be made explicit Perforrnance appraisal is generally a function of supervisoryevaluation and is described in the next section

Program Evaluation Records

Standards should be set describing the procedures forrecording the performance of apprentices as they progressthrough the program. A simple and direct way is to use thework process description. This provides a sequentialstatement of the work activities that an apprentice mustlearn in order; to be deemed qualified to perform as askilled trades/craftsperson. Performance is best appraised

Establith Goals And Objectives 27

by the immediate supervisor in terms of job performanceand by the related instructor For the case of t h e apprenticesupervisor, it is recommended that performance be ratedon 'a simple five point scale with scale values beinginterpreted as follows:

0- Apprentice unable to perform work according toacceptable standards;

1- Apprentice requires direct supervision and consider-able assistance in defining the task to be performed,selection of tools, handling of materials, sequencingof job activities, and so forth;

2- Apprentice can work unassisted on job under fairlyroutine standardized conditions but requires assist-ance in getting started and in dealing with unanti-cipated problems, events and circumstances;

3. Apprentice able to work without assistance in workactivities under standardized conditions, may re-quire occasional assistance in dealing with specificproblems and/or in diagnoses of malfunctions ordealing with other unusual circumstances;

4- Apprentice able to perform 'as journeyman, workingwithout direct supervision and successfully per.forming/solving all work-related problems.

Arrangements should be made for periodic assessmentof apprentice performance. The apprenticeship supervisorinitially should rate the competency of the apprentice onevery activity in the work process description using thefive-point scale. A meeting should be arranged with theapprentice to provide him/her an opportunity to ratehis/her own performance using the same scale. Comparethe apprentice's self-rating with the supervisor's rating todetermine areas of discrepancy.

It is recommended that an apprentice, in conjunctionwith the supervisor, work out a plan by which theapprentice develops cornpetencies in specified workareas. This plan may be very informal and consist of little

more than an agreement between the apprentice and thesupervisor as to the work activities on which the apprenticewill cont. entrate and an approximate date for attainment ofthat competency. A more formalized plan might identifyspecific work activities on which the apprent ice intends toconcentrate, describe learning activities, and specify targetdates.

The rating must be based upon assessment of actualbehavior or the product of that behavior. Supervisorsshould rate apprentice competency using actual observa-tion of performance supplemented with analysis of finish-

ed products. The rating procedure motivates apprenticessince work activities (expected behaviors) and the pro-cedures for their evaluation are explicitly known to theapprentice.

3 2

28 Planning The Apprenactship Program

Make a copy of the work process description for eachapprentice on which to record progress. Note supervisorratings beside each work activity with the date of the rating.lbe personalized work process description is a record ofindividual performance.

Ratings can be used to determine the rate of apprenticeprogress towards attainment of that particular competency.A personalized work process sheet can also be used tokeep a running :ecord of the actual hours that eachapprentice has logged in towards obtaining competencyfor that particular work activity By comparing the numberof hdurs actually expended with the number of hoursallocated and the progress towards competency attain:ment, the supervisor has a valuable tool to use in theappraisal of apprenticeship progress. A formalization of thework process descriptions as a recordkeeping device forapprentices can be used to constitute the standard

S,upervisog Ratio

The number of apprentices to be supervised by eachjourneyman should be specified as a program standard.The standard insures that the apprentice/journeyman ratiodoes not become too large so as to preClude efficient

supervision. A' general rule of-thUmb in principles ofmanagement is that thespliii of control should not exceed

seven to nine Tr in<slated to apprenticeship training, thiswoul an that ideally no journeyman should supervise

ore than seven to nine apprentices, unless unusualcircumstances are present. In practice, given that journey.

men must supervise and train apprentices, probably fiveapprentices per journeyman is a sufficient number. Re-

member, because apprentices move from work station towork station across the apprenticeship term, each ap-prentice will (and should) work with a number of different

journeymen.

Qualification For Apprenticeship

Standards should be prescribed that indicate admissionrequirements. To the extent possible, admission require-ments should be based on objective evidence that therequirements are related to performance in the apprenticeprogram. The motivation and physical abilities identifiedin the previous chapter provide an ideal source for

admission requirements. Recall that the Analysis Com-

mittee specified all physical activities that required exces-sive or unusual demands. They also identified thoseoccurxitional duties that an apprentice must be willing toperform, those occupational areas of job satisfaction, andthose areas that require, develop commitment. A listingofthese areas provide valuable information to prospective

apprentices. Taken together, these factors can be used asan objective rationale for the determination of admissionstandards. Admission standards also should includeminimum age. As a general rule, apprentice minimum ageranges from sixteen to eighteen.

Equal Opportuni0i

Equal access to training opportunities is a nationalpriority and is important to ensure that all persons have anopportunity to apply. Apprenticeship programs shouldincorporate into their standards statements to the effectthat the recruitment, selection, employment and trainingof apprentices shall be done without discrimination as torace, color, religion, national origin or sex: Title 2.9.o eCode of Federal Regulations Part 30 r?".a. "ns-tfit h is area

Consult it as a basis for formulatingstandards dealing withequality of opportunity and-afCess. Also consult informa-tion from the_Depariinent of Labor about successfuloutreach-arrciexpansion programs that can be used asmodels.

Apprenticeship Agreement-

A central distinguishing feature of the apprenticemodeof training is that there is a legal agreement between thesponsor and the apprentice. This legal agreement shouldprovide for:

The name of the apprentice;Address of the apprentice;Signature of parent or guardian (if applicable);Name of employer and address;Signature of authorized company official;Provision for approval by the Apprenticeship Com-mittee;Provision for sign up by registration agency (ifregistered);Title of apprenticeable occupation;Probationary period;Term of the apprenticeship;Credit for previous experience;Date apprenticeship begins;Term remaining;Biographical information on apprentice (sex, race,ethnic group, highest educational level, etc.);Inclusion of standards pertaini ng to work processes,planned related instruction, wage scale;Other standards as may be deemed appropriate.

It is recommended that the State ApprenticeshipAgencybe contacted, especially if registration is envisioned sincesome states have specific contract format requirements. In

some instances, the apprentice is indentured directly to anrea joint appre :eship council rather than an employerand, hence, the contract is between the apprentice council

and the apprentice.It is recommended that a standardized legacontrilt

form he drawn up and used for all jtpprchlkes in theprogram This apprenticeship f rm-then becomes a stand-rd fbr the apprentic program. Since the contract is a

legal docun , services of a lawyer to review the legality

of proposed form is advisable unless a standardizedcontract form designed by the St ate Apprent ic esh i p Agency

or BAT is used.

Credit For Previous Everience

Procedures should be developed that proyide for creditto apprentices for competencies gained from previousexperience. Allocation of credit for previous experienceshould be based upon a review and assessment of workactMties, using the rating scale as previously described

One way to determine credit- for previous work ex-perience is to assign percentages for each scale value Rirexample, you might proxide 25% credit for a rating of I,50% credit for a rating of 2, "5% credit for a rating of 3, and100% credit for a rating of 4 Thus, an apprentice who

'claims a competency in a particular area can ask for andreceive a performance rating. Based on th e rating, a port i on

of instructional credit will be granted. Other schemes forprior credit include credit for prior training experiences,Lredit for prior supen ised work experience, and creditbased on results of performance tests such as the NationalOtLupatipnal Competency Tests Remember, the moreexpliLit !,ou are about the competencies required of ajourneynun and the more highly developed your testingprogram, the easier it is to determine the value of priorexperience; Also, remember that in some programs, priorcredit is withheld until the probationary period is passed.The procedure, once formalized, should be constitutedformally as a program standard.

Wage Schedule

Provision for a progressive wage based upon progressthrough the apprenticeship program should be includedas a program standard. Wage progression arrangements

can vary from advancement based on time in the program

to a wage structure that is based upon performanceattainment. An attainment-based wage structure can betied into the rate of progress in learning work activities asdetermined from an analysis ofthe apprentice's individualperformance records.

Establish Goals And Objectives 29

Recognition For Completion

Apprentices should receive formal recognition for com-etion of the program. Recognition may take the form of a

certificate or diploma signed by the appropriate officials.The certificate attests to apprentices having completed allprogram training requirements. Make certain that thecertificate or diploma has an official look, that it is signedby the appropriate official and that it attests to the fact thatthe named apprentice did in fact comprete all programrequirements. Often it is useful to record the workactivities that the apprentice is capable of performing. The

work process description can be printed on the certificate

or as an attachment. Work process descriptions, if in-cluded, should be signed by appropriate officials signi-ing that the apprentice has demonstrated competencies in

the areas so indicated.

Union/Management Cooperation

In those areas covered by collective bargaining agree-ments provisions should be made for including unionrepresentation in all areas of apprenticeship programstandards. The specified procedures by which unioncontributions are incorporated into the design of thetraining program should be included as a formal.standard.

How To Establish GoalsAnd Objectives

A goal is a results-oriented statement of intent Goals are

written and provide a general description of an outcomeselected to satisfy an individual sponsor or communityneed. Goal statements clearly designate the desired outcome to be attained as well as who will benefit from the

attainment of this outcome. Passible outcomes from an

apprenticeship program include:

Provide a pool of trained craft workers to meetpresent and future sponsor/employment require-ments;Assure a supply of Skilled workers that will suppOrt

community economic development expectations;Provide increased quality of goods and servicesproduced;Increase worker productivity;Provide workers a greater degree of job security thatcomes from having a skilled trade or craft that is in

demand;Provide versatility of skills needed to meet changingtechnclogical requirements;Attract capable young men and women into theindustry.

30 Planning The Apprenticahip ftogram

since apprenticeship program outcomes generally pertain to desired changes in the skills of people to the benefitof businesses, individuals, and society, goal statementsshould contain a results oriented verbthat identifies thedirection of the desired change.

Verbs Commonly Used With Goals

increase decTease

expand reduce

enhance * diminishdevelop lessen

improve shorten

equalize curtail

Formulation of goal statements requires that expectedoutcomes be linked with specific target groups. Targetgroups with special relevance for apprenticesh ip programs

include:

Apprentices of all types including adults, youth,women, minorities, veterans;Business and Industry

Organizational divisions within a specifiedfirm;Sponsoring business firms and organizations;

UnionsLocal community

Employer groups and/or associations;Community residents;Local businesses dependent upon communityprosperity;Local economic development.

Example Of A Typical Goal Statement

To Improve The Young Women Into Theri/r of up

Recruitment Apprenticeship Program

Outcome Target Group

An objective is a detailed and specified description of an

outcome. Usually it is written and describes the intendedresults and objec/ives in measurable terms. There may beseveral objectives for each goal. Usually good planningspecifies no more than three or four objectives for eachgoal. Objectives are the means for the achievement ofapprenticeship program goals. The fact that objectivesfocus on means rather than final outcomes provides thebasic distinction between goals and objectives. -

Objectives should state: (a) what action is to be taken toachieve the goal; (b) what measurable results are to beanticipated to be achieved by the action; and (c) withinwhat time period the results are to occur.

To illustrate how objectives differ from goals, consider

the goal: to increase tbi, versatility of ski& necmaly to

meet changing technological conditions. A set of objectives

supportive of this goaj might include:

To analyze within the next three to six months theskill implications of technological advancements inequipment, machinery, materials and processesused in the apprenticeable occupation;To review within the next eight months the workprocesses descriptions in light of change in tech.

nological requirements;To revise by the end of the calendar year the workprocesses descriptions to reflect changing technologi.

cal conditions.

Objectives should begin with strong action.orientedverbs that describ e an observable or measurable behavior.The following list illustrates the broad range of programactions that are supportive of goal attainment

Verbs Commonly Used With Objectives

designprepareinvolveinformofferprovidestimulatereview

implementplaceserve

supportencourageenablecommunicatecoordinate

Goals and objectives can be foimulated according to a'five.step process. Each step represents a set of activitiesthat should be performed in logical order.

Step I: Assign Responsibility To A Designated Group

Responsibility for formulating goals and objectivesshould be assigned to a specific group. The most reason-able assignment of responsibility would be to the Ap.prenticeship Committee which has responsibility for over .all program planning. Goals/objectives formulation is anecessary part of planning responsibilities.

Step 2: Secure And Utilize Necessary SupportiveInformation

In order to insure that goals/ objectives are based on best

available evidence, data from a number of sources shoald

be assembled and utilized by the Apprenticeship Commatee in the goal/ objective formulation process. Datashould be obtained from the following sources:

Program standards;Skills-Knowledge Analysis Sheets;Motivation and Physical Requirements AnalysisSheets;Sponsor expectations as to program results;

Expectations fft int community support groups,Descriptne information of similar programs conducted in other localities,Mailable niftily, Ilion from State Apprentic eshipAgency nd or BA.' representam e,1.4-lion expectations s to program oukoMes.Data from local emploers indicating need forapprenticeship program,Statei., -nts of support from communit leaders.standards prepared b National Apprenticeship Commince;Relevant Department of Libor materials.

Step 3: Mentib, The Target Groups To Be Served By TheApprenticeship Program And The Specific NeedsOf The Group Filled By The Program

For each Identified target group, specific needsdec eloped ti the Apprenticeship Committee, either as agroup or mdic iduall \Then all the needs hac e beenidentified, then , the group can turn to the separatediscussion of each identified need. Choose a particularprocedure based upon the indic idual styles and preferences of committee members.

Step 4: Define The Apprenticeship Program OutcomesThe Best Serve Identified Tarot Group Needs

Once the needs of carious target groups hac e beenidentified, identif the program outcomes considered tosatisfy these needs. As a general rule, specif no more thantwo or three outcomes for each identified need. Outcomesnuy be scilicited fiirmall), from each Apprentice Comnuttee member or generated from free group discussion.In the case of disagreement betw een Committee members, t n to secure agreement on the suitability, practicalityand general Intent of the outcome statements. Retain onl,cthose outccime statements foi further consideration onwhich consensus is obtained.

Step 5: Formulate Objectives For Each Goal

Once outcomes hac e been defined, the can be translated into goal statements by linking outcomes withcorresponding target groups. Then objectices should beformulated for each goal. The Apprenticeship Committeemust Insure that objectives are measurable and specified.Further, objectives must sen e the goals formulated inSteps Three and Four. Each objectice should state only asingle aim or purpose and should specif) a single endproduct or result within a specified time frame.

Enmpleks you may remember, the ABC Construction Company

played a key role in the establishment of a heavy equip

Establish ,Goals And Objectites 31

ment mechanics apprenticeship program serving five localemployers. The Apprenticeship Committee consists of thepersonnel and, or training directors representing the fivesponsoring firms. During the early stages of planning theprogram the Apprenticeship Committee has met frequentlyto discuss the major purposes to be accomplished by theprograr . and to set the program standards that will serve toguide prokram administration. One area that Bob Ander-son, the ABC Company Personnel Director, was particularlyinterested in dealt with evaluation of apprenticeshipprogress and recordkeeping. He was persona lly convincedthat knowledge of apprenticeship progress should bemade available to the individual apprentices and used tomotivate their performance. He was further concerned thatthe assessment of apprenticeship performance should notbe regarded as a test with negative consequences if onefailed, but rather us a twification that the apprentice hadindeed achanced to anotl er plateau of competency Hea Iso was firmly convinced that apprentices should be givenmuch of the responsibility for their own learning. He wassuccessful in persuading other Committee members toaccept this view and to design a rating and recordingsystem that incorporated this,philosophy.

The assessment system .designed by the Committeeprovides for a large amount of interaction between thesupervisor and the apprentice in the evaluation process.Upon entry into the apprenticeship program, the systempros ides for apprentices to rate the level of their competency on each of the work activities in the work processdescription. Some Committee members initially raisedquestions about the wisdom of allowing apprentices torate their competencies. The argument in support of selfratings was that the self rating exercise would expose theapprentice to the range of work activities for whichcompetence was requi red as well as focus the apprentice'sattention on the assessment of their present skills levelRather than, tending to overrate themselves as some fewmembers feared, the consensus of Committee opinion wasthat the apprentices would be realistic in their selfappraisal and, if anrhi ng, would tend to be conservative intheir seliappraisal.

Upon completion of the initial self rating, the designcaiis ft:r the apprentice and his/her supervisor to meet andto discuss the , el f ratings. The scipervisor's role is toassessthe apprentice in terms of formal qualifications andobservations of p,rformance and to interpret the ap-prentice's self rating against the supervisor's perceptions.The result of this meeting is consensus between thesupervisor and the apprentice as to the level of coth .petencies the apprentice is bringing into the program. Atthis time, if any credit for prior experience is warranted, thesupervisor is expected to discuss those areas with theapprentice and to indicate those areas in which possiblyrelevant experience or credentials are disallowed

32 Planning The Apprentiatchip Progrwn

i .

M an outgrowth of this original meeting, the supervisorand the apprentice agree upon certain work activities thatthe apprentice will concentrate upon in the near future,These work aCtivities are identified, bearing in mind thesequence of activities to be learned as identified in thework processes. Approximate dates for moving to t,he nextcompetency level on the rating scale are identified andagreed upon in principle by both the apprentice and thesupenisor. This informal contract is expected to makemore concrete the learning expectations of the apprentice

in the near future. Also, it provides the apprentice a gad onwhich to concentrate hisiher activities, From the stand-point of the supervisor, it provides a rationale for workassignment that contributes to apprentice growth.

The proposed system also provides for an assessment ofam wentices' skills when the apprentice feels that he or she

is ready for that assessment. This raised some queStionsinitially by some Committee members who were doubtfulabout the value of allowing apprentices to determinewhew their performance should be rated. The cdunterargument was that continual assessment on demandprovides apprentice responsibility for directing the rate oflearning and requires more selfautonomy with corres-ponding motivational value. Once the apprentice deter-mines that he or she has mastered the work activity, arequest to be fomta I ly rated is made to the supervisor. Thesupenisor has the prerogative to refuse this request if thereis reason to believe that the apprentice is obviously notready. The supervisor rates the apprentice using a combination of accumulated evidence gained from continualobservat ion of the apprentice at tl.e work station and of thequality of a specific piece oiwork that was agreed upon tobe used as a job sample. Concentration upon a specificpiece of work allows the supervisor to use specificexamples to 501)1)011 his rating.


Por more information on developing g(xds and ob.jectives, you could refer to the following:

1)W Drewes. Education and naining for Older Persons.A Program Guide. Washington, D.C.- lT.S. Government

Printing Office, 1981

--,

,. Self-Test Exercises

Answer the following questions in the spaceprovided onseparate work paper. Compare your answers with t e

provided in .the appendix- of this booklet.

1. Desciibe the purpose served by apprenticeshipstandards.

2. List the topics that should be covered by apprentice-ship program standards.

..

3. The Tri-Town Area Appienticeship Council has re-quested assistance in determining standards regard-ing related instruction. What procedure for construct-ing these standards would you recommend.

flow do galls and objectives differ?

5. Suppose that you were called upon to developobjectives for an apprentice program. What criteriawould you use in writing objectives?

4. Skill: Incorporate Ideas That Facilitate UpgradingOf. Program To Keep Current With New Technology,

New Training Ideas And Changes OccurringIn The Occupation


Change is a way of life. Although always present, it isno% More than ever important to be able to adapt to the

wa e (!f nev teL hoof ow The information revolution hasreplaced the industrial revolution and no one is isolatedfrom its effects The age of electronics and progress inmicro chip technolow is altering our lives. The computeris expanding our capacities at an explosive rate and ischanging the way work is performed. This change cannotbe ignored by those programs that develop the trades and

c rafts skills that make our standard of living possible Tolleoer reAponsne to the changing demands of technologyrepresents a ccintinuing challenge to apprentice training

As you work through the material in this unit, you muststrive to sharpen your awareness about the nature and

direction of technological change and its implications forapprenticeship training. When you complete thiS unit, youshould have the competendes to:

I. Locate one or more new technologies likely tochange occupational skills requirements;

2. Critique and identify new technology to determine

skills implications;3. Revise work processes to account for changing skills

requirements;

Why Be Concerned WithTechnological Change?

Technology is changing at an explosive and, to some, analarming rate. We stand on the threshold of an information

revolution that likely will surpass in magnitude thedevelopments accomplished during the industrial revolu-tion. Tiny micro-chips that can rest on the head of a pinhave made passible the development of desk-sized micro-processors that accomplish what a room full of computersdid only a few short years ago. Light, when properlyfocused, can be used to cut metal. Computer.controlledrobots will replace their human counterparts in theperformance of varied industrial activities. Employers areexpected to turn to new technology in an effort to improve

productivity and to mai6tain a competitive position inwcirld markets.

Technological change influences Work in varied andchanging ways. In some instances, existing skills willbecome obsolete. In others, the technology will upgradeexisting skills by placing an increasing premium upondiagnostic and problermsolving capability or by requiringnew skills in order to work with new materials, machines

or processes. Whereas technology may eliminate some

lobs, it will create others. AJthough the exact impact oftechnology is difficult to predict, it certainly will influenceto some degree most apprenticeable occupations. The

anticipation of forthcoming technological change.s andthe

modification of apprenticeship program to accommodateto these changes is the responsibility of good program

planning.

Row To Keep ApprenticeshipPrograms Current

Technology seldom changes abruptly enough to renderan (x:ctipation totally obsolete. What happens instead is

that. over a period of time, the occupation changes toaccommodate the skills required by the technology. Therate of that change depends upon the speed at which thetechnology is adopted. If apprenticeshp training is to be aviable training mode, it must produce jobrneymen withthe skills demanded by the current state of technology. Todo otherwise runs the risk of preparing people whoseskills are obsolete and their resources wasted in terms ofp)tential benefit to society.

Updating apprenticeship programs to insure that theyare in accord with current technological requirements is a

three-step process. New and changing technolgical de .wilds first must be identifed. Once identified, the im-plication of these technological changes with respect toskills training can be assessed. The capabilities of existingapprenticeship programs to produce competencies andskills can be compared against the changing skill require-ments and the programs updated so as to produce the

skills demanded;

34 Planningee Apprenticeship Program

Step 1: Identify New Technologies That likely WillImixsct On Tbe Occupation

This task requires knowledir of the statedthe-arttechnologies that soon will be available in the marketplaceand are expected to influence current craft skill require-ments. These technologies may be incorporated in newmachinery and equipment, materials, tools, or changes inmarketing, sales, distribution or manufacturing processesthat can be expected to influence the apprenticeableoccupation. Locating these technologies requireS thedevelopment of an intelligence network that providesinformation as to forthcoming changes in products andprocedures. Important sources for information aboutanticipated technological changes include:

Trade publications;Manufacturing sales representatives;Trade associations;Universities and community colleges (especiallythose that have an extension service);Newsletters that specialize in new technologyidentification;Consultants;Other indultry representaties.

This information should be systematically collected andperiodically reviewed to determine its implications for theapprenticeable occupation. The review should concen-trate upon determining whether the technology is cur-rently available in the marketplace, ar.d what would be thelikely rate and scope of its use by business and industry.Determination of use frequently will involve assessment ofthe likelihood that one of several available prototypesultimately will become the industry standard.

The Apprenticeship Committee should bear the centralresponsibility for reviewing the technological scene andfor determining which technologies have the greatestlikelihood of changing the skill requirements in appren .ticeable occupations. The committee must decide theextent to which new technologies will have a directinfluence on the shop floor. If the technology appearsdesti ned for use by the industry, then it is the responsibilityof the apprenticeship program to incorporate this changeinto its training plan.

Step 2: Assess Impact On Training Requirenwnts

Once a technology has been identified as having thepotential for altering the competencies required in anapprenticeable occupation, tire impact of that technologyon skills training must be assessed. Assessment requiresthat the new technology be understood in detail. Hence,the requirement in Step One that an information networkabout potential technological changes be established.

Product descriptions should be carefully reviewed and theareas of change pinpointed. These areas of change must bescrutinized to determine whether existing skills willsuffice or whether new skills will be required. In someinstances, the technological change will require only thatthe craftsperson have knowledge of the properties of a newmaterial or a minor modification of an existing process. Inother instances, the technology will alter comOetely. thenature and sequence of the work activities and will requirethe iearning of new skills. Electronic components is aparticular case in point. If the electronic componentry ismodularized and repair is simply replacement with an-other like unit, then the impact of the technology is.relatively minor. If, on the other hand, repair does notinvolve interchangeable units and must be performed onsite, then the skills impact of the technology could.beconsiderable. Such characteristics of new technology mustbe carefully reviewed io determine skills impact.

For each technology that has been tcl e ntified to impat onthe occupation in question, a description of the workerskills requirements should be prepared. Worker skillsanalysis should describe the worker skills in terms of:

Information to be processed;Operational processes;Repair skills;Routine maintenance skills;Problem-solving skills; andChanges in organization of work that would alter thepeople-related skills.

The apprenticeship committee should document theirfindings. Documentation should be organized accordingto major skills areas. This documentation may be formal asin the case of a report or informally presented as adiscusgion document. The important point is that an activeattempt be made to determine the implications that thenew technology will have for craft skills.

Step 3: Update Apprenticeship Program To Take IntoAccount Antidpated Skills Requirements Due ToChanging Tecbnology

The results of the skills analyses performed in Step Twoshould be used as a criteria to assess the adequacy of theexisting training program. Compare the work activities andtheir a&sociated knowledges against the skills required bythe new technology. Review existing work activities andknowledges to determine what modifidations may benece&sary to incorporate new skills demands. The ap-propriate location for modification should be determinedas well as the nature and scope of modifications requiredto expand existing skills training to incorporate newdemands.

Revisions ir) the work activities and amociated knowl-edges have implications for program standards. bo revi-sions call for increasing the term of apprenticeship? Canemphasis on other skills be reduced while keeping tt;enumber of total hours constant or must additional hourgbe

added?The decision about whether the skills should be,eloped, whether on the job or in related instruction,

also must be reconsidered. If assigned to related instruc-tion, the impact on the total nuMber of apprenticeshiphours assigned to related instruction must be reevaluated.

Such changes will affect program standards. Make theeffects explicit by revising standards accordingly. Onlythrough the development of such a procedure for systema-tically determining the effect's of technological change canthe apprenticeship program be considered truly respon-.sive to the apprentice, the sponsor, the comdunity andsociety.

Example

The Clover Manufacturing Company sponsors an ap-prenticeship program for machinists. The company, as panof a major capitalization effort, has been considering theacquisition of computer.cont rolled milling machines. Thepl.nt manager, the production engineer, and the purchas-ing agent have been investigating.the market with respectto competing manufacturers. In the course of their delibera-

tions, they have collected information about co mputer.controlled milling machines and their capabilities.

Having heard about the interest in moving from numericto computer control, Sandy Dickerson, Chairperson of t he

Apprenticeshp Com mitte e, a pproac hed management withher concern about the implications for the apprenticeshipprogram. Management concurred that conversion mightintroduce a problem and encouraged her to assess theimplications for the apprenticeship program. They madeavailable for study all written information about equip.ment options.

The Apprentice Committee conducted a detailed study

of the matter beginning with a.review of ava ilable inftirma.tion. Eventually a decision was made in company manage.

ment to purchase equipment from a particular maniafacturer. The sales reprsentative'was requested to providespecific information to the ApprenticeshiRCommittee. Asan outgrowth of t he i r analyses, the Committee determinedthat the only significant change seemed to be in the use ofthe microprocessor to control milling machine operations.As a result of their investigation, they came up with thefollowing new wthk activity: "Must be .able to inputmachine-setting parameters into the c-omputer." Thisreplaced a previous work act ivity: "Must be able punch andload paper tape into control device." The Committee

Update the Appren t icesb ip Program 35

believed that the learning time for the two activities wereequivalent so that no adjustment was required in the termof the apprenticeship program. Since the work activity wasjudged to be learned on the job, there was no implicationfor standards pertaining to related instruction. No otheichanges in apprenticeship program standards were re-quired. With this modification, the Apprenticeship Com-mittee felt confident that their program was responsive tostate-of the.an technology demands..


You may also refer to the following related sources:

D.W. Drewes. Working for America! A Worker-CenteredApproaclf to ProductMty ImprOvement. Raleigh, NC-

CONSERVA, Inc., September 1982.

D.W. Drewes. Vocational Ed-cation: Its Role in Product?.vity Improvement and, Technological Innovation. "Raleigh, NC: CONSERVA, Inc., geptember 1982.

JAJaffe, E.H. Oglesby and D.W. Drewes, eds. Technologiesof the '80s: Their Impact on Trade and IndustrialOccupation& Raleigh, NC: CONSERVA, Inc., September

1982.

.%

Self-Test Exercises

Answer the following problems in the &pace protided or onseparate work paper. Compare your answers with those

provid fin the Appendix at Ibe back of the booklet.

1. ndicate liow you would go about locating newtechnologies that are likely to change occupationalskills requirements.

2. Outline a procedure for assessing the implicati risofnew technology with respect to skills training.

It>

3. Describe a procedure for revising the work activitiesand associated knowledge to reflect changing skilldemands.

4 t )

nfli

5. Appendix

Answers To Self-Test Exercises

2. SKILL: Conduct Occupational Analyses To DetermineNeed For, Support For And General Content OfMe Program

1. Method Rr Againsta. Formal Compre. 'Time

employee hensive consumingsurvey coverage

More Costlyaccurateresults

b. Informal Faster

employersurvey Requires

less effortthan survey

c. Secondary Easy to

data from acquireother source Data collected

by 'experts'

'May bebiasedLimitedcoverage

May not beavailableData may beoutdated

May not applyto localconditions

Steps for support building should include:

a. Document shortage of craftArade skill.b. Identify potential sponsors (employers and/or

unions) affected by skills shortage.c. Draw up a list of benefits of apprenticeship

training.d. Anticipate arguments against apprenticeship

training.e. Show potential sponsor(s) that potential hem

fits from an apprenticeship program can beexpected to exceed anticipated costs.

3 a. Single Emplowe Single firm providesmajor employmentopportunities forcraft/trade

b. Group of Employees Skills shortagesexperienced bymultiple employees

c. Labor Organization Union has historicallyassumed responsibilityfor craft training

d. Combination Collective bargainingagreement betweenmanagement and labor

4. a. Form An Analysis Committeeb. Appoint a Chairpersonc., Convene committeed. Instruct committee as to purposee. Identify major work categoriesf. For each major work category, define work

activitiesOrder work activities according to order oflearningRecord major work categories and associatedwork activities ordered according to learningpriority.

5. h. and e. Both statements refer to required know!.edges (familiarity and understanding) rather thanactual job behavior.

g.

h.

6. You should consider the following elements:

a. Identify and describe types of people required tobe dealt with in the course of performing the job.

b. Define the job skills required to deal with thepeople identified.

c. List the major knowledge areas that are necessaryin order to exhibit the job skills defined in b.

d. For call major knowledge area identified in c.,provide a more specific description of the knowl .edge(s) required.

3. SKILL: Establish Goals And Objectives For TheApprenticeship Program

I a Desciihe structure of the program.b Communicate program procedurest Serve as guidelines for program administration

a Training Standards

Work ProcessesRelated InstructionSafety and Health TrainingTerms of ApprenticeshipProbationary PeriodProgram Evaluation RecordsSupervisory Ratio

Administrative Standards

Quilifications for ApprenticeshipEquil OpportunityApprenticeship AgreementCredit fig Previtms ExperienceWage ScheduleRecognition for Completion

3 In developing related instruction standards, youshould.

a Review the skills.knowledge analysis sheetsb. Identify knowledge and understandings that

Deal with basic theory and principlesCannot be expected to direct observationand, or onthe job experience

Appendix 37

Are crucial to job performance but occur soinfrequently that they are not likely to belearned on the jobRequire charts, graphs, and other supplementalmaterial to assist learningWill profit from group discussion and problem-solving

c. Assign a number of contact hours considerednecessary to master each knowledge and skill.

d. Total the number of hours of related instructionand compare with total number of hours al-located to the apprenticeship program.

4. Goalsare general statements of program intent statedin terms of a target group to be served and a desiredoutcome for that target group.

Objectivesare specific statements as to how the goalwill be attained in terms of actions to be taken,measurable results to be achieved and the timeframeallowed.

5. Objectives should:

a. Be worthwhile and significantb. Be realistically achievablec. Describe appropriate strategies for goal attain-

mentd. Indicate numbers served, performance to be

attained or other measurable resultse. Be precisely stated to insure understanding.

38 Planning The Apprenticahip Program

4. SKILL Incorporate Ideas That Facilitate Upgrading Ofl'rogram To Keep Current With NewTechnology, New Training Ideas And OrangesOccurring In The Program

1. Gather knowledge about technological changesfrom a variety of sources including:

a. Trade publicationsb. Manufacturers' representativesc. Universities/community collegesd. Trade associations ,

e. Consultantsf. Knowledgeable company personnel

g. Local businesses and industry with similar ctaft/trade requirements.

2. a. Identify nature of technological change in termsof

equipment/machinesoperational processes

- materialstoolSwork setting

b. For each area of change identified in (a), analyzethe impact on job skills with respect to

operational skillsrepair skillsproblem-solving, diagnostic or trouble-shooting skills

- data collection and analysis skillspeople-related skills

S.

c. Identify new knowledge requirements related to

operational proceduresmaintenance moceduresrepair prOcedures

- troubleshooting procedures- safety procedures- materials handling- basic theory

3. a. For each new knowledge requirement, reviewexisting work activities and knowledges andselect those that come closest to matching thenew requirements;

b. To the extent possible, modify existing knowl-edges to incorporate new requirements;

c. For those instances where no sfinilar currentknowledge existed, add the new knowledge tothe apprentice program content.

d. Determine whether the new knowledge can bestbe gained through on-the-job or related instruc-tion;

e. If on-the-job, modify the work activities to pro-vide opportunity for mastery of new knowledge;

f. If the new knowledge is to be gained throughrelated instruction, modify the standards forrelated instruction accordingly.

Appendix 39 ''

Posttest

Directions. Read the following questions. For those requiring written answers, writepur answers in the soaceprolided. Formultiple choice questron.s, circle tbeletter(s)of the correct answer or answers. Remember that more than one answer may becorrect. Check your answers with the suggested answers that follow the questions. If you answer at least 70 percent of thequestions correctly, you have successfully completed this module. If not, repeat the section(s) of this module with which you

had the greatest difficulty

1. Which of the following is not a direct responsibility of an apprenticeship committee?

a. Development of selection standardsb. Assessment of individual apprentice performancec. Establishment of training curriculumd. Certification of completion

2. Classification of work activities by major activity areas is termed

3. The most direct indicator of need for an apprenticeship program is:

a. shortage of skilled craft/trade workers.. b. lack of existing training systems.

c. employecsupport.d. increased applicant interegt.

4. In developing work activities, statements such as "Apprentice must be familiar with . ." or "Apprentice must be aware

of .. ." should be avoided because

5. The analysis sheets used to analyze an occupation are organized according to three major dimensions. Name the three

occupational dimensions.

a. b. c

6. The purpose of the occupational analysis sheets is to:

a. identify job skills.b. determine equipment needs.c. specify worker skills and knowledgesd. all of the above.

7. Apprenticeshir nrogram goals should contain a clear statement of(a) and (b)

8. Apprentice program standards are useful because they describe (check all that apply)

a. the content of the program.b. expected program results.c. the way the program is organized..d. the rules governing program operation.e. strategies for the attainment of program goals.

9. Describe the criteria to be used in deciding whether knowledges and skills should be learned on the job.

a.

b.

C.

,

40 Planning The Apprenticed.np Program

10. List at least three v:ays that credit should be given for previous experience.

a.

C.

11 klentif) the three protedural steps for determining the effects of technological change on apprenticeship programs.

a.

Documents

DOCUMENT RESUME - ERIC · Each chainer contains an introduction and. objectives, instructional text, an example, additional information, and self-test exercises. Appended to the booklet