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TRAINING SYSTEM FOR PEOPLE IN THE WORKFORCE

The completed education and training system is crucial in equipping individuals with the necessary skills to adapt to evolving work methods and leverage productivity-boosting technology and practices.

Consequently, the embracing of fresh approaching models with the advancement of technology generates a need for further education and training of some sort.

The image below is taken from “Training New Zealand Workforce: New Zealand Productivity Commission” and shows the demand and supply for education and training.

Numerous companies regard workforce training as a means to empower employees with the flexibility and skills required to thrive in evolving work methodologies. In industries like construction, where technological advancements are driving significant changes in practices and approaches, the pace of transformation is notably high

LEARNING ABOUT THEMSELVES AND THEIR SKILLS

Throughout worker's careers, individuals accumulate fresh knowledge, expertise, and insights regarding their abilities, interests, and qualities.

To adapt to the evolving skill requirements of their current occupation and prepare for alternative roles, or practices individuals often turn to training as a means to develop these needs.

In the construction job market, there will be numerous job opportunities available to workers.

These workers will then have the chance to switch to positions that align better with their current skill level or provide higher incomes.

This is why transitioning from staff from one job to another is sometimes described as ascending the 'job ladder.'

An on-site flexible training system can provide your workers with a means to acquire new skills, thereby facilitating their progress up the job ladder for higher satisfaction.

MEETINGS

As a supervisor or a senior member on-site, you will probably have a fair amount of involvement in meetings and dealings with committees; so it's best to understand how they operate. Therefore, it's advisable to gain a clear understanding of their functionality and how to get the best training results from them.

Productive workplace gatherings hinge on participants possessing a well-defined grasp of the meeting's objectives and protocols.

These gatherings can range from casual employee discussions to partially formal on-site meetings about operational processes, to official meetings that include managers, developers, architects, and regulatory training authorities.

Remember an effective meeting takes structure and planning to achieve its objectives and satisfies all participants involved.

Apart from Basic site training, most construction meetings are held for a wide range of reasons, these include:

• hearing opinions
• discussing concerns
• problem resolution
• discussing schedules
• information relaying
• decision making
• accident investigation
• progress reporting
• policy development.

TYPES

To discuss training needs, several types of meetings can be utilized, depending on the context and the specific training requirements. Here are some common types of meetings where training needs can be discussed:

Simple On-Site Meetings	Regular meetings are crucial on construction sites. These meetings can be used to discuss training needs related to safety protocols, procedures, and equipment operation. If there are specific safety training requirements, such as working at heights or handling hazardous materials, they can be addressed in these meetings. These types of meetings are generally informal and do not tend to have an official agenda.
Toolbox Meetings	Toolbox talks are short, informal meetings conducted on-site before work begins or during breaks. They can be used to discuss specific training needs related to the tools and equipment being used that day. For example, if a new piece of machinery has been introduced, the toolbox talk can cover its safe operation and any required training.
Pre Building Meetings	At the beginning of a construction project, a project kick-off meeting is typically held. This meeting can be used to discuss overall project goals and expectations, including the training needs for the project at hand.  It's an opportunity to ensure that all team members are aware of the required training and certifications needed on the job.
Pre-task Planning Meetings	Before starting a new task or project, construction teams often hold pre-task planning meetings. These meetings are an excellent opportunity to identify any training gaps that may exist among the workers involved in the task. Specific training requirements can then be addressed before work begins.
Training Workshop meetings	In some cases, it may be necessary to hold dedicated training workshops or sessions for specific skills or certifications. These can be scheduled separately from regular work meetings and can focus solely on training needs.
Weekly or Monthly Safety review meetings	Regular safety reviews, which may occur weekly or monthly, depending on the project, can be used to assess training needs and track the progress of ongoing training efforts. This is especially important for long-term projects.

MEETING TOOLS

As a supervisor on a construction site, having effective team meetings is essential for ensuring that your project runs smoothly, safely, and efficiently. Below are some tools you can use to conduct these meetings effectively:

AGENDAS

Always have a clear agenda for the meetings. This agenda should outline the topics to be discussed, the goals of the meeting, and the expected outcomes. Distribute the agenda to your team before the meeting so they can come prepared.

MINUTES

Keep a formal record of what occurred at a meeting. They are useful to help people remember what was agreed upon and may be referred back to in the case of a dispute. Some meetings such as HSWA meetings have a legal requirement to be minute.

If you are responsible for taking the minutes of a meeting you should record:

• who was present at the meeting
• a summary of any discussion – not the entire discussion
• all decisions and action items
• who is responsible for carrying out each action and the time frame allocated.

After the meeting write up/type up your notes as soon as possible and give your draft minutes to the chair of the meeting to approve.

ACTION LISTS

Sometimes, instead of full minutes an action list is the outcome of a meeting. Whereas minutes record a summary of what was discussed, action lists simply list what has to happen (the actions) who is responsible for actioning it and the date by when it must be completed.

TRAINING METHODS

Since the advancement of technology practice, there are various training methods and approaches that you can use to ensure the safety, productivity, and competence of your teams’ training.

These various training methods used on a construction site may include:

ON-THE-JOB TRAINING

This is one of the most common methods in the construction industry. It involves instructing workers while they perform their actual job tasks. This can include teaching them how to operate specific machinery, follow safety protocols, or complete tasks according to the project's specifications.

APPRENTICESHIP

This method has a major part of the training time spent on the job being productive. Each apprentice is given a program or assignment according to the predetermined schedule which provides effective training in the trade or skills at the time. This method is appropriate for training in any sort of trade or craft especially when proficiency in a role is the result of a relatively long training period.

INDUCTION TRAINING

New employees should receive orientation training to introduce them to the company, its culture, safety policies, and expectations. This can also include site-specific orientation to familiarize them with the particular project's layout and potential hazards.

MENTORSHIP AND SHADOWING

Pair new or less experienced workers with experienced colleagues to provide hands-on guidance, demonstrations and mentoring. This helps transfer practical knowledge and best practices.

ONLINE TRAINING

Utilize online resources and e-learning modules for specific training needs, especially for topics that can be effectively delivered through digital platforms. This allows employees to access training materials at their convenience.

OFF-THE-JOB OR CLASSROOM TRAINING

Some topics may require formal, structured classroom training. This could include topics like blueprint reading, building codes, or specialized construction techniques. Partner with local training organizations or provide in-house training programs

EVALUATION OF TRAINING PROGRAMMES

Training programs of quality should have provisions for ‘evaluation’ as part of their planning, otherwise, you cannot be sure that you are doing the right thing for your staff and in turn you are not wasting valuable time and money on carrying out these programs.

Evaluations for basic training should encompass a specific set of standards. These standards, or inquiries, may be perceived as either subjective or objective.

Subjective criteria call for the opinions of participants who are asked about their impressions of training effectiveness.

This can be done during training at its close or sometime after the training has ended. Similar evaluations may be made by the trainers or organizers.

Example: "How effective do you feel the trainer's communication style was in delivering the content?"

Objective criteria relate to the effects of training by measuring specific outcomes.

For example, a review is made on the performance of trainees following or after the training program has been carried out.

Note: Any evaluation begins with criteria which depend on the training objectives. Some of the criteria could be:

• The reaction of trainees - whether the participants liked or disliked the training
• Learning - whether the concept, ideas and principles of the training were intellectually assimilated by the participants.
• Behavioural changes - whether the training caused people to alter their behaviour on the job.
• Impact on organizational effectiveness - whether the modified behaviour caused positive results such as an increased output with improved quality and standard.

RECORDING OF TRAINING ACTIVITIES

Documenting and recording training activities on a construction site in New Zealand, like in many other industries, is essential for ensuring the safety and competency of its workers.

Maintaining these staff records of training, maintenance and certifications is a must to ensure compliance with regulations and track the developmental progress of your team's growth and improvement.

This statement from the LBP illustrates just how important keeping records is in your career growth.

One way the government is helping workers record these achievements is the fact that “the Ministry has redesigned the LBP online portal so you can record and upload relevant skills maintenance information as you go”.(Ref: LBP Skills Maintenance Scheme)

Some common practices for documenting and recording training activities on-site could include:

• Project Training Plans
• Workers Training Records:
• Training Sign-In Sheets
• Gaining Certificates and Licenses
• Toolbox Talks
• Personal Training Logs
• Unique hazards or Site-Specific Training

Documentation and record-keeping practices can differ between construction sites, influenced by company policies, project characteristics, and regulatory obligations.

Nevertheless, maintaining precise records of training activities can be advantageous for the professional development of workers, serving as a valuable repository of their prior learning experiences (RPL).

These Training records should be regularly updated to reflect any additional training, retraining, or changes in the worker's status. This ensures that everyone on the construction site remains appropriately trained and competent.

REINFORCEMENT AND FEEDBACK

In the realm of on-site construction worker training, it is imperative to offer skill reinforcement and feedback. This practice not only guarantees safety, quality, and skill enhancement but also fosters a culture of responsibility, drive, and ongoing advancement. Such a culture holds particular significance in an industry where precision and safety are paramount.

The importance of feedback is an integral component of the cause-and-effect cycle, with a direct impact on your workforce's attitudes and beliefs regarding learning. Consequently, it plays a pivotal role in shaping their future learning behaviour, whether on-site or elsewhere.

John Hattie in his ‘Visible Learning for Teachers” book in 2012 offers the following guide for effective feedback questioning:

Feedback Level	Major Questions	Three Feedback Questions
Task	How well has the task been performed? Is it correct or incorrect?	where am I going? How am I going? Where to next?
Process	What are the strategies needed to perform the task, are there alternative strategies that can be used?	How am I going? What progress is being made towards the goal?
Self-Regulation	What is the conditional knowledge and understanding needed to know what you are doing? Self-motivating, directing the processes and the tasks.	Where to next?  What activities need to be undertaken next to make better progress?
Self	Personal evaluation effect on learning.

Formal reinforcement structures are built into most learning programmes.

It's essential to tailor these formal reinforcement strategies to the specific needs and culture of your construction company.

Effective reinforcement programs not only motivate workers but also contribute to their professional development and the overall success of the construction projects.

Some forms of formal reinforcement that can:

• Awards and Recognition
• Promotions and Advancements
• Certifications and Qualifications
• Skill Development and More Training Opportunities
• Employee of the Month
• Team Awards or Peer Recognition

CRITICAL REFLECTION

In summary, adult learners engage in self-reflection.

So what is critical Reflection?

Critical reflection is commonly used in various fields, including education, professional development, social work, and leadership, among others.

It helps individuals and professionals become more self-aware, make more informed choices, and adapt to changing circumstances.

It can also foster empathy and a deeper understanding of others and their perspectives.

Critical reflection focuses on three interrelated processes:

1. learners question and then replace or reframe an assumption.
2. they develop alternative perspectives on previously taken-for-granted ideas
3. they come to recognize the hegemonic aspects of dominant cultural values.

As adult learners reflect on what they are learning, they are also learning about themselves, and how they like to learn. This idea is then known as ‘meta-cognition’.

Overall, critical reflection by your workers can help continuously improve their processes, enhance safety, reduce costs, and ensure the successful completion of projects.

It also encourages a culture of learning and adaptability, which is vital in an industry where each project is unique and can present its distinct challenges.

GLOSSARY

Apprenticeship	A programme of study for a qualification, usually a national certificate or diploma on the NZQF, involves a mix of on- and off-job learning. Apprentices must be employed in the field for which they are training.
Credential	A verification of an individual’s qualification or competence issued by an education provider or third party with the relevant authority to issue that credential. Credentials vary from degrees to newer forms such as micro-credentials.
Higher education	One of three broad levels of tertiary education, along with foundation and vocational education. Higher education is at degree level or above (levels 7–10 of the NZQF).
Industry training	Training for people in the workforce leading to a formal qualification (eg, apprenticeships and national certificates). Government-funded and NZQA-accredited industry training is currently arranged mainly by ITOs. It can include learning on the job in a workplace or offsite at a training provider, or a mix of both.
ITO	Industry training organisation. ITOs are industry-governed and recognised by the government. They set national skill standards, develop training programmes, and monitor quality and assessment for industry training (but not for provider-based vocational education). Note that the current vocational education and training reforms will disestablish ITOs.
Level	The NZQF stratifies qualifications across ten levels. See Appendix A for more detail.
Work-based training	Training organised and undertaken in the workplace, or as part of a person’s job. It may be government-funded and recognised. Some such training may occur off-site.
Lifelong learning	Learning pursued throughout a person’s life. This contrasts to education as something a person does only in childhood and early adulthood, and prior to entering the workforce.
NZQA	New Zealand Qualifications Authority. Its role is to ensure that qualifications are seen as credible and robust, nationally and internationally.
NZQF	New Zealand Qualifications Framework. A comprehensive list of all quality-assured qualifications in New Zealand (secondary and tertiary), administered by NZQA.
PTE	Private training establishment. A provider of post-school education or vocational training that is not a Crown entity.
Skills	Subject-specific knowledge, such as literacy and numeracy, and non-subject-specific abilities, such as critical and creative thinking. Technical and vocational skills are a mixture of knowledge and abilities used to perform specific jobs with clearly defined tasks.
Tertiary education	In New Zealand, tertiary education is broadly defined to include all post-school education at three levels: foundation education, vocational education (such as industry training, including apprenticeships), and higher education (such as certificates and diplomas, and bachelors and higher degrees).
Trainee	Someone who takes part in industry training. Sometimes used to refer to trainees not enrolled in an apprenticeship. In New Zealand law a “trainee” is defined as an employee training under a training agreement that forms part of their employment agreement.
Wānanga	A TEI provides programmes in a Māori cultural context, with an application of knowledge regarding āhuatanga Māori (Māori traditions) according to tikanga Māori (Māori custom).

^{Ref: Training New Zealand Workforce}

REFERENCES

Websites

Building and Performance: learning.building.govt.nz
WorkSafe New Zealand: https://worksafe.govt.nz
mycomply.net (how to manage construction workers and best practices)
www.buildmagazine.org.nz
Digital Builder
https://www2.nzqa.govt.nz/
Site Safe New Zealand https://sitesafe.org.nz
BCITO building people https://bcito.org.nz
The Chartered Institute of Building. Construction Management Profession UK
https://www.betterup.com/blog/learning-pathway

Images

Thenounproject.com
https://unsplash.com/
https://pixabay.com/

Articles

Training New Zealand Workforce: New Zealand Productivity Commission. Draft Report 3 https://www.productivity.govt.nz/assets/Documents/42852dd6a2/Draft-report-3_Training-New-Zealands-workforce.pdf

LBP Skills Maintenance Scheme: Guidance for Licensed Building Practitioners https://www.lbp.govt.nz/for-lbps/skills-maintenance/

Hattie, J. (2012). Visible learning for teachers: Maximising impact on learning. London; Routledge.

Bartel, A. P. (2012). Employee training and productivity in the private sector. National Bureau of Economic Research.

Construction Skills and Training. Construction Procurement Guidelines: October 2019 v1.1 https://www.procurement.govt.nz/assets/procurement-property/documents/broader-outcomes/construction-skills-and-training-guide.pdf

The Ultimate Guide to Building Collaboration in Construction: Digital Builder https://constructionblog.autodesk.com/collaboration-construction/

Cascio, W. F. (2018). Managing human resources: Productivity, quality of work life, profits (11th ed.). McGraw-Hill Education.

Kraiger, K., Ford, J. K., & Salas, E. (2014). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 99(2), 311-328.

Noe, R. A. (2013). Employee training and development (6th ed.). McGraw-Hill Education.

AOTEAROA NZ AND BICULTURALISM

Cultural training development and understanding in New Zealand has been documented and discussed by many professionals in their field and are increasingly changing practices which reflect our unique bicultural heritage.

A key element is New Zealand’s founding document, the Treaty of Waitangi, enshrined in our constitutional framework and often cited as a cornerstone of educational or learning design.

Although not categorized as a formal theory, the principles underlying the Treaty are frequently integrated into discussions about cultural inclusivity, philosophy, and ethics. Ensuring equal opportunities in training and development results for both Māori and non-Māori is a core principle.

TRAINING VERSUS DEVELOPMENT

So what is meant by Training?

Training your staff refers to the systematic effort aimed at enhancing the competencies, expertise, and proficiencies of employees for their job responsibilities.

Its learning encompasses the development of attitudes, skills, and capacities required for specific tasks, involving the acquisition of new skills and the practical application of knowledge.

Its primary objective is to elevate on-the-job performance and equip individuals for potential future roles. Training serves to boost productivity, minimize accidents, and curtail resource wastage, all while contributing to improved trainee morale and satisfaction.

Development encompasses the holistic advancement of staff members, encompassing potential educational opportunities tailored to foster their progress. In other words developing the staff’s hidden qualities and talents.

These initiatives aim to enhance not only job performance but also contribute to trainees’ personal growth.

TRAINING NEEDS ASSESSMENT

A training assessment is a comprehensive evaluation aimed at pinpointing the overall training requirements within an organization. This evaluation can occur either before or after any training has been provided. To gather data, it might entail utilizing surveys, conducting interviews, and soliciting general feedback.

The assessment phase is overseen by senior personnel, and while its outcomes may reveal that a department requires enhanced communication skills, for instance, it typically does not delve into the details of how to address or execute those requirements.

A TRAINING NEEDS ANALYSIS:

After the assessment, the Analysis phase is conducted, which is more in-depth and specific in its approach. It involves a closer examination of the training needs that were identified during the assessment.

During this stage, Analysis is the process utilized to pinpoint the training and development requirements of your workforce, spanning across various trades, professions, employees, and contractors. The goal is to enable them to perform their jobs and foster their career growth effectively, safely, and efficiently. This analysis delves into the skills, knowledge, and behavioural attributes that your staff require, as well as effective methods to recognize and develop them.

The result of this analysis should be a robust plan for learning and development. This plan should be based on the identified requirements and should be closely aligned with the organizational, team, and individual objectives

THE TRAINING NEEDS ANALYSIS PROCESS

The process is about gathering information to identify gaps between job knowledge and skills required now or for future employment needs and the current knowledge and skills of an employee or group of employees. It starts with collecting information against the four levels of needs (legislation, organisation, job and individual needs).

When collecting information, it's important to ensure that the methods used are appropriate for the specific goals of the analysis. Moreover, combining multiple data collection methods, such as a mix of surveys, interviews, and observation, can provide a more comprehensive and accurate understanding of the job's requirements and responsibilities.

The diagram below is used to identify and classify needs or gaps into either learning opportunities or non-learning opportunities related to the information collected.

Once an analysis has been carried out or conducted, the next steps typically involve:

• Interpreting the data collected thoroughly, this would then mean you would be able to review any identified patterns, trends, or issues.
• Follow this by Identifying or determining the specific needs, gaps, or opportunities for improvement within the organization.

Note: you must define clear and measurable objectives or goals to address the identified training needs. These objectives should guide the required training or development process.

Remember the specific actions and sequence of steps may vary depending on the organization, the nature of the company analysis, and the goals of the training or development initiatives.

JOB & LEGISLATIVE ANALYSIS

The primary purpose of job analysis is to understand the various components of a job, including its duties, responsibilities, qualifications, and requirements. On the construction site, this information is crucial for several management functions, such as adhering to government legislation and building standards.

So, a job analysis would focus on understanding and documenting the details of a specific job within an organization, while in turn covering the legislative components involved including construction laws and regulations to in line with company policy objectives.

Within most construction sites this evaluation is critical in making informed decisions to ensure compliance with all relevant laws and regulations.

Job and task flow example: (SME: Subject matter experts)

This analysis of Job and task would relate to specific jobs within the site and use information about the job to develop a standard of performance, which would identify the necessary licenses, certificates and regulatory requirements. Also, it covers knowledge, skills and characteristics to achieve the desired standards of performance.

This would create a level of training necessary for certain jobs which together make up an organisation portfolio.

In summary, to help with determining the required training needs for a particular job, a job analysis could be conducted to document the requirements of a particular job in an area and the required work performance needed.

Example: (Job Analysis)

SAMPLE TEMPLATE

Date:		Prepared by:
Title: Roof Carpenter		Department: Roof framing
Understanding the job
Goals and Objectives of the position Working at Heights – Construction of roof framing on a residential build project.
Knowledge/Skills/ Characteristics required Can the job be done without exposing persons to the hazard (eliminate). This can often be achieved at the design, construction planning and tendering stages. If elimination is not practicable then steps should be taken to isolate people from the hazard. This can be achieved using safe working platforms, guardrail systems, edge protection, scaffolding, elevated work platforms, mobile scaffolds, and barriers to restrict access. If neither elimination nor isolation are practicable then steps should be taken to minimize the likelihood of any harm resulting. This means considering the use of work positioning systems or travel restraint systems, safety harnesses, industrial rope access systems and soft-landing systems.
Legislative and regulatory requirements People (PCBU) with a duty must take all practicable steps to ensure the safety of workers when they are exposed to a fall or where the hazard of a fall exists.
Additional requirements A hazard assessment shall be carried out for all work at height. It is essential that the hazards are identified before the work starts and that the necessary equipment, appropriate precautions and systems of work are provided and implemented.
Core Competencies	Essential	Significant	Learn on the Job
Safe erection and use of mobile scaffolding up to 5m in height	✓
Construction of edge protection	✓
Safe use of Elevated Work Platforms (EWP)	✓
Harness Systems	✓
Safety Nets	✓
Safe use of ladders and stepladders	✓
Circle and attach the evidence you used to conduct this job analysis.
Position descriptions	Industry best practice information	Performance review documents	Legal and regulatory information
Other (please specify)	Worksafe NZ Best practice guidelines for working at height in New Zealand

In summary, the purpose of a task analysis would be to document the skills, knowledge standard performance and legislative requirements required to complete a certain task safely, to standard.

Example: (Task Analysis)

SAMPLE TEMPLATE

Date:		Prepared by:
Position Title: Roof Carpenter		Department: Roof framing
Goals and Objectives of the position: Working at Heights – Construction of roof framing. Stay updated on the latest safety guidelines, equipment, and techniques for working at heights.
Task	Knowledge needed	Skills Required	Standard Performance
Construct roof framing for newly built home	Correct work Planning of task	Ensure scaffolding is erected prior to arrival of roof trusses and safety nets are in place	All standards to meet Worksafe NZ Best practice guidelines
	Certification, Safety Regulations and Standards	Coordinate with supplier to ensure delivery vehicle has HIAB to lift trusses
	Fall Protection Systems including  Fall Hazards awareness, and PPE	Clear and isolate area to minimize risk to team if load fails while being lifted
	Weather, and structural awareness. Including Scaffolding and ladder maintenance	Check with driver that the straps/slings to lift the load are certified and in good condition and will not fail
	Communication and equipment Handling	Conduct a re-start meeting with all parties to confirm the sequence of work and identify potential hazards
		Preposition team members on scaffolding to remove strops/slings when load is landed
		Mark set out points for the location of roof trusses
		Safely move the trusses as a team into their correct location, temporarily brace and fix trusses into position

TRAINING PLAN

The job and task analysis process helps in determining the specific training needs for certain staff members; for instance, the analysis may reveal that certain staff members in a position or role need additional training in using a particular plant equipment, or in revision of their own technique skill level.

Then the “training plan” uses this information to outline the learning objectives and content of the training.

A training plan is a systematic and organized approach to preparing individuals or groups to acquire new knowledge, skills, or competencies. It outlines the specific goals, objectives, methods, and resources needed to facilitate effective learning and or development.

Training plans can be used in various contexts to address a wide range of learning needs.

Within a Training Plan thou, certain points would be documented:

• Setting a clear and measurable learning objective,
• Methods and strategies to be used in delivering the training,
• Resources-  including the trainer, facilities, equipment and other materials,
• How learning will be Assessed and or Evaluated afterwards.

In summary, the plan is a structured approach to developing the skills and knowledge needed to perform the job effectively. It connects to job and task analysis by using the insights gained from these analyses to tailor the training program to the specific requirements of the job, ensuring that the training is relevant and aligned with the organization's goals.

Example (Training Plan)

Organisation goal	Analysis Outcome	Who will participant	Learning and development activities	How will this be evaluated	Resources required	Date
Revision on Work safely at heights	Training on the fall arrest system	All team members, including scaffolders and roofers	1.Harness checks.	Team members to demonstrate competency with the relevant Height safety equipment	Whiteboard Pens A3 paper Internet access Demo Harness. Safety Lines. Lanyards. Feedback forms	TDC
			2.Safety Line checks.
			3.Lanyard check including fixed, adjustable & shock absorbing.
			4.Revise Anchor points.

When creating a training program for your team, it's crucial to take into account and assess their prior training experiences. The following list of questions serves as an initial guide.

• What is the history of training within the organisation?
• What needs are being addressed by the training?
• Are there any recent process or procedure changes?
• What are the legislative and regulatory requirements that must be adhered? (By job function and organisationally)
• What resources are available to conduct the training?
• Who needs to be trained, how often and what is the priority?
• Who can serve as subject matter experts?
• How will the training be conducted?

Note: The best way to maximise learning across multiple areas of the construction site is by including the participants' leaders. Professional training often falls because the participant learns new skills or ideas that their leader isn’t exposed to, so therefore doesn’t actively support or understand.

STEPS IN A TRAINING PROCESS

As we have discovered that training is a process of teaching new staff members the basic skills, they need to perform a job, so how do we do it?

Effective training begins well before the instructor delivers an individual training session, and continues after that training session is complete.

Training can be viewed as a process comprised of five related stages or activities.

In each of these five sections, specific strategies, techniques, and methodologies can be applied to improve training endeavors aimed at attaining the desired results.

Each subsequent stage in the process relies on the preceding sections, mirroring the sequence trainers follow when progressing through the stages of development, delivery, and assessment.

METHODS OF TRAINING

There are numerous approaches available for instructing and developing the skills of workers in the construction industry.

Companies have the flexibility to select a combination of training techniques to train workers depending on which method suits the content material required and what works best for the learners.

Ideas include:

• Computer-based learning comprises any type of training that can take place on the computer. Note E-learning is entirely on-line. The significant advantage of technology-based learning is its flexibility and adaptability to learner scalability.
• Roleplaying: generally involves a learner and a trainer, where each can act out various potential worksite scenarios.
• On-the-job is one of the most typical types of training techniques. This hands-on training concentrates primarily on the practical skills essential for the job, with observation and feedback.
• Using videos and clips, can make complex material more engaging, interactive, and demonstrative.
• Classroom-style training where a trainer or the teacher prepares and leads the experience, generally using visual elements, similar to a university lecture style of learning.
• Case studies may be the most effective training technique for improving analytical and problem-solving aptitudes as it outlines potential scenarios that could happen on-site.
• Group training may be useful when a company or trainer must share data with a large group of workers. It can be an efficient means to ensure that all workers are receiving a consistent message.

Remember, Providing written instructions after training is a good practice to enhance the effectiveness, consistency, and accessibility of any training session. It helps to reinforce learning, provide clarity, and ensure that staff or learners have a reliable reference to follow. Also don’t forget to communicate how frequently the training will be conducted or required if needed.

TRAINING MATERIALS

Use your company handbook, current worker knowledge base, internet resources, and other industry-relevant sources to define your training objectives and to use as a guide.

INTERNAL ON-SITE TRAINING

Internal or on-site training provides training privileges for its workers to receive training practices that tailor their expertise according to the unique necessities of their company.

This approach offers many advantages for staff, as they can enhance their professional skill level, or knowledge without needing to leave their workplace, conserving valuable time. Remember, the expense per employee diminishes when they undergo training as a collective group within the company, rather than attending non-essential external training programs.

In bigger construction companies the content of training provided can be tailored to suit the needs of the attendees. This allows more experienced staff to receive highly specialized training that directly addresses the specific company goals or challenges they may be encountering. Thus, the training can be designed to align with the company's main objectives.

With internal training, projects can maintain control over the timing and duration of these training sessions, and they can be scheduled in a way that does not disrupt regular working hours. Consequently, workers do not need to fall behind in their usual tasks.

In addition, internal training fosters team building towards training. Workers from different fields can partake in the training, gaining an understanding of each other's roles. They learn to collaborate and resolve communication issues effectively.

EXTERNAL TRAINING

External training offers numerous benefits to both companies and workers seeking to enhance their existing skill or knowledge set to meet government standard requirements. To begin with, the opportunity to tap into the knowledge and expertise of specialists who are brought into the workplace proves to be invaluable.

This means that team members have the chance to acquire modern, up-to-date insights and certifications in the shortest possible time.

Also, external training can represent a cost-effective option in the long run, as learners or teams of learners can gain precisely targeted instruction from highly experienced facilitators or external providers.

The expertise of these external trainers quickly justifies the investment through accelerated learning outcomes.

Lastly, external training can also save time. This is by introducing specialized guidance and support into the company, and it eliminates the need for hours of teaching, and researching yourself, with the added effect of trial-and-error that would otherwise be required if attempting to independently acquire experienced staff members to teach younger members new ways of doing tasks.

Watch: The following 4-minute On-site numeracy training session.

WORKERS’ WILLINGNESS TO TRAIN

The eagerness of staff members to acquire new knowledge and skills is a fundamental trait that paves the way for the company’s professional growth.

In essence, staff who receive ongoing training and development opportunities feel valued and in turn have higher levels of engagement and general morale.

When workers feel they are neglected or don’t understand what is required of them, this can have a negative impact on their morale and they are more likely to be unhappy at work.

These staff members may engage in absenteeism, conflict or just look for another job.

So improving your staff's willingness to train on-site is essential for the project’s success as well as your staff’s professional development.

All construction sites would be different, but some useful strategies to enhance motivation and engagement in training could be:

• Clearly communicate the Benefits,
• Make Training Relevant,
• Offer Incentives,
• Allow Flexibility,
• Promote a Learning Culture,
• Show Leadership Support,
• Gather Feedback,
• Gamify Training,
• Celebrate Achievements.

RETRAINING

In most companies, it's common for workers to experience a decline in their skills, which no longer align with the evolving demands of their roles. To address this issue, workers often benefit from refresher courses to either recollect forgotten knowledge or acquire updated skills to replace outdated practices they've grown accustomed to.

These staff members rely on the company to provide them with up-to-date knowledge and skills, rekindling their enthusiasm for their tasks.

The necessity for skill retention becomes particularly pronounced when technological advancements lead to changes in equipment, methodologies, or tools. For instance, a Timber framer might require updated information on wood varieties and treatment procedures.

THE ROLE OF MOTIVATION

There is a tendency for adults when they leave school to only take up or participate in training course material which has content which is only applicable to real-world roles and responsibilities, which brings in the use of:
“What’s in it for me.”

As referenced by the NZ Productivity Commission, “New Zealanders aged 25–65 with lower prior qualifications are less likely to participate in training, and more likely to say they do not want to.”

Inevitably, motivation plays a big part in success, it affects direction, intensity, persistence and quality of the actual learning behaviours.

There are two types of Motivation in adults, it can be intrinsic and/or extrinsic.

It is said in many textbooks that while adult learners respond better to external motivators, internal motivation is more powerful and contributes to lifelong learning.
Ref: Knowles, Holton III and Swanson

External motivators might include salary increases, higher status, job titles and perks, incentive pay, academic credit, or promotions.

Whereas internal motivators, such as job satisfaction, the desire to grow, improved self-esteem, and quality of life, are usually more important to adults in their learning process, and must therefore be fostered by trainers or educators.

Further reading on Lieb’s (1991) six sources of motivation for adult learning can be read about in this short article outlining this model, with its six sources of motivation which can provide a framework to guide any sort of teaching or training practice.

https://petsalliance.org/sites/petsalliance.org/files/Lieb%201991%20Adult%20Learning%20Principles.pdf

BUILDING MOTIVATION

This means gauging what are the learners’ motivating factors and goals are, and then planning strategies to show learners the relationship between the training content and their desired outcomes.

By doing this you are tapping into your learners' teachable moments so then your staff members are convinced of the need to know that information.

Any teaching of any sort provides its challenges, and frustration for the learner, so building motivation through positive reinforcement is a very good skill for training success.

LEARNING STYLES

When we talk about training we can’t not talk about the concept of learning styles.

Learning styles relate to the characteristic strengths and preferences in the way learners take in and process information.

When people engage in problem-solving, product creation, or social interactions, their thoughts and emotions vary from person to person.

An individual's unique learning style is shaped by their personality, intelligence, educational background, life experiences, cultural influences, as well as their sensory and cognitive preferences.

This diversity in teaching others has given rise to various models and tools designed to understand and cater to these different learning styles.

While there are critics of learning style theories, there is a consensus that within any group of adults, a broad spectrum of individual learning style variations exists.

So utilizing certain techniques or methods to measure learning styles in the breakout room can provide learners of the material a heightened sense of self-awareness, stimulate better discussions about their learning approaches and preferences, and foster a more learner-centric educational environment, which embraces diversity.

VARK

Fleming and Mills’ VARK model is one of the most popular representations of potential finding out your learners' learning style.

In this model Learners are identified by whether they have a preference for certain types of learning when it comes to training or teaching, these are:

• visual learning (pictures, movies, diagrams),
• auditory learning (music, discussion, someone in front of class talking ),
• reading and writing (making lists, reading manuals, taking notes),
• or kinaesthetic learning (movement, experiments, hands-on activities).

Most facilitators in their respective fields agree that while a learner may be strong in one area, most learners have aspects of all of them.

With the introduction of technology, there are also advocates to add a new category to the list to incorporate the learning style of (T) for Technology.

It's important to note that while understanding learning styles can be a valuable tool like knowing how to engage, tailor the best instruction, or being inclusive with your training which helps reduce frustration, it's just one aspect of effective teaching.

People carrying out the training should still consider factors like individual interests, prior knowledge, and cultural backgrounds when planning instruction to create a well-rounded and inclusive learning environment.

What is your learning style?

https://vark-learn.com/the-vark-questionnaire/

Further information on these types of learning styles can be found after carrying out the questionnaire to find your style.

REFERENCES

Section 5.2: In-house Training vs. External Training N. Czerwinski; R.Mann; AND S. Dhaliwal https://kpu.pressbooks.pub/peoplelearningdevelopment/chapter/section-4-3-training-plan/#:~:text=External%20training%20is%20when%20someone,program%20(Proffitt%2C%202018).

A Guide for the Construction Industry: Training Needs Analysis. Australian Constructors Association. https://www.constructors.com.au/wp-content/uploads/2019/11/Training-Needs-Analysis.pdf

Training New Zealand Workforce: New Zealand Productivity Commission. Draft Report 3 https://www.productivity.govt.nz/assets/Documents/42852dd6a2/Draft-report-3_Training-New-Zealands-workforce.pdf

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner (6th.). London: Elsevier.

The Advantages and Disadvantages of Internal Training: Findcourses.co.uk https://www.findcourses.co.uk/inspiration/hr-learning-development-articles/advantages-and-disadvantages-internal-training-10131

Lieb, S. (1991) Principles of Adult Learning. VISION journal [electronic version]. Fall. Retrieved from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

LBP Skills Maintenance Scheme: Guidance for Licensed Building Practitioners https://www.lbp.govt.nz/for-lbps/skills-maintenance/

Goalposts: A professional development resource for new tertiary teachers. Ako Aotearoa https://ako.ac.nz/knowledge-centre/goalposts-adult-learning-resource/goalposts-a-professional-development-resource-for-new-tertiary-teachers-in-their-first-year/

The Difference between Training and Development: Gyrus https://www.gyrus.com/the-difference-between-training-and-development#:~:text=Training%20is%20mostly%20provided%20to,of%20an%20individual%20or%20group.

Noe, R. A. (2013). Employee training and development (6th ed.). McGraw-Hill Education.