According to Billett (1994:11) the goal of apprenticeships, as a situated-learning methodology, is to assist learners to acquire and integrate the knowledge and attributes for skilled vocational practice. Billett further states that apprenticeship stresses an interplay between observation, scaffolding and increased independence of learners. As instruction method, apprenticeships ought to involve four phases:
Modelling, according to Billett (1994:11) requires an expert to execute a task so that the learner(s) can observe and build a conceptual model of the process involved in accomplishing the task successfully. However, the expert must also verbalise his or her thinking (the cognitive/internal procedures deployed). Modelling enables the learner to visualise the task execution. The implications for employers, other than the time to sensitise experts to reveal their cognitive processes, are largely beneficial, in that tasks are done according to specifications.
Coaching may result in a decrease in production, since it requires experts to observe and monitor the learners carrying out the tasks. In addition to feedback, experts may provide hints, clues and the tricks of the trade. Repeated demonstrations may also be required (Billett, 1994:11-12), which may consume even more time. However, Dougherty & Tan (1997:32) believe that training costs tend to be systematically overestimated, because the cost of a trainer hour is estimated by using the trainer’s wage rate. However, the real costs may be much less, because the trainer often fits training sessions into periods when he or she would otherwise have been idle.
Scaffolding refers to support given from a greater distance (Billett, 1994:12). Ideally, scaffolding implies an accurate diagnosis of the learner’s skill level and the entrusting of parts of or complete tasks that the learner should be able to complete. Additional suggestions may be offered or help required from the expert. It is further suggested that scaffolding should involve joint problem solving. Employers should start regaining lost production time as learners start to master the tasks and achieve output. Dougherty & Tan (1997:33) claim that several studies have found that training costs are recouped even if the trained worker stayed on for only a short while after mastery.
Fading is the gradual removal of support until learners are able to conduct tasks autonomously (Billett, 1994:12).
(This is an extract form a paper presented January 1998 - Download AICJAN98-Artisans.DOC )
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