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Technological Advancements in Apprenticeship Programs

R. Lance Hogan, Ph.D.Professor

Eastern Illinois UniversityCharleston, Illinois

Luke J. Steinke, Ph.D.Associate Professor

Eastern Illinois UniversityCharleston, Illinois

19-1

Who Are We?

• Professors @ Eastern Illinois University

• School of Technology– Analysis– Assessment and Evaluation– ISD

• Authors—DACUM

19-2

Session Agenda

• Skills Gap: Technology—Opportunity or Threat?

• Technology in Industry – Robotics and 3D Printing

• Training for New Technologies– LMS, e-learning, Gaming, and Simulations

• Skill And Performance Driven TrainingLearning Activity Batteries

• Making the Right Choices

19-3

Skills Gap

• 3 Million Jobs Unfilled• 20 million are out of work or

underemployed • 53% of all college grads are

unemployed or underemployed• Labor Market Mismatch

• Globalization and Technological Impact

“People without Jobs and Jobs without People”- Wyman (2016)

19-4

Technology Changes in Industry

• “Consumerization” of Production

• Virtualization and Digitization

• Connected Supply Chain• Complexity Reduction and

Modularization of Business• Product Design, Material

Science and Sustainability• Evolution of the Industry

Models

19-5

3D Printing and Rapid Prototyping

• Advancements allowing us to create and design at a faster rate– Customization– Accessibility– Lower Cost

19-6

Robotics and AI

• The Automated Workforce!– Increasing

precision/reduction of human errors

– Reduce health and safety concerns

– Logical decision making

“We are approaching the time when machines will be able to outperform humans at almost any task.” – Dr. Moshe Vardi

19-7

Technology Changing the Way We Work

• Technology within industries changes rapidly

• 65% of children entering primary schools today will likely work in roles that don’t currently exist

• New technologies enabling remote working, co-working space and teleconferencing as the principal driver of change

19-8

Closing the Skills Gap!

• How do we keep up with technological changes in industry?

• Training solutions:– Faster, more efficient– Greater access/totally

mobile– Wide spread availability

19-9

Are We Ready for Training in 2025?

• Traditional training programs that are: Ineffective Inefficient

• Analysis that tends to be skipped because of the time it takes

• Training not connected to real performance expectations

• Training that is instructor-focused• Training that is knowledge centered vs.

skill/performance centered• Training that lacks suitable evaluation instruments

to facilitate observation of performance • Training that quickly responses to changes in

industry/technology

19-10

DACUM is . . .

A Process for:

– Occupational Analysis– Developing Training– Appraising Performance– Developing Current and Future

Employees

Used by:

– Business and Industry– Government—Military– Educators—Career Prep

Why:

– Effective– Quick and Low Cost– Measureable

19-11

DACUM Focuses on Skills

Skills: – Are trainable– Have an expected level of performance– Are measureable– Are what employers/managers care about!

Skills Statement Criteria:– Concisely describes skill in performance terms

• Verb—Identify, prepare, develop, monitor• Object—Equipment, customer, report, patterns

• Qualifier—“Potential” customer, cardiac

e.g., Interpret Cardiac Patterns

19-12

SKILL BAND Sequencing

Skills to the right of the chart (closest to the GAC)

are skills performed by more experienced

practitioners

Skills to the left of the chart (furthest away from

the GAC) are skills performed by someone

beginning in the occupation

19-13

DACUM Rating ScaleCan perform the skill with more than acceptable speed and quality, with initiative and adaptability and can lead others in performing.

6

Can perform the skill with more than acceptable speed and quality, with initiative and adaptability to special problem situations.

5

Can perform the skill satisfactorily without supervision or assistance with more than acceptable speed and quality of work.

4

Can perform the skill satisfactorily without assistance and/or supervision.

3

Can perform the skill satisfactorily but requires periodicsupervision and/or assistance.

2

Can perform the skill but not without constant supervision and some assistance.

1

Cannot perform this skill satisfactorily for participation in a work environment.

0

19-14

DACUM Rating Scale

• The Rating Scale is the keyconnection between occupational analysis, curriculum, and evaluation.

• Ratings specify the expected levels of skill needed for an occupation.

• Each skill block on a DACUM chart is rated for the minimal acceptable level of performance.

• 7-point descriptive scale categorizing occupational performance levels.

• Utilized to measure observable behavior when evaluating performance.

Skill3

Skill rating

19-15

Determining Minimum Skill

• A DACUM Chart containing skill ratings for multiple job categories within an occupation is a Minimum Skill Profiles (MSP) Chart.

• Ratings indicate the minimum level of performance required by the respective job category.

• Skill levels indicated around each skill block are the minimum level of acceptance by persons in the profession.

• Learners can use a MSP Chart to see what skills they must improve on for multiple job categories.

19-16

MSP Chart Legend

19-17

MSP Chart Ratings Example #1

PLAN AND WRITE MENUS

4 6

19-18

Training 2025?

19-19

LAB—Learning Activity Batteries

• Enabling learners to apply and develop skills (demonstrate competence)

• Range of potential learning activities– Directly applied or transferred work activities

• Methods of Delivery?

19-20

Technology Changes in Training

• “Consumerization” of Training

• Virtualization• Digitization

– Simulations and games

• Complexity Reduction and Modularization of Training

• Evolution of the Training Models

19-21

Gaming and Simulations

• Game-Based Learning—Imitates real work experiences– Role-Play– Open-Ended Simulation– Strategy– Reflex Testing

• Benefits Include:– Active engagement– Adaptability– Self-paced– Feedback– Standardization– Cost-effective– Performance-centered

19-22

LMS and e-Learning

• Forms of e-learning are almost unlimited– Mobile learning– Social media– Video classrooms– Interactive e-learning– Synchronous and Asynchronous

Learning

• Learning Management Systems (LMS)– Organizes e-learning– Provide unlimited access– Tracks learner progress– Reduces time and costs of learning

19-23

Strategies for Using New Tools and Technology

• What should we choose?• Technology and tools that are purchased and

not used effectively is not responsible use of funds.

• How do we determine what is best for us, our trainees, and how to use it effectively?

• Educators often fail to determine the proper tools of the trade, and more importantly what they are being used for.

19-24

Choosing the Right Technology

• Determine the Need for the Technology• What skills will it be used to develop?• When is the skill/technology needed on

the job? In the training room?• What level of skill is needed with the

technology? By every job within the occupation?

19-25

Using Technological Advancements

• Regardless of the advancement, we need to determine if it is “necessary”– Are all “jobs” the same?– Are all expectations the same?

• Advancements can provide significant value if properly analyzed– Costs can be significant if not

19-26

Key Takeaways

• Technological Advancements are creating an ever widening gap in skills

• Technological Advancements are useful in designing and developing training to close the skills gap

• Determining skills needed and level of skill important to determining resources

• Does everyone require the same resources? Every skill require the same type of training?

• Selecting the right technology is key to ensuring maximum use/value

19-27

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ATE19 - Technological Advancements in Apprenticeship Programs