Stakeholders were asked to note the three apprenticeship trades that they felt would most benefit from having LBS assessment tools developed for them. The results of this poll were tabulated, and the three most popular trades were identified. Next, we reduced the number to two by considering the objectives of the project. We wanted to create two sets of assessment tools that would represent very diverse kinds of trades. We also wanted to produce assessment tools that might be applicable to more than just one trade, if this was possible.
In the end, two trades have been selected: Construction Electrician and Hairstylist. These two diverse trades will have applicability to other trades, especially in the assessment tools for the lower LBS levels. For example, all construction tradespeople will need to learn about linear measurement at LBS levels one, two and three. Handling cash is a skill that Hairstylists and other retail salespeople will need to develop as well. Therefore, these assessment tools will be of value not only to apprenticeship candidates, but also to LBS learners with other, related long-term goals.
We could now turn our attention to the development of demonstration activities. This proved to be more contentious than we had anticipated. We first had to determine the needs of our target audience: the LBS learner.
Primarily, the demonstrations we were to develop were intended for learners in the LBS Program who are considering an apprenticeship in either the electrical or hairstyling trade. While on the surface this would seem to be a homogeneous group, the goal paths, abilities and competencies of learners in these categories can be quite different.
Individuals wishing to apprentice as construction electricians begin by locating an employer that is willing to hire and train him/her. The candidate or employer then arranges a meeting with a Training Consultant from the Ministry of Training, Colleges and Universities apprenticeship office. The meeting’s purpose is to determine the employer’s eligibility to train apprentices. After this has been determined, the employer and apprentice enter into a training agreement, the trainee is registered as an apprentice, and training begins.
90% of apprenticeship training takes place on the job. The rest of the time, the apprentice takes part in classroom training. Under this general guideline, there are several possible paths. The apprentice may initially take part in on-the-job training on a full-time basis, while taking classes in the evenings and/or on weekends. Some training programs may be offered on a full-time basis periodically throughout the academic year. In this case, the employer grants the apprentice time off to attend classes.
In the case of hairstylists, however, the normal procedure would be to enrol in full-time in-class studies at a recognised school of hair design. The apprentice is expected to begin the required number of hours of on-the-job training either during the time they are in school, or after the academic training has been completed.