sparks
ELECTRICAL NEWS
june 2014
contractors’ corner
9
Training and development by Nick du Plessis
Howmentors can improve the quality of learner artisans
DURING the last month, I have been to vari-
ous meetings and also dealt with a number
of queries about the quality of this country’s
future artisans – even newly qualified artisans.
I have to admit that there are many who
carry the artisan badge but are not compe-
tent artisans.
I have discussed some of the issues at
length in previous columns but, unfortunate-
ly, many of us tend to blame the next person
for this sorry situation.
With that in mind, I would like to highlight
After a coaching session, ask yourself the following
questions:
• Did I allow the learner sufficient time to complete
the allocated task?
• Would it benefit the learner to have more practice
sessions tomaster the skill?
• Did the coaching session relate to the task criteria?
• Was the coaching session practical; that is, is it
time-efficient and cost-effective?
• Do I need to upgrade my personal knowledge of
this process?
• Did the learner get a fair coaching session?
• How can I improve on this in the next coaching
session?
Remember that every project, task or activity
could lead to a coaching or training opportunity
for a learner. If you don’t take advantage of this
then you are contributing to the fact that learners
can pass the trade test, but are not capable of
performing adequately in the workplace because
you never gave them the opportunities to apply
their knowledge and skills in the workplace.
In the final analysis, ask yourself if you would
be able to look in a mirror and say with confi-
dence that you have provided the future
artisans who are working under your guidance
with sufficient and valid working opportuni-
ties to ensure that they will perform as artisans
when they pass the trade test.
Would you be comfortable with them telling
others that you taught them to do certain
tasks that are required by an artisan in their
chosen field?
some elements that mentors can do in the
workplace to improve the situation.
While you may not be able to fix the
entire skills competence problem, you
can impact the lives and competence of
young learners in your environment or
workspace.
Firstly, it must be remembered that
when any sort of training intervention has
taken place, unless the knowledge and
skills acquired are applied in the context
of the workplace, the learner will never
master the skills. I am aware that some of
the theory elements learnt would hardly
be used in isolation.
Allowme to explain: If a learner learns
about volts, current and ohms and can
do the calculations using schematic
diagrams, then learns about a multimeter
and its functions and finally learns about
a circuit breaker and its components
and functions, the learner then has an
understanding of all the processes and
functions.
In the training centre the learner is in a
controlled environment where compo-
nents are accessible, clean and, in many
instances, older than the components
found in the workplace – not what one
would call `reality’.
Therefore, when a learner is in the
workplace and you are the coach or men-
tor, you are expected to assist the learner
gain an understanding of the equipment
and components in the workplace, the
complexities of installing equipment in
confined spaces, and the pressures of a
workplace in terms of time constraints and
customer expectations and needs.
Remember, it is only with your input and
support that the learner will be able to
become a skilled artisan.
I have put together a practical list of
questions that will assist you to coach
learners effectively and will help you to
evaluate your coaching exercises.
In order to deliver an effective coaching
session, here are some questions to ask
yourself:
• Will I be able to demonstrate the task in
an appropriate language while demon-
strating it?
• Have I allowed sufficient time to match
the learner’s needs?
• Have I ensured compliance to health and
safety regulations?
• Have I planned the session in a logical
sequence?
• Is the task linked to the learner's learning
requirements?
• Do I know where the learner can find
additional information or recourses?
• Are any unnecessary demands being
placed on the learners?
• Can I explain the task in a broader
context?
• Can I redirect learners when they are not
meeting performance standards?
• Have I planned a process to clearly ex-
plain to the learner his or her role as well
as what is expected from them?
