A number of years ago, while a professor at Ohio State University, I (Ron) led a group of graduate students from our Workforce Development and Education program, on a study trip to Germany, and among our site visits was a unique opportunity to tour the Volkswagen Wolfsburg plant. We met some young metal-worker apprentices in a company lab and, sure enough, we observed them spending part of their apprenticeship experience by filing away on pieces of metal blocks, without actually making anything useful. What was the reason? We were told that apprentices must get to know, in a somewhat abstract way, how metal responds when worked, and there’s no better way to achieve that goal than to scrape away with a metal file and examine the piece and filings along the way.
Clearly, there must be some basis for having apprentices simply file away on metal, as this practice has a long history in the context of German apprenticeship lore. In today’s context, identifying the specific rationale for such an assignment might be increasingly difficult to document. Apprentices in the 1990s were presumably more accepting when asked to do something with less explanation, but would today’s apprentices be so accommodating without seeing the point upfront?
Last month, on January 20, Scott and I presented a Learning Lab focusing on understanding and implementing competency-based apprenticeships. We reviewed our definition of a competency-based apprenticeship and discussed the decision considerations for going in that direction, rather than a time-based apprenticeship, related to a project for two operator apprenticeship positions at Environmental Services in Minneapolis. Clearly, our view of apprenticeships makes learning outcomes explicit and measurable as a priority. We discussed the on-going apprenticeship project and promised to present another Learning Lab when more program outcomes could be reported. We had an enlightening discussion with participants following our presentation, focusing on the sometimes daunting implications when a competency-based apprenticeship is selected. The Learning Lab was recorded and is now available through MUS for those who were not able to attend.
How to reconcile the two perspectives of apprenticeships presented here (having apprentices acquire the intangible abstract insights as part of the work versus having apprentices acquire outcomes made explicit upfront) cuts to the core of many discussions about apprenticeships. Some want apprentices to learn beyond the apparent, such as realizing the nuances of practice and the occupational culture, which we concur as being important. Others want apprentices to learn only what is instrumental, what is required to perform on the job, with the other information coming later.
Our perspective leans to the latter approach, thinking that both are important, but the competency-based apprenticeship approach is more effective and efficient, which is what society is now demanding. Consider that being a metal worker has traditionally been viewed as a lifelong occupation, so there’s plenty of time to move into the details of metal working practice.
Whether that continues to be true across German employers might be questioned, given the volatile nature of work.
Similar to building a house, there must be a solid foundation and engaging today’s apprentice in meaningful and authentic work, fits better with our understanding of adult learning theory. In a practical sense, if we want apprentices to stick with the program, they must be engaged and made to feel that they are making progress toward a promising outcome. Otherwise, we have seen all too many individuals simply abandon their apprenticeship program, which has consequences for them, the program, and society in a broader sense as well.
Scott and I look forward to presenting our next MUS Learning Lab which will follow up and report the progress of the project. We realize the importance of imparting the more intangible aspects of any occupation, but wonder what are some alternatives to making that happen, all the while remaining accountable to the project’s goals.
