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Simulating the workplace in welding education

Industry has informed welding educators that the students they hire can weld, but have no idea what goes on in a real industrial shop. This discovery prompted Dr. Kathy D'Antoni, assistant superintendent of schools in West Virginia, to explore methods to overcome the problem.

Dr. D'Antoni called a meeting in May 2013 with the state technical educational advisory committee to get first-hand information to help determine a rapid solution to the situation. The committee comprises fab shop managers, manufacturing plant managers, local union leaders, and educators.

The industry representatives were able to present the "in shop" atmosphere that the educational system needs to address. The educators then were able to assemble a plan that would meet those needs. This meeting helped to establish an ongoing collaboration between the two groups. Still a fluid project, it is progressing nicely.

In the first year, several educational programs were chosen to implement the "Simulated Workplace Initiative." The first-year accomplishments have been surprisingly successful. Eventually all technical and industrial programs in West Virginia will be involved.

School shops are attempting to duplicate the day-to-day operations of industrial shops and are including support personnel in the simulation. Most welding instructors in West Virginia have worked in industry and are aware of operation methods. This is a definite plus for the initiative.

Where to Begin

The first item on the agenda was to present a training program for the instructors so they would buy in to the idea. In some cases, this was a bit difficult because many of the instructors were doing a good job of teaching the way they always had. However, it didn't take long for them to realize that they could be doing good things for their students by getting involved with the new model. Some even volunteered to conduct the first round (test flight) for the program.

Clint Burch, program coordinator, is dedicated to the success of the training for the instructors and "business inspectors." The Workforce West Virginia Group is directly involved in the program, and this definitely is an advantage since it deals directly with industry.

The group schedules and accompanies the inspectors, volunteers from industry and retired educators who inspect and evaluate the various programs via both announced and unannounced visits. (I was privileged to perform this task.)

This is not a pass/fail visit, but a critique of the adherence to and progress of the initiative. A written evaluation for each visit is provided to the school and the program coordinator. It is intended to produce feedback to all parties and to compare the results with other schools'.

If the same or similar discrepancies appear in several shops, the procedures may be re-evaluated as to their difficulty or lack of clarity. A continuous improvement mentality is infused into the program.

The Application Process

In West Virginia, many of the technical programs, especially welding, have waiting lists. Students cannot assume that they can simply walk into a program. To be accepted, they must prepare resumes that include prior education and work experience. If the instructor and adviser agree that the resume is satisfactory, the student is granted an interview.

The instructor and, if possible, a member of the advisory committee ask questions regarding the student's desire to pursue welding:

  • Why do you want to be a welder?
  • Is anyone in your family a welder?
  • Have you ever welded?   
  • How much money do you expect to make as a welder?             

Other questions are similar to those asked on many employment applications:

  • Have you ever used drugs?
  • Do you use alcohol in excess?
  • Have you ever been arrested?
  • Have you ever been suspended from a school?

If accepted, the student undergoes a program orientation, which addresses the rules and regulations for participation. It covers absenteeism, tardiness, and class disturbance penalties and advises that random drug testing will occur. The shop safety rules are thoroughly discussed and questions are answered.

Shop Organization

The initial organization plan for the shop is determined at the beginning of the semester. The shops are set up as real businesses and given a name, such as W.V. Fabricators. Each has a designated superintendent (or foreman)—usually a senior student who has gained the respect of the instructor and the students.

The following positions are chosen by vote or appointment:

Shop Superintendent—Responsible for all the shop activities and personnel.
Safety Manager—Responsible for student and visitor safety and for documentation, such as material safety data sheets (MSDS).
Timekeeper—Charged with roll call, checking for absenteeism, and tardiness.
Inventory Manager—Keeps track of supplies.
Custodian—Keeps shop tidy; rotates each week.
Security Manager—Secures supply/toolroom, checks tools in and out, and checks entrance/exit doors at end of class; also rotates weekly.
Maintenance Tech—Lubricates, cleans, and makes minor repairs to equipment; rotated when agreed upon with the superintendent.

The superintendent begins the day by distributing the work assignments to the students, which involve determining where the student stands in the competency chart of "achievements completed."

The next important task for the superintendent is to check the work of all the department managers. This includes shop safety and the timekeeper's report of roll call, absenteeism, and tardiness.

The inventory manager makes requests to the superintendent for purchasing supplies and safety items. The superintendent relays these requests to the instructor.

The superintendent surveys the shop for cleanliness, objects out of place on the floor, and general housekeeping chores that are to be performed by the custodian.

The superintendent asks the security manager about any lost tools, any unlocked doors discovered, or visitors not signed in to the shop.

After checking with the maintenance technician, the superintendent surveys the shop to check for any necessary equipment repairs, such as bare cables, leaking hoses, jammed wire feeders, and leaking torches.

When the class actually starts, students punch in on a time clock or sign in if no time clock is available. The timekeeper checks the roll and reports it to the superintendent, who relays the information to the instructor.

The safety manager (called "safety man" by the students) stands by the entrance to the work area to ensure that all students are wearing their personal protective equipment (PPE).

Safety man is one of the most difficult jobs in the shop and usually is held by the same person for the whole semester. This individual is responsible for all of the shop's safety signage. The signs for the exit doors must be properly placed and sized for good visibility. He or she also must make sure that all students, instructors, and visitors wear PPE.

In the "shop" I inspected, the safety man impressed me as soon as I entered. I was offered safety glasses and slip-over hard-toe shoes. I also was shown the "Don't look at the arc" sign. The yellow lines designating the area where I was allowed to walk were pointed out to me. Some of the metal that was placed on a worktable was marked "hot." Even though I knew what that meant, it was brought to my attention.

Personal Behavior

On this same visit I was impressed by the students' courtesy. As I walked around the shop, each student greeted me with the offer of a handshake (after removing their gloves) and told me their names. Since I was wearing a badge that identified my reason for being there (business inspector), I thought perhaps this was the reason they were on good behavior. I removed the badge and found that they were still extremely courteous. It is heartening to observe these young people demonstrating respect and dedication to their careers, something employers look for.

Results

The students who completed their first year in the simulated workplace program received positive reviews. One company that I visited said the students that they hired from the program "hit the ground running" with very little need for shop safety or general shop practices training.

The time clock component part of the simulated workplace program also seems to have had a positive effect on absenteeism and tardiness.

The company I visited requires pre-employment drug testing. Familiarity with the drug testing policy in the simulated workplace program was another advantage for the employer and the student employee.

It is still too early in the game to observe the total results of the training program, but no negative concerns are apparent at this point. The program has produced a positive atmosphere from both educational and industrial perspectives.

About the Author
Weld Inspection & Consulting

Professor R. Carlisle "Carl" Smith

AWS CWI, CWE, NDE Level III

Weld Inspection & Consulting

PO Box 841

St. Albans, WV 25177

304-549-5606