The application of occupational performance standards in the construction industry: 'Factors influencing their use'

This thesis identifies and illuminates key construction industry issues that affect the design and implementation of Human Resource Development (HRD) schemes, based on the application of workplace performance evidence. It focuses on National Vocational Qualifications (NVQs) for construction site supervisors, site managers, technical services practitioners and contracts managers; together with a professional development programme (PDP) for construction graduates which is designed to satisfy the professional practice requirements of the Chartered Institute of Building (CIOB). The study identifies key features of the economic, social and business environments in which construction vocational education and training takes place; and uses four case studies to identify implementation issues and the strategies used to design and implement the NVQs and the PDP. Material for the case studies is largely derived from participant observation by the author who variously took part in the development of the NVQs and PDP either as a Member of the CIOB or as a training and development consultant. Findings show the high degree of commitment and involvement needed by each employer seeking to provide and support workplace development opportunities. As a consequence, the thesis portrays the limitations of the workplace as a major resource for providing nationally recognised and accredited vocational qualifications. Workplaces and employer workplace support generally are not accessible to unemployed, contracted or part-time practitioners; and there are difficulties in reconciling each employer's work practices with those necessary for the acquisition of an NVQ. Each case study identifies some common implementation issues and also some, which are specific to the circumstances of those with an interest in the particular scheme (NVQ or PDP). The thesis concludes that the Government top-down policies and implementation strategies for NVQs do not adequately take account of the circumstances of the stakeholders and contrasts them with the more inclusive and successful policies and implementation strategies adopted by the CIOB when developing the Site Management NVQ and the PDP. The thesis underlines the ways by which the CIOB was able to use well established employer and practitioner networks and consultation procedures in the implementation processes. It suggests that professional bodies might be encouraged to take a more leading and proactive role in the implementation of future national vocational education and training developments.