Gilmour, D; Simpson, E; Blackwood, D; McCallum, C and Logan, G (2016) Vocational training and knowledge development: A deeper understanding. In: Chan, P W and Neilson, C J (eds.) Proceedings of 32nd Annual ARCOM Conference, 5-7 September 2016, Manchester, UK.
Abstract
Construction management research literature has identified the importance of understanding the practical realities of skills and training provision and the role of reflective practitioners in the development of tacit knowledge. Since 2010 there have been 155 experienced site supervisors, site managers or construction managers that have successfully completed a Scottish Vocational Qualification (SVQ) with RT Resources. Vocational qualifications are much more than a 'young person’s apprenticeship' or a training course. The higher level SVQ awards equate to levels 7, 9 and 11 on the Scottish Credit and Qualifications Framework ranging from level 7 for SVQ3 comparable with first year of university through to level 11 for SVQ5 equating to post-graduate study. This paper examines vocational training for these levels of experienced site staff in the development of their knowledge through SVQ training to investigate the primary factors for successful learning in site-based construction staff with a supervisory/management role. Using semi-structured and unstructured interviews the impact of vocational training on individual candidates and other site-based staff are investigated to develop a better understanding of their learning experience and career development opportunities offered by vocational qualifications in construction. In addition, the paper explores, through the reflections of 12 SVQ candidates (7 Level 3, 5 Level 4), a deeper understanding of how site supervisors and site managers learn through the SVQ process and the mentorship of assessors to develop tacit knowledge. The investigation explains aspects of how knowledge and skills are developed through vocational training. There is a clear perception by those completing the qualification that it has enabled them to perform their job better identifying numerous examples relating to problem solving, critical thinking, making decisions and leadership. Reflective discussions with colleagues and SVQ assessors form an essential contributing factor in the development of tacit knowledge for site-based construction staff.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | learning; phronesis; tacit knowledge; skills; vocational qualifications |
| Index terms: | critical thinking, site staff, learning experience, tacit knowledge, investigation, problem solving, construction manager, practitioner, reflection, site supervisor, career, apprenticeship, site manager, graduate study, qualification, phronesis, management research, interview, vocational training |
| Subjects: | data collection methods, profession, research design and methodology, specialized education, learning methods, practitioner, decision-making and reasoning, educational resources, practical wisdom, professional development, professional education, higher education |
| Topics: | Research Practice, Information Management, Roles and Professions, Education |
| Descriptive scope: | 4 PCEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here