Workforce Development Issues: Has Technology Changed the Game?

By Michael I. Callanan, Former Executive Director, Electrical Training ALLIANCE

In past installments of this column, we have focused on the changing nature of apprenticeship and the economic forces that redefine our apprenticeship model. There is another important factor contributing to and reshaping every aspect of training and talent development: technology. We have already discussed how technology has changed the classroom and how state-of-the-art simulation and animation-based programs are increasingly used to train the next generation of construction and maintenance workers. But it is also important to note that technology is used regularly by those who manufacture the products and systems associated with our trade.

During my 30 years in the electrical industry, the trade has changed dramatically. Many of the materials and methods I once used to install electrical-system components are now obsolete or have been replaced by more efficient and productive systems and practices. Rest assured that manufacturers and engineers are hard at work now to make their products and systems still faster and easier to install. It’s understandable and part of the normal progression of technological developments within an industry. At the same time, I believe few of us have stopped to consider what such advances mean to the development of the next generation of craft workers.

The fact is that the convergence of technology and development of improved installation methods are impacting our efforts to grow and sustain a pool of highly qualified, skilled workers. We do not need as many apprentices as we have in the past, thanks to the technological improvements to our methods. What’s to be done? I believe we can take three important steps:

First, and perhaps most important, we need to ensure that the related instruction portion of our apprenticeship programs are reviewed and updated to match the knowledge, skills and abilities required for each specific craft. While the need for apprentices may be diminished, the need for an apprenticeship curricula that is fully aligned with the needs of the craft are not.

Second, we must give additional consideration to apprentice utilization and apprentice-ratio provisions. The federal regulations governing apprenticeship programs require that the ratio of apprentices to journey-level workers be consistent with the proper safety, training and supervision of the apprentice. Within that guideline, however, there is room for increased apprenticeship-utilization guidelines. There is also room for more flexible apprenticeship ratios that are consistent with today’s federal requirements.

Finally, we need to continue to look at incentives for program sponsors to employ more apprentices. Several legislative efforts have been discussed that would provide additional tax credits and incentives to employers who offer apprenticeship opportunities to their employees.   

Technology is clearly changing every aspect of our lives in ways that are both obvious and subtle. We need to remain vigilant in our ongoing efforts to ensure that our embrace of technology is not accomplished at the expense of the next generation of craft workers. MT