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Continuing Education and its Growth into the Construction Industry Bradford Sims Continuing Education is a suggested way to help professionalize the construction industry. Many professions have already embraced the use of continuing education to help improve problems and address future issues. There has been a proliferation of four-year Construction Management programs across the United States that industry has supported to produce better managers through education. As the construction industry emphasizes the importance of education, continuing education is becoming a more integral form of construction education. Many states require testing and continuing education for contractors to acquire and maintain a license. Additionally, many construction organizations and associations offer certification tests. It is important now to set the standards necessary for future continuing education growth. Trained educators with support from construction industry experts should set these education standards. Introduction Continuing education and adult education have often been referred to as synonymous terms and concepts. There is no question that there is a relationship between the two concepts. Adult education is generally characterized by the activities that are purposely designed and planned to bring about learning for the adult (Merriam & Brockett, 1997; Usher & Johnston, 1997; Lawson, 1979). Clearly, this characterization of adult education would include professional growth and development, but it also would include adult literacy and basic skills programs, an English as a Second Language program, and aerobics instruction, to name a few other possibilities. This paper focuses on continuing education as a mode of professional development, not suggesting being the only or superior mode. The notion here, of professional development, carries the idea of an adult learner (in this case) who reflectively and continuously engages in learning the art of his or her trade (Usher & Johnston, 1997; Edelson, 1995; Curry, Wergin, & Associates, 1993). As a person reflects on his or her current practices, he or she will refine specific skills, update knowledge, and/or integrate new or outside influences within the established framework. Historically, continuing education has happened in one or a blending of two methods: apprenticeship or "formal" course work (Merriam & Brockett, 1997; Usher & Johnston, 1997; Edelson, 1995; Curry, Wergin, & Associates, 1993; Cervero, 1988; Lawson, 1979). The apprenticeship or mentorship model provides the novice in a given field the opportunity to work and reflect beside a skilled veteran. There is some compelling evidence from teacher education research (teacher education also utilizes the apprenticeship framework) that suggests to simply expect a novice (preservice teachers in this case) to imitate and adopt the routines of an experienced mentor may be wildly assumptive (Livingston & Borko, 1989). Whereas the formal education is often isolated in a classroom with few "real-life" opportunities and experiences, it becomes very theoretical with little connection to actual practice. Blending of the two methods has emerged as the current trend. With the hopes of creating a spirit that promotes lifelong learning and that integrates high standards, continuing education programs have been adopted and even mandated by many professions such as attorneys, physicians, nurses, and teachers as a mode for professional development. In the legal field, the Federal Judicial Center's statute mandates that the Center " develop, conduct, and stimulate educational programs for all judicial branch employees and for other persons whose participation in such programs would improve the operation of the judicial branch" (Federal Judicial Center Act, 1967). In hopes to develop an educational community with a professional image, the state of Indiana abandoned the idea of lifelong licensing and replaced it with requirements that teachers continue their education in order to maintain and renew an active license. Historical and Current Uses in Construction Education Throughout history, apprenticeship programs have been an important way to transfer the knowledge of one worker to another. The United States has a great tradition of pioneers building their own dwellings across the nation. In the construction industry, labor unions have lead in education of its workers. Today's construction labor unions have set up training programs that provide an average four years of combined classes with practical work experience to produce a qualified worker. These programs are certified by states as approved forms of formal training. The labor unions have provided qualified carpenters, electricians, plumbers, and many other craft workers. However, in the last few years, non-union programs have taken away a large percentage of work from the unions. During their development, these non-union programs have also developed their own training programs similar to the typical labor union training programs. On the other hand, there is the design end of the construction process which civil engineers and architects have traditionally filled. These two professions require attendance at a four-year university program. In the last thirty years, there has been a proliferation of new construction management programs that require a four-year university degree. The educational objective of these construction management programs is to fill the gap between graduates of construction design fields and construction union training programs. Both the construction industry and states have come to embrace the importance of education. In the past, contractors would promote field employees into management positions and now they appear to hire only college graduates to fill their management positions. The near one hundred percent placement rates of students in all construction management programs seem to substantiate this. Most states require one responsible party in a contracting firm to pass an exhaustive exam before the company is allowed to conduct business in the state. Two states even divert money from the contractors' license fees to support construction university programs. Trends in Construction Continuing Education As the construction industry emphasizes the importance of education, some form of continuing education is becoming more and more important. This continuing education can be mandated by a state or be self-imposed by a company. In order to maintain their license eligibility, many states have a continuing education requirement that contractors must complete. In Florida, a contractor must obtain fourteen hours of continuing education for each two-year renewal cycle. In Maine, underground oil storage tank contractors must complete eight hours of continuing education every two years. In Minnesota, contractors must complete seven hours of continuing education prior to an annual renewal. In Oregon, contractors must complete sixteen hours of business and law classes before applying for a license. In Washington, there is a continuing education requirement that exists as a precondition to renewal of a contractor's license. Some contractors even have their own in-house educational classes. These can range from safety to computer skills to sexual harassment issues. These classes are typically provided to handle internal shortfalls that a company feels it is lacking. The overwhelming use of email is an example of one new trend that could cause an in-house training session. Many construction organizations offer certifications and training classes. The American Association of Cost Engineers has a certified cost consultant exam. Those that pass the exam and are certified must maintain a minimum amount of continuing education units every few years. Some organizations offer not only certifications but also instructional classes. The Association of General Contractors offers pre-developed modules on construction supervision and construction management. National conferences for an organization usually offer classes on topics ranging from estimating to improving productivity for attendees. Many of the national and local construction organizations also have education committees that provide scholarships to construction students and grants to construction programs. Examples in Construction Continuing Education One good example of a non-required continuing education program that is being voluntary attended by specialty contractors is currently being provided by Purdue's Building Construction Management program. Twice per semester approximately thirty members of the Plumbing Heating and Air Conditioning (PHCC) association attend a two-week intense project management program. These thirty individuals come to Purdue at the beginning of the semester and spend a week in classes and labs that were developed by the faculty of the Building Construction Management program and funded by the PHCC association. These thirty individuals then return for an additional week of instruction at the end of the semester. In Florida where there is a mandatory continuing education requirement for contractors, the Florida Construction Industry Licensing Board must first approve all course instructors and courses. Then approved individuals and courses can be provided nationwide. A contractor who wishes to work in Florida must have at least one licensed employee to maintain the license for the entire company. This individual first must pass an exhaustive exam and then maintain proof of fourteen classroom hours of state approved continuing education. These classes encompass topics such as workers compensation, safety, and electricity. Some contractors are focusing on entire training programs. One large national contractor, Gaylor Electric, provides an electrical craft-training program. It is set up similar to the union electrical apprentice programs that are state approved nationwide. The contractor developed this four-year program due to what it saw as a lack of qualified individuals applying for positions. Other contractors like Brown and Root have used the training materials that can be purchased from the National Center for Construction and Research to train their non-union craft employees through a local technical school. Employees benefit greatly from these contractor efforts to educate the workforce. While being gainfully employed, the employees gain education, experience, and obtain a diploma or degree. Providers in Construction Continuing Education Who should provide these growing continuing education programs is a question to be addressed. Should there be standards set now or should the industry adopt a wait-and-see attitude? Since most continuing education classes are presented to the construction management personnel and not the craft workers, this author believes trained educators, with support from industry experts, should provide continuing education classes. Faculties of construction management programs are the most experienced at providing instructional material to students. The faculty should also be working closely with their construction advisory committees to understand the needs of contractors. The construction advisory committee is a group of individuals from leading construction firms, who provide input regarding skills the construction industry is lacking, among other assistance. Faculty members should be creating classes that fill the skills that are lacking for new construction graduates as well as the management skills of existing construction employees. The State of Florida allows any state certified or registered contractor with five years experience to teach a continuing education course within the scope of their license. This too is logical since all the course content and material is approved by the Florida Construction Industry Licensing Board. Discussion If the construction industry, like many other areas, wants to professionalize their field, they must address the issues of continuing education. The first step is to address the provider of continuing education. As seen in other fields, a reciprocal separation has manifested itself between the construction industry and the educational community. A partnership between the stakeholders is necessary. This partnership in the form of an advisory committee must include members of both the construction management industry and the education communities. For political support, government should also be represented. This partnership must come together to identify the needs of, set the standards of, and guide the professional development of the construction industry. Each member of the partnership brings a necessary expertise that should be utilized to create a well-developed continuing education framework for the construction industry. As the trend continues across the states and universities to emphasize the needed construction management programs for professional development, the pieces fall into place for us as educators and leaders in the field of construction management to embrace a useful and reflective continuing education framework that is supported by all stakeholders. Not only do we need continuing education in the construction industry to provide managers with new ideas and information to reflect upon, we must also provide experiences that are practical and well developed and connect them to opportunities for reflection. References (1997). Contractors State Licensing Information Directory (1997 Edition ed., ). Scottsdale: National Association of State Contractors Licensing Agencies. Alter, K.& Sims, B. L. (1997, 1997). Professionalizing the Construction Industry: The Role of Licensing, Continuing Education, and Certification. Paper presented at the Proceedings of the 33rd Annual Conference of the Associated Schools of Construction, Seattle. Cervero, R. M. & Scanlan, C. L. (Eds.). (1985). Problems and Prospects in Continuing Professional Education. (Vol. 27). San Francisco: Jossey-Bass Publisher. Cervero, R. M. (1988). Effective Continuing Education for Professionals. San Francisco: Jossey-Bass Publishers. Charner, I. C. & Rolzinski, C. A. (Ed.). (1987). Responding to the Educational Needs of Today's Workplace. San Francisco: Jossey-Bass Publisher. Curry, L. Wergin, J. F. & Associates. (1993). Educating Professionals. San Francisco: Jossey-Bass Publishers. Edelson, P. J. (1995). Historical and Cultural Perspectives on Centralization/Decentralization in Continuing Education. Continuing Higher Education Review, 59(3), 143-156. Lawson, K. H. (1979). Philosophical Concepts and Values in Adult Education. (2nd ed.). Guildford, London and Worcester: Open University Press. Livingston, C. & Borko, , H. (1989). Expert-novice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education, 40, 36-42. Merriam, S. B. (Ed.). (1982). Linking Philosophy and Practice. (Vol. 15). San Francisco: Jossey-Bass Publishers. Merriam, S. B & Brockett, R. G. (1997). The Profession and Practice of Adult Education. San Francisco: Jossey-Bass Publishers. State of Florida. (1996). Chapter 489 Part 1. Florida Construction Industry Licensing Board, Continuing Education Rules. Tallahassee, Florida. Usher, R. Bryant, I. & Johnston, R. (1997). Adult Education and the Postmodern Challenge Learning Beyond The Limits. London and New York: Routledge. Bradford Sims is currently a Graduate Instructor and a Ph.D. student in Purdue's Building Construction Management Program finishing up his last year of studies. He can be reached through email at brad@construction.st or telephpone (765) 494-5736. Return to the List of Articles |
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