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WORK SKILL NEEDS OF FABRICATION AND WELDING CRAFTSMEN AS
PERCEIVED BY RELATED INDUSTRIES IN KADUNA STATE
BY
Olubode Daniel Majiyagbe
PG/M.Ed/05/40056
JUNE, 2009.
ii
TABLE OF CONTENTS
Title Page I
Approval Page ii
Dedication iii
Acknowledgement iv
Abstract V
CHAPTER 1
INTRODUCTION
Background of the Study 1
Statement of the Problem 7
Purpose of the Study 8
Significance of the Study 9
Research Questions 10
Hypothesis 10
Delimitations of the Study 11
CHAPTER II
REVIEW OF RELATED LITERATURE
Theoretical Framework 12
Skill Acquisition: Measurement Theory and Research 12
Skill Acquisition Theory and Development 15
Conceptual framework 16
Importance of Fabrication and Welding 16
Critical Thinking Skills 24
Team Work 25
Communication Skill 33
Problem Solving 34
Review of Related Empirical Studies 43
Summary of the Literature Review 47
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CHAPTER III
METHODOLOGY
Design of the Study 50
Area of the study 50
Population of the study 51
Instrument for Data Collection 51
Validation of the Instrument 52
Reliability of the Instrument 52
Method of Data Collection 52
Method of Data Analysis 53
CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA
Research Findings of the Study 65
Discussion of Finding 70
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
Re Statement of the Problem 74
Description of Procedures Used 75
Principal Findings 76
Implication of the Study to education 77
Recommendations 79
Limitation of the Study 80
Suggestion for Further Research 80
REFERENCES 82
APPENDICES
Appendix I: Letter to the Respondents
Appendix II: Questionnaire on Work Skill Needs of Fabrication
and Welding Craftsmen as Perceived by Related
Industries in Kaduna State
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TITLE PAGE
A PROJECT PRESENTED
TO THE DEPARTMENT OF VOCATIONAL TEACHER EDUCATION, UNIVERSITY OF
NIGERIA IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF
MASTER DEGREE IN INDUSTRIAL TECHNICAL EDUCATION
BY
Olubode Daniel Majiyagbe
PG/M.Ed/05/40056
APPROVAL PAGE
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THIS RESEARCH PROJECT HAS BEEN APPROVED FOR THE DEPARTMENT OF
VOCATIONAL TEACHER EDUCATION, UNIVERSITY OF NIGERIA NSUKKA.
...................................................................
DR. (Mrs.)T. C. OGBUANYA
SUPERVISOR
...................................................................
HEAD OF DEPARTMENT
PROF. E.E AGOMUO
...................................................................
EXTERNAL EXAMINER
...................................................................
DEAN, FACULTY OF EDUCATION
PROF.
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DEDICATION
This research work is dedicated toAlmighty God for giving me the grace to be where I am today,
my loving wife Seun and children, Stephan and Stephanie.
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ACKNOWLEDGEMENT
I am sincerely grateful to my supervisor Dr.(Mrs.) T. C. Ogbuanya for her contribution
and guidance’s throughout the course of this research work and above all her willingness and
desire to reform me in the acts of writing is highly appreciated. Also, acknowledged in this
research work are Dr C. E. Nwachukwu and Mr. Jide Fakorede for their wonderful suggestions
and advices during and after the defense proposal. I appreciate all the lecturers in the department
of vocational teacher education for their various contributions in diverse ways towards the
successful completion of this work.
I acknowledge with gratitude sponsorship and support of the National Board for Technical
Education Kaduna, for giving me the opportunity to improve myself; my friends, colleagues and
family members for their words of encouragement, support and prayers. Finally, I thank the
Almighty God for seeing me through the course of study for which the research work was carried
out.
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Abstract
The purpose of this study was to determine the work skill needs of fabrication and welding
craftsmen as perceived by related industries in Kaduna state. The study adopted a survey research
design. The population of the study consists of two groups, group one comprised of 87 fabrication
and welding technical teachers in the 5 Technical colleges and 19 secondary schools in the state
offering fabrication and welding subject. The second group comprised of 12 Industrial fabrication
and welding supervisor and 84 fabrications and welding craftsmen registered with the Kaduna
state Ministry of labour and productivity. There was no sampling as the population 183
respondents are not large, accessible and manageable. Four research questions and four
hypotheses, tested at 0.05 level of significance, the instrument used for data collection was a
structured questionnaire. The instrument was subjected to face and content validation by five
experts, two from the Department of Vocational Teacher Education, University of Nigeria,
Nsukka and three expert from welding and fabrication industries in Kaduna State. The reliability
coefficients was found to be 0.91 by trial testing it on 10 Technical teachers and 20 fabrication
and welding Industrial supervisor which was not part of the respondents used for this study. Data
obtained from the administration of the instrument was analysed using mean, standard deviation
to answer the research question and t-test statistic was used to test the hypotheses. eight major
findings were made. These findings, included. Problem solving skill required by fabrication and
welding craftsmen as perceived by related industries, communication skill required by fabrication
and welding craftsmen as perceived by related industries, self management skill required by
fabrication and welding craftsmen as perceived by related industries and critical thinking skill
required by fabrication and welding craftsmen as perceived by related industries. Also the
hypotheses tested found out that: there was no significant difference in the mean responses of
industrial supervisor and craftsmen on the problems solving skill required of fabrication and
welding craftsmen as perceived by related industries. There were no significant difference in the
mean responses of industrial supervisor and craftsmen on the communication skill of fabrication
and welding craftsmen as perceived by related industries. There was no significant difference in
the mean responses of industrial supervisor and craftsmen on self management skill needed by
welding and fabrication craftsmen. And the last hypothesis also corroborate the others that there is
no significance difference in the mean responses of qualified and less qualified industrial worker
on the critical thinking skill needed by fabrication and welding craftsmen as perceived by related
industries. Based on these findings, conclusions were drawn and recommendations proffered.
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CHAPTER I
INTRODUCTION
Background of the Study
Today’s technical college students are expected to learn skill content better to the extent
that they can fit into 21st century jobs. In doing so, the students’ are expected to develop the
“hard” technical skills as well as the “soft” people skills necessary to be successful in the industry
level. “Core,” “key,” “transferable,” “general,” “non-technical” and “soft” are all terms that have
been used synonymously to define the work skills needed most in industry. While the semantics
of the term used do exist, there is no doubt that there is a need for such skills in the workplace.
Core skills are the technical know how and the methodology of carrying out the works involve in
the practical activities in the welding and fabrication industry. The core skills emanated from
safety precautions on tools and materials handling down to the finished products processes. Key
skills are things that craftsmen need to posses if their team is to thrive and succeed. These range
from ability to choose the right people and deciding who does what, to communicating with,
developing and motivating people. This involves the supervisors’ duty of setting direction,
communicating that vision passionately to those they work with, and helping colleagues
understand and commit to that vision. Supervisor, on the other hand, are responsible for ensuring
that the vision is implemented efficiently and successfully.
A supervisor is responsible for the day-to-day performance of a small group. It may be a
team, or a shift. The supervisor has experience in what the group does, but is not necessarily better
at it than everyone he/she supervises. The supervisor's job is to guide the group toward its goals,
see that all members of the team are productive, and resolve problems as they arise. His duties
include correcting and evaluating the craftsmen general skills. Hewitt (2005) posited that
employers have begun turning their focus and attention to evaluating these general skills. Atkins
(1999) stated that over the last decade there has been a steady stream of reports and papers urging 1
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the higher education sector to take key, core, transferable and employability skills into the heart of
students’ learning experience
Martin, Milne-Home, Barrett, Spalding, and Jones (2000), recognized the difficulties
technical college educators have in preparing graduates for the technical skills needed in industry.
Graduates begin careers in specialized positions, this make the students’ finds it difficult to
acquire skill in a way that meets all employers’ needs. Technical skills are job specific and best
suited to be taught by industry professionals on the job. “Soft” skill development is needed by all
technical college graduates (Mullen, 1997). Evers, Rush and Berdrow (1998) stated that Society,
now more than ever, needs graduates who criticize in constructive ways and do not assume that
things should be done only in a certain way because that is the ‘way it has always been done;
rather craftsmen who want to work in organizations that strive to correct past mistakes, not
contribute to new ones. The purpose and role of technical education has been widely debated for
years. Morley (2001) stated that the debate is centered on whether technical education should exist
for the sole purpose of providing capitalistic achievement or in-depth liberal education; this has
been viewed differently by many nations.
In Nigeria, among the goal of technical education is to provide the technical knowledge
and vocational skills necessary for economic development; to give training and also to impart the
necessary skills to individual who shall be self reliant economically. The curriculum of technical
colleges according to Federal Republic of Nigeria (FRN) (2004) includes welding and fabrication
engineering craft practice among other mechanical trade courses. Welding and Fabrication
Engineering Craft Practice (WFECP) according to Tobolt (1991) is an occupational process that
joins materials, usually metals or thermoplastics, by causing coalescence. The goal of welding and
fabrication engineering craft practice work trade in Nigeria technical colleges is to produce
competent craftsmen with sound practical and theoretical knowledge, who should be able to carry
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out various types of welding processes and fabrication design (National Board for Technical
Education (NBTE) 1985). Thus, the programme for welding and fabrication engineering craft
practice work in Nigeria technical colleges is designed to produce competent craftsmen for all
types of metal work operations. According to NBTE (2001), these craftsmen may also wish to
take the opportunity for further technical education programme.
Welding and fabrication engineering craft practice at the technical colleges are offered at
two levels, leading to the award of National Technical Certificate (NTC) and Advance National
Technical Certificate (ANTC) for craftsmen and master craftsmen respectively (Federal
Government of Nigeria (FGN), 2000). The curriculum is prepared in modules at both of these two
levels. The trainees on completion of the programme for welding and fabrication engineering craft
practice work like any other vocational courses in the technical colleges according to FRN (2004)
shall have three options: secure employment either at the end of the whole course or after
completing one or more modules of employable skills; set up their own business and become self-
employed and be able to employ other; and pursue further education in advance in craft/technical
institutions such as polytechnics of colleges or education (technical) and universities. Thus
justifying the objective of the programme.
Heldrich (2005) posit that, the purpose of technical education is to train students for
specific careers or to prepare students for the general skills needed for the workforce. Espinoza
(1999) proposed that the purpose of technical education should be to disseminate productive
citizens into the workforce. Peddle (2000) agreed that educators were responsible for preparing
students for general skills, while Atkins (1999) suggested that education is not the end-all and that
the focus should be on making students lifelong learners. While there are differing views on the
intent of technical education, one emergent theme appears to surface; to an extent degree,
technical education should prepare students for future employment (Cole & Thompson, 2002).
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Employers depend on educators to provide job-ready and training-ready entry-level employees
from craftsmen turned out from the institutions (Carnevale, 2001).
A craftsman is an artisan who practices a handicraft or trade (Dunne, 2005). Rawlins
(2000) stated that craftsman often undervalue the need to possess transferable skills. Instead, they
deem that mastery of disciplinary content is more important than transferable skills to employers.
Some artisan learns their skill through apprenticeship training and such lack the necessary
theoretical background that will enable them come with solution to challenges. This group is
considered unqualified craftsmen even though they may be employed as one. Employers desire
craftsman who can think on their feet and determine ways to accomplish tasks. Schmidt (1999)
stated that graduates entering the workplace must solve complex, multidisciplinary problems,
work successfully in teams, exhibit effective oral and written communication skills, and practice
good interpersonal skills. Billing (2003) stated that the work skill needs most desired by
employers were those that are transferable to a variety of situations; specifically the skills on
“problem solving, communication, self management, and critical thinking. Robinson (2000) stated
that these transferable, work skills are considered very basic and generic in nature and should
assist every person entering the workforce.
Communication skills as described by Commonwealth of Australia (2006) as those skills
that contributes to productive and harmonious relations between employees, employers and
customers. Communication skills are the most prevalent of all the employability skills. This is
because speaking, listening, reading and/or writing are central to all work practices and there are
very few examples of units of competency which do not contain at least some aspects of
communication. Effective communication is essential for the delivery of high quality, safe
working environment. Communication failures are an extremely common cause of inadvertent
problem in working environment. The complexity of Industrial activities, coupled with the
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inherent limitations of human performance, make it critically important that welding and
fabrication technicians have standardised communication tools, create an environment in which
individuals can speak up and express concerns, and share common "critical language" to alert
team members to unsafe situations.
Self-management skills are those skills that contribute to employee satisfaction and
growth. Self-management refers to an individual’s ability to manage himself in relation to the
outcomes expected of their work role (Commonwealth of Australia, 2006). This skill comprises
the ability to learn new things, ability to work with others no matter their sex, age and race and
ability to manage one’s time. Worker self-management is a form of workplace decision-making in
which the workers themselves agree on choices (for issues like customer care, general production
methods, scheduling, division of labour etc.) instead of an owner or traditional supervisor telling
workers what to do, how to do it and where to do it. Workers self management is often the
decision making model used in cooperative economic arrangements, such as workers cooperative,
workers’ council, participatory economics, and similar arrangements where the work place
operate without a boss. However, as seen in real-world examples, only large-scale decisions are
made by all employees during council meetings and small decisions are made by those
implementing them while coordinating with the rest and following more general agreements.
Problem solving skills is one of the higher order thinking skills demanded by industries.
They are skills that contribute to the employees’, employers’ and the industries’ growth and
competitiveness in the global world. The Commonwealth of Australia (2006) stated that graduates
should be able to prioritize, and solve problems individually or in groups, make decision on the
basis of a thorough assessment of the short- and long-term effects of decisions and the ability to
conceptualize the future of the company and provide innovative paths for the company to follow.
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While categorising the skills Billing describe Problem solving skills as the ability of the crafts
men to find a way in dealing successfully with difficulty as they arise in the course of work.
Critical thinking is the intellectual process of analysing, evaluating and synthesising
observations or assertions. Also Critical thinking could be describe as the ability to not just
describe something or accept perceived wisdom, but develop a conceptual understanding of what
happens and transfer that to different situations. Maxwell (2001) posits that, Critical thinking can
be described in engineering as a means to give problem-solving wings. It means not just accepting
what you are told but a willingness to question it, to think it through for yourself by reflecting on
the content. Soft skills are not usually considered in the design of technical colleges’ curriculum,
the curriculum merely spells out the technical activities involved in the successful operation and
carrying out the finish product safely. Though as important as the core skill is, the soft skills carry
the craftsmen through a successful relationship with colleagues and customers.
The National Skills Task Force and associated research studies (2005) make the
distinction between skills shortage vacancies (those due to applicants’ lacking required skills,
work experience or qualifications) and internal skills gaps (inadequate proficiency levels within
a company’s workforce). These in turn show as hard to fill vacancies which may be taken as
evidence of a mismatch in skills supply and demand and are perceived by employers as closely
related to levels of formal qualifications. Nigerian Employers Consultative Association
(NECA) (2005) reported a general lack of applicants and dissatisfaction with existing skills
levels. Fifty-four percent of metal work employers points to a lack of applicants with the right
skills, although often with suitable experience and qualifications – a more substantial lack of
applicants than in other industries. NECA noted that applicants for skilled craft jobs lack
technical, practical and customer service skills, implying that businesses are making do with
inadequately skilled labour. The Employer Skills Survey (2002) reports that over three quarters
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of companies have difficulties in meeting customer service standards as a result of recruitment
problems. Successful teaching and learning require the application of the best pedagogy and
practice and an appreciation of the work skills needs of craftsmen as perceived by related
industries to the trade. This will enable the graduate to be employable because their skills will
match those demanded by the industry.
Statement of the Problem
Today’s workplace demands high performance employees in technical fields one of which
is fabrication and welding related industries, but many applicants do not even possess the skills
necessary for entry level positions due to a skills gap occurring in society (Shivpuri and Kim,
2004). This skills gap is noticeable with most trades offered in technical colleges, among which is
fabrication and welding craft practice. The craftsmen are not equipped with the desired skills
needed to be successful in the industry (Aina 2000). Employers believe technical education is
failing by not adequately developing the work skill needs of craftsmen (Evers, 1998). In essence,
craftsmen need to be more creative and social in the workplace (Brown, 2003). Brown concluded
that employers often state that fabrication and welding craftsmen are not being properly prepared
for industry jobs.
The continual production of welding and fabrication graduates in technical colleges and its
consequential continuous unemployment of the product (technical college graduate) is a major
source of worry to all stakeholders. Specifically, Okoro (2001) observed that there are large
number of unemployed technical college graduates either roaming the street or engage in Okada
riding business thus, abandoning their basic trades of graduation. The underlying factor of these
unemployment problems is described as the unemployable nature of these craftsmen (Ogwo,
2004).
Consequently, there is need to determine the work skill needs of fabrication and welding
craftsmen as perceived by related industries, so that students would be adequately equipped with
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such work skills. Technical education programme is a very expensive one; such education for
students who acquired skills that are unable to help them obtain employment in the world of work
or effectively go into self-employment is wasteful and should be discontinued (Okoro, 1999). The
problem of this study therefore is that the needed work skills by the industry are not known by
both the technical college educators and their students
Purpose of the Study
The purpose of the study is to determine the work skill needs of fabrication and welding
craftsmen as perceived by related industries in Kaduna state. Specifically the study is designed to
determine the:
1. Problem solving skill required by fabrication and welding craftsmen as perceived by
related industries.
2. Communication skill required by fabrication and welding craftsmen as perceived by
related industries.
3. Self management skill required by fabrication and welding craftsmen as perceived by
related industries.
4. Critical thinking skill required by fabrication and welding craftsmen as perceived by
related industries.
Significance of the Study
The findings of this study will be of immersed benefit in such a way that it will assist the
students, graduates and employers of labour to become aware of the employability skills required
to gain and retain employment. If the determined skills are included in the technical colleges’
curriculum; It will help the students when they graduate to meet the demands of the industry and
be successful in the world of work. It is expected that the findings will help in the training of
competent craftsmen who can face the challenges of the world of work occasioned by
technological advancement. The problem solving skill to be identified will avail the student
opportunity to benefit immensely from this study as they will become aware of the current
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development and skill needs required in the modern workplace when the findings of this study is
published.
The communication skill required to be identified also will be of benefit to the working
graduate craftsmen as it will avail them the opportunity to asses and evaluate themselves in the
level of attainment of the required employability skills required of them in their various
workplaces. These will motivate them to see the need for in-service training and education for the
development of these skills in order to improve their productivity and also provide a platform for
greater job satisfaction.
The study will be of immense benefit to the technical teachers in the technical colleges.
The findings of work skill needs of fabrication and welding craftsmen as perceived by related
industries identified by this study would hopefully provide information to the technical teachers
teaching fabrication and welding. The study will x-ray a wide range of skill needs of fabrication
and welding by the industry. This will help the teachers to infuse those skills in their teaching
especially as most of work skills are not subject oriented. But a veteran teacher can design a
lesson to inculcate such skills.
The results of this research study will be beneficial to the Curriculum Planners and the
Government. This will provide them with the needed information about the existing gap between
the graduates expected non-technical competences and knowledge required for employment.
Thereby providing a base for improvement in the curriculum of fabrication and welding craftsmen
in the technical college and other higher educational institution in order to make them consistent
and relevant with the industrial needs in the modern workplace. The Government will see the need
to provide the needed resources for the acquisition of the needed non-technical and technical skills
required for employment by graduates.
The society at large will finally stand to benefit from the findings of this study if the
identified skills are then included in the technical college curriculum. The kind of human
resources that will be enterprising and productive in the society will be produced. The socio-
economic life of the society will improve as graduates will be able to face the present and future
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challenges in the world of work. This would assist in reducing some social vices and other
criminal activities, which results from graduate unemployment and idleness.
Research Questions
1. What are the problem solving skills required by fabrication and welding craftsmen as
perceived by related industries?
2. What are the communication skills required by fabrication and welding craftsmen as
perceived by related industries?
3. What are the self management skills required by fabrication and welding craftsmen as
perceived by related industries?
4. What are the critical thinking skills required by fabrication and welding craftsmen as
perceived by related industries?
Hypotheses
The following null hypotheses which will be tested at 0.05 levels of significance are
formulated to guide this study:
H01: There is no significant difference in the mean responses of industrial supervisor
and craftsmen on the problems solving skill required of fabrication and welding
craftsmen as perceived by related industries.
H02: There is no significant difference in the mean responses of industrial supervisor
and craftsmen on the communication skill of fabrication and welding craftsmen as
perceived by related industries.
H03: There is no significant difference in the mean responses of industrial supervisor
and craftsmen on self management skill needed by welding and fabrication
craftsmen.
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H04: There is no significance difference in the mean responses of qualified and less
qualified industrial worker on the critical thinking skill needed by fabrication and
welding craftsmen as perceived by related industries.
Delimitation of the Study
Work skills needed by industries include both hard and soft skills. Hard skills are technical
skills specific and peculiar to a trade, e.g. welding and fabrication. While soft skills are those
skills that enable technical skills utilized in solving everyday problem as such arise in ones chosen
occupation. This study concentrated on the soft work skills which include problem solving,
communication, self management and critical thinking skills. The study did not cover technical
skills needed by welding and fabrication craftsmen as perceived by the industry.
CHAPTER II
REVIEW OF RELATED LITERATURE
The review of literature to this study is organised under the following sub-headings:
1. Theoretical Frame work
Theory of Skill acquisition
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Needs assessment theory
2. Conceptual frame work
Importance of fabrication and welding
Problem solving
Communication
Team work
Critical thinking
3. Review of Related Literature
4. Summary of Review of Related Literature studies.
Skill Acquisition: Measurement, Theory, and Research
In today’s increasingly technical world, many jobs require the acquisition of a variety of
simple and complex skills, for instance (Lane, 1987). However, the problems associated with how
one acquires a skill are numerous and complex (Robb, 1972). An important aim of many training
programs is to develop in trainees the capability to perform complex “real world” tasks, with a
minimum investment of resources. Training could aim to raise the level of performance, and
minimise the range of individual differences in performance, by revealing which abilities
influence learning, and other possible moderating variables, (Ackerman & Kyllonen, 1991) and to
identify the differing needs of trainees at different stages of practice, so that training programs can
keep pace with different ability requirements at different stages (Mumford, Costanza, Baughman,
Threlfall & Fleishman, 1994). Different theories and the precise measurement of skill acquisition
are vital for ensuring the optimal application of training programs in the wide variety of settings
that exist.
The Concepts of Skill, Ability and Theories of Skill Acquisition
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xviii
Skill has been defined by Adams (1997) as a large behavioural domain, which can be
learned, and usually involves a combination of cognitive, perceptual and motor processes. Since
the 1960’s there have been several attempts to develop theories that predict the relative
importance of different cognitive and intellectual abilities over the course of task practice
(Ackerman & Woltz, 1994). There is a general consensus in the literature that the learning of a
complex task proceeds in accordance with approximate segments of practice and that there are
three stages in this process. Most of the information-processing theories have approached skill
acquisition as a process which begins with resource-dependency and ends in skilled performance
or automaticity. Edwin Fleishman has been a prominent figure in the last fifty years in the domain
of motor skill acquisition and abilities. Fleishman (1992) proposed that during perceptual motor
tasks, cognitive abilities may be good predictors of performance early in learning, but with
continued practice the influence of motor abilities increases. With the attainment of skilled
performance, Fleishman proposed that an ability factor specific to the task itself becomes the
primary determinant of performance.
Ackerman’s (1988) theory describes the relation of ability classes to phases of skill
acquisition, and can be used to predict the association between individual differences in
performance across levels of skill. The theory proposes that in the initial declarative stage of skill
acquisition (general ability), substantial demands are made on cognitive abilities such as memory,
reasoning, and knowledge retrieval (Ackerman, 1988). Ackerman (1989) has shown how those
with a higher general intellectual ability (which is equated with resource availability) demonstrate
higher levels of performance early in practice. As practice progresses, measures of intellectual
Skill Acquisition ability become less related to task performance, a finding which is consistent
with the development of resource independence. That is, resource availability has less importance
in the final stage of skill acquisition. The associative stage (perceptual speed) is when learners
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develop rules for performance. Performance is more reliant on perceptual speed ability than
general abilities; with attention load reduced (Ackerman, 1990). In the autonomous phase
(psychomotor ability), the individual has essentially automatised the skill, thus performance is
fluent and relatively free of attentional demands (Ackerman, 1990).
Recently Kanfer (1989) and Lane (1987) have suggested that individual differences in
learning and performance can’t be solely explained by individual differences in cognitive abilities.
Kanfer and Ackerman (1989) have proposed a model of ability-motivation interactions for
attentional effort, which assumes that changes in the amount of capacity used, and policies for
allocation of attention, are accomplished through motivational processes. Kanfer and Ackerman’s
(1989) model describes how motivation, abilities, and information processing constructs operate
simultaneously to affect learning and performance (Kanfer, 1990).
Skill Acquisition Theory of development
Robert DeKeyser (2007) noted that the Skill Acquisition Theory of development has
three stages: declarative, procedural, and automatic (from ACT-R Theory). Declarative
knowledge refers to explicit knowledge about a topic, as in "knowing" and talking about grammar
rules. Procedural knowledge is implicit knowledge that refers to behaviour, such as speaking or
writing a language. Of course, there are different levels of proficiency in using a language, and
thus automaticity is not an "all-or-nothing affair". Automaticity occurs toward the endpoint of
extensive practice, toward the point at which one has become completely fluent in a language.
From the perspective of SAT, the sequence of these stages is crucial, as is the appropriate
combination of abstract rules and concrete examples at the declarative stage. According to
DeKeyser, (2007) skill Acquisition Theory does not explain all of language learning and
apparently is most effective at beginner levels. He states that SAT works best with
1. high-aptitude adult learners engaged in
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2. the learning of simple structures at
3. fairly early stages of learning
4. in instructional contexts
It seems obvious that young children will not respond as well as adults to the use of
declarative knowledge as their ability to understand rules and explanations is more limited.
Conversely, as rules become more complex, they may become too difficult to understand in the
form of declarative knowledge. Thus, it's possible that learning (or acquiring) complex rules may
rely more upon implicit processes. Anderson and Schunn say something similar: As knowledge
domains become more advanced, their underlying cognitive structure tends to become more
obscure. Thus, while it may remain easy to provide feedback on what the final answer is, it
becomes difficult to provide feedback on the individual mental steps that lead to the final answer.
Teachers often are unaware, at an explicit level, of what this knowledge is and do not know how
to teach it to children. Anderson and Schunn (2000) are pointing to the need to diagnose a task
and break it down into its components in order to provide effective feedback. When we can't
componentialize a task, then feedback becomes considerably less effective. Thus, with respect to
error correction, we need
rules that are not obscure,
examples of the rules, and
Understandable explanations of those rules.
The ability to use declarative knowledge in the learning process does not accelerate acquisition.
Rather, it eliminates wasted time and effort
Conceptual frame work
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Importance of fabrication and welding
Welding is a process of permanent joining two materials (usually metals) through
localized coalescence resulting from a suitable combination of temperature, pressure and
metallurgical conditions. Depending upon the combination of temperature and pressure from a
high temperature with no pressure to a high pressure with low temperature, a wide range of
welding processes has been developed.
Classification of Welding Process
American Welding Society (2005) classified the welding processes as differ in the manner
in which temperature and pressure are combined and achieved. Welding Processes can also be
classified as follows (based on the source of energy):
1. Gas Welding
- Oxyacetylene
- Oxy hydrogen
2. Arc. Welding
- Carbon Arc
- Metal Arc
- Submerged Arc
- Inert-gas-Welding
TIG and MIG
- plasma Arc
- Electro-slag
3. Resistance Welding
- Spot
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- Seam
- Projection
- Butt Welding
- Induction Welding
4. Solid State Welding
- Friction Welding
- Ultrasonic Welding
- Explosive Welding
- Forge and Diffusion Welding
5. Thermo-Chemical Welding
- Thermit Welding
- Atomic H2 Welding
6. Radiant Energy Welding
- Electron Beam Welding
- Laser Beam Welding
In order to obtain coalescence between two metals there must be a combination of
proximity and activity between the molecules of the pieces being joined. Sufficient to cause the
formation of common metallic crystals. Proximity and activity can be increased by plastic
deformation (solid-state welding) or by melting the two surfaces so that fusion occurs (fusion
welding). In solid-state-welding the surfaces to be joined are mechanically or chemically cleaned
prior to welding while in fusion welding the contaminants are removed from the molten pool by
the use of fluxes. In vacuum or in outer space the removal of contaminant layer is quite easy and
welds are formed under light pressure.
Condition for Obtaining Satisfactory Welds
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To obtain satisfactory welds it is desirable to have:
A source of energy to create union By fusion or pressure
A method for removing surface contaminations
A method for protecting metal from atmosphere contamination
Control of weld metallurgy
Source of Energy
Energy supplied is usually in the form of heat generated by a flame, an arc, the resistance
to an electric current, radiant energy or by mechanical means (friction, ultrasonic vibration or by
explosion). In a limited number of processes, pressure is used to force weld region to plastic
condition. In fusion welding the metal parts to be joined melt and fuse together in the weld region.
The word fusion is synonymous with melting but in welding, fusion implies union. The parts to be
joined may melt but not fuse together and thus the fusion welding may not take place.
Importance of Welding
Welding is used as a fabrication process in every industry large or small. It is a principal means of
fabricating and repairing metal products. The process is efficient, economical and dependable as a means
of joining metals. This is the only process which has been tried in the space. The process finds its
applications in air, underwater and in space.
Applications of Welding
Welding finds its applications in automobile industry, and in the construction of buildings,
bridges and ships, submarines, pressure vessels, offshore structures, storage tanks oil, gas
and water pipelines, girders, press frames, and water turbine.
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In making extensions to the hospital building, where construction noise is required to be
minimum, the value of welding is significant.
Rapid progress in exploring the space has been made possible by new methods of welding
and the knowledge of welding metallurgy.
The process is used in critical applications like the fabrication of fission chambers of
nuclear power plants.
A large contribution, the welding has made to the society, is the manufacture of household
products like refrigerators, kitchen cabinets, dishwashers and other similar items.
It finds applications in the fabrication and repair of farm, mining and oil machinery,
machine tools, jigs and fixture, boilers, furnaces, railway coaches and wagons, anchor chains,
earth moving machinery, ships, submarines, underwater construction and repair.
Selection of a Welding Process
Welding is basically a joining process. Ideally a weld should achieve a complete
continuity between the parts being joined such that the joint is indistinguishable form the metal in
which the joint is made. Such an ideal situation is unachievable but welds giving satisfactory
service can be made in several ways. The choice of a particular welding process will depend on
the following factors.
1. Type of metal and its metallurgical characteristics
2. Type of joint, its location and welding position
3. End use of the joint
4. Cost of production
5. Structural (mass) size
6. Desired performance
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7. Experience and abilities of manpower
8. Joint accessibility
9. Joint design
10. Accuracy of assembling required
11. Welding equipment available
12. Work sequence
13. Welder skill
Frequently several processes can be used for any particular job. The process should be
such that it is most, suitable in terms of technical requirements and cost. These two factors may
not be compatible, thus forcing a compromise. Welding is one of the principle activities in modern
fabrication, ship building and offshore industry. The performance of these industries regarding
product quality, delivery schedule and productivity depends upon structural design, production
planning, welding technology adopted and distortion control measures implemented during
fabrication. The quality of welding depends on the following parameters: Skill of Welder, welding
parameters, shielding medium and working environment, work layout, plate edge preparation, fit-
up and alignment, protection from wild winds during-on-welding, dimensional accuracy, correct
processes and procedures as well as suitable distortion control procedures in place. The mentioned
parameters are of utmost importance in welding and fabrication processes.
Welding and Fabrication is one of the trade courses offered in the Technical colleges in
Nigeria, the trade course prepares the products for craftsmanship training as welder and fabricator.
Welders are required to make, join and repair the metal parts for a massive range of machinery,
equipment and structures while Fabricators are involved in the creation and repair of either light
(water tanks, ducting, metal chains) or heavy metals (i.e. building structures, ships' hulls, bridges).
As a fabricator you are likely to specialise in either light metal fabrication - including ducts, water
tanks, metal chairs, and aircraft parts or in heavy metal fabrication - including building structures,
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ships hulls, and bridges. As a welder you are likely to find employment in one of the following
types of organisations: Architectural, Agricultural, Marine, Transport, Structural, Heavy
automotive or General engineering. Students in the welding and fabrication trade course (welding
and structural steel) will gain the fundamental skills required to gain employment as a welder.
These include skills in: Interpreting drawings, making calculations, Industry safety, Thermal
cutting, Arc welding and MIG welding
According to Banta (1993), the qualities and characteristics that employers look for in
prospective employees can be categorized as follows: knowledge, skills, and attitudes or traits.
Areas within knowledge include technical skills as they relate to the job, basic adult literacy, and
application of one's knowledge. Components within the skills area include communication, ability
to work with people, organization and management skills, research, and computing skills.
Research examining how survey data from employers are collected indicates that institutions use
either a "broadside" method in surveying, for example sending surveys to employers without
identifying specific individuals, or by gathering information about specific graduates. For the last
survey method, it is critical that permission is sought from the former student prior to surveying
the employer.
Types of Welding
• Fusion Welding – melting base metals
– Arc Welding (AW) – heating with electric arc
– Resistance welding (RW) -heating with resistance to an electrical current
– Oxyfuel Welding (OFW) -heating with a mixture of oxygen and acetylene (oxyfuel gas)
– Other fusion welding -electron beam welding and laser beam welding
• Solid State Welding no melting, no fillers
– Diffusion welding (DFW) – solid-state fusion at an elevated temperature
– Friction welding (FRW) – heating by friction
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– Ultrasonic welding (USW) – moderate pressure with ultrasonic oscillating motion
Welding Operation
• 50 types processes (American Welding Society) AWS (2008)
• Applications: Constructions, Piping, pressure vessels, boilers and storage tanks, Shipbuilding,
Aerospace, Automobile and Railroad
• Welder - manually controls placement of welding gun
• Fitter assists by arranging the parts prior to welding
• Welding is inherently dangerous to human workers
– High temperatures of molten metals,
– Fire hazard fuels in gas welding,
– Electrical shock in electric welding
– Ultraviolet radiation emitted in arc welding (a special helmet with a dark viewing window) and
– Sparks, spatters of molten metal, smoke, and fumes (good ventilation).
• Automation - Machine, Automatic and Robotic welding
2. The Weld Joint
• Types of Joints
– Butt joint
– Corner joint
– Lap joint
– Tee joint
– Edge joint
• Types of Welds
– Fillet weld
– Groove weld
– Plug and slot welds
– Spot and Seam welds
– Flange and Surfacing welds
Physics of Welding
• Coalescing Mechanism: Fusion via high-density energy
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• Process plan to determine the rate at which welding can be performed, the size of the region and
power density for fusion welding
• Powder density (PD): where P = power entering the surface, W (Btu/sec); and
A = the surface area, mm2 (in2)
– With too low power density, no melting due to the heat conducted into work
– With too high power density, metal vaporizes in affected regions
– Must find a practical range of values for heat density.
• In reality, pre & post-heating and non uniform
• For metallurgical reason, less energy and high heat density are desired.
Critical thinking Skills
Critical thinking takes place in a mental environment consisting of experiences, thoughts,
and feelings. Some elements in this inner environment can sabotage efforts to think critically or at
least make critical thinking more difficult. Fortunately, some control can exert over these
elements. With practice, errors in thinking can be detected for, it restrains attitudes and feelings
that can disrupt our reasoning, and achieve enough objectivity to make critical thinking possible.
The most common of the hindrances to critical thinking fall into two main categories: Those
obstacles that crop up because of the think process and those that occur because of what is
thought. The first category is comprised of psychological factors such as fears, attitudes,
motivations, and desires. The second category is made up of certain philosophical beliefs.
Team Work Skill
To succeed at the task in hand everyone involved needs to combine their efforts. If
everyone does their job well, then it increases what the team can accomplish. This teamwork has
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to be recognised by everyone and know that great things can happen if individuals master the
fundamentals and work together as one unit. Everyone has their own unique role, but each
person's individual role must be recognised and appreciated. Teamwork is something that must be
a high priority and given constant attention. Every player needs to understand how important it is
for them to work smoothly together if they want to be successful. Each player must be dedicated
to the whole team and be willing to act unselfishly. When challenges arise (as they always do), the
team needs to have the resources, accountability and commitment to deal with them in a
constructive and positive manner. A sense of teamwork will play an integral part in this. T.E.A.M.
Together Everyone Achieves More. The human factor: the critical importance of effective
teamwork and communication in providing safe care.
Effective communication and teamwork is essential for the delivery of high quality, safe
working environment. Communication failures are an extremely common cause of inadvertent
problem in working environment. The complexity of Industrial activities, coupled with the
inherent limitations of human
performance, make it critically important that welding and
fabrication technicians have standardised communication tools, create an environment in which
individuals can speak up and express concerns, and share common "critical language" to alert
team members to unsafe situations. All too frequently, effective communication is situation or
personality dependent. Other high reliability domains, such as commercial aviation, have shown
that the adoption of standardised tools and behaviours is a very effective strategy in enhancing
teamwork and reducing risk.
In a general sense people talk of teamwork when they want to emphasise the virtues of co-
operation and the need to make use of the various strengths of employees. Teams have been
around for as long as anyone can remember and there can be few organisations that have not used
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the term in one sense or another. It is common to hear of management teams, production teams,
service teams or even whole organisations being referred to as teams. Employers stress the
importance of employees working as a team and advertise for staff with the ability to work in such
a way. In a general sense people talk of teamwork when they want to emphasise the virtues of co-
operation
To succeed at the task in hand everyone involved needs to combine their efforts. If
everyone does their job well, then it increases what the team can accomplish. This teamwork has
to be recognised by everyone and know that great things can happen if individuals master the
fundamentals and work together as one unit. Everyone has their own unique role, but each
person's individual role must be recognised and appreciated.
Teamwork is something that must be a high priority and given constant attention. Every
player needs to understand how important it is for them to work smoothly together if they want to
be successful. Each player must be dedicated to the whole team and be willing to act unselfishly.
When challenges arise (as they always do), the team needs to have the resources, accountability
and commitment to deal with them in a constructive and positive manner. A sense of teamwork
will play an integral part in this.
The concept of teamwork is extremely important to the success of any team. All coaches
talk about working as one unit, as a unified team. Teamwork and unselfishness create the
backbone of a great team, without them a team cannot realistically compete. You can have a
group of superstars, but if they do not work well as one unit, chances are they are not going to be
as successful as you would think. The team working as one cohesive unit is going to be the key in
their success. (Karlene 2002 ).
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Critical thinking and reflection are at the heart of higher education and university
learning and are fundamental for all disciplines. The widening of participation in higher
education calls for new approaches which enable students to develop these abilities for
academic purposes. They are also seen as ‘key skills’ which employers expect graduates to
bring to the workplace from school. Critical thinking and reflection are often referred to in
descriptions of the characteristics of both higher education itself (Barnett, 1997) and of
graduates (Dearing, 1997).
Thinking critically helps students to develop as autonomous learners who can engage
more confidently in debate within their subject area at a high level (Moon 2005). A well known
writer on critical thinking, Jenny Moon, gives the following definition: Critical thinking is a
capacity to work with complex ideas whereby a person can
make effective provision of evidence to justify a reasonable judgment. The
evidence, and therefore the judgement, will pay appropriate attention to context. Critical thinking
is the intellectual process of analysing, evaluating and synthesising observations or assertions.
Also Critical thinking could be described as the ability to not just describe something or accept
perceived wisdom, but develop a conceptual understanding of what happens and transfer that to
different situations. Maxwell (2001) posits that, Critical thinking can be described in engineering
as a means to give problem-solving wings. In education it means not just accepting what you are
told but a willingness to question it, to think it through for yourself by reflecting on the content.
Reflection as part of critical thinking is a complex set of processes which can empower
students to recognise their learning opportunities and make the most of them. In its simplest
form, reflection is the ability to look back over one’s experiences and identify significant
aspects, such as reasons for success and failure. The important thing, of course, is to then learn
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from these reflections, by using them to inform practice. Reflection is a process of recalling an
event with a view to analysing and evaluating that experience. Critical thinking and reflection
are both developmental and particular to the individual, at the same time they can be specific to
cultural and discipline related factors.
Laying the Foundations for effective teamwork can be achieved by imparting the skill of
team spirit in students; this may be developed in students by lectured instruction on these skills
and by explicitly delegating to each team member the responsibility for applying them. In
Industry, the use of small teams is rapidly becoming seen as a panacea leading to certain
success. In Quality Circles, Concurrent Engineering, and in many other management
innovations, the team is the organisational unit to which creative control is being delegated and
the training of such teams is therefore vital to an Industrial success. For the professional
welding and fabrication craftsman, the ability to work effectively as part of such teams is an
essential skill.
In Education, small groups are used to manage and enhance learning activity. In educating
engineering students therefore, there is a double impetus to the teaching of team skills: firstly to
enhance learning, and secondly to train the students in a skill now necessary for their professional
development. Jaques (2000) identifies learning in groups approaches to improving group
behaviour which focus primarily upon the development of the teaching staff to enable the student
direct the groups. However, there is but little mention of explicit training in team skills for the
students; yet without these skills, the students' effectiveness in group learning will be reduced.
Teamwork is a joint action by three or more people, in which each person subordinates his
or her individual interests and opinions to the unity and efficiency of the group. This does not
mean that the individual is no longer important; however, it does mean that effective and efficient
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teamwork goes beyond individual accomplishments. The most effective teamwork is produced
when all the individuals involved harmonize their contributions and work towards a common
goal. In order for teamwork to succeed one must be a team player. A team player is one who
subordinates personal aspirations and works in a coordinated effort with other members of a
group, or team, in striving for a common goal. Businesses and other organizations often go to the
effort of coordinating team building events in an attempt to get people to work as a team rather
than as individuals
Aside from any required technical proficiency, a wide variety of social goals are desirable
for successful teamwork, including listening. It is important to listen to other people's opinions.
When people are allowed to freely express their ideas, these initial ideas will produce other ideas.
Discussing is important, your ideas with your team-mates until a mutual agreement s reached by
questioning. Questioning is important, to ask questions, interact, and discuss the objectives of the
team. Persuading individuals are encouraged to exchange, defend, and then to ultimately rethink
their ideas. Respecting it is important to treat others with respect and to support their ideas and
assisting. It is crucial to help one's co-workers, which is the general theme of teamwork. It is
equally important to share with the team to create an environment of teamwork.
Participation is a key to successful team work, all members of the team are encouraged to
participate in the team and communicate for effective and successful work. Communication is
important for a team to work effectively it is essential for team members to acquire
communication skills and to use effective communication channels between one another e.g.
using email, viral communication, group meetings and so on. This will enable team members of
the group to work together and achieve the team's purpose and goals.
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It is important that welding and fabrication students be equipped to appreciate team skills.
To maintain that awareness requires that the students are allowed to practice these skills and that
they reflect upon them and their own performance. In general, however, it is wise to raise the
issue of team effectiveness in any situation when teams are being used. The message is that a little
management of the team process will greatly enhance the team's performance. Teamwork is the
co-operative effort by a group of people to achieve a common goal. Achievement is usually
measured by some kind of performance indicator (eg: customer satisfaction, sales growth).
Teamwork is improved when the group changes their behaviour so that performance improves.
Group projects allow the assessment of students' interpersonal communications skills and
their ability to function as a team member. The assessment of group projects presents essentially
all of the same considerations as the assessment of individual works plus the additional need to
evaluate individual efforts. As each individual can learn from other team members, the group
product should be expected to be better than that produced by a single individual. If teams are to
be efficient, specific roles must be defined and the assessment process needs to determine how
well each individual performs a specific role.
Teams are groups of people with complementary skills who are committed to a common
purpose and hold themselves mutually accountable for its achievement. Ideally, they develop a
distinct identity and work together in a co-ordinated and mutually supportive way to fulfil their
goal or purpose. Task effectiveness is the extent to which the team is successful in achieving its
task-related objectives. Shared goals are most likely to be achieved through working together and
pooling experience and expertise. Successful teams are characterised by a team spirit based
around trust, mutual respect, and helpfulness and at best friendliness. Simply bringing people
together does not necessarily ensure they will function effectively as a team or make appropriate
decisions. Teams are composed of people who have a variety of emotional and social needs which
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the team can either frustrate or help to meet. Teamwork indifference failing to take action to
promote good teamwork – is a strategy likely to result in mediocre performance.
Effective teamwork results from: a team whose membership, size and resources match the
task good leadership and attention to team-building commitment by team members to understand
and identify with one another's goals the development of team goals a shared vision a sense of
common ownership of the task at hand and joint responsibility for its achievement co-ordinated
effort and planned sharing of tasks evenly across the team the open exchange of information
within the team honesty and frankness among team members. Effective teamwork may be
undermined by a variety of problems, for example: disorganisation, poor communication,
misunderstandings or inadequate procedures for problem-solving. Team functioning can be
weakened by obstacles faced by individual members within the team, as well as by difficulties
linked to the task.
Improvements in participants' confidence, attitudes, motivation and personal satisfaction
greater clarity in expressing ideas through group discussion better understanding by individuals of
the nature of their contribution and of the needs of other team members more efficient use of
resources – especially time greater optimism – by focusing on positive outcomes and putting less
weight on problems a wider range of ideas rather than individuals working in isolation more
effective responses to changes improved trust and communication help a team to adapt to new
circumstances.
Team members of high ability contribute most to a team when other members are also of
high ability. However, in forming and managing a team, t is important to consider not only
individuals' technical skills, knowledge and experience but also their ability to co-ordinate actions
and their interpersonal qualities. In selecting potential members, it is important to look for people
who will work constructively with others and have a willingness to grow and develop within the
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team. Preferably, team members will be selected who are able to: commit to a shared goal listen
and respond to others in an objective and productive way take on different roles in the group in
order to accomplish shared ends be open and honest with their ideas, concerns and values avoid
carrying hidden agendas into team meetings. Those unlikely to work well as team members are
individuals who seek to maintain their position by protecting their experience or who prefer to
work alone and unaided and are unwilling to discuss their assumptions, negotiate
options or explain solutions.
Leadership is critical to teamwork. The team leader is the person responsible for ensuring
that members work effectively together to achieve their goal or objective and must facilitate the
co-operation necessary for the team to perform well. The leader must also ensure that the team has
the resources and information necessary to complete its task. The leader should be a role model
for the team good at communicating openly and honestly and winning the respect and trust of all
involved. Creating opportunities for team members to participate and contribute to the task
constructs a sense of common ownership of both the problem and its solution.
Overall the leader needs to create a supportive climate of openness, trust and mutual
respect that promotes loyalty and cooperation and provides a 'blame free' culture Assist the team
to forge a clearly articulated vision with clear objectives and goals Identify team goals and
objectives that are compatible with individual members' own goals devise a work plan in which
each member is allocated clearly defined tasks that are meaningful and challenging for that
individual gain commitment from team members to complete the task and, on occasion, inspire
them to go the extra mile ensure that all members feel their contribution is visible to, and valued
by, the team as a whole ensure there is regular, clear and accurate feedback to the team on its
performance over time be willing to share credit for the team's successes with the entire team.
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Communication skills
Communication is the process of transmitting and understanding information and ideas so
the team develops shared understanding. Good communication between members is essential if a
team is to collaborate successfully and make best use of its pooled knowledge. Team identity
and group cohesiveness benefit from good communication. Conversely, lack of communication
where members work individually and lose touch with how their work relates to others can reduce
team effectiveness. Open communication and information sharing: help team members to
anticipate what they can expect from one another and when they can expect it, eliminate surprises
and make it easier for members to work together. Engender trust and familiarity among team
members allows more forceful group behaviour, including the willingness to question and
challenge in the search for better solutions. Shared understanding means that both the person who
sends a message and the receiver interpret the message and the actions it implies, in the same way.
This requires expressing ideas clearly and using body language relaxed posture, good eye contact
and occasional pauses to show feedback is welcome being flexible enough to take on board others'
suggestions and to build on others' ideas between team meetings, keeping all those who need to
know regularly informed of individual progress. Listening is just as important as speaking and
involves paying attention to the whole of the sender's message and seeking to interpret it from the
perspective of the sender.
Body language can be used to show full attention and interest. Restating the message in
your own words to clarify the sender's intended meaning can be helpful. To seek constructive
clarification, ask supportive questions focused on what, where, how and why issues. This allows
the speaker to explain the position in more detail. Practical steps to promote open communication
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highlight the importance of open communication and the mutual benefits for the team. Set
objectives don't let the team just talk around the job remind team members of the importance of
arriving at meetings prepared to communicate ideas and use drawings and diagrams where
appropriate recognise that not all are good communicators others on the team should help them to
articulate their views
Problem Solving
The initial steps in assessing problem-solving are obvious in that we need to identify what
skills are to be assessed and what purpose will be served by the assessment. Once those objectives
are identified, it becomes much easier to approach the task of assessing the problem-solving skills
of our students. Problem-solving skills are included in the eight teaching goals as higher order
thinking skills (Angelo and Cross, 1999). Once teaching goals are identified, progress is easily
made in recognizing (and avoiding) potential pitfalls with an assessment activity. One method of
implementing this advice could be to introduce assessment techniques relatively early in the
curriculum of any major and progress to more sophisticated assessment procedures in upper-
division courses. Also Angelo and Cross (1993) identifies 50 classroom assessment techniques
and provides discipline-based examples. The discussion of individual assessment techniques
includes a summary of the amount of faculty time involved in preparation of the activity as well as
the amount of student time involved in responding and of faculty time required for analysis.
A variety of assessment techniques may be used for assessing problem-solving skills and
other higher-order thinking skills. Each can be readily modified for use in a range of curricula. To
determine which assessment technique to use for which course, review the Pros, Cons, and
Caveats discussions at the end of each of the individual assessment techniques relating to
problem-solving skills training to the performance of adolescent educationally at-risk students. A
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model based on the belief that both educational risk level and problem solving skills training
would influence behavioural efficacy and attempted to investigate processes related to locus of
control and self- efficacy that underlie this influence. A quasi experiment first varied the problem
solving skills training (trained, not trained) at different levels of student educationally at-risk
students (at-risk, non-risk) and then measured problem-solving cognitive skill, locus of control,
self-efficacy, and behavioural outcome efficacy on a sample of 88 students. Separate models for
at-risk and non-risk students evolved. Models for both groups represent a process in which
problem solving skills training influences locus of control (positively for at-risk but not positively
for non-risk students) which then increases self-efficacy and subsequent behavioural outcome
efficacy.
Problem-solving skills training can be used to increase the performance of Welding and
fabrication students. This study began with a model based on the belief that both educational-risk
level and problem solving skills training would influence behavioural efficacy and attempted to
investigate processes related to locus of control and self-efficacy that underlie this influence. A
quasi experiment first varied the problem solving skills training (trained, not trained) at different
levels of student educationally at-risk students (at-risk, non-risk) and then measured problem-
solving cognitive skill, locus of control, self-efficacy, and behavioural outcome efficacy on a
sample of 88 students. Separate models for at-risk and non-risk students evolved. Models for both
groups represent a process in which problem solving skills training influences locus of control
(positively for at-risk but not positively for non-risk students) which then increases self-efficacy
and subsequent behavioural outcome efficacy.
A seven-step problem solving cycle
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There are a variety of problem solving processes but each process consists of a series of
steps, including identifying an issue, searching for options and putting a possible solution into
action. It is useful to view problem solving as a cycle because, sometimes, a problem needs
several attempts to solve it, or the problem changes. Figure 1 shows a seven-step problem solving
cycle.
To solve a problem, take the following steps, one at a time.
Step 1. Identify the problem
The first step you need to take is to identify and name the problem so that you can find an
appropriate solution. Sometimes you might be unsure about what the problem is: you might just
feel general anxiety or be confused about what is getting in the way of your goals. If it is a
personal problem you can ask yourself, your friends or a counsellor, ‘What is the problem which
is getting in the way of me achieving my goal’. If it is an academic issue you can ask yourself,
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‘What is hindering me from completing this task’, and you can consult with your tutor, supervisor
or a Learning Adviser to clarify the issue.
Step 2. Explore the problem
When you are clear about what the problem is you need to think about it in different ways.
You can ask yourself questions such as:
‘How is this problem affecting me?’
‘How is it affecting others?’
‘Who else experiences this problem?’
‘What do they do about it?’
Seeing the problem in different ways is likely to help you find an effective solution.
Step 3. Set goals
Once you have thought about the problem from different angles you can identify your goals.
What is it that you want to achieve? Sometimes you might get so frustrated by a problem that you
forget to think about what you want. For example, you might become ill, struggle to complete a
number of assignments on time and feel so unmotivated that you let due dates pass. It is important
at this time to consider the question, ‘What is my immediate goal?’ Do you want to:
improve your health?
increase your time management skills?
complete the assignments to the best of your ability?
finish the assignments as soon as possible?
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If you decide your goal is to improve your health that will lead to solutions which are different
from those linked to the goal of completing your assignments as soon as possible. One goal may
lead you to a doctor and/or to take leave of absence from university; the other goal may lead you
to apply for extensions for your assignments. So working out your goals is a vital part of the
problem solving process.
Step 4. Look at Alternatives
When you have decided what your goal is you need to look for possible solutions. The
more possible solutions you find the more likely it is that you will be able to discover an effective
solution. You can brain-storm for ideas. The purpose of brain-storming is to collect together a
long list of possibilities. It does not matter whether the ideas are useful or practical or manageable:
just write down the ideas as they come into your head. Some of the best solutions arise from
creative thinking during brain-storming. You can also seek ideas about possible solutions from
friends, family, a partner, a counsellor, a lecturer, books or the internet. The aim is to collect as
many alternative solutions as possible.
Step 5. Select a possible solution
From the list of possible solutions you can sort out which are most relevant to your situation and
which are realistic and manageable. You can do this by predicting outcomes for possible solutions
and also checking with other people what they think outcomes might be. For example, if a
possible solution is withdrawing from a course and it seems realistic and manageable
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Step 6 Implement a possible solution
Once you have selected a possible solution you are ready to put it into action. You will
need to have energy and motivation to do this because implementing the solution may take some
time and effort. (If the solution had been easy to find and do, you would have probably already
done it.) You can prepare yourself to implement the solution by planning when and how you will
do it, whether you talk with others about it, and what rewards you will give yourself when you
have done it.
Step 7. Evaluate
Just because you have worked your way through the problem solving process it does not mean
that, by implementing the possible solution, you automatically solve your problem. So evaluating
the effectiveness of your solution is very important. You can ask yourself (and others) :
‘How effective was that solution?’
‘Did it achieve what I wanted?’
What consequences did it have on my situation?’
If the solution was successful in helping you solve your problem and reach your goal, then you
know that you have effectively solved your problem. If you feel dissatisfied with the result, then
you can begin the steps again. Viewing problem solving as a cycle may help you recognise that
problem solving is a way of searching for a solution which will lead to different possible
solutions, which you can evaluate. If you have solved the problem you have found an effective
solution. If you judge the problem has not been solved you can look for, and try, alternative
possibilities by beginning the problem solving cycle again.
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When to use problem solving
You can problem solve anytime you have a problem to solve or a goal to achieve. You can
use the problem solving model to look for solutions to issues connected with your study,
relationships, work or sport. You can take the problem solving steps by yourself, with a friend, or
in a group. Problem solving with others is often very effective because you have access to a wide
variety of viewpoints and potential solutions. The problem solving model is a useful resource for
you to utilise in your personal, academic and professional lives.
Problem solving is a skill and a process which you can learn. You can implement the process to
help you solve a problem by following the seven steps outlined in this Learning Guide. Once you
have learned the steps and begun to implement the process, problem solving will be a new skill
which you have acquired and can be used at university, home and in the workplace.
Developing your problem solving skills
This key skill assessment unit offers the student an opportunity to select and prepare work
that demonstrates your key skills in the area of problem solving. This unit provides the student
with advice and information on how to go about presenting key skills work as a portfolio. In
presenting work that demonstrates key skills the student are expected to take the initiative in
showing how to develop and improve a particular set of skills, and are able to use such skills more
generally in their studies or at work. Skills development is all about taking responsibility for
extending and improving learning and performance in a wide range of contexts. It is hoped,
therefore, that the student will see the guide as a way of supporting learning and skills
development while studying, working and in other activities. However it is hoped that the problem
solving skills will help make skills development something personally value.
xlv
Solving problems is clearly an important survival skill in today's information society
where complex, technologically advanced world is dealt with. Business leaders emphasize the
need for higher order thinking skills and problem solving skills for the future workforce. Problem
solving is a critical skill that is needed in all aspects of life. There are many different kinds of
problems to be identified and solved. They exist in a variety of forms within your major or your
chosen future profession including, of course, mathematics, psychology, and the physical
sciences, as well as the arts and humanities. And so, the phrase "problem solving" consists of very
general concepts covering a wide range of different activities and ways to approach solving
problems. How to determine the process for fuelling the space shuttle, for example, is different
from the problem of counselling a family facing financial and emotional hardships. A chess
master's problem is well-structured, but the local citizen's council on environmental issues is not.
The main goal of this module is to introduce learners to the most important concept in
entails:
defined the concept of problem solving
described the difference between well-structured and ill-structured problems
summarized the reasons why problem-solving skills are valuable
explained the difference between the scientific method and problem solving
demonstrated how to determine the true problem in any problem-solving situation
One of the most exciting aspects of life is the array of choices that is available on a daily
basis. Some decisions are simple, like deciding what to eat for dinner or what shirt to wear.
However, some choices are challenging and take careful thought and consideration.
When one is confronted with these types of decisions, it can be very difficult to decide on the
best option, and may be plagued by indecision. Situation may force one to choose between
xlvi
two equally good options, or perhaps, may have to pick between two choices that both have
drawbacks. One may waver back and forth between different alternatives and may feel
paralyzed to make the decision. This is a very normal reaction to tough choices in our lives,
and at times, experiences a sense of being unable to decide on some option. However,
researchers have developed a technique that many people have found useful when they are
trying to make a difficult decision or solve a problem that seems unsolvable. This procedure
involves a series of steps that can go through when confronted with a decision or problem that
needs to be solved. This approach may not work perfectly for all difficulties, but it may help
with many of the problems confronted with in daily life.
This step involves recognizing that a problem exists and that solving the difficulty is a
worthwhile endeavour. It is important that an approach of decision-making process is sought
with a positive attitude and view the situation as an opportunity or challenge. Attempt should
be made to approach the situation with confidence and with a willingness to devote some time
and effort to finding an appropriate solution to problem. Before tackling the current problem,
it is important to clearly understand the difficulty and why the current situation need be
change or improve upon. This may seem obvious, but it is important that the student really
think about and gather information about the problem, and make sure that the problem to be
solved is the real problem. That is, sometimes people find a different problem than the one
that is really distressing them, and focus on the one, since it is easier than dealing with the real
problem. This step really involves thinking about the difficulty the student is having,
understanding the problem, and contemplating why the situation is distressing. Some people
think of problems as a discrepancy between what they want and what the current situation is
like. It is useful during this stage to think about how the current situation is different from how
one would like it to be, and what goals are for the state of affairs. If one is facing many
xlvii
difficult decisions, it may be helpful to prioritize those problems and deal with them one at a
time.
Review of Related Empirical Studies
Radhakrishna and Bruening (1994) sought to determine the skills and experiences deemed
necessary for agribusiness graduates in Pennsylvania. The authors focused on agribusiness
employees and university agribusiness students who attended a workshop. Their findings revealed
that students and employees of agribusiness agreed that the skills listed were more important than
their ability to perform those skills.
However, the groups differed in their perception of real-world skills and experiences
needed to be successful. While students perceived internships to be vital to the success of their
future employment, employees disagreed. Interestingly, students rated all skills (interpersonal,
communication, technical, computer, and business and economic) as being more important than
did employees. In addition, students felt more assured of their ability to perform interpersonal and
communication skills than did employer.
Andelt, Barrett and Bosshamer (1997) conducted a study to identify the competencies
employers seek in college of agriculture graduates from the University of Nebraska-Lincoln and
to determine whether or not graduates could perform the skills and competencies needed for
career success. To accomplish this task, the authors sampled 769 employers who were college of
agriculture alumni. All graduates were asked to provide contact information about their immediate
supervisor, which consisted of: name, title of position, and permission to use the supervisor’s
name.
Conclusions from the study revealed that employers suggested that communication skills
would become increasingly more important over time. In addition, the ability to listen and speak
clearly was determined to be two of the most important aspects of communication skills.
xlviii
Employers felt as though leadership skills, such as problem solving and teamwork, would need to
continue to improve in the future of the graduate employees. A recommendation from the study
was for colleges to survey employers every three to five years in an effort to determine skills
needed for college graduates as they begin their careers.
Graham (2001) conducted a three-year study to determine the preparation of entry-level
agriculture graduates for employment as perceived by employers. The findings of this study
implied that employers placed a strong emphasis on the skill areas of teamwork, leadership,
dedication, and initiation. In terms of communication skills, employers rated listening as the most
important. Character traits such as honesty, dependability, and integrity were also valued by the
employers in this study.
Litzenberg and Schneider (1987) sought to determine the competencies needed in the
agriculture workforce by agricultural economics graduates. The findings of this study showed that
interpersonal skills were of the utmost importance to employers, followed by communications
skills. Specifically, the top five most important individual items comprising interpersonal skills
were: self-motivation and positive work attitude (1st), high moral/ethical standards (2nd), work
with others/team player (3rd), work without supervision (4th). The nine items comprising
communication skills, in order of importance, consisted of: listen and carry out instructions (1st),
give clear and concise instructions (2nd), express creative ideas (3rd), professional telephone
skills (4th), express creative ideas in writing (5th), speak clearly & concisely/technical info. (6th),
write technical reports (7th), listen and summarize oral presentations (8th), and read specific
technical information (9th). In addition, when considering previous work experience,
“extracurricular activities” ranked first in terms of being most important.
Obi (2001) conducted a study “communication skills needed by university graduates
employees for successful job performance in business organizations” and found that employees
xlix
differed on their rating of the importance of writing, speaking, reading, and listening skills
required by university graduates employees for successful job performance, but not significantly.
The study concluded that university graduates employees were perceived deficient in all the four
clusters of communication skills. The study recommended among others that the universities
should be better equipped to teach communication skills as a separate course to produce better
quality employees for the ever-changing business world. The skills according to her can also be
taught under General Studies Use of English course.
Robinson (2006) in his research study sought to find out the graduates’ and employers’
perceptions of entry-level employability skills needed by agriculture, food and natural resources
graduates. The study was carried out at the University of Missouri-Columbia comprising the
population of 365 respondents (290 graduates and 75 employers). 67 skills identified by the
researcher were deemed important at the workplace but with discrepancy in the priority in the
importance of the skills. While the graduates perceived problem-solving skills followed by
motivation as the most important, the employers perceived working with others and time
management as most important skills needed.
Many studies related to this study have been consulted and some of them reported in this
research. In any case, the studies carried out by Radhakrishna and Bruening (1994), Andelt,
Berrett and Bosshamer (1997), Graham (2001), Litzenberg and Schneider (1987), Obi (2001) and
Robinson (2006) are very important and were also reviewed in the course of this study. Their
significance lies in the fact that the framework for this study was derived in part from the
information presented in those studies.
These studies helpfully guided the construction of this study; however, they are not
similar. Radhakrishna and Bruening (1994), Andelt, Berrett and Bosshamer (1997), Graham
(2001), Litzenberg and Schneider (1987) and Robinson (2006) all conducted their study on
l
needed skills and competences needed by employers or in the workplace using agricultural and
agricultural related university graduates. Obi (2001) study was conducted using business
education university graduates as respondents. The present study will attempt to identify the work
skills needs of fabrication and welding craftsmen as perceived by related industries.
Summary of the Literature Reviewed
The society is experiencing a transformation or changing process which is affecting all
spheres of our lives (economic, social, political etc,). This transformation is caused by the
combined forces of globalization and rapid technological change, particularly innovations in
information technologies. The workplaces are greatly affected by this transformation and in other
to be relevant have continued to focus on adaptation, cost reduction, increased productivity and
new markets and/or new products and services. The transformation in the workplace requires for
employees especially the fabrication and welding craftsmen to be able to support increased
competitiveness, innovation, flexibility and client focus. In order to fully support this increased
competitiveness, innovation, flexibility and client focus in the modern workplace, craftsmen
employability play an important role for them to meet up with the standard of job modification.
While there is no singular definition of employability, a review of literature suggests that
the work skill is about work and the ability to be employed; that is:
the ability to gain initial employment; hence the interest in ensuring that ‘key skills’,
careers advice and an understanding about the world of work are embedded in the
educational system;
the ability to maintain employment and make ‘transitions’ between jobs and roles within
the same organisation to meet new job requirements, and;
li
the ability to obtain new employment if required, that is, to be independent in the labour
market by willing and able to manage their own employment transitions between and
within organisations.
craftsmen needed to obtain the required skills for them to fit into the workplace. Skills
required are grouped into two namely technical skills (job-specific skills) and non-technical skills
(employability skills). The literature reviewed work skills as problem solving, communication
skills, team work skill and critical thinking skills are required not only to gain employment, but to
progress within an enterprise so as to achieve one’s potential and contribute successfully to
enterprise strategic directions. It was also reviewed as transferable work skill groups that represent
essential functional and enabling knowledge, skills and attitudes required by the 21st century
workplace necessary for career success at all levels of employment and for all levels of education.
The literature also reviewed different bodies’ views on the issue of work skills giving
various skills requirement as what skills entail. The bodies include the Australian Council of
Educational Research, the Secretary’s Commission on Achieving Necessary Skills and the
Conference Board of Canada. In was as reviewed that higher institutions are in charge of
equipping the graduate with the necessary work skills needed to be successful in the workplace.
However, it was reviewed that the graduates who the polytechnics’ are included are not equipped
and ready to enter the modern workplace. The reasons reviewed included.
1. The skills and the curriculum content in our various technical colleges no longer
correspond with the needs of the industry due to the changing nature of the society with
regards to the static technical skills and the curriculum content.
2. The graduates’ misconstrue the hiring process. They are often under the assumption that
their academic success in their higher institutions will get them the job they desire.
lii
3. The graduates also have a misconception of what their job will entail, often expecting a
structured, supervised environment similar to the one experienced in higher education.
4. The various higher education institution (technical colleges inclusive) educators have a
limited knowledge of what the lacking skills required in the modern workplace are or how
to teach these skills to graduates.
From the literature reviewed, however, it was discovered that little or no attention have
been given to the work skills needed or required by the fabrication and welding graduates in the
technical colleges for successful participation and integration into the modern workplace.
Literature reviewed however did not reveal any empirical studies ever carried out to determine
work skill needs of fabrication and welding craftsmen for effective performance on the job for
successful participation and integration into modern workplace.
CHAPTER III
METHODOLOGY
This chapter describes the procedure used in this study under the following sub-heading:
Design of the Study, Area of the Study, Population of the Study, Sample and Sampling
Techniques, Instrument for Data Collection, Validation of the Instrument, Reliability of the
Instrument, Method of Data Collection and Method of Data Analysis.
liii
Design of the Study
The survey research design was used for the study. Survey research design enables one to
obtain information from people who are considered to be representative of the entire population
(Nworgu, 2006). In the same vein Gall, Gall and Borg (2003) also stated that survey research
method uses questionnaire or interview to collect data from a sample that has been selected to
represent a population to which the finding of the data analysis can be generalized. The design
was considered suitable since this study solicited information from Industrial supervisor on the
work skill needs of fabrication and welding craftsmen as perceived by related industries in
Kaduna state through the use of structured questionnaire.
Area of the Study
The study was conducted in Kaduna state of Nigeria. Kaduna state is one of the six states
in the North West zone in Nigeria. This area was chosen due to the large number of Technical
colleges in the state and concentration of fabrication and welding Industries which could be used
for eliciting responses on the instrument for this study.
Population of the Study
The population of the study consists of two groups, group one comprised of 87 fabrication
and welding technical teachers in the 5 Technical colleges and 19 secondary schools in the state
offering fabrication and welding subject. The second group comprised of 12 Industrial fabrication
and welding supervisor and 84 fabrications and welding craftsmen registered with the Kaduna
state Ministry of labour and productivity. There was no sampling as the population 183
respondents are not large, accessible and manageable.
Instrument for Data Collection
The instrument for data collection was a structured questionnaire. The questionnaire
contained items organized into five sections “A”, “B”, “C”, “D” and “E”. Section A contains
items designed to obtain personal information of the respondents. The items have options and
blank spaces to enable the respondents tick as appropriate. Section “B” contain items designed to
49
liv
find out the problem solving skill required by fabrication and welding craftsmen as perceived by
related Industries. Section “C” centred on the communication skill of fabrication and welding
craftsmen as perceived by related industries. Section “D” dwelled on items designed to find out
the self management skill of fabrication and welding craftsmen as perceived by related industries.
Section “E” contain items aimed at finding out the critical thinking skill of fabrication and
welding craftsmen as perceived by related industries.
The questionnaire items were formulated based on a five point Likert scale. The response
categories for sections “B” to “E” are Strongly Agree (SA), Agree (A), Disagree (D), and
Strongly Disagree (SD). These response categories are assigned numerical values of 5, 4, 3, 2, and
1 respectively. The respondents were required to check (√) against the response category that best
satisfy their opinion.
Validation of the Instrument
The instrument was subjected to face and content validation by five experts, two from the
Department of Vocational Teacher Education, University of Nigeria, Nsukka and three expert
from welding and fabrication industries in Kaduna State. Validation according to Uzoagulu (1998)
is carried out to ascertain the appropriateness of the questionnaire items while Ary, Jacob and
Razavieh (2002) explained that validity ensures that the questionnaire is appealing to the eye and
that it appears valid for its intended purpose. Each validation were served with a copy of the
questionnaire and requested to identify ambiguities and proffer suggestions for improving the
instrument towards meeting the objectives of the study. The experts’ suggestions were taken into
consideration in the final draft of the questionnaire.
Reliability of the Instrument
In establish the reliability of the instrument, the instrument were trial tested on 10
Technical teachers and 20 fabrication and welding Industrial supervisor which was not part of the
lv
respondents used for this study. Reliability according to Ary, Jacob and Razavieh (2002) indicates
the extent to which data are free from errors but capitulate consistent results. Cronbach Alpha
formula was used to determine the internal consistency of the instrument. The reliability
coefficient computed for the Fabrication and Welding Instrument (FAI) was found to be 0.91.
Method of Data Collection
The researcher personally administered copies of the questionnaire to the respondents with
the help of five research assistants. The research assistants were trained by the researcher on how
to administer the instrument so as to ensure appropriate administration, safe handling and high
return rate of the instrument. Each of the research assistants will be assigned to each technical
college while the researcher will covered the last one and the industries.
Method of Data Analysis
The data generated from the use of the questionnaire was analyzed with the use of
Statistical Package for Social Sciences (SPSS). Mean and standard deviation was used to answer
each of the four research questions. The lower limit of agree is 3.50 any item with the Mean of
3.50 and above was considered as required.
However, each of the four hypotheses was tested using t-test statistic at significant level of
0.05. The calculated- t were compared to the table-t value in each of the cases. Any item whose t-
calculated is less than the table-t, the hypothesis of no significant difference was upheld at the
probability of 0.05 level of significance; but where the t-calculated is greater than the table-t the
hypothesis of no significant difference was considered for rejection at 0.05 level of significance at
appropriate degree of freedom.
lvi
CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA
This chapter presented and analyzed the data collected for this study. Data for this study
were analyzed using the statistical package for Social Science (SPSS) computer programme. The
presentation and analysis is done in tables and figures and arranged according to the research
questions and hypotheses formulated for the study.
Research Question 1
lvii
What are the problem solving skills required by fabrication and welding craftsmen as
perceived by related industries?
Table 1
Mean and Standard Deviation of the Responses of the Respondents on the Problem Solving
Skill Required by Fabrication and Welding Craftsmen as Perceived by Related Industries.
Table 1
S/N Items X SD Remarks
1. possess the ability to identify problems and their causes for effective productivity
in the industry 4.00 .668 Agreed
2. be able to prioritize problems identified (arrange problem according to importance)
for effective productivity in the industry 3.90 .738 Agreed
3. be able to identify essential components of the problem(s) for effective
productivity in the industry 4.45 .760 Agreed
4. be able to sort out relevant data to solve the problem(s) for in the industry. 4.46 .497 Agreed
5. be able to select best solution in solving the problem(s) in the industry 3.68 .800 Agreed
6. be able to implement best solution in solving problems 4.38 .488 Agreed
7. be able to contribute to group problem(s) solving 4.38 .825 Agreed
8. be able to make decisions in a short time period 3.68 1.161 Agreed
53
lviii
9. be able to assess the long-term effects of decisions in the industry. 3.77 .415 Agreed
10. be able to make decisions on the basis of thorough analysis of the situation to
effectively participate in the industry. 4.46 .497 Agreed
11. be able to recognize the effects / implications of decisions to be made in order to be
productive in the industry 3.67 .820 Agreed
12. be able to adapt to new situations as it arises 3.51 1.015 Agreed
13. be able to develop a strategic long-term vision for self and workplace 4.45 .497 Agreed
14. be creative and model the problem solving process to colleagues’ 4.22 .976 Agreed
15. be able to identify opportunities not obvious to others 4.32 .470 Agreed
16. to translate ideas into action for effective productivity in the industry 3.75 1.279 Agreed
17 be able to initiate innovative solutions for effective productivity in the industry 3.77 .708 Agreed
18 be able to delegate work to subordinates/peers in the modern workplace. 4.13 1.443 Agreed
19. able to coordinate /Supervise the work of others (subordinates/peers) in the
industry 3.67 1.000 Agreed
20 Able to give direction and guidance to others in the modern workplace. 3.84 .371 Agreed
21 be able to manage time and priorities – setting timelines, coordinating tasks for self
and with others in the industry 4.54 .497 Agreed
22. be able to participate in continuous improvement and planning processes in the
industry 4.55 .498 Agreed
23. be able to Predict – weighing up risk, evaluating alternatives and applying
evaluation criteria in the industry 4.13 1.047 Agreed
24. possess the ability to manage and resolve conflicts in the industry. 4.00 .668 Agreed
25. be able to accept responsibility for decision taken 3.90 .738 Agreed
The analysis presented in table 1 indicates that all the item with mean score of 3.51 – 4.00
was agreed by the respondents that the items presented on research question one are the problem
solving skill required by fabrication and welding craftsmen as perceived by related industries.
Research Question 2
What are the communication skills required by fabrication and welding craftsmen as perceived by
related industries?
Table 2
Mean and Standard Deviation of the Responses of the Respondents on the problem solving skill
required by fabrication and welding craftsmen as perceived by related industries
S/N Items X SD Remarks
1. be loyal to their employers / organization 4.39 .487 Agreed
2. show commitment to work to participate effectively in the modern
workplace
4.06 .622 Agreed
lix
3. Participate effectively in decision making in the industry and be honest in
carrying out tasks.
3.38 .825 Agreed
4. show enthusiasm about work for efficient participation in the industry 3.90 .935 Agreed
5. Be able to convince colleague while presenting idea 4.07 .913 Agreed
6. exhibit good Personal Presentation for efficient participation in the
industry
4.61 .488 Agreed
7. be able to apply commonsense in all situations during interaction 4.16 1.458 Agreed
8. Participate efficiently in expressing and presenting ideas for positive
development
4.39 .434 Agreed
9. Participate effectively in decision making and exhibit good sense of
humour
4.06 .622 Agreed
10. be able to exhibit balanced attitude to work and home life in order to
participate effectively in the industry
4.46 .731 Agreed
11. Participate efficiently and possess the ability to deal with pressure in the
industry
4.39 .913 Agreed
12. possess good self-control for efficient participation in the industry 4.29 .731 Agreed
13. Participate effectively and should behave with integrity 3.93 .913 Agreed
14. be highly motivated in order to participate effectively in the industry 4.16 .317 Agreed
15. Exhibit clear understanding before carrying task 4.00 .88 Agreed
With regard to the items that consisted research question 2 as evidenced from Table 2 the results
clearly showed that fifteen items fall within the acceptance mean range of 3.50 and 5.00. This was
interpreted to mean that all the respondents, technical teachers (fabrication and welding) and industrial
supervisors agreed to 16 items in this section as the needed communication skill required by fabrication
and welding craftsmen.
Research Question 3
What are the management skills required by fabrication and welding craftsmen as perceived by
related industries.
Table 3
Mean and Standard Deviation of the Responses of the Respondents on the Self Management Skill
Required by Fabrication and Welding Craftsmen as Perceived by Related Industries.
S/N Items X SD Remarks
1 Fabrication and welding craftsmen should be able to work with people of different ages for successful
participation in the industry
4.00 .668 Agreed
2 Fabrication and welding craftsmen should participate successfully in the industry, by working with people of
different gender 3.90 .738 Agreed
3 For successful participation in the industry fabrication and welding craftsmen should be able to work with people of different race / colour
4.45 .760 Agreed
4 To participate successfully in the industry fabrication and welding craftsmen, should be able to work with people of different religion
4.46 .497 Agreed
5 For successful participation in the industry fabrication and welding craftsmen should be able to work with people
of different political persuasion
3.68 .800 Agreed
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6 To participate successfully in the industry, fabrication and welding craftsmen should be able to work as an
individual and as a member of a team
4.38 .488 Agreed
7 fabrication and welding craftsmen for successful participation should be able to define their role as part of a team
in the industry 4.38 .825 Agreed
8 Fabrication and welding craftsmen should possess the ability to Identify the strengths of team members in the industry
3.38 1.161 Disagreed
9 To participate successfully in the modern workplace, fabrication and welding craftsmen should respect the ideas
and opinions of team members
3.77 .415 Agreed
10 Fabrication and welding craftsmen should be willing to learn in any setting – on and off the job for successful
participation in the industry 4.46 .497 Agreed
11 Fabrication and welding craftsmen should be prepared to invest time and effort in learning new skills 3.67 .820 Agreed
12 Fabrication and welding craftsmen should be open to new ideas and techniques to efficiently participate in the
industry 3.51 1.015 Agreed
13 Fabrication and welding craftsmen should be able to apply learning to technical/people issues at the industry 4.45 .497 Agreed
14 Fabrication and welding craftsmen should be able to acquire new knowledge in areas outside the immediate job. 4.22 .976 Agreed
15 Fabrication and welding craftsmen should have personal vision and goals in which they wish to achieve in life 4.32 .470 Agreed
16 Fabrication and welding craftsmen should be able to articulate own ideas and vision for successful participation
in the industry 3.75 1.279 Agreed
17 Fabrication and welding craftsmen in order to successfully participate in the industry should be able to evaluate and monitor their own performance
3.77 .708 Agreed
18 Fabrication and welding craftsmen should be able to adapt to different work situation for successful participation
in the modern workplace 4.13 1.443 Agreed
19 To participate successfully in the industry, fabrication and welding craftsmen should be flexible to ever changing
work environment 3.67 1.000 Agreed
20 Fabrication and welding craftsmen must be able to take responsibility of their own actions in order to participate
successfully in the industry 3.84 .371 Agreed
With regard to the items that constituted research question three as evidenced from Table 3 the
results clearly showed that all the twenty items (1-20) fall within the acceptance mean range of 3.51 and
4.67 above. This was interpreted to mean that all the respondents, agreed on all the 20 items in this section
are self management skill required by fabrication and welding craftsmen.
Research Question 4
What are the critical thinking skills required by fabrication and welding craftsmen as
perceived by related industries?
Table 4
Mean and Standard Deviation of the Responses of the Respondents on the Critical Thinking Skill
Required by Fabrication and Welding Craftsmen as Perceived by Related Industries
S/N Items X SD Remarks
1 Knowing ethical implications of decisions. 4.16 .763 Agreed
2 Recognizing the effects of decisions to be made. 4.39 .487 Agreed
3 Making effective business presentations. 4.46 .497 Agreed
4 Responding to others’ comments during a conversation. 4.29 .731 Agreed
5 Working well with fellow employees. 4.61 .487 Agreed
lxi
6 Relating well with supervisors. 4.39 .487 Agreed
7 Establishing good rapport with subordinates. 5.00 .000 Agreed
8 Empathizing with others. 4.55 .498 Agreed
9 Understanding the needs of others. 3.51 1.015 Agreed
10 Coordinating the work of peers. 4.07 1.022 Agreed
11 Coordinating the work of subordinates. 3.74 .989 Agreed
12 Identifying sources of conflict among people. 4.23 .708 Agreed
13 Resolving conflicts. 4.61 .487 Agreed
14 Keeping up-to-date with external realities related to
your company’s success.
4.39 0.487 Agreed
15 Providing innovative paths for the company to follow
for future development.
4.84 0.371 Agreed
With reference to the items that addressed research question 4 as evidenced in Table 4, the
results clearly showed that all the fifteen items (1-15) fall within the acceptance mean range of
3.51 and 4.84. This was interpreted to mean that all the respondents, agreed on the critical
thinking skill required by fabrication and welding craftsmen.
Hypothesis One
There is no significant difference in the mean responses of industrial supervisor and craftsmen on
the problems solving skill required of fabrication and welding craftsmen as perceived by related
industries.
Table 5
The t-test analysis of the mean responses of industrial supervisor and craftsmen on the
problems solving skill required of fabrication and welding craftsmen as perceived by related
industries.
lxii
Table 5 SN Items X1 X2 SD1 SD2 t-cal Rmk
1. Possess the ability to identify problems and their causes for effective productivity in the
industry
3.96 3.88 .566 .54 .281 NS
2. be able to prioritize problems identified (arrange problem according to importance) for
effective productivity in the industry
3.98 3.88 .573 .57 .186 NS
3. be able to identify essential components of the problem(s) for effective productivity in
the industry
3.98 3.85 .484 .58 .065 NS
4. be able to sort out relevant data to solve the problem(s) for in the industry. 3.98 3.94 .455 .49 .576 NS
5. be able to select best solution in solving the problem(s) in the industry 3.94 3.86 .47 .45 .172 NS
6. be able to implement best solution in solving problems 3.89 3.84 .52 .46 .481 NS
7. be able to contribute to group problem(s) solving 3.88 3.82 .47 .57 .323 NS
8. be able to make decisions in a short time period 3.90 3.88 .46 .62 .747 NS
9. be able to assess the long-term effects of decisions in the industry. 3.91 3.91 .46 .60 .978 NS
10. be able to make decisions on the basis of thorough analysis of the situation to effectively
participate in the industry.
3.96 3.90 .51 .62 .417 NS
11. be able to recognize the effects / implications of decisions to be made in order to be
productive in the industry
3.96 3.88 .56 .54 .281 NS
12. be able to adapt to new situations as it arises 3.98 3.88 .57 .57 .186 NS
13. be able to develop a strategic long-term vision for self and workplace 3.98 3.85 .48 .58 .065 NS
14. be creative and model the problem solving process to colleagues 3.98 3.94 .45 .49 .576 NS
15. be able to identify opportunities not obvious to others 3.94 3.86 .47 .45 .172 NS
16. to translate ideas into action for effective productivity in the industry 3.89 3.84 .52 .467 .481 NS
17. be able to initiate innovative solutions for effective productivity in the industry 3.88 3.82 .47 .57 .323 NS
lxiii
18. be able to delegate work to subordinates/peers in the modern workplace. 3.90 3.88 .46 .62 .747 NS
19. able to coordinate /Supervise the work of others (subordinates/peers) in the industry 3.91 3.91 .46 .60 .978 NS
20. able to give direction and guidance to others in the modern workplace. 3.96 3.90 .51 .62 .417 NS
21. be able to manage time and priorities – setting timelines, coordinating tasks for self and with others in the industry
4.74 4.69
0.48 .46 .340
NS
22. be able to participate in continuous improvement and planning processes in the industry 4.32 4.28 .53 .47 .562 NS
23. be able to Predict – weighing up risk, evaluating alternatives and applying evaluation criteria in the industry
4.28 4.15 .49 .50 .069 NS
24. Possess the ability to manage and resolve conflicts in the industry. 4.27 4.15 .57 .52 .210 NS
25. be able to accept responsibility for decision taken 4.24 4.49 .61 .53 .256 NS
Key: df= Degree of freedom = N1 + N2 – 2 = 87 + 96 – 2 = 181; t-cal = t- calculated. Rmk = mark
X1 = 87, population of Industrial supervisor, SD1 = standard deviation of Industrial supervisor
X2 =96, population of Craftsmen SD2 = standard deviation of Craftsmen
Table 5 shows the data analysis of t-test on industrial supervisor and craftsmen on the
problems solving skill required of fabrication and welding craftsmen as perceived by related
industries. The calculated t-test value was less than the critical table values t for items 1-25 at 0.05
level of significance. The null hypothesis was accepted and the alternative hypothesis was
rejected. It was therefore concluded that, there was no significant difference in the mean responses
of industrial supervisor and craftsmen on the problems solving skill required of fabrication and
welding craftsmen as perceived by related industries.
Hypothesis Two
There is no significant difference in the mean responses of industrial supervisor and craftsmen on
the communication skill of fabrication and welding craftsmen as perceived by related industries.
Table 6
The t-test analysis of the mean responses of industrial supervisor and craftsmen on the
communication skill of fabrication and welding craftsmen as perceived by related industries.
S/N Items X1 X2 SD1 SD2 t-cal Rmk
1 be loyal to their employers / organization 4.74 4.69 0.48 .46 .340 NS
2 Show commitment to work to participate effectively in the modern
workplace
4.32 4.28 .53 .47 .562 NS
3 Participate effectively in decision making in the industry and be honest in
carrying out tasks.
4.28 4.15 .48 .50 .069 NS
4 Show enthusiasm about work for efficient participation in the industry 4.26 4.15 .56 .52 .210 NS
5 Be able to convince colleague while presenting idea 4.23 4.49 .61 .53 .256 NS
lxiv
6 Exhibit good Personal Presentation for efficient participation in the
industry
4.57 4.36 .638 .54 .006 NS
7 be able to apply commonsense in all situations during interaction 4.57 4.46 .651 .52 .119 NS
8 participate efficiently in expressing and presenting ideas for positive
development
4.58 4.34 .612 .53 .008 NS
9 participate effectively in decision making and exhibit good sense of
humour
4.53 4.37 .629 .53 .076 NS
10 be able to exhibit balanced attitude to work and home life in order to
participate effectively in the industry
4.50 4.08 .561 .61 .226 NS
11 participate efficiently and possess the ability to deal with pressure in the
industry
3.9600 3.8850 .56616 .54694 .281 NS
12 possess good self-control for efficient participation in the industry 3.9800 3.8850 .57311 .57867 .186 NS
13 participate effectively and should behave with integrity 3.9800 3.8584 .48425 .58044 .065 S
14 be highly motivated in order to participate effectively in the industry 3.9800 3.9469 .45569 .49715 .576 S
15 Exhibit clear understanding before carrying task 3.9467 3.8673 .47468 .45325 .172 NS
Key: df= Degree of freedom = N1 + N2 – 2 = 87 + 96 – 2 = 181; t-cal = t- calculated. Rmk = mark
X1 = 87, population of Industrial supervisor, SD1 = standard deviation of Industrial supervisor
X2 =96, population of Craftsmen SD2 = standard deviation of Craftsmen
Table 7 shows the data analysis of t-test on the communication skill of fabrication and
welding craftsmen as perceived by related industries. It was observed that, the t-calculated value
for the items 1-15 were less than the t-tabulated at 0.05 level of significance. Therefore the null
hypothesis was upheld, hence it was concluded that, there was no significance difference between
the mean responses of industrial supervisor and craftsmen on the communication skill of
fabrication and welding craftsmen as perceived by related industries.
Hypothesis Three
There is no significant difference in the mean responses of industrial supervisor and craftsmen on self
management skill needed by welding and fabrication craftsmen.
Table 8
The t-test analysis of the mean responses of industrial supervisor and craftsmen on self
management skill needed by welding and fabrication craftsmen.
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Table 8
S/N Items X1 X2 SD1 SD2 t-al Rmk
1 Fabrication and welding craftsmen should be able to work with people of
different ages for successful participation in the industry 3.8933 3.8496 .52002 .46716 .481 NS
2 Fabrication and welding craftsmen should participate successfully in the
industry, by working with people of different gender 3.8867 3.8230 .47114 .57056 .323 NS
3 For successful participation in the industry fabrication and welding craftsmen should be able to work with people of different race / colour
3.9067 3.8850 .46842 .62324 .747 NS
4 To participate successfully in the industry fabrication and welding craftsmen, should be able to work with people of different religion 3.9133 3.9115 .46251 .60589 .978
NS
5 For successful participation in the industry fabrication and welding
craftsmen should be able to work with people of different political
persuasion
3.9600 3.9027 .51657 .62628 .417 NS
6 To participate successfully in the industry, fabrication and welding
craftsmen should be able to work as an individual and as a member of a
team
3.7184 3.9123 .55730 .51692 .019 NS
7 Fabrication and welding craftsmen for successful participation should be
able to define their role as part of a team in the industry
3.7282 3.9825 .50993 .35311 .001 NS
8 Fabrication and welding craftsmen should possess the ability to Identify
the strengths of team members in the industry 3.8350 3.9825 .54275 .35311 .053 NS
9 To participate successfully in the modern workplace, fabrication and
welding craftsmen should respect the ideas and opinions of team
members
3.9417 3.8772 .50250 .54954 .390 NS
10 Fabrication and welding craftsmen should be willing to learn in any
setting – on and off the job for successful participation in the industry 3.9272 3.9825 .40050 .45056 .479 NS
11 Fabrication and welding craftsmen should be prepared to invest time and
effort in learning new skills 3.8835 3.8947
.62158 .54856 .899
NS
12 Fabrication and welding craftsmen should be open to new ideas and techniques to efficiently participate in the industry
3.9612 3.8947 .40901 .52184 .396 NS
13 Fabrication and welding craftsmen should be able to apply learning to
technical/people issues at the industry
4.0291 3.8947 .40901 .47953 .074 NS
14 Fabrication and welding craftsmen should be able to acquire new knowledge in areas outside the immediate job.
4.0388 3.8596 .48232 .50814 .014 NS
15 Fabrication and welding craftsmen should have personal vision and goals
in which they wish to achieve in life 4.6117 4.7719 .50063 .51114 .035 NS
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16 Fabrication and welding craftsmen should be able to articulate own ideas
and vision for successful participation in the industry
4.0333 4.0354 .59547 .58140 .587 NS
17 Fabrication and welding craftsmen in order to successfully participate in the industry should be able to evaluate and monitor their own
performance
4.0533 3.9823 .73991 .73171 .950 NS
18 Fabrication and welding craftsmen should be able to adapt to different work situation for successful participation in the modern workplace
4.0933 4.0442 .78018 .73666
.896 NS
19 To participate successfully in the industry, fabrication and welding
craftsmen should be flexible to ever changing work environment 4.0533 4.0354 .73991 .76683 .905 NS
20 Fabrication and welding craftsmen must be able to take responsibility of their own actions in order to participate successfully in the industry
3.9667 3.9115 .83076 .85102 .582 NS
Key: df= Degree of freedom = N1 + N2 – 2 = 87 + 96 – 2 = 181; t-cal = t- calculated. Rmk = mark
X1 = 87, population of Industrial supervisor, SD1 = standard deviation of Industrial supervisor
X2 =96, population of Craftsmen SD2 = standard deviation of Craftsmen
Based on the data presented in table 8 above, it was observed that, the t-test calculated
value for all the items listed on the table on the management skill needed by welding and
fabrication craftsmen were less than the table value for the items at 0.05 level of significance.
Therefore the null hypothesis was upheld for the listed items, hence it was concluded that, there
was no significant difference between the mean responses of industrial supervisor and craftsmen on
self management skill needed by welding and fabrication craftsmen.
Hypothesis Four
There is no significance difference in the mean responses of qualified and less qualified industrial
worker on the critical thinking skill needed by fabrication and welding craftsmen as perceived by
related industries.
Table 9
The t-test analysis of the mean responses of industrial supervisor and craftsmen on the
critical thinking skill needed by fabrication and welding craftsmen as perceived by related
industries.
S/N Items X1 X2 SD1 SD2 t-al Rmk
1 Knowing ethical implications of decisions. 4.05 4.12 .98 .66 .978 NS
2 Recognizing the effects of decisions to be made. 4.01 4.02 .86 .74 .439 NS
3 Making effective business presentations. 3.95 3.97 .72 .53 .605 NS
4 Responding to others’ comments during a conversation. 3.94 3.93 .71 .39 .848 NS
5 Working well with fellow employees. 3.89 3.95 .46 .40 .598 NS
6 Relating well with supervisors. 3.89 3.95 .71 .40 .600 NS
7 Establishing good rapport with subordinates. 4.00 3.98 .65 .54 .659 NS
lxvii
8 Empathizing with others. 4.18 4.42 .59 .50 .658 NS
9 Understanding the needs of others. 3.99 4.09 .66 .34 .830 NS
10 Coordinating the work of peers. 4.13 4.14 .73 .64 .914 NS
11 Coordinating the work of subordinates. 4.06 3.93 .72 .45 .630 NS
12 Identifying sources of conflict among people. 4.36 4.12 .74 .50
.567 NS
13 Resolving conflicts. 4.17 3.98 .66 .44 .550 NS
14 Keeping up-to-date with external realities related to Your company’s success.
4.47 4.51 .61 .54 .565 NS
15 Providing innovative paths for the company to follow for future
development.
4.01 3.98 .62 .44 .724 NS
Key: df= Degree of freedom = N1 + N2 – 2 = 87 + 96 – 2 = 181; t-cal = t- calculated. Rmk = mark
X1 = 87, population of Industrial supervisor, SD1 = standard deviation of Industrial supervisor
X2 =96, population of Craftsmen SD2 = standard deviation of Craftsmen
Table 9 above shows the data analysis of t-test on the critical thinking skill needed by
fabrication and welding craftsmen as perceived by related industries. The calculated t-test value
was less than the critical table values t for items 1-10 at 0.05 level of significance. The null
hypothesis was accepted and the alternative hypothesis was rejected. It was therefore concluded
that, there was no significant difference between the mean responses of qualified and less
qualified industrial worker on the critical thinking skills needed by fabrication and welding
craftsmen as perceived by related industries.
Findings of the Study
This section of the study is intended to report the research findings based on the research
questions and hypotheses formulated to guide the study. This presentation is as found below.
Research question one presented twenty five items on the various types of problem solving
skills required of a fabrication and welding craftsmen as perceived by related industries. The
analysis of the respondents’ responses agreed to all the items that fabrication and welding
craftsmen should:
lxviii
1. possess the ability to identify problems and their causes for effective productivity
in the industry
2. be able to prioritize problems identified (arrange problem according to importance)
for effective productivity in the industry
3. be able to identify essential components of the problem(s) for effective
productivity in the industry
4. be able to sort out relevant data to solve the problem(s) for in the industry.
5. be able to select best solution in solving the problem(s) in the industry
6. be able to implement best solution in solving problems
7. be able to contribute to group problem(s) solving
8. be able to make decisions in a short time period
9. be able to assess the long-term effects of decisions in the industry.
10. be able to make decisions on the basis of thorough analysis of the situation to
effectively participate in the industry.
11. be able to recognize the effects / implications of decisions to be made in order to be
productive in the industry
12. be able to adapt to new situations as it arises
13. be able to develop a strategic long-term vision for self and workplace
14. be creative and model the problem solving process to colleagues
15. be able to identify opportunities not obvious to others
16. to translate ideas into action for effective productivity in the industry
17. be able to initiate innovative solutions for effective productivity in the industry
18. be able to delegate work to subordinates/peers in the modern workplace.
19. able to coordinate /Supervise the work of others (subordinates/peers) in the
industry
20. able to give direction and guidance to others in the modern workplace.
21. be able to manage time and priorities – setting timelines, coordinating tasks for self
and with others in the industry
22. be able to participate in continuous improvement and planning processes in the
industry
lxix
23. be able to Predict – weighing up risk, evaluating alternatives and applying
evaluation criteria in the industry
24. possess the ability to manage and resolve conflicts in the industry.
25. be able to accept responsibility for decision taken
Research question two presented fifteen items on the various types of communication
skills required of a fabrication and welding craftsmen as perceived by related industries. The
analysis of the respondents’ responses agreed that fabrication and welding craftsmen should:
1. be loyal to their employers / organization
2. show commitment to work to participate effectively in the modern workplace
3. Participate effectively in decision making in the industry and be honest in carrying
out tasks.
4. show enthusiasm about work for efficient participation in the industry
5. be able to convince colleague while presenting idea
6. exhibit good personal presentation for efficient participation in the industry.
7. be able to apply commonsense in all situations during interaction
8. participate efficiently in expressing and presenting ideas for positive development.
9. participate effectively in decision making and exhibit good sense of humour
10. be able to exhibit balanced attitude to work and home life in order to participate
effectively in the industry
11. participate efficiently and possess the ability to deal with pressure in the industry.
12 possess good self-control for efficient participation in the industry
13 participate effectively and should behave with integrity
14 are highly motivated in order to participate effectively in the industry
15 exhibit clear understanding before carrying task
lxx
Research question three outlined twenty items on the various types of management skills
required of a fabrication and welding craftsmen as perceived by related industries. The analysis of
the respondents’ responses agreed to all the items that Fabrication and welding craftsmen should:
1. Fabrication and welding craftsmen should be able to work with people of different
ages for successful participation in the industry
2. Fabrication and welding craftsmen should participate successfully in the industry,
by working with people of different gender
3. For successful participation in the industry fabrication and welding craftsmen
should be able to work with people of different race / colour
4. To participate successfully in the industry fabrication and welding craftsmen,
should be able to work with people of different religion
5. For successful participation in the industry fabrication and welding craftsmen
should be able to work with people of different political persuasion
6. To participate successfully in the industry, fabrication and welding craftsmen
should be able to work as an individual and as a member of a team
7. fabrication and welding craftsmen for successful participation should be able to
define their role as part of a team in the industry
8. Fabrication and welding craftsmen should possess the ability to Identify the
strengths of team members in the industry
9. To participate successfully in the modern workplace, fabrication and welding
craftsmen should respect the ideas and opinions of team members
10. Fabrication and welding craftsmen should be willing to learn in any setting – on
and off the job for successful participation in the industry
11. Fabrication and welding craftsmen should be prepared to invest time and effort in
learning new skills
12. Fabrication and welding craftsmen should be open to new ideas and techniques to
efficiently participate in the industry
13. Fabrication and welding craftsmen should be able to apply learning to
technical/people issues at the industry
14. Fabrication and welding craftsmen should be able to acquire new knowledge in
areas outside the immediate job.
15. Fabrication and welding craftsmen should have personal vision and goals in which
they wish to achieve in life
lxxi
16. Fabrication and welding craftsmen should be able to articulate own ideas and
vision for successful participation in the industry
17. Fabrication and welding craftsmen in order to successfully participate in the
industry should be able to evaluate and monitor their own performance
18. Fabrication and welding craftsmen should be able to adapt to different work
situation for successful participation in the modern workplace
19. To participate successfully in the industry, fabrication and welding craftsmen
should be flexible to ever changing work environment
20. Fabrication and welding craftsmen must be able to take responsibility of their own
actions in order to participate successfully in the industry
Research question four outlined twenty items on the various types of critical thinking skills
required of a fabrication and welding craftsmen as perceived by related industries. The analysis of
the respondents’ responses agreed to all the items that Fabrication and welding craftsmen should:
1. Knowing ethical implications of decisions.
2. Recognizing the effects of decisions to be made.
3. Making effective business presentations.
4. Responding to others’ comments during a conversation.
5. Working well with fellow employees.
6. Relating well with supervisors.
7. Establishing good rapport with subordinates.
8. Empathizing with others.
9. Understanding the needs of others.
10. Coordinating the work of peers.
11. Coordinating the work of subordinates.
12. Identifying sources of conflict among people.
13. Resolving conflicts.
14. Keeping up-to-date with external realities related to
your company’s success.
15. Providing innovative paths for the company to follow for future development.
lxxii
Research hypothesis 1- 4
There was no significant difference in the mean responses of industrial supervisor and
craftsmen on the problems solving skill required of fabrication and welding craftsmen as
perceived by related industries.
Research hypothesis 2
There was no significant difference in the mean responses of industrial supervisor and
craftsmen on the communication skill of fabrication and welding craftsmen as perceived by
related industries.
Research hypothesis 3
There was no significant difference in the mean responses of industrial supervisor and
craftsmen on self management skill needed by welding and fabrication craftsmen.
Research hypothesis 4
There was no significance difference in the mean responses of qualified and less qualified
industrial worker on the critical thinking skill needed by fabrication and welding craftsmen as
perceived by related industries.
Discussion of Findings
The data presented in Table 1 provided answer to research question one, findings revealed
that the items listed as problem solving skills required by fabrication and welding craftsmen as
perceived by related industries had high mean score. Thus, indicating the acceptance of the
respondents. In the same vein, the t-test analysis result on hypothesis one presented in Table 6
confirmed that there is no difference between the mean response of industrial supervisor and
lxxiii
craftsmen on the problems solving skill required of fabrication and welding as perceived by
related industries. The insignificant difference is attributed to the calculated t-test result is less
than the table value at a significant level of 0.5. This finding indicated that there was no
significant difference in the mean responses of industrial supervisor and craftsmen on the
problems solving skill required of fabrication and welding craftsmen as perceived by related
industries. It could be inferred that, the problem solving skill is an important skill needed to be
possessed by of fabrication and welding craftsmen. This finding is similar to the finding of Becker
and Maunsaiyat (2004), who in their study found out that the problem solving skill is a requisite
skill needed by fabrication and welding craftsmen in the industry and thus call for the students
improvement in the skill for a positive students’ achievement in fabrication and welding industry.
The data presented in Table 2 provided answer to research question two. Findings revealed
with a high mean score that the communication skills are required by fabrication and welding
craftsmen. Also, t-test analysis on the respondents’ responses of industrial supervisor and
craftsmen on the communication skill of fabrication and welding craftsmen confirmed that there is
no significant of the respondents. This showed that the communication skill will have positive
effect on the students’ preparation for the world of work. These findings may have stemmed from
the fact that communication skill enhances hands-on activities which places learning in the hands
of the students. The provision of active learning environment where students can be engaged and
participate actively in class discussions increase the students’ ability to explore issues and
articulate their own ideas. Also, the use of open ended questions by the teacher makes the students
to engage in higher order thinking task such as analysis, synthesis and evaluation. These
consequently improve students’ communication skill and cognitive achievement needed for
application in industrial work. This affirms Tochonites (2000) and Bonwel and Elson’s (2003)
views that active learning approach facilitate active communication and aid knowledge
lxxiv
construction, develops higher order thinking skills, improves memory and enhance transfer of
learning to other situation. Von Glasersfield (2001) was of the opinion that by teaching students to
think, they will gradually begin to realize that conscious reflection secretes understanding. He
maintained that when students learn to think, they will be able to communicate all sort of new
problem creatively and will have acquired some confidence
In any educational practices, when students work or learn in groups collaboratively using
real object, each person, in order to be an effective participant, will need to think critically in
order to make logical contributions. Moreover, when students learn in groups, the bright ones
always help the dull ones to understand the subject matter being learnt. This affirms Ngeow
(1998) and Lazurus (1999) view that communication skill enhances critical thinking skills and
hence, cognitive achievement and retention of learning.
The analysis of the result of management skills presented in Table 3 which provided
answer to research question three showed that fabrication and welding craftsmen, respondents to
all items with high mean score. The analysis of the t-test presented in Table 8 confirmed that
there is no significant difference in the mean responses of industrial supervisor and craftsmen on
self management skill needed by welding and fabrication craftsmen. These findings indicated that
the self management skill has a positive effect on welding and fabrication craftsmen psychomotor
achievement in the industry. This finding may be attributed to the fact that students taught self
management skill approach engaged in an authentic task in an authentic environment using real
objects such as tools and machines. There has been a great deal written about authentic activities
in recent times. According to Reeves, Herrington and Oliver (2002) self management skill entails
authentic activities, this which is anything students are expected to do, beyond getting input
through reading or listening, in order to learn, practice, apply, evaluate, or in any other way
respond to curricular content’ Similarly, Lockwood (1992) stated that authentic activities
lxxv
‘encourage and affirm learning but essentially, they encourage the learner to respond to the
classroom teaching and learning rather than remain passive, this helps the fabrication and welding
craftsmen to function effectively in the industry.
The critical thinking skills presented on Table 4 showed that with reference to the items
that addressed research question 4 as evidenced in Table 4, the results clearly showed that all the
fifteen items (1-15) fall within the acceptance mean range of 3.51 and 4.84. This was interpreted
to mean that all the respondents, agreed on the critical thinking skill required by fabrication and
welding craftsmen. The null hypothesis on the mean responses of qualified and less qualified
industrial worker on the critical thinking skill needed by fabrication and welding craftsmen as
perceived by related industries was accepted. This means that there was no significant difference
between the mean score qualified and less qualified industrial worker. Although, the mean score
of qualified industrial worker was found to be slightly higher than that of the less qualified
industrial worker as shown in Table 9, but the difference was not high enough to be significant.
The superiority of the mean score of qualified industrial worker over that of less qualified
industrial worker could be explained by the fact that qualified qualified industrial worker are
better use to experience acquire on the job.
CHAPTER V
lxxvi
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the following: re-statement of the problem of the
study, summary of the procedures adopted and the major findings of this study. It also presents the
conclusion, implications, recommendations, limitations and suggestions for further research.
Re-statement of the Problem
Today, more and more countries are moving towards a knowledged-based economy. In
such economies, the workforce must be capable of learning continuously, be familiar with the
skill needs of the chosen profession. Unemployment among graduates of technical institutions has
become a feature in Nigeria today. Some employers of labour and technical educators have
variously expressed concern about the technical competence of graduates of these institutions as
well as the requirement of industries. This view is in agreement with Dikko (1978), ITF (1981),
Tuduwada(1981), Olaitan (1991), Okoro (1993), Oranu (1994), and FRN (1998). That graduate of
tertiary technical institutions does not possess adequate work skills necessary for employment in
Nigerian industries.
This skills gap is noticeable with most trades offered in technical colleges, among which is
fabrication and welding craft practice. The craftsmen are not equipped with the desired skills
needed to be successful in the industry (Aina, 2000). Employers believe technical education is
failing by not adequately developing the work skills needs of craftsmen (Evers, 1998). In essence,
craftsmen need to be more creative and social in the workplace (Brown, 2003). Brown concluded
that employers often state that fabrication and welding craftsmen are not being properly prepared
for industry jobs.
The continual production of welding and fabrication graduates in technical colleges and its
consequential continuous unemployment of the product (technical college graduates) is a major
source of worry to all stakeholders. Specifically, Okoro (2001) observed that there are large 73
lxxvii
number of unemployed technical college graduates either roaming the street or engage in Okada
riding business thus, abandoning their basic trades of graduation. The underlying factor of these
unemployment problems is described as the unemployable nature of these craftsmen (Ogwo,
2004).
Consequently, there is need to determine the work skill needs of fabrication and welding
craftsmen as perceived by related industries, so that students would be adequately equipped with
such work skills. Technical education programme is a very expensive one; such education for
students who acquired skills that are unable to help them obtain employment in the world of work
or effectively go into self-employment is wasteful and should be discontinued (Okoro, 1999). The
problem of this study therefore is that the needed work skills by the industry are not known by
both the technical college educators and their students
Description of Procedure Used
The study employed survey research design, the objectives of the study were:
1. Problem solving skill required by fabrication and welding craftsmen as perceived by related
industries.
2. Communication skill required by fabrication and welding craftsmen as perceived by related
industries.
3. Self management skill required by fabrication and welding craftsmen as perceived by related
industries.
4. Critical thinking skill required by fabrication and welding craftsmen as perceived by related
industries.
To accomplish the above objectives, four (4) research questions and four hypotheses were
formulated to guide the investigation. The study consisted of 87 industrial supervisor selected
form technical tertiary institutions used for the study, and well registered industry under ITF
office at Kaduna State and 96 craftsmen due to small population of 183. No sampling was carried
lxxviii
out instead the entire population was used for the study. Structured questionnaire containing 59
items was the instrument used for data collection. The instrument was administered personally by
the researcher and trained research assistant. All the (183) one hundred and eighty three copies of
the questionnaire were administered to the technical teachers and supervisor were correctly filled
and returned to the researcher. In analyzing the data collected, the researcher made use of mean,
standard deviation and t-test to answer the research question while the t-test statistics was used in
analysing the hypotheses formulated to guide this study.
Principal Findings
Based on the analysis of data, the investigation revealed the following major findings.
1) It was found out that problem solving skills are required of a fabrication and welding
craftsmen as perceived by related industries.
2) The study showed that communication skills are required of a fabrication and welding
craftsmen as perceived by related industries.
3) It was also found out that management skill are required of a fabrication and welding
craftsmen as perceived by related industries.
4) Critical thinking skills are required of a fabrication and welding craftsmen as perceived by
related industries.
5) There was no significant difference in the mean responses of industrial supervisor and
craftsmen on the pproblem solving skills required of fabrication and welding craftsmen as
perceived by related industries.
6) There was no significant difference in the mean responses of industrial supervisor and
craftsmen on the communication skill of fabrication and welding craftsmen as perceived
by related industries.
7) There was no significant difference in the mean responses of industrial supervisor and
craftsmen on self management skill needed by welding and fabrication craftsmen.
lxxix
8) There was no significance difference in the mean responses of qualified and less qualified
industrial worker on the critical thinking skill needed by fabrication and welding craftsmen
as perceived by related industries.
Implication of the Findings
The major implications of this study emanates from the findings that students, graduates
and employers of labour will become aware of the employability skills required to gain and retain
employment. These determined skills need be included in the technical colleges’ curriculum; as
this will help the students on graduation to meet the demands of the industry and be successful in
the world of work. The study also has implication in the training of competent craftsmen who can
face the challenges of the world of work occasioned by technological advancement. The problem
solving skills identified will avail the students opportunity to benefit immensely from this study as
they will become aware of the current development and skill needs require in the modern.
The communication skill identified also will be of benefit to the working graduates
craftsmen as it will avail them the opportunity to asses and evaluate themselves in the level of
attainment of the required employability skills required of them in their various workplaces. These
will motivate them to see the need for in-service training and education for the development of
these skills in order to improve their productivity and also provide a platform for greater job
satisfaction. Technical teachers, industrialist and education planners should jointly finance,
organize and plan technical training programmes to correct the deficiencies in the soft skills needs
of craftsmen. The end result would be a production of graduates with saleable and employable
skills. The findings of the study also, have implication on technical teacher as they would improve
on the new technological development and the industrialist would have course to smile since the
cost of organizing in-plant training would be greatly streamed lined.
The results of this research study are of high implication to the curriculum planners and
the government. This will provide them with the needed information about the existing gap
lxxx
between the graduates expected non-technical competences and knowledge required for
employment. Thereby it will provide a base for improvement in the curriculum of fabrication and
welding craftsmen in the technical colleges and other technical college educational programmes in
order to make them consistent and relevant with the industrial needs in the modern workplace.
The Government will by this study see the need to timely provide the needed resources (human
and material) for the acquisition of the needed non-technical and technical skills required for
employment by graduates.
Conclusions
This study set out to determine work skill needs of fabrication and welding craftsmen as
perceived by related industries in Kaduna State. In the conduct of the study, the study took into
consideration problem solving skill required by fabrication and welding craftsmen as perceived by
related industries, communication skill required by fabrication and welding craftsmen as
perceived by related industries, self management skill required by fabrication and welding
craftsmen as perceived by related industries and critical thinking skill required by fabrication and
welding craftsmen as perceived by related industries. The study found out that problem solving
skills are required of a fabrication and welding craftsmen as perceived by related industries, the
study found that communication skills are required of a fabrication and welding craftsmen as
perceived by related industries, it was also found out that management skill are required of a
fabrication and welding craftsmen as perceived by related industries, critical thinking skills are
required of a fabrication and welding craftsmen as perceived by related industries.
The study found out no significant difference in the mean responses of industrial
supervisor and craftsmen on the problem solving skill required of fabrication and welding
craftsmen as perceived by related industries, it was also found out there was no significant
difference in the mean responses of industrial supervisor and craftsmen on self management skill
needed by welding and fabrication craftsmen. Also it is found that there no significance difference
lxxxi
in the mean responses of qualified and less qualified industrial worker on the critical thinking skill
needed by fabrication and welding craftsmen as perceived by related industries.
The study will therefore give craftsmen the opportunity to develop valuable thinking skills
and acquire an understanding about the technological world. Since, the work skill needs reflects
modern industry practices, it will thus aid craftsmen with the learnable tool for creative
visualization. It is hoped that if work skill needs is taken into consideration in the fabrication and
welding craftsmen, the craftsmen produced by the technical colleges will graduate with requisite
fabrication and welding skills needed become for self reliance in the world of work.
Recommendations
Based on the findings of this study, the following recommendations were made:
1. The technical teachers and the supervisors agree on the skills never acquired and which
was required in the industries based on new trend in world of work, this shows that there is
need for these skill to be introduced to the technical college curriculum. The National
Board for Technical Education (NBTE), in collaboration with experts from industries and
Government organization should review the current curriculum for technical institution
programmes in line with the new skills emerging from the industries.
2. Technical institutions and industries should jointly collaborate in skills acquisition in other
to remedy the deficiencies of skills not acquired by students in technical institutions.
3. The students on entry into fabrication and welding craft practice in technical colleges
should be guided to select two or three occupational skill areas in which they should be
effectively trained. They should be given opportunities to acquire practical experiences in
real work situations with regard to the occupational areas they are being trained for this
could lead them to self employment if not employed
4. A close association between the technical teachers of the department of fabrication and
welding craft practice in technical colleges and the industries, who are the consumers of
lxxxii
the products of these institution graduates, should be maintained at all time. This link will
enable the schools to take cognizance of technological changes happening in the world of
work and articulate a modification curriculum that meets the needs of the society and
industrial manpower of the country.
5. Federal Government should wade in, to facilitate co-operation between technical colleges
and the industries to work out programmes for the overall educational development of
young Nigeria, in the area of these soft skills.
Suggestions for Further Research
The following have been suggested for further investigation:
1. Technical skills needed by welding and fabrication craftsmen as perceived by the
industry.
2. This research work could be used or carried out in other part of the country.
3. Industry-based skill competencies required of graduates of tertiary technical institution
for employment in welding and fabrication related Industries in Nigeria.
lxxxiii
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xc
QUESTIONNAIRE
WORK SKILLS NEEDS OF FABRICATION AND WELDING CRAFTSMEN AS
PERCEIVED BY RELATED INDUSTRIES IN KADUNA STATE
SECTION A
PERSONAL DATA
Read the following statements carefully and write down your responses in the blank spaces
provided. Where there are alternatives, put a check (√) against the responses that is best applicable
to you. Please check (√) as appropriate in the boxes provided or otherwise specify.
a) Status: i. Industrial Supervisor
ii. Fabrication and welding
craftsmen
iii. Fabrication and welding
Teacher
INSTRUCTION: Please indicate the degree to which each items of the work skills needs of
fabrication and welding craftsmen are perceived.
Note:
Strongly Agree - SA,
Agree - A,
Undecided - UD
xci
Disagree - D,
Strongly Disagree - SD.
SECTION B
What are the problem solving skills required by fabrication and welding craftsmen as
perceived by related industries?
Item No Item Statement: Fabrication and welding craftsmen should SA A UD D SD
5. possess the ability to identify problems and their causes for effective
productivity in the industry
6. be able to prioritize problems identified (arrange problem according to
importance) for effective productivity in the industry
7. be able to identify essential components of the problem(s) for effective
productivity in the industry
8. be able to sort out relevant data to solve the problem(s) for in the industry.
9. be able to select best solution in solving the problem(s) in the industry
10. be able to implement best solution in solving problems
11. be able to contribute to group problem(s) solving
12. be able to make decisions in a short time period
13. be able to assess the long-term effects of decisions in the industry.
14. be able to make decisions on the basis of thorough analysis of the situation
to effectively participate in the industry.
15. be able to recognize the effects / implications of decisions to be made in
order to be productive in the industry
16. be able to adapt to new situations as it arises
17. be able to develop a strategic long-term vision for self and workplace
18. be creative and model the problem solving process to colleagues
19. be able to identify opportunities not obvious to others
20. to translate ideas into action for effective productivity in the industry
21. be able to initiate innovative solutions for effective productivity in the
industry
22. * be able to delegate work to subordinates/peers in the modern workplace.
23. * able to coordinate /Supervise the work of others (subordinates/peers) in the
industry
24. * able to give direction and guidance to others in the modern workplace.
25. be able to manage time and priorities – setting timelines, coordinating tasks
for self and with others in the industry
26. be able to participate in continuous improvement and planning processes in
the industry
xcii
27. be able to Predict – weighing up risk, evaluating alternatives and applying
evaluation criteria in the industry
28. possess the ability to manage and resolve conflicts in the industry.
29. be able to accept responsibility for decision taken
SECTION C
What are the communication skills required by fabrication and welding craftsmen as perceived by
related industries?
Item
No
Item Statement: Fabrication and welding craftsmen should SA A UD D SD
16. be loyal to their employers / organization
17. show commitment to work to participate effectively in the
modern workplace
18. Participate effectively in decision making in the industry and be
honest in carrying out tasks.
19. show enthusiasm about work for efficient participation in the
industry
20. Be able to convince colleague while presenting idea
21. exhibit good Personal Presentation for efficient participation in
the industry
22. be able to apply commonsense in all situations during interaction
23. participate efficiently in expressing and presenting ideas for
positive development
24. participate effectively in decision making and exhibit good sense
of humour
25. be able to exhibit balanced attitude to work and home life in
order to participate effectively in the industry
26. participate efficiently and possess the ability to deal with
pressure in the industry
27. Industry
28. possess good self-control for efficient participation in the
industry
29. participate effectively and should behave with integrity
30. be highly motivated in order to participate effectively in the
industry
xciii
31. exhibit clear understanding before carrying task
SECTION D
Self management skill required by fabrication and welding craftsmen as perceived by
related industries.
S/N Item Statement: SA A UD D SD
1. Fabrication and welding craftsmen should be able to work with people of
different ages for successful participation in the industry
2. Fabrication and welding craftsmen should participate successfully in the
industry, by working with people of different gender
3. For successful participation in the industry fabrication and welding
craftsmen should be able to work with people of different race / colour
4. To participate successfully in the industry fabrication and welding
craftsmen, should be able to work with people of different religion
5. For successful participation in the industry fabrication and welding
craftsmen should be able to work with people of different political
persuasion
6. To participate successfully in the industry, fabrication and welding
craftsmen should be able to work as an individual and as a member of a
team
7. fabrication and welding craftsmen for successful participation should be
able to define their role as part of a team in the industry
8. Fabrication and welding craftsmen should possess the ability to Identify the
strengths of team members in the industry
9. To participate successfully in the modern workplace, fabrication and
welding craftsmen should respect the ideas and opinions of team members
10. Fabrication and welding craftsmen should be willing to learn in any setting
– on and off the job for successful participation in the industry
11. Fabrication and welding craftsmen should be prepared to invest time and
effort in learning new skills
12. Fabrication and welding craftsmen should be open to new ideas and
techniques to efficiently participate in the industry
13. Fabrication and welding craftsmen should be able to apply learning to
technical/people issues at the industry
14. Fabrication and welding craftsmen should be able to acquire new
knowledge in areas outside the immediate job.
15. Fabrication and welding craftsmen should have personal vision and goals in
which they wish to achieve in life
16. Fabrication and welding craftsmen should be able to articulate own ideas
and vision for successful participation in the industry
17. Fabrication and welding craftsmen in order to successfully participate in the
industry should be able to evaluate and monitor their own performance
18. Fabrication and welding craftsmen should be able to adapt to different work
situation for successful participation in the modern workplace
19. To participate successfully in the industry, fabrication and welding
craftsmen should be flexible to ever changing work environment
xciv
20. Fabrication and welding craftsmen must be able to take responsibility of
their own actions in order to participate successfully in the industry
SECTION E
What are the critical thinking skills required by fabrication and welding craftsmen as
perceived by related industries?
S/N Item Statement: SA A UD D SD
1. Knowing ethical implications of decisions.
2. Recognizing the effects of decisions to be made.
3. Making effective business presentations.
4. Responding to others’ comments during a conversation.
5. Working well with fellow employees.
6. Relating well with supervisors.
7. Establishing good rapport with subordinates.
8. Empathizing with others.
9. Understanding the needs of others.
10. Coordinating the work of peers.
11. Coordinating the work of subordinates.
12. Identifying sources of conflict among people.
13. Resolving conflicts.
14. Keeping up-to-date with external realities related to
your company’s success.
15. Providing innovative paths for the company to follow
for future development.
xcv