1. Unit A1 Intro to Apprenticeship
1.1. Structure and Scope of the Trade
1.1.1. Historical Background
1.1.1.1. Apprentice experiences
1.1.2. Structure and Scope
1.1.2.1. International and national characteristics
1.1.2.1.1. Important features of practicing the trade in Manitoba
1.1.2.2. Trade and construction industry organizations
1.1.2.2.1. United Association of Journeymen and Apprentices of the Plumbing and Pipefitting Industry in the United States, Canada and Australia.
1.1.2.3. Piping Trades : Generalists and specialists
1.1.2.3.1. Plumbers
1.1.2.3.2. Pipefitters
1.1.2.3.3. Gasfitters
1.1.2.3.4. Sprinklerfitters
1.1.2.3.5. Refrigeration Technician
1.1.2.4. Geographic mobility
1.1.2.4.1. Red Seal across Canada
1.1.3. Job hierarchies and innovations
1.1.3.1. 1 Journeyperson can supervise 1 apprentice
1.1.3.2. Some times 2:1 with special permission in some trades (not plumbing or pipefitting)
1.1.3.3. Formen, Lead hands and other immediate supervisors
1.2. Manitoba Plumber Apprenticeship program
1.2.1. Concept and significance of skills stewardship
1.2.1.1. to the trade
1.2.1.2. to apprentices
1.2.1.3. to journeypersons
1.2.1.4. to employers
1.2.1.5. to communities
1.2.2. Practical training: Onsite component of program
1.2.2.1. Roles/responsibilities of employer and journeypersons
1.2.2.1.1. Designated Trainer
1.2.2.1.2. Ratio of journeymen to apprentices
1.2.2.2. Roles/responsibilities of Apprenticeship Training Coordinator
1.2.2.2.1. Sign zee papers!
1.2.2.3. Roles/responsibilities of apprentice
1.2.2.3.1. record keeping re; work experience
1.2.3. Technical training: Off-site component of program
1.2.3.1. Roles/responsibilities of instructors including related subjects
1.2.3.2. Roles/responsibility of apprentices
1.2.4. Requirements
1.2.4.1. Attendance requirements
1.2.4.1.1. Just like a job
1.2.4.1.2. On time is late!
1.2.4.2. Progress requirements
1.2.4.3. Reporting of grades
1.2.4.4. Other, specified by instructor
1.2.5. High School Apprenticeship Program
1.3. Special opportunities and challenges of Plumber training
1.3.1. Adapting personal learning goals to program contexts
1.3.1.1. Principles of adult learning
1.3.1.1.1. self-directed
1.3.1.2. Description/recognition of learning and teaching styles
1.3.1.3. Significance of work culture and interpersonal skills re: trade-learning
1.3.1.3.1. LPP
1.3.1.4. Integrating technical and practical training content
1.3.1.5. Possibilities and perils of peer-learning
1.3.1.6. Budgeting and other necessary personal arrangements
1.3.1.7. Identifying sources of support
1.3.1.7.1. upgrading trade related academic learning
1.3.2. Onsite learning challenges and opportunities
1.3.2.1. Significance of jobsite supervision roles and teaching styles
1.3.2.1.1. Journeyperson
1.3.2.1.2. Skills coach
1.3.2.1.3. mentor
1.3.2.2. Communication with journeypersons and employers
1.3.2.3. Coverage of prescribed tasks/subtasks that define the scope of the trade and the content of the certification exam administered to apprentices who are completing their program
1.3.2.4. Getting help and fixing mistakes
1.3.2.5. Maintaining personal record of trade-learning challenges, achievements
1.3.2.5.1. learning journal
1.3.2.5.2. personal training plan
1.3.3. In school opportunities/challenges
1.3.3.1. personal arrangements that support progress in technical training
1.3.3.2. "baggage handling" - self-assessing potential impacts of previous experiences (favorable/ unfavorable) on current learning ; availability of supports
1.3.3.2.1. Criminal record
1.3.3.3. Techniques for note taking, record keeping and review
1.3.3.4. relations with instructors
1.3.3.4.1. related faculty
1.3.3.5. College resources,
1.3.3.5.1. library
1.3.3.5.2. support services
1.3.3.5.3. web resources
1.4. Red Seal
1.4.1. Essential Skills
1.4.2. Skills Competitions
1.4.3. National body
1.4.3.1. Education is a provincial responsibility