Paper Title: Industrial Training of Construction Students: Perceptions of Training
Organizations in Ghana
Auhors: Ayarkwa, J1, E. Adinyira2 and D. Osei-Asibey
Address
Department of Building Technology,
College of Architecture and Planning,
Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana.
E-mail: ayarkwajosh@yahoo.com
Phone Contact: 233-3220-60311 or 233-244-010870
Professional Biography of Authors
Dr. Joshua Ayarkwa is an Associate Professor and currently Head of the Department of Building
Technology of the College of Architecture and Planning in the KNUST, Kumasi, Ghana. He has
undertaken extensive research in many areas, especially, on construction materials. Professor Ayarkwa is
currently leading a team of researchers in his Department to address problems confronting the
construction industry in Ghana.
Dr. Emmanuel Adinyira is a Lecturer in the Department of Building Technology of the College of
Architecture and Planning in the KNUST, Kumasi, Ghana. He is an enterprising young man with great
expertise in research and professional practice. Dr. Adinyira is currently part of the team of researchers in
the Department addressing problems confronting the construction industry in Ghana.
Industrial Training of Construction Students: Perceptions of Training
Organisations in Ghana
Abstract
Purpose
The industrial training component in a university’s curricula adds tremendous value to a
degree programme by enhancing the employable skills of graduates. This paper assesses the
perception of organisations that have trained construction students from the Department of
Building Technology of the Kwame Nkrumah University of Science and Technology
(KNUST), Kumasi, as part of its industrial training programme.
Design /methodology/approach
Through a structured questionnaire survey of 120 organisations which have offered industrial training
to construction students in the Accra, Kumasi and Cape Coast metropolitan areas of Ghana, the paper
assessed industry’s views on issues relating to the nature and objectives of industrial training,
preparation towards training, performance of students during training, effectiveness of the training and
areas of improvement. Data collected through the survey was analysed using largely descriptive
statistics and content analysis.
Findings
In the opinion of the training organisations, industrial training exposes students to real work
environment and helps them to apply theory to practice. During industrial training, the trainees showed
high level of performance achievement in their ability to carry out instructions, ability to function as
team players and ability to apply knowledge gained from the university among others. They however
showed a low level of performance achievement in negotiation skills, independence, social and multiracial awareness and ability to make decisions. Major areas requiring improvement in the way
industrial training is currently organised include: the need for learning institutions to provide guidelines
for industrial training for use by host organisations and to monitor trainees during industrial training;
training organisations should design training programmes which emphasise all competencies, appoint
industrial supervisors and submit industrial feedback to learning institutions.
Practical implications
The findings from the study will not only make industrial training programmes in Ghana and other
developing countries more effective and successful towards the improvement of skills of trainees
and thereby increase their chances of employment after graduation but also provide a reliable source
of highly skilled and educated workers and an expanded pool of qualified future employees.
Originality/value - The paper provides a basis for enhancing and developing effective IT
practices as well as serves as indicators for evaluating existing IT practices in Ghanaian and
other universities in developing countries to positively influence future employees of the
construction industry.
Keywords - Industrial training, construction students, organisations, Ghana
Paper type – Research paper
Introduction
The Ghanaian labour market has become more competitive. The recent oil discovery and processing
are expected to result in growth of infrastructural development and increase the chances of
construction graduates to secure jobs in the construction industry. Employers, however, have high
expectations of fresh construction graduates, and graduates are expected to perform in the
organisation as soon as they are employed. Currently, there are growing concerns about a perceived
mismatch between industry’s needs and demand and skills of graduates produced by higher
education institutions. Haupt (2003) states that there is a gap between what employers appear to
want and what higher education provides. The success of university graduates in the employment
market results in a better reputation for a given university thus attracting higher calibre prospective
students. Universities and training institutions therefore hold the responsibility to produce graduates
with sufficient background and excellent qualification to meet the expectation of the industry. As an
assurance that the performance of new graduates is up to the standard expected by the construction
industry, the Department of Building Technology of the Kwame Nkrumah University of Science and
Technology (KNUST), Kumasi, considers students’ exposure to industrial training (IT) as crucial in
the building technology education programme.
The Value and Objectives of Industrial Training
Past research has viewed IT as an extremely valuable component of university education, especially
for professional courses (Rahman et al., 2009; Osman et al., 2008; Connor and Shaw, 2008; Pillai
and Yusoff, 2007; Mihail, 2006; Teoh, 2006; Wasonga and Murphy, 2006; Callanan and Benzing,
2004; Gibson, 2001; Fallows and Steven, 2000). According to Ballinger and Lalwani (2000), IT
provides opportunities for undergraduates to apply what they have learnt in the university. It
provides a laboratory environment for students pursuing academic programmes to test out the theory
and knowledge they have learned in the university while enriching the academic experience with
work-based issues and examples (Dodge and McKeough, 2003). IT also provides students with onthe-job training and real-life job experience, making them more aware of the needs and expectations
of industry as well as making them more employment ready (Ballinger and Lalwani, 2000). In the
opinion of Yorke (2006), IT provides a set of achievements – skills, understanding and personal
attributes - that make graduates more likely to gain employment and be successful in their chosen
occupations. Knouse et al. (1999) asserted that students who undergo internships tend to find jobs
more quickly upon graduation than students who do not undergo internships. In the opinion of
Garavan and Murphy (2001) work experience provides credible means for softening the reality
shock of transitioning from the world of academics to the world of work. Objectives of the IT are
reported to include exposure of students to engineering practice specific to their field of
specialisation, exposure to the nature of the industry selected and the acquisition of job relevant
skills (Osman et al., 2008). Harvey (1999) reported that UK companies generally consider graduate
attributes as important criteria in the recruitment selection. Maclean and Ordonez (2007) also argue
that the new 'information age' requires knowledge workers.
Expectations of industry
The current competitive economic environment implies that graduates should have the knowledge of
an academic subject, as well as a range of portable skills that harness growing knowledge, technology,
and engineering advances (Liyanage and Poon, 2003). Mohammad et al. (2004) argue that current
economic challenges and globalisation are forcing employers in the engineering sector to seek
competent engineers. Thus, students have to equip themselves with skills desired by their future
employers. Beyond good academic qualifications, employers also require new engineers to be
equipped with relevant capabilities, skills, abilities and personal qualities (Azami et al, 2009).
Employers require that entry-level graduates be able to read, write, and compute; communicate clearly
and effectively; have solid work ethics; be technologically literate; and be able to work in teams, make
decisions, solve problems and manage their work (Connecticut State Department of Education, n.d.).
Education, therefore, needs to overhaul not only its content and delivery modes, but also the way it is
used to promote the knowledge management process in organisations. Cox and King (2006) concluded
that now-a-days, preparing students for future careers has become a priority. A university education is
regarded as developing more generic cognitive capabilities, usually assessed by evidence of critical
thinking in individual written work (Holian, 2004). Majumder (2008) stressed that education looks at
the general development of students to give them a wide range of opportunities and choices to prepare
them for employment, while industry looks for technicians and employees with specific skills who will
fit directly into the system. Cox and King (2006) articulated that different stakeholders value
employability differently. To employers, employability skills reflect the abilities of recent graduates to
perform immediately without further training. Bennett (2002), however, argued that this is not the case
anymore and employers are more responsive to changing market needs and seek to employ “a flexible
and adaptable workforce” and have to provide further training to fresh graduates. Gill and Lashine
(2003) assert that there have been calls for a more market oriented focus in engineering education, a
better balance between theory and practice (Conger and Xin, 2000), new models of curricula and
propositions for a “new paradigm” of engineering education that is “transformational and
emancipatory”, and encourages critical reflection rather than being linear and prescriptive (Dehler et
al., 2001).
The role of universities in industrial training
IT is an extremely valuable component of university education, especially for professional courses
(Bansal et al., 2010; Pillai and Yusoff, 2007). The formation of competencies in students is the
major responsibility of learning institutions (Fowler and Tietze, 1996). Academic institutions
organise and promote the placement of students in private enterprises and other organisations to
foster work experience so that students will attain the necessary skills to supplement their
theoretical training (Mihail, 2006). While students are still in the university, IT helps them develop
a core of global market skills such as communication and time management skills, better selfconfidence and better self-motivation, that are now considered requirements (Gill and Lashine,
2003). The National Higher Education Research Institute of Malaysia (2004) cited Cheetham and
Chiver (1996) as having proposed a holistic model of professional competences. The model
comprises of four core components being cognitive, functional, behavioural and ethical
competences. These core competencies are supported by meta competencies that include among
others communication, self-development, creativity, analysis and problem solving. Educational
institutions need to prepare its graduates to become 'new' knowledge workers who are able to “use
logical-abstract thinking to diagnose problems, research and apply knowledge, propose solutions,
and design and implement those solutions, often as a member of a team” (Maclean and Ordonez,
2007). In the opinion of The National Higher Education Research Institute of Malaysia (2004),
there is an in-built conflict among the various parties involved in IT in an attempt to develop
various competencies in industrial trainees. Whereas learning institutions may plan for the students
to acquire all the relevant competencies so that they would end up as holistic professionals,
employers may emphasise more functional competencies.
Students undertaking IT are supervised by their university lecturers as well as industry supervisors,
and students have to prepare and submit written reports on their IT experience (Pillai and Yusoff,
2007). Connor and Shaw (2008) emphasised the need for higher educational institutions to continue
to strengthen links with industry and commerce, not only to give graduates the skills which
employers value but also to make sure that students are aware of what is happening in the labour
market and what employers are seeking. The flow of supply and demand information between
training institutions and employers and the integration of that information into training programs
are at the crux of providing strong support to a country’s industrial workforce needs (Chileshie and
Haupt, 2006). Currently, there are growing concerns about the perceived mismatch between
industry needs and demand and skills of the graduates produced by higher education institutions
(Haupt, 2003).
Bansal et al. (2010) assert that although Universities’ curricula have provision for IT and various
training schemes are in force, especially for professional courses, some IT programmes have not
made the considerable impact expected and need quick redress. If students are to meet the skills
requirements of an ever-changing labour market, adequate resources need to be invested in
appropriate forms of work experience and in building up transferable skills (Mihail, 2006).
This paper assesses industrial views on issues relating to the nature and objectives of IT in Ghana,
preparation towards training, performance of students during training, effectiveness of the training
and areas of improvement, with a view to incorporating measures to enhance construction education
and provide better satisfaction to all stakeholders.
Research Methodology
The study reviewed literature on the nature, objectives, benefits and other issues relevant to IT
(Rahman et al., 2009; Callanan and Benzing, 2004; Osman et. al., 2008). The relevant data collected
from the literature formed the basis of a structured questionnaire administered to organisations
which had trained construction students from the Department of Building Technology of the
KNUST since 1991. The choice of these organisations was based on the assumption that with their
prior experience in training construction students, they would be able to provide objective and
accurate IT perspectives. Out of 186 organisations on record at the Department’s office as having
provided IT to students, 120 active organisations in the Accra, Kumasi and Cape Coast metropolitan
areas were selected for the study. Questionnaires were administered to 70 organisations in Accra, 40
in Kumasi and 10 in Cape Coast. The questionnaire comprised of three main sections. The first
section focused on companies’ profile and the second intended to assess the training organisations’
perceptions on the nature and objectives of IT, students’ level of preparation towards training,
students’ performance during training, and the effectiveness of the training. The third section
focused on suggestions of the training organisations on areas of improvement. Closed-ended
questions were mainly used in the survey, but open-ended questions were used to sample
suggestions for improvement. A face-to-face questioning approach was adopted for the
administration of the questionnaire in order to maximise the response rate. Seventy-eight out of the
total of 120 questionnaires administered, comprising 49 in Accra, 23 in Kumasi and 6 in Cape Coast,
were retrieved and analysed. The response rate of 65% obtained was considered sufficient for the
study (Moser and Kalton, 1993).
Method of data analysis
Data collected through the survey was analysed using largely descriptive statistics and content
analysis. For evaluation of training objectives and effectiveness of training, respondents were asked to
score the factors on a Likert scale of 1 to 5, where score ‘1’ = strongly disagree, score ‘2’ = disagree,
score ‘3’ = neutral, score ‘4’ = agree, and score ‘5’ = strongly agree. For evaluation of students’ level
of preparation towards IT and performance during training, however, score ‘1’ = most unsatisfactory,
score ‘2’ = unsatisfactory, score ‘3’ = neutral, score ‘4’ = satisfactory, and score ‘5’ = most
satisfactory. From the scores the factors were ranked according to their mean scores and standard
deviations. Mean scores greater than the neutral value of 3.00 were considered significant (Ofori et al.,
2002; Tse, 2001).
Results and Discussion
Company profile
The core businesses of the respondent-organisations are building construction and civil engineering
works. Sixty percent of the training organisations are involved in building construction and civil
engineering works, and 30% in consultancy and project management. Only 10% are involved in
engineering services (Fig. 1).
Fig.1 Percentage by Core Business of Training Organisations
The respondent-organisations are of varying sizes in terms of capacity and workforce. The
organisations admit student trainees based on their capacity and the number of projects on hand.
Twenty-seven percent of the training organisations accept between 1 and 10 trainees annually, 10%
accept between 11 and 20 trainees, and only 3% of the organisations accept more than 20 trainees
annually.
Perceptions on the nature of industrial training
The organisations were asked to indicate their perception on the nature of IT (Fig. 2). All the
organisations perceive IT to ‘expose students to real work environment’. Ninety-eight percent (98%)
and 93% also perceived the training to ‘allow students to have a better understanding of what they
have learned in the classroom’ and to ‘ensure good partnership between the learning institution and
the host organisation for successful implementation of IT’ respectively. Eighty percent of the
organisations, however, perceived that IT should help fulfil the needs and objectives of the host
organisation. The results, generally, show that training organisations perceive that IT should benefit
the student trainees more than the host organisation. This result agrees with Rahman et al. (2009)
who stated that IT is an important strategy to expose students to real work life situation and equip
them with the necessary skills so that they would be job ready when they graduate.
Fig. 2 Perceptions on the nature of industrial training
Perceptions on industrial training objectives
Mean scores of all the 15 IT objectives evaluated (Table 1) are greater than 3.00. This indicates that
the respondent-organisations agree that the objectives of IT are “to understand the nature of the job”,
“to expose the students to the real working environment” and “to help students apply theory to
practice” among others. The above three objectives are ranked as the first three important training
objectives in that order. These findings confirm those in literature (Osman et al., 2009; Mihail, 2006;
Schuetze and Sweet, 2003; Ballinger and Lalwani, 2000) which concluded that training ensures that
students are equipped with working knowledge to cope with their specific job role and enables them
appreciate school based education by relating theory to application in the workplace.
Table 1 Organisations’ perceptions on industrial training objectives
No.
Statement
1
2
3
4
5
6
7
8
9
10
To understand the nature of a job
To expose the students to the real working environment
To apply theory to practice
To allow the students to gain new ideas
To work in a team environment
To learn to interact with others
To develop a sense of responsibility in students
To apply the technical skills and knowledge learned
To provide self improvement opportunities
To use the technology in the organization
To provide opportunities for self development/ career
guidance
To expose students to the latest and industry related
technologies
To develop planning and coordination skills
To provide opportunities to participate in decision making
To provide opportunities to enhance communication skills
11
12
13
14
15
Mean
score
4.40
4.32
4.22
4.18
4.00
4.00
4.00
4.00
3.95
3.90
Std.
Dev.
0.632
0.888
0.920
0.675
0.877
0.906
0.961
1.013
0.677
0.928
3.90
1.057
11
3.88
0.939
12
3.82
3.62
3.60
0.747
0.952
0.871
13
14
15
Rank
1
2
3
4
5
6
7
8
9
10
Perceptions on preparation towards industrial training
Mean scores of all the attributes evaluated on preparation towards IT are greater than 3.00 (Table 2).
Thus, the respondent-organisations are generally satisfied with the level of preparation of students
towards IT, especially, their ‘interaction skills’, ‘creativity’, and ‘non-verbal communication skills’
which are ranked first, second and third respectively among the nine attributes evaluated. Students’
proficiency in English language is, however, ranked the lowest. The results confirm findings from the
literature. Judging whether graduates are employable, from the employer’s perspective, depends upon
whether the graduate exhibits attributes expected to ensure their preparedness for the work place
(Harvey et al., 1997). Nurita et al. (2007) reported that graduates are currently well equipped with
technical skills such as proficiency in ICT, management, engineering and marketing. The National
Research Institute for Higher Education (2007) found that, generally, organisations require their
employees to have good communication skills and knowledge in ICT.
Table 2 Perception on industrial training preparation
No.
1
2
3
4
5
Attributes
Interaction skills
Creativity
Communication skills (non-verbal)
General knowledge
Academic knowledge
Mean
score
4.12
3.78
3.70
3.68
3.68
Std. Dev.
Rank
0.686
0.862
0.911
0.997
1.141
1
2
3
4
5
6
7
8
9
Leadership ability
Computer skills
Personality
Proficiency in English Language
3.62
3.52
3.40
3.12
1.030
1.062
0.928
1.137
6
7
8
9
Perceptions on effectiveness of industrial training
The results of the evaluation of the perceptions of respondent-organizations on the effectiveness of
IT are summarized in Table 3. Mean scores of 10 of the factors evaluated are greater than 3.00,
indicating that the organisations are of the perception that the IT programme is effective with regards
to these activities. The IT programme is effective in ensuring that ‘students are able to acquire new
skills during the training’, ‘training organisations do their best to provide the students with the
necessary work exposure’ and ‘students are able to adapt to the work environment during IT’ among
others. Mean scores of three of the factors evaluated, however, are below 3.00 and ranked 11th, 12 th
and 13th (Table 3). Thus, the respondent-organisations are of the perception that contact between the
university and the host organisations is not sufficient, that students on IT are not adequately briefed
by their institutions, and that the university does not provide sufficient guidelines for the
organisation to supervise the students. These three statements are primarily the responsibility of the
learning institution, and therefore suggest that host organisations are dissatisfied with the level of
contribution of the training institution to industrial training of students.
The above results corroborate those in the literature. Pillai and Yusoff (2007) indicated that students
undertaking IT are supervised by their university lecturers as well as industry supervisors, and
students have to prepare and submit written reports on their IT experience. Connor and Shaw (2008)
emphasised the need for higher educational institutions to continue to strengthen its links with
industry and commerce, not only to give graduates the skills which employers value but also to make
sure that students are aware of what is happening in the labour market and what employers are
seeking.
Table 3 Perceptions on effectiveness of industrial training
No
Statement
Mean
1
Students are able to acquire new skills
The organisation does its best to provide students with the necessary
work exposure
Students are able to adapt to the work environment
4.20
Std.
Dev.
0.516
3.85
0.893
2
3.70
0.791
3
2
3
Rank
1
4
5
6
7
8
9
10
11
12
13
Supervisors are given clear guidelines on how to assess the students
on industrial attachment
Students are disciplined
Students are self motivated
Generally the students are able to complete work assigned to them
successfully
Students on industrial training put in their best effort to learn
Training the students benefits the company
Students have the right attitudes towards their industrial attachment
The university provides sufficient guidelines for the organisation to
supervise the students
Students on the industrial training are well briefed by their
institutions
The contact between the university and the company pertaining to
the student on attachment is sufficient
3.42
0.958
4
3.38
3.32
0.705
0.694
5
6
3.28
0.757
7
3.25
3.22
3.20
0.954
1.025
0.823
8
9
10
2.88
1.159
11
2.82
1.083
12
2.38
1.275
13
Performance during industrial training
Mean scores of twenty-one performance criteria, coded P1 up to P21, were assessed by the
respondent-organisations. The results presented in Figure 3 show the percentage of students evaluated
from “satisfactory” to “most satisfactory” by the respondent-organisations. The results generally show
that host organisations are quite satisfied with the performance of student trainees.
Ninety-five percent of the respondent-organisations are of the perception that trainees are able to carry
out instructions well during IT, 94% of the perception that trainees are able to function as team
players, and 93% of the perception that they are able to apply their knowledge and have good listening
skills. The trainees’ communication skills are also perceived to be satisfactory. The findings from the
study confirm those in the literature. Nambudiripad (2003) asserted that students graduating from
universities are like uncut diamonds and look useless like trifles, but when given proper training they
dazzle forth in all their glory. Stewart and Knowles (1999) reported that employers seek graduates
endowed with good communication skills, creativity, initiative, interpersonal skills, leadership,
motivation, organisational ability and teamwork.
Fig. 3 Students performance during industrial training
Performance achievement levels of trainees
The performance of the student trainees in the 21 performance criteria are categorized into three
achievement levels: high, medium and low (Figures 4, 5 and 6 respectively). High performance
achievement level comprises performance criteria with rating of more than 90% of respondentorganisations. Medium achievement level comprises criteria with rating between 80% and 90% of
organisations, and low achievement level comprises those with rating below 80% organisations. Seven
criteria including ability to carry out instructions (P16), ability to function as a team player (P18), and
ability to apply knowledge (P19) are considered as high achievement levels, with ratings of more than
90% of organisations (Figure 4). The seven criteria under this category relate to positive attitudes and
soft skills. Ability to apply knowledge to problem solving is one of the key aspects of innovation
practice in a construction organisation (Baxter et al., 2009). The high level of achievement in these
criteria indicates that the learning institution has been successful in providing positive attitudes and
soft skills to students to enable them take up challenges in the construction industry in Ghana.
Fig. 4 High level of achievement in performance criteria
Where P8 is ‘listening skills’, P10 is ‘ability to extract information’, P16 is ‘ability to carry out
instructions’, P18 is ‘ability to function as a team player’, P19 is ‘ability to apply knowledge’,
P20 is ‘adequate background knowledge’, and P21 is ‘seriousness towards work’
Seven criteria including environmental awareness (P13), ability to interact (P9) and discipline and
motivation (P12) are considered as medium performance achievement level, with ratings of between
80% and 90% of respondent-organisations (Figure 5).
Ability to interact, and discipline and
motivation play vital role for professional success and help graduates to excel in the workplace.
Callanan and Benzing (2004) assert that internship provides students with the opportunity to develop a
more accurate self-concept and test for fitness between their own individual characteristics and the
demands of the work environment. Jamil et al. (2010) asserted that sustainable development and
environment awareness issues taught at the university level prepare students for environmental
management of construction projects. The understanding and importance of sustainability and costeffectiveness in design and development of a construction project is a positive development.
Fig. 5 Medium level of achievement in performance criteria
Where P3 is ‘ability to express ideas (written)’, P4 is ‘ability to express ideas (oral), P6 is
‘ability to communicate with public’, P9 is ‘ability to interact’, P12 is ‘discipline and
motivation’, P13 is ‘environmental awareness’, and P17 is ‘ability to function as a leader’
The remaining seven criteria including negotiation skills (P7), independence (P1), social and multiracial awareness (P14) and ability to make decisions (P2) are considered as low performance
achievements levels, with ratings of below 80% of respondent-organisations (Figure. 6). Thus, the
organisations are less satisfied with trainees’ performance achievements in the seven criteria under this
category. For example, only 70% of respondents are of the perception that students exhibited the
ability to make decisions. The attributes placed in this category relate to leadership characteristics that
must be possessed by graduates for success in the world of work. Employers desire non-technical
attributes such as independence, ability to make good decisions, good communication skills,
professionalism and good work ethics, and multi-racial awareness in young graduates who are
expected to work in a multidisciplinary team in the real world of work (Azami et al, 2009; Maclean
and Ordonez, 2007; Liyanage and Poon, 2003). Learning institutions providing construction education
therefore have to evolve from providing students solely with technical skills to providing them with
courses that provide students with non-technical attributes required in the world of work (Liyanage
and Poon, 2003). The results also confirm Callanan and Benzing’s (2004) doubts about the
contribution of IT towards improving decision-making outcomes for graduates.
Fig.6 Low level of achievement in performance criteria
Where P1 is ‘independence’, P2 is ‘ability to make decisions’, P5 is ‘non-verbal
communication skills’, P7 is ‘negotiation skill’, P11 is ‘lifelong learning’, P14 is ‘social
and multi-racial awareness’, and P15 is ‘professionalism and work ethics’
Factors motivating organizations to accept industrial trainees
Eighty-five percent of the respondent-organisations indicated their willingness to continuously accept
students for IT (Figure 7). Factors that motivate these organisations to accept students are summarised
and presented in Figure 7 as benefit to students (60%), benefit to organisations (25%), benefit to
society (21%) and benefit to the learning institutions (20%). The results agree with the objectives of IT
programmes stated earlier by the training organisations as offering placement to students mainly to
help them develop their skills and expose them to the work environment and the responsibilities
associated with their chosen profession. The results have also shown that some training organisations
accept trainees in order to increase their workforce and also as a means for selection of potential
employees.
Fig. 7 Percentage by respondents reasons for accepting trainees
Coco (2000), Greenhaus et al. (2000) and Hodgson (1999) pointed out that IT provides a “risk-free”
method for organisations to evaluate prospective employees and also helps organisations to gain a
positive recruiting image that ensures an available pool of talented newcomers. Some organisations also
accept trainees in order to deliver the organisations’ social responsibility to the society.
Areas of improvement
The respondent-organisations were asked to suggest possible areas of improvement in the IT
programme. The suggestions were subjected to content analysis by grouping them into three categories
of contents related to the areas of improvement required as follows:
Guidelines
The most predominant among twenty-seven (27) suggestions made by respondent-organisations
pertaining to guideline is the need for learning institutions to provide guidelines for IT and present it the
host organisation. This was suggested by 56% of the respondents-organisations.
Supervision and reporting
The most frequent among twenty-three (23) suggestions on supervision are the need for learning
institutions to get involved in the supervision of trainees during IT (87%) and the need for trainees to
prepare IT reports (13%). Increased supervision makes IT programmes more effective and trainees
realize the full benefits of the programme. Afonja et al. (2005) contended that when students are
accepted by employers for IT, they are often not well supervised or assessed. In Malaysia, however,
Jamil et al. (2010) stated that students undergoing IT are supervised by an IT coordinator from each
learning department as well as industrial supervisors. Students also prepare written reports on their IT
experience, and the training supervisor is required to evaluate the performance of the students by
filling up the assessment sheet.
Students’ preparation
The most frequent among 25 suggestions on students’ preparation towards IT is the need for learning
institutions to organise students’ orientation on the IT programme to acquaint trainees with issues and
challenges to be expected during IT. Callanan and Benzing (2004) and Greenhaus et al. (2000)
suggested that for one to achieve consistency within the work environment, it is necessary to have
awareness of one’s personal characteristics and expectations as well as an understanding of various
work environments. The National Research Institute for Higher Education (2007) also concluded that
the outcome of industrial attachment depends on how students are prepared for it, on the participation of
the organisations and on the system administered by the learning institution. Thus, all the three
stakeholders of the programme play important roles in ensuring the effectiveness of the programme.
CONCLUSION
The paper assessed perceptions of training organisations on industrial training of construction students
in Ghana. The training organisations perceive industrial training to help students to understand the
nature of the job, to expose students to a real work environment, and to help students apply theory to
practice. Industrial trainees show high levels of performance achievement in their ability to carry out
instructions, ability to function as team players, and their ability to apply knowledge among others
during industrial training. They, however, show low levels of performance achievement in negotiation
skills, independence, social and multi-racial awareness and ability to make decisions. Among the
major areas requiring improvement in the way industrial training is currently organised include the
need for learning institutions to provide guidelines for industrial training for use by host organisations,
improve contact with the host organisations, and also get involved in the supervision of trainees during
industrial training. Learning institutions providing construction education also have to introduce
courses that provide students with non-technical attributes required in the world of work. Training
organisations should help trainees learn “all aspects of an industry” by
1. Rotating students through departments;
2. Offering job shadowing experiences to complement classroom-based training;
3. Appointing industry supervisors who will mentor trainees on all aspects of the industry, coach
trainees on skills necessary for success in the workplace and report on trainees’ IT
performance;
4. Designing more relevant and effective training programmes which will not only emphasise
more on functional competencies but all other relevant competencies so that trainees end up as
holistic professionals.
The findings of the study hold much significance for both construction education institutions and the
construction industry in Ghana and other developing countries: education institutions to adopt
corrective action to re-design IT programmes, to refine educational curricula and to re-orient
teaching methods to enhance quality of education and ensure better satisfaction to the construction
industry; the industry to submit industrial feedback to influence curriculum development and help
educational institutions develop effective IT to create a reliable source of highly skilled and educated
workers and an expanded pool of qualified applicants. The findings will provide a basis for
enhancing and developing effective IT practices as well as serve as indicators for evaluating existing
IT practices in Ghanaian and other universities in developing countries.
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