INTERNATIONAL UNION OF ELEVATOR CONSTRUCTORS

Problem Needs StatementElevator Constructors Local 25 has identified the need for certified

welders to meet the demands of new building code enforcement and regulations.

The N.E.I.E. P Training Coordinator, instructors, and elevator companies must come together to determine exactly what they would

like to achieve as training outcomes.

Students need qualified classroom instruction if they are going to pass the American Welding Society certifications test.

Elevator Constructors should receive relatable technical information that is specific to the elevator industry and the welding procedures being

performed in the field.

Construction Welding Class- Learner AssessmentThere are 475 members of the Elevator Constructors in Denver Colorado.

The current economic situation has dramatically affected the building trades with an unemployment rate as high as 27 percent in 2010.

One of the unintended consequences of the economic downturn is an increase in repairs being made to existing elevator equipment.

Another outcome is the rise in the modernization of older elevators having machinery that is outdated and too costly to repair.

Learner Assessment Continued

A target audience sample of 10 new students was taken.A secondary audience of four journeypersons with more than 12 years experience

were also interviewed.

Analysis Questions: The survey questions were used to determine two areas of student knowledge and need.

Prior Welding Experience- This aspect is critical because welding instruction is a psychomotor skill that needs to be demonstrated and then practiced by the student. If a high percentage of students do not have prior experience then a greater proportion of the class instruction must be dedicated one-on-one training.

Current Knowledge- Students may have knowledge of welding procedures, and of the technical information needed to produce qualified welds in the field.

Learner Assessment Survey continued

Have you ever welded before?

Results- Respondents have indicated that they do have some prior welding experience.

With this higher level of prior experience, it is possible for the instructional design to concentrate primarily on the gaps that exist between the student’s untrained welding practice and their development as certified professional welders.

How many years do you have as an Elevator Constructor?Results- Apprentices still make up the bulk of students. That is because they are the most vulnerable to layoffs and the class gives them one more sustainable skill to market. This willprobably mean that the instructional design will have to maintain its emphasis on basic knowledge and technical instruction.

What division are you assigned to within your company?Results- Two of the students were in New Equipment, which reflects the slowdown in new construction. Three others were in Repair, four students were in Modernization, and one in Service.The welding class continues to enroll students who work on

existing equipment. The focus should shift to job specific training todiscover the best practices for meeting this demand.

Check the terminology that you are acquainted with. Transformer Alternating Current Wide Flange H-Beam Tensile Strength ASTM A-36 Fillet Weld D 1.1 TestResults- 90 percent of students were acquainted with equipment and structural material terminology. Only 20 percent had an awareness of the metallurgy and blueprint terms. An emphasis on metallurgical effects and basic welding blueprints must be maintained during the technical instruction.

Primary Learning Objectives

1. Given 10 images of structural steel shapes and sizes, the learner should be able to identify the correct material so as to satisfy the criteria for an AWS D 1.1 2F certification test plate.

2. Given 20 blueprint elements of a welding symbol, the learner should be able to circle each of the correct elements to draw a five inch, shielded metal arc fillet weld, on the arrowside of a lap joint, constructed in the field.

3. Given a shut down welding machine, the learner should be able to energize the machine and within 1 minute, adjust the settings for the proper amperage, voltage, and polarity to weld with 1/8” 7018 Low-Hydrogen welding rod.

4. Given a disassembled Oxy-Acetylene torch set-up, the learner should be able to define each component and reassembly them in the proper order as outlined in the text.

5. Given a D 1.1 2F test plate, the learner should be able to deposit a single pass, single tie-in, 5/16” fillet weld with 7018 electrode that meets the AWS specifications.

Assessment of Learning Objectives

Classroom Assessments

Pencil and paper tests-Learners who will be performing welding as a part of their working duties must have a mastery of basic welding blueprints, structural materials needed for testing, and a working knowledge of metal properties and effects of welding. Recall and Recognition items are a reliable way to assess declarative knowledge of technical information.

Lab Assessments

Each student will be observed individuallyby the instructor as they complete the objectives. The quality of the process will be assessed from a checklist of specific items for correct performance. Lab equipment used during the assessments will be deenergized or disassembled, and the process must be executed or constructed in the proper sequence.

Psychomotor Skills Assessment Checklist

Assignment Grading

Shop Safety Quiz 25 points

Welding Rod Designation Quiz 25 points

Basic Metallurgy Quiz 25 points

Welding Blueprints Quiz 25 points

Welding Machine Demonstration Pass/Fail

Oxy-Acetylene Setup Demonstration Pass/Fail

Welding Procedure- Flat Position Advance to Next Procedure

Welding Procedure- Horizontal Position Advance to Next Procedure

Welding Procedure- Vertical Position Advance to Next Procedure

Welding Procedure-Overhead Position Procedures Completed

AWS D1:1 Certification Pass/Fail

Construction Welding Class- Content Outline

Course SyllabusInternational Union of Elevator Constructors- Local 25

Construction Welding- Winter 2011 Instructor: Michael Garcia

Telephone: (303) 594-5543 or (303) 596-3139E-mail- arrowside@yahoo.com

 Place: The Construction Welding course will be held at the Pipefitters Local 208

training facility. The address is- 6350 N. Broadway Denver, CO 80216

 Times-Dates: Classes are held on Saturday mornings from 8:00 am to 12:00 pm. Each

session begins with a classroom instruction period, lasting approximately 45 minutes. Students will then transfer to the Welding Lab for welding instruction.

The course will run from December 10, 2011 through March 17, 2012. We will be scheduling some weeks off during the course to accommodate the Pipefitters calendar.

Course Description: After completing the Construction Welding class, students will be prepared to take the AWS D 1:1 Welding Certifications Test for structural welding. Students will also learn

essential information related to welding machinery, welding blueprints, metallurgy, and certifications.

Course Goals:

1. Attain a working knowledge of welding and welding procedures.

2. Develop an understanding of welding hazards and safety precautions.

3. Describe the available welding machinery and tooling available in the industry.

4. List the specific properties of various steel classifications.

5. Define individual welding symbols and their designations on welding blueprints

6. Prepare for the AWS D1:1 welding certifications test.

Elevator Constructors Installing Guide Rails

Full Content for One Session

Learning Activities

Discrete SkillsChoosing familiar equipment that a student wants

to perform the test with.Using practice time to prepare for the test.

Selecting the proper machine settings that fall within the AWS guidelines, but also allows the

student to perform comfortably. 

Serial SkillsSeries of sub-skills needed to perform the welding process. Serial skills include the

knowledge of different techniques such as weaving a weld, welding overhead, and pushing

or pulling the weld pass. 

Tracking TasksPsychomotor functions the welder automatically

employs, such as maintaining the correct arc gap, rod angle, travel speed, and crater control.

Each function acts in unison to organize the performance of welding.

  

Time Tasks8:00 AM to 8:30 AM

Review the AWS D 1:1 2F Welding Procedure SpecificationsDiscuss the best practices for taking a qualifications test.

8:30AM to 9:30 AM

Practice welding on sample test plates.Establish a level of comfort with the procedure and equipment settings.

9:30 AM to 9:45 AM

Break

9:45 AM to 10:30 AM

Layout and construct final test plates to proper dimensions.Preheat plates and receive filler metal from instructor.

10:30 AM to 11:00 AM

Weld test plate with instructor observing the procedure. Receive feedback after first weld pass. Make adjustments if needed.

11:00AM to 11:45 AM Break

11:15 AM to 11:45 AM

Check welds appearance for discontinuities. Measure completed weld with weld gauge. Assure that the test sample maintains a 5/16” leg, correct effective throat, and a proper tie in at the halfway point on the face of weld.

11:45 AM to 12:00 PM

Clean test plates with wire wheel. File edges and metal stamp identification numbers on each test plate. Submit to testing lab for destructive testing.

Evaluations

Learning TransferThe Construction Welding course is designed to augment the motor skills of welding with the technical information needed to perform welding duties in the workplace.

An ongoing evaluation is the best method for assessing a student’s progress. As students advance they are able to integrate multiple welding applications. Expert welders are able to meet the demands of any work assignment and are valued for their ability to work independently

Formative Evaluations

Expert Review - A content review of instructional materialswill be conducted by an expert from both the Elevator

Constructors and the Pipefitters Local 208.

Expert reviews by the Pipefitters will assess the categoriesof Safety, Welding Machinery, Welding Blueprints, Basic

Metallurgy, and AWS Certifications.

Elevator Constructors know and understand the details of constructing and repairing elevators in the field.

Instructional materials that touch upon the conditions theyface are effective in promoting learning transfer and

developing open and externally paced skills.

Small-Group Evaluation- It is important to evaluate if the instructional materials that were developed are going

to resonate with the students. The course designers are less concerned with learning retention at this point. That is because each student hastheir individual working environments to reinforce their

learning. They are able to make meaning of the instruction under a wide range of experiences and

domains.

Summative EvaluationA summative evaluation of the Construction Welding class should take place after the class has run for

two complete sessions in order to fully assess if the curriculum and delivery methods are effective.The assessment will determine if the course is cost effective, and if the goals set forth by the

instructional designers have been met.Technical information that comprises the prerequisite knowledge each student needs before they begin

their lab practice will be evaluated.

Technical Goals1. Attain a working knowledge of welding and welding certification procedures.

2. Develop an understanding of welding hazards and safety precautions. 3. Describe the available welding machinery and tooling available in the industry.

4. List the specific properties of various steel classifications.5. Define individual welding symbols and their designations on welding blueprints

Summative Evaluation Continued

A survey will be taken by the students after the session is completed. Learning transfer and attitude outcomes are the most important criterion being assessed from the technical

instruction. Questions on the survey should include:

1. How do you feel about the class instruction that was presented? For example, was it technical enough, incomplete, useful, confusing?

2. Would you now consider yourself a qualified welder-fabricator?

3. Have you been able to use any of your learning in your workplace?

4. Has your company called on you perform a special welding assignment or consulted you on a particular process?

5. What would you like to see added or subtracted from the Construction Welding course?

6. What could the instructors have done differently when teaching the class?

References

Gustafson, K. & Branch, R. (2002). Survey of instructional development models (4th ed). Syracuse, NY; ERIC Clearinghouse on Information and Technology.

National Elevator Industry Education Program (2011). Retrieved September 22, 2011, from, http://neiep.org/About/Default.aspx

Occupational Health and Safety Organization (2011). Retrieved September 22, 2011, from, http://www.osha.gov/doc/outreachtraining/htmlfiles/subpartn.html.

Smith, P. & Ragan, T. (2005). Instructional design. (3rd ed). Hoboken, NJ; John Wiley and Sons, Inc.