At Tofaş Academy, in addition to technical training administered in classrooms, we design special training programs for those who work as service technicians in the field. This program is designed for enabling field employees of 6 separate categories such as installation, suspension, paintwork, press/die, bodywork and TTHM, to reach the expected level of competency. These designed training programs are called Maintenance School.
A constructivist approach is employed in Maintenance School training sessions.
A constructivist approach is a learning approach which one may encounter in true life and where activities to enable learners to make associations between old knowledge and new knowledge, are organized. The learner uses the knowledge s/he constructs in solving the real life problems. (Perkins 1999).
• There multiple realities instead of a single truth.
• The learner has an active role in learning process.
• Little knowledge is made meaningful by deeply studying it.
• The teacher is in the leading role.
• The training program is so flexible to guarantee learning.
You may find the flowchart of the method employed in designing the maintenance technician school training program.
The topics contained in the Maintenance School training are as follows:
• Training Document (Map of the Concept and Knowledge)
• Training Practice Document (Questions, activities) The activities contained in the practice document shall be planned to work with the cycle of tip, reinforcement, feedback and correction
• Training Success Scoring Scale (to be prepared for each individual chapter)
• Training Evaluation Questionnaire
The method of evaluation in Maintenance School training is:
• An evaluation chart shall be prepared for each participant.
• The instructor shall evaluate the participants according to their performances in the tasks they are assigned to.
• At the end of the day, those participants who are evaluated as open for development together with those participants who are evaluated as good or very good, shall undergo a peer learning process under the mentorship of the instructor.
• At the end of the day, Instructor and Supporter shall review all participants one by one and render the final decision on their proficiency.
We plan three types of designs according to the target audience.
- 3+1 = 3 days of classrooms and 1 day practice – Target audience is rookies.
- 1+1 = 1 day of classroom and 1 day practice – Target audience is 1 < x < 5 years.
- 1 = 1 day practice – Target audience above 5/10 years.