Many manufacturers, metal fabrication shops and other industrial entities urgently need to fill workforce gaps with well-prepared welders. Which strategies should they pursue, and how have some concerned parties already responded to the emerging need for training improvements?
Appeal to Lesser-Represented Groups
One practical way to address skills shortages and training needs simultaneously is to run educational programs targeting people who may not ordinarily consider welding careers. These positions are often male-dominated, which could discourage others from getting the necessary training and taking the steps to seize this new job opportunity.
However, a female-specific program launched in a city in southwestern India reveals the enticing possibilities for people ready to improve their skills for lucrative employment. Indeed, many women entering traditional programs find they are the only female participants and dislike the unintentional spotlight that shines on them due to that fact.
Although this initiative is an upskilling opportunity for newly appointed female welders who have learned the fundamental skills elsewhere, it removes other potential barriers. Firstly, this is a free, 45-day program, so the lack of fees and the relatively short length cater to motivated individuals that high costs may otherwise deter.
Additionally, the 25 people who complete the program will receive job offers from an industry partner. That incentive is significant for women who feel potential employers may look down upon them because of their gender. They can simply focus on expanding their skills and anticipate immediately applying them in real-world environments after the training ends.
Industrial training professionals could consider applying this approach to attract other groups that may not otherwise consider becoming welders, such as older adults, veterans or people with disabilities. Many potential candidates will be eager to take part once they realize these training programs remove or reduce many barriers they face in the job market.
Add Virtual Reality Modules to the Curriculum
Those new to welding need safe, supportive environments to learn the different techniques for particular projects. For example, metal inert gas (MIG) and tungsten inert gas (TIG) welding are two popular options for joining metals. They both use an electric arc and a shielding gas, but welding students learn these possibilities have variable effectiveness according to the metal in question. MIG welding is ideal for most heavy-duty metals, while TIG welding suits thinner materials or tasks requiring intricate, aesthetically pleasing work.
However, many in the earliest stages of their welding education endure a lot of trial and error to develop their skills and learn how to get the best results with various materials. Although this period is necessary for learning, it also creates substantial waste and could increase safety issues if people attempt things before they have the required knowledge.
Virtual reality modules could address both these downsides and many others. They are already widely applied in industries that require employees to work at dangerous heights, fight fires or enter other dangerous situations. Some training supervisors are also using them to train welders.
One recently launched program in Uganda includes virtual reality modules, and those overseeing it hope it will address the local welding shortage and increase skill growth. The president of a nationwide welders’ association noted that only 80 of the country’s more than 1,000 welders are internationally certified. However, because virtual reality exposes students to various parameters — such as materials, electrodes and pipe types — it helps them strengthen their skills through better preparedness.
Welding in the real world features many variables that can initially overwhelm those new to the craft. However, getting exposure through controlled-but-realistic virtual reality simulations could increase their confidence before facing challenging workplace situations.
Bring the Training to the Students
Even those most interested in becoming part of the next generation of welders may face numerous accessibility-related obstacles that ultimately discourage them from exploring the options. Maybe someone lives in an area with no welding training sites nearby. Lacking a driver’s license or living in a town with no public transportation routes convenient to an educational centre could also pose issues.
Mobile-friendly training content appeals to 60% of workers. Although some speciality apps exist for welders, the work’s hands-on nature makes them insufficient for all the necessary learning. The next best thing is for training supervisors to bring educational experiences directly to the people most interested in them.
Then, they can immerse themselves in welding without the challenges that may otherwise discourage them from participating. One example from Illinois involved a partnership with a community job centre that offered a mobile welding lab. That facility allowed people looking for work to apply for a five-week course, which eight adult students took the first time it was available.
The learners go through 150 hours of content during that period. After completing their initial welding training, they get support to find work, including being added to a database employers access.
While discussing this educational initiative, the program’s instructor noted that several generations of welders are nearing retirement. That reality and a decline in welding classes offered at the high school and college levels have worsened the skills gap and made professionals think creatively to fill it. The mobile welding lab is an excellent example of the possibilities since it goes to communities where there is already an interest from people wanting to learn there.
Welding Training Must Evolve With Current Needs
Many relying on industrial-scale welding services agree there is a shortage of skills and an urgent need to train people efficiently and effectively. These forward-thinking ideas reveal some practical, updated initiatives with undeniable potential. Before considering them or similar options, training leaders should confirm the top barriers preventing learners from entering the welding field or discouraging them from considering it as a career path.
Another way to optimize outcomes is to select specific metrics to track, such as the number of students in a new program or the percentage successfully employed within a certain period. Those statistics will reveal whether training initiatives get the desired results or need further tweaking to address skills shortages. Finally, asking students for feedback is an excellent way to gauge overall effectiveness. Consider gathering it once they finish their training and after they have entered the workforce.
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