Landscape Horticulturist Level 3

Rev. May 2010 1

Landscape Horticulturist

Unit: A8 Plant Identification III

Level: Three

Duration: 24 hours

Theory: 24 hours

Practical: 0 hours

Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of additional plants, their characteristics and cultural requirements. Percent of Objectives and Content: Unit Mark (%)

1. Use plant morphology to categorize a plant to the family level. 20% a. leaves/needles b. flowers/fruits/seeds c. buds d. bark e. growth habits 2. Use plant morphology to categorize the plants on the list to the genus and species

level. 25%

a. leaves/needles b. flowers/fruits/seeds c. buds d. bark e. growth habits 3. Describe the cultural requirements of these plants. 15% a. moisture b. light c. soil type d. hardiness e. nutrients f. pruning g. cultivation 4. Identify the considerations for the selection of these plants for specific uses (see

partial list below. Additional list to be supplied by instructor). 15%

a. residential applications b. commercial applications c. reclamation/restoration d. location and environment 5. Select plants for specific applications. 25%

Rev. May 2010 2

Landscape Horticulturist Plant List by Family

  FAMILY Latin name Common name Character 1 ASTERACEAE Rudbeckia hirta Gloriosa Daisy Annual 2 ASTERACEAE Helianthus annuus Sunflower Annual 3 ASTERACEAE Cosmos bipinnatus Cosmos Annual 4 ASTERACEAE Dendranthema x morifolium Garden Mum Perennial 5 ASTERACEAE Echinops bannaticus Globe Thistle 6 ASTERACEAE Achillia millefolium Common Yarrow Perennial 7 ASTERACEAE Artemesia schmidtiana Silver Mound Perennial 8 ASTERACEAE Liatris spicata Blazing Star Perennial 9 BETULACEAE Betula pendula European White

Birch Tree / Shrub

10 BETULACEAE Corylus cornuta Beaked Hazelnut Tree / Shrub 11 BRASSICACEAE Arabis caucasica Rock Cress Annual 12 CAPRIFOLIACEAE Sambucus racemosa European Red Elder Tree / Shrub 13 CARYOPHYLLACEAE Cerastium tomentosum Snow-in-Summer Perennial 14 CORNACEAE Cornus alba White Dogwood Tree / Shrub 15 CRASSULACEAE Sempervivum tectorum Hens and Chicks Perennial 16 CUPRESSACEAE Juniperus scopulorum Rocky Mountain

Juniper Tree / Shrub

17 CUPRESSACEAE Juniperus squamata Squamata Juniper Tree / Shrub 18 CUPRESSACEAE Microbiota decussata Siberian Cypress Tree / Shrub 19 FABACEAE Genista pilosa Spreading Broom Tree / Shrub 20 LAMIACEAE Thymus pseudolanuginosus Woolly Thyme Perennial 21 OLEACEAE Fraxinus pennsylvanica var.

subintegerrima Green Ash Tree / Shrub

22 OLEACEAE Syringa meyeri Meyers Lilac Tree / Shrub 23 PINACEAE Larix laricina Tamarack Tree / Shrub 24 PINACEAE Picea pungens Colorado Spruce Tree / Shrub 25 RANUNCULACEAE Aconitum napellus Monkshood Perennial 26 RANUNCULACEAE Aquilegia hybrida Columbine Perennial 27 ROSACEAE Spiraea x vanhouttei Bridal Wreath Spirea Tree / Shrub 28 ROSACEAE Alchemilla mollis Lady's Mantle Perennial 29 ROSACEAE Physocarpus opulifolius Common Ninebark Tree / Shrub 30 SALICACEAE Populus deltoides Plains Cottonwood Tree / Shrub

***

Rev. May 2010 3

Landscape Horticulturist Unit: B3 Estimating

Level: Three

Duration: 32 hours

Theory: 26 hours

Practical: 6 hours

Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of the procedures used to calculate and estimate job requirements.

Percent of Objectives and Content: Unit Mark (%)

1. Define terminology associated with estimating. 5% 2. Identify sources of information pertaining to estimating. 3% 3. Identify specific tools relating to estimating and describe their applications and

procedures for use. 2%

4. Describe the procedures used to calculate material requirements. 20% a. Lengths b. Surface areas c. Volumes d. Rates of application e. Expansion/compaction factors f. Shipping quantities 5. Describe the procedures used to calculate equipment requirements. 10% a. Equipment types/costing b. Production rates c. Transportation 6. Describe the procedures used to calculate labour requirements. 20% a. Individual tasks b. Production rates c. Person-hours 7. Identify job requirements. 15% a. Overhead costs b. General conditions c. Profit margins 8. Calculate and estimate job requirements. 25%

Rev. May 2010 4

Landscape Horticulturist Unit: C3 Job Planning

Level: Three

Duration: 25 hours

Theory: 20 hours

Practical: 5 hours

Overview: Upon completion of this unit the apprentice will demonstrate knowledge of trade-related documentation and of the procedures used to plan job tasks. Percent of Objectives and Content: Unit Mark (%)

1. Define terminology associated with job planning. 5% 2. Identify hazards and describe safe work practices pertaining to job planning. 5% 3. Identify types of trade-related documentation and describe their applications and

procedures for use. 15%

a. drawings b. qualifications c. specifications d. codes and standards e. manuals f. permits g. regulations h. policies 4. Identify the considerations and requirements when planning jobs and job tasks 50% a. site assessment b. materials and equipment c. personnel d. sequence of work e. on-site staging f. clean-up/debris removal 5. Explain the importance of accurate record keeping and describe the associated

procedures. 10%

6. Plan job tasks. 10%7. Maintain accurate records. 5%

Rev. May 2010 5

Landscape Horticulturist Unit: C8 Irrigation

Level: Three

Duration: 25 hours

Theory: 20 hours

Practical: 5 hours

Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of irrigation equipment and systems, their applications and operation, and of the procedures to install, maintain, troubleshoot and repair irrigation equipment and systems. Percent of Objectives and Content: Unit Mark (%)

1. Define terminology associated with irrigation. 3% 2. Identify hazards and describe safe work practices pertaining to irrigation. 2% 3. Describe the implications of irrigation on the practice of environmental

stewardship. 5%

4. Identify specific tools and equipment related to irrigation and describe their

applications and procedures for use. 3%

5. Identify water sources for irrigation and describe the considerations and

procedures for determining water quality and availability. 2%

a. sample preparation b. water testing c. water pressure d. flow rate e. results interpretation 6. Identify the factors that determine irrigation rates and methods. 10% a. plant materials growth stage mature size water use rate b. root zone assessment c. soil/water relationship d. site conditions e. application time rate duration f. climate

Rev. May 2010 6

7. Identify the types of irrigation systems. 5% a. drip/low water volume b. sprinkler 8. Identify types of irrigation components and describe their applications and

procedures for use. 15%

9. Describe the procedures used for irrigation design. 10% a. turf materials b. plant materials 10. Describe the procedures used to install irrigation equipment and systems. 15% 11. Describe the procedures used to maintain, troubleshoot, repair and adjust

irrigation equipment and systems. 10%

a. spring start-up b. seasonal operation c. fall shut-down 12. Install and maintain irrigation equipment. 10% 13. Repair and adjust irrigation equipment and systems. 10%

***

Rev. May 2010 7

Landscape Horticulturist Unit: C10 Concrete Construction

Level: Three

Duration: 25 hours

Theory: 20 hours

Practical: 5 hours

Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of the procedures used to install and maintain poured concrete features. Percent of Objectives and Content: Unit Mark (%)

1. Define terminology associated with poured concrete installation and maintenance. 5% 2. Identify hazards and describe safe work practices pertaining to poured concrete

installation and maintenance. 5%

3. Describe the implications of concrete construction on the practice of

environmental stewardship. 2%

4. Interpret codes, regulations and manufacturer’s specifications pertaining to poured

concrete installation and maintenance. 3%

5. Interpret documentation pertaining to poured concrete installation and

maintenance. 2%

a. plans b. contract specifications c. shipping documents 6. Identify specific tools and equipment relating to poured concrete installation and

maintenance and describe their applications and procedures for use. 3%

7. Identify concrete products and materials used in poured concrete installation and

maintenance and describe their characteristics and applications. 5%

8. Describe the procedures used to prepare for installation of poured concrete

features. 25%

9. Describe the procedures used to install poured concrete features. 25% 10. Describe the procedures used to maintain poured concrete features. 5% 11. Install poured concrete feature. 20%

Rev. May 2010 8

Landscape Horticulturist Unit: C11 Wood Construction

Level: Three

Duration: 25 hours

Theory: 20 hours

Practical: 5 hours Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of the procedures used to construct wood features.

Percent of Objectives and Content: Unit Mark (%)

1. Define terminology associated with wood construction installation and maintenance. 5% 2. Identify hazards and describe safe work practices pertaining to wood construction

installation and maintenance. 5%

3. Describe the implications of wood construction on the practice of environmental

stewardship. 5%

4. Interpret codes, regulations and manufacturer’s specifications pertaining to wood

construction installation and maintenance. 10%

5. Interpret documentation pertaining to wood construction installation and maintenance. 5% a. plans b. contract specifications c. shipping documents 6. Identify specific tools and equipment relating to wood construction and

maintenance and describe their applications and procedures for use. 5%

7. Identify products and materials used in wood construction and maintenance and

describe their applications and procedures for use. 10%

a. natural timber and wood b. engineered and composite wood 8. Describe the procedures used to prepare for installation of wood construction

materials. 5%

9. Describe the procedures used to install wood constructions. 25% 10. Describe the procedures used to maintain wood constructions. 5% 11. Install wood constructions. 20%

Rev. May 2010 9

Landscape Horticulturist Unit: C12 Water Features and Low Voltage Lighting

Level: Three

Duration: 20 hours

Theory: 15 hours

Practical: 5 hours

Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of the design, installation and maintenance of landscape water features and low voltage landscape lighting. Percent of Objectives and Content: Unit Mark (%)

1. Define terminology associated with water features and low voltage landscape lighting. 2% 2. Identify hazards and describe safe work practices pertaining to water features and

low voltage landscape lighting. 3%

3. Describe the implications of water features and lighting on the practice of

environmental stewardship. 2%

4. Interpret codes and regulations pertaining to water features and low voltage

landscape lighting. 5%

5. Interpret documentation pertaining to water features and low voltage landscape

lighting. 3%

6. Identify types of water features and describe their characteristics and applications. 10% 7. Describe the procedures used to install water features. 20% 8. Describe the procedures used to maintain, troubleshoot and repair water features. 10% 9. Identify types of low voltage landscape lighting and describe their characteristics

and applications. 15%

10. Describe the procedures used to install low voltage landscape lighting. 15% 11. Describe the procedures used to maintain, troubleshoot and repair low voltage

landscape lighting. 5%

10%12. Install and maintain, troubleshoot and repair low voltage landscape lighting.

Rev. May 2010 10

Landscape Horticulturist Unit: C13 Interior Plantscapes

Level: Three

Duration: 20 hours

Theory: 15 hours

Practical: 5 hours

Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of interior plants, their characteristics and cultural requirements, and of the procedures to install and maintain interior plantscapes. Percent of Objectives and Content: Unit Mark (%)

1. Define terminology associated with interior plantscaping. 2% 2. Identify hazards and describe safe work practices pertaining to interior

plantscaping. 3%

3. Interpret codes and regulations pertaining to interior plantscaping. 5% 4. Describe the implications of interior plantscaping on the practice of environmental

stewardship. 2%

5. Interpret and complete documentation pertaining to interior plantscaping. 3% 6. Identify specific tools and equipment relating to interior plantscaping, their

applications and procedures for use. 5%

7. Use plant morphology to categorize the plants on the lists to the genus and

species level. 20%

a. leaves/needles b. flowers/fruits/seeds c. buds d. bark e. growth habits 8. Describe the cultural requirements of these plants (see partial list below. Additional

list to be supplied by instructor). 10%

a. moisture b. light c. soil type d. hardiness e. nutrients f. propagation

Rev. May 2010 11

g. salt tolerance 9. Identify the considerations for the selection of these plants for specific interior

uses. 10%

10. Describe the procedures used to install and maintain interior plants. 20% 11. Select plants for specific applications. 20%

Landscape Horticulturist Plant List by Family

  

FAMILY

Latin name

Common name

Character

1 AGAVACEAE Dracaena marginata Dragon Tree Tropical / Indoor

2 AGAVACEAE Aloe vera Healing Plant Tropical / Indoor

3 ARACEAE Dieffenbachia amoena Dumb Cane Tropical / Indoor

4 ARACEAE Epipremnum aureum Pothos / Devil's Ivy Tropical / Indoor

5 ARACEAE Monstera deliciosa Monster Plant Tropical / Indoor

6 ARACEAE Philodendron selloum Tree Philodendron Tropical / Indoor

7 ARACEAE Spathiphyllum cannifolium Peace Lily Tropical / Indoor

8 ARALIACEAE Hedera helix English Ivy Tropical / Indoor

9 ARALIACEAE Schefflera arboricola Hawaiian Elf Schefflera

Tropical / Indoor

10 ARAUCARIACEAE Araucaria heterophylla Norfolk (Island) Pine Tropical / Indoor

11 CRASSULACEAE Crassula ovata Jade Plant Tropical / Indoor

12 EUPHORBIACEAE Codiaeum variegatum var. pictum

Croton Tropical / Indoor

13 MORACEAE Ficus benjamina Weeping Fig Tropical / Indoor

14 MORACEAE Ficus elastica India Rubber Plant / Rubber Tree

Tropical / Indoor

***

Rev. May 2010 12

Landscape Horticulturist Unit: D2 Plant Care and Maintenance

Level: Three

Duration: 10 hours

Theory: 10 hours

Practical: 0 hours

Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of the procedures to care and maintain herbaceous and woody plant materials and interior plants. Percent of Objectives and Content: Unit Mark (%)

1. Identify hazards and describe safe work practices pertaining to the care and maintenance of plants.

5%

2. Describe the implications plant care and maintenance on the practice of

environmental stewardship. 5%

3. Identify specific tools and equipment relating to care and maintenance and

describe their applications and procedures for use. 5%

4. Describe the procedures used to maintain all plant materials. 40% 5. Describe the procedures used for winterization of plant materials. 40% a. wrapping/screening b. rodent protection c. bed cleaning d. cutting back e. mulching 6. Describe the procedures used for recycling and disposing of related waste

materials. 5%

***

Rev. May 2010 13

Landscape Horticulturist Unit: D3 Pruning

Level: Three

Duration: 20 hours

Theory: 15 hours

Practical: 5 hours

Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of the procedures used to inspect, maintain, store and transport pruning tools and equipment, of the procedures for pruning, and for the disposal of diseased and infested plant parts. Percent of Objectives and Content: Unit Mark (%)

1. Define terminology associated with pruning and pruning related to the removal of diseased and infested plant parts.

5%

2. Identify hazards and describe safe work practices pertaining to pruning and

pruning related to the removal of diseased and infested plant parts. 5%

3. Interpret and prepare documentation pertaining to pruning and pruning related to

the removal of diseased and infested plant parts. 5%

4. Identify specific tools and equipment relating to pruning and pruning related to the

removal of diseased plant parts and describe their applications and procedures for use.

10%

5. Describe the procedures used to inspect, maintain, store and transport pruning

tools and equipment. 5%

6. Explain the purpose of pruning. 15% a. plant appearance b. plant growth requirements coniferous deciduous c. plant health 7. Identify pruning methods and techniques and describe their associated

procedures. 25%

a. heading b. clearing/thinning c. crown raising d. reduction e. restoration f. specialized methods

Rev. May 2010 14

8. Identify pruning methods related to the removal and disposal of diseased and

infested plant parts and describe their associated procedures. 5%

9. Perform basic pruning techniques. 20% 10. Clean and sanitize pruning tools and equipment. 5%

***

Rev. May 2010 15

Landscape Horticulturist Unit: D4 Turf Maintenance

Level: Three

Duration: 45 hours

Theory: 40 hours

Practical: 5 hours

Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of turf equipment and its care and maintenance and of maintenance practices and procedures. Percent of Objectives and Content: Unit Mark (%)

1. Define terminology associated with turf maintenance. 5% 2. Identify hazards and describe safe work practices pertaining to turf maintenance. 5% 3. Describe the implications of turf maintenance on the practice of environmental

stewardship. 5%

4. Interpret and complete documentation relating to turf maintenance. 5% 5. Identify specific tools and equipment relating to turf maintenance and describe

their applications and procedures for use. 10%

6. Identify the considerations when determining turf maintenance techniques. 10% a. grass type b. site use c. site size d. cultural requirements 7. Describe the procedures used to inspect and maintain turf maintenance

equipment. 10%

8. Identify the considerations for equipment operation on turf. 10% a. surface slope b. obstructions permanent portable c. site conditions d. turf use 9. Describe the procedures used to maintain turf. 20%

Rev. May 2010 16

a. mowing b. fertilizing c. irrigation d. cultivation aeration dethatching e. top dressing f. overseeding g. edging/trimming 10. Identify possible turf problems and describe their causes and the procedures used

to correct them. 10%

a. compaction b. thatch build-up c. poor drainage d. winter kill e. pests weeds insects diseases animals f. shade 11. Perform inspection and maintenance of turf maintenance equipment. 10%

***

Rev. May 2010 17

Landscape Horticulturist Unit: E2 Plant Production

Level: Three

Duration: 65 hours

Theory: 65 hours

Practical: 0 hours Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of the procedures associated with plant production.

Percent of Objectives and Content: Unit Mark (%)

1. Define terminology associated with plant production. 3% 2. Identify hazards and describe safe work practices pertaining to plant production. 2% 3. Describe the implications of plant production on the practice of environmental

stewardship. 5%

4. Identify codes and standards relating to plant production. 5% a. nursery certification requirements 5. Interpret and complete documentation relating to plant production. 5% 6. Identify specific tools, equipment and structures relating to plant production and

describe their applications and procedures for use. 25%

a. field production b. containerized production c. greenhouse production 7. Describe the procedures used to select and prepare nursery growing sites. 10% 8. Describe the procedures required for plant production planning. 10% 9. Describe the procedures used for plant potting, lining out and planting operations. 15% 10. Describe the procedures used for maintaining plant materials in production

systems. 5%

11. Describe the procedures used for harvesting and handling nursery stock. 15% a. storage b. grading c. labeling d. shipping

Rev. May 2010 18

Landscape Horticulturist Unit: E3 Growing Facilities

Level: Three

Duration: 35 hours

Theory: 35 hours

Practical: 0 hours

Overview: Upon completion of this unit of instruction the apprentice will demonstrate knowledge of growing facilities, their contents and the procedures used to manage them; of climate control systems and the procedures used to manage climate controls and components; of irrigation and fertigation systems, and the procedures used to manage them; of the principles, practices and equipment used to create and manage a sanitary environment. Percent of Objectives and Content: Unit Mark (%)

1. Define terminology associated with growing facilities. 5% 2. Identify hazards and describe safe work practices pertaining to growing facilities. 2% 3. Describe the implications of growing facilities on the practice of environmental

stewardship. 3%

4. Interpret code and regulations pertaining to growing facilities. 2% 5. Interpret documentation relating to growing facilities. 3% 6. Identify the factors which impact site selection and growing facility design. 5% 7. Describe the procedures for site preparation and construction of growing facilities

and their contents. 10%

8. Identify the types of growing facilities and their related components. 25% a. greenhouse production b. nursery production field grown container grown 9. Identify specific tools and equipment used to manage and maintain growing

facilities and describe their applications and procedures for use. 5%

10. Identify climate monitoring and control systems for growing facilities and describe

their procedures for use. 25%

Rev. May 2010 19

11. Explain the procedures for winterizing growing facilities. 2% 12. Identify irrigation and fertigation systems, water conservation and recapture

systems and describe their procedures for use. 10%

13. Describe sanitation principles and practices for growing facilities. 3%

***

Rev. May 2010 20

Landscape Horticulturist Unit: A2 Orientation II: The Job of Journeywork

Level: Three

Duration: 7 hours

Theory: 7 hours Practical: 0 Hours Overview: Landscape Horticulturist technical training offers an entry-level orientation to the challenges of apprenticeship learning. The present unit introduces senior apprentices to the responsibilities of workplace teaching that they will assume as supervising journeypersons. Tradeworkers have a particularly rich tradition of refreshing and sharing their skills from one generation of practitioners to the next. This unit orients senior apprentices to some of the practical and conceptual tools that can enable them to contribute to this trade heritage when they themselves become certified journeypersons. The journeyperson’s obligation to assist trade learners to develop skills and knowledge is complex and challenging. It involves safety considerations, employer expectations, provincial regulations, as well as the tradition of skills stewardship that links modern practice with the long history of workplace teaching and learning that defines the apprenticeable trades. The ability to offer timely, appropriate support to apprentices is itself an important area of trade learning. This unit presents material intended to help refine this ability through reflection and discussion by senior apprentices, and dialogue with their instructor. The detailed descriptors under each unit objective reflect Manitoba and Canadian standards prescribed for journey-level supervisory capabilities, as well as key topics in current research on the importance of workplace teaching and learning in trades-apprenticeship systems. Thus, descriptors represent suggested focal points or guidelines for potentially-worthwhile exploration. Delivery of this content will vary with the discretion of individual instructors, and with the experiences senior apprentices bring forward for group/individual reflection on the skills-stewardship dimension of their own future practice as journeypersons.

Percent of Objectives and Content: Unit Mark (%)

1. Describe the scope, substance, and significance of journey-level status. 20% a. historical background, including trainee experiences origin, definition, and examples of journey-level status obligations to employers, trade clients, and apprentices concept of skills stewardship, and its rationale customary responsibilities of journeyperson as workplace trainer/supervisor overview development of formal systems for regulating/recognizing journey-level

competence in designated apprenticeable trades contributions of ‘unticketed journeymen’ and other informally-qualified Landscape

Horticulturists to workplace trade-learning achievements/limitations of informal systems for workplace training trends (e.g., succession planning in the trades; recognition of credentials and prior

learning; defined standards for on-the-job trades education and training) b. regulatory/legal dimensions of journey-level status in designated trades rights and obligations re: Canada’s Interprovincial ‘red seal’ program (red seal

Rev. May 2010 21

rationale, scope, and products, including the national occupational analysis [NOA], and interprovincial examinations

Manitoba provincial requirements [e.g., Apprenticeship and Certification Act; General Regulation; the Landscape Horticulturist trade regulation; relevant policies of the Apprenticeship and Certification Board of Manitoba]

trade-specific requirements re: practical training supervision and documentation; importance of quality assurance and broad-scope coverage of prescribed task-content; ratios, etc.

c. other (as may be specified by instructor) 2. Compare/contrast role-options and responsibilities of the supervising journeyperson. 20% a. recognizing the variability of supervision assignments, situations, and roles b. source and specification of the supervision assignment c. formal vs. informal roles (e.g., mandated by an employer’s succession plan) d. implicit vs. explicit standards and content: training goals are/are not codified;

assessment measures are/are not used,

e. accountability for results: subject/not subject to third-party notification; completion of supervision assignment itself is/is not assessed by third party; journeyperson is/is not required to prepare performance evaluation that could affect apprentice’s employability or wage-rate, etc.

f. general vs. task- or job-specific supervision assignments: e.g. scope of expectations re: content of supervisory task(s)

g. long-term vs. short-run supervision assignments – e.g., considerable latitude/little latitude for apprentice to learn from mistakes

h. formally vs. informally structured – e.g., supervision assignment is part of a prescribed cycle of assignments involving coordination among multiple journeypersons; apprentice is trained according to an individual training plan negotiated with employer

i. typology of common supervisory role-options and what is implied by each: coach role: is often initiated by someone other than apprentice, and limited to a

particular skill set, task, or production requirement

mentor role : often initiated by apprentice, and relatively open-ended regarding content, duration, etc.

peer role: typically involves individual upgrading or cross-training of one journeyperson by another; can include senior apprentice assisting less-experienced trade learner

managerial role(s): can shade over into hire/fire issues as lead-hand or site-boss coordinator role: often a senior-level journeyperson appointed by an organization to

assume responsibilities for monitoring progression of groups of apprentices

other roles: may be improvised by journeyperson j. possibilities, perils, and likelihood of role-overlap in ‘real-life’ trade practice k. importance of clarifying all roles, expectations, and implications involved in accepting a

supervision assignment

l. role of Apprenticeship Training Coordinator (ATC), Apprenticeship Manitoba m resources for developing skills and knowledge re: providing journey-level supervision books and journals (not always trade-specific) websites conversation with trade instructors, journeypersons, and peers workshops n. other (as may be specified by instructor 3. Describe/demonstrate common requirements re: providing journey-level supervision. 20% a. review Unit A1 content re: challenges/opportunities opportunities of Apprenticeship

learning adapted to journey-level supervision assignments and a journey-level standpoint

application of adult education concepts to trades teaching/learning (e.g. responsibilities and expectations of adult learners)

practical significance of ‘styles’ of adult learning and teaching helping apprentices to integrate technical training (in school) and practical training

(on-the-job) learning experiences

Rev. May 2010 22

providing help and guidance re: new tasks and skills providing help and guidance re: fixing mistakes learning/teaching “the ropes” – socialization of learner within a community of trade

practice (e.g., how to borrow a tool, interrupt a journeyperson, ‘recruit’ an advisor )

coverage/documentation of prescribed tasks and subtasks (Landscape Horticulturist NOA), including responsibility re: logbook sign-off (where applicable)

consultation with Apprenticeship Training Coordinator (ATC), Apprenticeship Manitoba

communicating with apprentices and employers about supervision assignments and assignment specifications, including the limits of the trainers’ own responsibilities and competence (e.g., substance-abuse intervention)

benefits of maintaining a personal record of achievements, ideas, and needs as a workplace trainer

b. individual reflection and guided group discussion re: personal experiences of workplace learning as an apprentice

identification of best and worst practices of supervising journeypersons assessment of personal experiences (if any) to date in supervising, coaching, or

guiding other people to learn or improve their skills (e.g. entry-level apprentices, members of athletic team, younger family members, etc.), and how this might compare/contrast with the journey-level support of apprenticeship learning

identification of workplace and other factors that can contribute to good and bad trades teaching/learning experiences

development of personal standards re: responsibility to share one’s knowledge and skill with others in the workplace (e.g., use/misuse of humour, rigour, discretion, craft-pride, etc.)

c. comparison/contrast of discussion results with current knowledge/resources re: workplace skills coaching methods as applicable to journey-level supervision assignments

qualities of a good workplace coach components of workplace skills coaching processes and recommended practices re: workplace coaching troubleshooting problems re: supervision assignments d. other (as may be specified by instructor) 4. Complete Modules 1 to 3, Workplace Coaching Skills (or equivalent). 20% a. identifying purpose of the lesson explaining the point of the lesson role of the coach in specific coaching situation other (specified by instructor) b. linking the lesson learner needs lesson sequence focus on learner selection/timing of coaching opportunities c. demonstration of skill/task to be learned starting the coaching session demonstration hands-on trial recap for learner 5. Complete Modules 4 to 6, Workplace Coaching Skills (or equivalent). 20% a. practice of skill/task to be learned nature and importance of practice setting up for learner practice types of practice recycling and reinforcing skill/task learning b. providing feedback to the learner

Rev. May 2010 23

value of feedback kinds of feedback guidelines and tips c. assessment value of assessing learner progress assessing level of skill planning further steps toward skill/task mastery

***

Rev. May 2010 24

Landscape Horticulturist Unit: A15 Pre-Interprovincial Review

Level: Three

Duration: 7 hours

Theory: 7 hours

Practical: 0 hours

Overview: This unit offers senior trainees a systematic review of skills and knowledge required to pass a certification exam. Unit content promotes a purposeful, personal synthesis between on-the-job learning and the content of in-school technical training. The unit includes pertinent information about the broad significance of occupational qualifications, and the main features of the Certification exam. Information about practical strategies/resources for mastering study materials supplements trade-specific content. It is intended that trainees who seriously tackle the objectives of this unit should be able to approach the Certification Exam with well-founded confidence. The unit also supports consolidation of study practices, trade knowledge, and self-awareness to help meet longer-term requirements of further learning throughout one’s career as a skilled worker. Note: No percentage-weightings for test purposes are prescribed for this unit’s objectives. Instead, a ‘Pass/Fail” grade will be recorded for the unit in its entirety.

Percent of Objectives and Content: Unit Mark (%)

1. Describe the significance, format, and general content of Provincial Examinations for the trade of Landscape Horticulturist.

a. Scope and aims of occupational qualification systems; value of certification b. Obligations/entitlements of candidates for certification Relevance of Certification Exam on to current industry standards, practices, and

expectations Supplementals Policy (retesting) Confidentiality of examination content; the candidate’s own stake in examination

security (value of credential)

Limitations on use of calculators (e.g. dedicated, pre-programmed builders’ calculator not allowed)

c. Multiple-choice (four-option) item format; common standards for acceptable test items (e.g. no “trick”-type questions; specifications for use of metric/Imperial units)

d. Important government materials relevant to the IP Examination for trainee Landscape Horticulturists

National Occupational Analysis (NOA); prescribed scope of the skills and knowledge which comprise the trade

Skills Passport Special significance of subtask-level NOA descriptors re: exam content e. Other (specified by instructor)

Rev. May 2010 25

2. Identify resources, strategies, and other key considerations for maximizing

successful completion of certification exams. a. Personal preparedness Proper rest/nutrition; eye-testing Making room for a personal study regimen: appropriate prior communication with

family members, friends, and employers about exam-related commitments/needs; identifying – and concluding – all necessary arrangements for minimizing distractions/disruptions

Focused reflection on prior experience – good and bad – in test situations (e.g. Unit Tests), especially with respect to what the trainee already has learned re: personal characteristics, learning styles, exam anxiety, and strategies (e.g. time management) for effective performance in test situations.

b. Self-assessment, consultation, and a Personal Study Plan Preliminary self-assessment of individual strengths/weaknesses in trade-related

skills and knowledge; usefulness of old tests and Training Program materials; personal reflection re: in-school and on-the-job components of the Program, as well as the relationship between these two components; usefulness of consultation with trainer(s), instructor(s), appropriate peers, the Training Coordinator), and/or personal mentors and skills-coaches

Use(s) of approved textbooks, chapter tests, study guides, and note-taking in preparing for an examination

Study groups: perils and possibilities Formulation, and submission for instructor’s comments, of a personal study plan,

including an approximate timetable, which describes/schedules a course of action for reviewing all relevant material(s) and for strengthening areas of deficient skills/knowledge in anticipation of the Certification Exam

c. Other (specified by instructor) 3. Review program content re: occupational skills. 4. Review program content re: trade mathematics and science. 5. Review program content re: landscape construction. 6. Review program content re: landscape maintenance. 7. Review program content re: production of plant materials.