Education & Training Survey

Education & Training Survey

Assessing the educational needs of component manufacturing industry stakeholders.
Introduction

Historically, education in the component manufacturing industry has primarily been focused on training created to teach specific skills, whether that’s truss design, forklift operation, etc. As part of the current SBCA Strategic Plan, our discussions about education need to evolve to include both skill-specific training courses along with educational information intended for the broader construction industry. The intent of the following survey questions is to gather a better understanding of both the internal training and external education needs that SBCA should pursue over the next 5 years.
Tell us about YOU. Which one best describes your industry?*

Component ManufacturerFramerSupplier
Which role best describes what you do at your company:*

Production employee (including sawyer)Truss designerIT PersonnelSalesAdmin/OfficeAccountingManagement/LeadershipTruck DriverFramerSupplier
How long have you worked in the industry?*

Less than a 1 year1-5 years5-10 years15-20 years20+ years

As a learner, rate your interest in SBCA’s current training programs on a scale of 1-10 with 1 being very interested and 10 being not interested at all.*

	1	2	3	4	5	6	7	8	9	10
Truss Technician Training
Financial Management Training Concepts
In-Plant Basic Training
Operation Safety
Truss Manufacturing Orientation
Forklift Safety Certification
Combustible Dust Housekeeping
TRUCK Driver Training
Technical Assessment Tests (TATO 1 & 2)

If you manage other employees, rate your interest in SBCA's current training programs on a scale of 1-10 with 1 being very interested and 10 being not interested at all. (If you do not manage other employees, skip to the next question.)

	1	2	3	4	5	6	7	8	9	10
Truss Technician Training
Financial Management Training Concepts
In-Plant Basic Training
Operation Safety
Truss Manufacturing Orientation
Forklift Safety Certification
Combustible Dust Housekeeping
TRUCK Driver Training
Technical Assessment Tests (TATO 1 & 2)

Do you currently use SBCA’s training programs?*

I do not use them; I did not know they were available.I currently use and/or recommend SBCA programs.I do not use them, there is currently enough information elsewhereMy company creates their own training materialsOther
What topics do you think SBCA should provide as training courses?*

Rank the following training formats from 1-10 (with 1 identifying your preferred format): *

	1	2	3	4	5	6	7	8	9	10
Written publications (articles, books, guidelines, white papers, case studies, etc.)
In-person classroom training
Virtual classroom training
Meetings (in-person)
Webinars (live or pre-recorded)
Podcasts
Social Media
Mobile/web app
Video
Photos
Infographics
Animations

What influences your decision to seek out and use training courses?*

ConvenienceCostPresenterProximity (for live training courses)Continuing Education CreditsLength (shorter)Length (longer)Format (live, virtual, video, written, etc.)
What external education topics are critical for everyone in the construction industry to know and understand about the structural building components?*

Component manufacturing industry historyFundamental truss engineering concepts such as triangulation, forces that act on trusses (compression, tension, shear, torsion), flow of loads, etc.TerminologyDesign responsibilities/Supply chain rolesInstallation techniquesUnderstanding key construction documentsOther
Do educational programs for architects, engineers, and specifiers need to include continuing education credits?*

No, there’s value in good information even if no “credits” are attached.Yes, continuing education credits are the only reason people would be interested.
Do educational programs for general contractors, builders and framers need to include continuing education credits?*

No, there’s value in good information even if no “credits” are attached.Yes, continuing education credits are the only reason people would be interested.
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Education & Training Survey

Introduction