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The statement attributed to Confucius, “I hear and I forget. I see and I remember. I do and I understand,” captures the foundational role of experiential learning in trades education. Because skills in the trades are acquired through repeated hands-on practice, the accuracy of initial instruction is critical.

Educational research shows skills learned incorrectly at the outset can lead to the formation of entrenched habits and flawed mental models that are difficult to unlearn and correct (Argyris & Schön, 1974; Sweller, 1988).

Once incorrect techniques are practiced and reinforced, remediation requires significantly greater effort and can negatively impact performance and safety. Teaching skills correctly the first time is critical in trades training as initial learning forms the blueprint in our brain.

Once this blueprint is established it is extremely difficult to erase. Initial learning becomes like a default setting, a response that we automatically go to, often for the rest of one’s life. According to Perkins, (2019) “when the ‘first draft’ of a skill is wrong or incomplete, it becomes harder, slower and more difficult psychologically to unlearn.”

Why “first time right” matters

Learning something correctly the first time builds lasting success because it becomes automatic when it matters most. A clear lived example is airline pilot training, where pilots are taught standardized procedures and checklists and are not allowed to advance until each step is performed correctly.

Through repetition in simulators, the correct process becomes instinctive and automatic, so when real emergencies occur, pilots do not hesitate or improvise, they rely on what they learned from the start.

Past incidents, such as the Air Florida Flight 90 crash (1982), showed how improper understanding of basic procedures have fatal consequences, leading the aviation industry to double down on getting fundamentals right from day one. As a result, pilots who are trained correctly early on make fewer mistakes, respond effectively under pressure, and achieve safer, more successful outcomes throughout their careers.

In the construction trades, specifically high-risk trades like the pile driving/bridgeman trade, learning correctly the first time creates a safe and competent tradesperson. A common lived example is an apprentice learning how to properly set up pile alignment and hammer operation from day one.

When apprentices are correctly taught early how to read plans, understand the job and procedure for execution, verify pile location and elevation, and operate equipment within the correct tolerances, they develop habits that prevent misdriven piles, rework and most importantly safety incidents.

Crews that skip foundational training often end up pulling piles, redriving or correcting alignment errors, all which demonstrate poor quality workmanship. By contrast, workers who learn correct setup and sequencing at the start consistently deliver accurate installations, earn trust from foremen and engineers, and progress faster into skilled and leadership roles because their work is reliable under pressure.

Apprenticeship, constructivism and cognitive apprenticeship

The emphasis in support for teaching it correctly the first time is well supported and grounded in research. Cognitive apprenticeship theory defends that teachers/instructors must understand and model this type of thinking as well as physically demonstrating it correctly. Like a coach they must first “think it, model it, teach it, advance it,” and then gradually fade into a support role.

In trades, this means the first time an apprentice cuts, welds, set up a lathe, or wires a circuit, the journeyperson should not only demonstrate the correct procedure but also verbalize risk assessment, address the “why” by referencing the appropriate standards, and be absolutely certain they are providing the correct procedure and information. This “right the first time” model is effective, efficient and reduces the need for later remediation (Collins, Brown, & Newman, 1989).

Psychological impacts and workplace outcomes

According to Bandura (1997) good first instruction builds learner confidence and self-efficacy: apprentices learn that they can tackle complex tasks safely and to a standard, which increases motivation and persistence. Poor initial teaching, by contrast, leads to repeated failure, correction and criticism, triggering anxiety, disengagement, and resistance to new learning (Deci & Ryan, 2012).

In a trades environment where errors can be expensive or dangerous, teaching it right the first time is not a luxury; it is a psychological, pedagogical and operational necessity (Morris, 2025; Perkins, 2019). Teaching it right the first time must become the culture, the norm and the expectation.

This approach must be embraced and practiced on jobsites by superintendents, foreman and lead hands. Further, teaching it right the first time must be conducted by thoughtful instructors in all trade schools. To produce top quality tradespeople, the focus must be on “teaching it right the first time – every time.”

Dr. Lindsay Langill is director of people and strategy with Pacific Pile and Marine. He holds Red Seal certification in two trades and has a bachelor of education and master of arts degree from UBC along with a doctorate from the University of Calgary. He is an adjunct professor in the Faculty of Education at UBC. Send Industry Perspectives Op-Ed column ideas and comments to editor@dailycommercialnews.com.