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Learning at the Workplace: Optimal Learning Environments. Contact: Dr. Christof Nägele Swiss Federal Institute for Vocational Education and Training SFIVET Kirchlindachstrasse 79 | CH-3052 Zollikofen +41 31 910 37 22 | +41 79 629 87 54 [email protected] | www.ehb-schweiz.ch.

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Learning at the workplace optimal learning environments
Learning at the Workplace: Optimal Learning Environments

Contact: Dr. Christof NägeleSwiss Federal Institute for Vocational Education and Training SFIVETKirchlindachstrasse 79 | CH-3052 Zollikofen+41 31 910 37 22 | +41 79 629 87 [email protected] | www.ehb-schweiz.ch

Patrizia HaslerSchule für Gestaltung, Bern und Biel

Schänzlihalde 31, CH - 3013 Bern

[email protected]


(1) work and personality(2) learning at the workplace a model(3) cognitive underpinnings of action regulation(4) context: Swiss VET-System


1 work process forms
(1) Work process forms...

  • -> product

  • -> subject

    • personality

    • knowledge

    • skills

    • values

  • Rubinstein, 1958, S. 704


  • (2) Learning - Job Design - Trainer

    Curriculum

    Methods / Didactics

    Learning Organization

    Assessment

    Learning Materials

    Diagnostics

    Hacker, W., & Skell, W. (1993). Lernen in der Arbeit [Learning on the job]. Berlin, D und Bonn, D: Bundesinstitut für Berufsbildung BiBB.


    Curriculum

    Job Design / Task

    Methods / Didactics

    Learning Organization

    Assessment

    Learning Materials

    Diagnostics

    Hacker, W., & Skell, W. (1993). Lernen in der Arbeit [Learning on the job]. Berlin, D und Bonn, D: Bundesinstitut für Berufsbildung BiBB.


    Workplace Trainer

    Curriculum

    Job Design / Task

    Methods / Didactics

    Learning Organization

    Assessment

    Learning Materials

    Diagnostics

    Hacker, W., & Skell, W. (1993). Lernen in der Arbeit [Learning on the job]. Berlin, D und Bonn, D: Bundesinstitut für Berufsbildung BiBB.


    Learning at the workplace
    Learning at the workplace

    • Individual process

    • Social process

    • Moderated by

    • > Job design / Task

    • > Trainer


    3 cognitive underpinnings of action regulation
    (3) Cognitive underpinnings of action regulation

    • Action and action regulation depend on conceptual knowledge, on mental maps, or mental models.

    • Also handicraft, manual work is first of all: cognitive work.

    Hacker, W. (2003). Action Regulation Theory: A practical tool for the design of modern work processes? European Journal of Work and Organizational Psychology, 12(2), 105-130.


    (4) Swiss Educational System

    Bundesamt für Berufsbildung und Technologie BBT. (2011). Berufsbildung in der Schweiz. Fakten und Zahlen [Vocational and professional education in Switzerland. Facts and Figures].


    The mere execution of a task is not learning
    The mere execution of a task is not learning

    • The training in the company has to establish the transfer from theory to practice.

    • This cannot be achieved by simply participating in work related activities.

      • Jobs and tasks need to be designed such that learning can happen.

      • The workplace trainer has to assist/support the learning process.


    Sample spring 2010
    Sample (spring 2010)

    • Viscom, employers association, printing industry

    • Apprenticeship: i) media production ii) media design

    • N = 414 – all apprentices of the 2nd and 3rd year

    • Age: 2nd year 18.6 (SD 2.25), 3rd year 19.7 (SD 1.9)

    • 2/3 female (N=263)

    • Method: Supervised online questionnaire during training in inter-company courses



    Determinants of favorable workplace learning
    Determinants of favorable workplace learning

    • Individual Processes - Individual Factors: motivation, persistence, self-efficacy, cognitive flexibility, ...

    • Social Processes - Team: Support, good relationship quality, ...

    • Job design: variability significance, autonomy, task identity, challenging work, ...

    • Trainer: monitoring/guidance, expert in the domaine, psychological and pedagogical expertise, ...

    • Curriculum: relevant domain specific contents


    Dependent measures
    Dependent Measures

    • Skills, workplace

    • Training satisfaction


    Satisfaction with education and training
    Satisfaction with education and training


    Company satisfaction with training
    Company: Satisfaction with training


    Self evaluation workplace skills
    Self-evaluation: Workplace Skills

    Variability

    Significance

    Autonomy

    Feedback

    Task identity

    no effect


    Domain specific structural knowledge
    Domain Specific Structural Knowledge

    Curriculum

    Extraction of Key Concepts

    Validation: Experts

    Rating: Apprentices & Experts

    Network Construction

    Network Similarity

    Schvaneveldt, R. W., Durso, F. T., Goldsmith, T. E., Breen, T. J., & Cooke, N. J. (1985). Measuring the structure of expertise. International Journal of Man-Machine Studies, 23, 699-728.


    Domain specific structural knowledge1
    Domain Specific Structural Knowledge


    Domain specific structural knowledge2
    Domain Specific Structural Knowledge




    Learning at the workplace optimal learning environments1
    Learning at the Workplace: Optimal Learning Environments

    • We see the important role of the trainer.

    • Trust is important. Trust seems to root in good work related instructional skills of the trainer.

    • It starts with the work allocation, includes adequate instructional techniques, a honest and direct feedback as well as a positive handling of errors.


    The mere execution of a task is not learning1
    The mere execution of a task is not learning

    • Jobs and tasks need to be designed such that learning can happen.

      • => Demanding tasks, variability, scope of action

    • The workplace trainer has to assist/support the learning process.

      • => Work allocation, high demands, honest and direct feedback

    • Exchange of knowledge, skills and values between the three leraning places must be established.

      • => Better use of knowledge and skills from all learning places at the workplace. To discuss: the role of the trainer.


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