Learning at the workplace optimal learning environments
This presentation is the property of its rightful owner.
Sponsored Links
1 / 24

Learning at the Workplace: Optimal Learning Environments PowerPoint PPT Presentation


  • 92 Views
  • Uploaded on
  • Presentation posted in: General

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.

Download Presentation

Learning at the Workplace: Optimal Learning Environments

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


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]


Learning at the workplace optimal learning environments

(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


  • Learning at the workplace optimal learning environments

    (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.


    Learning at the workplace optimal learning environments

    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 optimal learning environments

    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.


    Learning at the workplace optimal learning environments

    (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


    Apprenticeship polygrafie

    Apprenticeship Polygrafie


    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


    Trust and autonomy

    Trust and Autonomy


    Trust and autonomy1

    Trust and Autonomy


    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.


  • Login