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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]

slide2
(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
slide4
(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.

slide5
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.

slide6
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.

slide9
(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
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.

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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