Learning at the Workplace: Optimal Learning Environments

1. 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 54christof.naegele@ehb-schweiz.ch | www.ehb-schweiz.ch Patrizia HaslerSchule für Gestaltung, Bern und Biel Schänzlihalde 31, CH - 3013 Bern p.hasler@sfgb-b.ch

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

3. (1) Work process forms... • -> product • -> subject • personality • knowledge • skills • values • Rubinstein, 1958, S. 704

4. (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.

5. 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.

6. 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.

7. Learning at the workplace • Individual process • Social process • Moderated by • > Job design / Task • > Trainer

8. (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.

9. (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].

10. 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.

11. 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

12. Apprenticeship Polygrafie

13. 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

14. Dependent Measures • Skills, workplace • Training satisfaction

15. Satisfaction with education and training

16. Company: Satisfaction with training

17. Self-evaluation: Workplace Skills Variability Significance Autonomy Feedback Task identity no effect

18. 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.

19. Domain Specific Structural Knowledge

20. Domain Specific Structural Knowledge

21. Trust and Autonomy

22. Trust and Autonomy

23. 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.

24. 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.