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 Patrizia Hasler Schule für Gestaltung, Bern und Biel Schänzlihalde 31, CH - 3013 Bern [email protected]
24
Embed
Learning at the Workplace: Optimal Learning Environments Contact: Dr. Christof Nägele Swiss Federal Institute for Vocational Education and Training SFIVET.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Learning at the Workplace: Optimal Learning Environments
Contact: Dr. Christof Nägele
Swiss Federal Institute for Vocational Education and Training SFIVET
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.
15
Dr. Christof Nägele, 2011
Bundesamt für Berufsbildung und Technologie BBT. (2011). Berufsbildung in der Schweiz. Fakten und Zahlen [Vocational and professional education in Switzerland. Facts and Figures].
(4) Sw
iss Educational S
ystem
20
Dr. Christof Nägele, 2011
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.
21
Dr. Christof Nägele, 2011
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
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.
32
Dr. Christof Nägele, 2011
Domain Specific Structural Knowledge
33
Dr. Christof Nägele, 2011
Domain Specific Structural Knowledge
34
Dr. Christof Nägele, 2011
Trust and Autonomy
35
Dr. Christof Nägele, 2011
Trust and Autonomy
38
Dr. Christof Nägele, 2011
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.
39
Dr. Christof Nägele, 2011
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.