learning at the workplace: optimal learning environments
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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. - PowerPoint PPT PresentationTRANSCRIPT
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 HaslerSchule für Gestaltung, Bern und BielSchänzlihalde 31, CH - 3013 [email protected]
(1) work and personality(2) learning at the workplace a model(3) cognitive underpinnings of action
regulation(4) context: Swiss VET-System
4Dr. Christof Nägele, 2011
-> product
-> subject
• personality
• knowledge
• skills
• values
Rubinstein, 1958, S. 704
(1) Work process forms...
9Dr. Christof Nägele, 2011Hacker, W., & Skell, W. (1993). Lernen in der Arbeit [Learning on the job].
Berlin, D und Bonn, D: Bundesinstitut für Berufsbildung BiBB.
CurriculumCurriculum
DiagnosticsDiagnostics
Methods / Methods / DidacticsDidactics
Learning Learning MaterialsMaterials
Learning Learning OrganizationOrganization AssessmentAssessment
(2) Learning - Job Design - Trainer
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Dr. Christof Nägele, 2011
Job Design / TaskJob Design / Task
Hacker, W., & Skell, W. (1993). Lernen in der Arbeit [Learning on the job]. Berlin, D und Bonn, D: Bundesinstitut für Berufsbildung BiBB.
CurriculumCurriculum
DiagnosticsDiagnostics
Methods / Methods / DidacticsDidactics
Learning Learning MaterialsMaterials
Learning Learning OrganizationOrganization AssessmentAssessment
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Dr. Christof Nägele, 2011
Job Design / TaskJob Design / Task
Hacker, W., & Skell, W. (1993). Lernen in der Arbeit [Learning on the job]. Berlin, D und Bonn, D: Bundesinstitut für Berufsbildung BiBB.
Workplace TrainerWorkplace TrainerCurriculumCurriculum
DiagnosticsDiagnostics
Methods / Methods / DidacticsDidactics
Learning Learning MaterialsMaterials
Learning Learning OrganizationOrganization AssessmentAssessment
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Dr. Christof Nägele, 2011
Learning at the workplace
Individual process
Social process
Moderated by
> Job design / Task
> Trainer
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Dr. Christof Nägele, 2011
(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.
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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
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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.
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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
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Dr. Christof Nägele, 2011
Apprenticeship Polygrafie
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Dr. Christof Nägele, 2011
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
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Dr. Christof Nägele, 2011
Dependent Measures
Skills, workplace
Training satisfaction
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Dr. Christof Nägele, 2011
Satisfaction with education and training
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Dr. Christof Nägele, 2011
Company: Satisfaction with training
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Dr. Christof Nägele, 2011
Self-evaluation: Workplace Skills
VariabilityVariabilitySignificanceSignificanceAutonomyAutonomyFeedbackFeedbackTask identityTask identity
no effect
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Dr. Christof Nägele, 2011
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.
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Dr. Christof Nägele, 2011
Domain Specific Structural Knowledge
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Dr. Christof Nägele, 2011
Domain Specific Structural Knowledge
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Dr. Christof Nägele, 2011
Trust and Autonomy
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Dr. Christof Nägele, 2011
Trust and Autonomy
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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.
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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.