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

christof.naegele@ehb-schweiz.ch | www.ehb-schweiz.ch

Patrizia HaslerSchule für Gestaltung, Bern und BielSchänzlihalde 31, CH - 3013 Bernp.hasler@sfgb-b.ch

(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

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

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

Learning at the workplace

Individual process

Social process

Moderated by

> Job design / Task

> Trainer

(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.

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

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)

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

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

Skills, workplace

Training satisfaction

Satisfaction with education and training

Company: Satisfaction with training

Self-evaluation: Workplace Skills

VariabilityVariabilitySignificanceSignificanceAutonomyAutonomyFeedbackFeedbackTask identityTask identity

no effect

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.

Trust and Autonomy

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 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.

Learning at the Workplace: Optimal Learning Environments

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