Can anyone be a trainer?: towards a more embedded role for vocational trainers Professor Lorna Unwin Institute of Education University of London For more information see http:// learningaswork . cardiff.ac.uk

Research Methods Multi-sector study of relationship between learning in the workplace, the organization of work and performance Qualitative methods – interviews, ‘work shadowing’, observation, photo elicitation Quantitative – surveys of employees, ‘learning logs’, development of ‘better’ survey questions

Multi-sector study of relationship between learning in the workplace, the organization of work and performance

Qualitative methods – interviews, ‘work shadowing’, observation, photo elicitation Quantitative – surveys of employees, ‘learning logs’, development of ‘better’ survey questions

Importance of Context for Learning Learning in the workplace arises from everyday workplace activity plus specific need (e.g. technological change) Learning can be deliberate, unplanned, individual or collaborative, incidental, productive, subversive Workplace context shapes the learning environment

Learning in the workplace arises from everyday workplace activity plus specific need (e.g. technological change)

Learning can be deliberate, unplanned, individual or collaborative, incidental, productive, subversive

Workplace context shapes the learning environment

Worlds within Worlds: Locating Work within its Productive System Organisations operate within productive systems External regulation from government, EU, professional bodies, owners Ownership - foreign, stock market, family, self-employed Role of customers and supply chains

Organisations operate within productive systems

External regulation from government, EU, professional bodies, owners

Ownership - foreign, stock market, family, self-employed

Role of customers and supply chains

The Workplace as a Learning Environment Workplaces are structured environments – can be analysed on an ‘expansive-restrictive continuum’ Learning treated as homogenous ‘good’ - subversion, complacency, bad practice ignored Learning anchored in and manipulated by context Managers crucial to supporting and sustaining learning

Workplaces are structured environments – can be analysed on an ‘expansive-restrictive continuum’

Learning treated as homogenous ‘good’ - subversion, complacency, bad practice ignored

Learning anchored in and manipulated by context

Managers crucial to supporting and sustaining learning

Software Company – Managers as ‘Teachers’ HQ is ‘mother ship’ - all training in-house and largely ‘on-the-job’ - rotating teams Intensive performance review process - 3, 6 and 9 months for newcomers - every 9 months for all After first year, an engineer becomes mentor for newcomer, demonstrates ‘teaching’ skills and progresses to managing up to 5 people

HQ is ‘mother ship’ - all training in-house and largely ‘on-the-job’ - rotating teams

Intensive performance review process - 3, 6 and 9 months for newcomers - every 9 months for all

After first year, an engineer becomes mentor for newcomer, demonstrates ‘teaching’ skills and progresses to managing up to 5 people

Using Artefacts to Stimulate Learning in an Automotive Plant Large group of production Operatives selected to act as ‘tutors’ to new employees Designed a ‘live’ tutor pack – available across the factory - workers added new information/ideas to packs Built on shared occupational/organisational language Artefacts generated as part of everyday activity to stimulate and expose/illuminate learning

Large group of production Operatives selected to act as ‘tutors’ to new employees

Designed a ‘live’ tutor pack – available across the factory - workers added new information/ideas to packs

Built on shared occupational/organisational language

Artefacts generated as part of everyday activity to stimulate and expose/illuminate learning

Implications for Policy and Practice Role of the ‘trainer’ increasingly fluid Employees assist each other as part of everyday work activity – young people (e.g. apprentices) can help older workers Pedagogical techniques need to be part of every employee’s skill set employers need help to create more effective learning environments

Role of the ‘trainer’ increasingly fluid

Employees assist each other as part of everyday work activity – young people (e.g. apprentices) can help older workers

Pedagogical techniques need to be part of every employee’s skill set

employers need help to create more effective learning environments