Can anyone be a trainer?:

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    Can anyone be a trainer?: - Presentation Transcript

    1. 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
    2.  
    3. 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
    4. 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
    5.  
    6. 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
    7. 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
    8. 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
    9. 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
    10. 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

    + network_trainersnetwork_trainers, 12 months ago

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