Innovation through evaluation and quality development of in-company training and workplace learning

Innovation through evaluation and quality development of in-company training and workplace learning Ludger Deitmer & Lars Heinemann , ITB, University of Bremen Second International Conference on „ Innovation in Training Practise“ 9-10 November 2009 www.trainersineurope.org

Overlook of our presentation
Changes within in-company training: short time resources, decrease in full time trainers…..
Innovations needed to overcome difficulties: Tools to i nstall mentoring processes and qualify VET-students
Implementing learning tools for part time trainers, teachers, trainees, VET-students/apprentices …
In-Company learning road map: Career Road Map
Work and learning tasks: WLT
Evaluation of work and learning tasks: SEVALAG
Mentoring the evaluation tool during Student/Trainer workshops: Group discussions and evaluation
Case Examples : Schierholz (SME); Steelworks (LME)
Conclusion

Training workshops closed down
Trend: decentral learning within the work process
Example Bremen Steelworks: cutback of full time trai-ners (30%) while apprenticeship figures remain stable
Part time trainers get in place
Question: How to support VET-students/apprentices?
Internal Learning network:
learning by work and learning tasks,
monitoring and guidance, as well as
evaluation and feed-back
all based on specific tools and knowledge-based information systems

Skills required for the training process
Training skills : enable & encourage learning; enhance knowledge and skills by professional work and learning task
Coaching skills : support personal learning strategies of VET-student/apprentice
Guiding skills : guiding students' learning paths by in-company training plans
Empowering skills: support self-direction, personal responsibility and reflective capacities by self-evaluation and qualitative examinations

Tools as Cornerstones
(Self-)assessment of competencies : VET-students' prior learning experiences
In-company training plan: based on key work and learning tasks (WLT).
Students' career road map : covers personal wishes (student perspective) and organisational requirements (the business or company perspective): synthesis is an in-house students' development programme
Formative evaluation and empowerment tools ( Mentoring Evaluation Tool and/or SEVALAG Tool)

TOOL 1: Career advancement through interaction between assessment of competencies and career plan Competence assessment Practice based work place learning Career plan: road map career advancement Competence assessment Practice based work place learning Career plan reflexion & revision Competence assessment

TOOL 1: Competence assessment sheet: Example for a competence profile

Tool 2: What are in-company work and learning tasks (WLT)?
What can be learned in a company?
Combination of work tasks and learning processes
Linking of business processes, work flow; work shapes the learning possibilities for Novices
Core vocational tasks to be learned by a VET student for a specific occupational profile or job description
What can be learned by WLTs?
By learning via meaningful tasks at the workplace, the VET student is better motivated
By mastering certain new work activities, students' abilities are enhanced.

three steps in developing work and learning task in a company

Criteria for investigating work tasks/business processes by trainers
Kind of service (e.g.. hotel, travel agency, event management etc.).
Business plan, company mission; corporate work tasks
Examples of typical key work and business processes (e.g. reception, room service, care taking…)
Work processes and typical work methods to be applied (e.g. telephoning, advising, explain, consulting, cleaning, preparing etc.)
Requirements for employees (telephonist; receptionists; room service; technical house care)
Applied equipment (e.g. event technology, aids, computer systems, machinery etc).
Focal points during work tasks and work processes.

arcelorMittal Bremen GmbH
Integrated steel mill
Flat steel production from furnace to tailored blanks
2007: ca. 3.500 Workers
Turnover: > 1,3 Mrd. Euro
2006: 3,6 million
tons of steel

Example of a Work and learning task (WLT) Ensuring and Enhancing safety on a metal cutter

Example: Learning task description
Accident at metal cutter in one company; security problem identified by trainer
Accident analysis: enhance safety: cutter should not work when in safety zone
VET Students develop technical solution
Create ideas, test ideas and ask experts
teams of 3 to 4 VET students
cost benefit calculation: realisation plan
Develop and present solutions

Variants on problem solving to ensure safety while working with the machine

Evaluation of work and learning task
SEVALAG as a self-evaluation instrument for teams of teachers and trainers
Evaluation of usability of the developed learning task for the VET students and for the qualification process
Evaluation of the potential and realisation of the learning task for the VET school curriculum and VET courses
Consequences for the improvement of the learning task
Improving the design of future learning tasks

Each main criteria is broken down by sub criteria
Learning potential
of the WLT
1.1 Development of professional knowledge
1.2 Development of adequate working methods
1.3 Balance between pedagogical freedom and guidance
1.4 Addressing general educational goals

Second criterium is broken down by sub criteria
2. Competencies addressed by the WLT: Looks onto the degree of realisation of the work and learning task (WLT)
2.1 Professional competencies
2.2 Adequate working methods
2.3 Working independently
2.4 General educational goals

The third criteria addresses the potential of the WLT in terms of developing shaping skills
3. Shaping potential of the WLT
3.1 Typical of vocational task
3.2 Work and business process orientation
3.3 Addressing shaping skills
3.4 Deepening co-operation between school and enterprise

Fourth criteria looks at the degree of realisation of the shaping criteria
4. Shaping competencies of the WLT
4.1 Developing professional self-awareness
4.2 Enabling development from novice to expert
4.3 Learning to shape work and technology
4.4 Relating theoretical and practical knowledge

Case example: Schierholz GmbH company, Bremen
Idea: Combining technical training (Initial Technical Training for young school leavers) with mentoring activities: coaching & guidance
Result : a VET student „roadmap“ for his work-based learning at different work places

company Schierholz GmbH material flow solutions Customers: car industry

Company Schierholz GmbH
medium sized enterprize
international markets
Do initial vocational education and training (IVET) for occupational profiles like the mechanic and mechatronic
12 apprentices (four women); young school leavers
Closing in-house training center when Trainers went on retirement; just one Trainer responsible (part time!)

Mechanic & mechatronic occupations

Problematic Starting situation:
clear learning plan for VET students missing
VET students hardly overlook company's business flow and order processing structure
training outcomes (examination results) were weak
Answer: Combination of technical training and mentoring programme by decentral learning at the workplaces throughout the company and based on a learning road map

Trainers set up a new learning infrastructure for the students:
Linking business processes, work processes and learning possibilities.
By mastering certain new work activities learning is enhanced.
Through work-based learning the student becomes better motivated
Targeting at students' personal career & organisation's business goals.

Developing an in-company training plan
Work place analysis of each of the departments and each work place
Trainer asks the employees via checklist
Trainer verifies work tasks which are suitable for the student and its learning potential
interviewing all students about their experiences at the work place
Student: Where? How long? Under which work situation did he learn most and best?
Trainer: What can be learned at the work place? What are the requirements and entry conditions needed to fulfil the work task?

Students' „roadmap“ for work-based learning at different work

Statement and some remarks: What does this training tool innovation allow for?
(Part time) trainers are good professional experts in their specific trade but in many cases they lack pedagogical & learning management skills such as coaching, tutoring and empowerment !
Based on „easy to handle“, but efficient training tools, the part time trainer can develop in-company training plans based on key work and learning tasks
In this respect, the tools should help the users to create common pools of knowledge and make them transparent for other desired users. Altogether, the use of different tools and facilities should help the trainers and learners to make better use of existing learning resources and to share knowledge on ongoing teaching-learning activities and of achieved results.
SEVALAG can help to identify problems and pitfalls from the curriculum solutions: learning function, decision function and decision making supporting function but not control function
Instead intensifying control, SEVALAG can help to monitor development processes!

Innovation through evaluation and quality development of in-company training and workplace learning

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