On learning and work

Thinking about work-based learning Hemmo Smit On learning and work

work-based learning

Characteristics of WBL
1. Learners are employees of a company
2. Program derives from the needs of the workplace and the learner
3. Starting point based on recognition of current competencies and identification of learning wishes
4. Learning projects in the workplace.
5. Assessment of learning outcomes with respect to a framework of standards and levels
(Bout, D. & Solomon, N. (2007). Work as the curriculum: pedagogical and identity implications . Working paper.)

What are learners learning in WBL?
Skills/knowledge for their present job
New knowledge, beyond the goals/requirements of the workplace
How to deal with unknown situations (new problems)
How to keep learning
(Bout & Solomon, 2007)

What happens when learners are involved in WBL?
People learn by being in ‘a knowledge-based work based environment’.
(Chisholm et al., 2009).
Learning and work are coincident, but
learning ≠ work
Workplace must be formalised and structured for learning

Why work-based learning?
“… there have been the beginnings of a shift of interest from the relatively well-ordered traditional disciplines towards the unruly domain of professional practice and transdisciplinary knowledge, where increasingly work and workplaces are becoming key sites of and sources for the academic curriculum.”
(Bout & Solomon, 2007)

The changing workplace
Fluid teams
Organisational decision in cross-functional meetings
Responsibility for quality control
Flexibility
Performance management agreements
Increased communication
(McIntyre, J. & Solomon, N. (1999). The policy environment of work-based learning: globalisation, institutions and the workplace . Conference paper.

Now, 10 years later…
What changes in the workplace have you seen in the last decade that make work-based learning necessary?

Thinking about WBL
Workplace learning is commonly described as being:
informal (or ‘non formal’)
unstructured
incidental

Rethinking WBL
In WBL as with educational institutions there are:
intentions for work practice
structural goal-directed activities
interactions and judgements about performance
(Billett, S. (1999). Critiquing workplace learning discourses: participation and continuity at work .)

Looking ahead
What would be necessary to make/keep work-based learning effective in the future?

Sources
Billett, S. (1999). Critiquing workplace learning discourses: participation and continuity at work . Downloaded from http://www.icvet.tafensw.edu.au/resources/workbased_learning.htm#publications , 27 October 2009.
Bout, D. & Solomon, N. (2007). Work as the curriculum: pedagogical and identity implications . Working paper.
Chisholm, C.U., Harris, M.S.G., Northwood, D.O. & Johrendt, J.L. (2009). Characterisation of work-based learning by consideration of the theories of experiential learning. European Journal of Education, 44(3), part I : 319-337.
McIntyre, J. & Solomon, N. (1999). The policy environment of work-based learning: globalisation, institutions and the workplace . Paper prepared for the first International Conference on Researching Learning and Work, Leeds University, September 1999.
Schmidt, R. & Gibbs, P. (2009). The Challenges of work-based learning in the changing context of the european higher education area. European Journal of Education, 44(3), part I : 399-410.

Guidelines for the development of WBL
A reflective learning review
A learning interview
flexible accreditation of prior (experiential) learning
clearly defined learning outcomes
a learning agreement between stakeholders
Support from the organisation/company
assessment
officially recognised awards
(Schmidt, R. & Gibbs, P. (2009). The Challenges of work-based learning in the changing context of the european higher education area. European Journal of Education, 44(3), part I : 399-410.)

On learning and work

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