Professional Documents
Culture Documents
ASTATEOFTHEARTREPORT
EditedbyMarieBijnensandMathyVanbuel forthelearn@workProject
Albert Jaszewski Klaus Reich Marianne Georgsen Tom Nyvang Clive Young Anne Murphy Kevin ORourke
This draft report aims to identify current European good practice in the use of ICT Work Based Learning. It furthermore tries to determine the state of the art with an emphasis on how the holistic interaction of pedagogical, organisational, and technical elements aid student engagement, interaction, and long-term learning. This State of the Art report gathers abstracts of recent literary contributions and viewpoints of researchers in this field. This publication is intended for researchers, practitioners, teachers, tutors, and trainers in organisations and institutions involved in Work Based Learning and especially in the induction aspects of learning in the workplace. The learn@work consortium welcomes all comments and contributions: please send them to learnatwork@atit.be More information on the learn@work project is available at http://www.learnatwork.info/
This project has been funded with support from the European Commission. This document reflects the views of the authors, and the Commission cannot be held responsible for its content or any use which may be made of the information contained therein.
Table of Contents
1. Introduction: Learn@Work ____________________________________________________________ 8 1.1 Learning at Work: the Concept _____________________________________________________ 8 1.2 Learn@Work: the Project _________________________________________________________ 9 2.What is induction?___________________________________________________________________ 10 2.1 The Learn@Work Point of View ___________________________________________________ 2.1.1 Defining Induction ___________________________________________________________ 2.1.2 Lifelong Learning_____________________________________________________________ 2.1.3 Work Based Learning__________________________________________________________ 2.2 History of Induction Training _____________________________________________________ 2.2.1 Overview ___________________________________________________________________ 2.2.2 Towards a Learning Organisation_______________________________________________ 2.2.3 Work Based Learning and ICT___________________________________________________ 2.2.4 Current Training Trends ________________________________________________________ 2.3 The Stakeholders/Actors: Expectations and Interests __________________________________ 2.3.1 The Learner _________________________________________________________________ 2.3.2 The Trainer/Job Coach _________________________________________________________ 2.3.3 The Organisation/Employer _____________________________________________________ 10 10 10 11 11 11 12 13 13 14 14 15 15
2.4 Advantages of Using Learning Technologies (LTs) ____________________________________ 16 2.5 Issues__________________________________________________________________________ 2.5 1 Organisational________________________________________________________________ 2.5.2 Legal_______________________________________________________________________ 2.5.3 Economical __________________________________________________________________ 2.5.4 Pedagogical__________________________________________________________________ 18 18 18 18 18
3.Current Status of Induction Training through e-Learning ___________________________________ 20 3.1 Europe ________________________________________________________________________ 3.1.1 Employment _________________________________________________________________ 3.1.2 ICT use in Europe: General _____________________________________________________ 3.1.3 Education ___________________________________________________________________ 3.1.4 Lifelong Learning_____________________________________________________________ 3.1.5 e-Learning Applications for the Training of Employees _______________________________ 3.2 Belgium________________________________________________________________________ 3.2.1 Socio-economical Context ______________________________________________________ 3.2.2 Education Level Employment Status_____________________________________________ 3.2.3 Lifelong Learning_____________________________________________________________ 3.2.4 Work Based Learning__________________________________________________________ 3.2.5 Education and Training Systems _________________________________________________ 3.3 Ireland ________________________________________________________________________ 3.3.1 Socio-economical Context ______________________________________________________ 3.3.2 The Immigration Factor ________________________________________________________ 3.3.3 Education and Training Systems _________________________________________________ 3.3.4 Levels of Education at Entry to the Labour Market ___________________________________ 3.3.5 Work-related Training and Learning ______________________________________________ 3.3 6 Who Learns at Work?__________________________________________________________ 3.3.7 The Use of e-Learning Technologies in Work Based Learning __________________________ 3.3.8 E- Learning Issues for Work-related Learning _______________________________________ 3.4 UK____________________________________________________________________________ 3.4.1 Population and employment _____________________________________________________ 3.4.2 UK Qualifications Framework ___________________________________________________ 3.4.3 Post-Compulsory Education and Training __________________________________________ 3.4.4 Work Based Learning__________________________________________________________ 20 20 20 21 21 21 22 22 22 22 22 23 23 23 24 24 25 25 26 27 27 28 28 29 30 31
3.5 Denmark_______________________________________________________________________ 3.5.1 Socio-economical Context ______________________________________________________ 3.5.2 Education Level Employment Status_____________________________________________ 3.5 3 Lifelong Learning_____________________________________________________________ 3.5.4 Education and Training Systems _________________________________________________ 3.5.5 Work-related Education and Learning _____________________________________________ 3.6 Austria ________________________________________________________________________ 3.6.1 Economic Development ________________________________________________________ 3.6.2 Adult Education in General _____________________________________________________ 3.6.3 Participation in Vocational Trainings ______________________________________________ 3.6.4 Work Based Training __________________________________________________________
33 33 33 33 34 35 36 36 37 38 38
4.Organisation of Induction Training _____________________________________________________ 40 4.1 Training Methods _______________________________________________________________ 40 4.2 Inducting New Employees_________________________________________________________ 4.2.1 General Training______________________________________________________________ 4.2.2 Mandatory Training ___________________________________________________________ 4.2.3 Job Training _________________________________________________________________ 4.2.4 Training Evaluation ___________________________________________________________ 4.2.5 Checklist____________________________________________________________________ 40 40 40 41 41 41
4.3 Inducting Employees in General ___________________________________________________ 43 4.4 Induction Models ________________________________________________________________ 4.4.1 Learning on Demand __________________________________________________________ 4.4.2 Blended Learning _____________________________________________________________ 4.4.3 Computer Based Training_______________________________________________________ 4.4.4 Online Learning ______________________________________________________________ 4.4.5 Apprenticeship _______________________________________________________________ 4.4.6 Informal learning _____________________________________________________________ 4.4.7 Job Coaching ________________________________________________________________ 4.4.8 Classroom Training ___________________________________________________________ 43 43 44 44 45 45 45 46 46
5. The Learn@Work scaffolding: Collaborative e-Learning Design Method ______________________ 47 5.1 Focussing ______________________________________________________________________ 47 5.2 Pedagogy: Identifying the Principle Values __________________________________________ 47 5.3 Development Process of Concrete Induction Programmes ______________________________ 48 5.3.1 The Learn@Work Strategy______________________________________________________ 48 6. Learn@Work pilot projects ___________________________________________________________ 49 6.1 About the Pilot Projects __________________________________________________________ 49 6.2 To consider before getting started ________________________________________________ 49 6.3 The Case Studies ________________________________________________________________ 49 6.4 The Fortis Coaching Game________________________________________________________ 51 6.5 Induction De Lijn _______________________________________________________________ 59 6.6: BA by Learning Contract - Theme: Learn@Work____________________________________ 65 6.7: MSc Innovation Management _____________________________________________________ 72 6.8: Social Software _________________________________________________________________ 78 6.9: ADVOCATE___________________________________________________________________ 83 6.10: LEARN@WORK DIT PILOTS __________________________________________________ 87 6.11: E-Learning Lab, Aalborg _______________________________________________________ 93 7.Sources and Resources ______________________________________________________________ 100 7.1 About Induction: _______________________________________________________________ 100
7.2 State of the Art: Europe _________________________________________________________ 100 7.3 State of the Art: Ireland _________________________________________________________ 101 7.4 State of the Art: Belgium ________________________________________________________ 102 7.5 State of the Art: Denmark _______________________________________________________ 103 7.6 State of the Art: Austria _________________________________________________________ 103 7.7 State of the Art: UK ____________________________________________________________ 104 8. Appendix _________________________________________________________________________ 105
1. Introduction: Learn@Work
1.1 Learning at Work: the Concept
In his Work Based Coordination Manual/Guidelines Terry Bergeson states that before the 20th century, most learning was directly related to work. Young people learned by watching their parents or working alongside them, and through apprenticeships with experts. According to Bergeson, work changed and became separated from learning with industrialization. This gap between education and work continued to grow, and over time many of the concepts being taught in the classroom were lacking a real-world context.1 In a presentation at Online Educa 2005, Mia Verstraeten, director of IBM Learning, Europe, mentions the findings of the US Department of Commerce. According to them, at least 80% of employee learning happens in the workplace. A recent US Department of Labour study found that workplace learning is widespread across many employee interactions and serves to fulfil most learning need, perhaps as much as 70%. The learning is ongoing, often unrecognised, and involves knowledge and skills that are attainable and immediately applicable. Whether the number is 70%, 80% or 50%, its large enough for us to rethink how best to leverage the workplace to enable employees to learn ever-changing, essential knowledge and skills.2
New business and organisational models are thriving, invalidating long-term established approaches. The result is innovation at all levels in societies, economies and within organisations. Change necessitates learning we need to continuously acquire new skills, knowledge and behaviours throughout our lifetimes - Richard Straub -3 The use of information and communication technologies (ICTs) is now regarded as one means of enhancing both the learning opportunities and the effectiveness of learning for adults in the workplace. It has been found that Work Based Learning, which may or may not be related to a formal curriculum, can often be an isolated and unsupported activity for individuals, and that it is often difficult for individual, isolated adult learners-at-work to keep up their momentum and motivation. It is now considered useful for worker-learners to have support on-line from both peers and accompanying experts, so that their own isolation is reduced, and so that they have opportunities to gain from collective learning opportunities to develop academic skills in learning how to learn and to develop skills in reflective practice. ICTs can enable a richer combination of formal and informal learning, and can offer more options for group and individual activity. They can provide more flexible approaches than formal, individual learning packages that are paper-based or that are confined to CD-roms/tapes/videos. Induction training is vital for new employees. According to the website businessballs.com - a free ethical learning and development resource for people and organizations, run by Alan Chapman, in Leicester, England - Good induction training ensures new employees are retained, and then settle in quickly and happily to a productive role. Induction training is more than skills training. It is about the basics that seasoned employees take for granted: what the shifts are; where the notice board is; the routine for holidays or sickness; where's the canteen; what is the dress code; where the toilets are. New employees also need to understand the organisation's mission, goals and philosophy; personnel practices; health and safety rules; and of course they need to know about the job they're required to do, with clear methods, timescales and expectations.4
Bergeson, T, et al. Work Based Learning Coordination Manual/Guidelines, 2004 Vanstraelen, M., On Demand Learning at IBM, Book of Abstracts, Online Educa Berlin 2005, p111 Straub, R., Competing in a flat world the transformational power of e-Learning, Book of abstracts, Online Educa Berlin 2005, p1 4 Businessballs.com, Induction training and induction checklist http://www.businessballs.com/inductiontrainingchecklist.htm
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2.What is induction?
2.1 The Learn@Work Point of View
2.1.1 Defining Induction
There are two ways of defining induction, one narrow and one extensive. In the narrow (and commonly used) definition, induction training is regarded as the training provided to new employees to acquaint them with the company structure, their specific job requirements and practical/organisational issues. As part of the process of gaining knowledge and skills at work (learning at work), the first phase an employee has to pass is the initial introduction to work. Arriving at a new job, an employee is confronted with plenty of new information, not only jobspecific but also practical and legal issues for example. To facilitate the process of integrating the new employee in his/her new working environment, its therefore of great importance to start in a good way. However, the Learn@Work consortium prefers to enlarge this definition and use it in its broad sense, with an emphasis and new related to any possible aspect of working. This can contain several things: First of all, the narrow definition: training for a new employee Secondly, an employee, who is not necessarily new in the company, learning new skills and competences or with the need to acquire new information in order to improve his/her job performance. This can also apply to people transferring from one position to another within a company, or simply to employees who need to be acquainted with a new computer programme which will be used in the company. As a result of these two aspects, Learn@Work decided to define induction as the transfer from a non-learning situation to a learning situation, regardless the current position or status of the employee within the company and regardless the content of the training. Induction is a way of Work Based Learning and, as Learn@Work defines it, also a way of lifelong learning, two key concepts in current society. Although this broad Learn@Work definition might not be the correct one in the exact sense of the word, it seems more useful in relation to the main objectives of the project. This because of several reasons: It became clear quite quickly that there is not one possible induction model. Even if induction, in the narrow sense of the word, is supposed to contain some specific aspects, it was impossible to create one standard model for all induction. So already within the narrow concept of induction, there was an wide range of differences between the several pilot projects It also became clear theres not really an established market for induction trainings in the narrow sense of the word. In most companies, theres not really an induction package except for some leaflets or brochure on the company. We noticed that most companies focus mainly on job-specific training packages and other learning-on-the-job models. In addition to this, as soon as the negotiations about the pilot projects with companies began, it became obvious that they were not especially interested in pure induction, and to work with them, we would have to change our approach. The broad definition also offers more experimental possibilities for the project. The different pilot projects are varied, and that provides us and other developers with much inspiration and expertise.
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Since the early 1990s, the concepts of lifelong learning and the constant acquisition of knowledge and skills are very prevalent on the international forum. UNESCO, OECD and the European Commission published reports almost simultaneously in which the concept of Lifelong learning was the central theme. In Luxembourg in 1998, Lifelong learning and the heightening of usability through education was put forward as a central theme on the national and international agendas. The speed of development in the field of ICTs has played an important role in the development of a knowledge society in general and the methods for independent learning in specific. The developments in ICT not only force us to place the theme of lifelong learning at the foreground, but offer at the same time several possibilities to develop more individualised learning programmes.
Being Mobile is a project funded by the European Commission which aims to promote the concept of Virtual Mobility. Concrete cases can be found on their website www.being-mobile.net or in their publication which can be downloaded from their website.
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Many authors today talk about an emerging new economic order that is reshaping the way work is done. This economy is shaped by the way goods and services are delivered. Rapid technology changes, the total quality movement, team-based manufacturing, globalization, and new management styles are resulting in the emergence of a new type of workplace. In the new workplace, individuals at all organizational levels must learn continuously to increase both their skills and knowledge. Organizational restructuring has eliminated many middle management positions. Front-line employees are asked to take more initiative, ask questions, solve problems, be flexible, perform a wide variety of jobs, and take more decision-making responsibility. These basic skills are very different than those needed in top-down traditional assembly line workplaces. The workplace literature describes three characteristics of a the new workplaceinnovation, learning and collaboration. Innovation: Rapid innovation is a characteristic of the new economy. Innovation today is often a result of technology, especially information technology. The computer, primarily the microcomputer, is accelerating the rate of innovation in many areas. In accounting, production, sales and marketing, maintaining inventory, scheduling work, and delivering education and training, the computer has assumed an ever larger role. Learning: Change requires learning. New work requirements necessitate an ability to adapt quickly. Innovation in today's workplace is causing an unprecedented level of learning. The term learning organization and high-performance workplace describes the new workplace where learning occurs at all levels of the organization. Workplace learning usually has a purpose and an impact on the work done. Learning in the workplace occurs in a variety of ways to adapt to the changing needs of each situation. Collaboration: Todays levels of innovation and learning have also led to an increasing emphasis on collaboration. Knowing everything necessary for effective work is no longer possible for one employee, or one manager, or one organization in a rapidly changing world. New workplaces are characterized by a more collaborative, participatory style of management. Many organizations are moving from hierarchy and control to collaboration. Networks of customers, suppliers and producers are commonplace. As workplaces emphasize high performance, decision making occurs in a more distributed process throughout the organization. This decision making process involves employee work teams and other interdepartmental cooperation.
Staes, J., Het herexamen van een managementgeneratie, organisaties op zoek naar een nieuw evenwicht, Standaard Uitgeverij, 1999 8 Staes, J., Het herexamen van een managementgeneratie, organisaties op zoek naar een nieuw evenwicht, Standaard Uitgeverij, 1999 9 Staes, J., Het herexamen van een managementgeneratie, organisaties op zoek naar een nieuw evenwicht, Standaard Uitgeverij, 1999
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Tasks and competences were divided and companies became learning organisations10 "A Learning Organisation is one in which people at all levels, individuals and collectively, are continually increasing their capacity to produce results they really care about."11 Its an organisation that learns and encourages learning among its people. It promotes exchange of information between employees hence creating a more knowledgeable workforce. This produces a very flexible organisation where people will accept and adapt to new ideas and changes through a shared vision.12
On-line learning
Learning Demand
Learning Mall
Staes, J., Het herexamen van een managementgeneratie, organisaties op zoek naar een nieuw evenwicht, Standaard Uitgeverij, 1999 11 Definition by Richard Karash, speaker facilitator and trainer on the theme towards a learning organisation. 12 Karash, R., Learning Organisations Where the learning begins http://www.see.ed.ac.uk/~gerard/MENG/MEAB/lo_index.html?http://oldeee.see.ed.ac.uk/~gerard/MENG/MEAB/lo_index.ht ml 13 Van der Zanden, P. and Veen, W., Successive stages of educational technologies and practices, Online Educa Berlin 2005 book of abstracts p. 23, 2004 14 Heathfield, S.M., Six training trends, Human resource guide, http://humanresources.about.com/od/trainingtrends/l/aatrain_trends.htm
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potential internal or external trainee to learn their needs and then to develop custom content to help them achieve their desired outcome is the recommended approach. This requires that the training professional can assess needs and make recommendations about activities, reading, lessons, classes, work assignments and approaches that will help the customers create their success15. Measuring the results Donald Kirkpatrick (1979) identifies four levels of training evaluation16. The first level measures the learners' reaction to the training program. The second level measures the learning that has occurred. Third level training evaluation measures the changes in behaviour the participants exhibit on the job as a result of the training program. Level four measures the results of the training program as these results affect the organization's bottom line.17 Changing training delivery Trainers are increasingly asked to impart training skills to people who are experts in subject matter. Therefore, training others to train is a desired competency. With nontrainers training, the training professional needs to hone his skills in locating resources, needs assessment, training design and development, and performance consulting.18 Focus on the Individual Employee In addition to classes, individual employees will learn through cross-training, stretching work assignments, lateral moves to different jobs, reading, facilitated sessions, and other methods. Development plans are increasingly individualized which requires that the objectives of any training experience are individualized. You'll see less department-wide sessions and fewer company-wide classes offered.19 Just-in-time training Immediately applying the new information learned in a training experience allows the employee to practice new behaviours. Giving employees information months or even years before they need it will ensure training failure.20
Heathfield, S.M., Six training trends, Human resource guide, http://humanresources.about.com/od/trainingtrends/l/aatrain_trends.htm Kirkpatrick, D.L. (1979). Techniques for evaluating training programs, Training and Development Journal 33(6), 78-92. 17 Heathfield, S.M., Six training trends, Human resource guide, http://humanresources.about.com/od/trainingtrends/l/aatrain_trends.htm 18 Heathfield, S.M., Six training trends, Human resource guide, http://humanresources.about.com/od/trainingtrends/l/aatrain_trends.htm 19 Heathfield, S.M., Six training trends, Human resource guide, http://humanresources.about.com/od/trainingtrends/l/aatrain_trends.htm 20 Heathfield, S.M., Six training trends, Human resource guide, http://humanresources.about.com/od/trainingtrends/l/aatrain_trends.htm
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employee to attend external seminars. The majority of external further training programmes are not oriented towards the needs of small and medium-sized enterprises either, they are not very compatible with company work processes and consequently do not promise much benefit to the employees and the company. Concerning acquiring interdisciplinary competencies, it is also particularly true that such action-related competencies cannot be acquired in a purely theoretically manner while sitting at a desk. Rather, they can only be developed while performing actions themselves and dealing with practical problems. The learners interest Obviously its in the learners interest to take part in the induction training that is offered to him/her. He/she will be more quickly familiarised with his job and integrated in the company. Moreover, not only to feel good in his/her job but also to be able to carry out the job the way he or shes supposed to.
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Creatoru, S. and Stroisch, T., Essential Elements of effective classroom training, 2002 CompuMentor, http://www.techsoup.org/learningcenter/training/page5113.cfm Businessballs.com, Induction training and induction checklist 23 Businessballs.com, Induction training and induction checklist http://www.businessballs.com/inductiontrainingchecklist.htm
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The conference board of Canada, solutions for employers: effective strategies for using learning technologies in the workplace, knowledge review report, 2000, http://www.conferenceboard.ca/education/pdf/solutions1.pdf
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Greater control over learning: LTs offer flexible solutions that provide employees with autonomy over their professional development, learning and skills development. 21 Employees can fit their training into their work schedules, determine the pace of their learning and spend time clarifying knowledge and skill areas without being bound to a group. Employees focus their learning: LTs provide focused and relevant training by allowing employees to focus on the content and match it to their individual learning needs. Since they have control over their learning focus they can identify the most appropriate content and decide how much time to spend on each component of their learning. Employees increase value to their employer: LTs can help employees gain skills that can increase their value to their employer and productivity. These LT acquired skills can also yield increases in pay. Research has confirmed significant wage gainsin the order of 10 per cent. Improved employee self-confidence LTs may be a way of encouraging learning by reducing exposure and embarrassment over the pace or success of learning, with the ultimate reward of improved employee self-confidence. 23 Combined with the element of autonomy and independence that LTs can provide to learners, private progress through an LT training program can be an incentive to learning and a means of ensuring that those who will not admit a lack of knowledge can acquire it in a discreet manner. Job satisfaction: Employees that have LT-acquired skills to do their jobs will be more satisfied with their performance on the job. Improved job performance: Employees that have the skills to do their job properly will improve their performance and ultimately their productivity. LTs are means of providing these skills. Recognition of achievement: Employees can track learning acquired through LTs. Within an integrated IT, training and HR system, the recognition of successfully completed training modules can be tracked and linked with performance reviews and provide an incentive for employee training. Safer work environments: For some employees LTs can result in a safer work environment by providing critical information where and when employees need it, especially in locations where traditional learning methods dont work well. Improved e-literacy: Learning using LTs, especially in the work, can heighten the capacity of employees to use technologies for job tasks. In many cases, the employees actually use the learning technologies in their work processes. As they become more comfortable with using LTs they gain expertise and confidence in using technology. In other words their e-literacy, their ability to understand and use information and communications technologies, is improved.
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2.5 Issues
2.5 1 Organisational
Its the organisations responsibility to develop a context in which the training can be organised. Time needs to be made available and the necessary measures need to be taken. For example, the organisation needs to engage a suitable trainer, develop or buy useful computer programmes and equipment and finance the whole process of inducting the new employee. If a external or internal trainer is appointed to do the specific task of inducting the new employee its up to him/her to develop the actual training course. They need to find the right material for the courses, create a framework, develop the content and do the training. The trainer has the actual responsibility over the whole training course. In small companies however, the emphasis is more on informal training, for example colleagues helping the new employee on his way into the new company. Here its more the responsibility of the employer to make sure that the new employee is integrating well in the company. For the new employee its very important that the induction training is well organised and that everything is clear to him/her from the start. A well trained new employee functions better in a company which is at the same time and advantage for the company.
2.5.2 Legal
Proper induction training is increasingly a legal requirement. Employers have a formal duty to provide new employees with all relevant information and training relating to health and safety particularly25.
2.5.3 Economical
In the opinion of Tony ODriscoll and Paula Briki The current market economy places a premium on innovation, new business models and new ways of organising work. Furthermore, it is facilitated by an information-rich ecosystem that enables the majority of our daily work activities. In this transparent and globally interconnected economy, organisations or individuals that cannot change as fast as the economic environment within which they operate are destined to regress to a mean of mediocrity26
2.5.4 Pedagogical
Stephen Gance, PhD states, Over the last four decades educational learning theory has evolved from behaviourism through cognitive information processing to the current emphasis on constructivism. An example of a pedagogical strategy arising from a behaviourist tradition is including practice and repetition as a fundamental part of the learning process. Cognitive information processing theories hold that there are fundamental principles guiding how people learn and those principles can be derived from how they process information. For instance, a familiar information processing principle holds that people cannot handle more than seven plus or minus two items comfortably at any one time. Such a principle leads directly to a instructional design strategy that suggests presenting from five to nine items at any one time to the learner. Both the behaviourist and the information processing views typically consider that there are domains of knowledge and the teachers (or instructional designers) job is to transmit the facts and concepts of the domain to the learner through lectures, recitations, or planned instructional sequences. Further, instruction should provide for review and practice until the learner has mastered these facts and concepts. Vygotsky, the 20th Century Russian educational theorist, provided a foundation for socio-cultural theories of learning that have become part of the constructivist tradition. Vygotsky considered that cognitive development was inherently integrated with social and emotional development. Other
Businessballs.com, Induction training and induction checklist Adapt or Die: The Strategic Role of Learning in the On-Demand Enterprise, By Tony ODriscoll and Paula Briki, http://www.learningcircuits.org/2004/may2004/odriscoll-briki.htm , Learning Circuits, 2004
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constructivist strains have grown out of Vygotskys ideas linked with anthropological and cognitive theories. Anthropological research in the early 1990s on problem solving within cultural groups outside of the institutions of school led to the notion of situated learning where cultural and contextual clues supported the learner in the context of realistic activities.27 Stephen Gance provides the following summary of the main pedagogical components commonly associated with constructivism: A cognitively engaged learner who actively seeks to explore his or her environment for new information. A hands-on, dialogic interaction with the learning environment A constructivist pedagogy often requires a learning context that creates a problem-solving situation that is authentic in nature A social component often interpreted as actual interaction with other learners and with mentors in the actual context of learning. According to Stephen Gance It is important to point out that there are lots of ways that computer based educational technology can be useful in education. But, if it is a constructivist learning environment we seek it is still out of reach to provide one using technology alone.28 According to Dori Digenti organizations rapidly move their training focus to virtual environments, resulting in a proliferation of methods to support formal learning has appeared: teleconferencing, videoconferencing, e-meetings, and online courses (quadrant 2). The move to virtual delivery often involves combining a body of knowledge with resource links, interactive segments, personalization features, and other bells and whistles. Yet, even in the innovative uses that make the learning experience more engaging and possibly more effective, the underpinnings are still those of formal learning.29 On a parallel track, however, Dori Digenti states, there's a growing recognition that valuable learning often takes place through informal learning. Informal learning is based in conversations, social interactions, and team projects, in which learning is part of the interactions between people. It has been acknowledged as one of the key reasons for forming communities of practice, networks, and other forums that allow people to network and socialize. Informal learning isn't limited to a predefined body of knowledge, but rather emerges from the interaction of people. At the heart of it is the transfer of tacit knowledge - knowledge that's not articulated but is acquired by individuals through experience.30
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Gance, S., Are constructivism and computer-based learning environments incompatible?, 2002, Journal of the association of History and Computing, http://mcel.pacificu.edu/JAHC/JAHCV1/K-12/gance.html Gance, S., Are constructivism and computer-based learning environments incompatible?, 2002, Journal of the association of History and Computing http://mcel.pacificu.edu/JAHC/JAHCV1/K-12/gance.html 29 Digenti, D., Make Space for Informal Learning, 2002, Learning Circuits, http://www.learningcircuits.org/2000/aug2000/digenti.html 30 Digenti, D., Make Space for Informal Learning, 2002, Learning Circuits, http://www.learningcircuits.org/2000/aug2000/digenti.html
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Eurostat Total employment rate http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref& language=en&product=STRIND_EMPLOI&root=STRIND_EMPLOI/emploi/em011 32 Eurostat: internet activities in the European Union report Eurostat, 2004, http://epp.eurostat.cec.eu.int/portal/page?_pageid=1090,1&_dad=portal&_schema=PORTAL 33 At the time of writing this report, figures for the year 2005 were not yet available. 34 Eurostat: internet activities in the European Union report Eurostat, 2004
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3.1.3 Education
In Europe 77,3% of the young people have a secondary level degree. This indicator, which is called "Youth education attainment level, is defined as the percentage of young people aged 20-24 years having attained at least upper secondary education attainment level.35
Eurostat, percentage of enterprises using e-Learning applications for training and education of employees. 2006
For 2003 Greece and Finland are followed by Spain, Malta, Ireland, Austria, Portugal and Sweden (with an average above 20%). The Netherlands (10%), Denmark (8%) and Italy (4%) close the list. For 2004 its very prevalent that there are only new member states at the top of the list, Cyprus, Lithuania and Romania are followed by Latvia (435), Poland (42%), Greece and Bulgaria (both 41%), Slovakia, Finland, Slovenia and Spain (between 30% and 40%), The list is again closed by the Netherlands (10%), Italy (9%) and Denmark (9%). Secondly it also becomes clear that e-learning applications for the training of staff are more common in large enterprises than in medium sized enterprises. In Cyprus in 2004 it was used by 70% of the large enterprises with Internet access.
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Eurostat Youth education attainment level http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref& language=en&product=STRIND_INNORE&root=STRIND_INNORE/innore/ir091 36 Eurostat Lifelong Learning http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref& language=en&product=STRIND_EMPLOI&root=STRIND_EMPLOI/emploi/em051
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2005
EU - 25 EU - 15 Lithuania Cyprus Slovenia Slovakia Greece
Total 23 21 55 50 42 42 40
Small enterprise 21 19 53 49 40 40 38
Medium enterprise 30 29 59 53 45 48 50
Large enterprise 42 41 68 77 50 53 65
Eurostat, percentage of enterprises using e-Learning applications for training and education of employees. 2006
Followed by Latvia, Spain and Finland (between 30 and 40 percent), Ireland, Estonia, Poland, Norway, Sweden, Belgium, Austria, Malta, Germany, UK (between 20 and 30 percent), and at the end of the list Hungary, Portugal, the Netherlands, Denmark, Italy and Luxembourg (between 10 and 20 percent)
3.2 Belgium
3.2.1 Socio-economical Context
Belgium is a country with a population of approximately 10,3 million people37. The level of education in Belgium is high, 80,3% of the population complete a second level education. The employment rate is a 2,7 percent below the EU average with 61,1 percent of the Belgian population working38.
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The CIA factbook. Population rate of July 2006 Employed population consists of those persons who during the reference week did any work for pay or profit for at least one hour, or were not working but had jobs from which they were temporarily absent 39 Eurostat: http://epp.eurostat.ec.europa.eu/ Youth education attainment level 40 In population people older than 15 year old are counted in. www.statbel.fgob.be 41 Life-long learning refers to persons aged 25 to 64 who stated that they received education or training in the four weeks preceding the survey
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Trainings in Companies according to size of company, Belgian national agency for statistics
40,7 percent of the employees took a training in the year 2004. In comparison to the former two years that stays more or less the same (39.8% in 2002 and 39.9% in 2003). Again its clear that mostly people working in large companies take trainings with 58.8%, while there is one third of the people in middle sized companies and only 7.6% of the people in small companies. In small companies trainings take only 0.14% of the working hours, while in medium size companies this is 0.66% and in large companies 1.21% Theres not only the difference between the large and the small companies but also the sector in which the company is active. Almost two third of the people (63.2%) working in the energy and water sector had a training in 2004. This sector is followed by the finance, banking and insurance sector in which 61.1% of the employees had a training. On the third place there is the health sector in which 50% of the people had a training. On the other hand, in the catering sector, there were only 9% of the employees that received a training in 2004. The average cost of the training is 1.25% of the total staff costs of a company. In the financial sector this is however a bit more with 2.37% of the staff costs.42
Apart from being a centralised employment agency, presenting job offers and assisting unemployed people in finding a job, they offer a wide range of class-based and online courses. The class based courses are rather practical courses, related to technology, mechanics, secretariat etc. while the online courses are more theoretical for example management, administration or courses to teach specific ICT skills. Courses are partially or completely funded by the government, depending on the current employment status of the trainee. People can enrol for courses on their personal initiative and out of personal interest or on demand of their company who offers them specialised courses.
3.3 Ireland
3.3.1 Socio-economical Context
The population of the Republic of Ireland is circa 4.2m It is estimated that the software industry employs 30,000 people in Ireland with 18,000 of them in indigenous companies. E-learning companies are significant in the Irish economy with over 39 companies located here employing 700-800 people in both the corporate and educational sectors (Forfs 2005a). Employment in the software and e-learning sectors, however, is unstable, with companies such as Skillsoft/SmartfForce and RiverDeep cutting their workforces in recent years. Government power is highly centralised with departments of government regulating most matters of the public sphere. Local government is elected by the PR system but its powers are limited by the
42
These numbers come from the national Belgian agency for statistics. It was counted on a total of 38 530 companies with a total of 1.331.229 employees. Statistics for the year 2005 were not yet available.
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fact that all finances are centrally allocated by government departments. Local area development organisations (NGOs) work in partnership with local authorities on matters related to local economic development and local adult education needs. Overall, the economy is moving from dependency on agriculture, manufacturing and tourism, towards one that is a knowledge-based, with an emphasis on product development and internationally-traded service provision. Opportunities for economic growth are generally regarded as being in internationally traded services with emphasis on niche knowledge-based and high-value technological innovatory products. Research, innovation and development are therefore central to Irelands future economic growth, including research in the sciences, and in IT-based technologies and learning tools. Irelands competitive advantages include a highly educated workforce, a favourable taxation regime, expertise in markets, a favourable exchange rate in the Eurozone, investment in science and technology, and growth in human capital.
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Level 5
Leaving Cert. (55,500) PLC (8,600) Fs (33,400) Filte Ireland (2,800) Teagasc (1,500)
Level 9 10
Institutes of Technology (1,000)
LABOUR MARKET
Figure 2: 2003 education and training output
Participation rates in higher education in Ireland by second-level school leavers have moved form elite (below 20%) to mass (up to 45%) to universal (over 50%) in the past 30 years. 1980 20% 1986 25% 1998 45% 2003 54%
When the numbers of school leavers who went to further education or apprentice training (FE and VET) are added to the numbers going to higher education, the numbers of learners progressing beyond second level education is above 70% of the cohort.
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Further and Higher Education providers Skillnets Trainers Network Enterprise Ireland Enable Ireland National Adult Literacy Agency (NALA)
training on-line at FE level Partners with Fs in apprentice training and provide courses in e-learning Provides training supports for small and medium sized companies A professional network for trainers in Ireland A state agency providing training and consultancy supports for businesses and enterprises The training and support agency for adults with disabilities The national agency for literacy support at local level in partnerships with local vocational education committees, and provider of resources at a national level Planned as an expert resource to provide technology advice for start-up businesses (now less important)
Key Expert Groups
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The CIPD report November 2003 and the Skillnets survey identified the following issues as important for the successful development of e-learning in Ireland: better infrastructure and connectivity more bandwidth available nationwide remote/wireless access availability of competent IT staff with a range of skills worker motivation and reward for participation in on-line learning a change in workplace culture to encourage e-learning In 2004 an e-learning research and development roadmap for Ireland was developed by the National College of Ireland (NCI) and Science Foundation Ireland (SFI). The roadmap recommended a policy direction located within Irelands potential to create a knowledge economy and within a lifelong learning agenda. It did not disconnect e-learning from the wider education and economic policy issues, and accepted that the techno-economic paradigm is likely to influence how e-learning is developed in the future. Academic staff who have tried out and evaluated e-learning research projects have concluded that the original enchantment and optimism about the potential of ICTs in education have not been sustained in reality. They conclude that e-learning needs to be used with face-to-face contact, or with paper-based materials and guides, especially where workers may be isolated from other learner-workers. They emphasise that each workplace context and culture is unique to itself, with its own situated learning culture. This makes the development of generic e-learning programmes difficult, if the individual needs of all learners are to be met. They conclude that there needs to be a greater understanding of the learner-technology interface in the workplace, and that all e-learning packages should be underpinned by a deep understanding of situated learning theories and theories of learner motivation.
3.4 UK
3.4.1 Population and employment
The United Kingdom (UK) consists of 4 countries: England, Wales, Scotland (Great Britain) and Northern Ireland. While the general statistics is available for the whole UK, some data can cover one country only. It holds true especially for England, where 84% of the UK population lives. Therefore, when giving the figures, the name of the country will be mentioned if necessary. According to Eurostat (2006), the population of the UK has exceeded 60 million in 2005. This means a 19% increase from its population of 50.3 million in 1951, and a 3.3% increase over the last decade (1994 to 2004). Between 2001 and 2004, almost two thirds of the increase in population in England and the UK was due to net in-migration, with great impact on economy. This is illustrated on the diagram below:
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Natural increase and net migration as components of population change, 1991-2004, UK, (National Statistics, 2006)
Working age population in the UK at spring 2004 was 36.3 million, of which 23.5 million were employees, 3.3 million were self employed, 1.3 million were unemployed and 7.9 million were economically inactive (DES, 2004). Unemployment rate in 2005 remained at the same level of 4.7%. Employment rate was high: 71.7%. The new data will be available at the beginning of year 2007.
Original levels
(Before 1 Sep 2004) 5 Level 5 NVQ Level 5 Diploma
Revised levels
4 Level 4 NVQ Level 4 Diploma Level 4 BTEC Higher National Diploma Level 4 Certificate
3 2 1
4 Level 4 Certificate (Level 3 Certificate, Level 3 NVQ, A levels ) (Level 2 Diploma, Level 2 NVQ, GCSEs Grades A-C ) (Level 1 Certificate, Level 1 NVQ GCSEs Grades D-G)
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SCQF THE SCOTTISH CREDIT level SQA National Units, Courses and Group Awards 12 11 10 9 8 7 6 5 Advanced Higher Higher Intermediate 2 Credit Standard Grade
AND QUALIFICATIONS Higher Education Doctorates Masters Honours degree Graduate Diploma/Certificate Ordinary degree Graduate Diploma/Certificate Higher National Diploma Diploma in H. Ed Higher National Certificate Certificate in H. Ed
SVQ 4
SVQ 3 SVQ 2
SVQ 1
3 2 1
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Vocational Qualifications and Working towards a Qualifications 45% of working age people had received NVQ level 3 equivalent or above in spring 2004, whereas 26% had received NVQ level 4 equivalent or above and 15% had no qualification. There were 214,200 LSC (Learning and Skills Council) work-based learning provision programme leavers in England in 2002/03. Of these, 40% were qualified for Modern Apprenticeship Framework or NVQ. 18% of all working age people were studying towards a qualification in spring 2004. More young people aged 16-24 were working towards a qualification than in any other age group. Advanced Modern Apprenticeship Apprenticeships (FMAs) schemes (AMAs) and Foundation Modern
47,300 people started Advanced Modern Apprenticeship schemes in England in 2002/03. The average number of learners was 108,300, almost 40% of all learners on work-based learning for young people. 115,700 people started Foundation Modern Apprenticeships in England same year. People with high levels of qualifications had received job-related training much more often than those with low or no qualifications.
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confidence. 37% of employees thought training could help in getting promoted; at the same time 47% thought it could help them get a better job in another company. Constraints on Work Based Learning Almost 20 % of employers felt they provided the sufficient level of training for their organisation. Pressures on staff time and resources are very often considered as obstacles for providing workbased learning, whereas employees complain of employer reluctance to award time off the job for work-based learning. Only 44% of employees have been asked by their employers about what kind training would be useful to increase effectiveness in their jobs. Threats in the work based sector Unfortunately there are some serious problems within certain areas of work-based learning environment. The Learning and Skills Development Agency (LSDA) has been conducting research into the reasons for the deterioration in the grades awarded to work-based learning provision from Adult Learning Inspectorate (ALI) inspections compared with Training Standards Council (TSC) inspections (LSDA 2002). Some inspections revealed a number of significant problems in the quality of work-based learning. More poor grades had been awarded in the last year of operation of the TSC. The situation became even worse under the supervision of ALI inspectors. There is a general improvement of success rates in work-based learning; however these rates are still low and this is reflected in the large number of low grades awarded. Some concerns are expressed over dissonance between success rates in work-based learning for young people and its labour market context. There is not enough staff with proper qualifications in the work-based sector and staff development remains on unsatisfactory level. If more productive learning and assessment are needed, more support and development options for tutors should be provided: The work-based sector needs to be supported to take a strategic view of its own development through better self-assessment and quality improvement (LSDA 2002) Work Based Learning in Higher Education The study conducted by The Higher Education Academy (HEA 2006) and also other previous studies prove that higher education institutions (HEIs) are providing work-based learning solutions. There are varied methods of learning, inspired by the institutional mission or sometimes by product. The range of material delivered includes foundation degrees, undergraduate programmes, taught and research postgraduate programmes as well as short courses. Although some still consider work-based learning only as an activity falling under more vocationally oriented institutions, the new student-centred approach is being developed, and the emphasis is put on bringing together learning, teaching, research and other elements. What is also important, the workplace is treated more often as a place providing an opportunity for putting knowledge and skills into practice through action or problem-based projects. The HEA report (2006) indicates the key issues for expansion of a modern work-based learning offer: Overcoming the language barrier (by establishing a shared understanding of work-based learning area, regardless of terms used) Raising demand or expanding provision (the new approach in motivating employers and employees to seek the new higher skill must be developed) Encouraging good pedagogic practice (although HEIs are developing working pedagogical approach, a good understanding of practice is required) Engaging effectively with employers (by building long term and close relationship between HEIs and employers) Transforming accreditation and quality assurance (research shows that there is a need to develop a trans-regional system for a higher level of learning) Meeting the costs of design and delivery (as work-based learning can be very resourcesintensive, the new cost-effective solutions are needed).
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3.5 Denmark
3.5.1 Socio-economical Context
Denmark is a country with a population of almost 5,5 million people43. The level of education in Denmark is quite high, 76,0% of the population complete a second level education. The employment rate is 12,1% above the EU average with 75,9 percent of the Danish population working44.
43 44
The CIA factbook. Population rate of July 2006 Employed population consists of those persons who during the reference week did any work for pay or profit for at least one hour, or were not working but had jobs from which they were temporarily absent 45 Eurostat: http://epp.eurostat.ec.europa.eu/ Youth education attainment level 46 Danish Ministry of Education - www.uvm.dk 47 Danish Ministry of Education (2006): Fremtidssikring af de proffisionsbaserede videregaaende uddannelser, 48 Life-long learning refers to persons aged 25 to 64 who stated that they received education or training in the four weeks preceding the survey
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Looking at the Higher Education System, you will find institutions are grouped into two different sectors: The college sector, i.e. the professionally oriented higher education sector and The university sector. The college sector comprises more than 150 specialised institutions of higher education, about one-third offering short-cycle and two-thirds offering medium-cycle professionally oriented programmes. Increasingly, colleges are merging into larger and more diverse units. The institutions that have specialized in short cycle higher education are merging to Business Colleges (in Danish: Erhvervsakademier) and institutions that have specialized in medium cycle educations have formed a number of Centres for Higher Education (Danish acronym: CVU). Colleges often cooperate closely with each other or with universities. It is mandatory for the CVU's to cooperate with the university sector. All CVU study programmes are research-affiliated. The university sector includes 11 universities, 5 of which are multi-faculty universities. The other 6 specialise in fields such as engineering, education, veterinary science, agriculture, pharmacy or business studies. In addition, there are a number of specialist university-level institutions in architecture, art, music, etc. All university study programmes are research-based, and degrees are awarded at undergraduate and postgraduate level including doctoral degrees. College programmes are defined as professionally oriented higher education, and the referring to the three higher education programmes (short-cycle, medium-cycle and higher-cycle), there are different qualifications. Short-cycle professional qualifications: Diplomas are awarded after a 2-year vocational academy programme building upon either relevant vocational education and training or general upper secondary education. Most programmes give access to further studies within the same field e.g. bachelor programmes.
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These programmes qualify the student for performing practical tasks on an analytical basis. Apart from theoretical subjects, programmes are usually completed with a project. The fields of study are for example: agriculture, textile and design, food industry, construction, hotel and tourism, computer science, industrial production, laboratory technician, IT and communication and international marketing. Medium-cycle professional qualifications Diplomas are awarded after a 3- to 4-year programme at a level corresponding to a university Bachelor programme, but the medium cycle programmes usually prepare students for a profession. Examples are: Teacher training programmes, programmes in social work, journalism, nursing, engineering etc. These programmes provide students with theoretical knowledge as well as knowledge of application of theory to professions and industry. All programmes include periods of practical studies and require the submission of a project/project paper. Most programmes give access to further studies in the same field, i.e. a Master programme or, on certain conditions, a specific candidate programme. Professional Bachelor degrees are awarded on completion of programmes that meet a number of criteria, such as links to research and development. Related to the college programmes, study programmes in the university sector are research-based, analytical and theoretical. They should provide a broad academic foundation as well as specialised knowledge. Medium-cycle research-based qualifications: The Bachelor's degree (B.A./B.Sc.) is awarded after an undergraduate programme of 3 years of study, normally concentrated on one or two subjects. Programmes are self-contained and qualify both for occupational functions and for studies for the candidate degree. Long-cycle research-based qualifications: The candidate degree (cand. + field of study) is awarded after a total of 5 years of study, normally a B.A./B.Sc. + 2 years of study. The programmes qualify students for occupational functions and scientific work. Each candidates programme must include one or two of the major fields of study of the Bachelor programme. It includes the preparation of a thesis of year's duration. Universities also offer international Master programmes of 1-2 years' duration. Some few degrees differentiate from this e.g. Mag. Art. (B.A. + 3 years) and Medicine (6 year) The Ph.D. degree is awarded after a total of approximately 8 years of higher education and research, including the preparation and public defence of a thesis. Admission requirements are normally a candidate degree and the programme itself lasts 3 years. Alongside the ordinary higher education system, the adult education system offers Advanced Adult Education comparable to the level of short-cycle higher education, it offers Diploma programmes comparable to the level of medium-cycle higher education, and Master programmes (e.g. MBA) comparable to a long-cycle higher education level. Most programmes consist of 2 years of parttime study, equivalent to 1 year of full-time study. Admission requirements are: Relevant educational qualification and at least 2 years of work experience within a relevant profession.49
49
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2001 M en 25-29 30-34 35-39 40-44 45-49 50-54 y ears y ears y ears y ears y ears y ears 1393 599 305 200 128 61
In 2003 0,3% of employees between the age of 25-54 took an education. There are no statistics whether the employees distribute within small, middle or large size companies, and further its difficult to be more specific with the educational background for these people. Nevertheless it notable that there is a tendency that employed women from the age of 35-54 is educated more than men with the same age.50
3.6 Austria
3.6.1 Economic Development
Austria is a country with a population of just over 8 million. The level of education in Austria is high, about 78 % of the population complete a second level education. The employment growth in 200151 was low and stagnated in 2003 and therefore, still lies below the EU- average. The unemployment rate increased in 2003 to 4.3 %. In 2005 EUROSTAT published a case study about the employment rate in Austria, which showed positive development. With 68.8 % Austria is situated under the 5 best countries of the EU. The employment rate of women in Austria is about 62 % and already is above the defined aim in Lisbon. The employment rate of the workers increased since 2004 up to 75.4 %. Furthermore, a rise of the employment of older people (55-64) can be seen. In June 2002 the labour-force-concept52 counted a total number of 3.983.000 wage earners, of which 3.482.000 are employees. Concerning the part-time workers it is relevant to say that only 4 % are men and around 36 % are women, who mainly work in the summer season. The age group above 25 years shows an unemployment rate between 6.1 % and 6.7 %, while the 25-50 year olds range around 6.9 % and people over 50 years show an unemployment rate between 7.7 and 11.9 %. In 2004 Austria represented an employment rate over the EU-average.
50 51
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Based on Danish Statistics www.statistikbanken.dk/VEU31 Wirtschaftsbericht 2002 BMWA, p24 Statistik Austria: Mikrozensus Erhebung:, Juni 2002
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Employees 2004: company size smallest sized enterprise (1-9) small sized enterprise (10-49) medium sized enterprise (50249)
employees (absolute) 348 088 482 748 467 282 823 006 2 121 124
large
(250+)
concern
total
The immigration in Austria has been increasing, and currently, over 9 % of the population are composed of immigrants; which generates the need for more language programmes in adult education. The population has been ageing, and there is real concern that Austria may be unable to supply enough skilled labour, unless more young people are well-educated or the effective age of retirement now one of the lowest in Europe, at about 58 on average is increased. Although the population is concentrated on the cities, Austria has many rural areas, which are often isolated and have relatively few programmes and services available.
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Institutions of education Most of the vocational training is offered by non-profit institutions and special forms of public schools. The most traditional institution of adult education in Austria is called Volkshochschule, it is more than 100 years old. Overall there are 293 adult education centres in Austria. Adult education has traditionally taken place in the evening or in blocks at weekends. Training courses for working people are generally designed to be part-time. Finding information Training information and advice for adults is offered by public institutions, the social partners or related adult education institutions and the Labour Market Service (AMS) as well as by the individual Lnder. The bm:bwk has developed a number of IT-based systems to search for competent providers by region and by topic. The Bildungsberater im Netz is a platform, created by the bm:bwk, to promote networking by using the Internet. (www.bib-infonet.at) AMS offers advice, information services and financial support for job seekers and companies. AMS Austria provides a vocational training database on its website, with a lot of information on training institutes and their training activities. (www.ams.or.at)
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Furthermore, it is a fact that distance learning and e-learning are not well-developed in Austria, with a few important exceptions. According to a case study of Statistik Austria in 2003, ICT was the most popular training-sector. About 59.6 % of the employees who frequently use the computer at work participated in trainings that were provided by their companies. According to a case study of the British magazine The Economist concerning e-Learning, Austria is rated number 15 out of 60 countries.
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The involvement of other staff adds an important extra value to the whole training process of the new staff member. Having them creating and delivering sessions, doing demonstrations, accompanying, and mentoring the new starters wherever possible can be helpful and even enjoyable for the existing staff members too. Many find it rewarding and at the same time developmental for themselves57
56 57
induction training and induction checklist, http://www.businessballs.com/inductiontrainingchecklist.htm induction training and induction checklist, http://www.businessballs.com/inductiontrainingchecklist.htm 58 induction training and induction checklist, http://www.businessballs.com/inductiontrainingchecklist.htm
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4.2.5 Checklist
General organizational induction training checklist59 Essential 'visitor level' safety and emergency procedures Washrooms Food and drink Smoking areas and policy Timings and induction training overview Organizational history and background overview Ethics and philosophy Mission statement(s) Organization overview and structure Local structure if applicable Departmental structure and interfaces Who's who (names, roles, responsibilities) Site layout Other sites and locations Dress codes Basic communications overview Facilities and amenities Pay Absenteeism and lateness Holidays Sickness Health insurance Pension Job and departmental induction training checklist. The induction training process also offers the best opportunity to help the new person more quickly integrate into the work environment - particularly to become known among other staff members. Hence the departmental tours and personal introductions are an absolutely vital part of induction. Organizations depend on its people being able to work together, to liaise and cooperate - these capabilities in turn depend on contacts and relationships. Well-planned induction training can greatly accelerate the development of this crucial organizational capability.60 Local departmental amenities, catering,
59 60
Trades Unions Rights and legal issues Personnel systems and records overview Access to personal data Time and attendance system Security Transport and parking Crche and childcare Grievance procedures Discipline procedures Career paths Training and development Appraisals Mentoring Awards and Incentives Health and Safety, and hazard reporting Physical examinations, eye test etc. Emergency procedures, fire drill, first aid Accident reporting Personal Protective Equipment Use, care, and issue of tools and equipment Other housekeeping issues General administration Restricted areas, access, passes
induction training and induction checklist, http://www.businessballs.com/inductiontrainingchecklist.htm induction training and induction checklist, http://www.businessballs.com/inductiontrainingchecklist.htm
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washrooms, etc. Local security, time and attendance, sickness, absenteeism, holidays, etc. Local emergency procedures Local departmental structure Department tour Departmental functions and aims Team and management People and personalities overview (extremely helpful, but be careful to avoid sensitive or judgemental issues) Related departments and functions How the department actually works and relates to others Politics, protocols, unwritten rules (extremely helpful, but be careful to avoid sensitive or judgemental issues) The work-flow - what are we actually here to do? Customer service standards and service flow How the job role fits into the service or production process Reporting, communications and management structures Terminology, jargon, glossary, definitions of local terms Use and care of issued equipment Work space or workstation Local housekeeping Stationery and supplies Job description - duties, authority, scope, area/coverage/territory Expectations, standards, current priorities
Use of job specific materials, substances, consumables Handling and storage Technical training - sub-categories as appropriate Product training - sub-categories as appropriate Services training - sub-categories as appropriate Job specific health and safety training Job-specific administration, processing, etc. Performance reporting Performance evaluation Training needs analysis method and next steps Initial training plans after induction Training support, assistance, mentor support Where to go, who to call, who to ask for help and advice Start of one-to-one coaching Training review times and dates Development of personal objectives and goals Opportunities for self-driven development Virtual teams, groups, projects open to job role Social activities and clubs, etc. Initial induction de-brief and feedback Confirmation of next training actions Wider site and amenities tour
Other induction training activities for managerial, executive, field-based or international roles: Here are some typical activities to include in the induction training plans for higher level people. The aim is to give them exposure to a wide variety of experiences and contacts, before the pressures of the job impact and limit their freedom. As with all roles, induction also serves the purpose of integrating the new person into the work environment - getting them known. Induction training is not restricted to simply training the person; induction is also about establishing the new person among the existing staff as quickly as possible. This aspect of induction is particularly important for technical personalities and job roles, who often are slower to develop relationships and contacts within the organization. Site tours and visits Field accompaniment visits with similar and related job roles Customer visits Supplier and manufacturer visits Visits and tours of other relevant locations, sites and partners Attendance of meetings and project groups Shop-floor and 'hands-on' experiences (especially for very senior people) Attendance at interesting functions, dinners, presentations, etc. Exhibition visits and stand-manning Overseas visits - customers, suppliers, sister companies, etc
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61 62 63
SRI Consulting Business Intelligence, http://www.sric-bi.com/LoD/ Downes, S., From knowledge management to learning on demand, 2003 Downes, S., From knowledge management to learning on demand, 2003 64 Vanstraelen, M., On Demand Learning at IBM, Book of Abstracts, Online Educa Berlin 2005, p111
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Work enabled learning uses the workplace as a learning environment and provides both the workplace context and the opportunity for deeper understanding and reflection. The workplace becomes the classroom and the work tasks become the learning activities, as appropriate, that enable experience and observation, and reflection and review.
www.wikipedia.org Reglin, T. and Sack, C., Blended Learning in company training: en route to integrating learning and work, Book of Abstracts, Online Educa Berlin 2005, p88. Monkey was a pilot scheme that has been tested within several small companies 67 Wikipedia, http://en.wikipedia.org/wiki/Computer_Based_Learning 68 Leach, K. and Walker, S. Internet-Based Distance Education: Barriers, Models, and New Research http://www.itouch.net/~swalker/smec/internet_based_distance_education.pdf
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4.4.5 Apprenticeship
Work Based Learning does not necessarily only start as soon as a new employee is engaged for a job. It can start a long time before that. An apprenticeship or internship in a certain sector is often a very useful way to get students acquainted with a certain sector. These days, the gap between knowledge acquired through education and the actual job skills is so big, that most people start almost from zero when they start working. An apprenticeship teaches the learner concrete working skills and working methods which later on makes his or her actual integration in the professional world much easier.
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Bob Mosher is convinced that although more formal forms of instruction such as the classroom and e-learning will be around for years, its becoming more and more important to watch and harness the more informal methodologies that the starters are utilizing. According to him most of these methods have been around for years, but have gone unnoticed by the training community72.
69 70 71
http://www.dirpedia.com/online-learning.html Connor, M.L.,Informal Learning, Ageless Learner, 1997-2005, http://agelesslearner.com/intros/informal.html Capital Works, LLC 72 Mosher B., The Power of Informal Learning, July 2004, MediaTec Publishing Inc
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Creatoru, S. and Stroisch, T., Essential Elements of effective classroom training, 2002 CompuMentor Creatoru, S. and Stroisch, T., Essential Elements of effective classroom training, 2002 CompuMentor
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5.1 Focussing
The workshop coordinator or other expert presents foci that are already chosen or are possible choices. Based on research, literature reviews and expert knowledge, a presentation is given to introduce the participants to key issue sin pedagogical design of ICT-based learning and teaching. The idea of the presentation is to focus attention on three issues related to identifying the philosophy of the design: the understanding of learning (and subsequently teaching) the understanding of the domain for induction the understanding of technology and the role it plays in both the design and the learning processes The formulation of values and orientation within these three issues is crucial to the design process. The objective of giving this presentation, however, is not to sell specific ideas or solutions, but to bring these issues to the attention of the participant. A design philosophy (or set of values) is something each partner needs to negotiate in relation to their cases; however, a general philosophy is useful as a shared frame of reference for the project.
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Round one (in pairs): All cards are placed within the four categories, with a max of 15 cards in one category and a minimum of 5. After completion, cards from categories 1 and 2 are brought into round two. Round two (groups of four): All cards are placed on the board, with a maximum of 7 cards in categories 1 and 2. The priorities of each group are displayed and cards from category 1 are brought into round three. Round three (one large group): All cards are placed on the board, with a maximum of 5 cards in category 1. The cards can be prioritized with the most important at the top. The output of this workshop is the creation of a value statement regarding ICT-based learning in the work place. The Learn@Work team identified six basic values which are important for developing useful Work Based Learning materials Lifelong Learning Workplace Learning (including Work Based Learning) Motivation (included Self-motivated Learning) Student centred (with learner support and personalised support) Blended Learning (face to face, flexible learning, open learning, self-regulated learning, learner independency, distance learning, resource based learning) Professional development (learning in communities of practice, skill development) Collaborative learning (and co-operation) Individual assignments (task based learning, problem based learning, learning by doing)
One module of the storyline. A storyline consists of several like these next to each other.
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Introduction
Partners in the case
The Fortis Coaching Game is a collaboration between FORTIS Bank (Departments: Retail Banking Belgium, Sales Force Training and Talent Factory, supported by the Divisions eLearning and ICT) and ATiT.
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interface (the game is based on the fact that coaches and coachees do not see each others information, but work together to obtain the best possible results according to the tasks set forward by the training programme). The scoring mechanism of the game is not revealed to neither trainees nor coaches, and they do not know initially that it is in fact the quality of the coaching rather then the quality of the trainees work that gains the highest scores, although that these elements are obviously linked to each other (better coaching should normally result in better results for the trainees.) The FCG is constructed using Drupal, a free and open source software framework that is used in this case as a content management framework. The application meets the IT security requirements of the Bank rigorously: no JavaScript, no Java, or other applets, no Flash, pure HTML only. The web application is light and runs on all platforms that are in use at present at the Banks offices. The server itself runs for the time being on a server outside the Banks IT park (on the ATiT servers) until the service will be adopted fully and integrated in the Banks IT.
Significant challenges in the pilot and induction (methodological, pedagogical, technological, etc.)
Biggest challenge is exactly the motivation of the participants: the training effort is completely voluntary from the point of the coach, there is no incentive for coaches who put in a lot of effort, there is no penalty for those who do not put any effort in. The game formula was chosen expressly in order to try to encourage the coaches to put more and better effort in the training of their trainees. It is clear that good coaches use the FCG to become even better coaches again; they exploit the possibilities given by this service fully. Less good coaches who do not put any effort in coaching, do not even put effort in exploring in how the system can improve their coaching, they do not change their coaching behaviour unless they are challenged in a more stringent manner. For that reason, the Fortis training department is considering to make the training game compulsory, and even to explore if there can be some kind of reward to the game.
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Evaluation objectives
The evaluation focuses mainly on the elements that are important for the training department to decide whether the training implementation is successful and worthwhile. This involves an evaluation of the participants, in order to see how they react, whether they feel that they can learn, can learn better, more efficient and more effective. This evaluation will then provide one of the arguments for the training department to decide upon continuation and extension of the training game. Additional evaluation information is collected about the cost and revenue of the implementation: how much did the development cost, how much does the operation cost, what is the cost of support ad further development for the Bank? Are their costs for the end users? Can the training become more cost effective (by providing electronic documentation instead of paper based documents)? Are their positive effects other than the immediate learning effects for the end users: are their other effects on for example the management skills of the coaches? Furthermore, for ATiT it will be of interest to evaluate also how the training department of a large corporate works with eLearning, with game based learning and with induction or work based learning. For all these reasons, ATiT and Fortis are evaluating not only the direct results of the pilot, but also the overall implementation of the service.
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Participants in the evaluation (students, instructors, designers, representatives from company, etc.)
Participants in the evaluations are one the hand the stakeholders (the company training department and the training service developer) and on the other hand the end users (the trainees as well as the coaches).
Analytic approach
Because the evaluation methods were qualitative rather than quantitative, and mainly aimed at assessing the corporate acceptance of the service designed, the conclusions of the evaluation are a result of a consensus understanding of the findings from the various evaluation exercises. The most important result of the evaluation will be of course the acceptance of the service under evaluation, by the corporate, as this will be a direct indicator of its relevance and quality.
Findings
The coaches75
From the first pilot group, the coaches were very enthusiastic. It offers a benefit to their coaching in the training programme and most of them want this tool to replace the existing manual76. There were a few drop outs because the new officer was replaced to another retail bank and so there was no point in participating in the coaching game. The coaches that are involved at the moment, want to keep using the coaching game to support future coaching tasks (when they will have another new employee coming to their office). Some coaches suggest to expand the coaching game also to support the other training programmes. + Structurally organised coaching All information available in one place, very convenient Motivating Original way of setting up a training programme Getting aware of the importance of coaching and feeling that the afford they do is appreciated and rewarded. No transparent feedback mechanism Training programme is too slow, coaches might loose the moment77
Fortis:
+ Identification of coaches78 Easier to follow up on the coaching process79 The way to get feedback from coaches is more straightforward Made them aware of the gaps in the current training programme Coaches are doing a better coaching job and are more involved in the training programme of the new employee
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The coaches are the people undergoing the induction programme. The game is a coaching support tool, an induction to better coaching performance for senior staff that has not received formal qualification to do this. On the other hand, the people that are coached (the actual new employees) are the ones evaluating the performance of the coaches in their coaching. 76 The manual that the coaches receive is a copy of the manual that the new employees receive in their training programme. 77 The coaching game follows the pace of the training programme set up for the new retail officers, the game narrative and flow is defined by that programme.
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Development of the game was time consuming but once it rolls it works on its own More things need to be done (translation for the French speaking part of Belgium, method for analysing the feedback forms of the new officers regarding the coaching skills of their coach, ...)
ATiT
+ The bank entourage as well as the coaches are very pleased with the game Learning more about game based learning as an instructional method Learning more about pedagogy behind training programmes, incentives to involve people in trainings, motivation of learners and learning managers. Not everything can be foreseen, the technical adjustments that were suggested after the game had been launched, were time consuming Sudden restrictions in the bank regarding IP held up the game during the whole month of February
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In the old training structure, the new retail officers would choose a coach within their office but this coach was not necessarily known by the training department. The coaching was an internal activity within the retail bank, but there was no formal recognition from the head office. Unless the coach contacted the training department of the head office for questions or issues about his trainee, the coache would not be known to the central training department. 79 Even though the scoring mechanism is very intransparent and doesnt reflect the real coaching skills of the coach comprehensively, it does reflect the level of involvement of the coach.
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The scoreboard of the drivenbypassion session (the first pilot group, 16 participants)
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the learning content is integrated seamlessly into the service: it is learning by playing at work. This integration is essential: the learners do not have to leave their usual professional environment, they do not have to act differently to learn, the learning is an immediate part of the work, they do not have to learn anything new (such as a learning environment or another software application) to become learners. They can at any time, when they decide, and from where they decide, at home or at the office, continue to learn.
Tools for setting feasible targets and designing relevant evaluationtools of induction
There is no formal assessment instrument built into the FCG, as this was explicitly not the intention of the training department. Formal assessment would require some form of recognition or reward in the form of financial compensation, promotion or similar. The FCG does have various tools for the participants to evaluate their own performance (in the form of the scoreboard and in the form of the evaluation emails from the trainees). The training department has additional tools in the form of the logs of the application where they can follow the activity (and for example response time) or passivity of the coaches.
Conclusions
Macro level: Under which societal circumstances does the pilot and induction develop and take place?
The training programme is an addition to the voluntary coaching support programme for new employees. The FCG is provided still on a voluntary basis for the time being, as an alternative or complement to the print based training support materials that coaches receive, and in addition to that, the competition and gaming element acts as a motivational element. The provision of the contents in electronic format is a cost saving factor and has as an additional advantage that content can be dynamically and rapidly updated. The online character of the application allows the training department to monitor the progress of the trainees closely and continuously.
Meso level: How does induction and workplace learning take place in the specific pilot?
The FCG is fully integrated in the day-to-day activity of the learners: the activities are seamless parts of their professional tasks. The carrying out of these work tasks under the supervision of their coaches itself is the induction in their professional responsibility. There is a seamless integration of induction, learning and working, within FCG all integrated in a game based environment.
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Micro level: What are the personal and organizational prerequisites for success in workplace learning? When, why and how do breakdowns take place in the induction/workplace learning process?
By the sheer seamless integration of the training in the work tasks, there is no need for the trainee to make the transition between learning and working activities also because the environment is not unfamiliar to them in their working environment: email and web. The main prerequisite for the success of the training seems to be the incentive for the training effort. There is no major change in that since the deployment of the coaching game: before it was difficult to motivate the coaches to being more supportive in the coaching of their assigned trainees: the good coaches were supportive and invested also without incentive in the training of their trainees. After the FCG became available, the coaches had at their disposal a number of additional tools to improve their support, and the FCG was designed in order to reward and motivate their input by means of the game and competition elements. The main complaint that was received from participants was that the coaches do not have enough time to do better coaching: the FCG does not change this. The FCG helps the participants in different ways (providing good overview of where the trainee is in his trajectory, electronic documentation), but where there is a lack of time to support the trainee, this FCG does not bring a solution. Most striking advantage of the FCG is its motivational character, most negative aspect is the lack of transparency in the scoring mechanism. This was intentional in the design of the game, in order to keep the competition fair and challenging, but this may have to be reviewed. The mystery aspect does not contribute to a positive attitude towards the game, on the contrary. One of the most striking conclusions that we can draw from the pilot so far, is that coaches that were proactive and supportive in their coaching responsibility, remain good coaches and that they use whatever is available (FCG or the print based materials) to their best outcome, and that less active coaches do not change their attitude significantly. Further research and evaluation will have to proof if the FCG does make a significant enough change in the group of indecisive or rather passive coaches to make them better coaches and consequently result in better-trained new employees.
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Introduction
Partners in the case
This implementation of a system to manage and deploy induction for all new employees of De Lijn is a result of the collaboration between De Lijn (Central Services: Department HR and Development) and ATiT.
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The content can be adapted continuously and dynamically to changes as they happen. The employee can revert at any moment in his/her further career to the content when it is necessary or useful.
The following modules are initially considered for implementation in the Just In Time approach: Welcome & Getting Acquainted Mission & Core Activities Organisation Collaboration & Principles of Function (Level A) Collaboration & Principles of Function (Level B) Overview strategic projects Practical information Personnel Administration (Level A) Personnel Administration (Level B) VZW Lijnwerk Development & Promotion Policies
Significant challenges in the pilot and induction (methodological, pedagogical, technological, etc.)
One of the greatest organisational challenges is to coordinate the various induction modules: these are all delivered by different departments within De Lijn, and there is no systematic coordination so far in the production of these modules. The composition of these modules is not a top priority for these different departments and it is important to convince them that they should invest sufficient
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effort to make these modules valuable for the newcomers. Pedagogically, these modules must be designed with sufficient instructional and flow quality to keep the attention of the learner going, especially because there is no formal assessment involved and hence there is no real incentive to complete the various modules. Technologically, the challenge is to convert these pedagogically sound modules in content that is platform independent and that keeps the design qualities (e.g. interactivity, multimedia assets).
Evaluation objectives
The evaluation focuses mainly on the elements that are important for the training department to decide whether the training implementation is successful and worthwhile. This can be measured from the ease with which the Department HR and Development can manage and monitor the various inputs and outputs of the Just In Time Induction Training Service. These are the contributions from the various departments that provide the learning modules; the classification, management and monitoring of the participants, their satisfaction with the individual induction modules, the satisfaction of the various departments with the preparedness of the new employees, and their possibility to feedback into the Department HR and Development to adapt or improve the Just In Time Induction Training Service. The final objective of the pilot is to evaluate the acceptance by the Department HR and Development of the Just In Time Induction Training Service as it was designed jointly with ATiT.
Participants in the evaluation (students, instructors, designers, representatives from company, etc.)
Participants in the evaluations are one the hand the stakeholders (the Department HR and Development and the various departments where the trainees are eventually employed) and on the other hand the system designers (ATiT). The new employers also participate in an evaluation that focuses specially on their vision on the customised induction training.
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Analytic approach
The evaluation methods were qualitative with regard to the acceptance of the solution, rather than quantitative (this information was mainly used in order to support the new approach towards the Department HR and Development). The result of the evaluation is a consensus understanding of the validity of the proposed solution. The most important result of the evaluation will be of course the acceptance of the service under evaluation, by the corporate, as this will be a direct indicator of its relevance and quality.
Findings
New employees
We dont have feedback from the new employees yet. We have however clearly identified their needs and since the service is an immediate response to those, were assuming that the training programme will be effective, further evaluation will need to take place to assess this fully.
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decides to (for example: at home, at the office, whenever within the preset window of availability obviously) or can decide to participate in one of the face to face or community events whenever that suits best. Again, the availability of the content as well as access to the community and to the support services from the Department HR and Development add to the self-directed way of learning for all new employees. The monitoring by the Department HR and Development allows for corrective or motivational actions where the need for this becomes apparent.
Tools for setting feasible targets and designing relevant evaluationtools of induction
There is monitoring but no evaluation of progress of the individual employees in the induction training: there is no real need for assessment of the trainees felt by the Department HR and Development: the selection of the employees has happened before the moment the employed signed his contract and thus before the induction training and there is no need to repeat this in one way or the other. The programme itself on the other hand is evaluated continuously by recording the reactions and feedback of the participants, in order to improve the quality and relevance.
Conclusions
Macro level: Under which societal circumstances does the pilot and induction develop and take place?
New employees of De Lijn are invited to participate as soon as they are firmly employed and registered as new personnel, in the induction training programme that is flexibly organised so that they can take up the training modules when they see best fit for them or when the Department HR and Development suggests them to take them.
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Meso level: How does induction and workplace learning take place in the specific pilot?
The new employees can access the content whenever they want to within the window of availability that is set up for them by the Department HR and Development. New employees receive email invitations to participate in the new modules when they become available for them at the right moment, and they add the subject to their portfolio by accessing them successfully. Follow up is done by the Department HR and Development when they feel this is necessary or when the new employees express their need for this.
Micro level: What are the personal and organizational prerequisites for success in workplace learning? When, why and how do breakdowns take place in the induction/workplace learning process?
Possible obstacles are the lack of interest from the new employees, especially when the format of the content is not sufficiently adapted to their expectations. This can be caused by the disinterest or inertia of the content producers. It is therefore important that the content producers and the trainees are in close contact by way of the community services so that issues are immediately followed up.
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be undertaken first by all students on the programme. It covers personal and professional development planning, including the core skills necessary for Higher Education. Job relevant development. The Work Based Learning modules allow a student to design his or her own assessments and integrated work based project, to make sure that the learning is relevant to the students current job, thus meeting the professional skills needs and those of a students current employer. Develops problem solving at work skills. The Work Based Integrated Project builds on the knowledge and skills developed in the other 5 modules and requires students to identify and propose evidence based solutions to a real work based problem or issue facing their organisations. Supported study. The programme uses blended learning including face-to-face tutorials, telephone, e-mail and on-line support and discussion. In addition there are opportunities to network with other students who are participating in work based learning.
The six modules, which comprise the programme, are: Personal and Professional Development through Work Based Learning Learning and Development: Organisational issues in practice Learning and Development: Change issues in practice Learning and Development: People issues in practice Learning and Development: Quality issues in practice Learning and Development: Work Based Integrated Project.
Objectives
Induction and support level
Induction is a process of welcoming new students and preparing them to take part in the programme. The following induction objectives were selected and monitored in the pilot: Getting to know students and tutors. Students had an opportunity to meet their colleagues and tutors during a one-day event. Familiarising with campus facilities. Students visited several places of interest that might support their learning, including the library and the Effective Learning Services premises. Participating in introductory workshops. A range of workshops and presentations were offered to students, comprising introduction to library, Blackboard (Virtual Learning Environment) and academic skills. Disseminating induction materials. Students received various materials, including the Learners Handbook, Programme Handbook and CD-ROMS with additional resources. They were also provided with access to Blackboard and to the Induction and Support Website. Developing new skills and improving the existing ones. Students had an opportunity to improve their e-literacy and academic skills, using the materials provided and learning at their own pace.
Support is a vital element in the learning process. It helps students to solve technical problems and overcome learning difficulties; it encourages them to seek answers and teaches them how to look for information needed. It also tackles the isolation problem and helps to enhance students motivation. The following support objectives were selected and monitored throughout the pilot: Addressing technical issues. Students were provided with technical support regarding using the Blackboard (Virtual Learning Environment) and other resources, including websites. Communicating with tutors. Both automated (online resources) and personal support in relation to the programme was
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offered to students, including email and the telephone system, discussion board and faceto-face contact. Providing additional resources. A range of materials was available for students, in printed form as well as online, including skills development materials and links to external resources. Providing administration advice. Various students needs in relation to the organisational issues of the programme were addressed by the programme administrator. Enhancing students motivation. All elements of the continuous support system were designed to enhance students motivation, by offering them various solutions to break down their isolation, and by providing them with a meaningful feedback.
Programme Participants
There were 13 students at SCQF level 9 participating in the programme, all working adults holding a HND (or equivalent qualification).
Existing materials
The following existing resources were used as an induction and support materials in the pilot:
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Library introduction. Students had an opportunity to be acquainted with the library facilities during the introductory workshop. A short presentation was followed by a guided tour around the Library premises, and a range of online materials was also presented to students, including a practical advice on using the web-based library systems. Learning Skills resources. An introductory workshop was offered to students by the Effective Learning Services (ELS) during a one-day induction event. A range of online resources was available throughout the programme, comprising Academic Writing and tutorials on various topics. Students had also an opportunity to meet a member of staff from the ELS and get a practical advice on the skills development opportunities.
Developed materials
The following induction and support materials were designed and developed throughout the various stages of the pilot: Electronic introductory documents. Documents in an electronic form aimed to cover various topics of the induction and support process. Those files comprised Introduction to Computer Skills, Academic Skills and Library. They were available in the Blackboard, on the website and on CD-ROMS. Printed documents. Printed documents were offered to students who preferred a paper version of material. Single introductory documents were collected together in the Learners Handbook. Learners Handbook. This handbook has been designed as an induction and support guide for students undertaking programmes offered by the Scottish Centre for Work Based Learning. The aim of the handbook is to help students better prepare for studying and to encourage them to further explore the induction and support materials. It consists of three parts: o Computer Skills short introductions to PC and Windows XP, Word, Internet (www and email) and Blackboard o Library information about the Library services at Glasgow Caledonian University o Academic Skills several short texts on learning skills topics, prepared by the Effective Learning Services. Introduction to Blackboard (workshop). An introductory workshop aimed to teach students some basic Blackboard skills: how to log in into the system, read and post messages on the discussion board, open and save files, utilise the learning materials available and use help system. Online activities. Early online activities prepared for students in Blackboard, such as posting basic personal information and getting to know an e-learning platform. Induction and Support Website. The website has been designed as a central source of induction and support materials for students. It also provides links to external resources. It comprises contact details, skills development resources, information about the programme provider and about the Learn@Work project.
Challenges
Aside the challenges associated with the whole programme, there were some issues regarding the induction and support process that needed to be addressed. The process of designing induction materials was time consuming and depended on the technology available. The return rate of feedback provided by students was low; it made the design process difficult, as the data upon which effectiveness of the materials could be evaluated were insufficient. The solution was to use alternative evaluation methods, including observation.
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Continuous support is very time consuming and difficult to achieve, especially personal support which involves considerable activity by the tutor. Therefore an automated mechanism was introduced, based mainly on the website which comprises online materials and web based courses. This aimed to provide an alternative form of support in areas where personal support was limited or not available.
Methodology
The participants of the pilot were students, tutors from the Scottish Centre for Work Based Learning (SCWBL), developers, librarians and the members of staff from the Effective Learning Services (ELS). Various methods were used for data collection and analysis:
Questionnaires
The pilot participants used questionnaires to illustrate their experience in relation to the programme. However, the return rate of questionnaires by students was rather low and other methods for data collection were used instead.
Observation
The pilot was monitored throughout duration of the programme, including direct face-to-face meetings (workshops), email and telephone contact, and communication tools implemented in the Blackboard (discussion board).
Group discussion
Using Ishikawas cause and effect diagram the students tried to identify the key problems of the course. The main issues seemed to be finding the time for study and in particular completing assignments. Students felt that this issues needs to be given more time during induction, where assignment writing techniques could be further explored and awareness about time demands made more clear.
Findings
The pilot created an opportunity to test various tools, methods and approaches in relation to induction and support.
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The existing induction solutions proved to be insufficient and a number of materials were developed. The design and development process was time consuming and a constant effort was needed in order to ensure the focused approach. The general impression is that induction helps students to be better prepared for studying. Students reported that induction materials help them to develop skills used throughout the programme. However, students initial levels of skills varied significantly and a range of materials covering needs of least- as well as most-able students had to be introduced. The basic e-literacy level among students was satisfactory, although some computer skills materials proved to be very useful, especially Introduction to Windows XP and Introduction to Blackboard. Involvement of e-learning and ICT solutions in the programme was evaluated positively by students. Various communication tools were offered, including email system and discussion board. However, some students still preferred face-to-face contact. Most students appreciated the ability to download and print the learning materials and programme documents. Paper versions of documents were presented where applicable. Based on students, tutors and developers experience, a one-day induction event, followed by elearning resources and online activities, were recognised as an optimal solution for delivering induction and support to students. Continuous support proved to be crucial for students, although difficult to achieve. Students very often contacted tutors via email system, in relation to the programme issues. The Induction and Support website was well received as a first-step tool in searching for help, and also as a source of additional programme resources. Especially the flexibility of web-based applications was appreciated, and the ability to access the support system when personal support was not available or limited. A mix of blended materials (e-learning, printed documents and workshops) proved to be the most effective choice of the programme delivery. Students appreciated the solutions offered, but emphasised the need for negotiation on the time, pace and place of delivery and assessment. The issues of time required to complete the course needs to be given a higher priority in the induction process, both in terms of awareness and coping techniques in managing a heavy workload and a learning programme.
Conclusions
The pilot proved to be successful, in terms of performance indicators drop-out rate shows how successful the programme was: only one person failed to complete the programme, due to personal reasons. Various existing and developed induction materials were utilised throughout the pilot. It helped to improve the resources available, and to prepare the solutions which were flexible enough to appeal to students coming from different backgrounds. These solutions could be re-used for the purpose of other programmes offered by the Scottish Centre for Work Based Learning. The blended learning approach, combining e-learning and ICT with more traditional teaching methods, proved to be the most functional one: it can address the needs of a larger group of students than traditional modes of learning because it removes the necessity of attendance at a certain place and time. It should be noted however, that students were overwhelmingly in favour of some element of face to face contact with both tutors and peers. The full potential of induction and support is yet to be realised. However, the pilot demonstrates that induction is a very important element of the learning process, and that it can help students to
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become active participants of a programme. Continuous support, on the other hand, not only enhances students motivation and increases their level of involvement and commitment, but also bridges the tutor learner divide and helps to progress towards a learner-centred approach.
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addresses the real needs and challenges these owners are likely to face in the workplace and market place if their organisations are to remain innovative across all areas of business practice. Work based learning is not only likely to be more effective but also more suitable as a method of learning for this group of owners, as it provides a platform which works in collaboration with their business activity. In todays rapidly changing market place family owned companies need to ensure their business practice and company culture focuses on innovation, creativity and growth. In addition, as active owners their time available to pursue external study is very limited however, providing a flexible approach through a work based learning approach providing opportunity for interaction with experts (external to their organisation); their peers and academics supported by online literature and other resources ensure that these owners are exposed to external influence often absent in family businesses. The programme comprises the following modules: Reflective Practice Research Methods Exploring Innovation in the Family Enterprise Implementation of Innovation in the Family Enterprise Work Based Learning Project. The Reflective Practice module supports students to develop a critical understanding of the main theories of experiential and reflective learning. It also involves students in engaging in reflective practice as a means of reviewing and improving their own learning in the workplace. Students are required to produce a Learning Plan either for themselves or a group of staff. The module carries 20 credit points at SCQF Level 11 and is blocked into four sessions with a tutorial introduction to each session offered on campus.
Objectives
Induction and support level
Induction is a process of welcoming new students and preparing them to take part in the programme. The following induction objectives were selected and monitored in the pilot: Getting to know students and tutors. Students had an opportunity to meet their colleagues and tutors during a one-day event. Familiarisation with campus facilities. Students visited several places of interest that might support their learning, including the library and the Effective Learning Services premises. Participation in introductory workshops. A range of workshops and presentations were offered to students, comprising introduction to library, Blackboard (Virtual Learning Environment) and academic skills. Dissemination of induction materials. Students received various materials, including the Learners Handbook, Programme Handbook and CD-ROMS with additional resources. They were also provided with access to Blackboard and to the Induction and Support Website. Development of new skills and improving existing ones. Students had an opportunity to improve their e-literacy and academic skills, using the materials provided and learning at their own pace. Support is a vital element in the learning process. It helps students solve technical problems and overcome difficulties; it encourages them to seek answers and teaches them how to look for information needed. It also tackles the isolation problem and helps to enhance students motivation. The following support objectives were selected and monitored throughout the pilot: Addressing technical issues. Students were provided with technical support regarding using the Blackboard (Virtual Learning Environment) and other resources, including websites. Communication with tutors. Both automated (online resources) and personal support in relation to the programme was offered to students, including email and the telephone system, discussion board and face-to-face contact.
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Provision of additional resources. A range of materials was made available to students, in printed form as well as online, including skills development materials and links to external resources. Provision of administration advice. Various students needs in relation to the organisational issues of the programme were addressed by the programme administrator. Enhancement of students motivation. All elements of the continuous support system were designed to enhance students motivation, by offering them various solutions to break down their isolation, and by providing them with meaningful feedback.
Programme Participants
There were 12 students at SCQF level 11 (SHEM) participating in the programme, female owners and managers in family owned business (mostly 2nd/3rd generation companies).
Existing materials
The following existing resources were used as an induction and support materials in the pilot: Library introduction. Students had an opportunity to be acquainted with the library facilities during the introductory
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workshop. A short presentation was followed by a guided tour around the Library premises, and a range of online materials was also presented to students, including a practical advice on using the web-based library systems. Learning Skills resources. An introductory workshop was offered to students by the Effective Learning Services (ELS) during a one-day induction event. A range of online resources was available throughout the programme, comprising Academic Writing and tutorials on various topics. Students had also an opportunity to meet a member of staff from the ELS and get a practical advice on the skills development opportunities.
Developed materials
The following induction and support materials were designed and developed throughout the various stages of the pilot: Electronic introductory documents. Documents in an electronic form aimed at covering various topics in the induction and support process. Those files comprised Introduction to Computer Skills, Academic Skills and Library. They were available on Blackboard, on the website and on CD-ROMS. Printed documents. Printed documents were offered to students who preferred a paper version of material. Introductory documents were collected together in the Learners Handbook. Learners Handbook. This handbook has been designed as an induction and support guide for students undertaking programmes offered by the Scottish Centre for Work Based Learning. The aim of the handbook is to help students better prepare for studying and to encourage them to further explore the induction and support materials. It consists of three parts: Computer Skills short introductions to PC and Windows XP, Word, Internet (www and email) and Blackboard Library information about the Library services at Glasgow Caledonian University Academic Skills several short texts on learning skills topics, prepared by the Effective Learning Services. Introduction to Blackboard (workshop). An introductory workshop aimed at teaching students some basic Blackboard skills: how to log in into the system, read and post messages on the discussion board, open and save files, utilise the learning materials available and use help system. Online activities. Early online activities prepared for students on Blackboard, such as posting basic personal information and getting to know an e-learning platform. Induction and Support Website. The website has been designed as a central source of induction and support materials for students. It also provides links to external resources. It comprises contact details, skills development resources, information about the programme provider and about the Learn@Work project.
Challenges
There were some issues in relation to induction and the support process that were specific to this kind of programme. The process of designing induction materials was time consuming and depended on the technology available. The return rate of feedback from students on the effectiveness of these materials was low; it made the design process difficult, as the data upon which the usefulness of the materials could be evaluated were insufficient. The solution was to use alternative evaluation methods, including observation. Continuous support is very time consuming and difficult to achieve, especially personal support which involves considerable activity by the tutor. Therefore an automated mechanism was introduced, based mainly on the website which comprises online materials and web based courses. This aimed at providing an alternative form of support in areas where personal support was limited or not available.
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Methodology
The participants of the pilot were students, tutors from the Scottish Centre for Work Based Learning (SCWBL) and the Caledonian Family Business Centre, developers, librarians and the members of staff from the Effective Learning Services (ELS). Various methods were used for data collection and analysis:
Questionnaires
The pilot participants used questionnaires to illustrate their experience in relation to the programme. However, the return rate of questionnaires by students was rather low and other methods for data collection were used instead.
Observation
The pilot was monitored throughout duration of the programme, including direct face-to-face meetings (workshops), email and telephone contact, and communication tools implemented in the Blackboard (discussion board).
Group discussion
Group discussion was the main source of information. These discussions were sometimes timetabled during face to face tutorial meetings and at other times took place outside formal class time. Students were very forthcoming at these meetings providing high quality, detailed information on the induction pre cesses and materials.
Findings
The findings were similar to the other pilot. The pilot created an opportunity to test various tools, methods and approaches in relation to induction and support. The existing induction solutions need to be more closely tailored to the specific learning needs of the group concerned. In this case a wide variety of educational backgrounds form almost no qualifications to degree level. The other issue which needs to be factored in into materials is the time constraints on the students who run businesses. These are intense. The general impression, as in the other pilot is that induction helps students to be better prepared for studying despite the difference in learning backgrounds.
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The basic e-literacy level among students was satisfactory although in very different areas depending on the business they ran. Computer skills materials like the Introduction to Blackboard were essential since no-one had used this VLE before. Involvement of e-learning and ICT solutions in the programme received varied evaluations positively by students. There was a strong preference for face to face as opposed electronic communication. Various communication tools were offered, including email and discussion board. Most students appreciated the ability to download and print the learning materials and programme documents. Paper versions of documents were presented where applicable. A one-day induction event, followed by e-learning resources and online activities, were recognised as an optimal solution for delivering induction and support to students although a cohort of this sort would benefit from being broken down into smaller groups based on educational backgrounds and experience. Continuous individual support proved to be crucial for students, although difficult to achieve because students often broke appointments because of pressure of work. The Induction and Support website was well received as a first-step tool in searching for help, and also as a source of additional programme resources. Especially the flexibility of web-based applications was appreciated, and the ability to access the support system when personal support was not available or limited. A mix of blended materials (e-learning, printed documents and workshops) proved to be the most effective choice of the programme delivery as long as it contained a strong face to face element. Students appreciated the solutions offered, but emphasised the need for negotiation on the time, pace and place of delivery and assessment. As indicated above, the issue of time required to complete the course needs to be given a higher priority in the induction process, both in terms of awareness and coping techniques in managing a heavy workload and a learning programme.
Conclusions
The pilot was reasonably successful although there were a number of students who dropped out. The reasons cited by participants were the demand on time which running a business makes on the owner-manager. While existing and developed induction materials were utilised throughout the pilot these need to be more closely tailored to the needs of the target group. Because of the tailoring these solutions may only have limited re-use for the purpose of other programmes offered by the Scottish Centre for Work Based Learning. The blended learning approach, combining e-learning and ICT with more traditional teaching methods, proved to be the most effective one: it removes the necessity of attendance at a certain place and time and this is essential for this group. It should be noted however, that students were overwhelmingly in favour of a significant element of face to face contact with peers and especially tutors but preferably both. The pilot demonstrates that induction is an important element of the learning process, and that it can help students to become active participants of a programme. However, the need to find support for learners in situations faced by this target group suggests that as part of the support process induction has to be carefully tailored to address factors such as time available for learning; different educational backgrounds; the need for face to face as well as virtual contact.
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Significant challenges in the pilot and induction (methodological, pedagogical, technological, etc.)
Parts of the modules are based on the principal of constructivism, which means that active participation is absolutely vital for the individual modules. With guidance participants were supposed to create their own materials and adapt them to their specific needs. In part, they decided on the outcomes of the courses, whereas the trainers were rather to be seen as moderators providing inputs on the potentials of Web 2.0 technologies. From an organisational point of view, the modules had to be delivered during evenings and weekends. Quite a lot of coordinative activity was needed to organise the modules so that all participants could attend the face-to-face sessions and not too many overlaps occurred between the modules. Because of the tight schedule quite a number of (online) activities had to be completed in parallel by the course participants who chose to attend more than one module.
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Evaluation objectives
Evaluation of the pilot mainly focused on the following areas: Do the pilots and materials enhance the work of participants? What are the fields they could imagine using the new technologies? Was the training approach and the material used appropriate for the target group?
Analytic approach
Evaluation data mainly consists of qualitative information. This data was analysed with respect to the focus defined before the process of data collection.
Findings
Reducing barriers to the use of Web 2.0 applications
The course mainly focused on hands-on experiences with the introduced technology. Participants were supposed to produce their own products. Theoretical and technological input, on the other hand, was very limited in order to reduce the barriers for potential participants. Generally speaking Web 2.0 applications are meant to be simple to handle and accessible to non-technical target groups, which can also be seen as one of the major advantages of these applications. Eventually, these courses turned out to be successful in providing an insight into Web 2.0 technologies mostly to people who would normally be discouraged by technology-oriented courses. Women made up the large majority of course participants, although Web 2.0 users are generally considered to be male and in their twenties. The non-technological approach the main focus was laid on collaborative learning aspects - emphasised in the course description as well as the choice of trainers helped to reduce potential barriers. Nevertheless, some participants would have preferred more technical inputs. Basically however, the heterogeneity of the target group in terms of technical pre-knowledge did not have a major negative impact on the course as a whole. In some cases it even helped to support the collaborative learning process amongst course participants.
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Generally speaking, participants were happy with the blended learning approach chosen for the Social Software modules. Especially the availability of materials online was seen very positive. The complementary online activities, however, were found to be more time consuming than envisaged. This was also due to the problems faced in handling the Moodle VLE. The standard Moodle installation already provides a great number of functionalities, which, however, were by some participants seen as too complex and difficult to use. For these participants a more detailed introduction into the usage of the course environment would have been needed.
Organisational issues
Overall, most participants considered the course program too tight. Most courses had to take place at weekends and evenings. Furthermore, some participants felt a need for further practice, which could not be provided within the regular course. The tight schedule of the course (6 modules within 9 weeks) also led to an obvious overlap of module activities, which for some participants meant quite an extensive workload. When planning the course, it was not expected that such a high number of participants decided to take part in most modules.
Conclusions
All in all the Social Software modules turned out to be successful in attracting target groups that would not necessarily be interested in a technology-oriented course. They provided participants with an insight into the capabilities of Web 2.0 applications and helped them to detect which tools would be the most appropriate ones to support their daily work practice.
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Especially the collaborative nature of the introduced tools was seen very positive and promising for knowledge-oriented tasks. Limitations of the tools were primarily seen for corporate surroundings where aspects of security and a seamless integration into existing systems often play a very prominent role. Besides, in order to successfully implement Web 2.0 applications, a new culture of learning and knowledge sharing might be necessary. Employees are often simply not prepared share their knowledge and look for possible solutions collaboratively.
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6.9: ADVOCATE
By Kristian Petter, Institute for Future Studies, Innsbruck
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Significant challenges in the pilot and induction (methodological, pedagogical, technological, etc.)
The most significant challenge of the pilots was to convey the importance of lifelong learning in general. Most participants of the trainings are low/semi-skilled workers who did not see any need for further education or were not used to training measures in general. The central aim of the pilots therefore was to create the awareness of the importance of lifelong learning in general and the establishment of a new learning culture in the respective enterprises in particular. The second important challenge turned out to be organisational issues within the companies. Especially the fact that most companies organise their work in shifts led to difficulties regarding the attendance of courses.
Evaluation objectives
The following evaluation criteria were defined before the analysis of the qualitative data collected: General prerequisites for work-based learning as detected by the pilot courses Roles of different stakeholders in trainings: Bottom-up vs. Top-down
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Influence of pilots on learning cultures in companies What was different compared to other trainings? What has changed in the companies after the pilots? What role does cooperative learning play?
Analytic approach
Evaluation data mainly consists of qualitative information. This data was analysed with respect to the focus defined before the process of data collection.
Findings
The following issues were derived from the analysis of the data collected from the different stakeholders and represent the central experiences made in the pilot courses.
Stakeholders positions
A central concept behind the trainings was their focus on self-directed and cooperative learning. This bottom-up approach to learning is challenged, however, by the specific needs defined by a company. Restrictions to self-directed learning processes can therefore be found in the requirements defined top-down. In terms of hierarchies HR managers were mostly very much in favour of training measures also for low-skilled workers. Trainings for this target group were also seen as part of quality insurance processes. Floor managers as the direct superiors to the workers targeted, on the other hand, were quite sceptical about the learning needs of the target group. The same applied to the majority of the workers themselves. Reasons for that scepticism can be found in the fact that the target group is generally not used to trainings and they do not actually see a need for trainings. A further reason was the additional effort needed on top of their daily work as well as possible bad experiences made in earlier trainings or at school.
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involved in company trainings, this group was especially targeted in order to create an awareness of the importance of lifelong learning no matter what the qualifications of the group are. Overall, the pilots managed to convey the idea of lifelong learning quite well. On a general basis the pilots were seen as positive mainly because of their focus on cooperative and problem-based learning. Through their cooperative character they managed to support the development of new problem-solving strategies. The trainings helped to create an awareness of informal competences acquired by participants and the need to share their competences and knowledge with their peers. The activities applied in the trainings furthermore fostered team building processes and positively influenced communication processes within departments.
Not only did the trainings positively influence communication processes within departments, they also helped to foster communication and cooperation between different departments of the companies and supported an understanding for work processes in the different departments. Eventually, the trainings led to the recognition of the importance of training measures also for low- and semi-skilled workers among different stakeholders.
Conclusions
The pilots can be seen as a first step in the direction of sensitising SMEs for the importance of training within companies especially for the target group of low- and semi-skilled workers. Although the overall objective of the training measures set was quite challenging, the pilots succeeded in the raising of awareness for the relevance of cooperative and informal learning processes in the targeted enterprises. Carrying out courses for companies organised around shift work proved to be quite an effort, but on the other hand also provided an opportunity for the gradual establishment of a new learning culture.
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Introduction
The particular focus of the Dublin Learn@Work project was the development of a locally-informed induction and support package for worker-learners with whom we currently work, including apprentices, adult learners in their community, workers engaged in continuing professional development, and part-time students, which would introduce them to the use of computers, to basic ICTs, to eLearning, to academic study skills, to library searching skills and to reflective practice skills required for sustainable participation in formal work-related training and education. A package of materials was developed for this purpose which included a handbook, a CDRom and a module on the WebCT system. The Learn@Work team invited a group of academic colleagues, trainers and industry links colleagues to act as an outer circle of critical friends in the initial design concept and in evaluating the first iteration of the materials. Four groups of worker-learners were invited to pilot test the package of materials and to provide evaluative feedback. The pilot groups included lecturers in an art college, private trainers, adult learners with physical disabilities, and city park workers involved in an adult education programme. Each pilot group had an E-Accompanier from the Learn@Work team as well as a local leader. The E-Accompanier met the groups at the induction stage and provided support on-line thereafter. The pilots were conducted over ten week in March and April 2007. Feedback on the pilots and advice for the next version of the package of materials were presented by the pilot groups at a dissemination event during the DIT E-Learning Summer School, 17 June 2007.
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Screen shot from Part A illustrates how text, video and audio are integrated to create a multi-sensory learning experience.
In order to enable participants make the link between theory, as presented in the content, and reallife practice, worked examples of key concepts are presented throughout. Again this conforms to recommended instructional design strategies for effective learning (Chu 2005), Fig. 3. below which shows how theory is linked to real-life practice through worked examples.
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A common practice in the design of eLearning materials is the streamlining of content into core and supplementary materials. This strategy aims to allow all students to digest key content, while providing opportunities for those interested to pursue further investigation or research. In order to provide the same flexibility for Learn@Work participants, the induction package adopted a similar instructional design strategy by providing Tips at various junctures. As illustrated in Figure 4 below, these tips provide extra information which supplements the core tutorial.
The provision of references and resources throughout each part of the package (as shown in Figure 5 below), also allows participants to pursue further independent learning in areas of interest to them. Such references include web-based references (e.g. websites, ejournal articles etc.) and paper-based references (books, journals etc.)
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Principles 6: The language, style, images and general formatting of the package should take account of best practice in literacy practice Principle 7: The package should include paper-based materials, CD material, computer-based and internet-based materials so as to minimise inequities of personal resources and work-place affordances Principle 8: Induction support should include face-to-face contact at a level appropriate to the needs of the particular worker-learners Principle 9: Activities within the package should be adaptable to the authentic context of the worker-learner Principle 10: The overall thrust of the package should be towards development of worker-learner capabilities to direct their own sustainable and independent learning and to decide their future learning careers.
Duration
The Pilot was conducted over ten weeks in March and April 2007.
Key Purpose
The key purpose for participating in the Pilot was the need of the private trainers to become competent with the use of ICTs in their training and facilitation work.
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Number of Participants
Twelve men were involved in this pilot. None had ICT skills at the start of the pilot.
Duration
The pilot of the Learn@work package was integrated into the structured sessions in April and May 2007.
Key Purpose
The purpose of piloting the materials with this group was that it would enable them to acquire ICT skills that would assist them in their structured learning programme. It was also considered that it might enable access for the participants to web resources and activities generally for lifelong learning.
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o Using ICT for collaboration among teachers o Using ICT for communication between teachers and students The objectives of the individual pilots differed, although they all addressed the overall issues mentioned in the introduction section. Examples of specific objectives of the individual pilots were: o Use of ICT to facilitate and support students use of portfolio in group based project work o Enhancing students critical reflection skills through process oriented feedback on students problem definitions o ICT used as a tool for collaborative feedback on written exercises (in foreign language teaching) o ICT used as a tool for constructing a shared repository of notes and papers to help individual students to prepare for the final exam
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The different phases in the course, and the different modes of working and learning in the phases.
Communication between participants took place through a web based learning management system (Fronter), this was also used for handing in the written assignments. Due to the experimental nature of the course, participants were asked to share their outcome from the course with others by way of a small paper. These papers were submitted on a voluntary basis after the course had ended. All papers are published in a report, together with an evaluation of the course and reflections on other aspects of work based learning (the course model), as well as the development of teaching and learning with ICT (the subject domain of the course). The publication has been distributed to colleagues and leaders at the participating work places, and made available on line for other interested parties to download or read on line. The collection is available here: http://www.ell.aau.dk/VUF.357.0.html (Danish language version only). The participants in the course designed and conducted six independent models for teaching and learning with ICT. Due to the different organisational structures in each of the three workplaces involved in the course, and the highly independent character of both process and products related to each participant, in reality, we have been dealing with six different pilots during the course. These specific conditions for the course are discussed a little further later on in this report. The main focus of the case study, however, is to present and evaluate the specific model for facilitating and supporting the activities of the teacher-learners, especially in the periods where the participants work independently in the workplace with their designs.
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their regular teaching to take part in the course. In addition to this, the teacher-learners are expected to also put in some of their own time. Based on this, the general strategy for the course can be described as a user driven one, as the motivation of the participants is the main driving force behind developing the pilots, and the participants are rewarded no credits for completing the course.
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To develop a concept for documentation, evaluation and exchange of experience related to the new ways of teaching-pilots; To explore and describe existing work practices within teacher collaboration, collaborative feedback and specifically use of ICT for the abovementioned; To formulate models for collaboration and use of ICT in teaching practices. These issues, however, are not in focus in the Learn@Work-project, and will not be elaborated any further here. A number of reports have come out of the local project (in Danish only), where these issues are reported on and discussed.
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o The collaborative aspect is important participants get vital support from colleagues and peers if the daily work allows for collaboration on assignments (also with non-participants in the workplace). o Structuring and scaffolding of participants work is crucial; at the same time, so is the individual freedom for the participants to pursue their personal interests in the course/pilot. o Involving others in the workplace can be the key to success in terms of retaining participants in the programme/course. Based on our experiences from these pilots, induction in relation to organisational change involves several levels and functions in the organisation, even if the focus is primarily on the work and competencies of the teachers.
References
Collective, T. D.-B. R. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
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Eurostat Youth education attainment level http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PO RTAL&screen=detailref&language=en&product=STRIND_INNORE&root=STRIND_INNORE/innore /ir091 Eurostat Lifelong Learning http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PO RTAL&screen=detailref&language=en&product=STRIND_EMPLOI&root=STRIND_EMPLOI/emploi /em051 Eurostat Total employment rate http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PO RTAL&screen=detailref&language=en&product=STRIND_EMPLOI&root=STRIND_EMPLOI/emploi /em011
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Forfas Expert Group on Future Skills Needs (2004a) Submission to the OECD Review of Higher Education in Ireland, available online at http://www.forfas.ie/publications/forfas0402/webopt/forfas_0402_oecd_he_review_submission.pdf Forfas (2004b) Survey of Research and Development in the Higher Education Sector 2004, available online at http://www.forfas.ie/publications/forfas060118/webopt/forfas060118_herd_report_webopt.pdf Forum on the Workplace of the Future (2004) Working to our Advantage: a national workplace strategy, available online at http://www.ncpp.ie/dynamic/docs/NationalWorkplaceStrategy.pdf Government of Ireland (2002) Report of the Taskforce on Lifelong Learning, available online at http://www.entemp.ie/publications/labour/2002/lifelonglearning.pdf Government of Ireland (2005) A Brief Description of the Irish Education System, available online at http://www.education.ie/servlet/blobservlet/dept_education_system04.pdf?language=EN Higher Education Authority (HEA) (2005a) A Review of Higher Education Participation in 2003, available online at http://www.hea.ie/uploads/pdf/HEA%20Educ%20Part.pdf Higher Education Authority (HEA) (2005b) Who went to College in 2004? A National Survey of New Entrants to Higher Education, available online at http://www.hea.ie/uploads/pdf/HEA%20PART%20REP%20Updated%204%20WEB.pdf Higher Education Authority (HEA) (2004a) Learning in a Digital Age Conference, Minerva Conference papers, available online at http://www.newfuturesforlearning.ie/index.html Higher Education Authority (HEA) (2004b) Review and Prioritisation of Capital Projects in the Higher Education Sector, available online at http://www.hea.ie/uploads/pdf/Capital%20Review%20Rep1.pdf Higher Education Authority (HEA) (2000) Report on Symposium on Open and Distance Learning, available online at http://www.hea.ie/uploads/pdf/OSCAILIN.PDF Irish Business and Employers Confederation (IBEC) (2004) Education Policy Document July 2004: Education for life the challenge of the third millennium, available online at http://www.mmf.ie/ibec/ibecdoclib3.nsf/5aac2fe1f2263b0880256f24004e972f/6db89d685cfe39d580 25706100387d1f/$FILE/IBEC%20Education%20Policy%20Document%20July%202004.pdf Inter-departmental Committee on science, technology and Innovation (2004), Building Irelands knowledge economy: The Irish Action Plan for promoting investment in R & D to 2010, available online at http://www.iua.ie/working_industry/pdf/knowledge_economy.pdf National Adult Literacy Agency (NALA) (2002) Workplace Basic Education programmes in Ireland: Approaches and models for implementation: a report, available through http://www.nala.ie/publications/listing/20021004164453.html ODonoghue, J. and Maguire, T. (2005) The individual learner, employability and the workplace: a reappraisal of relationships and prophecies, analytical paper on the programme for University Industry Interface (PUII), available online at http://www.ul.ie/dllo/eucen/O%20Donoghue.doc Science Foundation Ireland and National College of Ireland (2004) e-learning Research & Development: Roadmap for Ireland, available online at http://www.ncirl.ie/downloads/research_and_innovation/SFI_reportFINAL.pdf
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Eurostat Youth education attainment level http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PO RTAL&screen=detailref&language=en&product=STRIND_INNORE&root=STRIND_INNORE/innore /ir091 Eurostat Lifelong Learning http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PO RTAL&screen=detailref&language=en&product=STRIND_EMPLOI&root=STRIND_EMPLOI/emploi /em051 Eurostat Total employment rate http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PO RTAL&screen=detailref&language=en&product=STRIND_EMPLOI&root=STRIND_EMPLOI/emploi /em011
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OECD (2003): Thematic review on adult learning in Austria. http://www.oecd.org/dataoecd/31/19/32303060.pdf (26.05.06) Statistik Austria (2004): Lebenslanges Lernen- Mikrozensus. Wien www.erwachsenenbildung.at (25.05.06) Statistik Austria (2002): Weiterbildungsbeteiligung nach Lebensalter. Wien Bundesministerium fr Wirtschaft und Arbeit (2002):Wirtschaftsbereicht. Wien http://www.bmwa.gv.at/BMWA (25.05.06) Lassnigg Lorenz (2000): Lifelong learning. sterreich im Kontext internationaler Strategien und Forschung. Reihe Soziologie/45, Wien Bundesministerium fr Bildung, Wissenschaft und Kultur (2004): Development of education. Wien Archan Sabine, Mayr Thomas (2006): Berufsbildung in sterreich. Cedefop Panorama series; 124, Luxemburg
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8. Appendix
Qualifications framework of Ireland
LEVEL 6 LEVEL 7 Specialised knowledge across a variety of areas LEVEL 8 An understanding of theory, concepts and methods pertaining to a field (or fields) of learning Detailed knowledge and understanding in one or more specialized areas, some of it at the current boundaries of the filed(s) Demonstrate mastery of a complex and specialized area of study kills and tools; use and modify advanced skills and tools to conduct closely guided research, professional or advanced technical activity Exercise appropriate judgement in a number of complex planning, design, technical and/or management functions related to products, services operations or processes, including resourcing Use advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for all related decision making; transfer and apply diagnostic and creative skills in a range of contexts LEVEL 9 A systematic understanding of knowledge, at, or informed by, the forefront of a field of learning LEVEL 10 A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of a field of learning The creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy review by peers Demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with a field of learning; develop new skills, techniques, tools, practices and/or materials Respond to abstract problems that expand and redefine existing procedural knowledge
Knowledge Breadth
Knowledge Kind
Some theoretical concepts and abstract thinking, with significant underpinning theory
Recognition of limitations of current knowledge and familiarity with sources of new knowledge; integration of concepts across a variety of areas Demonstrate specialized technical, creative or conceptual skills and tools across an area of study
A critical awareness of current problems and/or new insights, generally informed by the forefront of a field of learning Demonstrate a range of standard and specialized research or equivalent tools and techniques of enquiry
Exercise appropriate judgement in planning, design, technical and/or supervisory functions related to products, services, operations or processes
Select from complex and advanced skills across a field of learning; develop new skills to a high level, including novel and emerging techniques
Competence Context
Act in a range of varied and specific contexts involving creative and non routine activities; transfer and/or technical or creative skills to a range of contexts
Utilise diagnostic and creative skills in a range of functions in a wide variety of contexts
Act in a wide and often unpredictable variety of professional levels and illdefined contexts
Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts
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Competence Role
Competence Insight
Exercise substantial personal autonomy and often take responsibility for the work of others and/or for allocation of resources; form, and function within multiple complex and heterogeneous groups Learn to evaluate own learning and identify needs within a structured learning environment; assist others in identifying learning needs Express an internalized, personal world view, reflecting engagement with others
Accept accountability for determining and achieving personal and/or group outcomes; take significant or supervisory responsibility for the work of others in defined areas of work
Act effectively under guidance in a peer relationship with qualified practitioners; lead multiple, complex and heterogeneous groups
Take significant responsibility for the work of individuals and groups; lead and initiate activity
Communicate results of research and innovation to peers; engage in critical dialogue; lead and originate complex social processes
Take initiative to identify and address learning needs and interact effectively in a learning group
Learn to act in variable and unfamiliar learning contexts; learn to manage learning tasks independently, professionally and ethically Express a comprehensive, internalized personal worldview, manifesting solidarity with others
Learn to selfevaluate and take responsibility for continuing academic/profes sional development
Scrutinise and reflect on social norms and relationships and act to change them
Scrutinise and reflect on social norms and relationships and lead action to change them
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This report aims at identifying current European good practice in the use of ICT the Work Based Learning. This report furthermore tries to determine this state of the art with an emphasis on how the holistic interaction of pedagogical, organisational and technical elements aid the learners engagement, interaction and long-term learning. This publication is intended for researchers, practitioners, teachers, tutors and trainers in organisations and institutions involved in Work Based Learning and especially in the induction aspects of learning on the workplace. The learn@work consortium welcomes all comments and contributions, please send them to learnatwork@atit.be More information on the learn@work project on www.learnatwork.info