Workplace Trainers Research Articles

Dissatisfaction with professional accountant training: the role of learning styles

PurposePrior research finds that early-career professional accountants (early PAs) are generally dissatisfied with the learning and training opportunities offered during their early employment years, which impacts their career progression. This paper aims to examine whether different learning styles between these early PAs and their qualified accounting employers and trainers diverge.Design/methodology/approachUsing Kolb’s learning styles inventory and interviews, this study explores the learning styles of early PAs and their employers, examining changes in these learning styles over time.FindingsThis research shows the necessity for different learning styles to be integrated into early PA training and learning, as research participants’ learning styles tend to prefer active experimentation requiring practical examples and self-learning opportunities. In contrast, their senior, qualified accounting employers prefer conceptualisation-based learning styles. As early PAs’ career progression requires them to succeed in employer-supported training, some early PAs change their learning style preferences to progress, whereas others with incompatible learning styles either moved to different employers or reassessed their choice of profession.Practical implicationsTo reduce career dissatisfaction, develop and retain competent accountants, early PAs must be supported to learn effectively. By reducing early PAs’ dissatisfaction early PA educators and employers will potentially increase the attractiveness of accounting as a profession.Originality/valueFew studies interrogate how accounting professionals utilise learning and training post-graduation nor do they examine the learning styles of workplace trainers and learners. This exploratory study uniquely analyses the learning styles of both early PAs and their employers.

The Importance of Investigating Students’ Lifelong Learning Levels and Perceptions of 21st-Century Skills

Lifelong learning starts in childhood and youth, continuing throughout adulthood and old age. It encompasses formal learning in settings such as schools and training centers, informal and non-formal learning derived from colleagues and workplace trainers, and unintentional learning stemming from spontaneous social interactions. In today's fast-paced world, students need to acquire 21st-century skills and be lifelong learners. Therefore, it is crucial to understand the relationship between students’ perceptions of 21st-century skills and their effective lifelong learning levels. This research aims to investigate the following questions: “What are the students’ levels of success in lifelong learning and their perceptions of 21st-century skills? Is there a relationship between them?” and “Do students’ perceptions of 21st-century skills predict their levels of success in lifelong learning?”. The results indicated that students’ levels of success in lifelong learning and 21st-century skills have a strong correlation. Students have high characteristics that will enable effective lifelong learning, and their perceptions of 21st-century skills are moderate. In addition, students' perceptions of 21st-century skills predict their success levels in lifelong learning at a high rate.

A NEEDS ANALYSIS OF CIPPO EVALUATION MODEL COMPONENTS AS A QUALITY ESCALATION OF COOPERATION PROGRAM WITH INDUSTRIES: VOCATIONAL SCHOOL PERCEPTIONS IN WEST JAVA, INDONESIA

Industry-vocational school cooperation facilitates school-to-work transitions, addresses the skills shortages of prospective employees, provides opportunities for students to experience various careers, and increases learning effectiveness. The Indonesian government launched the Link & Match program that connects vocational schools with industry in a collaborative framework, including curriculum alignment, fruitful teacher training, vocational student work practices, provision of workplace trainers, and strengthening of teaching factories. The CIPPO evaluation model (context, input, process, product, output) is needed to improve the quality of the collaboration results. This study aimed to analyze the components of the optimization needs of the CIPPO evaluation model according to the perspective of vocational high schools. This study used questionnaires and interviews to collect data. In total, 16 vocational schools in West Java, Indonesia, were involved in this study. The study results indicate a need for a CIPPO evaluation model with the context, input, and product aspects. The outcome aspects are necessary for escalating the quality of the cooperation program between the vocational schools and industry from the perspective of vocational schools in West Java. Future research is necessary, referring to the industrial prospect. This research can apply as a reference in developing a link and match program evaluation application that will assist the Directorate General of Vocational Education, Ministry of Education and Culture of the Republic of Indonesia. This research should be a model for institutions outside Indonesia, such as SEA-TVET, a consortium of technical and vocational education and training (TVET) providers from Southeast Asian (SEA) countries, and universally to strengthen partnerships between TVET institutions and the industrial sector. Keywords: CIPPO Evaluation Model, Link and Match Program, Quality Escalation, Vocational School DOI： https://doi.org/10.35741/issn.0258-2724.58.1.25

Coaching to support apprentice’s ability to manage their own (further) competence development: results of a case study and their implications

ABSTRACT In vocational education and training, coaching can be used to support apprentices’ ability to manage their own (further) competence development ‘on the job’. This is largely requested among employees at workplaces in internationally competitive sectors of the economy which require of their workforce a great deal of flexibility and learning ability. So far, little is known about coaching practices in vocational education and training. The aim of this paper is to explore how coaching is used in vocational training in a large Swiss enterprise of the communication- and IT- services sector. The for this purpose analysed case study data comprises 30 interviews with apprentices, workplace trainers, coaches, and members of VET management of the enterprise, protocols of site visits and an analysis of VET related documents. As also VET schools must train learners for the contemporary world of work and must foster their ability to increasingly manage their own (further) competence development, coaching could be an interesting approach to be used in VET schools. This is critically discussed in the second part of the paper, respecting the different conditions that apply for supporting learning at the workplace- and supporting learning in the VET school context.

Australian residential aged care home staff experiences of implementing an intervention to improve palliative and end-of-life care for residents: A qualitative study.

Access to high-quality and safe evidence-based palliative care (PC) is important to ensure good end-of-life care for older people in residential aged care homes (RACHs). However, many barriers to providing PC in RACHs are frequently cited. The Quality End-of-Life Care (QEoLC) Project was a multicomponent intervention that included training, evidence-based tools and tele-mentoring, aiming to equip healthcare professionals and careworkers in RACHs with knowledge, skills and confidence in providing PC to residents. This study aims to understand: (1) the experiences of healthcare professionals, careworkers, care managers, planners/implementers who participated in the implementation of the QEoLC Project; and (2) the barriers and facilitators to the implementation. Staff from two RACHs in New South Wales, Australia were recruited between September to November 2021. Semi-structured interviews and thematic data analysis were used. Fifteen participants (seven health professionals [includes one nurse, two clinical educators, three workplace trainers, one clinical manager/nurse], three careworkers and five managers) were interviewed. Most RACH participants agreed that the QEoLC Project increased their awareness of PC and provided them with the skills/confidence to openly discuss death and dying. Participants perceived that the components of the QEoLC Project had the following benefits for residents: more appropriate use of medications, initiation of timely pain management and discussions with families regarding end-of-life care preferences. Key facilitators for implementation were the role of champions, the role of the steering committee, regular clinical meetings to discuss at-risk residents and mentoring. Implementation barriers included: high staff turnover, COVID-19 pandemic, time constraints, perceived absence of executive sponsorship, lack of practical support and systems-related barriers. The findings underline the need for strong leadership, supportive organisational culture and commitment to the implementation of processes for improving the quality of end-of-life care. Furthermore, the results highlight the need for codesigning the intervention with RACHs, provision of dedicated staff/resources to support implementation, and integration of project tools with existing systems for achieving effective implementation outcomes.

일학습병행 기업현장교사의 직무자율성, 자기효능감, 학습민첩성, 잡 크래프팅 간의 구조적 관계

The purpose of this study was to investigate the structural relationship between job autonomy, self-efficacy, learning agility, and job crafting of workplace trainers who participated in a work and learning dual system. The subjects of this study are 223 workplace trainers serving at work and learning dual system participating companies across the country. The analysis of the collected data was conducted using structural equation modeling. The results of this study are as follows. First, the job autonomy of workplace trainers at companies participating in a work and learning dual system has not had a significant direct impact on job crafting. However, self-efficacy and learning agility have been shown to have a significant direct effect on job crafting. It was also confirmed that job autonomy and self-efficacy had a direct impact on learning agility. Second, job autonomy and self-efficacy of workplace trainers have been shown to have an indirect effect on job crafting through learning agility as acuity.

Promoting Workplace Guidance and Workplace–School Collaboration in Vocational Training: A Mixed-Methods Pilot Study

The aim of this mixed-method pilot study was to expand the understanding of potential methods to support collaboration between vocational schools and workplaces and to enhance workplace guidance processes. Specifically, we evaluated whether a Cultural-historical Activity theory-based intervention program could have beneficial effects on school–workplace collaboration and on the individual-level competencies of the teachers and workplace personnel. Our results indicate that the change workshop provides a potential mechanism for enhancing personal competencies such as self-efficacy and for promoting collaboration between schools and workplaces, especially in terms of defining objectives for workplace learning. Our study also highlighted how the change workshop method has the potential to trigger expansive learning, in which school personnel and workplace trainers, through learning actions, can change and create new ways of working together. This study highlights the importance of providing workplaces and educational institutions with opportunities to share experiences and learn how to promote workplace-situated learning together.

PRINSIP ANDRAGOGI DALAM PELATIHAN MENTOR PEMAGANGAN GUNA MENGHASILKAN REKOMENDASI KOMPETEN

The training for workplace trainers in apprenticeship is at the heart of our aim of the community service. Training activities were carried out in Semarang and Solo in 2020. The training utilized the principle of andragogy and gaining success with 50 certified workplace trainers. The primary challenging part in conducted training for workplace trainers was about the degree of quantity and quality of the portfolio as competencies evidence. Applying the andragogy principle in this training with ice-breaking games, controlling participants' progress portfolio are among the success factors. The key performance indicator for successful training is based on the results of an assessment competency that provides competent recommendations for all training participants. This article also reveals the use of a model that applies creative andragogy to competency-based training that emphasizes the individual's ability to absorb learning.

Program Coherence and Integration of School- and Work-Based Learning in the Icelandic Dual Vocational Education and Training (VET) System

This study examines how recently graduated journeymen, vocational teachers, and workplace trainers view the integration between learning at school and at work in a dual vocational education and training (VET) system, and how these views might be influenced by the duration and the sequencing of school- and work-based learning periods. Research indicates that effective implementation of the dual VET system is contingent upon successful integration of learning experience at the two venues. Recent graduates, workplace trainers, and teachers in all 51 certified trades answered an electronic questionnaire (667 participants, response rate 24%). Factor analysis of responses to 22 statements resulted in the identification of five factors. Findings show that the learning venues were parallel rather than integrated. Communication and collaboration between teachers and workplace trainers were limited and recent graduates, in particular, did not experience the program as a coherent whole. The results also showed important variations in the perspectives of the three groups of participants. The duration of the workplace learning period was not found to be associated with perceptions of program integration. Some limited effects of sequencing were found, but no clear pattern emerged. This study adds to knowledge on learning and integration, and indicates possible ways of improving program coherence and integration in a dual VET system.

Standing and attractiveness of vocational education and training in Finland: focus on learning environments

ABSTRACTThis article discusses the standing and attractiveness of vocational education and training (VET) in Finland. We argue that learning environments, along with the expectations for and attitudes towards them, are related to the attractiveness of VET. The empirical part of the article describes a comprehensive view of learning environments based on our several interview data sets and previous findings. Four sets of existing interview data (N = 96) are combined to depict school–work connection from the viewpoints of VET providers and teachers (n = 23) and workplace actors, including employer representatives and learners’ workplace trainers and co-workers (n = 30), as well as from the perspective of VET learners (students and apprentices; n = 43). The article discusses the design rationale behind learning environments and the challenges these environments face in Finland. The article concludes that learning environment design is focused on alignment between school and work. However, based on the interview data, there are attitudes and practices that hinder the connectivity between education and work, and the responsibility to align various experiences is largely left to the learner.

Developing a Competency-Based Education and Training System for Workplace Trainers

Developing a Competency-Based Education and Training System for Workplace Trainers

A study on development of competency model for workplace trainers

A study on development of competency model for workplace trainers

Nám í skóla og á vinnustað: Viðhorf og reynsla sveina, kennara og meistara af tvískiptu kerfi löggiltra iðngreina

Markmið rannsóknarinnar var að skoða hvernig nám í tvískiptu kerfi löggiltra iðngreina fer fram á Íslandi, nánar tiltekið hvort samfella sé í skipulagi námsins og samhengi milli námsins í skóla og á vinnustað. Tekin voru viðtöl við sveina, kennara og meistara (átta í hverjum hóp) í fjórum iðngreinum. Niðurstöður benda til þess að tvískipta kerfið sé að miklu leyti rekið eins og tvö samhliða námskerfi og ekki sé nægilega hugað að því að námið myndi samfellda heild. Samskipti eru óformleg og ábyrgð á samræmingu virðist hvergi vera skilgreind. Einnig sýndu niðurstöður að styrkleikar námsins í skólanum eru veikleikar námsins á vinnustað og öfugt, og því getur verið erfitt að tryggja gæði námsins í heild. Tvískipta kerfið í löggiltum iðngreinum ætti að geta boðið upp á góða heildstæða þjálfun en víða þarf að lagfæra fyrirkomulag til að tryggja gæði og samfellu náms. Rannsóknarverkefnið var styrkt af Mennta- og menningarmálaráðuneytinu í gegnum verkefnið Nám er vinnandi vegur og af Rannsóknarsjóði Háskóla Íslands.

Finnish Apprenticeship Training Stakeholders’ Perceptions of Vocational Expertise and Experiences of Workplace Learning and Guidance

This study examines Finnish apprenticeship training stakeholders’ perceptions of vocational expertise and experiences of workplace learning and guidance. The semi-structured interview data was collected in 2015 in two vocational fields: the social and health care services sector (five workplaces) and the technology sector (five workplaces). The sample (N = 40) consisted of apprentices (n = 10), their co-workers (n = 10), workplace trainers (n = 10) and employers (n = 10). The study applies the classifications of natural abilities and self-regulation to identify the most important individual characteristics related to vocational expertise. The socio-cultural approach to workplace learning and guidance illustrate that vocational expertise also develops from external support through participation and guidance in everyday interactions in the contexts of education and work. The data was analysed using qualitative content analysis. The findings indicate that individuals with fluent cognitive skills (e.g., problem solving skills) combined to advanced social skills, self-awareness and self-regulation are perceived as vocational experts. The apprenticeship training was considered to draw upon an extensive learning environment to facilitate an apprentice’s vocational development by offering access to authentic work tasks and collective support by experienced workers. Yet, the lack of time, resources and pedagogical approaches were found to hinder individual guidance and reciprocal workplace learning between apprentices and experienced workers. The workplaces were shown to provide fruitful learning possibilities for those apprentices with strong self-regulatory skills.

The Neglected World of the Workplace Trainer

The aim of this small-scale research is to explore the hidden world of the workplace trainer. Four trainers from a training institute in Qatar were interviewed and asked about their opinions of the employee as a learner, the trainer’s work, and the role of quality compliance in the training process. After transcribing and analysing the semi- structured interviews, several themes concerning the employee as a learner emerged such as the employees’ motivation and the effects of the workplace environment on learning. The findings also showed the trainers’ need for an adequate professional development plan and a reconsideration of their power inside the classroom. Regarding the quality compliance, there were various insights and suggestions for improvement. The results of this study are important to any workplace trainers, human development, and quality compliance employees or anyone interested in knowing more about the world of adult learning.

An empirical identification and categorisation of training best practices for ERP implementation projects

Although training is one of the most cited critical success factors in Enterprise Resource Planning (ERP) systems implementations, few empirical studies have attempted to examine the characteristics of management of the training process within ERP implementation projects. Based on the data gathered from a sample of 158 respondents across four stakeholder groups involved in ERP implementation projects, and using a mixed method design, we have assembled a derived set of training best practices. Results suggest that the categorised list of ERP training best practices can be used to better understand training activities in ERP implementation projects. Furthermore, the results reveal that the company size and location have an impact on the relevance of training best practices. This empirical study also highlights the need to investigate the role of informal workplace trainers in ERP training activities.

How OERs can help a Strategically Important and Vulnerable Subject Area - Quantitative Social Science

In the UK the 2010 Royal Statistical Society campaign - getstats - and the Economic and Social Research Council (ESRC) have identified a pressing need to promote the use and understanding of statistical data and quantitative methods (QM). Despite excellent research data infrastructure such as the UK Data Service, the ESRC acknowledges a QM skills deficit in UK Social Science. Attempts to improve data and statistical literacy have largely focused on developing good practice at institutional level and have revealed pockets of excellence in UK social science departments. Investment at the postgraduate level has resulted in progress in 'capacity building' for researchers, and attention is now turning to the undergraduate level. The work reported in this paper is the result of a project - 'Sharing OERs for Statistical Literacy using Real World Data' - funded through the Open University's SCORE (Support Centre for Open Resources in Education) initiative. The project adopted a case study approach to investigate the use of real world data in social science teaching of quantitative methods (also referred to as quantitative skills) as part of research methods training. It focussed on teaching at the undergraduate level, and on the social sciences excluding psychology and economics. The methodological task was to find practitioners willing to discuss and share their experiences of using real world data in this environment, and to explore their approaches to sharing resources. The population from which interviewees were drawn was therefore restricted to those already engaged in this endeavour. Consequently the case studies were selected from those given the tasks of quantitative methods teaching, possibly marginalized through the 'quantitative/qualitative' split that is evident in UK social sciences, and thus those who have <em>the task of engaging the largely disengaged</em>. Other players in this space, notably policy practitioners, workplace trainers and academic support staff, were also included, though to a lesser degree, in order to look beyond the teaching of QM, and to connect to the wider issues, especially the employability of graduates with quantitative skills. The paper describes the approach taken, summarises activities undertaken, and provides a series of case studies showing differing perspectives of engaging with statistical data and methods. Evidence of the benefits of sharing open educational resources reflecting real world examples that support the development of statistical literacy are presented, and the barriers to sharing also discussed. Further areas for research and practice are also identified. <span class="sub_head">Keywords:</span> Statistical literacy, quantitative methods, social sciences, employability, real world data, quantitative skills, Open Educational Resources.

Initial assessment and validation of an instrument to measure student perceptions of leadership skills

AbstractThis article reports on development and validation of an instrument for use in measuring student perceptions of leadership skills. The article describes the development process of an instrument through use of subject matter experts for measuring leadership skill perception among students and use of an exploratory factor analysis technique to validate the resulting instrument. These data were obtained from a survey of 214 students in a small liberal arts college of business. The article presents an instrument for assistance with measuring leadership skill perception, development, and importance as well as further reports on the initial validity and reliability measures resulting from the analysis. In addition, the usefulness of the instrument for educators and workplace trainers is explored.

An investigation into the competence of workplace trainers to meet the special learning needs of underprepared learners

An investigation into the competence of workplace trainers to meet the special learning needs of underprepared learners

Structural decoupling between the VET and the employment systems: challenges manifested in assessment of practical training

This article aims to analyse how structural decoupling, which is an especially relevant problem for school‐based vocational education and training (VET) systems, reveals itself in the assessment of practical training. Niklas Luhmann’s social system theory has been applied to the analysis of assessment practices as a communication act between the VET and the employment systems. This analysis is based on empirical data gathered by semi‐structured interviews of different stakeholders in the assessment process from two fields of the VET system – the training of nurses and of information technologyIT specialists. The analysis explores several problems in assessment practices, including fictitious assessment practices, low quality of training and motivation of workplace trainers, and also the lack of correspondence between the school curriculum and the competence base needed in the real workplace. In this study, some of these challenges are explained by communication disruptions in Luhmann’s sense and the others by the structural decoupling between the VET and the employment systems.