Emerging practices in workplace learning
Workplaces and educational institutions merely represent different instances of social practices in which learning occurs through participation.
Stephen Billett, 2001
We talk a lot about VET pedagogy, but what about the pedagogy that occurs within work organisations? Whether they are existing workers, traditional apprentices, on-the-job trainees or learners undertaking field placements, increasing numbers of our students are involved in workplaces. For this reason alone, we need to know much more about how learning occurs at work and how we can assist and extend that learning back in the classroom.
One of the major challenges confronting VET teachers is the changing nature of work and the demand that education and training must meet more closely the requirements of the workplace. At the same time, ideas about informal and experiential learning and the ‘authenticity’ of the workplace have gained greater influence.
A current ICVET project aims to uncover emerging trends and practices in workplace learning and assessment. We will report on a range of literature and case studies from both Australian and international sources. The study will tease out the implications of these trends for teaching and learning and seek answers to questions such as:
- What pedagogical strategies and tactics are typically employed in workplace learning?
- How can vocational teachers best support workplace learning back in the classroom?
- What steps should be taken to help learners develop relevant skills and knowledge while learning on the job?
- What support should the learner be given so that maximum benefit is derived from the learning experience?
- What are the best ways to integrate learning on and off the job?
The authors of a new book (see link below for further details) suggest that pedagogy exists in any social context where knowledge is distributed and used, and they refer to the learning that occurs at work as situated pedagogy. They draw on the experience of a number of ‘student-interns’ in the US to analyse the kinds of strategies and tactics used by supervisors and co-workers to induct newcomers into the knowledge of the workplace.
The authors argue that a workplace has a curriculum much as an educational institution does. Whereas the main characteristic of a TAFE curriculum is the orderly sequence of instruction for learning, a workplace curriculum is driven by the purposes of that organisation. The main purpose of work is not learning, but the learning that does occur has an authentic quality that serves real world, specific goals.
The subjects of this revealing study include:
- Fred (an 18 year old high school student interned in a small veterinary clinic)
- Jose (a student in a travel and tourism program who was working as assistant to the manager of the housekeeping staff in a large hotel), and
- Fiona (student in a medical careers course who worked for the anaesthesiology technicians in a general hospital).
Later the authors devote a chapter to analysing the ways that teachers can enhance the workplace learning experience. Teachers can encourage knowledge transfer by having students examine how problems are similar or different across contexts. They can also provide opportunities for students to reflect on the experience of work from other perspectives. For instance, the observation that girls operate the cash registers while boys prepare the meals in a fast food outlet could lead to a productive discussion about gender segregation in workplaces.
The book includes a useful description of pedagogical devices that can assist learners to make the most productive use of their on-the-job learning. These include learning contracts, journals, debriefing seminars, projects and presentations.
In our own Australian context there are many fine examples of VET teachers engaging with workplace learning and assessment in ways that benefit both students and their employers. In addition, the case studies demonstrate the potential of workplace learning to transform the teacher’s role from one of content expert to that of learning expert (Keevers and Outhwaite, 2002).
In coming months, we will showcase a range of case studies that illustrate workplace learning in practice. You will be able read about VET teachers taking their first tentative steps into the field, right through to those who confidently engage with the workplace as a routine part of their practice.
References
BAILEY, T, Hughes, K & Moore, D 2004, Working Knowledge: Work-based Learning and Education Reform, Routledge Falmer, New York
BILLETT, S 2001, Participation and continuity at work: A critique of current workplace learning discourses. Context, Power and perspective: Confronting the Challenges to Improving Attainment in Learning at Work. Joint Network/SKOPE/TLRP International workshop 8-10 November 2001, Sunley Management Centre, University College of Northampton.
KEEVERS, L & Outhwaite, S 2002, All in a Day’s Work: Investigating Work-based Learning, Community Services, Health, Tourism and Hospitality Division, TAFE NSW
See also
Workbased Learning | Resources A-Z
