Description
Integrating learning into the workplace is the focus of this paper. A variety of strategies were identified and their effectiveness tested in a pilot training program based in the health industry. Personal motivation, having access to resources in the workplace and being able to network and share ideas were critical to being able to integrate learning into the workplace. The research was funded through the NCVER's Building Researcher Capacity initiative and was undertaken by a novice researcher in the Community of Practice Scholarship program.Summary
About the research
Building the research capacity of the vocational education and training (VET) sector is a key concern for the National Centre for Vocational Education Research (NCVER). To assist with this objective, NCVER supports a community of practice scholarship program, whereby VET practitioners without research experience are given the opportunity to undertake their own research to address a workplace problem. Scholarship recipients are supported by a mentor, and NCVER publishes their research results.
Cheryle Barker participated in the 2009 community of practice program. Cheryle is an Education Research Officer at Bendigo Regional Institute of TAFE. With a focus on the health industry, Cheryle's research explores which workplace practices help individuals to embed learning from training programs into their work practice.
Through a literature review and interviews with industry and trainers, the study identified a range of potential strategies to assist learners to integrate learning into the workplace. A pilot training program was conducted to test the effectiveness of these strategies. Learners' pre-training benchmarks were established and feedback was sought immediately after the conclusion of training and again two months later.
Key messages
- The delivery model, including the use of practical and interactive workshops, maximised students' capacity to transfer their learning into their workplace.
- Transference could be enhanced by focusing attention on self-directed learning for students and ensuring that adequate support was provided to their trainers and workplace supervisors/coaches to carry out their roles in supporting sustained behavioural change.
- A clear understanding of the purpose, outcomes and model of delivery was vital for students. Understanding the purpose of the training program prior to beginning influenced learner motivation to participate and their openness to the learning experience.
- Coaching and mentoring have been strongly promoted as useful adjuncts to training but this research shows more work is needed to get people to engage in these activities.
Tom Karmel
Managing Director