Workplace Learning: Differential Learning Needs of Novice and More Experienced Workers
Author(s)
Cornford, I.
Beven, F.
Griffith University Author(s)
Year published
1999
Metadata
Show full item recordAbstract
Despite implementation of government policies involving workplace learning, there has been little conceptual analysis from a learning perspective of the needs of novice and more experienced workers. The role of instruction appears not to have been adequately conceptualised, there is a serious underestimation of what is required to make the workplace an effective learning environment, and there are incorrect assumptions that all workplaces are similar and effective sites for training. This article synthesises the cognitive psychology, skill learning and the development of expertise literatures in order to understand better ...
View more >Despite implementation of government policies involving workplace learning, there has been little conceptual analysis from a learning perspective of the needs of novice and more experienced workers. The role of instruction appears not to have been adequately conceptualised, there is a serious underestimation of what is required to make the workplace an effective learning environment, and there are incorrect assumptions that all workplaces are similar and effective sites for training. This article synthesises the cognitive psychology, skill learning and the development of expertise literatures in order to understand better the different learning needs of novice and more experienced workers. Further, it draws a distinction between learning and training, and we conclude that some formal training appears necessary for attainment of superior longer-term performance and problem-solving objectives in complex workplace environments. Therefore, effective workplace learning requires highly trained training personnel with the legislation, often now dictating directions, indicating that there are financial penalties for businesses failing adequately to supervise and train employees. In conclusion, we argue that current government policies involving training packages seem counterproductive to establishing effective workplace learning.
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View more >Despite implementation of government policies involving workplace learning, there has been little conceptual analysis from a learning perspective of the needs of novice and more experienced workers. The role of instruction appears not to have been adequately conceptualised, there is a serious underestimation of what is required to make the workplace an effective learning environment, and there are incorrect assumptions that all workplaces are similar and effective sites for training. This article synthesises the cognitive psychology, skill learning and the development of expertise literatures in order to understand better the different learning needs of novice and more experienced workers. Further, it draws a distinction between learning and training, and we conclude that some formal training appears necessary for attainment of superior longer-term performance and problem-solving objectives in complex workplace environments. Therefore, effective workplace learning requires highly trained training personnel with the legislation, often now dictating directions, indicating that there are financial penalties for businesses failing adequately to supervise and train employees. In conclusion, we argue that current government policies involving training packages seem counterproductive to establishing effective workplace learning.
View less >
Journal Title
Australian and New Zealand Journal of Vocational Education Research
Volume
7
Issue
2
Publisher URI
Subject
Education
Economics
Studies in Human Society