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On-the-Job trainer’s training in Finland Carina Kekäle 1 TorrePacheco (Spain) January 28th, 2009.

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Presentation on theme: "On-the-Job trainer’s training in Finland Carina Kekäle 1 TorrePacheco (Spain) January 28th, 2009."— Presentation transcript:

1 On-the-Job trainer’s training in Finland Carina Kekäle 1 TorrePacheco (Spain) January 28th, 2009

2 The FinnishEducation System Chart 2

3 Training of on-the-job-learning trainers Arrangements depends on the fields and the possibilities for the working life – Trainers coming on courses to the school – Teachers visit the working place and in discussions with the trainers give the information, knowledge, formulars and make agreements. The course is 2 credits(study weeks) and the trainers got a certificate 3

4 TRAINING PROGRAMME Training programmes consist of 4-5 discussion sessions at the workplace The teacher and the supervisor discuss through the ways in which the supervisor training can be organized at the workplace, so that both the workplace, the workers there and the students see the activity as meaningful Participants get a certificate of participation 4

5 TRAINING PROGRAMME CONTENTS 1. Pre-study at the workplace and of the supervisor 2. Training of the supervisors at the workplace 5. Assessment and continued development of cooperation 3. The practicalities of the training: co- operation on the workplace learning and practical exam 4. Practical implementation with students at workplace learning 5

6 The Education System of Finland 6

7 WORKPLACE LEARNING Goal oriented in such a way that it meets the expectations of the work life, develop the skills, and that the education and work life interact, supervised in such a way that the students get a safe learning environment and so that all learning and developments are evaluated In second-stage vocational education must contain at least 24 study weeks. The work periods must be long enough and varying enough Practical exam for the young 2006 The students get personal study plans for each workplace learning period 7

8 PHASES OF WORKPLACE LEARNING 8 Supervisor Teacher Definition of Goals IntroductionSupervision Practical exam

9 AGREEMENTS AND DOCUMENTS Obligatory: – Agreement between the school and the workplace where the goals are defined; thereby the workplace is committed to to appoint such tasks that the learning goals can be reached – Personal study plans for learning at work period and the practical exam Others: – Education plan for the student – Evaluation form, to be reviewed by the supervisor, teacher and student – Learning diary and/or checklist for the student to fill in daily – Instructions for the workplace, supervisor and student 9

10 TASKS AND RESPONSIBILITY OF THE WORKPLACE The workplace signs an agreement with the school about the arrangements of the studies at the workplace – work hours, task sin relation to the goals, the conditions for the student (employed or not). The other employees must be informed. The workplace appoints a person (supervisor) responsible for supervision and evaluation The workplace is responsible for worker safety and the safety equipment necessary. Young workers should especially be covered to avoid unnecessary accidents. All workers must be instructed in healthy and safe work methods. Accidents are normally covered by the same insurances as for normal accidents at work, but the school is the insurer. 10

11 TASKS OF THE WORKPLACE SUPERVISOR To give the student a holistic view to the workplace, work environment and the team To introduce the student into the activities of the workplace, to train and supervise the tasks, and to inform of the safety procedures To create work situations that promote learning, to arrange eventually required expert supervision, and to provide opportunities to follow the correct procedures To minimize the insecurity of the student in the new situation, through being present and taking time 11

12 TASKS OF THE WORKPLACE SUPERVISOR To place trust in the student, to motivate and support To increase the opportunities to learn the tasks, to explain why the tasks are done To supervise, guide, and follow up on the work of the student, to have an open view to the student, to provide holistic task expertise To encourage and give feedback, that increases the student’s insight in evaluating his/her own work. To assess the student’s work together with the supervisor from the school and the student To act as a contact person towards the school in any problem or conflict situation 12

13 TRAINING OF THE STUDENTS Before the student comes to the workplace the supervisor, the teacher, and the student discuss what the student should learn during the workplace learning period and why the examination takes place The supervisor explains the activity, the business idea, customers, organization, and rules; peers, supervisors, managers; non-disclosure rules Supervisor explains the products and services relevant for the student Guidance to social premises (change and restrooms, coffee and lunch breaks, working hours..) Rules, routines and procedures of the workplace 13

14 TRAINING OF THE STUDENTS Supervisor explains the risks of the process, especially with machines and tools, and safet y equipment required The school is required to give the students the required safety equipment, if not provided by the workplace Insurances do not cover damage that is due to lack of proper equipment, supervision, instructions, or management The student can also be required to cover the damage if it is due to gross liability on the student’s side The supervisor should explain the emergency procedures (locations and use of emergency exits, medical box, extinguishers etc.) 14

15 SUPERVISION To test and document the earlier skills and knowledge of the student Provide a holistic picture on the content to be learned To motivate, to explain why the work is important; to explain the quality goals and criteria, to explain the correct behavior code To explain the responsibilities of the student, but let the student do the work by him/herself To use understandable vocabulary, to translate the difficult words 15

16 SUPERVISION Try not to teach too much at once; make sure you are available to explain and teach. Let the student think by him/herself Show the correct procedure first, then let the student try. Simple things first. Support independent work, delegate responsibility. Correct wrong procedures direct. Point out the importance with punctuality and effectiveness. Explain the eventual risks. Bring in the student to the workplace community. 16

17 SUPERVISION Encourage a questioning mindset; explain things that are not clear Let the student participate in problem-solving, organize opportunities to participate in real situations or relate to real-life cases that have taken place Train the student to listen to others and to think together with the others Eventually a non-disclosure agreement 17

18 GOOD FEEDBACK Feedback that is based on openness and cooperation, can build freedom of action Trust, good work relations Respecting the individual; the student should be treated as equal to others Lively communication, exchange of experience Mistakes are accepted, positive and negative feedback needed Encouragement to continuous learning, development, and guidance 18

19 LEARNING STYLES Learning styles are the ways on which we take in information, work with it, and store it Some people learn best by doing, some others through thinking and analysis. Some have a visual memory, others an auditive memory. Working alone, in pairs, or groups ? Motivation and responsibility Patience and persistence, to make something ready before starting with something new Concentration problems with quiet or noise, lighting, temperature Instructions: the supervisor should show the correct procedure Time of day: morning people vs. night owls Every one has his/her preferred way of learning, thinking and working. If it is possible to be aware of, and adjust to, these differences, the possibility for a good learning outcome increases for the students 19

20 PRACTICAL EXAM Between the employer and the school, the work situations are planned so that the exam can be conducted at the work place; however the exam should be a holistic situation that is conducted and assessed by the school and the work life jointly Practical, realistic work situations and tasks The student should know about the tasks that are included in the exam in advance, so he/she can during the last week practice and show his/her skills in a natural and meaningful work environment 20

21 ASSESSMENT Goals for the workplace learning period are clarified both for the student and the employer The main task of the assessment is to support a positive development of the self of the student as a professional – both the strengths and weaknesses must be analyzed Criteria and assessment areas stem from the goals in the curriculum Assessment measures how well the goals for the study have been met To take responsibility, plan, and prioritize; to follow agreed guidelines; to give and take support, to dare to question. 21

22 ASSESSMENT OF WORKPLACE LEARNING AND THE PRACTICAL EXAM Correct methods, tools, materials, machinery and procedures, along with safety precautions Working for good work climate Independence at the task, initiative Use of technologies and ICT Entrepreneurial spirit, creativity Customer-oriented activity, consumerism, quality The student self-evaluation must be included Assessment is an important part of the learning process Well argued responses to eventual questions from the assessors 22

23 References Part of this presentation belongs to the project Metodverkstaden. 23

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