Modeling the Characteristics of Vocational Excellence Petri Nokelainen petri.nokelainen@uta.fi School of Education University of Tampere Finland

Acknowledgements Finnish research team: International research team: Prof. Dr. Petri Nokelainen, Prof. Dr. Pekka Ruohotie, Dr. Kari Korpelainen, MA Laura Pylväs, MA Mika Puukko, MA Reija Palttala. International research team: University of Oxford (UK): Prof. Dr. Ken Mayhew, Dr. Cathy Stasz, Dr. Susan James. RMIT University (Australia): Prof. Dr. Helen Smith, MA Mohammad Rahimi.

Acknowledgements Finnish supporters: International supporters: Veijo Hintsanen, Eija Alhojärvi, Hannu Immonen, Immo Pylvänen, Heikki Saarinen, Atte Airaksinen, Juha Minkkinen, Matti Kauppinen, Pekka Matikainen, Tuomas Eerola, Martti Majuri and Finnish Helsinki, Sitzuoka, Calgary and London competitors. The research was funded by the Finnish Ministry of Education and Culture. International supporters: Tjerk Dusseldorp, David Hoey, Simon Bartley

Contents Introduction Theoretical framework Design Results MoVE (First phase) AVE (Second phase) AVE (Third phase) Conclusions Discussion Current research PaVE (Fourth phase)

Introduction International vocational competitions in different skill areas (e.g., plumbing, hair dressing) are gaining increasing interest around the world. What started in 1947 as a small regional competition in Spain has now become the WorldSkills Competition (WSC), a world-renowned event that draws competitors and visitors from all over the world.

Introduction The competition rules document define the resolutions and rules for the organisation and execution of the WorldSkills Competition incorporating all skill competitions. Each country may enter one competitor or team per skill. Competitors must not be older than 22 years (in some skill areas 25 years) in the year of the competition.

Introduction International panel of judges assign a score (0 - 600 points) for each competitor or team after four competition days. Three best competitors for each skill area are awarded with gold, silver and bronze medals. Other competitors who score 500 points or more are awarded with Medallion for Excellence.

Introduction Finnish WSC teams have been studied since 2006 in three research projects: MoVE = Modelling Vocational Excellence (2006-2008) AVE = Actualizing Vocational Excellence (2009-2011) PaVE = Pathways to Vocational Excellence (2012- ) Projects were funded by the Finnish Ministry of Education and Culture.

Introduction Major goal in these mixed-method studies is to investigate the role of WorldSkills competitors’ natural abilities, intrinsic characteristics, and extrinsic conditions to their talent development.

Contents Introduction Theoretical framework Design Results MoVE (First phase) AVE (Second phase) AVE (Third phase) Conclusions Discussion Current research PaVE (Fourth phase)

Theoretical Framework Bloom: Talent development taxonomy (1985). Ericsson: Development of expertise (1993, 2006). Gagné: Differentiated Model of Giftedness and Talent (2004, 2010). Gardner: Multiple Intelligences (1983, 1993, 1999). Greenspan, Solomon & Gardner: Cognitive and social skills on talent development (2004). Pintrich: Intrinsic and extrinsic goal orientations, control and efficacy beliefs (2000). Midgley et al.: Patterns of adaptive learning (2000). Zimmerman: Sociocognitive approach to self-regulation (1998, 2000). Weiner: Attributions for success and failure (1986).

Differentiated Model for Giftedness and Talent (DMGT) (Gagné, 2004)

C.GIPE - Causal order of components in DMGT (Gagné, 2004, see also Nokelainen, in press; Nokelainen & Ruohotie, 2009; Tirri & Nokelainen, 2011)

Multiple Intelligences Theory (Gardner, 1983, for operationalization, see Tirri & Nokelainen, 2011) (1) Linguistic intelligence (2) Logical-mathematical intelligence (3) Musical intelligence (4) Spatial intelligence (5) Bodily-kinesthetic intelligence (6) Interpersonal intelligence (7) Intrapersonal intelligence (8) Spiritual intelligence (9) Environmental intelligence

Adaptation of Zimmerman’s Self-regulation Model (Zimmerman, 2000; Nokelainen, 2008)

? ? A B C ?

Contents Introduction Theoretical framework Design Results MoVE (First phase) AVE (Second phase) AVE (Third phase) Conclusions Discussion Current research PaVE (Fourth phase)

Design Interview (n = 30) and survey (n = 110) data was collected from 2005 Helsinki, 2007 Shizuoka and 2009 Calgary competitors, their trainers, working life representatives and parents.

Design

Design 1. PHASE 3. PHASE 2. PHASE . . . Finnish WSC team selection Finnish WSC team training WorldSkills competition Working life INTERVIEWS 1. PHASE 2. PHASE 3. PHASE INTERVIEWS WSC SUCCESS SURVEY DATA A N L Y S E . . .

Contents Introduction Theoretical framework Design Results MoVE (First phase) AVE (Second phase) AVE (Third phase) Conclusions Discussion Current research PaVE (Fourth phase)

First phase research questions (interviews) 1. What characteristics are specific to WSC competitors? 2. How do the characteristics of WSC competitors differ during the training period, competitions, and working life? 3. What characteristics are specific to WSC competitors' initial interest in the field, perseverance in acquiring a vocational skill, and mastery of that skill? 4. What characteristics are specific to the employers of WSC competitors?

Design 1. PHASE 3. PHASE 2. PHASE . . . Finnish WSC team selection Finnish WSC team training WorldSkills competition Working life INTERVIEWS 3. PHASE INTERVIEWS WSC SUCCESS SURVEY 2. PHASE DATA A N L Y S E . . .

Method Four Finnish WSC 2005 and four WSC 2007 competitors (n = 8) were interviewed. Six males (Mage=21 years) and two females (Mage=20 years). Also their trainers, working life representatives and parents (n = 22) were interviewed.

Method WSC competitors in this study represent four skill categories, which are linked to the Multiple Intelligence theory (Gardner, 1983): IT/Software Applications (logical-mathematical). Web Design (spatial, logical-mathematical). Plumbing (bodily-kinesthetic, spatial). Beauty Therapy (interpersonal, bodily-kinesthetic, spatial).

Interview measurement model NON-DOMAIN SPECIFIC EXTRINSIC CONDITIONS Home Society Relatives Media Friends RQ 1,2,3 RQ 3 RQ 4 VOLITION Perseverance Time management MOTIVATION Intrinsic Extrinsic SELF-REFLECTION Effort Ability WORK LIFE EXPECTATIONS NATURAL ABILITIES VOCATIONAL TALENT DEVELOPMENT Challenge Intellectual Responsibility Socioaffective Leadership Sensori-motorical Life-long learning Salary MOTIVATION Intrinsic Extrinsic SELF-REFLECTION Effort Ability VOLITION Perseverance Time management Workplace Friends Teachers Skill trainers Mental trainers Artefacts Other persons DOMAIN SPECIFIC EXTRINSIC CONDITIONS

Results: Interview 1. What characteristics are specific to WSC competitors? VOCATIONAL TALENT CHARACTERISTICS MOTIVATION Intrinsic Extrinsic VOLITION Perseverance Time management SELF-REFLECTION Stress tolerance INTRINSIC INTELLECTUAL SOCIOAFFECTIVE SENSORIMOTOR NATURAL ABILITIES

Results: Interview Self-reflection (stress tolerance) Mental training Volition (perseverance, time management) Total mastery of work skills Cognitive skills (development potential) Shift from uncontrollable to controllable attributions Extrinsic goal-orientation (competitiveness, ambition) Promotion of advances of competitions for future career Intrinsic goal-orientation (interest towards work) Meaningful training tasks, interesting artifacts, home/teacher support Social skills Collaborative tasks during training VOCATIONAL TALENT CHARACTERISTICS MOTIVATION Intrinsic Extrinsic VOLITION Perseverance Time management SELF-REFLECTION Stress tolerance INTRINSIC INTELLECTUAL SOCIOAFFECTIVE SENSORIMOTOR NATURAL ABILITIES

Results: Interview 2. How do the characteristics of WSC competitors differ during the training period, competitions, and working life? VOCATIONAL TALENT DEVELOPMENT Training/studies MOTIVATION Intrinsic Extrinsic VOLITION Perseverance Time management SELF-REFLECTION Stress tolerance INTRINSIC CHARACTERISTICS INTELLECTUAL SOCIOAFFECTIVE SENSORIMOTOR NATURAL ABILITIES MOTIVATION Intrinsic Extrinsic VOLITION Perseverance Time management SELF-REFLECTION Stress tolerance INTRINSIC CHARACTERISTICS INTELLECTUAL SENSORIMOTOR NATURAL ABILITIES SOCIOAFFECTIVE VOCATIONAL TALENT DEVELOPMENT Competitions VOCATIONAL TALENT DEVELOPMENT Working life MOTIVATION Intrinsic Extrinsic VOLITION Perseverance Time management SELF-REFLECTION Stress tolerance INTRINSIC CHARACTERISTICS INTELLECTUAL SOCIOAFFECTIVE SENSORIMOTOR NATURAL ABILITIES

Results: Interview 1. Perseverance and self-reflection alongside with intellectual and sensorimotorical abilities were important in all three career stages. The role of social skills was strongest in working life. Results showed only minor differences between intrinsic and extrinsic goal-orientations.

Results: Interview 3. What characteristics are specific to WSC competitors' initial interest in the field, perseverance in acquiring a vocational skill, and mastery of that skill?

Results: Interview 1. Institutional and trainers’ support are important throughout the three skill acquisition stages. Intrinsic goal-orientation is more important at the initial stage than extrinsic goal-orientation, but the roles change during training process (perseverance).

Results: Interview Importance of future work security and possibilities increase towards the mastery level. Role of social motivation (importance of friends and WSC team members) stay quite small and stable throughout the process.

Results: Interview 4. What characteristics specify WSC competitors’ employer? Challenging work tasks Freedom and responsibility Logical and fair leadership Acknowledgement of life long learning Competitive salary

Interview measurement model NON-DOMAIN SPECIFIC EXTRINSIC CONDITIONS Home Society Relatives Media Friends RQ 1,2,3 RQ 3 RQ 4 VOLITION Perseverance Time management MOTIVATION Intrinsic Extrinsic SELF-REFLECTION Effort Ability WORK LIFE EXPECTATIONS NATURAL ABILITIES VOCATIONAL TALENT DEVELOPMENT Challenge Intellectual Responsibility Socioaffective Leadership Sensori-motorical Life-long learning Salary MOTIVATION Intrinsic Extrinsic SELF-REFLECTION Effort Ability VOLITION Perseverance Time management Workplace Friends Teachers Skill trainers Mental trainers Artefacts Other persons DOMAIN SPECIFIC EXTRINSIC CONDITIONS

Interview outcome model NON-DOMAIN SPECIFIC EXTRINSIC CONDITIONS Home Relatives Friends Society Media VOLITION Perseverance Time management MOTIVATION SELF-REFLECTION Intrinsic Extrinsic Effort Ability WORK LIFE EXPECTATIONS NATURAL ABILITIES VOCATIONAL TALENT DEVELOPMENT Challenge Intellectual Responsibility Socioaffective Leadership Sensori-motorical Life-long learning Salary Intrinsic Extrinsic Effort Ability MOTIVATION SELF-REFLECTION Perseverance Time management VOLITION Artefacts Workplace Other persons Mental trainers Teachers Friends Skill trainers DOMAIN SPECIFIC EXTRINSIC CONDITIONS

Contents Introduction Theoretical framework Design Results MoVE (First phase) AVE (Second phase) AVE (Third phase) Conclusions Discussion Current research PaVE (Fourth phase)

Second phase research questions (survey) 5. What are WSC competitors' most essential natural abilities? 6. What are WSC competitors' most essential self-regulatory abilities? 7. What is the influence of domain-specific and non-domain-specific factors on the talent development of WSC competitors?

Design A vs. C 2. PHASE 1. PHASE 3. PHASE . . . Finnish WSC team selection Finnish WSC team training WorldSkills competition Working life INTERVIEWS 1. PHASE 3. PHASE INTERVIEWS WSC SUCCESS SURVEY DATA A N L Y S E . . . A vs. C

Method A combined sample of 2007 (Shizuoka, Japan), 2009 (Calgary, Canada) and 2011 (London, UK) teams contain 110 competitors. The response rate was 75 per cent of the total target population (N = 147). The sample consists of 76 male (69%) and 34 female (31%) competitors. Male respondents’ age average was 20.9 years (SD = 1.676) and female respondents 20.8 years (SD = 1.735).

Method The participants of the survey study represent 23 WSC categories covering most of the MI theory’s intelligence areas. The concepts of expertise and excellence were operationalized as follows: World Skills competitors were considered to be vocational experts and they were coded into group B (positions 8 – 11 in international competitions) or group C (positions 12 – ). Only the most successful competitors were coded into group A (positions 1 – 7), representing vocational excellence in the study.

Survey measurement model

Vocational studies GPA Results: Survey Success in middle school did not predict vocational skill competition success. Success in vocational studies did predict vocational skill competition success. + Middle school GPA WSC success Vocational studies GPA

Results: Survey 5. What are WSC competitors' most essential natural abilities? Multiple Intelligences theory’s relation to skill areas: (1) Linguistic (e.g., Caring, Hair Dressing) (2) Logical-mathematical (e.g., IT/Programming, Web Design) (3) Musical (4) Spatial (e.g., Web Design, Beauty Therapy) (5) Bodily-kinesthetic (e.g., Plumbing and Heating, Caring) (6) Interpersonal (e.g., Beauty Therapy, Catering) (7) Intrapersonal (8) Spiritual (9) Environmental

Results: Survey 5. What are WSC competitors' most essential natural abilities? Bodily-kinesthetic intelligence - Dominant in most skill areas. Mathematical-logical intelligence Interpersonal intelligence Spatial intelligence Intrapersonal intelligence Where the ’A’ group differs from the ’C’ group: Linguistic intelligence (‘A’ higher) Interpersonal intelligence (‘A’ higher)

Results: Survey 6. What are WSC competitors' most essential self-regulatory abilities? Motivational factors: (1) Internal goal orientation, (2) External goal orientation, (3) Meaningfulness of studies, (4) Control beliefs, (5) Efficacy beliefs, (6) Test anxiety. Patterns of Adaptive Learning Scales: (1) Mastery Goal Orientation, (2) Performance-Approach Goal Orientation, (3) Performance-Avoidance Goal Orientation. Attributions for success and failure

Results: Survey 6. What are WSC competitors' most essential self-regulatory abilities? 1. Meaningfulness of studies (studies will benefit future work career) 2. Extrinsic goal orientation (need for positive feedback from others, ambition) 3. Intrinsic goal orientation (mastery of a skill is a satisfying experience) 4. Efficacy beliefs (success due ability) 5. Control beliefs (success due effort)

Results: Survey 6. What are WSC competitors' most essential self-regulatory abilities? Where the ’A’ group differs from the ’C’ group: All motivational factors, except test anxiety, were higher in the ‘A’ group. ’A’ group preferred effort over ability as an explanation for their success. Test anxiety was higher in the ’C’ group. Predictive modeling showed ”meaningfulness of studies” to be the most important predictor for success in skills competitions.

Results: Survey 6. What are WSC competitors' most essential self-regulatory abilities? 1. Mastery Goal Orientation (development of competence is important, learning is interesting, focus is on the task) 2. Performance-Approach Goal Orientation (show others, focus is on the self) 3. Performance-Avoidance Goal Orientation (avoidance of embarrassment, focus is on the self) Where the ’A’ group differs from the ’C’ group: The ’A’ group was more performance- approach oriented than the ’C’ group. The ‘C‘ group was clearly more performance-avoidance oriented than the ‘A’ group.

Results: Survey 6. What are WSC competitors' most essential self-regulatory abilities? Volitional aspects of talent development were investigated through two dimensions, perseverance and time management. Perseverance Time management Where the ’A’ group differs from the ’C’ group: The ’A’ group had better time management skills.

Results: Survey 7. What is the influence of domain and non-domain specific factors to the WSC competitors’ talent development?

Results: Survey 7. What is the influence of domain and non-domain specific factors to the WSC competitors’ talent development? 1. Conducive home atmosphere (non-domain specific factor) 2. Interest towards work field (domain specific intrinsic motivation) 3. Interest in competing with others in vocational skills (domain specific extrinsic motivation) All these factors were positively connected with international skills competition success.

Measurement model of Vocational Talent Development INTRINSIC CHARACTERISTICS VOLITION Perseverance Time management MOTIVATION SELF-REFLECTION Effort Ability Intrinsic Extrinsic NATURAL ABILITIES MAP C R E A T I V Y INTELLECTUAL PAP Linguistic PAV Logical- mathematical VOCATIONAL TALENT DEVELOPMENT Spatial Intrapersonal Spiritual Musical SOCIOAFFECTIVE Interpersonal Environmental SENSORIMOTOR Home Teachers Bodily-kinesthetic Friends Trainers Artefacts Work/empl. Team mates NON-DOMAIN DOMAIN SPECIFIC EXTRINSIC CONDITIONS

Outcome model of Vocational Talent Development (expertise vs Outcome model of Vocational Talent Development (expertise vs. excellence)

Contents Introduction Theoretical framework Design Results MoVE (First phase) AVE (Second phase) AVE (Third phase) Conclusions Discussion Current research PaVE (Fourth phase)

Third phase research questions (interview) 8. What characteristics specify WSC competitors in the working life? 9. What life management skills specify WSC competitors in the working life? 10. What characteristics specify WSC competitors’ employer?

Design 3. PHASE 1. PHASE 2. PHASE . . . Finnish WSC team selection Finnish WSC team training WorldSkills competition Working life INTERVIEWS 1. PHASE INTERVIEWS WSC SUCCESS SURVEY 2. PHASE DATA A N L Y S E . . .

Method 16 interviews were conducted in six Finnish small to medium size enterprises. Three participants were selected from each workplace: (W) Finnish WSC medalist from 2005 Helsinki or 2007 Calgary, who has more than two year work experience after the competition. (C) Control group member with similar age and work experience but no skills competition training (not available in all work places). (E) Employer representative.

Results: Interview 8. What characteristics specify WSC competitors in the working life?

Results: Interview Self-reflection (stress tolerance) W C E W = WorldSkills competitor C = Control group member E = Employer Self-reflection (stress tolerance) W C E Volition (perseverance, time management skills) W C E Cognitive skills (development potential) W C E

Results: Interview 9. What life management skills specify WSC competitors in the working life?

Results: Interview Do team work W C E Bounce back from failures W C E W = WorldSkills competitor C = Control group member E = Employer Do team work W C E Bounce back from failures W C E Manage conflict situations W C E Bounce back from injustices W C E Bounce back from success W C E

Results: Interview 10. What characteristics specify WSC competitors’ employer?

Results: Interview Freedom and responsibility W C E W = WorldSkills competitor C = Control group member E = Employer Freedom and responsibility W C E Challenging work tasks W C E Logical and fair leadership W C E

Contents Introduction Theoretical framework Design Results MoVE (First phase) AVE (Second phase) AVE (Third phase) Conclusions Discussion Current research PaVE (Fourth phase)

Conclusions This mixed-method study investigated the role of Finnish WorldSkills Competition (WSC) participants' natural abilities, intrinsic characteristics, and extrinsic conditions to their talent development with qualitative and quantitative samples.

Conclusions The results of the semi-structured interviews with competitors, their parents, trainers, and working life representatives showed that self-reflection (stress tolerance), volition (perseverance, time management skills), cognitive skills (development potential), and motivation (extrinsic and intrinsic) were considered the most important characteristics.

Conclusions Characteristics related to volition, self-reflection, and cognitive skills played an important role in all three developmental stages of vocational talent (initial interest, perseverance, and mastery of the skill). The role of both teachers and trainers was deemed important to the stages of vocational talent development.

Conclusions The results of the survey showed that the most successful competitors were characterized by their linguistic and interpersonal abilities. They also believed that effort was more important to their success than ability. The most successful competitors were more performance-approach goal oriented and less performance-avoidance oriented than were their less successful peers.

Conclusions A supportive home and school atmosphere positively affected the development of vocational talent. Future research directions regarding competitors’ characteristics should include examination of their mindsets, health (lifestyle), hobbies, safety, and media skills, and also focus more on those WSC skill areas requiring teamwork.

Contents Introduction Theoretical framework Design Results MoVE (First phase) AVE (Second phase) AVE (Third phase) Conclusions Discussion Current research PaVE (Fourth phase)

Discussion One key to success is to encourage vocational training institutions to participate in skill competitions. This will inevitably lead teachers in participating organizations to seek higher competence in their field (professional development) through different roles (trainers, experts) in the process.

Discussion Their knowledge of new innovations in vocational training and skill-specific working methods would not only benefit the WSC competitors and non-participating students in vocational institutions, but would also challenge participating teachers’ colleagues to update their professional knowledge and, thus, create a more forceful transfer of knowledge.

Discussion Vocational education students and their teachers in various institutions around the world will also benefit from new ideas and support for their professional self-esteem by visiting both national and international competitions.

Discussion Further, I would like to emphasize the fact that all the characteristics of vocational expertise and excellence discussed in this presentation, except for natural abilities, are controllable, at least to some extent, and, thus, are manageable through educational policies.

Discussion Since the development of vocational talent is a life-long learning process, any of the competitors in low achieving group (C) may achieve the level of vocational excellence later in their work careers. The recognition of hindering factors to talent development in the early stages of formal education will help the future work force to fulfill its development potential.

Discussion Examples of such factors appeared in this presentation: 1) attributing success mainly to uncontrollable instead of controllable factors, 2) using maladaptive instead of adaptive patterns of learning, and 3) focusing on the self instead of focusing on the task.

Contents Introduction Theoretical framework Design Results MoVE (First phase) AVE (Second phase) AVE (Third phase) Conclusions Discussion Current research PaVE (Fourth phase)

Pathways to Vocational Excellence

MoVE International An international research team was established to investigate London 2011 WorldSkills competitors and experts: University of Tampere, Finland SKOPE, Oxford University, UK RMIT University, Australia Research was funded by the WorldSkills Foundation. Report is available at: http://www.worldskillsfoundation.org/activities.html

WorldSkills London 2011 Data from 38 countries (n=409) Team Finland Shizuoka, Calgary, London (n=110)

WorldSkills London 2011 Data from 38 countries (n=409) Team Finland Shizuoka, Calgary, London (n=110)

Thank you! For more information, please contact: petri.nokelainen@uta.fi MoVE –project (2006 – 2008) http://www.uta.fi/aktkk/projects/move AVE –project (2009 – 2011) http://www.uta.fi/aktkk/projects/ave PaVE –project (2011 – ) http://www.uta.fi/aktkk/projects/pave

Next WorldSkills competition is Leipzig 2013