1. Modeling the Characteristics of Vocational Excellence
Petri Nokelainen
School of Education
University of Tampere
Finland

2. 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.

3. 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

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

5. 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.

7. 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.

9. Introduction
International panel of judges assign a score ( 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.

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

13. 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.

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

15. 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).

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

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

18. 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

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

20. ? ? A B C ?

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

24. 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.

25. Design

26. 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
. . .

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

28. 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?

29. 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
. . .

30. 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.

31. 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).

32. 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

33. 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

34. 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

35. 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

36. 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.

37. 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?

38. 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).

39. 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.

40. 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

41. 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

42. 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

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

44. 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?

45. 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

46. 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).

47. 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.

48. Survey measurement model

49. 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

50. 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

51. 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)

52. 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

53. 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)

54. 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.

55. 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.

56. 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.

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

58. 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.

59. 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

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

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

62. 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?

63. 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
. . .

64. 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.

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

66. 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

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

68. 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

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

70. 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

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

72. 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.

73. 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.

74. 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.

75. 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.

76. 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.

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

78. 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.

79. 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.

80. 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.

81. 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.

82. 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.

83. 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.

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

85. Pathways to Vocational Excellence

86. MoVE International
An international research team was established to investigate London 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:

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

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

89. Thank you! For more information, please contact:
MoVE –project (2006 – 2008)
AVE –project (2009 – 2011)
PaVE –project (2011 – )

90. Next WorldSkills competition is Leipzig 2013