On-the-Job trainer’s training in Finland

1. 1 On-the-Job trainer’s training in Finland Carina Kekäle http://www.yrkesakademin.fi/ TorrePacheco (Spain) January 28th, 2009

2. The FinnishEducation System Chart 2

3. Training of on-the-job-learning trainers 3 • 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

4. TRAINING PROGRAMME 4 • 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

5. TRAINING PROGRAMME CONTENTS 5 Assessment of the results from training program

6. The Education System of Finland 6

7. WORKPLACE LEARNING 7 • 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

8. Supervisor Definition of Goals Introduction Supervision Practical exam Teacher PHASES OF WORKPLACE LEARNING 8

9. AGREEMENTS AND DOCUMENTS 9 • 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

10. TASKS AND RESPONSIBILITY OF THE WORKPLACE 10 • 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.

11. TASKS OF THE WORKPLACE SUPERVISOR 11 • 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

12. TASKS OF THE WORKPLACE SUPERVISOR 12 • 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

13. TRAINING OF THE STUDENTS 13 • 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

14. TRAINING OF THE STUDENTS 14 • 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.)

15. SUPERVISION 15 • 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

16. SUPERVISION 16 • 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.

17. SUPERVISION 17 • 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

18. GOOD FEEDBACK 18 • 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

19. LEARNING STYLES 19 • 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

20. PRACTICAL EXAM 20 • 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

21. ASSESSMENT 21 • 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.

22. ASSESSMENT OF WORKPLACE LEARNINGAND THE PRACTICAL EXAM 22 • 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

23. References 23 Part of this presentation belongs to the project Metodverkstaden. www.syi.fi/metodverkstaden