Introduction
Work-based learning (WBL) as a method for learning is playing an increasing role in professional development and lifelong learning. There are lots of publications/articles available on Work-Based Learning, but the definitions and implementations vary from place to place. A Glass, K Higgins and A McGregor say that ‘Work based learning is any training that relates directly to the requirements of the jobs on offer in your organization’. This is one of the examples of WBL in the form of training. Work-based Learning is used as a terms in USA, for programs for school children to obtain experience from work (“Work-based Learning Guide 2002”). According to (Kathleen A. Paris and Sarah A. Mason) it gives a chance to young people to be prepared for the changeover from school to work and, to learn the realities of work and be prepared to make the right choice of work. In Europe (particularly in England, Scotland, Ireland) and in Australia available commendation is more focused on on-the-job preparation and on academic learning linked to work situations, Degree programs and negotiated learning programs.
Raelin (2000) writes that work-based learning can be illustrious from usual classroom learning in many different and important ways. Firstly, work-based learning is focuses in the region of reflection on work practices; it is not just about a subject of gaining a set of technical skills, but also about a case of reviewing and getting knowledge from experience. Secondly, work-based learning outlook learning as forthcoming from your action and problem solving inside a working environment, and so it is cited on live projects and challenges to individuals and organizations.
People often see Work-based learning as a tool for ...
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McGill, I. & Beatty, L. (1996, 2nd edn.) Action Learning: a practitioner’s guide London: Kogan Page.)
NCIHE (1997) Higher Education in the learning society (The Dearing Report) Norwich HMSO
Raelin, J.A. (2000) Work-Based Learning: The New Frontier of Management Development New Jersey: Prentice Hall
Revans, R.W. (1982) What is Action Learning? Journal of Management Development, Vol. 1, No.3.
Sa'ad Medhat Path to Productivity (2008) .http://www.neweng.org.uk/uploads/Reports/WBLReportFinalv4.pdf
Schon, D.A. (1983) The Reflective Practitioner New York: Basic Books
Senge, P.N. (1990) The Fifth Discipline: The Art & Practice of the Learning Organisation London: Century Business
Weinstein, K. (1995) (2nd edition) Action Learning Aldershot: Gower
“Work-based Learning Guide 2002” http://www.iowaworkforce.org/files/wlg02.pdf
Coon, D., & Mitterer J. O. (2009). Psychology: Modules for active learning (12th ed.). Belmont, CA: Cengage Learning.
Reece, I. & Walker, S. (2007) Teaching, Training & Learning, A practical Guide (6th Edition), Tyne and Wear: Business Education Publishers Ltd.
As Barbara Angus gives an account of her experience as an action researcher, she clearly shares the triumphs and defeats educators may encounter in the classroom. After reading the article, I particularly want to address the following research question: How can educators support students by introducing them to various sources that can address their inquiries as learners?
Senge, P. M. (1990). The leader's new work: Building learning organizations. Sloan Management Review, 32(1), 7-22. doi: 812347
Senge, P. (1990) The Fifth Discipline: The Art & Practice of the Learning Organisation. Doubleday/Currency: New York.
Recent educational approaches that have career and technical education (CTE) components, such as Tech Prep, career academies, and High Schools That Work, have striven to integrate work experience with traditional academics; similarly, school-to-work (STW) by definition is composed of school-based learning, work-based learning (WBL), and bridging activities. How have these approaches affected their student participants both academically and personally? This Digest brings together research on the effects of approaches involving WBL on students' educational outcomes, attitudes, and short- and long-term employment prospects.
Each organization has a process unique to their work environment. Organizations try different strategies or systems to teach employees or acquire knowledge from them in order to promote continous improvement through changes and re-learning. Although, typically there are few key elements that are common between organizations, known as the 5 learning areas.
Mcgill, I and Beard, L. (2001) ‘Action Learning: a guide for professional. Management & educational development’ Oxon: Routledge.
Thesis statement: Work based learning is commonly taken to refer to structured learning opportunities to lead students to their potential career path.
Workplace education is one of the most essential factors that companies must take into consideration when they are to evaluate the different methods for improving their employee’s competency and skills and the company’s competitiveness in the market and its overall quality. By utilizing workplace education practices such as in-house training, seminars, peer to peer learning, online modules, etc., companies are able to attain high training effectiveness for their employees. As mentioned by Noe and Peacock (2008), “training effectiveness refers to the benefits that the company and the trainees receive from training” (p. 134). The training effectiveness benefits apply to both the employee as well as their respective employer. Benefits for the employee may include behavioural changes or even acquiring new skills. For employers, trained employees could provide a more competent team, increased expertise, an increase in productivity, and even higher sales. To optimize the effect that workplace education has on any individual company, companies must be willing to receive and make changes based on feedback and evaluations from both the training and the competencies of the individuals.
Kevin Gallagher (2010).Skills Development for Business and Management Students. 2nd ed. Oxford: Oxford University Press.
In the business world today, the need for continuous learning and development by professionals and individuals is increasingly being stressed by most organizations and the industry as a whole; as lifetime employment to one particular organization is no longer certain this days. This change is due to the changing business environment and competition among organizations and staff; thus making most organizations
It provides a structured learning experience that can prepare students for the realities and diversity of the workplace, working with people with different skills, cultures, approaches and from different places.
...uate is fortified by an inclination of being let around the non-satisfaction of the hopeful estimates in the 1980s concerning the rise of more human-focused work environments in the post-Tayloristic time that might enhance the nature of working life for everyone (Piore and Sabel,1984). They bring up that the actuality for some employees, today, is a rebirth of Taylorism as neo-Taylorism or possibly disguised in the situation "lean-creation" or "flexible working" (Nyhan, et al., 2004). There is another critics said that the learning organization concept is already out of date and being replaced with theories of knowledge management (Brown and Keep, 2003).
Education: broader content of employee development over the working environment. This could be related business and managerial programmes such as Business Administration course or MBA. Such education is specified by ...