Assisting Newcomers Smooth Transition to Effective Workplace Performance - Term Paper Example

Transition for Effective Practice Practice-based learning experiences: assisting newcomers’ smooth transition to effective workplace performance Table of Contents Contents Contents 2 1. Introduction This assignment is about determining the learning need of newcomers to become effective practitioners and how practice-based learning can be improved to support the need of the workplace. For this reason, the assignment selected a real-life workplace with novice workers who need a smooth transition for effective practice. The workplace is a small facility maintenance contracting company specializing in civil and mechanical equipment repair, from painting, redecorating, to air conditioning repair. Mostly, male, the novices in this workplace are those recently hired as part of the civil department who primarily will be working along with other 50 workers on an on-going renovation project as vinyl tile and carpet installers. To clearly present this assignment, it is structured in a manner following the flow of arguments from the kind of learning that is required by the novices or newcomers in the selected workplace, how practice-based learning can be improve, to the role it would play in facilitating smooth transition of these workers to the workplace. 2. Learning requirements of newcomers to become effective practitioners Since this workplace deals with projects requiring civil works knowledge and skills, these novices at the minimum should have declarative knowledge and procedural knowledge of vinyl tile and carpet installation. However, this does not necessarily mean they need to be experts in this kind of work as they will be guided by a senior and well-experienced fellow worker. Moreover, novices by definition are not capable of deploying systematic solutions to problem so they do not have to worry about it (Billet, 2006). These beginners may be knowledgeable with some important aspects of tile and carpet installation but they do not know how to use them in actual situation where rooms’ geometry varies and requirements are different. They need declarative knowledge in the sense that they need to recognize the type of tiles, sizes, adhesives, and so on which is relatively devoid of procedural specifications (Jones & Idol, 1990). Procedural knowledge is most useful during their actual work as it would help them achieve their goals through skilful execution (Billet, 2006) and therefore essential to their performance. In addition, they may need to know when and how to follow plan revisions in the actual work practice from time to time or conditional knowledge they can use to effectively perform in the workplace (Shek, 2002). In this workplace, novices are required to handle their task as specified and with the guidance of a more senior worker, they should be able to perform it well. However, instructions from the senior worker may not get through to these newcomers if they do not have the required declarative knowledge such as those mentioned earlier. They must understand what the more senior workers is talking about otherwise the guidance being provided will be useful and work performance will be low. Similarly, they have to communicate back or ask basic technical questions such as tile spaces, measurements, and so on. Novices’ performance therefore depends on the amount of declarative knowledge they initially have before they enter the workforce. Logically, it will be easier for a novice to work in such workplace if he has some theoretical knowledge of the work he will perform rather than go blindly and guess. For instance, the work will be faster and easier for both the novice and senior worker if they both understand the common terms and jargons of the trade. Moreover, since there will be harmony in the group, the quality of work is assured. Better performance in this mostly technical and quality oriented workplace seems to require even a newcomer to exhibit some good procedural knowledge about his line of work. Clearly, declarative knowledge will only take newcomers as far as identifying materials and explain the concept of the work thus some procedural knowledge is handy. The guidance being given by the senior worker is mostly about the implementation of the work and if a newcomer does not have adequate procedural knowledge, he will have difficulty where to start or when to apply a certain procedure. For instance, the senior worker asked a newcomer to replace an old green cluster of tiles with a blue one but the latter do not know the procedure and remove the old tiles, placed some adhesives and install the blue tiles. The newcomer did not even bother to clean the edges and remove loose adhesives before installing the blue tiles because he is not aware of the right procedure. Consequently, rectification is required while additional cost is incurred. Absence of adequate procedural knowledge can bring several unwanted outcome such as poor performance rating, poor quality of work, additional cost, and finally lost of job. However, although having both declarative and procedural knowledge is an advantage, acquiring some conditional knowledge may be more beneficial in terms of performance. For instance, since conditional knowledge can enable a worker to determine when and why they should use a specific declarative and procedural knowledge for a particular task (Stone et al., 2005), such knowledge is critical to performance in the sense that it can enhance the application of the other two knowledge. In fact, this is the type of knowledge that made experts unique as they know exactly when and why an action or process is appropriate (Barker-Plummer, 2006). In summary, newcomers in this particular workplace require two types of knowledge, declarative for basic terms or jargons of the trade, clarity and effectiveness of communication, and harmonious working with the group, and procedural knowledge in terms of quality work, avoidance of waste and additional cost. However, better performance in this particular workplace is different from merely accomplishing a task but rather accuracy, quality, and speed thus there should be conditional knowledge involved. 3. Making practice-based learning more effective for newcomers 3.1 Current trend Practice-based learning is generally considered a form instruction consisting of experiential and cognitive learning that can enable students to acquire the necessarily skills they need in the workplace. The current practice in practice-based learning seems a combination of school-based learning and practical hands-on learning in the workplace where learners are introduced to processes of the actual workplace and to the codes, values, and standards of a certain occupation (Schuetze & Sweet, 2004). However, learners vary significantly in their learning needs and styles and similarly, novice and newcomers have entry behaviour that must be address (Cross et al., 2006). For this reason, practice-based learning should include some provisions for this type learner who as mentioned earlier not only require one but three knowledge to perform well. 3.2 Recommended improvements Practice-based learning generally helps trainees to prepare by showing them what they are required to do in the workplace. Help them understand the connection between the requirements of their work and the reason why they have to do it. Practice-based learning requires learners to perform the required tasks while providing feedback on what is done right and what the learners done wrong (Oli-Per, 2010). The process seems simple but the actual learning is not particularly for newcomers that will work in the type of workplace this assignment discussed earlier because they need more than normal practice-based learners. For example, unlike a shop floor where a worker’s procedural knowledge is more important than declarative knowledge, this workplace requires both to be in almost the same level plus conditional knowledge for better performance. By analysis, effective performance cannot be achieved by merely being knowledgeable of terms because although such knowledge is equally important, it has to work alongside procedural and conditional knowledge. For instance, when a novice is asked to lay a carpet, he must be familiar with the brand, type, size, and so on while knowledgeable of the procedures required to effectively and neatly lay the carpet on a certain type of floor. Moreover, if the situation calls where he needs to decide for himself on certain issues or problems, he must use his conditional knowledge to finish the job according to specifications. As a newcomer in the workplace, a person who does not possess such abilities or knowledge will be in a more difficult situation than others since it will take him more time to adjust or get familiar with the job. Moreover, he will be incurring a lot of bad performance rating until he got hold of every aspect of the job. It is thus important for practice-based learning to consider the special circumstance of novices or newcomers as they are more vulnerable than others. Specifically for newcomers that will be working in the selected workplace, practice-based learning may be improved through inclusion of the following: Development of declarative and procedural knowledge for specific newcomers job Development of conditional knowledge applicable to most situations in this assignment’s selected workplace Develop newcomers workplace communication and teamwork skills Development of newcomers’ declarative and procedural knowledge that is specific to the selected workplace can increase their chances of survival and better appreciation of their work. Newcomers are generally perceived less knowledgeable, less experienced, prone to mistakes, and requiring more guidance. They need to acquire knowledge and identity as a workplace member (Horn, 2008). Similarly, they need to show that they are an equally productive member of the workplace being able to select the best alternative in difficult situations. They need conditional knowledge in order to perform well and be able to learn in the workplace with others. These novices therefore need more from practice-based learning which is possible by improving training processes for novices by taking into account their specific needs and workplace requirements. 4. Role of practice-based learning in transition to workplaces 4.1 Facilitating smooth transition There is no doubt that practice-based learning is helpful in facilitating smooth transition of learners to workplace and according to Sloman (1999), this type training is the first step towards more effective workforce. It should be perceived in the context of workplace requirements thus it is important to identify the training needs and integrate it with other useful methods whenever necessary (p.147). However, early transition programmes before (apprenticeship, clinical training model, cooperative education and others) seldom succeed because the actual practices are often different with their original intentions. The effectiveness of school to work transition programme may be determined by impression and reactions from those involve like students, teachers, employees, and others but they often do not coincide with each other (Office of Technology Assessment, 1995). Practice based learning has an important role in transition to workplace since it is central to development of knowledge and skills and behaviour of entry-level or novice workers. Without practice-based learning, entry-level workers will face the difficulties of adjusting to the workplace; will not be able to meet the demands of their job, and the minimum performance level expected by the organization from them. The knowledge, skills, and attitudes gained from a practice-based learning are often specific to the workplace, a match between training and the actual work which in terms of transition is the most effective. By analysis, transition from school to work will be very difficult if what workers learned from school is different from the actual work. Moreover, in terms of smoother transition, those who were trained as if they are already working in a particular have a great advantage over those that are merely trained to get the feel of a particular job. Practice based learning is therefore well-matched to workers requiring effortless transition from school to work as they are more prepared, knowledgeable, skilled, and professionally capable to meet the demands of their new workplace. 4.2 Developing knowledge and skills In the facility maintenance company for instance, practice based learning can develop exactly the kind of knowledge that this workplace demands. There is no other place where a newcomer can learn academically detailed declarative knowledge with all the principles and concepts included. Moreover, there seems no training venue where procedural knowledge is thought by professional and efficient trainers compared to a fellow worker who may be too busy or tired to detail everything. For instance, a vinyl tile installer who is expected by the workplace to use his materials conservatively may be trained to lay tiles properly and apply adhesives in the most effective and moderate manner. Similarly, if the workplace expects this worker to decide and use his judgement in some situations, practice based learning can also provide conditional knowledge based on different scenario which the worker can learn and apply in the workplace. In addition, practice based learning can also add some more knowledge and skills that can assist the worker in improving his performance such as introducing him to new technology, technique, time management, supervising, and others. In a study conducted by Burger et al. (2010), participants appears more organized, communicate effectively, and effective in situational responses as they progresses from novice to experts (Abstract) and this could also happen to these novices if given the same opportunity. The use of practice based learning is wide as workplace requirements in term of performance and productivity seems limited only by the workers’ willingness to learn. Since work in a facility and maintenance are often based the client requirements, work can vary significantly from time to time and extra skills may be necessary. Tile setters and carpet installers may opt to train in wallpaper installation, masonry finishing, painting, and others for added advantage. With practice based learning, novice as well as experienced workers can actually expand their prospect and opportunities if they want to. In the selected workplace, this opportunity can come early at entry since the nature of business demands multiple skills and if the novice is equipped with the right knowledge and skills, his transition from school to workplace will not be only smooth but full of possibilities for career development. Practice based learning is thus not only useful in facilitating smooth transition but in general enhancing novices performance and opportunities in life. 4.3 A better alternative A better alternative to practice based learning is to convince a certain organization to take worker in as trainee for a particular period of time. The advantage is that there is no more transition to worry about and the knowledge and skills that will be acquired are exactly the same. However, such opportunity seems very limited as suggested by the fact that not all organization will accept such arrangement and be willing to spend some more for a novice. In terms of money or additional cost, an organization may opt to hire experienced personnel that can start right away, readily efficient, no guidance required, no additional cost, and capable of facing any work-related situation. The disadvantage however, is that experienced people usually demand more and they have a different orientation compared to those who grew up with the company or a newcomer who developed a deep attachment to the organization. According to Fuller & Unwin (2011), learning at work entails some important consideration regarding the economic boundaries of the organization and these include restrictions in workforce development and commitment to long-term apprenticeships programme (p.46). Apparently, this alternative is cases to case basis and depending on the employers circumstances which unlikely to favour additional spending. Although this assignment considers direct training as a better alternative, it does not necessarily mean that it is equal to practice based learning for a number of reasons. For instance, direct training does not include the kind of attitudes and values that a school-based training provide. In fact, people directly trained in an organization are actually working thus they normally do not have behavioural, teamwork, and other kind of training that a school can effectively provide. 4.4 Overall usefulness of work-based learning The overall usefulness of work-based learning in preparing entry-level workers can be seen generally in the number of participants but the most striking is the presence of sound school-to-work principles reflecting the realities of the workplace (Employment and Training Administration, 2000). Work-based learning help student identify their entry level knowledge and develop their individual learning outcome tailored to their role in a particular workplace (Swallow & Chalmers, 2004). An approach that systematically blends academic, career, and personals consequential to better work-related skills as speaking, critical thinking, decision making, and increased level of workplace performance (Johnson, 2002), 5. Conclusion At present, practice based learning is being used to match the actual requirements of the workplace by combining school-based and practical hands-on learning. Students are introduced to essential workplace requirements and professional codes, values, and standards of a particular occupation. However, it does not address the transitional issues involved in school to work progression thus novice workers are having difficulty adjusting to their respective workplace. Learners vary in their learning needs and styles thus there is a strong possibility that some workers at the entry level who did not went through a smooth transition are suffering from poor performance. It thus necessary to include a transition programme to prepare students for the actual work which at the minimum should ensure adequate knowledge and skills and ability to meet the complexities and uncertainties involved in a particular workplace. Specifically in the selected workplace for this assignment, practice based learning programmes should consider all the knowledge requirements of this demanding workplace. More importantly, it should take into account that novice workers are more vulnerable to scrutiny and expected to demonstrate essential abilities required by the workplace. Improved, practice based learning can effectively help students transition to the workplace by providing the necessary entry-level knowledge, skills, and attitudes. Practice based learning can also help provide more opportunities for workers by giving them extra skills that can use to cope with the changing work requirements of the workplace such as the facility and maintenance company in this assignment. 6. 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