CHARACTERISTICS THAT TYPIFY A SUCCESSFUL WORLD SKILLS COMPETITION PARTICIPANT Petri Nokelainen
Pekka Ruohotie
University of Tampere
Research Centre for Vocational Education
FinlandAERA San Diego 16.4.2009
CHARACTERISTICS THAT TYPIFY A SUCCESSFUL WORLD SKILLS COMPETITION PARTICIPANT Petri Nokelainen
Pekka Ruohotie
University of Tampere
Research Centre for Vocational Education
Finland
AERA San Diego 16.4.2009
Introduction
A two-year (2007-2008) “Modeling of Vocational Excellence” (MoVE) project was funded by the Finnish Ministry of Education.
During the study, a sample of Finnish World Skills Competition (WSC) participants (2005 Helsinki, Finland and 2007 Shitsuoku, Japan), their personal trainers, work life representatives and parents (total n = 30) was collected.
Introduction
Semi-structured interview was carried out to answer the following research questions:
What personal characteristics typify a successful WSC participant?
How the importance of WSC participants’ characteristics differ during training period, competitions and working life?
What characteristics specify WSC participants’ initial interest towards the work field, perseverance in acquiring the vocational skill and mastery of the skill?
Theoretical framework
The rationale for this study is that in the work life all the workers are required to have cognitive skills and take part in the decision making processes.
With experts, those skills are interconnected with a high ability to analyze domain-specific information and understand the basics and the meanings of different work tasks (Ruohotie, 2004).
Their cognitive processes are characterized by complexity of domain-specific knowledge structures and deep understanding of concepts (Pillay, 1998).
Theoretical framework
However, knowledge structures are different from declarative knowledge.
The former relate to the analysis or parsing of information, whereas the latter describes the amount of knowledge or learned facts.
The structure of knowledge stored in memory may be more important from the point of view of learning than the amount of it.
Knowledge structures affect subsequent knowledge parsing and memory retrieval processes. (Day, Arthur & Gettman, 2001.)
Theoretical framework
The retrieval of information from memory speeds up and deepens understanding, helps in decision-making and the anticipation of future events, and makes it easier to find optimal solutions to problems (Day, Arthur & Gettman, 2001).
Experts also have the ability to apply their knowledge and skills to new tasks and situations. They are able to transfer information, such as knowledge of terminology and processes to new problem solving processes, for example, in the area of digital communication technology.
Theoretical framework
There is no denying that metacognitive skills are also needed in working life. According to Driscoll (2005, p. 107), “metacognition refers to one’s awareness of thinking and the self-regulatory behavior that accompanies this awareness.”
Those experts who master their work, have the ability to analyze problems.
They also are proactive, able to anticipate the development of their field and take responsibility for the effectiveness of their work practices.
Theoretical framework
These higher level thinking skills are related to cognitive processes, such as critical thinking, problem solving and creative thinking.
Those processes advance professional knowledge, deepen the understanding of knowledge and increase the transferability of knowledge and skills (Pillay, 1998).
Theoretical framework
Trishman's research group (1993) found seven factors that promote higher level thinking:
Open-heartedness and broadmindedness.
Intellectual curiosity.
Inquisitiveness for connections and explanations.
Ability to anticipate outcomes and to make plans.
Ability to process information.
Ability to assess frameworks and reasons.
Ability to monitor one's own thoughts.
Theoretical framework
It is sad to say, but individuals may have strong professional knowledge, but still have extensive shortcomings in their thinking skills.
Work life requires experts to own a strong professional knowledge, ability to transfer their skills and knowledge, and high metacognitive skills.
In other words, they need to be both competent and qualified.
Theoretical framework
Competence is the potential capacity of an individual to successfully complete a certain task according to certain criteria set by someone else (Ellström, 1994).
An interesting point is that a competence may also be seen as an attribute of the individual (i.e., ‘self-attribution’, see Heider, 1958), for example, referring to a human resource that the person brings to a mathematical problem solving situation (Nokelainen, Tirri & Merenti-Välimäki, 2007).
Theoretical framework
Thus, according to Weiner (1986), self-attributions may emphasize potential competence as indicated by the capacity of an individual to successfully complete tasks and face new challenges on the basis of demonstrated personal attributes and abilities (other than those obtained through formal training).
Theoretical framework
Ellström (2001) defines qualification as a competence that is actually required by a work task and/or is implicitly or explicitly determined by individual qualities.
He has noticed that potential competence may vary greatly between individuals with the same formal qualifications, because they may possess very different levels of inherent ability and may have learned different things outside of school or studies through their working life and recreational activities.
Theoretical framework
Williams (2002, p. 103) has defined these efficiency beliefs as follows: “Trust in one's abilities to plan and execute the activities that lead towards a skilful accomplishment.”
Thus, self-attributions affect later performance expectations and, in negative cases, the development or continuation of learned helplessness (Ruohotie & Nokelainen, 2000).
Theoretical framework
In this study, we apply Zimmerman’s model of self-regulation where the term ‘self-regulation’ refers to the process through which self-generated thoughts, feelings, and actions are planned and systematically adapted as necessary to affect one’s learning and motivation (Schunk & Ertmer, 2000; Zimmerman, 2000).
Zimmerman (1998) describes self-regulation of learning tasks as a cyclical, three-phase process.
The phases in this learning cycle are forethought, performance or volitional control, and self-reflection.
Theoretical framework
Theoretical framework
Theoretical framework of self-regulation in vocational learning is summarized in next figure (Nokelainen, 2008).
The figure represents self-regulation as a system concept (Boekaerts & Niemivirta, 2000) managing leadership behavior through interactive processes between motivation, volition, emotion, attention, metacognition and action control systems.
As Hannula (2006) points out, self-regulation should be seen to be much more than mere metacognition.
For example, Malmivuori (2006) states that within self-system processes, emotions activate various self-regulatory processes at different levels of self-awareness, including self-reflection.
She contrasts automatic affective regulation (low level of control) to active regulation of affective responses (high level of control).
Theoretical framework
Research questions
What characteristics typify a successful WSC participant?
How the importance of WSC participants’ characteristics differ during training period, competitions and working life?
What characteristics specify WSC participants’ initial interest towards the work field, perseverance in acquiring the vocational skill and mastery of the skill?
Method
The research questions are answered with a semi-structured interview (WSC participants, their personal trainers, work life representatives and parents ).
During the study, following three research tasks were completed:
Building of theoretical framework for the Vocational Excellence (VE) –model.
Key personnel interview (WSC participants, their personal trainers and work life representatives) to evaluate the dimensions of the VE –model.
Reporting of the results.
Comments