Building Capacity for Work-Readiness: Bridging the Cognitive and Affective Domains

Autor/inn/en	Bandaranaike, Suniti; Willison, John
Titel	Building Capacity for Work-Readiness: Bridging the Cognitive and Affective Domains
Quelle	In: Asia-Pacific Journal of Cooperative Education, 16 (2015) 3, S.223-233 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Foreign Countries; Capacity Building; Career Readiness; Cognitive Ability; Affective Behavior; Workplace Learning; Vocational Education; Experiential Learning; Employment Potential; Job Skills; Skill Development; Statistical Analysis; Emotional Development; College Students; Student Attitudes; Employer Attitudes; Outcomes of Education; Hypothesis Testing; Gender Differences; Age Differences; Intellectual Disciplines; Work Experience; Australia + Suchen Sie Ihr Suchwort? Ausland; Denkfähigkeit; Affective disturbance; Active behaviour; Affektive Störung; Ausbildung; Berufsbildung; Experiental learning; Erfahrungsorientiertes Lernen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Statistische Analyse; Gefühlsbildung; Collegestudent; Schülerverhalten; Arbeitgeberinteresse; Lernleistung; Schulerfolg; Hypothesenprüfung; Hypothesentest; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Geisteswissenschaften; Employment experience; Job experience; Occupational experience; Berufserfahrung; Australien
Abstract	Teaching for work-integrated learning (WIL) competency is largely directed at delivering knowledge based cognitive skills with little emphasis on affective skills. This study looks at empirical evidence of WIL students through their understanding of the cognitive and affective domains. The research is based on a validated employability framework, the work skills development framework (Bandaranaike & Willison, 2009), to assess core employability competencies of 138 WIL students and feedback from 111 employers. Statistical analysis was used to compare variations in the application of cognitive and affective skills. The study concluded that whilst overall students had limited understanding of affective skills, employers emphasized the need for greater affective skills in the workplace. In order to unlock the potential of the cognitive skills and for a deeper understanding of affective skills, this research introduces the concept of emotional work-readiness as a pathway for building work-readiness capacity. [Papers included in this "Asia-Pacific Journal of Cooperative Education" ("APJCE") Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.] (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01