Optimizing a Workplace Learning Pattern: A Case Study from Aviation

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Autor/inn/en	Mavin, Timothy John; Roth, Wolff-Michael
Titel	Optimizing a Workplace Learning Pattern: A Case Study from Aviation
Quelle	In: Journal of Workplace Learning, 27 (2015) 2, S.112-127 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/JWL-07-2014-0055
Schlagwörter	Workplace Learning; Case Studies; Aviation Education; Cooperative Learning; Study Habits; Pilot Projects; Longitudinal Studies; Qualitative Research; Statistical Analysis; Instructional Innovation; Classroom Environment; Protocol Analysis; Computer Simulation; Job Performance; Teaching Methods; Flight Training; Intermode Differences; Likert Scales; Preferences; Workshops; Peer Evaluation; Group Discussion; Delivery Systems; Training Methods; Participant Satisfaction; Surveys + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kooperatives Lernen; Study behavior; Study behaviour; Studienverhalten; Pilot project; Modellversuch; Pilotprojekt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Statistische Analyse; Educational Innovation; Bildungsinnovation; Klassenklima; Unterrichtsklima; Computergrafik; Computersimulation; Work performance; Arbeitsleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Lernwerkstatt; Schulung; Gruppendiskussion; Auslieferung; Didaktik; Trainingsmaßnahme; Survey; Umfrage; Befragung
Abstract	Purpose: This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern. Design/methodology/approach: Over a period of three years, qualitative and quantitative data were gathered on pilot learning in the workplace. The instructional modes included face-to-face classroom-based training; pilots assessing pre-recorded videos in classroom-based training; pilots assessing videos with fellow pilot of similar rank (paired training); pilots undertaking traditional 4-hour simulator session with 1-hour debriefing using a variety of technologies for replaying the simulator session; and pilots undertaking 2-hour simulator sessions with extended 3-hour debriefing utilizing simulator replay video. Findings: Although traditional classroom-based, face-to-face instruction was viewed as acceptable, pilots who critically assessed the practice of other pilots in pre-recorded videos felt empowered by transferring classroom instruction to the workplace. The study also establishes a need to determine the correct balance between high-workload simulator training and low-workload debriefing. Research limitations/implications: A move towards developing a typology for workplace learning patterns was viewed negatively if job performance was the focus. However, pilot practitioners felt empowered when provided with the right mix of performance-oriented learning opportunities, especially when these provided an appropriate mix of high-fidelity simulations with time for reflection on practice. Practical implications: By focusing on one learning pattern--job performance--the paper demonstrates the benefits of learning via a variety of instructional modes. Whereas aviation has a unique workplace environment, many other high- and low-risk industries are acknowledging the impact of technical and non-technical skills on job performance. This may suggest that findings from this study are transferable across a broader range of workplace settings. Originality/value: The findings demonstrate that broadening research across many professional workplace settings may assist in developing a more robust framework for the micro-organization of each workplace learning pattern. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01