Mentoring in the Rail Context: The Influence of Training, Style, and Practice

Autor/inn/en	Naweed, Anjum; Ambrosetti, Angelina
Titel	Mentoring in the Rail Context: The Influence of Training, Style, and Practice
Quelle	In: Journal of Workplace Learning, 27 (2015) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/JWL-11-2013-0098
Schlagwörter	Mentors; Transportation; Driver Education; Workplace Learning; Industry; Training; Training Methods; Trainees; Trainers; Foreign Countries; Focus Groups; Observation; Participatory Research; Learning Processes; Curriculum Implementation; Holistic Approach; Experiential Learning; Teaching Styles; Cognitive Style; Teacher Student Relationship; Interviews; Australia + Suchen Sie Ihr Suchwort? Verkehrswesen; Fahrschule; Industrie; Ausbildung; Didaktik; Trainingsmaßnahme; Auszubildender; Weibliche Auszubildende; Ausbildungslehrer; Trainer; Ausland; Beobachtung; Forschungstätigkeit; Learning process; Lernprozess; Holistischer Ansatz; Experiental learning; Erfahrungsorientiertes Lernen; Lehrstil; Unterrichtsstil; Cognitive styles; Kognitiver Stil; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Australien
Abstract	Purpose: The purpose of this paper is to investigate workplace learning in the context of the rail industry, specifically for the type of learning required to become a train driver. It examines the impact of changes to the traditional learning model, and explores the potential of mentoring in the learning/training model. Design/Methodology/Approach: This paper uses a participative research approach to examine training experiences with trainee drivers and driver trainers (n = 61) in six Australian rail organisations. The data are synthesised based on an inductive thematic analysis from focus groups, interviews and cab-rides. Findings: Current driver-learning approaches contain a number of haphazard elements that provide an unfavourable learning experience. Mentoring practices appear to be happening incidentally, despite train drivers wanting mentoring experiences. Practical Implications: In the designing and planning of new driver-learning frameworks, it is important to identify the unintended consequences of implementing a condensed "classroom" curriculum. The condensed and accelerated driver-learning model currently used could be enhanced through the incorporation of a mentoring process. Originality/value: The article fills an important research gap in the space of workplace learning and mentoring in the rail industry. The themes and findings provide a basis for why mentoring should be integrated as part of the training process. It draws attention to the importance of the situational context, and contributes to communities of practice by outlining important considerations for a holistic model of mentoring in the rail industry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01