Michael Gessler

The correlation of participant satisfaction, learning success and learning transfer: an empirical investigation of correlation assumptions in Kirkpatrick's four-level model

Donald Kirkpatrick developed the basis of his four-level model in 1954, which he published in four articles for the first time in 1959. It is today one of the most acknowledged models for evaluating training programmes. The levels are: reaction (participant satisfaction), learning (learning success), behaviour (learning transfer) and results (business success). Kirkpatrick assume causal linkages between the four levels. Since the 1960s, these assumptions were tested with little evidence. In the presented study, 43 training courses with altogether 335 participants were evaluated on the levels (1) reaction, (2) learning and (3) behaviour. The data show no correlation between reaction and learning and also no correlation between reaction and behaviour. In view of this result, the practice of evaluating professional trainings based on participant satisfaction requires further development.

Vocational Didactics : Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden

The design of vocational didactics has to meet special requirements. Six core assumptions are identified: outcome orientation, cultural-historical embedding, horizontal structure, vertical structure, temporal structure, and the changing nature of work. Different approaches and discussions from school-based systems (Spain and Sweden) and dual systems (Denmark, Germany and Norway) are presented in this special issue. From an inside or national perspective, the solutions show a high cultural-historical dependency. From an outside or cross-national perspective, contingency and alternative possibilities become visible. The combination of both perspectives could enable continuity as well as innovation. This is the basic assumption of the presented collection about vocational didactics.

Promotoren der Innovation im transnationalen Berufsbildungstransfer: Eine Fallstudie

Vielfaltige Barrieren (z.B. Nicht-Wollen, Nicht-Wissen) verhindern den Erfolg von Innovationen. Promotoren verfugen uber spezifische Ressourcen, um diese Barrieren zu uberwinden. Auf Basis des Barriereansatzes wurde in den 1970er Jahren ein Promotorenmodell entwickelt, welches den Erfolg von Innovationen zu erklaren vermag und in den nachfolgenden Jahrzehnten weiterentwickelt und ausdifferenziert wurde. An diese Forschungstradition knupfen wir an und stellen die Frage, welche Bedingungen den Erfolg von Berufsbildungstransfer als Basisinnovation bzw. radikale Innovation begunstigen. Zur Beantwortung dieser Frage analysieren wir die Implementation dualer Ausbildungsstrukturen im nordamerikanischen Produktionswerk von Mercedes-Benz U.S. International (MBUSI) in Tuscaloosa. Bemerkenswert an diesem Fallbeispiel ist, dass in den ersten 15 Jahren nach der Eroffnung des Werks zunachst nur ein Anlernsystem und keine duale Berufsausbildung existierte. In 2009 wurde die Strategie geandert und im Herbst 2011 starteten die ersten dualen Ausbildungen. Der Erfolg der Basisinnovation kann, so unsere These, mithilfe des Promotorenmodells erklart werden.

Von der Humanisierung zur Digitalisierung: Entwicklungsetappen betrieblicher Kompetenzentwicklung

Zwei Entwicklungen unterschiedlichen Ursprungs und verschiedener Voraussetzungen fordern in ihren Konsequenzen Unternehmen ebenso heraus wie die Beschaftigten. Die Rede ist vom Digitalisierungsprozess und der demografischen Entwicklung. Beide Entwicklungen formulieren neue Anspruche und Erwartungen an die betriebliche Kompetenzentwicklung, und hier insbesondere hinsichtlich der Verbindung des vermeintlichen Widerspruchs von Arbeiten und Lernen. Wie Kompetenzentwicklung im Arbeitsprozess erfolgen kann, pragt die Kompetenzentwicklung bereits seit Langerem. Anhand der Unterscheidung von drei Forschungslinien diskutiert der Beitrag die jeweiligen Schwerpunktsetzungen betrieblicher Kompetenzentwicklung. Anstelle der gangigen Unterscheidung zwischen subjektiven und objektiven Wirksamkeiten skizziert der Beitrag sich wandelnde Wirksamkeitsanspruche betrieblicher Kompetenzentwicklung im Kontext gesellschaftlicher Entwicklung.

Areas of Learning: The Shift Towards Work and Competence Orientation Within the School-based Vocational Education in the German Dual Apprenticeship System

During the 1980s, school-based education within the German dual system of vocational education and training saw heavy criticisms. The industry’s representatives particularly criticised that the school-based education was far from reality, not contributing towards tackling the challenges of working life in the companies. In other words, the schools were not oriented towards the customer. In response to this critique, the concept areas of learning (German = Lernfeldkonzept) was introduced in 1996 as a structural principle for the framework curricula. The reform had wide-ranging consequences not only on the course and lesson design but also on the organisational framework conditions of the schools, the cooperation between schools and companies and the required qualification profile of the teachers. The classic distinctions of ‘theory equals school-based learning’ and ‘practical experience equals work-based learning in companies’ are to be removed through the orientation of school-based content to the practical requirements of the vocational and professional work. It is no longer the inputs (useful knowledge) but rather the outputs (holistic vocational activities structured into areas of learning) that are defined. The reform introduced a work-centred and competence-based turn in the school-based component of dual vocational education and training. In this chapter, the underlying understanding of competence, the design principle and pedagogical foundation of the new concept ‘areas of learning’ are described and embedded on the one hand in a historical contextualisation and on the other hand contrasted to the competence-based approach in general education.

Key Predictors of Learning Transfer in Continuing Vocational Training

‘Training off the job’ always features an element of uncertainty. For example, is there a transfer of knowledge from the training place to the workplace? If there is such a transfer, which effects and potential side effects appear? If there are effects, how sustainable are these initiated changes? Monitoring the learning transfer of continuing vocational training is therefore crucial in order to control the training success and to legitimate the investments made.