Educated Work Force. A Concept Paper.

Autor/in	Kimeldorf, Martin
Titel	Educated Work Force. A Concept Paper.
Quelle	(1990), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Education; Corporate Education; Entry Workers; Incentives; Individual Needs; Instructional Materials; Labor Force Development; Mentors; On the Job Training; Peer Teaching; Productivity; Secondary Education; Teaching Methods; Training Methods; Training Objectives; Videotape Cassettes; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Anreiz; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Arbeitskräftebestand; Training-on-the-Job; Peer group teaching; Peer Group Teaching; Produktivität; Sekundarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Ausbildung; Berufsbildung
Abstract	A model for developing a training partnership across a three-step or three-phase sequence is outlined. The goal is to improve vocational school preparation of students and the job site training of new employees. In the first phase, the use of videotapes as a training medium is explored. A teacher and an employer analyze typical training problems that might be solved by the creation of a training videotape and written support materials. These materials are designed for specific job sites (hence the name "Job Site-Specific Training Tapes"). In the second phase, the teacher begins a second type of collaboration devoted to training experienced employees in the art of teaching newer employees. This phase involves conducting "train-the-trainers" seminars in which experienced workers learn how to become peer teachers on the job site. The teacher's role is to demonstrate effective teaching techniques and help employees develop training lesson-plans. In the third phase, a program for mentoring new employees completes the cycle of the program. New employees would participate in a planned mentoring program. Mentors would be chosen from those employees demonstrating talents as peer teachers. The teacher could also refer students for training. The benefits of this approach include reduced training time for employees; improved productivity; enriching existing employee incentives; making learning more engaging for special needs students; and exposure to new equipment and speaker services. (NLL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01