Rv: How to impart right attitude to TVET trainees

 

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De: UNESCO-UNEVOC e-Forum <e-Forum@unevoc.unesco.org>
Para: UNESCO-UNEVOC e-Forum <forum@unevoc.unesco.org>
Enviado: lunes, 9 de julio de 2012 5:34
Asunto: Re: How to impart right attitude to TVET trainees

From: Robert E. Norton [mailto:norton.1@osu.edu]
Sent: 2012-07-06 22:17
Subject: Re: How to impart right attitude to TVET trainees

Dear Dhanraj,

You have raised a question that I feel deserves much more attention than
it has received in the past by most TVET programs. We quickly focus on the
knowledge (cognitive domain) and skills (psychomotor domain) but we often
neglect or forget about the importance of worker behaviors (affective
domain). My analogy for this is if we have a three-legged stool and remove
one leg, it will not work very well or at all. This is like teaching two of
the three domains but ignoring the very important third one My quite
extensive work with business and industry when using our DACUM job analysis
process has made it very clear to me that the worker behaviors or the
affective domain of learning is the most important of the three. CEOs,
company Presidents and VPs, as well as many HR managers have made it
abundantly clear that no matter how much knowledge and skills the worker
possesses, they will not employ him/her at all or for very long if they do
not possess the appropriate attitudes or worker behaviors. Employers have
often gone on to say we would like the potential employee to have the
important related knowledge and skills, but we can teach some of those
quickly on the job, whereas we cannot teach or change their worker
behaviors quickly.

I have been told many times as we come in contact with company managers
when conducting our DACUM job analysis process that they need a worker who
will be positive, punctual, a team player, honest, possess a sense of
humor, and several other things. As we conduct a DACUM job analysis
workshop, we always ask the expert workers that comprise the panel of top
performers from industry, what worker behaviors are important in your job?
We have conducted over 1,000 DACUM workshops in the last 20 years on all
kinds of jobs and occupations.  Recently we selected a random sample of 100
of the approximately 350 DACUM Research Charts for jobs we have analyzed in
the last eight years. The attached paper entitled "Positive Worker
Behaviors: Essential to Success" which I presented November 14, 2011 at our
St. Louis 20th DACUM International Seminar lists the twelve most common
behaviors identified and twelve of the least common behaviors specified.

The paper also provides a definition of worker behaviors, some commonly
used related terms, the importance of worker behaviors, how to identify
important behaviors, suggestions on how to teach them, and how to assess
them.  I am also attaching a copy of our recently updated DACUM Facilitator
Research Chart so readers can see how the worker behaviors captured during
a DACUM workshop are presented on all of our DACUM Research Charts. See our
website at www.dacumohiostate.com for a listing of the many DACUM charts
that have been produced within the last eight years.

Dr. Robert E. Norton, Director & Professor
DACUM International Training Center
Center on Education and Training for Employment
The Ohio State University
Columbus, Ohio, USA

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