Are constructed based on work tasks that are needed in a department. As the members of a team realize that more workforce is needed, they can decide to employ an apprentice for it and advertise it in form of a project. This means they provide a description of the tasks as well as the competences that can be acquired. The advertisement for the project work is than placed on an online-marketplace. Learners can search on the marketplace for a suitable project and apply for it. Projects most often take around six months. There are also much shorter projects, such as just for one day or one week.
Published in Chapter:
Effects of an Innovative Learning Culture on the Competences of Learners: Workplace Learning in Switzerland in the Context of Apprenticeships
Antje Barabasch (Eidgenössisches Hochschulinstitut für Berufsbildung (EHB), Switzerland), Anna Keller (Eidgenössisches Hochschulinstitut für Berufsbildung (EHB), Switzerland), and Dominic Caldart (Eidgenössisches Hochschulinstitut für Berufsbildung (EHB), Switzerland)
Copyright: © 2020
|Pages: 22
DOI: 10.4018/978-1-7998-1238-8.ch007
Abstract
Competence demands for employees in the ICT sector have increased and new job profiles have been necessary, especially in the telecommunications industry. New competence requests challenge conventional qualifications and learning pathways, such as the apprenticeship route in Switzerland. For management the challenge is not only to change structural conditions of vocational learning at the workplace, but also attitudes, beliefs, and values regarding the ways in which apprentices are treated, the ways in which communication takes place, tasks are distributed, or expectations are expressed that require a transformation. The chapter introduces an enterprise case study. It elaborates on aspects, such as structural conditions for an innovative learning culture and measures for competence development, such as supporting agility, a trustful communication at eye level, as well as the flexibility in offering guidance.