One member of the team that advertises project work for learners is selected to be the responsible person for the project and for looking after the apprentice during this time. QPAs do not have to have a qualification as a workplace trainer. They are regular workers in the department and specialists in their field, so that they can share their expertise with the learner. They have to provide the needed knowledge so that the learner can fulfil the task and provide help or instructions, if needed. At the end of the project, the QPA has to assess the project work of the learner and his/her competence development. The assessment takes place in a meeting with the learner, the QPA and the coach. While for the learners the responsible QPA changes with every project, the coach oversees the whole learning process, from the beginning to the end of the apprenticeship (3- 4years).
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.