Although no single theoretical framework of informal learning exists, this research study was informed and supported by the theoretical models of various experts in the field of informal learning. The findings of this study identified a number of overarching factors that enhanced or hindered informal learning in a shoemaking apprenticeship program that also impacted on learner performance.
INTRODUCTION
This research study investigates the factors in the education and training environment of an accredited training provider in the footwear sector that enhance or inhibit opportunities for informal learning and how these factors shape or hinder informal learning and thus influence student performance in a footwear training programme. (See Chapter Two for a more detailed discussion of the factors that promote or inhibit informal learning). Using an interpretive paradigm, the researcher set out to examine the implementation of learning at one accredited training provider in the footwear industry.
BACKGROUND TO THE STUDy
CTFL SETA's Sector Skills Plan (CTFL SETA 2006, pp 31-32) shows that a significant proportion of the footwear sector workforce is in general education and training. A cause for concern and what also represents a negative picture in the footwear sector is that the majority of the workforce is concentrated in the further education and training category, with the average formal education level of the employee being grade 10 (standard 8).
RATIONALE: BROAD PROBLEMS AND ISSUES TO BE STUDIED
Apprenticeship programs in the footwear industry have a strong experiential learning component that focuses on the relevance of knowledge and the applicability of skills in the workplace. Highly educated and sufficiently qualified people will eventually be able to find a job in the sector.
THE RESEARCHER'S INTEREST IN DOING THE STUDy
A research study of this nature can inform accredited training providers to improve their own policies, practices and strategies in the training and development of learners doing a footwear program by improving informal learning opportunities to guarantee the success of the learners. If he is aware of the fact that the education level of the majority of workers in the footwear industry is low, he is interested in increasing the performance levels of learners on a learning program by looking at ways in which informal learning can be improved, and thus the Improving the performance of learners.
THE PURPOSE OF THIS STUDy
OBJECTIVES OF THE STUDy
KEY RESEARCH QUESTIONS
What are the factors in an education and training workplace environment that promote or inhibit informal learning during a footwear apprenticeship program.
REVIEW OF LITERATURE
LIMITATIONS OF THIS RESEARCH STUDy
The findings of this case study are based on the specific context and location of this case, which may not apply to other cases. The researcher's specific bias and positioning likely influenced how the case was constructed and what it revealed.
ORGANIZATION OF THE REPORT
The researcher confirmed that he is a manager of CTFL Seta and that Edu Shoes is an accredited CTFL Seta training provider. The fifth chapter presents the main findings of the research, conclusions and relevant recommendations based on the findings.
SUMMARY
INTRODUCTION
Learners gain competence in the core and elective components of the qualification, but not in the basics. Regarding the trainers, the vast majority of students (95%) believed that the trainers were knowledgeable.
THEORETICAL AND CONCEPTUAL FRAMEWORK
However, as the elective component of the footwear training program takes place in the factory, it lends itself to countless opportunities for informal learning. Marsick & Watkins (1997) add that not only is informal learning unique to the individual, but control over learning is primarily in the hands of the learner.
SUMMARY
Eraut's perception of the complementary impact of trust and commitment to the learning process is interesting. 2000) suggest that there is a triangular relationship between challenge, support and trust when analyzing factors that influence learning in the workplace. He believes that one of the factors influencing learning in the workplace is the overwhelming importance of trust. He further suggests that in some cases trust was more related to relationships than to the work itself.
INTRODUCTION
In light of this, the researcher conducted in-depth semi-structured interviews and placed the participants' explanations in the context of the key research questions. The researcher did this by getting to know a particular setting and viewing it from the point of view of those in it. The researcher shared the feelings and interpretations of the people he studied and saw things through their eyes.
DATA COLLECTION TECHNIQUES
This provided the researcher with the necessary understanding of the education and training environment, which was essential to understand how accredited training providers facilitated or inhibited informal learning during a footwear apprenticeship programme. One accredited training provider in the footwear industry was selected for the researcher to engage in a case study. It is the researcher's contention that the implementation of the footwear apprenticeship program at Edu Shoes (pseudonym) had the necessary ingredients needed to realize the objectives of this study.
DATA COLLECTION INSTRUMENTS
During the research, this meant informing students and facilitators about the researcher's research interests. All participants were made aware of the researcher's presence and told why they were to be observed. All participants were made aware of the researcher's presence and told why they were to be observed.
SAMPLING AND SAMPLE CRITERIA
It was also not possible to practically poll the opinions of the entire population of students who completed the footwear learning program at Edu Shoes, so the researcher decided to select a representative sample of four students who passed the NQF Level 2 National Certificate in CTFL. Learning Production Processes May 2006 This is in line with Bertram's (2003, p. 12) view that purposive sampling means that the researcher specifically decides which people to include in the sample. In addition, the researcher interviewed the human resources manager and the facilitator/evaluator of Edu Shoes, who represented the perspective of the training provider.
PROFILE OF THE TRAINING STAFF INTERVIEWED
PROFILE OF THE LEARNERS INTERVIEWED
A requirement of the learning program is that the training provider must assist the learner in compiling a PoE. Teaching provision had a positive impact on student performance during the learning program. Adelle and Althaaf were very grateful for the support provided by the facilitator during the learning programme.
In order to improve informal learning opportunities for the elective component of the footwear apprenticeship programme, the training. It can also be concluded that these factors had a negative impact on the performance of the learner during the footwear apprenticeship programme. These factors were also an important determinant of the performance of the learners during the shoemaking apprenticeship programme.
Comment on the complexity of learning activities for the core and elective components of the apprenticeship programme.
DATA ANALYSIS
ETHICAL CONSIDERATIONS
The researcher wrote a letter to the Chief Executive Officer (see Appendix I) of the footwear company and sought permission in this regard. Ethical aspects come into play in the semi-structured interviews of the HR manager, the training facilitator/evaluator and the learners. The questions in the used research tools (interview schedules and observations) were composed in such a way that it was possible to check the responses of the participants.
TRIANGULATION
If something happens often, we expect it to continue to do so in the future. The findings of this case study are based on the particular context and location of this case, which may not apply to other cases in the footwear industry, so the findings are not intended to be generalizable. Financial constraints, the availability of computer and modernized manufacturing technology, physical training and learning facilities and resources, the availability of qualified trainers and assessors and the level of education of the students, which influence the implementation of the footwear learning program, differ from one training provider to another.
RELIABILITY
SUMMARy
INTRODUCTION
IDENTIFICATION OF THEMES AND FACTORS PERTAINING TO RESEARCH
LEARNING PROVISION
A" information was tailored for Edu Shoes according to the needs of the individual and the company. The Company developed a detailed learning plan per apprenticeship, scheduled activities for the duration of the apprenticeship. Education and skill level were critical in determining the learner's performance during the assessment of the core and elective component of the footwear apprenticeship programme.
RECOGNITION OF PAST LEARNING EXPERIENCES
Rewards, incentives and support had a positive influence in the learning process and formed motivation, commitment and self-confidence of the learners during the footwear apprenticeship programme. The orientation program of the training provider, prior to the commencement of the apprenticeship program, laid the foundation for informal learning opportunities during the apprenticeship programme.
PROBLEM·SOLVING AND REFRAMING
COLLABORATION AND TEAMWORK
The trainer's training methodology created opportunities for collaboration and teamwork in several ways during the footwear learning program. The researcher observed that the methodology used while facilitating basic learning is mainly group discussion. The questions at the end of the learning activities were discussed and the students were observed taking notes in their learning activity guides.
COACHING AND MENTORING
Facilitator intervention, especially during assessments and practical demonstrations of the learning program, enhanced student learning opportunities. Regarding the personal development of a student, the Human Resources Manager mentioned the example of students who were multi-skilled and passed the learning program. The HR manager and the facilitator confirmed that after completing the learning program, students who completed more than 3 to 4 electives gained a broader understanding of the shoe manufacturing process.
COMMUNICATION
Discussions during the facilitation of the theoretical component were another driver that influenced student performance. Coaching and mentoring was facilitated by the availability of checklists for the practical part of the student programme. Opportunities for multi-skills and personal development during the student program improved the student's view and perception of the program.
MOTIVATION, COMMITMENT AND SUPPORT
APPLICATION OF THEMES AND FACTORS PERTAINING TO RESEARCH
- PROBLEM-SOLVING AND REFRAMING DURING FAMILIAR (ROUTINIZED)
- SUPERVISION AND CONTROL
- COACHING AND MENTORING
- COMMUNICATION
This could be attributed to the moderator's over-eagerness to intervene when problems arose. All students said that they were introduced to the learning activity during the facilitation of basic learning. All students interviewed mentioned that they did not have to use computers during their study program.
SUMMARy
INTRODUCTION
DISCUSSION OF THE FACTORS OR THEMES
- RECOGNITION OF PAST LEARNING EXPERIENCES
- PROBLEM-SOLVING AND REFRAMING DURING FAMILIAR (ROUTINIZED)
- SUPERVISION AND CONTROL
- COACHING AND MENTORING
- COLLABORATION AND TEAMWORK
- VALUE AND RECOGNITION OF FUTURE LEARNING OPPORTUNITIES. 139
- MOTIVATION, COMMITMENT AND SUPPORT
In this study, the two dominant learning triggers were the provision of learning resources and materials and the training space. The effective coaching and mentoring structure of the training provider enabled coaching and mentoring both on a lateral level (peer to peer) and on a vertical level (from manager, supervisor, facilitator to learner). It was quite sad that the dedication, enthusiasm and commitment shown by the facilitator showed that the students were.
CONCLUSiONS
In terms of factors that serve to enhance or detract from informal learning, some of the emerging findings of this research study are consistent with research previously conducted by Svensson, Ellstrom and Aberg (2004), Reardon (2004), the internet site, TheManageMentor ( 2006), Eraut (2000), Lloyd (2000) and Lohman (2000). One overlapping factor or theme, which both enhanced and inhibited informal learning during the shoemaker apprenticeship program, was communication. Regarding the factors that serve to promote or detract from informal learning, some of the emerging findings of this research study are consistent with research in informal learning previously conducted by Svensson, Ellstrom and Aberg (2004), Reardon (2004), the Internet site, TheManageMentor (2006), Eraut (2000), Lloyd (2000) and Lohman (2000).
RECOMMENDATIONS
It highlighted how various factors influenced the learning program from the perspective of non-formal learning. Informal learning after organizational change, Journal of Workplace Learning: Employee Counseling Today, Emerald Group Publishing Limited. Integrating formal and informal learning at work, Journal of Workplace Learning: Employee Counseling Today, Emerald Group Publishing Limited.
Letter to Company: Permission to Conduct Research
Letter of Consent to Interviewees
Comment on teaching and learning services under the student program [CUES/PROMPTS: Qualified facilitators, assessors, moderators, coaches and mentors]. 4. When and where facilitation of the core component and optional component of the student program takes place. Briefly describe how you were guided and supported before entering the student programme.
Document Analysis
ROLE AND INTERVENTIONS OF THE SUPERVISOR OR COACH DURING THE LEARNING PROCESS OF CERTAIN OPERATIONS.
Observation Schedule
