Work-Based Learning Experience and Good Practices

Work-Based Learning Experience and Good Practices

Malaysian students get real-life work experiences through work-based learning programs (WBL). Thereafter, the learners apply their technical and academic skills in developing their employability. In essence, WBL is a combination of educational courses that integrate the workplace with institutional curriculum for an edifying paradigm.

Through good practice, WBL merges practice with theoretical knowledge while acknowledging tacit and explicit informational intersection (Raelin, 2012). Most work-based learning programs in Malaysia consist of commonly accredited higher educational courses based on win-win strategies. The employers get talented and skilled workers whereas the students meet their educational needs. In addition, the learners become aware of their careers, hence can succinctly explore the potential opportunities through planning and competency attainment.

In the modern times, the young population can clarify and sharpen their career plans through work experience. In fact, good career educational programs in Malaysia and other developing Asian nations incorporate learning from work and systematic experience via the application of techniques such as work visits, work shadowing, execution of real tasks, and research projects. The program is beneficial (particularly for career decision-making) since the participants reflect on their progress and share their experience with peers.

WBL is beneficial to corporate employees and trainers because learning-rich occupation boosts their career development chances. For instance, such individuals are more likely to view their work positively and to be motivated as learners. Besides, a lack of educational improvement at workplaces raises the chances of poor performance and downward career drift. In their study, Anderson et al. (2011) established a link between employee’s tendencies to participate in vocational training and working in an environment with voluntary learning opportunities. The possession of skills to understand how to learn in the workplace is imperative in positive stimulation of individuals with regards to career development.

The Malaysian youths enjoy widespread opportunities to combine work experience and learning for a successful transition. It is possible to merge formal study and work in ways such as apprenticeships. Alternatively, the students can do part-time jobs while learning in the evenings or during weekends. Notably, a combination of work and study bears a significant impact on the transitional outcomes. The factors that prompt this observation include apprenticeship occupational skills and the resultant labor market qualifications. Other aspects include the basic skills and habits developed when working part-time, signal traits during a job application, and the connection between student employees with hiring firms.

Literature of WBL mainly focuses on cases in the developed world. Given the rapid expansion of Malaysian economy, there are emerging models promising to connect formal vocational education and apprenticeship training. However, questions arise on the necessity of high skill economy and advancing social development the work based training systems (Ball & Cohen, 2012). As a middle-income economy, Malaysia has a strong formal work-based learning system but the authorities are yet to develop well-organized WBL arrangements in low-skilled industries and occupations.

Strategies

Learning institutions should work hand-in-hand with corporate leaders to adopt institutional and organizational strategies for an attractive WBL program. In this way, the time spent in a working environment is resourceful to the student. As a first step, apprenticeship trainers should set appropriate wages to avoid discouraging applicants. Inflated wages cheer human resource managers to recruit unskilled labor while failing to train them accordingly.

Further, organizations ought to observe regulatory and legal frameworks for apprenticeship arrangements. For example, the employers and apprentices should sign contracts with a clear outline of terms and conditions of the agreement. In remote Malaysian regions, the absence of these provisions prevents scale-up of regional programs for national adoption. Moreover, it is advisable that the organization should allocate adequate financial resources for the program, make arrangements for apprentice certification and qualification, and establish proper governance systems at the institutional level. Most importantly, the trade unions, organizations, and government have to cooperate in setting up learning outcomes as per the training qualifications and standards.

Options

It is important to note that not all work-based learning experience is educative. Not all job education imparts skills and knowledge to the participants. Therefore, the Malaysian government is supposed to determine practical techniques to translate experiences into learning. University programs that entail WBL in most Asian universities indicate significant variations with regards to real student learning. Understandably, the nature and quality of targeted training those organizations provide influence this observable disparity.

Business strategists and course instructors can increase the richness of learning in a work environment. First, business mentors should encourage people to reflect on their experiences and learn from their mistakes. Second, senior workers and experts in the field should guide learners and act as role models. Third, practice and demonstrations should be included as learning strategies. Besides, the supervisors must regularly provide problems for the workers to solve through avenues like task variety and rotation. Nearly all of these plans can be integrated with the normal job’s cycle. Many researchers are interested in the role of employee supervisors and how they understand the importance of improving the worker’s skills, experience, and knowledge. In regions where this does not form part of corporate culture, it is difficult to develop and implement work-based learning (Andersen et al., 2011). Yet, organizations require a more structured intervention to develop learning islands, quality circles, and other techniques for developing learning-rich work environments.

Malaysian enterprises can initiate various methods to boost and promote work-based learning quality. However, it is specifically harder for SMEs (small and medium enterprises) that form a larger share of the country’s firms. In this case, such enterprises should seek assistance from multinational Coca-Cola and other multinationals. In fact, most external organizations readily provide training and coaching for in-firm supervisors as part of their CSR. The federal authorities should pool funds and establish local training offices. Alternatively, small and medium corporations should receive subsidies for effective execution of WBL programs. If the working conditions in Malaysia are appropriate, college teachers (especially those responsible for supervision and student visits) will assume most of these roles comfortably.

Of keen to note is that work based learning opportunities depend on daily task schedules and monthly or annual production cycles. Nevertheless, business leaders can forge inter-organizational agreements for broad base learning, especially if the services and enterprise products limit skill and knowledge development in a formal training setting. Just like in the rest of the developing world, the Malaysian informal sector has an unregulated apprenticeship program. It is characterized by work-based learning, non-mandatory off-the-job training. In addition, organizations hardly award formal qualifications in recognition of competence.

            Work-based learning experiences and career preparation are essential in the formation of aspirations and informed decision making. The educators can provide such fundamental experiences during college days or through additional programs that call for corporate collaborations. The young working class population in Malaysia needs information on available career options like career assessments for identification of post-school interests and preferences. Secondly, they require early exposure on lifetime learning prospects and post-high-school education. Thirdly, the learners should be career opportunities to earn a living while acquiring information on asset accumulation, educational requirements, and benefits potential. Lastly, the trainers should design the program to improve job acquisition and ethical skills.

Good Practices and Experience

The development of high-quality programs for WBL demands relevant and integrated curriculum. Therefore, the learning institutions must develop curricula that not only incorporates the subject matter but also spans to WBL experiences. De Graaf & Kolmos (2013) argue that pairing students without mentors or enrolling them in internship programs is not enough. For the learning programs to be successful, the instructors must set goals for both the employers and students. Furthermore, they should provide exhaustive instructions for industrial authorities and academicians.

            Work-based programs help students to explore their careers and to be active learners. Consequently, the educational department should integrate career related activities into all the curriculum aspects. Career awareness is unattainable unless teachers introduce students to varied careers and their requirements. Resultantly, the students explore and refine particular areas of interest. During preparation, they get a chance to deeply engage in experiences that relate to their career choices. Often, such opportunities in Malaysia are preceded by several internships.

            Assessments ought to be authentic since they hold the learners and their trainers accountable for on and off school education. In essence, the WBL programs should utilize performance assessments for the apprentices to show their understanding and newly gained experience. If the teachers conduct the assessments periodically, it will be possible to shift attention to struggling students. The implementation process prompts learning institutions to set explicit goals endorsed by business partners, teachers, and students.

            Additionally, the teachers must conduct joint planning time. Savery (2015) concedes that in this way, the educators will facilitate integrated curriculum development plans and the utilization of assessment tools. They will also develop professionally as they prepare to set up aligned curriculum or to tour the corporate world. On the other hand, the scheduling should be flexible. Most activities linkable to WBL programs in Malaysia hardly fit into the conventional school day. It is, therefore, a good practice to ensure accommodation of real-world learning through trade programs, block scheduling, and the provision of opportunities for college’s simultaneous enrollment.

            In 21^st Century economies like Malaysia, WBL is a valuable educational strategy to prepare learners for career and academic success. Hence, policy makers can support it through advocacy for implementation at regional level. For example, the political leaders can introduce legislations in support of funding for WBL initiatives in rural areas. Moreover, it is important for school authorities to develop formal partnerships with corporations for students to be absorbed in as learners. Indeed, work-based educational programs allow students to transition successfully as youthful learners to responsible workers. If there is a minimal stakeholder support, the learners can hardly be career-ready.

The Value

Most multinationals with regional offices in Malaysia value WBL because the apprentices acquire core competencies that the organization requires. The program’s worth is recognized in professions such as education, health, information technology, and other professions that require completion of an attachment for a student to graduate. Particularly, youth with disabilities reaps bigger benefits from the program. Their work experience during secondary schools improves their prospects for future job security and better income.

Why Employers engage in WBL

At the national level, Malaysian work-based learning policies are diversified across different learning and work environment. It is true, nonetheless, that some regions (especially urban areas and industrial towns) have a long tradition of engaging students. It is an emerging trend that fast growing cities in the country and Asian continent are adopting this policy for the mutual benefit of students and business entities. Remarkably, employers reap numerous benefits when they develop and implement this policy. To illustrate, they observe improved performance and productivity. In addition, the tailored learning addresses the endemic skills gap in the country through the positive effects of retaining recruits. Further, the management registers affirmative effects on employee development.

Often, work-based learning improves innovation and productivity within the participating organizations. Despite that WBL programs entail initial corporate investment, the returns outweigh such expenditures. During the final phase, the recruits have acquired necessary business skills and are productive, hence allowing the human resource department to recoup initial investments. Notwithstanding, different occupations have distinct learning scopes. For example, technical jobs such as engineering require a trainee to participate in a rigorous program before he can engage in productive work. Contrastingly retail assistants learn while working. Advisably, education should be a continuous process throughout the production. Additionally, assessments and supervision are crucial in determining whether learning takes place or not.

The organization that hosts trainees will potentially promote them to managerial roles in the future. However, the learners are not the only group that benefits from the program. Mentors gain useful skills and knowledge by consistently training new recruits because the young people are creative and inject fresh thoughts and ideas to the business system. Eventually, the firm will be rejuvenated as the staff enhance their know-how and solve rising challenges.

Given that the successful trainees are more likely to stay after program termination, labor turnover reduces significantly due to apprenticeship project. This is specifically the case for Malaysian corporations where important aspects (like employee retention, work structure, and wage platform) interact for a better outcome. The top level management can improve the connection between the employees and their supervisors through the development of corporate ethos and values.

According to Raelin (2013), one of the most fundamental practices, especially for the employer, is to address the skills gap. Undeniably, work-based learning is an important tool for small and medium enterprises with limited operational resources. It reacts in an efficient, resourceful, and flexible manner to meet the company’s demand through development and implementation of tailored programs for addressing unique skill gaps.

In summary, WBL is a powerful pedagogical form that can be utilized to determine basic work habits, specific job competencies, and occupational identity. Not only can it motivate failing and disengaged learners but also can aid in the development of generic skills like problem-solving, creativity, and innovation. It significantly boosts the labor market results, especially if the business organizations consider good practices to enhance the learner’s experience. In Malaysia, the local governments need to set up institutions to support extensive high-quality WBL systems for better coordination between learning institutions and corporations. In this way, the country will move closer to addressing the persistent challenges in the labor market that arise due to the mismatch of occupational requirements and student’s skills.  

References

Andresen, L., Boud, D., & Cohen, R. (2011). Experience-Based Learning. Understanding Adult Education and Training, 2, 225-239.

Ball, D. L., & Cohen, D. K. (1999). Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education. Teaching as the Learning Profession: Handbook of Policy and Practice, 1, 3-22.

De Graaf, E., & Kolmos, A. (2013). Characteristics of Problem-Based Learning. International Journal of Engineering Education, 19(5), 657-662.

Raelin, J. A. (2012). A Model of Work-Based Learning. Organization Science, 8(6), 563-578.

Raelin, J. A. (2013). Work-Based Learning: Bridging Knowledge and Action in the Workplace. London: John Wiley & Sons.

Savery, J. R. (2015). Overview of Problem-Based Learning: Definitions and Distinctions. Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows, 5-15.