Retraining the European Workforce: How Technologies Can Help. Training Discussion Paper No. 95.

Autor/inn/en	Araujo e Oliveira, Joao Batista; Lau, Alex
Institution	International Labour Office, Geneva (Switzerland).
Titel	Retraining the European Workforce: How Technologies Can Help. Training Discussion Paper No. 95.
Quelle	(1992), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	92-2-108582-1
Schlagwörter	Stellungnahme; Adult Education; Cognitive Development; Decision Making; Educational Assessment; Educational Research; Educational Strategies; Educational Technology; Followup Studies; Foreign Countries; Futures (of Society); Goal Orientation; Instructional Effectiveness; Job Training; Labor Force Development; Long Range Planning; Outcomes of Education; Program Effectiveness; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kognitive Entwicklung; Decision-making; Entscheidungsfindung; assessment; Bewertungssystem; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Unterrichtsmedien; Follow-up studies; Kontaktstudium; Ausland; Future; Society; Zukunft; Zielorientierung; Zielvorstellung; Unterrichtserfolg; Berufsqualifizierender Bildungsgang; Arbeitskräftebestand; Langfristige Planung; Lernleistung; Schulerfolg; Ausbildung; Berufsbildung
Abstract	The discussion of long- versus short-term effects is usually absent when it comes to the choice of training technology. Short-term effects become the major criteria for the choice: training resolves a concrete problem. An important reason for thinking about long-term effects of training and training strategies is the ultimate objective of training the European work force: to become flexible enough to face the uncertainties of the future. The Instrumental Enrichment Program (IEP) illustrates how firms and human development specialists deal with the dilemma of short- and long-term effects. IEP is an intervention program to improve cognitive development and thus make learners more eager and more able to learn. The research and evaluation of experimental applications of IEP in the workplace have not achieved the same positive, long-lasting effects of cognitive change that have been verified with children. The strongest and most interesting promise of the method--that learning ability increases over time as an effect of an adequate IEP intervention--is generally hindered by the short duration of the majority of the applications. Two related issues arise from the results of IEP intervention. First, the dilemma between short- and long-term effects might not be a real dilemma. A major strategic decision facing training planners concerns the choice of those means which simultaneously respond to short- and long-term goals, not a choice between the short and the long term. Second, the choice of training technologies necessarily reflects strategic decisions, so that improving the analytical quality of the decision rules used by training practitioners can be seen as a mirror image of the changing mood in the world of training. Hence, the human resource specialist must learn to think in action, to become a reflective practitioner. (Contains 14 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC