modeling the characteristics of vocational excellence petri nokelainen [email protected]...

Modeling the Characteristics of Vocational Excellence

Petri [email protected]

School of EducationUniversity of Tampere

Finland

• Finnish research team:• Prof. Dr. Petri Nokelainen, Prof. Dr. Pekka Ruohotie, Dr. Kari

Korpelainen, MA Laura Pylväs, MA Mika Puukko, MA Reija Palttala.

• International research team:• University of Oxford (UK): Prof. Dr. Ken Mayhew, Dr. Cathy

Stasz, Dr. Susan James.RMIT University (Australia): Prof. Dr. Helen Smith, MA Mohammad Rahimi.

Acknowledgements

• Finnish supporters:• Veijo Hintsanen, Eija Alhojärvi, Hannu Immonen, Immo

Pylvänen, Heikki Saarinen, Atte Airaksinen, Juha Minkkinen, Matti Kauppinen, Pekka Matikainen, Tuomas Eerola, Martti Majuri and Finnish Helsinki, Sitzuoka, Calgary and London competitors. The research was funded by the Finnish Ministry of Education and Culture.

• International supporters:• Tjerk Dusseldorp, David Hoey, Simon Bartley

Acknowledgements

Contents• Introduction• Theoretical framework• Design• Results

– MoVE (First phase)– AVE (Second phase)– AVE (Third phase)

• Conclusions• Discussion• Current research

– PaVE (Fourth phase)

Introduction

• International vocational competitions in different skill areas (e.g., plumbing, hair dressing) are gaining increasing interest around the world.

• What started in 1947 as a small regional competition in Spain has now become the WorldSkills Competition (WSC), a world-renowned event that draws competitors and visitors from all over the world.

Introduction

• The competition rules document define the resolutions and rules for the organisation and execution of the WorldSkills Competition incorporating all skill competitions. – Each country may enter one

competitor or team per skill.– Competitors must not be older

than 22 years (in some skill areas 25 years) in the year of the competition.

Introduction

• International panel of judges assign a score (0 - 600 points) for each competitor or team after four competition days.

• Three best competitors for each skill area are awarded with gold, silver and bronze medals.– Other competitors who score 500

points or more are awarded with Medallion for Excellence.

Introduction

• Finnish WSC teams have been studied since 2006 in three research projects:

• MoVE = Modelling Vocational Excellence (2006-2008)• AVE = Actualizing Vocational Excellence (2009-2011)• PaVE = Pathways to Vocational Excellence (2012- )

•Projects were funded by the Finnish Ministry of Education and Culture.

• Major goal in these mixed-method studies is to investigate the role of WorldSkills competitors’ natural abilities, intrinsic characteristics, and extrinsic conditions to their talent development.

Introduction

Theoretical Framework• Bloom: Talent development taxonomy (1985).• Ericsson: Development of expertise (1993, 2006).• Gagné: Differentiated Model of Giftedness and Talent (2004,

2010).• Gardner: Multiple Intelligences (1983, 1993, 1999).• Greenspan, Solomon & Gardner: Cognitive and social skills on

talent development (2004).• Pintrich: Intrinsic and extrinsic goal orientations, control and

efficacy beliefs (2000).• Midgley et al.: Patterns of adaptive learning (2000).• Zimmerman: Sociocognitive approach to self-regulation (1998,

2000).• Weiner: Attributions for success and failure (1986).

Differentiated Model for Giftedness and Talent (DMGT) (Gagné, 2004)

C.GIPE - Causal order of components in DMGT(Gagné, 2004, see also Nokelainen, in press; Nokelainen & Ruohotie, 2009; Tirri & Nokelainen, 2011)

Multiple Intelligences Theory (Gardner, 1983, for operationalization, see Tirri & Nokelainen, 2011)

(1) Linguistic intelligence(2) Logical-mathematical intelligence(3) Musical intelligence(4) Spatial intelligence(5) Bodily-kinesthetic intelligence(6) Interpersonal intelligence(7) Intrapersonal intelligence (8) Spiritual intelligence(9) Environmental intelligence

Adaptation of Zimmerman’s Self-regulation Model (Zimmerman, 2000; Nokelainen, 2008)

AB

C

?

?

?

• Interview (n = 30) and survey (n = 110) data was collected from 2005 Helsinki, 2007 Shizuoka and 2009 Calgary competitors, their trainers, working life representatives and parents.

Design

Design

Design

Finnish WSC team selection

Finnish WSC team training

WorldSkills competition

DATA

INTERVIEWS WSC SUCCESS

SURVEY

. . .. . .. . .

ANALYSES

Working life

INTERVIEWS1. PHASE

2. PHASE

3. PHASE

First phase research questions (interviews) 1. What characteristics are specific to WSC

competitors? 2. How do the characteristics of WSC competitors

differ during the training period, competitions, and working life?

3. What characteristics are specific to WSC competitors' initial interest in the field, perseverance in acquiring a vocational skill, and mastery of that skill?

4. What characteristics are specific to the employers of WSC competitors?

Design




DATA


SURVEY

. . .. . .. . .

ANALYSES

Working life

INTERVIEWS

1. PHASE

2. PHASE

3. PHASE

Method• Four Finnish WSC 2005 and four WSC 2007

competitors (n = 8) were interviewed. – Six males (Mage=21 years) and two females

(Mage=20 years).

• Also their trainers, working life representatives and parents (n = 22) were interviewed.

Method• WSC competitors in this study represent

four skill categories, which are linked to the Multiple Intelligence theory (Gardner, 1983): – IT/Software Applications (logical-

mathematical).– Web Design (spatial, logical-mathematical).– Plumbing (bodily-kinesthetic, spatial).– Beauty Therapy (interpersonal, bodily-

kinesthetic, spatial).

Interview measurement model

DOMAIN SPECIFIC EXTRINSIC CONDITIONS

NON-DOMAIN SPECIFIC EXTRINSIC CONDITIONS

NATURAL ABILITIES

VOCATIONALTALENT

DEVELOPMENT

MOTIVATION

Intrinsic Extrinsic

VOLITION

Perseverance Time management

SELF-REFLECTION

Effort Ability

Home SocietyRelatives MediaFriends

MOTIVATION

Intrinsic ExtrinsicSELF-REFLECTION

Effort Ability

VOLITION


Workplace

FriendsTeachers Skill trainers

Mental trainers

Artefacts

Other persons

WORK LIFEEXPECTATIONS

Challenge

Responsibility

Leadership

Life-long learning

Salary

Intellectual

Socioaffective

Sensori-motoricalRQ 1,2,3

RQ 1,2,3

RQ 1,2,3

RQ 3

RQ 3

RQ 4

Results: Interview1. What characteristics are specific to WSC

competitors?

VOCATIONALTALENT

CHARACTERISTICS

MOTIVATION

Intrinsic Extrinsic

VOLITION


SELF-REFLECTION

Stress tolerance

INTRINSIC

CHARACTERISTICS

INTELLECTUAL

SOCIOAFFECTIVE

SENSORIMOTOR

NATURAL

ABILITIES

Self-reflection (stress tolerance)Mental training

Volition (perseverance, time management)Total mastery of work skills

Cognitive skills (development potential)Shift from uncontrollable to controllable

attributionsExtrinsic goal-orientation (competitiveness,

ambition)Promotion of advances of competitions

for future careerIntrinsic goal-orientation (interest towards

work)Meaningful training tasks, interesting

artifacts, home/teacher supportSocial skills

Collaborative tasks during training

VOCATIONALTALENT

CHARACTERISTICS

MOTIVATION

Intrinsic Extrinsic

VOLITION


SELF-REFLECTION

Stress tolerance

INTRINSIC

CHARACTERISTICS

INTELLECTUAL

SOCIOAFFECTIVE

SENSORIMOTOR

NATURAL

ABILITIES

Results: Interview

VOCATIONALTALENT

DEVELOPMENTWorking life

MOTIVATION

Intrinsic Extrinsic

VOLITION


SELF-REFLECTION

Stress tolerance

INTRINSIC

CHARACTERISTICS

INTELLECTUAL

SOCIOAFFECTIVE

SENSORIMOTOR

NATURAL

ABILITIES

MOTIVATION

Intrinsic Extrinsic

VOLITION


SELF-REFLECTION

Stress tolerance

INTRINSIC

CHARACTERISTICS

INTELLECTUAL SENSORIMOTOR

NATURAL

ABILITIES

SOCIOAFFECTIVE

VOCATIONALTALENT

DEVELOPMENTCompetitions

VOCATIONALTALENT

DEVELOPMENTTraining/studies

MOTIVATION

Intrinsic Extrinsic

VOLITION


SELF-REFLECTION

Stress tolerance

INTRINSIC

CHARACTERISTICS

INTELLECTUAL

SOCIOAFFECTIVE

SENSORIMOTOR

NATURAL

ABILITIES

2. How do the characteristics of WSC competitors differ during the training period, competitions, and working life?

Results: Interview

1. Perseverance and self-reflection alongside with intellectual and sensorimotorical abilities were important in all three career stages.

2. The role of social skills was strongest in working life. 3. Results showed only minor differences between

intrinsic and extrinsic goal-orientations.

Results: Interview

3. What characteristics are specific to WSC competitors' initial interest in the field, perseverance in acquiring a vocational skill, and mastery of that skill?

Results: Interview

1. Institutional and trainers’ support are important throughout the three skill acquisition stages.

2. Intrinsic goal-orientation is more important at the initial stage than extrinsic goal-orientation, but the roles change during training process (perseverance).

Results: Interview

3. Importance of future work security and possibilities increase towards the mastery level.

4. Role of social motivation (importance of friends and WSC team members) stay quite small and stable throughout the process.

Results: Interview

4. What characteristics specify WSC competitors’ employer?

1. Challenging work tasks

2. Freedom and responsibility3. Logical and fair leadership

4. Acknowledgement of life long learning5. Competitive salary

Results: Interview

Interview measurement model



NATURAL ABILITIES

VOCATIONALTALENT

DEVELOPMENT

MOTIVATION

Intrinsic Extrinsic

VOLITION


SELF-REFLECTION

Effort Ability


MOTIVATION


Effort Ability

VOLITION


Workplace


Mental trainers

Artefacts

Other persons


Challenge

Responsibility

Leadership

Life-long learning

Salary

Intellectual

Socioaffective

Sensori-motoricalRQ 1,2,3

RQ 1,2,3

RQ 1,2,3

RQ 3

RQ 3

RQ 4

Interview outcome model



NATURAL ABILITIES

VOCATIONALTALENT

DEVELOPMENT

MOTIVATION

Intrinsic Extrinsic

VOLITION


SELF-REFLECTION

Effort Ability


MOTIVATION


Effort Ability

VOLITION


Workplace


Mental trainers

Artefacts

Other persons


Challenge

Responsibility

Leadership

Life-long learning

Salary

Intellectual

Socioaffective

Sensori-motorical

Second phase research questions (survey) 5. What are WSC competitors' most essential natural

abilities? 6. What are WSC competitors' most essential self-

regulatory abilities? 7. What is the influence of domain-specific and non-

domain-specific factors on the talent development of WSC competitors?

Design




DATA


SURVEY

. . .. . .. . .

ANALYSES

Working life

INTERVIEWS1. PHASE

2. PHASE

3. PHASE

A vs. C

Method• A combined sample of 2007 (Shizuoka,

Japan), 2009 (Calgary, Canada) and 2011 (London, UK) teams contain 110 competitors.

• The response rate was 75 per cent of the total target population (N = 147).

• The sample consists of 76 male (69%) and 34 female (31%) competitors.

• Male respondents’ age average was 20.9 years (SD = 1.676) and female respondents 20.8 years (SD = 1.735).

Method• The participants of the survey study

represent 23 WSC categories covering most of the MI theory’s intelligence areas.

• The concepts of expertise and excellence were operationalized as follows: – World Skills competitors were considered to be

vocational experts and they were coded into group B (positions 8 – 11 in international competitions) or group C (positions 12 – ).

– Only the most successful competitors were coded into group A (positions 1 – 7), representing vocational excellence in the study.

Survey measurement model

• Success in middle school did not predict vocational skill competition success.

Middle school GPA

Vocational studies GPA

WSC success

• Success in vocational studies did predict vocational skill competition success.

+

Results: Survey

Multiple Intelligences theory’s relation to skill areas:

(1) Linguistic (e.g., Caring, Hair Dressing)(2) Logical-mathematical (e.g., IT/Programming, Web Design)(3) Musical (4) Spatial (e.g., Web Design, Beauty Therapy)(5) Bodily-kinesthetic (e.g., Plumbing and Heating, Caring) (6) Interpersonal (e.g., Beauty Therapy, Catering) (7) Intrapersonal (8) Spiritual(9) Environmental

5. What are WSC competitors' most essential natural abilities?

Results: Survey

1. Bodily-kinesthetic intelligence - Dominant in most skill areas.

2. Mathematical-logical intelligence3. Interpersonal intelligence4. Spatial intelligence5. Intrapersonal intelligence

Where the ’A’ group differs from the ’C’ group:1. Linguistic intelligence (‘A’ higher)2. Interpersonal intelligence (‘A’ higher)

5. What are WSC competitors' most essential natural abilities?

Results: Survey

Motivational factors:(1) Internal goal orientation, (2) External goal orientation, (3) Meaningfulness of studies,(4) Control beliefs,(5) Efficacy beliefs,(6) Test anxiety.

Patterns of Adaptive Learning Scales:(1) Mastery Goal Orientation, (2) Performance-Approach Goal Orientation, (3) Performance-Avoidance Goal Orientation.

Attributions for success and failure

Results: Survey6. What are WSC competitors' most essential

self-regulatory abilities?

1. Meaningfulness of studies (studies will benefit future work career)

2. Extrinsic goal orientation (need for positive feedback from others, ambition)

3. Intrinsic goal orientation (mastery of a skill is a satisfying experience)

4. Efficacy beliefs (success due ability)5. Control beliefs (success due effort)



Where the ’A’ group differs from the ’C’ group:1. All motivational factors, except test anxiety,

were higher in the ‘A’ group.2. ’A’ group preferred effort over ability as an

explanation for their success.3. Test anxiety was higher in the ’C’ group.4. Predictive modeling showed ”meaningfulness of

studies” to be the most important predictor for success in skills competitions.



1. Mastery Goal Orientation (development of competence is important, learning is interesting, focus is on the task)

2. Performance-Approach Goal Orientation (show others, focus is on the self)

3. Performance-Avoidance Goal Orientation (avoidance of embarrassment, focus is on the self)

Where the ’A’ group differs from the ’C’ group:1. The ’A’ group was more performance-

approach oriented than the ’C’ group.2. The ‘C‘ group was clearly more performance-avoidance

oriented than the ‘A’ group.



• Volitional aspects of talent development were investigated through two dimensions, perseverance and time management.

Where the ’A’ group differs from the ’C’ group:1. The ’A’ group had better time management

skills.

1. Perseverance 2. Time management



Results: Survey7. What is the influence of domain and non-

domain specific factors to the WSC competitors’ talent development?

1. Conducive home atmosphere (non-domain specific factor)

2. Interest towards work field (domain specific intrinsic motivation)

3. Interest in competing with others in vocational skills (domain specific extrinsic motivation)

All these factors were positively connected with international skills competition success.

Results: Survey7. What is the influence of domain and non-

domain specific factors to the WSC competitors’ talent development?

Measurement model of Vocational Talent Development

NON-DOMAIN DOMAINSPECIFIC EXTRINSIC CONDITIONS

INTRINSIC CHARACTERISTICS

MOTIVATION

IntrinsicExtrinsic

VOLITION


SELF-REFLECTION

Effort Ability

MAP

PAP

PAV

VOCATIONALTALENT

DEVELOPMENT

Home

Friends

Teachers

Work/empl.

Artefacts

Team mates

Trainers

LinguisticLogical-

mathematicalSpatial

Musical

Interpersonal

IntrapersonalSpiritual

Environmental

NATURAL ABILITIES

INTELLECTUAL

SOCIOAFFECTIVE

Bodily-kinestheticSENSORIMOTOR

C

R

E

A

T

I

V

I

T

Y

Outcome model of Vocational Talent Development (expertise vs. excellence)

Third phase research questions (interview) 8. What characteristics specify WSC competitors in the

working life? 9. What life management skills specify WSC

competitors in the working life? 10. What characteristics specify WSC competitors’

employer?

Design




DATA


SURVEY

. . .. . .. . .

ANALYSES

Working life

INTERVIEWS1. PHASE

2. PHASE

3. PHASE

Method• 16 interviews were conducted in six Finnish

small to medium size enterprises.• Three participants were selected from each

workplace:• (W) Finnish WSC medalist from 2005

Helsinki or 2007 Calgary, who has more than two year work experience after the competition.

• (C) Control group member with similar age and work experience but no skills competition training (not available in all work places).

• (E) Employer representative.

8. What characteristics specify WSC competitors in the working life?

Results: Interview

1. Self-reflection (stress tolerance)

W C E

2. Volition (perseverance, time management skills)

W C E

3. Cognitive skills (development potential)

W C E

Results: Interview W = WorldSkills competitorC = Control group memberE = Employer

9. What life management skills specify WSC competitors in the working life?

Results: Interview

4. Bounce back from injustices

W C E

2. Bounce back from failures

W C E

5. Bounce back from success

W C E

1. Do team work

W C E

3. Manage conflict situations

W C E


10. What characteristics specify WSC competitors’ employer?

Results: Interview

1. Freedom and responsibility

W C E

2. Challenging work tasks

W C E

3. Logical and fair leadership

W C E


• This mixed-method study investigated the role of Finnish WorldSkills Competition (WSC) participants' natural abilities, intrinsic characteristics, and extrinsic conditions to their talent development with qualitative and quantitative samples.

Conclusions

• The results of the semi-structured interviews with competitors, their parents, trainers, and working life representatives showed that self-reflection (stress tolerance), volition (perseverance, time management skills), cognitive skills (development potential), and motivation (extrinsic and intrinsic) were considered the most important characteristics.

Conclusions

• Characteristics related to volition, self-reflection, and cognitive skills played an important role in all three developmental stages of vocational talent (initial interest, perseverance, and mastery of the skill).

• The role of both teachers and trainers was deemed important to the stages of vocational talent development.

Conclusions

• The results of the survey showed that the most successful competitors were characterized by their linguistic and interpersonal abilities.

• They also believed that effort was more important to their success than ability.

• The most successful competitors were more performance-approach goal oriented and less performance-avoidance oriented than were their less successful peers.

Conclusions

• A supportive home and school atmosphere positively affected the development of vocational talent.

• Future research directions regarding competitors’ characteristics should include examination of their mindsets, health (lifestyle), hobbies, safety, and media skills, and also focus more on those WSC skill areas requiring teamwork.

Conclusions

• One key to success is to encourage vocational training institutions to participate in skill competitions.

• This will inevitably lead teachers in participating organizations to seek higher competence in their field (professional development) through different roles (trainers, experts) in the process.

Discussion

• Their knowledge of new innovations in vocational training and skill-specific working methods would not only benefit the WSC competitors and non-participating students in vocational institutions, but would also challenge participating teachers’ colleagues to update their professional knowledge and, thus, create a more forceful transfer of knowledge.

Discussion

• Vocational education students and their teachers in various institutions around the world will also benefit from new ideas and support for their professional self-esteem by visiting both national and international competitions.

Discussion

• Further, I would like to emphasize the fact that all the characteristics of vocational expertise and excellence discussed in this presentation, except for natural abilities, are controllable, at least to some extent, and, thus, are manageable through educational policies.

Discussion

• Since the development of vocational talent is a life-long learning process, any of the competitors in low achieving group (C) may achieve the level of vocational excellence later in their work careers.

• The recognition of hindering factors to talent development in the early stages of formal education will help the future work force to fulfill its development potential.

Discussion

• Examples of such factors appeared in this presentation: – 1) attributing success mainly to uncontrollable

instead of controllable factors, – 2) using maladaptive instead of adaptive

patterns of learning, and – 3) focusing on the self instead of focusing on

the task.

Discussion

Pathways to Vocational Excellence

• An international research team was established to investigate London 2011 WorldSkills competitors and experts:• University of Tampere, Finland• SKOPE, Oxford University, UK• RMIT University, Australia

• Research was funded by the WorldSkills Foundation.

• Report is available at:• http://www.worldskillsfoundation.org/activities.html

MoVE International

WorldSkills London 2011 Data from 38 countries (n=409)

Team Finland Shizuoka, Calgary, London (n=110)

Thank you!

For more information, please contact:• [email protected]

– MoVE –project (2006 – 2008) http://www.uta.fi/aktkk/projects/move

– AVE –project (2009 – 2011) http://www.uta.fi/aktkk/projects/ave

– PaVE –project (2011 – ) http://www.uta.fi/aktkk/projects/pave

Next WorldSkills competition is Leipzig 2013

modeling the characteristics of vocational excellence petri nokelainen [email protected]...

Documents

phase slide

introduction slide

design slide

phase ave

phase research questions

finnish research team

international research

introduction finnish