This study continues the earlier research of modeling of vocational excellence (e.g., Nokelainen, 2010, in press; Nokelainen, Stasz & James, 2013; Pylväs, Nokelainen & Roisko, in press) that has focused on analysing the characteristics and developmental pathways of employees representing vocational expertise and vocational excellence. The characteristics of vocational talent development include natural abilities (based on MI theory, e.g., Gardner, 1983), intrinsic characteristics (based on socio-constructivist approach to self-regulation, e.g., Zimmermann, 2000), and extrinsic conditions (based on domain and non-domain related factors to talent development, e.g., Greenspan, Solomon & Gardner, 2004). Developmental pathways start from an initial interest towards profession and continue to upper secondary vocational education and working life.

This study examines the development of vocational excellence in the context of working life by focusing on different workplace conditions as learning environments. The target group consists of the past WorldSkills medallists (n=18) who have entered the working life (1 to 13 years of work experience), their employers (n=18) and colleagues (n=18) from the same vocational field (as a comparison group).

The WorldSkills Competition is the biggest skills competition in the world where young professionals (age from 16 to 25 years) from over 60 countries compete in over 45 vocational skills categories (such as plumbing, health care, hair dressing and web design). The research data collected from the training period prior the competition, during the competition and later in the working life gives an insight to actualization of vocational excellence in these different vocational fields.

This study builds on Barry Zimmerman’s research on self-regulation (2000), Francois Gagné’s research on development of talent (Gagné, 2004), Anders Ericsson’s research on development of expertise (2006), and Howard Gardner’s research on multiple intelligences (Gardner, 1983). We apply a modification of the Vocational Talent Development Model (Nokelainen, in press) to explore the acquisition of professional and vocational excellence.

We differentiate the concepts of ‘expertise’ and ‘excellence’ by the level of abilities each individual possesses. Gifted individuals with exceptionally high level of natural abilities (intellectual, creative, socioaffective, sensori-motorical), intrinsic characteristics (self-regulation, and personality) and auspicious extrinsic conditions (physical, cultural and sociological milieu, important individuals, programs, activities, awards, accidents) may reach the level of vocational excellence through deliberate practicing (Nokelainen, in press). Individuals who do not meet all of these conditions may still become vocational experts through deliberate practicing.

Eraut (2000, 2004, 2007) and Fuller and Unwin (2003a) have identified a number of factors that promote learning in the workplace. Eraut and his colleagues have extensively researched the development of knowledge and skills in professional work and the significance of workplace learning for individuals, groups, and organisations. Fuller and Unwin’s research found that an expansive work environment, as opposed to a restrictive work environment, is one that is characterised by a number of features that will create more, stronger, and richer learning opportunities for a worker to develop a greater breadth and depth of knowledge and skills.

Based on these theoretical aspects, the following research questions were formulated:
1) Is the vocational skills competition experience (training period and the competition) related to the development of vocational excellence in different career stages?
2) Are expansive working environments related to the development of vocational excellence?

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