Session Information
02 SES 07 C, Learning III: Resources and Skills
Paper Session
Contribution
In the context of digitalization and the question of competence requirements for the future world of work, numerous initiatives and projects have been started, but most of them focus primarily on technical competences. The question of social skills is only marginally discussed, although interaction, communication, cooperation and team skills in increasingly networked work processes are a central prerequisite. Data from the IAB ZEW Employee Survey on "Workplace 4.0" show that the promotion of interdisciplinary qualifications in occupational training is becoming increasingly important, especially for companies with investments in digital technologies (Arntz et al 2016, Janssen et al., 2018, 4). Increasing demands in the work tasksk due to the increasing digitization as well as new forms of work organization, mixed teams, flat hierarchies, virtual working groups and decentralized decision-making processes - lead to social skills being an enabler for the future and a key competence in almost all occupations. Social competence is more than an add-on and has functional relevance for training and the development of professional competence.
Based on first interim results of a research project in the funding guideline "Promotion of social competence in dual training, especially for the integration of refugees“ funded by the Federal Ministry for Economic Affairs and Energy, (the project started in June 2018 and runs for one year) the paper discusses the promotion of social competence in apprenticeships. The paper deals with the social skills of apprentices in the first year of apprenticeship in industrial technical training professions, in the context of a learning project. While social skills are indisputable in training occupations with interactive requirements - such as commercial occupations and nursing professions - social skills in the technical field have long been neglected.
Method
To enhance the social competences of apprentices, the research project focusses the implementation of the learning project "Development and Construction of a 3D Printer". It's about how the apprentices work together in the learning project, plan the next steps and support each other. For the concretisation of the construct "social competence" workshops and semi-structured interviews with the apprentices s were carried out. In addition, semi-structured interviews were conducted with trainers to find out what expectations are made of young people. The questionnaire comprised three thematic blocks: First, the question of whether the chosen training occupation is the desired occupation of the adolescents; secondly, a questionnaire on attitudes to group work and, thirdly, questions about trainers' feedback. Target groups of the project are: - Instructors and trainers in the industrial-technical sector, - Apprentices in the first year of apprenticeship.
Expected Outcomes
The modeling and development of social competences in VET has not been sufficiently researched so far. Difficulties with the construct "social competence" ly in particular in its blurring and the various theoretical and disciplinary references from psychological, sociological or educational research (Tschöpe et al., 2016). There is no universally accepted definition of social skills (Reißig 2006). The study shows that social competence is by no means exclusively a personal competence, which the apprenticess bring with them, but is concretized in the respective situation and depends on the company structures. Two results should be emphasized: First, the skeptical attitude of the apprentices towards group work. One third of apprentices agree that group work takes too much time, and they could do it faster on their own. The apprentices pay close attention to whether the work in the group is equally distributed. This shows a dilemma that young people have to overcome: on the one hand, they must and want to distinguish themselves from the trainers; on the other hand, they must and should behave cooperatively. Secondly, in view of increasing interdisciplinary work, structures of professionalism are losing importance in future VET in favor of an interdisciplinary approach that requires social skills. Furthermore, the hierarchically structured company demands rather conformity and subordination instead of a self-confident appearance and cooperative action at eye level.This also has consequences for the daily work of the trainers. In view of the changing socio-structural composition of apprentices and changed work processes, trainers are confronted with new demands and tasks. In addition to their traditional training activities, they act as facilitators, learning process guides or coaches
References
Arntz, Melanie et al. (2016): Tätigkeitswandel und Weiterbildungsbedarf in der digitalen Transformation. Zentrum für Europäische Wirtschaftsforschung GmbH. Mannheim Eberhard, Verena et al. (2018): Betriebe ohne Azubis, Jugendliche ohne Ausbildungsstellen. Ausbildungsmarkt in der Krise? Ergebnisse des BIBB-Expertenmonitors 2018 zu Berufsorientierung und Passungsproblemen auf dem Ausbildungsmarkt. Bonn Euler, Dieter (2016): Sozialkompetenzen – allseits gefordert, wenig erforscht. In: Zeitschrift für Berufs- und Wirtschaftspädagogik (4), S. 517-524 Euler, Dieter/Hahn, Angela (2004): Wirtschaftsdidaktik. Bern: Euler, Dieter/Bauer-Klebl, Annette (2009): Bestimmung von Sozialkompetenzen als didaktisches Konstrukt. In: Euler, D. (Hrsg.): Sozialkompetenzen in der beruflichen Bildung. Didaktische Förderung und Prüfung. Bern: Haupt-Verlag, S. 21-61 Franke, Annette (2014): Arbeitsmarktkompetenzen im sozialen Wandel – berufsspezifische Anforderungen am Beispiel von vier Megatrends. In: Rohlfs, C. et al. (Hrsg.), Kompetenz – Bildung. Springer: Wiesbaden, S. 195-221 Holtz, Karl Ludwig (1994): Geistige Behinderung und Soziale Kompetenz.: Analyse und Integration psychologischer Konstrukte. Heidelberg: Universitätsverlag Kanning, Uwe Peter (2003): Diagnostik sozialer Kompetenzen. Hogrefe-Verlag, Göttingen. Reißig, Birgit (2006): Soziale Kompetenzen sichtbar machen und für den Ausbildungs- und Berufsweg nutzen. DJI. München
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