Work-based learning and capability development of machining workers in an automotive company
The phenomenon of individuals entering the labor market without relevant qualifications is common in Malaysia. Many people choose to work instead of pursuing further education after secondary school. In the labor market, these individuals are considered to be low skilled because they had no training...
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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/70839/1/FPP%202017%2038%20IR.pdf |
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| Summary: | The phenomenon of individuals entering the labor market without relevant qualifications is common in Malaysia. Many people choose to work instead of pursuing further education after secondary school. In the labor market, these individuals are considered to be low skilled because they had no training prior to employment. For those who begin employment without formal training, skill formation is likely to occur at the workplace through work-based learning. However, despite the apparent pervasiveness of work-based learning, its potential as an approach for developing individuals who lack formal education has not been fully explored.
In this thesis, the researcher presents a scenario in which individuals who lack formal education learned vocational skills in machining technology at the workplace and progressed from low-skilled to high-skilled jobs. The site of the study was a machine shop at a car engine factory. This study has four objectives: (1) to explore how workers learn vocational skills at work, (2) to explore how workers overcome the difficulties of learning vocational skills at work, (3) to explore the capability of workers who developed skills at work, and (4) to understand workers’ values and expectations for their past, present, and future achievement.
This research took the form of a qualitative case study. Data were collected through in-depth interviews, factory observations, and documents. A total of 12 individuals were interviewed: 6 former rank-and-file workers who have advanced in their careers, 3 technical trainers, and 3 senior managers. The researcher also observed the factory’s production and training facilities to obtain a better understanding of the jobs and learning opportunities available to workers. In addition, the researcher obtained documents from the company pertaining to the planning and training of manpower.
The findings of this study demonstrate the strength of a work-based approach in training workers who lack formal education. The study shows that although skill is developed at the individual level, work practices and policies shape the form and amount of learning. There is a path for progression, or a “workplace curriculum,” that all workers follow, but the speed, depth, and breadth of skill formation depends heavily on workers’ engagement.
Access to on-the-job instruction from senior workers and superiors helped new workers develop the initial skills necessary to perform their work. Lateral moves to other stations within a production line and to other lines within the machine shop allowed workers to expand and refine their existing sets of operational skills. Engagement in product quality problem solving and machine maintenance tasks helped workers develop analytical and problem-solving skills, or higher-level skills, while deepening their interest in machining technology.
This study found evidence that the workers value several different forms of capabilities—capability for working, capability for learning and teaching others, and capability for problem solving—as these capabilities are important for the workers to work effectively in the factory. The workers also value the capabilities for work–life balance and for voice and participation, although the findings show that these capabilities are not always realized due to work-related factors.
In this study, all the workers earned promotions despite a lack of academic qualifications, and some of them even took on advanced roles, such as designing and installing new production lines. Despite making achievements within the company, some workers still searched for other career opportunities. However, without post-secondary qualifications, external mobility is difficult, as the workers’ knowledge and experience are not always endorsed outside of the company.
Several conclusions can be drawn from this study. The first is that skill acquisition at work, and through work, is a viable approach to providing skill training in machining technology for workers who lack formal education. The second is that there are many different strategies for learning at work. The difficulty of the subject matter was not off-putting; in fact, the workers found the subject matter interesting despite its difficulty. The third conclusion is that workers value many different forms of capabilities. However, the development of capabilities may be hindered without access to certain resources. Developing a higher capability for work requires access to advanced forms of learning including learning through problem-solving and from errors, but company policies and practices must be supportive of these strategies. The fourth conclusion is that, from a career development point of view, although there is a pathway for low-skilled workers to progress at work, there is a limit to how far they can go without formal qualifications.
This study has implications to the provision of institutional-based pre-employment training in vocational trades, specifically in machining technology. Further, it has shown that an alternative approach through work-based learning can develop machining workers who lack formal education from low skill to high skill. Nevertheless, the skills achieved by these workers are only useful for career progression internally and are not recognized outside the company. Thus, several recommendations for practice in the forms of policy interventions are proposed. The first recommendation is the formulation of a policy for recognizing work-based learning as meeting the full or partial requirement for a vocational qualification. The second recommendation is providing financial support that may help workers gain qualifications related to their work. The third recommendation is providing career guidance and counselling for workers to increase their awareness of the options and opportunities in career and education that are available to them. These recommendations could help workers who lack formal education to further improve their potential and enjoy success in their careers and lives. |
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