Abstract

Purpose: This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern. Design/methodology/approach: Over a period of three years, qualitative and quantitative data were gathered on pilot learning in the workplace. The instructional modes included face-to-face classroom-based training; pilots assessing pre-recorded videos in classroom-based training; pilots assessing videos with fellow pilot of similar rank (paired training); pilots undertaking traditional 4-hour simulator session with 1-hour debriefing using a variety of technologies for replaying the simulator session; and pilots undertaking 2-hour simulator sessions with extended 3-hour debriefing utilizing simulator replay video. Findings: Although traditional classroom-based, face-to-face instruction was viewed as acceptable, pilots who critically assessed the practice of other pilots in pre-recorded videos felt empowered by transferring classroom instruction to the workplace. The study also establishes a need to determine the correct balance between high-workload simulator training and low-workload debriefing. Research limitations/implications: A move towards developing a typology for workplace learning patterns was viewed negatively if job performance was the focus. However, pilot practitioners felt empowered when provided with the right mix of performance-oriented learning opportunities, especially when these provided an appropriate mix of high-fidelity simulations with time for reflection on practice. Practical implications: By focusing on one learning pattern--job performance--the paper demonstrates the benefits of learning via a variety of instructional modes. Whereas aviation has a unique workplace environment, many other high- and low-risk industries are acknowledging the impact of technical and non-technical skills on job performance. This may suggest that findings from this study are transferable across a broader range of workplace settings. Originality/value: The findings demonstrate that broadening research across many professional workplace settings may assist in developing a more robust framework for the micro-organization of each workplace learning pattern.

Citation

Mavin, T.J. & Roth, W.M. (2015). Optimizing a Workplace Learning Pattern: A Case Study from Aviation. Journal of Workplace Learning, 27(2), 112-127. Retrieved August 15, 2024 from https://www.learntechlib.org/p/160871/.

This record was imported from ERIC on November 3, 2015. [Original Record]

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Keywords

• Aviation Education
• case studies
• Classroom Environment
• Computer Simulation
• Cooperative learning
• Delivery Systems
• Flight Training
• Group Discussion
• Instructional Innovation
• Intermode Differences
• Job Performance
• Likert Scales
• Longitudinal Studies
• Participant Satisfaction
• Peer Evaluation
• Pilot Projects
• Preferences
• Protocol Analysis
• Qualitative Research
• Statistical Analysis
• Study Habits
• Surveys
• teaching methods
• Training Methods
• workplace learning
• Workshops