Vocational students' perspective on professional skills workplace learning

Abstract

Purpose – The purpose of this study is to identify factors that influence vocational students' development of professional skills during workplace learning and to examine the effects and relationships of these factors. Design/methodology/approach – The results were based on the responses of 285 graduating Finnish vocational students. The confirmatory factor analysis and structural equations were conducted using Lisrel. Findings – Motivational factors, including performance orientation and self-efficacy, and organizational factors, including guidance, psychological climate and knowledge acquisition, had a direct and positive impact on the students' development of professional skills. The attitudinal factor measured through work alienation had a partial mediating effect on the relationship between the organizational factors and the development of professional skills. The cognitive factor consisting of prior work experience in the studied field, however, had no effect on skill development Research limitations/implications – The study was based on students' self-appraisal of the studied factors. Future research should consider workplace instructors' and vocational teachers' viewpoints regarding students' development of professional skills. Practical implications – Managers are encouraged to plan a structured orientation period for students and to help workplace instructors design their work in order to facilitate a successful workplace learning period. Originality/value – This study highlights the importance of organizational factors and workplace instructors to students' development of professional skills through work. Furthermore, it provides empirical evidence on the special characteristics of these factors.