Tectonic shifts

Deep thinking

The discussion at the PITB board meeting triggered a deep thinking phase. I could feel the tectonic plates of my received understanding of education and training,  and a new world of learning grinding over each other.

Teaching people

Changes in the training environment such as Objectives-based Training, Criterion Referenced Instruction and Learner-directed Training were already impacting on the nature and style of training in industry, There was a shift from teaching stuff to teaching people.

Exit requirements

On top of this now came the notion of exit requirements or what the learner must demonstrate. What were the implications? The idea of dispensing with entry requirements – what were the implications?

Who is the referee?

The concept was so radical that I could see that the whole approach to education and training would have to follow a different path: one in which results were more important than how you got there.
Suddenly the primacy of education and training providers as the key drivers of learning was undercut and put into question. Providers were players in the education and training field.

But providers weren’t the referees of who judged the application of their teaching in the real world. That was the role of:
a) the learners themselves and
b) the customers – those who would evaluate the performance such as the supervisor and the client.

Now 25 years later this was and this tectonic shift is still occuring. Some have moved with it. But some still have to be moved. So many teachers, educators, trainers and professors still imagine that “they” are the standard.

Nothing new or was it

And it wasn’t as if this concept was all that foreign to me. I had encountered it before. But not in the world of formal education and training I had found it in the world of sporting performance.

In the early 1980s I had learned something about the art and science of motorcycle racing from a book called “Twist of the Wrist: The Motorcycle Road Racers Handbook.”

Products – the result of performances

The book contained some revolutionary thinking in terms of learning for performance improvement. Chapter 3 dealt with products. The definition the book provided was:

“A product is something that is produced; it is the end result when all the work is done. A product is what you can hold in your hand – or in your mind. You can turn it over to see if it can be reproduced better or differently., corrected or left alone.”

Twist of the Wrist, p 15

Shifting perspectives

Shifting to the perspective of the rider, the learner – Twist of the Wrist p 15

The first part of the definition is typical of what I termed canned knowledge. It has no context and can be interpreted in a variety of ways.
But the second sentence puts the product or output into personal context.
The third sentence puts it into the realm of application (contemplative analysis), something that can be examined and reflected on and very clearly opens the mind to continuous improvement.

This explanation moves away from the fixed (canned) knowledge approach of most text books. The product becomes the subject of scrutiny. It shifts it away from the a simplistic standard of conformance-to-teaching to the dealing with the complex world of practice.

Identifying perspectives

In a previous lifetime I had studied and taught language. One of the interpretative tools I personally developed was identifying the perspectives or changing perspectives
In this text we have shifted from the prosaic third person expressing canned knowledge in the passive voice. This is the language of text books. There is no agency just a thing that materialises out of nowhere.
The text shifts into the second person (you). Then the into the first person “I” and back to the second person.

These shifts in perspective are crucial to the understanding of work-related learning or work experience as we later preferred to call it.

The shifts also reflect what we were starting to term as “life-long learning”. In the context of work, life long-learning  is based on continuous improvement –  a state in which there is a constant reflection, “How can I improve the my product, the working process and my life?”

Qualifications

Seen in this light a qualification then becomes the point at which the practitioners themselves feel, declare or signify themselves of having achieved something .

Of course, there is room for refinement and improvement – but they have reached the stage where they feel that they a capable (qualified) to do what they are doing. In terms of the Dreyfus & Dreyfus 5 levels of skill acquisition this is what constitutes being “proficient”.

The major shift  in thinking about outcomes is that it was not some outside person or body which makes the declaration of “qualified” but rather the protagonists themselves. The learners being proficient now become practitioners.

Preparation for other processes

The result of this thinking process was helpful the National Training Strategy Initiative document which was published in March (?) 1994.

We will return to Twist of the Wrist in other posts for  further useful insights.
Code, Keith. 1993. Twist of the Wrist – The Motorcycle Road Racers Handbook. Los Angeles: Acrobat

Pedagogy of Silence

I stood there waiting for him to tell me what to do. The assistant foreman had taken me to him and briefly introduced me. Jumbo had nodded and then resumed work. It was my first day in a low-level worker position at the blacksmith and springsmith workshop in Mayors Walk, Pietermaritzburg (South Africa). He just continued undoing the nuts at the end of long bolts threaded through a series of leaf springs, one on top and one at the bottom probably the sheaves of carriage or wagon leaf springs. And I was waiting for him to tell me what to do.

Carriage springs – They were slightly different from this but we were undoing the nuts and bolts from the ends

He flicked a glance up at me a couple of times while he was working. While watching him I noticed one unusual feature. He had a thin gold earring in his left ear. After a few minutes I suddenly clicked. I reached down and took the spanner from his hands and completed undoing the nut that he had been working on. He moved off and started to sort the sheaves in various sizes.

I had learned my lesson. I continued the work of undoing the nuts but kept an eagle eye on what he was doing. When I completed undoing all the springs there I moved to assist him with the next operation. I had just learned one of the greatest lessons of my life. I only realised this, in retrospect, a few decades later. I had shifted into a traditional apprentice role in the space of about 15 to 20 minutes.

I never completed a formal apprenticeship but I had been informally inducted into the school. That tradition has largely disappeared of course.

Years later when talking to Jeanne Gamble about her thesis on the last cabinet makers in Knysna she had used the term “silent pedagogy.”
Jumbo had been teaching me. I learned two things immediately. The first was that I had to keep my eyes open. By watching I learned what was expected. The second was that I was not a student being taught but an active participant in a productive process. I immediately become part of the team.

I recall another time I had a similar lesson. I had been shifted around to perform tasks for several others after that first job. Then I returned to Jumbo. He was forging engine stays. Forging in this context is shaping steel not printing bank notes??. He took 50mm bars of steel, heated them up in the furnace and then put them through a progressive set of dies to reshape the ends of the rods.

Hot metal being shaped – Source

My job was to grind off the flash that resulted from the forming process. Flash is the tiny bit of steel that forms in the gaps of the die during the final shaping process. The flash has to be ground off flush with the surface of the part.

I was busy grinding off the flash from the engine stays when the boiler room attendant passed by in the walkway next to my machine. Because of the noise and the ear protection we engaged in a bit of non-verbal banter and trading ritual insults with our hands. This meant I took one hand off the stay that I was grinding. As a result it twisted in my hand and the end got gouged by the grindstone.

I received a thunderous “klap” on my shoulder and then staggered and fell across the walkway. I got up and returned to the grinder. Jumbo had returned the stay to the work pile to be redone and then picked up the next stay and was grinding off the flash in the way he had originally shown me. He repeated it with a few more stays and then looked at me, nodded and handed over the next stay to me. He watched me do a few on my own and the returned to forging machine,.

I had been re-taught. The teaching was non-verbal. But I understood the lesson very clearly.

When I got back to university later that year I underwent a totally different teaching process. It set up a dichotomy in my mind which only got resolved 20 years later.