There is increasing pressure on higher education to include work-integrated learning (WiL) in its programs in order to prepare graduates for the workplace. However, there is a lack of detailed competencies required for this type of learning. The purpose of this study was to identify competencies needed for workintegrated learning (WiL). The case study took place in a food engineering practice school program in a Thai university. It involved multiple quantitative and qualitative data-collection techniques over a period of one year including interviews, observation, focus groups and surveys. Participants included alumni, instructors, administrators, graduate students, site directors, managers, a factory CEO, support staff and mentors. Results revealed six core competencies as follows: ethics and integrity; continuous learning skills, problem-solving and research skills, leadership and teamwork skills, communication skills with English language, and knowledge of food engineering. Analysis using Pearson Product Moment Coefficient of Correlation indicated that continuous learning skills, leadership and teamwork skills and problem-solving and research skills emerged as the most important competencies.
Self-directed learning skill and workability of an employee play a major role in continuous improvement of company. Several documents report the dominance of facilitator on development of those skill and performance. This paper presents a survey of perceptions of involved participants and their supervisors towards the quality of the constructionismbased employee developmental program so called the C-Paper program. The study focused on facilitator's necessary roles and competencies needed for the successful and effective program.
Immersed observations and informal interviews with 4 facilitators and 22 participants in various activitiesduring the program were recorded, transcribed, and analyzed with descriptive statistics. Perception profiles of participants towards the quality of the program were recorded timely through questionnaires. Perceived satisfaction of 36 supervisors on their employees' performances was also sought for the usefulness of the program. All these results reflected the works of facilitators.This study addressed several issues. Perception profiles of participants showed great improvement, especially, between the first time of participation and a month later. Supervisors also satisfied the performances expressed by their employees in the workplace. Eight must-have competencies of facilitators were needed to be concerned, particularly, 1) an ability to develop or lead the learning process and 2) an ability to facilitate people. The program brought changes in many involved employees in the sense of their competencies. The program, by facilitators' roles and competencies, also developed productive habits of mind and self-directed learning skill to employees through various activities, especially, the contemplative education such as deep listening to other and view and accept others' values and being.Facilitators' roles and competencies appear to have strong dominance on development of employees' self-directed learning skill and productive habits of mind. This can be advanced and more systematic by establishing the facilitator development system.
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