|
| Stasz, C., & Brewer, D. J. (1999). Academic Skills at Work: Two Perspectives (MDS-1193). Berkeley: National Center for Research in Vocational Education, University of California. |
This chapter draws on our previous research on workplace skills in seven technical occupations to examine academic skills at work. That study, reported in Stasz et al. (1996), aimed to improve our understanding of skills as they are manifested in technical work, both by extending the theoretical conception of skill and by providing empirical evidence of skills in practice. The 1996 study focused on "generic" skills--problem solving, teamwork, communication--and work-related dispositions but gathered information about the application of academic skills as well. We carried out additional analysis on data obtained in the original study to understand the level of academic skills required in these jobs and the contexts within which those skills are applied.
We take a situative approach to view skills at work. This approach assumes that skills must be considered from the perspective of individuals in the working community and in the context of their jobs, communities of practice[11], and work settings. Workplaces are complex, dynamic social systems that defy simplistic categorization of skills and straightforward matching of skill requirements to jobs; therefore, it is important to understand academic skills within varied work contexts.
We originally intended to emphasize mathematics and science in this analysis, as we examined English/communication skills in the first study. As the analysis proceeded, however, two issues became apparent that suggested an alteration to the initial plan: (1) the manner in which academic skills and knowledge are referred to in work practice and (2) the relationship of these skills to technology. Although mathematics knowledge is referred to with familiar labels such as algebra or trigonometry, discussion of science knowledge and skills shows greater specialization (e.g., materials science, and knowledge of medications and medical conditions) and often emphasizes interdisciplinary connections (e.g., notions of systems or relationships between areas such as electronics and electricity). In addition, use of academic skills is often firmly tied to technology applications. In order to capture these characteristics of academic skills, the analysis considers "science" in that broader sense and also explores relationships between academics and technology.
The next section briefly reviews the methods and sample from the previous study to provide a frame of reference for the analysis.[12] The results of the analysis and implications for educators are presented as well.
[11]Within a social setting, work is often situated in communities of practice that share a preferred way of doing a task, establish standards for performances and shape a newcomer's introduction to the working group (Lave & Wenger, 1991).
[12]For further details on study approach and methods, see the full study report in Stasz et al. (1996).
|
| Stasz, C., & Brewer, D. J. (1999). Academic Skills at Work: Two Perspectives (MDS-1193). Berkeley: National Center for Research in Vocational Education, University of California. |