Pylväs Laura, Roisko Hilkka
Format of Presentation: Paper
Alternative EERA Network: 01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Topics: NW 02: Work-based learning, partnership of learning venues (e.g. research on apprenticeships)
Keywords: professional expertise, vocational training, vocational excellence, air traffic controller
Modeling of Vocational Excellence: A case study with Finnish Air Traffic Controllers
Laura Pylväs, Petri Nokelainen, Hilkka Roisko
University of Tampere, Finland
Presenting Author: Pylväs, Laura; Nokelainen, Petri
Flight traffic has been steadily increasing during the past ten years. The airline industry has rapidly changed from a market with state-owned airlines to a market for global low cost airlines. Thousands of flights around the world are growing the density in airports making the air traffic even more complex system to manage.
Levels of requirements in air traffic controllers’ (ATCO) working field are increasing and setting new expectations for learning. The European CCC (Common Core Content) currently defines the issues that must be learned in European ATCO training despite what kind of pedagogy, learning methods etc. are used. At all levels of air traffic management, there is a need for an integrated model for organizational learning (Teperi and Leppänen, 2010). Human factors, such as personnel development, training and competence, as well as employee commitment and well-being, require more research and development (e.g., Rymin et al., 2011).
Nokelainen and his colleagues have studied vocational excellence in the context of mathematics (Finnish and US Academic Olympiad teams, see, e.g., Nokelainen et al., 2007; Nokelainen and Tirri, 2010) and manual skills (Finnish World Skills Competition team, see, e.g., Nokelainen, 2010; Nokelainen, Korpelainen & Ruohotie, 2009). The model of vocational excellence utilizes Gagné’s (2004, 2010) Differentiated Model of Giftedness and Talent (DMGT) that distinguish the two usually intertwined concepts of giftedness and talent.
As the role of natural abilities in talent development is stressed in DMGT, we have operationalized them using Gardner’s (1983, 1993) Multiple Intelligence (MI) theory: 1) Linguistic; 2) Logical‐mathematical; 3) Musical; 4) Spatial; 5) Bodily‐kinesthetic; 6) Interpersonal; 7) Intrapersonal intelligence (for details, see, Tirri & Nokelainen, 2011).