DEVELOPING AND IMPLEMENTING TEAMWORK FUNDAMENTALS TRAINING

2. DEVELOPING AND IMPLEMENTING TEAMWORK FUNDAMENTALS TRAINING
2.1 Discussion
The skills and knowledge developed and improved during the training described in this
section should enhance the ability of facility personnel to function effectively in teams. For
any group to function effectively, its members must possess both technical and teamwork
skills. In situations where resources are limited or when actions must be taken promptly,
teamwork becomes increasingly important. Team deficiencies considered insignificant
during normal situations may become major obstacles in the decision-making and actioninitiation
process during abnormal conditions. Examples of obstacles and potential effects
include the following:
C Actions are not performed or are performed incorrectly due to improper
communications
C Actions are not verified due to misunderstandings of roles or responsibilities
C Blindly following incorrectly worded procedures can misguide task
performance
C Individual performance is inhibited due to stress
C Desired actions are not conducted due to coordination problems
C Important paperwork is improperly filled out or routed due to improper
communications
C Results of expensive experiments and projects are ruined due to poor initial
communications or direction.
Any of these obstacles resulting from poor teamwork could disrupt operations, experiments,
projects, or paperwork flow and possibly cause a safety risk or environmental hazard to
occur.
To develop the particular skills that a group of personnel need in their environment,
additional training should be provided to enable them to operate as an effective team. The
skills that are critical to successful team performance should be identified using the
systematic approach to training (SAT) processes found in DOE Training Program Handbook:
A Systematic Approach to Training and in DOE Handbook Alternative Systematic


Approaches to Training. Consideration needs to be given not only to technical systems, but
managerial and organizational ones as well. Systematic consideration of problems related
to goals, procedures, roles, and interpersonal relations is necessary to establish the need for
change, and the strategy by which improvement might be best achieved. Shortages in
qualified personnel or adequate resources also need to be considered. Initial training on
teamwork fundamentals should enhance the ability of personnel to:
C Demonstrate and promote effective communications, using both verbal and
nonverbal methods
C Interact effectively with team members of different personality types
C Provide leadership to team members to achieve team goals
C Resolve conflicts constructively within the team and with interfacing
organizations
C Recognize and reduce individual stress.
These fundamental skills should be developed progressively, using both classroom and
practical exercise training. The teamwork skills should be integrated into situations where
technical knowledge and skills and team skills are necessary. On-the-job and simulator
training can provide useful environments for achieving team proficiency in team skills. Roleplaying
in a classroom or laboratory setting can help with initial skill development.
Teamwork and diagnostic skills training should also be a part of the continuing training
program. The objective of continuing training in teamwork skills is to establish, maintain,
and enhance the performance of the individual and the team. Continuing training on
teamwork should be conducted using the same training settings and methods used in the
initial training portion of teamwork training. Continuing training should:
C Identify and correct performance deficiencies related to teamwork on the job
in normal and abnormal situations
C Emphasize industry events where poor teamwork was a factor
C Resolve team conflicts through role-plays, simulations, etc.
C Reinforce teamwork fundamentals during technical training.


There is no one best way to do team building. One approach is to deal with actual problems
in the work setting. This approach may focus more on group facilitation than on individual
skills training. From the beginning, the group learns to reflect on how it has previously
approached its work and to make plans for how to do it better. Upon completion of a task,
the group reflects again on what went well and what did not, and why. When a group is able
to productively reflect on its experience and to formulate and test out potential means of
improvement, they are showing the results of substantial team development. The learning
process is an ongoing one. Learning about themselves as a team and finding ways to
improve that learning process over time becomes a regular part of how they function.
Another approach (the one in this guide) is to begin team training with a focus on individual
skills, and then progress to focusing on the performance of the team as a whole. Efforts to
deal with the team as a whole may begin with role-playing and simulations before being
moved into the actual work setting.
Training in teamwork fundamentals should be presented to enable trainees to develop and
demonstrate basic skills before progressing to more advanced skills. Information from
supervisor training may be used as a building block to provide fundamental training in team
skills. The DOE Guide to Good Practices for Developing and Conducting Case Studies and
the DOE Handbook: Implementing U.S. Department of Energy Lessons Learned Program
can be used as references when developing case studies and role-play exercises for the
teamwork and diagnostic training. Teamwork fundamentals training should enable the
trainee to:
C Demonstrate ability to make his/her own thinking explicit and open to inquiry
from others. The trainee should support a position while inviting others to
question the assumptions upon which their position is based
C Demonstrate effective skills in verbal and nonverbal communications,
including listening
C Interact effectively with different personality types
C Delegate tasks effectively
C Coordinate successful completion of tasks
C Deal successfully with abnormal behavior
C Demonstrate techniques for praising and reprimanding personnel


C Provide on-the-job coaching of subordinates
C Establish feedback mechanisms that monitor the effectiveness of decisions
C Develop strategies that accomplish tasks efficiently and effectively.
Performance areas that impact teamwork are communication, stress management,
leadership, team building, and conflict resolution.
2.2 Communication
The skill that serves as a cornerstone for teamwork is communication. Without precise and
accurate communication, the effectiveness of the team is reduced. Communication
becomes critical especially during abnormal and emergency conditions. Communication
practices impact the effectiveness of a team by affecting the flow of information among team
members.
Training should be implemented that provides the team member with the ability to
communicate effectively. This training should enable the trainee to:
C Deliver clear and concise messages
C Apply the fundamentals of group communication such as methods used to
communicate, the impact of environmental conditions, and the medium used
to send the message
C Identify and overcome communication inhibitors such as lack of standardized
words/phrases, lack of procedural guidelines, inability to say or understand
"what you mean," noise in the workplace, and deficient or defective
communications equipment
C Establish and maintain effective communication during abnormal situations
C Establish and promote feedback mechanisms in the communication process.
Focus on what is right rather than who is right, the value of the feedback to
the other communicator, the amount of usable information, proper timing, and
paraphrasing or direct repeat back of messages
C Exchange information in an efficient and effective manner
C Influence team decisions by effective questioning and assertiveness
C Use facility procedures for communication practices.


2.3 Stress Management
Boredom and actual or anticipated abnormal conditions can make the work environment a
center of stress. Stress causing events could be when the only copy machine available
breaks in the middle of an important job or the client you've been trying to reach for the last
week calls as you leave to go to the bosses meeting. Stress can reduce a person's ability to
think clearly and can cause poor communications, degradation of teamwork, and faulty
decision making. Although stress cannot be eliminated from a work area, personnel should
be able to recognize and restrain its effects. To achieve this goal, training on stress
management fundamentals should be conducted. This training should enable the trainee to:
C Describe the relationship between performance and stress
C Identify conditions that cause stress both internal and external to the work
place such as physical, chemical, and emotional factors
C Identify variables that determine conditions or events that contribute to
individual stress
C Explain why thought processes suffer under stress
C Explain why a work team's performance is affected by the response of
individuals under stress
C Identify symptoms of stress-induced behavior such as rapid or shallow
breathing, dizziness, anger, loss of patience, and "drawer slamming"
C Apply methods that control the effects of stress on individual performance
during normal and abnormal conditions such as following procedures,
communicating effectively, applying breathing exercises, and relaxing. Note:
Procedures that are not written properly will also cause stress.
Stress management skills developed during initial training should be maintained and
enhanced during continuing training. Performance evaluations conducted on the job and
during simulator training should be used to identify areas where continuing training is
needed.


2.4 Leadership
Many work teams have a supervisor designated by the formal organization structure and
many do not, but in either case, each team member exercises some aspects of leadership in
his/her involvement with other team members and with outside groups. Team members
exercise leadership skills while coordinating tasks during day-to-day activities. To contribute
to the success of the team, every member of the team should understand the leadership
function.
Training in leadership for all work group personnel should enable them to:
C Define leadership and the leadership role in your facility
C Identify the aspects of an effective and non-effective leader
C Identify those factors that adversely impact the leadership role, and develop
methods to minimize the impact of these factors on team functions
C Identify and respond to the needs of individuals using different motivational
techniques
C Identify those characteristics of the team (i.e., group objectives and individual
and collective abilities) that impact on a person's leadership strategy and
control their effect on team output
C Fulfill leadership functions as needs arise within the team.
Practical exercises, role-plays, and classroom training with table-top drills should be used to
develop and enhance the ability of personnel to act effectively as a team.
2.5 Team Building
Training individual team members in teamwork skills is best seen as part of a larger, more
comprehensive program aimed at improving teamwork in larger organizational units. Team
building refers to a comprehensive program conducted at all levels to bring about better
team performance. It can be led by individual managers, supervisors, or specially skilled
trainers, facilitators, or consultants. Elements of a team building program include individual
skill training for technicians, operators, supervisors, and managers.


Teamwork training should be conducted to support the tasks identified in the job analysis.
Since most teamwork skills may not be identified by traditional methods of analysis, this
guide, the team itself, and references on team building also can be used to determine what
knowledge and skills are necessary. This training should enable individuals to:
C Function effectively within a group of people who possess varying technical,
communication, and interpersonal skills
C Identify deficiencies and initiate corrective action for performance problems
resulting from lack of teamwork
C Describe the organizational roles and responsibilities assigned to work team
members
C Describe and apply criteria used to measure team effectiveness
C Describe characteristics common to effective teams and determine which are
present in their own team
C Identify and promote factors essential to internal group support and
cohesiveness
C Describe disadvantages of teams and improve the individual's ability to
counteract these disadvantages
C Describe team member roles assigned only during abnormal or emergency
operations
C Determine how organizational and individual perceptions of assigned roles
and responsibilities influence individual performance
C Promote individual concepts and positions during interfaces with other people
C Define team values, attitudes, and beliefs, and identify those adopted by the
work team(s)
C Perform a self-assessment to identify and compensate for personality traits
that detract from effective teamwork
C Describe how team values, attitudes, and beliefs affect team interaction.
Effective team performance not only means successful completion of the technical task at
hand, but doing so in a way that increases the team's ability to do future work and satisfy the
needs of individual team members. While classroom learning has proven its utility for
addressing technical problems, it may not be the preferred approach to team development.
The team skills developed through classroom training and practice exercises may be

reinforced during on-the-job and simulator training. The proper mix and sequence of
approaches should be considered. Obtaining detailed knowledge of results over time can
help the individual organization learn which approaches will best meet its particular needs.
Team building goes beyond traditional skills training. The purpose is to get work done
better, and not simply to learn abstract concepts about groups or interpersonal dynamics.
Even when individuals possess strong team skills, they do not necessarily work well
together as a group. For this reason, intact work teams should go through the process
together. They develop and improve as a team by addressing actual issues of current
importance to the team.
Effective teams share several common characteristics.
C They operate with well defined goals, objectives, and expectations
C Members function interdependently with personal freedom to accomplish
assigned tasks
C Decisions on complex situations are made on the basis of team member
input rather than on an individual basis
C Information is shared freely
C High standards are set and maintained.
Once established, an effective team requires constant maintenance. Previously developed
competencies can assist with learning new skills and with adaptation to changing
circumstances and unique situations. To maintain effective work teams, an environment
should be established to promote these characteristics. Teamwork should be established
through training on roles, relationships, and procedures and by using realistic scenarios
when conducting role-plays and exercises that require the team to define each member’s
role in any situation and to identify the individual responsibilities towards the team.
To obtain a better functioning team, team building needs to take place on multiple levels. At
the individual level, individuals must have some level of teamwork skills. In addition,
managers, supervisors, trainers, and others in key leadership positions must learn and
consistently demonstrate effective teamwork skills. At the group level, teams learn to


develop the ability to work together effectively. At the organizational level, larger
organizational units learn better ways to interact.
The interaction between teams is also an appropriate focus of team building. This
interaction, and the quality of communication within the larger organizational units as a
whole, are important dimensions of team performance. It is important that this broader
context not be neglected in the teamwork training. Individual teams need to understand the
impact their performance has on other teams and the organization as a whole.
Developing effective teamwork needs support from the larger organization of which the
particular group is a part. Patterns of work used by larger organizational units will have a
significant impact on their component parts. For example, if the larger unit fails to consider
options before selecting a given alternative, it may be more difficult for a subordinate team
to adapt that as their own work practice.
2.6 Conflict Resolution
When not handled properly, conflict can severely hamper the ability of the team to complete
assigned tasks successfully, especially during stressful emergency situations. The ability of
team members to resolve conflict situations during both normal and abnormal conditions
should be developed and maintained to enable team personnel to:
C Identify common misconceptions about conflict and describe how these
misconceptions such as "personality difficulties" or challenging leadership
decisions inhibit conflict resolution
C Describe how controversies, conflicts of interest, and conflicts related to
stress affect the work team
C Achieve constructive conflict by applying techniques such as communicating
information accurately, having a supportive climate, sharing a common set of
values, and establishing and adhering to a common set of rules about conflict
C Assess situations that may result in destructive conflict such as physical
conflicts and conflict related to drugs or alcohol, and take actions necessary
to eliminate the adverse consequences


C Identify and respond to different styles of conflict resolution (i.e., compromise,
avoidance, accommodation, competition, and collaboration)
C Determine when the inability to resolve conflicts within the team should be
reported to higher supervision or management.
The conflict resolution skills developed in classroom training and through practical exercises
can be reinforced during on-the-job and simulator training and role-play exercises. An
understanding of the causes and benefits of constructive conflict helps the team members
recognize early signs of conflict and prepares them to handle or avoid highly emotional
issues. The resolution of conflict in a professional and timely manner will reduce stress
during situations when the team must focus its energies on controlling a situation.
2.7 Conclusion
In teamwork training, members of the group rely on one another to support their learning.
As such, establishing a higher level of cohesiveness can increase their learning and
achievement. A more people-centered learning environment with a high level of trust, ease
of communication, collaborative atmosphere, acceptance of personal responsibility, and
clear and accepted learning goals is the proper setting for team training. In this sense, the
medium is the message. The way the training is done gives much of the message about
what is to be learned.
Learning exercises should be designed so that successful completion requires collaboration
and constructive interaction among the team. Interdependence regarding materials,
information, roles, goals, and relationships with other groups all can promote the
development of cohesion in the group.
There are many resources available that can be used to develop teamwork fundamentals
training. An annotated bibliography is included in this guide to help direct the research
efforts of the training department.
( GUIDE TO GOOD PRACTICES
FOR TEAMWORK TRAINING AND
DIAGNOSTIC SKILLS DEVELOPMENT, from :U.S. Department of Energy FSC 6910
Washington, D.C. 20585)

METODE PEMBELAJARAN DI PENDIDIKAN TEKNIK

PENDEKATAN COGNITIVE CONSTRUCIVISM DENGAN STRATEGI PROBLEM SOLVING IDEAL (IDENTIFY PROBLEMS,DEFINE GOALS, EXPLORE STRATEGIES, ACT, LEARN) SEBAGAI METODE PEMBELAJARAN DI PENDIDIKAN TEKNIK

Basori

Proses Belajar Mengajar yang dilakukan di dunia pendidikan teknik atau Sekolah Menengah Kejuruan (SMK) selama ini masih menganut sistem perilaku ( behavioral systems). Sistem ini berdasar pada konsep bagaimana seseorang memberikan respon terhadap tugas dan umpan balik ( Stimulus – Respon ). Dalam kenyataannya ternyata system ini bersifat pasif. Hal ini dapat dibuktikan dengan adanya ketergantungan peserta didik terhadap materi dari gurunya. Pada akhirnya akan terjadi stagnasi dalam pengembangan keilmuannya. Pendidikan teknik merupakan salah satu lembaga pendidikan ilmu dan teknologi. Di sisi lain teknologi selalu terjadi improvement dan inovasi seiring berjalannya waktu. Oleh karenanya model pembelajaran sistem perilaku ( behavioral systems) perlu dikembangkan.

Awal abad 21 telah ditemukan alternative model pembelajaran yang disebut konstruktivisme. Konstruktivisme merupakan salah satu filsafat pengetahuan yang menekankan bahwa pengetahuan kita merupakan hasil konstruksi (bentukan) kita sendiri (Von Glaserfelddalam Bettencourt, 1989 dan Matthews, 1994).

Model konstruktivisme yang paling sesuai dengan pendidikan teknik adalah Cognitive constructivism. Menurut Dole dan Sinatra (1998) : “Cognitive constructivism represents one end, or extreme, of the constructivist continuum and is typically associated with information processing and its reliance on the component processes of cognition. “

Di sisi lain, Lynch (1997, p. 27) mengatakan :

The essential role of vocational education is "to facilitate construction of knowledge through experiential, contextual, and social methods in real-world environments"

Because the focus is on the learner, vocational education should be conceptualized as a learning process rather than a teaching process (Stevenson 1994).

Sedangkan strategi yang digunakan dalam model ini adalah problem-solving.

McNabb (1997) mengatakan:

The precise nature of those skills may have changed from repetitive, manipulative tasks to problem-solving, collaborative tasks.

Salah satu jenis metode yang digunakan dalam problem-solving adalah IDEAL( Identify problems, Define goals, Explore strategies, Act, Learn). Strategi IDEAL ini belum banyak digunakan di pendidikan teknik di Indonesia baik tingkat SMK maupun pendidikan tinggi. Oleh karenanya strategi ini perlu dicoba.

Percobaan ini dalam rangka membuktikan kebenaran ilmu tentang cognitive constructivism dan keberhasilannya di luar negeri, seperti yang dikatakan Peter ED, Wlliam GC (1999):

“It may be that cognitive constructivism will be found to be a better solution than behaviorism to serve as the learning theory foundation for career and technical education curriculum and pedagogy “

Hal ini dapat dikatakan bahwa cognitive constructivism merupakan solusi terbaik dalam melayani proses pembelajaran di pendidikan teknik.

Pemeriksa CVT (Continous Variable Transmition) pada yamaha MIO

YAMAHA MIO

Memeriksa CVT (Continous Variable Transmition)

Transmisi otomatis Continous Variable Transmition (CVT) sebenarnya minim dalamperawatan. Tapi bukan berarti bebas dari masalah. Apalagi pada yang punya jam terbang tinggi.

Alangkah lebih baiknya kasih perhatian yang lebih pada motor terutama pada sisten CVT dari pada terjadi kerusakan yang bisa merembet ke bagian lain. Saat mengendarai motor, rasakan gangguan atau problem yang terjadi pada motor. Apabila dirasa berat atau tersendat,maka bisa dilacak asal gangguan atau kerusakan pada komponen CVT. Langkah-langkah pengecekan:

1. ROLLER PEYANG

"Pada saat motor akan berjalan digas atau start, motor tersentak disertai bunyi gemeratak," disebabkan oleh lapisan teflon roller yang tidak bulat lagi akibat terkikis. Sehingga perputaran tidak mulus. Untuk mengatasinya maka perlu penggantian roller yang baru.

2. V-BELT MELAR ATAU TIPIS

V-belt melar atau tipis. Apabila kondisi V-belt sudah demikian, maka sabuk pemindah daya harus di ganti setelah lewat 25.000 km atau ketebalan sudah terkikis hingga 7 mm. Gejala seperti ini terasa ketika putaran mesin sudah tinggi tetapi motor tidak bertambah kecepatannya. Untuk pencegahan awal, setelah pasang V-belt baru olesi sisi belt dengan alkohol 70% agar V-belt tidak selip dan lebuh awet.

3. SEPATU SENTRIFUGAL LICIN

Sepatu kopling sentrifugal licin karena pada saat start, tarikan tidak bisa spontan atau ada jeda. "Akibat gesekan dengan mangkuk kopling otomatis, sepatu kopling sentrifugal jadi licin, kalau masih tebal cukup diampelas untuk memperbesar gaya gesek."

Karburator

PENGETAHUAN TENTANG PRINSIP DASAR KERJA KARBURATOR SEBAGAI BASIS TROUBLESHOOTING PADA KARBURATOR SEPEDA MOTOR

Oleh: Basori

ABSTRAK

Kehidupan manusia tidak bisa lepas dari sarana transportasi karena berbagai macam aktivitas yang dikerjakan dalam kesehariannya. Sepeda motor adalah salah satu alat transportasi dengan biaya terjangkau, ternyata menjadi alternatif untuk mendukung aktivitas tersebut. Jika kendaraan berjalan normal, tentunya akan membuat kenyamanan dan kemudahan bagi pemakainya. Tetapi yang menjadi permasalahan adalah bagaimana cara merawat sepeda motor yang baik tidak banyak dilakukan oleh sebagian besar pemakai. Salah satu komponen sepeda motor yang perlu perawatan adalah karburator. Karburator sering menjadi permasalahan dalam kenyamanan berkendara seperti kendaraan tidak mau stasioner, akselerasi tidak baik dan masih banyak yang lain. Ternyata tidak sulit dalam merawat karburator ini, hanya dengan mengetahui prinsip dasar kerjanya, pemakai kendaraan dapat mencari permasalahan dan memperbaiki karburator sepeda motor.

Kata kunci : sepeda motor, karburator, prinsip dasar kerja

Life based learning:

The report:
Life based learning:
an approach for capability
development in Vocational
Training and Education

This final report of the Designing Professional
Development for the Knowledge Era research project is
entitled Life based learning: a strength based approach
for capability development in Vocational Training and
Education. The substantive parts of the report are
commentaries on vision and values, key concepts from
the literature, and links between these concepts and
contemporary work environments. These are followed
by an exposition of the key findings from the research.
The final parts of the report address the application
issues associated with the key findings of the research.
Vision and values
The research is premised on a vision of VTE business
environments as flexible, dynamic, risk-taking and selfsustaining
systems. The vision for learners in VTE is
that they work with teachers and trainers who
passionately believe in learning and in helping others to
learn and to reach their potential. This vision includes
rich and diverse learning environments that incorporate
continuous inquiry and development that is both
adaptable to continually changing environments and
sustainable and resilient in the business context of VTE.
The research identified a set of values that are
emerging as fundamental to living and working in the
Knowledge Era, values that need to be reclaimed in the
workplace. Significant amongst these values are:
• for the self:
– trustworthiness, honesty, integrity, engagement,
selflessness, equanimity
• with others:
– generosity, collaboration, humility, openness,
tolerance
• together as a group:
– taking responsibility instead of blaming others
– planning and implementing wisely
– being positive and looking beyond the immediate
impact
– balancing personal and work needs
– being supported in taking risks
– supporting community.
Values are seen as a key feature of any culture. The
attributes of values that have been recognised in the
research include the need for developmental values as
well as values for ‘end results’ such as goals, and a
balance between the two.

Instalasi Moodle di Komputer Lokal

Instalasi Moodle di Komputer Lokal

Dasar teorinya adalah kita membuat localhost, kemudian kita menginstall program moodle pada localhost kita. Dengan demikian kita bisa belajar melakukan setting percobaan kita di komputer yang tidak terhubung ke internet.

Untuk praktek belajar bersama/simulasi belajar online kita bisa buat jaringan lokal dengan beberapa komputer, tidak mesti harus pakai server. salah satu komputer kita install moodle, yang bisa diakses melalui komputer lain dalam jaringan dengan internet explorer dengan mengetikkan alamat IP nya

Berikut langkah-langkahnya:

1. MEMBUAT LOCALHOST PADA KOMPUTER KITA
Download program freeware : XAMPP Windows 1.5.4a dari alamat
http://www.apachefriends.org/en/xampp-windows.html#641

Kemudian install pada komputer kita dengan mendouble klik file download tersebut dan ikuti semua petunjuk instalasi sampai selesai.
Untuk mengecek apakah localhost kita sudah berjalan. Bukalah internet explorer dan ketikkan alamat berikut:
http://localhost/
Jika menampilkan halaman seperti halaman internet umumnya berarti instalasi sudah berhasil

2. MENGINSTALL MOODLE
Download moodle dari internet, (bisa moodle 1.5.4 atau lebih baru)
http://download.moodle.org/

kemudian ekstrak ke folder mana saja. Setelah itu hasil ekstrak dalam hal ini direktori moodle beserta isinya kita copy dan kemudian paste di direktory berikut:
C:\Program Files\xampp\htdocs
sehingga direktori moodle letaknya
C:\Program Files\xampp\htdocs\moodle
Sebelum instalasi anda bisa merubah nama direktori moodle dengan nama classroom atau lainnya, sehingga direktori moodle kita adalah
C:\Program Files\xampp\htdocs\classroom

Untuk instalasi moodle alamatkan internet explorer pada:
http://localhost/classroom

Selanjutnya lakukan instalasi Moodle seperti yang tertulis pada manual instalasi moodle

3. INSTALASI BAHASA INDONESIA

Download paket bahasa indonesia id_utf8.zip dari alamat berikut:
http://download.moodle.org/lang16/
Kemudian ekstrak paket tersebut pada suatu direktori yang kita tentukan dengan cara mendouble klik file id_utf8.zip dan arahkan pada direktori yang kita inginkan agar mudah ditemukan.

Pada windowsXP anda dapat langsung mengunzip file tersebut dengan double klik. Pada windows98, anda harus menginstall aplikasi winzip terlebih dahulu yang dapat didownload dari alamat berikut http://www.download.com/3000-2250-10003164.html. Sedang untuk menginstallnya cukup dengan double klik file winzip100.exe hasil download tersebut.

Proses unzip file id_utf8.zip akan menghasilkan direktori id_utf8 yang berisikan beberapa file dan folder.

Jika anda baru akan menginstall moodle di komputer anda (local host/ internet) setelah extract file moodle dan sebelum proses instalasi moodle dilakukan, anda dapat mengcopy folder id_utf8 beserta isinya pada direktori:
moodle\lang atau classroom\lang jika anda telah merubah nama direktori moodle dengan nama classroom sehingga terdapat direktori baru seperti berikut:
moodle\lang\id_utf8 atau classroom\lang\id_utf8.

Dengan demikian anda dapat memulai instalasi dan memilih pilihan bahasa indonesia, sehingga proses instalasi anda lakukan dengan petunjuk berbahasa indonesia.

Jika program moodle sudah terinstall anda tetap dapat melakukan hal yang sama (mengcopy folder id_utf8 beserta isinya pada direktori: moodle\lang atau classroom\lang) sehingga terdapat direktori baru: moodle\lang\id_utf8 atau classroom\lang\id_utf8). Anda dapat menikmati fasilitas menu berbahasa indonesia dengan memilih pilihan bahasa indonesia.

The Vocational Assessment Process

The Vocational Assessment Process
Formal and Informal Assessment


The Vocational Assessment Process

The development of community-based assessments for individuals with disabilities, environmental assessments, and
curriculum-based vocational assessments are each indicators of the movement toward reality-based and personalized
vocational experiences. Standardized assessments remain effective methods in the vocational process, but usually are used
in combination with the above.

Vocational assessment is a process that can take place at different times during your student’s education and career
development. It is an ongoing process that should begin during the middle or junior high school years and may continue
throughout high school and, if needed, perhaps re-occur during transitional periods in adult life.

Throughout the education process students are involved in career awareness and vocational exploration activities. In the
early years of school, children study community workers such as firefighters, police, and transportation providers. A
student's performance with schoolwork can provide sources of important information about potential careers.
Extracurricular activities, such as sports, music, art, scouts, and other social and community-based organizations add to this
information and offer opportunities for the student to try out a variety of activities and roles.

These experiences can be used in informal vocational assessment, in the sense that students are developing career
awareness and motivation, as well as ideas of what they like and do not like. They may also develop a fair idea of what
types of jobs they would be good at and what would be difficult for them, ideas they can generally articulate, if asked.

Informal and Formal Assessment

Your student may have the opportunity for informal and formal vocational assessment. Vocational assessment can be
described as occurring on a continuum of appraisal procedures, which have different purposes and outcomes depending
upon the individual's needs and career development stage. Informal assessment is more available in schools than formal
appraisal approaches.

Informal assessment differs from formal assessment in terms of the objectives, setting, personnel conducting the assessment
and the materials used in the process. Informal assessment includes the gathering of information from any number of
sources other than through formal testing procedures and is conducted in classrooms or unstructured settings. Methods,
such as interviewing a student or family member, making observations, conducting record reviews, and using teacher-made
tests results, criterion-referenced tests, are examples of informal methods along the assessment spectrum.

Usually, informal assessments are conducted for the purpose of assisting students in classroom work and to identify possible
learning difficulties. Informal assessment is an important complement to formal assessment and is essential in determining
whether a referral for formal assessment is appropriate.

1



Formal assessment is a structured procedure conducted for a specific purpose and involves the use of norm-referenced,
commercially developed, and standardized instruments. The purpose of formal assessment in vocational appraisal is to
determine a student's interests, aptitudes, learning preferences, work skills, and other vocationally relevant
information. Many vocational assessment instruments have been commercially developed and administered to a
representative group of individuals in order to establish normative standards of performance.

Vocationally oriented assessment tools include interest inventories, aptitude and dexterity tests, work sample systems,
and other appraisal instruments. Informal assessment information is frequently incorporated with formal assessment
results in preparing comprehensive reports or vocational profiles.

Comprehensive vocational assessment or vocational evaluation - the collection of information via observations, interest
inventories, aptitude tests, etc. should occur along a continuum, with different kinds of information being collected
about the student at different points in time. The use of results will vary, depending upon the student's year in school.
During these years, vocational assessment can also help parents and teachers identify and plan for transition needs.
Parents should take advantage of planning sessions to learn more about the different resources available and to work
with the school system to utilize all of the vocational assessment information collected on their child. This includes
teacher impressions of work habits, socialization skills, and other anecdotal information about student behavior and
performance. Such information can be useful during special education planning and placement decisions.

Situational Assessments: A situational assessment would be something created, like a work setting or social situation
for practice or assessment of an individual’s skill level.

The RI Regional Transition Centers can provide formal & informal vocational assessments in conjunction with your
local school districts, as well as the Office of Rehabilitation Services.

For more information, refer to the publication in your handouts: “Vocational Assessment and It’s Role In Transition”
developed by the RI Regional Transition Centers and the Rhode Island –Transition, Independence, Employment grant
(RITIE)

Available in electronic format through the Paul V. Sherlock Center on Disabilities www.sherlockcenter.org or call for
availability of copies.

Also may be available through one of the RI Regional Transition Centers for additional copies.

This document is available at www.ripin.org/vocationalassessmentprocess.pdf

2

The Basics of Vocational Assessment

The Basics of Vocational Assessment



A Tool for Finding the Right Match

Between People with Disabilities and Occupations



What is the purpose of this paper?



This brief paper is designed to offer guidance for the development of a vocational
assessment programme for people with disabilities. This is not a comprehensive
study of the field, techniques and issues involved but offers some guidance and
addresses common questions about vocational assessment and designing a
vocational assessment system.



The model described is a classical vocational evaluation model based on the
concept of train/place. That is, first a person is assessed, trained and the placed
in a job. Assessment is an important part of this approach to vocational
rehabilitation and employment. According to the place/train model, assessment is
less crucial. According to this approach an individual is placed in a supported
employment situation with a job coach or other supports. He or she is assessed
and trained on the job. The place/train model is more commonly used with
people who have intellectual or psychiatric impairments, neurological problems,
autism or other types of substantial disabilities.



What is vocational assessment?



Vocational assessment is the process of determining an individual’s interests,
abilities and aptitudes and skills to identify vocational strengths, needs and
career potential. Vocational assessment may use a variety of standardized
techniques (e.g., tests) or nonstandardized approaches (e.g., interviews,
observing people). Vocational assessment is part of the vocational guidance
process and usually results in recommendations for training or employment.



Why conduct vocational assessment?



Vocational assessment is used for different purposes and may differ according to
a country’s culture and social system. It may be used to determine a person’s
potential, the content of a vocational training programme, his or her employability
or ability to adapt to different work environments.



Depending on the perspective, vocational assessment has many benefits.
Vocational assessment assists an individual to make realistic job training and
career choices based on their interests, aptitudes and abilities and the realities of
the job market. It helps counselors, rehabilitation professionals and employment
specialists work more effectively with their clients. It helps trainers and instructors
adapt to the needs of the person with a disabilities. It helps administrators use
resources more wisely. It helps employers make better hiring selections.




What are the differences between vocational assessment of disabled and
nondisabled persons?



Vocational assessment for people with disabilities should make use of the
assessment procedures that are widely used in other assessment settings, such
as schools, employment service and psychological settings. Sometimes these
procedures need to be adapted for disabled persons. Additionally, specialized
techniques and strategies have been developed for people with disabilities who
seek employment or rehabilitation services.



Vocational assessment should focus on identifying abilities and strengths that
can be used in training and work situations. It should compare these to viable job
requirements and make recommendations. For people with disabilities, the
recommendations may also include the need for support services, assistive
devices, job accommodations or address other disability-specific issues that will
further the person’s training or job success.



What does the ILO standards say about vocational assessment?



ILO Convention 159 concerning vocational rehabilitation and employment
(disabled persons), 1983 and the related Recommendation 168 require that
competent authorities should provide vocational guidance.



Recommendation 99 concerning vocational rehabilitation of the disabled spells
out the following ten steps as part of the vocational guidance process:



1. An interview with a vocational guidance officer
2. Examination of record of work experience
3. Examination of scholastic or other records relating to education or training
received
4. Medical examination for vocational guidance purposes
5. Appropriate tests of capacity and aptitude and, where desirable, other
psychological tests
6. Ascertainment of personal and family circumstances
7. Ascertainment of aptitudes and development of abilities by appropriate
work experiences and trail and other similar means
8. Technical trade tests, either verbal or otherwise, in all cases where such
seem necessary
9. Analysis of physical capacity in relation to occupational requirements and
the possibility of improving that capacity


10. Provision of information concerning employment and training opportunities
related to the qualifications, physical capacities, aptitudes, preferences
and experience of the person concerned and to the needs of the
employment market.





These steps are described in the process of vocational assessment described
below.





Who conducts vocational assessments?



In many settings vocational assessment is carried out by a multidisciplinary team
that may include, depending on the setting and person’s disability, specialists
from fields such as occupational therapy, rehabilitation medicine or psychiatry,
psychology, social work, vocational guidance, education and rehabilitation.
Employers or specialists from a technical field may also be involved.



In some countries or settings (such as a vocational rehabilitation facility), a
specially trained vocational evaluator, knowledgeable a variety of disciplines
related to assessment, conducts a vocational evaluation. Such evaluations are
usually supplemented by assessments done by a psychologist, medical
personnel or others depending on the person’s disability.



Vocational assessment personnel should be knowledgeable about the labour
market, job and training opportunities so that the recommendations they make
are realistic.



The person with a disability should be kept fully informed about the processes
and their purposes. Family members, employers, trainers or others may also be
involved in the process.



What is assessed?



In the narrowest sense, vocational assessments are usually concerned with the
correlation between a person’s abilities and skills and job requirements.
However, since many issues other than skills and aptitudes influence job
success, most vocational assessments take a more holistic approach.



The following is assessed as part of a comprehensive vocational assessment
(assuming a medical or psychiatric assessment has already taken place):



• History, education, employment, background, etc.
• Psychosocial strengths and development
• Independent living skills
• Literacy
• Knowledge of the world of work
• Abilities/aptitudes
• Technical/ job skills
• Generic work behaviours (social, communication, etc.)
• Job seeking skills
• Job readiness



• Special needs










What are the techniques or methods used in vocational assessment?



Vocational assessment includes a variety of methods and assessment
techniques. Some are standardized and some are nonstandardized, that is are
less formal and more subject to individual bias or educated judgment. As noted,
standardized methods include various tests or work samples that have norms or
averages form the general population against with the person’s score or outcome
is based. Nonstandardized methods may include observation of a person
working. Nonstandardized methods are important and a mix of approaches will
produce the best assessment.



Vocational assessment includes the following techniques and tools:



• Background information and reports of other professionals and the
individual
• Interviews with the person with a disability and perhaps his or her family,
former teachers, employers or others
• Checklists (for use by professionals or the individual being assessed)
• Vocational exploration and counseling to clarify goals and help direct the
process
• Paper and pencil tests, including a variety of standardized psychometric
and psychological tests (some which must be administered by a trained
psychologist)
• Work Samples (work tasks that require individuals to perform work and
compares his or her performance to that of others)
• Situational Assessment (observing people in work or training settings)
• Job-tryouts




What are work samples?



Work samples are real or simulated work tasks that are used for both
assessment and job exploration processes. By engaging in such tasks, the
individual tests his or her ability to complete the tasks against a norm (collected
data about the average performance of a certain population or normative group).



Through direct experience, the individual confronts his or own abilities and skills
in relation to the task. The evaluator, through observation and a comparison to
norms is able to make some assessment and judgment about the person’s
capabilities.




Work samples are commercially available and developed. For example, a
company named VALPAR produces work samples in tasks such as sorting color
tiles. Work samples can also be developed in response to assessment needs to
local jobs. For example, an evaluator may develop a work sample related to
filing, sorting, assembling a computer, using a sewing machine or sweeping a
floor and so forth.



What is meant by situational assessment?



Situational assessment involves placing the person in an actual work situation to
assess their performance. Situation assessments are commonly used in
rehabilitation facilities that have work shops and typically used to assess work
behaviours, work tolerance, ability to follow instructions, work with others, etc.
However such assessments can also be used to assess specific work skills and
abilities. If a situational assessment is coordinated with specific job analysis (a
checklist of sorts that outlines all the requirements of a particular job) it can be
most effective in determining a person’s ability to use a job.



Training centres and individual’s classroom or experiential activities can provide
a venue for situation assessment as well as vocational exploration.



A job try-out is like a situational assessment but it is usually at the end of the
assessment process when the individuals is fairly certain about what he or she
wants to do and seems to have all the requisite aptitudes, abilities and skills. The
evaluator arranges for a short job try-out to determine if the person can do the
job and if it is a good fit.



How are the methods used in assessment?



A skilled and experienced evaluator will use the variety of methods noted, such
as reviewing background information, interviewing, providing vocational
exploration experiences, using tests and checklists as well as work samples,
situational assessment, job try-outs and even individually tailored assignments to
help a person determine the career potential and direction. The following are
general approaches for each of the major areas of assessment.



How do you assess relevant psychosocial issues?



Psychosocial factors refer the behaviours, attitudes and lifestyle conditions that
can contribute to the individual’s success in training or on-the-job. Some of these
factors include:



• Motivation
• Self-esteem
• Social and communication skills
• Family situation



• Social life
• Personal stability and strengths
• Personality characteristics
• Problem solving skills
• Life goals
• Economic and financial situation
• Etc.




Many of these factors and their significance to the workplace will be culturally
determined. However, they can be crucially important to success in the
workplace.







These can be assessed by use of:



• Interviewing techniques
• Checklists (commercially available or designed to suit needs)
• Personality tests and inventories
• Psychological and aptitude tests
• Review of background information.




Note that many personality or psychological tests are culture bound and require
administration by a trained psychologist.



How do you assess independent living skills?



It is important to have some assessment of a person’s independent living skills,
such as:



• Self-care
• Grooming
• Ability to tell time and time management
• Ability to handle finances
• Ability to use transportation
• Ability to maintain a home
• Etc.




These can be assessed through various methods:



• Interviewing
• Checklists
• Paper and pencil tests
• Specially designed experiences
• Observation





How can literacy be assessed?



Literacy levels, including math, reading/language and if needed, computer and
foreign language literacy.



Tests are usually used to determine literacy level. Use whatever tests are
commonly used in the country for the general population. Consult employers,
schools and computer companies for tests related to computer or foreign
language literacy.



How are interests measured?



Interests refer to what a person wants to do.





Several methods exist for measuring interests:



• Interviewing
• Interest inventories
• A variety of vocational exploration activities
• Work samples
• Situation assessment
• Job try-outs




Interview techniques can be used to determine vocational interests. Many people
who have not had experience or are not familiar with job opportunities will have
limited exposure to the world of work to know what they would like to do.
Interview techniques will have to include questions about past work and school
work, hobbies, work experience both formal and informal to try to get at what
interests the individual.



Many countries have interest inventories which are used to determine interest
levels. Some are picture inventories for those who are illiterate; others are paper
and pencil tests that ask individuals to respond to items.



As part of assessing interests and helping a person with a disability make career
decisions, they need to understand the options available to them. Many may
have not have had the experiences of learning about jobs or the world of work, or
may assume that they cannot do certain types of jobs. As a result, it may be
necessary to conduct some vocational exploration and counseling as part of the
assessment process.



Why is vocational exploration part of the process?




People need occupation information in order to make career choices or to know
what they want to do. Their interests may point in the direct of career
possibilities, however many disabled people have lacked the experiences that
might expose them to the world of work and the possibilities that are available to
them. For this reason, the evaluation process in some countries includes a
process called vocational information.



There are many ways to assess a person’s knowledge about jobs (interviews,
checklists, etc.) and to help them explore jobs opportunities. The best thing to do
is to determine what career guidance tools are used in schools and employment
settings for a general population. Another is to use situational assessment, job
try-outs, guided activities like having the person with a disability interview
someone with a job they think they might like, arrange visits to training centres
and work sites, for examples. Outside speakers and mentors can assist with the
vocational exploration process. Job shadowing (the individual spends time just
observing someone do a job that might interest them) is another technique. Many
require employer support.



Without some knowledge of the possibilities the person with a disability will have
difficulty in knowing about possibilities and what they want to do.



What types of abilities and aptitudes need to be measured?



Abilities and aptitudes refer to natural talents or capacities, whereas skills refer to
what a person has learned to do. Success in learning a skill is dependent on
aptitudes and abilities. Some examples of aptitudes include intelligence and
cognitive abilities, verbal, numerical, spatial, form and clerical perception, motor-
coordination, finger dexterity, manual dexterity, eye-hand-foot coordination,
colour discrimination, etc. Physical abilities, tolerance and stamina refers to
another set of capacities.



• Intelligence is typically measured through Intelligence Quotient or IQ
tests. Psychologists usually administer these tests. Other cognitive
abilities such as learning ability, memory, concentration, and reasoning
may require a psychologist or neuropsychologist for proper assessment if
there appears to be significant loss in these areas of functioning.
• Aptitude is typically measured by a battery of paper and pencil tests,
although some aptitudes can be measured through work samples and
other means.
• Dexterity, coordination and manual abilities refer to a variety of
aptitudes that require the use of body and are necessary for tasks such as
use of the equipment, handicrafts, etc. They can be measured through
tests such as the Purdue Peg Board which times the individual’s
completion of a manual task and compares it to a group norm. Many
dexterity tests and work samples are commercially available. Others can
be constructed locally.



• Physical capacity or functioning refers to an individual’s ability to
perform a range of physical functions such as sitting, standing, bending,
lifting, range of motion for arms, etc.). Such assessments are needed for
people with certain types of disabilities and are conducted by physical
therapists, physicians, or in some cases by trained evaluators using
commercially available work samples.
• Work Tolerance refers to how long and at what level of physical intensity
a person can work. For example, can they work a full 8-hour day? This
type of assessment is usually done by a skilled physiotherapist or in a
situational assessment, such as a sheltered workshop, where people work
and their capacity to perform and sustain work is measured.





What skills are measured and how is it done?



Skills refer to what a person has learned to do. Successful skill development is
often based on the existence of particular abilities and on successful training or
life experiences. Specific technical or occupational as well as generic work and
life skills are needed to success on the job. The types of occupational skills that
are measured will usually be determined by the person’s abilities, the outcome of
the assessment to date and the type of job or career that interests them.



Skills as well as the knowledge of the process of how to apply skills (e.g.,
describe how you would fix a broken engine) can be measured in a variety of
ways. These include:





• Interviewing
• Checklists
• Paper and pencil tests
• Trade tests
• Work sample
• Performance based tasks
• Situational assessment
• Job tryouts




Many companies have skill tests to determine if a person is skilled in the job
duties. A typing test is an example of a simple skills test. Trade tests may also be
available from associations, apprenticeship programmes, employers or other to
evaluate capacity in a particular trade.



Work samples can also be designed to compare a person’s performance to that
of the average worker in the job. An easy example is piece rate in a textile
situation. The performance of a person with a disability can be compared to that
of the average worker to determine the level of his or her skill development. You
might consider developing some work samples or tests that relate to specific and


common jobs in the country, such as sewing machine operation, computer
operator, etc.



In evaluating the capacity of a person to do a specific job it is worthwhile to
conduct a job analysis. On–the-job assessments with employers can be very
useful for skills that are more difficult to assess in a testing situation such as
cooking, meeting high-demand public situation, etc. and in many ways this is the
best way to determine if a person can do a job. In such cases, you should
provide the employer with a checklist or assessment, based on a job analysis.
On the job assessment are also useful for assessing a person’s generic or job
readiness skills.



How are job-seeking skills measured?



Job-seeking skills refers to all those skills needed to find a job, such as
identifying job leads, making contact with employers, completing job application
and interviewing to name a few.



Knowledge of these skills can be determined through:



• Interviewing
• Paper and pencil tests
• Observation
• Results of actual job searching




Proficiency and competency in these skills can only be determined through
situation assessment and observation through role-play and real life experience
and interviewing for job seeking skills.



What is job readiness?



Job readiness refers to a series of criteria that may be culturally determined or
dependent upon the availability on the job support services, which determine if
an individual is ready for employment. These criteria could include things like:



• Has are a realist job goal
• Has transportation
• Is able to manage money
• Had good work habits and generic work skills
• Understands the work of work
• Has appropriate generic work habits and skills
• Etc.




Many organizations create checklists to assess job readiness. Aspects of job
readiness are then determined through interviews, situational assessment,


observation and the entire assessment process that can culminate in a job try-
out.



How do you assess for special needs?



Before and throughout the assessment process, those involved in working with
the disabled person should work with that person to determine what types of
assistive devices or technology they need for independent living, training and
employment. Once a specific job is identified or type of work, specific job
modifications, support services or assistive devices can be identified with the
evaluator or job placement specialist working with the disabled person and the
employer to make the necessary determinations and adjustments.



Are there specific methods for assessing different types of disabled
persons?



For people who have limited intellectual capacities or verbal skills, paper and
pencil tests, or interviewing may not yield the necessary information. Work
samples, situation assessments and task and job try-outs may be most useful.



What kind of adaptations do people with disabilities require?



People with disabilities may require a variety of adjustments in the assessment
situation just as they might in the training and work situation.



Obviously those who are blind and visually impaired may require large print
documents, print enhancers or Braille materials to complete certain activities and
check-lists. Evaluators who can sign would need to work with hearing impaired
persons. People with certain types of disabilities are at a disadvantage in
completing certain types of tests such as psychological and others that are timed.
However, amending time on standardized tests invalidates the results. Some
experienced evaluators have found ways to adapt standardized tests so that they
can still provide some needed information but many professionals would find this
controversial.

Vocational assessment of certain disabilities groups is a specialized field and
today, many people express concern that testing can be a way of screening
people out of training, jobs and programmes, when with proper supports they
could be accommodated and productive.



What about assessing for self-employment?



Determining if someone is suitable for self-employment may also be culturally
determined. In some rural areas of developing countries, self-employment and
agricultural activities are the only option. In other settings, a self-employed
person must show extreme motivation, independence, optimism and risk-taking
capacity to succeed in business. The nature and size of the proposed business


will determine what personality traits are required, the technical skills and the
business development skills needed for success.



In evaluating someone for self-employment their technical skills need to be
assessed, as does the market to assure that a market exists for the proposed
business. In addition, the individual’s knowledge of the basic principles of profit,
loss, credit, marketing and simple business practices should be determined.



Recommendations resulting from assessment could include referral not only for
vocational training but to business development service centres, credit
institutions, etc.



How can we learn more?



In order to learn more, here are some suggestions:



• Online training. Several universities in the United States offer online
training in vocational evaluation, however the training is offered in the
English language. I suggest you identify a staff person who will become
the government expert in this area, someone who knows English, and that
the government sponsors them for training.
• Study tours. Several countries in the region have vocational training
programmes.
• Consultant. The services a consultant could be secured to assist with
training or setting up a programme.
• There are many Web sites to provide information. They are listed at the
end of the document.




Overall Suggestions for Developing an Assessment Programme



• Conduct Internet research. Many materials are available from Western
countries and Japan, although the US, Canada, England and Australia are
more likely to have materials available in English.
• Consult with local universities, educators, psychologists, and physical
therapists, as well as private and public vocational schools and large
employers to see what methods of assessment they are using, suggest, or
might be interested in developing.
• Discuss with employers, especially those representing major job areas,
such as garment work, and ask them what methods of assessment they
suggest for specific skills as well as general work skills.
• Adapt assessment or testing procedures used with the general population
if such exist.
• Use short term assignments in training classes, in real work settings, or
even your office and ask work supervisors, trainers or your staff to
evaluate a persons’ performance according to preset criteria.



• Develop some simple work samples and tests (especially literacy) that can
be administered in your office setting as part of the initial interview and
assessment process.
• Develop checklists, goal setting and related tools that can be used by
interviewers, trained observers, or the person with a disability for certain
“soft skills” that are important to job success---these include
communication, social skills, independent living, etc.




How do you assess trainers and employers?



Since the government is looking to integrate students into mainstream vocational
training, employment services and workplaces, I think it is critical to assess the
institutions and organizations that will receive them as trainees, clients or
workers. The success of integrating people with disabilities into mainstream
vocational schools and service centres will depend on the awareness, receptivity
and skills of the staff in these organizations. It is critical that they be trained, have
the tools and are given adequate support to work with students with disabilities.



Web sites



For continuing education:

http://www.vecap.org/gwucourse.htm



To learn about more than 4,000 commercially available tests:

http://www.unl.edu/buros



For information about commercially available work samples:

http://www.valparint.com/index.htm for VALPAR

http://www.vri.org for VITAS and Apticom



For information about assistive technology:

http://cat.buffalo.edu/index.htm University of Buffalo

http://www.resna.org Rehabilitation and Engineering and Assistive Technology
Society of North America

http://www.fernuni-hagen.de/FTB/AAATE.html Association for the Advancement
of Assistive Technology in Europe



For information about supported employment:

http://www.worksupport.com/ Virginia Commonwealth University



Provider Web sites:

http://www.crsrehab.com/index.html



Debra Perry

Senior Specialist in Vocational Rehabilitation

ILO, Bangkok

online course

Toward a Learner-Oriented Community College Online Course Dropout Framework

Simon Liu, Joel Gomez, Badrul Khan, Cherng-Jyh Yen. International Journal on ELearning. Norfolk: 2007. Vol. 6, Iss. 4; pg. 519, 24 pgs

Abstract (Summary)

Community colleges serve diverse segments of society through a flexible and open access. By their very nature, community colleges provide a good fit with online learning. Unfortunately, online course dropout rates are high. The costs of course dropout are borne by students, community colleges, and the society. There is, therefore, a vital need to better understand factors influencing community college online course dropout. A review of studies on conventional and online learning dropout models and a survey of 30 community colleges on online self-assessment practices conclude that there is no single indicator that can effectively predict online course dropout. On the other hand, there are several learner controllable indicators that, taken collectively, are potential predictors of online course dropout. Among them, psychological, technological, and social factors have emerged as common and widely-used predictive concepts. This article proposes a framework along these three dimensions to describe, organize, and explain learner-oriented factors influencing community college online course dropout. This proposed framework, when applied as part of a comprehensive retention strategy, has the potential for contributing to the reduction of the dropout rate in community college online learning programs. [PUBLICATION ABSTRACT]