Building Practitioner Resilience
Reflections on Developing Industry-led Occupational Standards in Indonesia
DOI:
https://doi.org/10.25120/jre.3.1.2023.3990Keywords:
Industry Engagement, Occupational Standards, Reflective Practice, Industry-led Interventions, Resilience, Capability DevelopmentAbstract
It is widely agreed that Indonesia is currently one of the fastest growing economies in the world, and with this growth has come the inevitable ‘internationalisation’ of the educational market, driven by investment, foreign aid, and trade agreements. Additionally, the Indonesian vocational and further education marketplace faces several challenges, risks, and vulnerabilities which make it necessary to integrate resilience development as a key component of future engagement practice. Technological change, economic instability, limited resources and emerging environmental and social challenges all weigh heavily on an emerging economy. Meaningful engagement therefore requires integrating resilience, so institutions can foster a culture of adaptability and flexibility. However, the content and conduct of imported models of engagement have been shown to lack the requisite local cultural sensitivity and therefore are having an unintended negative impact on educational practice (Allais, 2014). Whilst much of the substance of these imported models is delivered with good intention, there is a level of cultural inappropriateness, and this means that programs lack traction in the Indonesian milieu. In this article, the authors reflect on the deployment of the meaningful practice intervention model (Fairman, 2018) within a specified project, which is the creation of an industry-led vocational training system for the logistics and supply chain sector for Indonesia. In following this issue, the paper examines the approach, outcomes, initial design and relevant inclusion practices currently used in the education area in order to highlight a more culturally appropriate way forward for industry-led interventions, particularly in Occupational Standards and training systems design. The investigation also critically analyses the lessons learned and the changes required to assist any future foreign-designed capability development programs. The researchers critically examine their project using Driscoll’s (2007) Reflective Practice model, in order to better understanding what went well and what could be improved, paying particular relevance to donor-funded programs and the deployment of the meaningful practice intervention model.
References
Adeani, I. S., Febriani, R. B., & Syafryadin, S. (2020). USING GIBBS’REFLECTIVE CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS. Indonesian EFL Journal, 6(2), 139-148.
Allais, S. (2014). Selling Out Education National Qualifications Frameworks and the Neglect of Knowledge.
Burgoyne, J., & Reynolds, M. (1997). Management learning: Integrating perspectives in theory and practice: Sage.
deBraga, M., Sonne de Torrens, H., & Evans-Tokaryk, T. (2019). Reflective Practice–A Model for how best to implement it?
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston-New York: DC Heath & Company.
Driscoll, J. (1994). Reflective practice for practise. Senior Nurse, 14(1), 47-50.
Driscoll, J. (2006). Practising clinical supervision: A reflective approach for healthcare professionals: Elsevier Health Sciences.
Driscoll, J. (2007). Supported reflective learning: the essence of clinical supervision? Chp 2 in Driscoll, J.(Ed.) Pracfising Clinical Supervision: A Reflecfive Approach for Healthcare Professionals: London: Bailliere Tindall.
Fairman, B. (2018). Looking for a way out: Skills development and training and its impact on aid practices and their development outcomes, with particular reference to Indonesia and Timor-Leste. Victoria University.
Fairman, B., & Voak, A. (2023). Building a Culturally Relevant Workforce in Indonesia: Preventing Vocational Imperialism: Cambridge Scholars Publishing.
Fairman, B., Voak, A., & Babacan, H. (2021). Meaningful Practice Intervention: What Does It Look Like? Research on Humanities and Social Sciences, 11(22), 1-8. doi:10.7176/RHSS/11-22-01
Fairman, B., Voak, A., & Sujatmaka, U. (2020). Training needs analysis implementation: Dilemmas and paradoxes. Paper presented at the Managing Learning Organization in Industry 4.0: Proceedings of the International Seminar and Conference on Learning Organization (ISCLO 2019), Bandung, Indonesia, October 9-10, 2019.
Ghaye, T., & Lillyman, S. (2014). Reflection: Principles and practices for healthcare professionals 2nd edition (Vol. 1): Andrews UK limited.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.
Jasper, M., Rosser, M., & Mooney, G. (2013). Professional development, reflection and decision-making in nursing and healthcare: John Wiley & Sons.
Kolb, D. A. (1984). Experience as the source of learning and development. Upper Sadle River: Prentice Hall.
Reynolds, M. (1998). Reflection and critical reflection in management learning. Management learning, 29(2), 183-200.
Reynolds, M., & Vince, R. (2007). Handbook of experiential learning and management education: OUP Oxford.
Schön, D. (1983). The reflective practioner.‘. How professionals think in action. London: Temple Smith.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions: Jossey-Bass.
Snowdon, K. (2018). Humour in reflective practice. Journal of Paramedic Practice, 10(4), 144-146.
Tomkins, L., & Ulus, E. (2016). ‘Oh, was that “experiential learning”?!’Spaces, synergies and surprises with Kolb’s learning cycle. Management learning, 47(2), 158-178.
Towle, A., Godolphin, W., Grams, G., & LaMarre, A. (2006). Putting informed and shared decision making into practice. Health Expectations, 9(4), 321-332.
Vince, R., & Reynolds, M. (2004). Organizing reflective practice. Management & Learning, 33(1), 63-78.
Voak, A. (2011). The future of logistics, the human factor: Art versus science. The link: Australian defense logistics magazine, 8(A), 12-13.
Voak, A., Fairman, B., & Smith, M. (2021). Establishing an Industry-led Training System for the Logistics Sector in Indonesia. Retrieved from Canberra: https://www.dese.gov.au/enabling-growth-and-innovation-program/resources/establishing-industryled-training-system-logistics-sector-indonesia-final-report
Wright, A., Hibbert, P., Strong, R., & Edwards, M. (2018). Exposing practical, psychological, and pedagogical shadow sides of experiential learning. Journal of Management Education, 42(6), 761-771.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Adam Voak, Brian Fairman
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially
Anyone using the work must attribute the work to the original creator. The licence allows copying and distribution of the original work but no adaptations or modified versions of the work may be distributed.
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
