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Mentoring in the rail context : the influence of training, style, and practice

journal contribution
posted on 06.12.2017, 00:00 by Anjum Naweed, Angelina Ambrosetti
Purpose – The purpose of this paper is to investigate workplace learning in the context of the rail industry, specifically for the type of learning required to become a train driver. It examines the impact of changes to the traditional learning model, and explores the potential of mentoring in the learning/training model. Design/methodology/approach – This paper uses a participative research approach to examine training experiences with trainee drivers and driver trainers (n=61) in six Australian rail organisations. The data are synthesised based on an inductive thematic analysis from focus groups, interviews and cab-rides. Findings – Current driver-learning approaches contain a number of haphazard elements that provide an unfavourable learning experience. Mentoring practices appear to be happening incidentally, despite train drivers wanting mentoring experiences. Practical implications – In the designing and planning of new driver-learning frameworks, it is important to identify the unintended consequences of implementing a condensed “classroom” curriculum. The condensed and accelerated driver-learning model currently used could be enhanced through the incorporation of a mentoring process. Originality/value – The article fills an important research gap in the space of workplace learning and mentoring in the rail industry. The themes and findings provide a basis for why mentoring should be integrated as part of the training process. It draws attention to the importance of the situational context, and contributes to communities of practice by outlining important considerations for a holistic model of mentoring in the rail industry.

Funding

Category 4 - CRC Research Income

History

Volume

27

Issue

1

Start Page

3

End Page

18

Number of Pages

16

eISSN

1758-7859

ISSN

1366-5626

Location

UK

Publisher

Emerald Group Publishing

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Appleton Institute for Behavioural Sciences; School of Education and the Arts (2013- ); School of Human, Health and Social Sciences (2013- );

Era Eligible

Yes

Journal

Journal of workplace learning.

Exports