This research contributes to the body of knowledge about attitude learning in Competency-based Training (CBT) by bringing better clarity to the concept of attitude, and how attitude may be taught in CBT. CBT is the main training approach adopted by the vocational education and training (VET) sector in Australia. Competency, the required training outcome, is generally accepted to include three components: Knowledge, Skills and Attitude. Most people would agree that attitude is very important in life, and work. However, while knowledge and skills are clearly specified in competency standards in the training packages of the VET system, attitude has largely been left out. There is a gap in the literature about attitude in the context of CBT. In the VET system, attitude has traditionally been deemed as predisposed in learners, and too difficult to specify and assess as performance requirements. Nevertheless, there is an expectation of VET practitioners to teach attitude alongside knowledge and skill despite an absence of clarity and guidance. This research uses a Case Study approach to examine attitude teaching and learning in the private security industry in the Northern Territory, mainly in Darwin. Data collected through multiple research methods such as interview, survey, and document analysis reveal that attitude teaching is insignificant (even negligible) in training courses. Furthermore, this status quo is not expected to change. Through the synthesis of the literature and data, discussions point to a concept of attitude that is relevant to CBT. This concept suggests a definition of attitude and the type of attitude to teach, thereby facilitating a strategy of teaching attitude in CBT.
|Effective start/end date||22/02/17 → …|