Apprenticeships have been traditionally used to teach and learn a specific trade or craft. Apprentices learn domain-specific knowledge and practices through a combination of observation, coaching, and practice. As occupations became more cognitively oriented, apprenticeships were used exclusively to learn trades. However, the traditional apprenticeship model has transferable practices that could be used to teach and learn cognitive skills. Collins (2005) identifies and updates the traditional concept of apprenticeship to other domains by introducing “cognitive apprenticeships” to extend the practice to diverse settings and support applied learning in various contexts.
So, what can we learn from cognitive apprenticeships to improve employee onboarding? Cognitive apprenticeships focus on four dimensions: content, method, sequencing, and sociology (Collins, 2005). I briefly describe each dimension Collins (2005) identified and how it can be applied to onboarding strategies within any corporate setting.
Content. Refers to specific domain knowledge, facts, and procedures. While emphasizing that although this knowledge is necessary to perform a task, it is insufficient; it is the application of such knowledge to the multiple scenarios an individual may face that is relevant.
Corporations hire individuals primarily based on the content they know; however, the onboarding process will be vital in supporting the heuristic strategies to perform in any role successfully. Thus, it will be important that the onboarding process goes beyond job aids and description of standard operating processes and offers opportunities for situated learning; these could range anywhere from simulations and mock scenarios to current issues or situations within the organization.
Method. Within the framework of apprenticeships, the learner observes, engages in, and invents or discovers contextualized expert strategies. Six methodologies are associated with cognitive apprenticeships, all of which apply to onboarding within the corporate space: modeling, coaching, scaffolding, articulation, reflection, and exploration.
When onboarding, it is important that whoever is transferring the knowledge externalizes their thinking and internal processes; this will provide clarity and help the new employee understand and build connections between what they know and the practices specific to the organization.
Providing continuous coaching and creating spaces for reflection and articulation is essential. Through coaching, you can identify tasks or processes that require more training and provide feedback on the tasks observed. Reflection and articulation will allow the new employee to externalize their learnings and reflect on what has been learned and accomplished and what can be improved.
Sequencing. Cognitive apprenticeships emphasize the importance of increasing the complexity and diversity of the skills and tasks.
Often times onboarding processes feel like drinking from a firehose, as organizations need to bring the new employee up to speed as soon as possible. However, it is crucial to identify the sequence of the tasks and processes and align the onboarding process with it. Although this may slow the onboarding, combined with the heuristic strategies suggested above, it will provide a greater understanding of the functions and tasks to be performed.
Sociology. Apprentices learn skills in their applied context and within a culture focused on expert practice.
When onboarding, it is important that the new employee performs tasks and solves problems in an environment that reflects the actual scenario in which they will be performed. This will require an organizational culture that provides a safe space for practice and risk-taking while providing flexibility, constant coaching, and feedback.
Communities of practice and ERGs also support the onboarding, providing spaces to continuously learn about role-specific content, as well as the hidden curriculum of the organization.
Onboarding a new employee requires thorough planning and a supportive team and community to learn from and with. It is essential to recognize that this is a learning experience for both the new employee, their team members, and their people manager as they all play a crucial role in articulating, reflecting, coaching, and providing feedback on the processes, practices, and organization-specific knowledge relevant to the role.
Bibliography
Collins, A. (2005). Cognitive Apprenticeship. In R. Sawyer, Cambridge Handbook of the Learning Sciences (pp. 47-60). Cambridge University Press.