The Importance of Work-related Feedback for Newcomers’ Socialization at Work: A Correlation Study between Social Skills and Job Conditions of Young Workers in Chile

By Daniel Tello Silva.

Published by The Learner Collection

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Article: Electronic $US5.00

The purpose of this study was to investigate the relationships between job conditions and social skills of young newcomer workers that have completed a regular Vocational Education and Training (VET) program in Chile. The Job Diagnostic Survey (JDS) by Hackman & Oldham was used to assess the job conditions. The Multidirektionales Feedback 360º (MDF-360º) by Fennkels was used to assess the social skills from the aspects of team working, conflict resolution and information management at work, under the communicative theoretical framework of Waltzawick. The participants consists of 98 newcomers workers that have completed a regular VET program from a random sampling of 9 VET schools in Santiago de Chile. All respondents are between nineteen to twenty four years old. Data were analyzed using correlation statistics. The findings show a positive significant correlation between social skills and job conditions. The Feedback from Agents, Autonomy and Task significance aspects of the job showed the highest significant correlations levels with social skills (average = 26%), whereas the separated job dimension Dealing with Others did not showed any significant correlation with the assessed social skills. This study implies that the significant job experience contributes toward the development of social skills during the newcomers early socialization process, whereas a work experience in a group that excludes work-related and feedback communication with the newcomers does not necessary implies a social skill development for them. The study expresses a need for intervention in the VET programs to increase the levels of social skills acquisition.

Keywords: Social Skills Development, Newcomers Socialization, Job Conditions, Vocational Education Training

The International Journal of Learning, Volume 18, Issue 7, pp.31-48. Article: Print (Spiral Bound). Article: Electronic (PDF File; 860.652KB).

Dr. Daniel Tello Silva

Assistant Professor, Faculty of Education and Humanities, Department of Educational Sciences, University of Bio-Bio, Chillan, Chile

I work in the Department of Educational Sciences of the University of Bio-Bio as an Assistant Professor dedicated to research in social aspects of Education. I obtained a Doctor of Educational Sciences degree at the Catholic University of Chile (May 2010) and a Master of Arts Degree at the Fachhochschule University of Applied Science Bielefeld in Germany (March 2011). Both research works are related to Vocational Training and Education, especially for low-income students. The MA research was financed by the Heinrich Boell Stiftung in Germany. The focuses of the researches are work expectations, social skills and learning at socialization processes. I have also participated in several research projects in Chile financed by the government (Fondecyt, Fonide, Dicyt) to investigate the social climate at schools, the victimization at schools and their relationship with knowledge.


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