Attitude one of the Big "A's"

Attitude was listed in two different sets of “Big A’s”. Roy Rogers suggested that

Ambition
Achievement
Attitude were the big 3

and Carmel Dalton suggested

Attitude
Appearance
Attendance

David Balfour requested a definition of attitude and the flood gates opened….

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The Right Attitude

Roy Rogers responded with a comprehensive list of characteristics of “the right attitude” most of which revolved around compliance at work. Dave Turner, our guest agreed that these were important but suggested that there was another side to the coin, that of the need for an attitude of appropriate assertiveness in order to survive the current labour market climate. Andrew Marnie suggested that attitude is deeply entrenched within self from an early age to which Megan Clark responded suggesting Vocational learning is an area where attitude can in fact be part of the training. John Glisson built onto this suggesting that turning up and doing the job was not enough but rather

Attitude = willingness, commitment, positive approach.

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Kym Clayton reflected that to some, the Mayer Key Competency 4, “Working with others and
in teams" JUST meant compliance which was certainly not the intention. In an ongoing dialogue it was agreed that appropriate compliance is important but it is not sufficient for a young person’s successful transition. Andrew Marnie cited an examples from an employer’s perspective where a combination of compliance and ability to speak up, suggest alternative practices are what is required as part of a TQM process. Tressna Martin later cited a counter example. As Kym Clayton put it "Rocking the boat" in a respectful, constructive and value-adding way is surely a positive thing.

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Megan Clark suggested that such a culture (of encouraging assertiveness) is not generally fostered in schools - an assertion later challenged by Steve Harrison who explained how a community based learning approach did provide the appropriate environment, nominating his own program and another Tasmanian one as examples. Kym Clayton agreed and outlined the strategies South Australia has in place for Enterprise Education in terms that allow translation into learning activities that are not separate from the mandated curriculum. He followed by fleshing out the DETYA definition of Enterprise Education to achieve this.

This illustrated how some systems are addressing the argument put by some that we still have a long way to go in fostering a consistent “attitude to attitude” amongst the employers we depend on for workplacement – the need for a culture amongst those in power that rocking the boat is not always a threat to their power base but rather a legitimate tool for improving processes

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Aspects of Attitude

In discussing how to foster appropriate attitudes Andrew Marnie suggested “Perhaps the issue is that context and timing is something we learn as we mature? And does the definition of context, timing etc vary from person to person? Hilary Healey suggested that attitude is “felt” intuitively by the employer : “ Humans can cover up visible attitude easily (by the compliance you have been discussing ie wearing the right things, being on time, even to the extent of saying the right things!) In terms of selection for work or work experience placements with employers - it is those who are guided by their attitudinal 'feeling' who reap most success.”

Andrew Marnie raised the issue of inconsistent attitudes from students – between school and workplacement and even from one workplacement to another. Context, timing and maturity of the student are factors and to what extent ought a student be allowed a second or third chance at workplacement?

Toby Prentice described an ongoing survey conducted with employers in NSW where they were asked to rank 22 work related skills. As with research results mentioned by a previous online guest Prof Patrick Griffin, school results rank very low behind other characteristics that could be broadly labelled as relating to attitude.

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Dave Turner Summary

Dave Turner reflected on this interchange with his summary posting titled “Our discussion so far” where he emphasised the paramount importance of fostering assertive aspects of attitude as well as those of compliance - from the perspective of an employer, an educator and a parent.

"The discussion around the work/employability qualities has been really interesting. Between us, we must have hundreds of lists and definitions of "attitude".

Reflecting upon the discussion of the last 2 days about work attitude etc made me revisit the UK - Complementing the Placements - list of 8 qualities and 12 skills. I contemplated that list and many of the other suggestions and decided to revisit them as an employer, educator and parent.

1. As an Employer - I need enterprising employees who can be both compliant and challenging and who learn about which is more appropriate and when.

But what I need is not all that matters, for I can no longer provide a young employee with security or certainty.

So please educate and train people to be proactive because they will largely need to take care of themselves; perhaps even by becoming a self employed person and a future customer of mine!! Employability and attitude to work is not just about being an employee - not in this global and deregulated labour market!!

2. As an Educator - I believe in the empowered learner who can listen, compromise, agree and yet stand firm and challenge norms when necessary.

I want to help provide students with the skills, knowledge and understanding to be proactive, to be assertive, and to be strong, yet to know when it is right to be compliant and accepting of others.

Vocational education, vocational learning even VET is still education, and as such, I want all those stimulating and challenging learning options available to students.

3. As a Parent - I would be really scared for my son if he is educated to be compliant. I know his future cannot be placed in the hands of an employer. They are dealing with so much change that many feel they can only really care for their business.

So please teach him to be assertive, proactive and challenging and with those skills, he will know when to be compliant and obedient. I'm not so confident about doing it the way round!!

It's really great how many put energy into the line especially about 'attitude'. The UK gear focuses upon enterprise and being proactive - reread it on the VECO website.

This last few days made me really reflect on its relevance and I still feel good about it - as an employer, educator and parent!”

Herein lies the challenge for our programs - to foster the enterprising skills as well as the work readiness “compliance” skills and further, to assist young people to make appropriate judgements about when to be assertive and when to be compliant.

Janine Bowes
VECO Project Coordinator

First published September 6, 2000. Last modified September 6, 2000.