Case studies Störte, the natural
Störte, the natural
Störte, the natural

Störte, the natural (6)

Motto: Actually, it all worked out nearly perfect.

Demographic and biographical Characteristics

The life of Störte, (23, male), is circling around motorbikes. He is working as “shop foreman” in a big motorbike company. His workplace is in one-hour distance from his home town where he lives in his own flat. In his limited free time Störte enjoys motocrossing and mountainbiking and takes part in races/competitions. Another important part of his life is his girlfriend. Störte comes from a technical orientated, middle-class family.


Educational and transitional pathways

Störte has attended the secondary school leading to the Realschule. He did not enjoy going to school despite of his good marks. In the 9th grade he did the obligatory traineeship in a motorbike shop. When he was offered an apprenticeship there he decided to finish his school with a Hauptschulabschluss (lowest school certificate) and start working immediately. Entering job life came as an “immense relief” to him. Parallel to the apprenticeship he did an evening school in order to catch up with his Realschule certificate. He finished the vocational training as the best apprentice in his field in the Federal Land “Lower Saxony” and second best on a national level. The stipends that were connected with this award were the financial foundation for the “Master School” that he succeeded in 7 months.

Störte started his working life at another company than his training company and stayed there for 1,5 years. After finishing his “Master School”, he started his current job at yet another company. Thanks to his success, it has always been easy for him to find new work places. He did not have to undergo the standard application procedures – all doors were open for him. His transition was smooth and “easy” and he has already achieved a great deal considering his young age. However, he has already new plans: going abroad (to Bolivia) with his girlfriend and opening an own workshop. For this, he will quit his job and will take a few months to discover Bolivia and to test out this option. As a security option, he has applied at other workshops and he is granted another work place in case the plan to go abroad does not work out. Whatever happens, he does not fancy continuing working at his current company as he does not like the work atmosphere.

- Traineeship fitted - Work opportunity there - Happy to finish school with Hauptschule and to start working

Motivations and Strategies

Störte has made his talent and hobby a profession. His work choice was highly intrinsic motivated. He knew very early what to do for a living and strictly followed the path of his choice (e.g. by looking for a fitting traineeship already in his school time). Störte demonstrates ambition and proudness when reflecting his occupational achievements and plans. He wants to be successful and intends to make the best of his potentials (it was because of this that he catched up on the Realschule certificate), to reach his personal optimum, to keep all options open and make use of chances. This way, he is continuously climbing the ladder. His high demands towards work do not only concern his job position. Work has to be enjoyable and Störte requires a professional work atmosphere in the workshop. If these requirements are not met that for some reasons (e.g. because the collaborators or work circumstances do not meet his expectations), he is not afraid of taking the risk and looking for a better option.

Störte is always driven by new ambitious dreams and aims and hopes they will never stop.

Ad hoc learning scenarios

Störte was lucky to have a very concrete idea of his job interests at an early stage. Occasions which enforced reorientation and learning processes in his transition had largely to do with further achievements (such as attending the Realschule course in evening classes, looking for a better work place or the plan to go abroad to realize his dream of self employment). His successes smoothed his transitions since he had good starting points from which he continuously reached out to an even better position. At the same time he ensured to keep at his field of interest, to enjoy his working life and lay the foundations for future success. In his vocational training, he benefited largely from his trainer and foreman who played with his ongoing support and consultancy the role of a mentor.

Support Services used

The initial and decisive impulse for his carreer came from Störtes parents who gave him a motorbike for his 12th birthday, which was broken and he had to fix it in order to be able to use it. In school he was able to do a traineeship in his field of interest which he perceived as very helpful. These incidents were nodal points in his job finding process. “From then on, it was more or less set that I would do something with motors in my job future”. This step led directly to a job entrance opportunity. Another field that Störte considered as an option in former times was event organization where he had some experience from organizing concerts in his school time. However, „this came to nothing“.

It was obligatory part of the vocational orientation at school to visit the Employment Agency. Störte searched for specific information material on bike mechanics in vain. Since his job plans were set, he did not consider it necessary to consult the Employment Agency again after school for individual consultance. Within the frame of his physical examination at the Army, Störte was introduced to the opportunities to work at the Army but decided against these options.

Exchange with friends has not played a significant role, neither the family. (His parents have stayed out of his vocational orientation processes and only objected when he finished with school earlier). Still, the social dimension has played a mayor supportive role in his transitions. In his occupational paths he has met reinforcement and social recognition (e.g. awards). Störte reflects that it is important to have a permanent contact person which in his case has been the boss of his training company and later of his vocational training. He has enabled Störtes job entrance by offering a vocational training, he has bee “cool”, (riding a motor bike, at a similar age and thus sympathetic and open-minded to his interests and concerns) and has been a reliable support source. With his lead in experience over Störte, his boss was able to give him advice on further steps. At the same time, he has been a barrier to his carreer plans: When Störte intended to shorten the duration of the vocational training (which is possible to 6 months when the apprentice is capable of the performance requirements) he refused him this possibility.

Störte has drawn information on the qualification to be a master (foreman) from the internet and has called schools that offered this qualification for more details and information material.

Learning type

Getting to know his interests by practical experience and following them has been the key of Störtes learning processes in transitions.

Information and Communication Technologies

Störte has used the internet to search for concrete information on training in the field of bike mechanics, using google in order to find providers. Tools he thinks nothing of are forums (“because you find only rubbish there, dangerous half knowledge, just here and there a bright spot”). He has no concrete ideas towards contents of the G8WAY platform (he has problems in putting himself in the situation of a youngster struggling in transitions) but believes that in the end acting on own initiative is precondition of success and of the benefit of web 2.0 based support.