2337 developmental level rather than assuming uniform starting points. Third, the null age-resistance finding allowed competency-based rather than demographic-based pathway assignment, consistent with evidence that sound instructional principles—scaffolding, adaptive difficulty, spaced practice, and feedback—work effectively regardless of learner age (Kraiger & Ford, 2021). The system employs a modular architecture with dual-track specialization: a common core (57 items) covering ARF fundamentals, safety procedures, and Industry 4.0 transversal competencies; an operational track (55 items) for operators; and a maintenance track (60 items) for technicians. The adaptive algorithm implements real-time item selection beginning at an estimated 50% competence level, adjusting dynamically: correct responses increase difficulty while incorrect responses trigger scaffolding sequences designed to support autonomy, competence, and relatedness (Ryan & Deci, 2000). Safety-critical items receive immediate feedback regardless of performance. A four-level alert system operationalizes the supervisor influence finding: Green (70–100%) indicates normal progress; Yellow (50–69%) activates additional scaffolding and notifies the learning team; Orange (30–49%) recommends psycho-pedagogical intervention; Red (<30% or safety failures) triggers immediate evaluation stoppage and personalized support. This graduated response ensures that supervisors— identified as key change readiness predictors—engage meaningfully in the learning process at precisely calibrated moments. The training program demonstrates practical application through 18 capsules of 60 minutes each, organized across operational and maintenance modules. An experiential learning sequence progresses through five levels: observational, assisted, shared, supervised, and certified autonomous operation. Certification requires minimum 70% scores with 90% statistical confidence across at least 15 items per module, generating individual competency reports formatted for national occupational certification standards. 5. DISCUSSION 5.1 Interpretation of Key Findings Three findings reframe conventional assumptions about workforce readiness for technological transitions. The null age-resistance correlation (ρ=–0.089, p=0.506) directly challenges the prevalent organizational assumption that mature workers resist change. This finding aligns with Kraiger and Ford’s (2021) conclusion that well-designed training is effective regardless of learner age, and with Profili et al.’s (2017) demonstration that AMO-enhancing practices benefit older workers as effectively as younger ones. The practical implication is substantial: organizations that exclude or deprioritize experienced workers from technology training based on age assumptions forfeit both human capital and tacit operational knowledge— precisely the knowledge most critical during technological transitions. The supervisor effect—15–20% of explained variance in change readiness—empirically validates the Burke-Litwin (1992) causal chain positioning immediate supervisors as mediators between organizational strategy and individual response. Eraut (2004) observed that workplace learning is profoundly shaped by the interpersonal skills and learning orientation of one’s manager; the present findings provide quantitative support for this claim within a mining context. In game-theoretic terms, supervisors function as reducers of perceived critical mass: their early adoption of cooperative strategies signals to workers that the social cost of change adoption is decreasing (Keser et al., 2012). Groups where supervisors actively promoted change (Groups 1 and 4) achieved cooperative equilibria; the group where supervisory engagement was absent remained trapped in suboptimal mutual-resistance equilibrium. The attitudinal rather than aptitudinal nature of the productivity gap resonates with Herscovitch and Meyer’s (2002) taxonomy of organizational commitment. Workers exhibiting high discipline (M=4.25) but low commitment (M=3.08) display a pattern consistent with continuance commitment—remaining because of perceived costs of leaving rather than affective attachment. This distinction has design implications: adaptive learning systems must address not only knowledge gaps but motivational orientation, targeting the transition from resigned compliance to engaged participation. Klein and Sorra’s (1996) implementation framework suggests this requires simultaneous attention to implementation climate (organizational support) and innovation-values fit (worker perception of benefit).
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