a column by Rui Costa, Swati Dhingra and Stephen Machin for VOX: CEPR’s Policy Portal
Some commentators argue that globalisation is systematically connected to the real-wage and productivity stagnation seen across the developed world.
This column analyses the relationship between international trade and worker outcomes in the immediate aftermath of the Brexit referendum, when the value of the sterling fell massively against other nations’ currencies. It finds that the rise in import costs from the sterling depreciation hurt wages and training.
This relative decline in real earnings of workers has reinforced pre-existing real-wage stagnation; UK workers have not fared well since the referendum price rise.
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Showing posts with label training. Show all posts
Showing posts with label training. Show all posts
Wednesday, 2 October 2019
Tuesday, 1 October 2019
Teaching older workers new tricks: workplace practices and gender training differences in nine European countries
an article by Jelle Lössbroek (Utrecht University, The Netherlands) and Jonas Radl (Carlos III University of Madrid, Getafe, Spain; WZB Berlin Social Science Center, Germany) published in Ageing & Society Volume 39 Issue 10 (October 2019)
Abstract
Despite its benefits for prolonging careers, participation in training is far lower among older employees (age 50+) than among younger employees.
This study analyses gender differences in older employees’ training participation.
To investigate the predictors of training intensity, we examine two forms of training: formal educational programmes and on-the-job training. The study draws on a novel data-set, the European Sustainable Workforce Survey, carried out in nine European countries in 2015 and 2016, analysing 2,517 older employees and their managers, spread over 228 organisations.
We concentrate on the interplay between employees’ gender, managers’ gender and managers’ ageism in shaping older employees’ training participation.
Our findings indicate comparable training participation of older men and women in both forms of training, yet older women more often pay for enrolment in educational programmes themselves. Also, predictors of training participation are different. In line with the tenet of ‘gendered ageism’, we find that managerial ageism primarily targets older women, excluding female employees from the training opportunities available to their comparable male colleagues.
Finally, female managers are associated with higher training participation rates for older employees, but only for older men. This result supports ‘queen bee’ arguments and runs counter to ‘homophily’ arguments.
Overall, the study demonstrates that workplace dynamics and managerial decisions contribute to the reproduction of traditional gender divides in the late career.
Full text (PDF 24pp)
Abstract
Despite its benefits for prolonging careers, participation in training is far lower among older employees (age 50+) than among younger employees.
This study analyses gender differences in older employees’ training participation.
To investigate the predictors of training intensity, we examine two forms of training: formal educational programmes and on-the-job training. The study draws on a novel data-set, the European Sustainable Workforce Survey, carried out in nine European countries in 2015 and 2016, analysing 2,517 older employees and their managers, spread over 228 organisations.
We concentrate on the interplay between employees’ gender, managers’ gender and managers’ ageism in shaping older employees’ training participation.
Our findings indicate comparable training participation of older men and women in both forms of training, yet older women more often pay for enrolment in educational programmes themselves. Also, predictors of training participation are different. In line with the tenet of ‘gendered ageism’, we find that managerial ageism primarily targets older women, excluding female employees from the training opportunities available to their comparable male colleagues.
Finally, female managers are associated with higher training participation rates for older employees, but only for older men. This result supports ‘queen bee’ arguments and runs counter to ‘homophily’ arguments.
Overall, the study demonstrates that workplace dynamics and managerial decisions contribute to the reproduction of traditional gender divides in the late career.
Full text (PDF 24pp)
Sunday, 4 February 2018
Exploring the impact of training and career development on employee retention: the moderating effect of person-organisation fit
an article by Khawaja Jehanzeb (King Saud University, Riyadh, Saudi Arabia; Universiti Teknologi Malaysia, Johor, Malaysia), Abdullah M. Aldakhil (King Saud University, Riyadh, Saudi Arabia), Abu Bakar Abdul Hamid (Universiti Teknologi Malaysia, Johor, Malaysia) and Saif-Ur-Rehman Khan (University of Modern Sciences, Dubai, UAE) published in Journal for Global Business Advancement Volume 10 Number 5 (2017)
Abstract
The purpose of this study is to examine the impact of the availability of training and career development programs on job satisfaction and the relationship of the latter with employee retention.
It also examines the moderating effect of person-organisation (P-O) fit on the relationship between job satisfaction and employee retention.
Structural equation modelling (SEM) technique was employed to test the hypotheses. 157 responses were finally selected from public and private banks operating in three major cities of Pakistan (i.e., Islamabad, Lahore, and Karachi).
A significant relationship is found between three variables: availability of training, career development programs and job satisfaction. However, an insignificant relationship is found between the availability of training, career development programs and employee retention.
Moreover, the results indicate that P-O fit moderates the relationship between job satisfaction and employee retention. The implications for research and practice are also discussed.
Abstract
The purpose of this study is to examine the impact of the availability of training and career development programs on job satisfaction and the relationship of the latter with employee retention.
It also examines the moderating effect of person-organisation (P-O) fit on the relationship between job satisfaction and employee retention.
Structural equation modelling (SEM) technique was employed to test the hypotheses. 157 responses were finally selected from public and private banks operating in three major cities of Pakistan (i.e., Islamabad, Lahore, and Karachi).
A significant relationship is found between three variables: availability of training, career development programs and job satisfaction. However, an insignificant relationship is found between the availability of training, career development programs and employee retention.
Moreover, the results indicate that P-O fit moderates the relationship between job satisfaction and employee retention. The implications for research and practice are also discussed.
Thursday, 23 February 2017
The embodiment of knowledge: universities as engines of growth
an article by Reinhilde Veugelers (Katholieke Universiteit Leuven, Belgium) published in Oxford Review of Economic Policy Volume 32 Issue 4 (Winter 2016)
Abstract
As universities open themselves up to the marketplace for knowledge and ideas to a greater degree than in the past, debates over university missions has been common.
How can universities match their third mission, contribution to society, with their main missions of education and curiosity-driven basic research to achieve their full growth potential?
This will require a change in policy attention from targeting university patenting and faculty spin-offs, to taking a broader view on universities’ contribution to economic development, including other pathways, most notably collaborative modes and mobility of trained human capital from academe to industry.
Abstract
As universities open themselves up to the marketplace for knowledge and ideas to a greater degree than in the past, debates over university missions has been common.
How can universities match their third mission, contribution to society, with their main missions of education and curiosity-driven basic research to achieve their full growth potential?
This will require a change in policy attention from targeting university patenting and faculty spin-offs, to taking a broader view on universities’ contribution to economic development, including other pathways, most notably collaborative modes and mobility of trained human capital from academe to industry.
Wednesday, 18 January 2017
Towards a sustainable apprenticeship system
an article by Mandy Samantha Crawford-Lee (University of Bolton, UK)
published in Higher Education, Skills and Work-Based Learning Volume 6 Issue 4 (2016)
Abstract
Purpose
The purpose of this paper is to provide a short overview of current government policy and context to the development of higher and degree apprenticeships and the engagement of higher education (HE) providers in delivery to achieve the ambition of three million apprenticeship starts by 2020.
Design/methodology/approach
Opinion piece contextualising the UK Government’s approach to apprenticeship reforms and the role of HE and further education in the design and development and delivery of higher and degree apprenticeships.
Findings
The apprenticeship system is at a critical stage of development and HE providers need to embrace the opportunities and address the competitive challenges of apprenticeship delivery given the £2.5 billion per annum that will be raised by the apprenticeship levy and the threat to their existing and traditional HE provision.
Originality/value
Reflects the ambition and mission of the University Vocational Awards Council.
Abstract
Purpose
The purpose of this paper is to provide a short overview of current government policy and context to the development of higher and degree apprenticeships and the engagement of higher education (HE) providers in delivery to achieve the ambition of three million apprenticeship starts by 2020.
Design/methodology/approach
Opinion piece contextualising the UK Government’s approach to apprenticeship reforms and the role of HE and further education in the design and development and delivery of higher and degree apprenticeships.
Findings
The apprenticeship system is at a critical stage of development and HE providers need to embrace the opportunities and address the competitive challenges of apprenticeship delivery given the £2.5 billion per annum that will be raised by the apprenticeship levy and the threat to their existing and traditional HE provision.
Originality/value
Reflects the ambition and mission of the University Vocational Awards Council.
Thursday, 11 August 2016
User difficulties working with a business classification scheme: a case study
an article by Peta Ifould (Western Australia Police, Perth, Australia) and Pauline Joseph (Curtin University, Perth, Australia) published in Records Management Journal Volume 26 Issue 1 (2016)
Abstract
Purpose
The purpose of this paper is to provide a unique perspective into user difficulties working with the functional business classification scheme (BCS) to register, search and retrieve corporate information at the Western Australia Police (WA Police).
Design/methodology/approach
This paper is a single case study. Questionnaire and interview data were collected and analysed from a sample of ten EDRMS users on their perspectives of working with the BCS. An interpretive analysis methodology was used, and inductive reasoning was used for thematic analysis and sense making of the textual data from the transcripts.
Findings
Although the research participants were confident working with the BCS, they reported difficulties finding an appropriate folder that matched the information to be classified and deciding where to file the information. Participants reported that the design and structure of the BCS and training were identified as areas needing improvement.
Research limitations/implications
Paradigm shifts in the record-keeping role from the professional to the user may have some bearing on the difficulties users face when dealing with their record-keeping responsibilities. The participants provided comments and suggestions for how to make the BCS more user-friendly, more meaningful and more aligned to the business processes of the users that are practicable and workable solutions for the records professionals to implement.
Practical implications
This paper provides a unique user perspective of a BCS, their difficulties working with it and how these difficulties can be resolved in a government organisation.
Originality/value
This paper provides a unique user perspective of a BCS, their difficulties working with it and how these difficulties can be resolved in a government organisation.
Abstract
Purpose
The purpose of this paper is to provide a unique perspective into user difficulties working with the functional business classification scheme (BCS) to register, search and retrieve corporate information at the Western Australia Police (WA Police).
Design/methodology/approach
This paper is a single case study. Questionnaire and interview data were collected and analysed from a sample of ten EDRMS users on their perspectives of working with the BCS. An interpretive analysis methodology was used, and inductive reasoning was used for thematic analysis and sense making of the textual data from the transcripts.
Findings
Although the research participants were confident working with the BCS, they reported difficulties finding an appropriate folder that matched the information to be classified and deciding where to file the information. Participants reported that the design and structure of the BCS and training were identified as areas needing improvement.
Research limitations/implications
Paradigm shifts in the record-keeping role from the professional to the user may have some bearing on the difficulties users face when dealing with their record-keeping responsibilities. The participants provided comments and suggestions for how to make the BCS more user-friendly, more meaningful and more aligned to the business processes of the users that are practicable and workable solutions for the records professionals to implement.
Practical implications
This paper provides a unique user perspective of a BCS, their difficulties working with it and how these difficulties can be resolved in a government organisation.
Originality/value
This paper provides a unique user perspective of a BCS, their difficulties working with it and how these difficulties can be resolved in a government organisation.
Tuesday, 26 July 2016
Mindfulness training and employee well-being
an article by Nadine Joelle Mellor and Anne-Helen Harding (Work Psychology, Health and Safety Laboratory, Buxton, UK) and Leanne Ingram, Marc Van Huizen and John Arnold (Institute of Work Psychology, The University of Sheffield, UK)
Abstract
Purpose
The purpose of this paper is to assess the effects of mindfulness training (MT) on employee well-being. Mindfulness is the awareness of one’s thoughts, emotions, sensations, actions and surroundings in the present moment.
Design/methodology/approach
The authors used pre-post training measures and a four-week follow-up on a sample of 23 employees from a UK-based organization. The MT group (n=12) received a weekly two-hour training over eight weeks whilst the control group (n=11) received no training. Qualitative interviews (n=36) were conducted with the MT group at three time points to further assess the subjective experiences of training participants.
Findings
Compared to the control group, the MT group significantly increased their mindfulness skills including observing and acting with awareness. Scores on well-being, i.e. satisfaction with life, hope and anxiety also improved and were generally maintained at follow-up. Some improvements were seen in the control group too but there was a larger difference in change scores in the MT group on most variables. Qualitative data show additional benefits of MT such as improved concentration at work and better interpersonal relationships. More practice at home led to greater benefits suggesting a dose-response relationship between the amount of practice and substantial benefits.
Research limitations/implications
Inviting participants to have a greater amount of practice between sessions may further increase the benefits of mindfulness. Future research should consider a longer follow-up period to further explore the sustainability of the training benefits.
Originality/value
Employing a mixed-method approach, this study showed that MT is a viable psychological intervention for enhancing employee well-being.
Abstract
Purpose
The purpose of this paper is to assess the effects of mindfulness training (MT) on employee well-being. Mindfulness is the awareness of one’s thoughts, emotions, sensations, actions and surroundings in the present moment.
Design/methodology/approach
The authors used pre-post training measures and a four-week follow-up on a sample of 23 employees from a UK-based organization. The MT group (n=12) received a weekly two-hour training over eight weeks whilst the control group (n=11) received no training. Qualitative interviews (n=36) were conducted with the MT group at three time points to further assess the subjective experiences of training participants.
Findings
Compared to the control group, the MT group significantly increased their mindfulness skills including observing and acting with awareness. Scores on well-being, i.e. satisfaction with life, hope and anxiety also improved and were generally maintained at follow-up. Some improvements were seen in the control group too but there was a larger difference in change scores in the MT group on most variables. Qualitative data show additional benefits of MT such as improved concentration at work and better interpersonal relationships. More practice at home led to greater benefits suggesting a dose-response relationship between the amount of practice and substantial benefits.
Research limitations/implications
Inviting participants to have a greater amount of practice between sessions may further increase the benefits of mindfulness. Future research should consider a longer follow-up period to further explore the sustainability of the training benefits.
Originality/value
Employing a mixed-method approach, this study showed that MT is a viable psychological intervention for enhancing employee well-being.
Monday, 27 July 2015
Active labor market programs - employment gain or fiscal drain?
an article by Alessio JG Brown (IZA - Institute for the Study of Labor, Bonn, Germany) and Johannes Koettl (The World Bank, Washington DC, USA) published in IZA Journal of Labor Economics Volume 4 Number 1 (2015)
Abstract
This paper provides a new perspective by classifying active labor market programs (ALMPs) depending on their objectives, relevance and cost-effectiveness during normal times, a crisis and recovery. We distinguish ALMPs providing incentives for retaining employment, incentives for creating employment, incentives for seeking and keeping a job, incentives for human capital enhancement and improved labor market matching. Reviewing evidence from the literature, we discuss especially indirect effects of various interventions and their cost-effectiveness. The paper concludes by providing a systematic overview of how, why, when and to what extent specific ALMPs are effective.
JEL codes: J08, J22, J23, J38, E24
Full text (HTML)
Abstract
This paper provides a new perspective by classifying active labor market programs (ALMPs) depending on their objectives, relevance and cost-effectiveness during normal times, a crisis and recovery. We distinguish ALMPs providing incentives for retaining employment, incentives for creating employment, incentives for seeking and keeping a job, incentives for human capital enhancement and improved labor market matching. Reviewing evidence from the literature, we discuss especially indirect effects of various interventions and their cost-effectiveness. The paper concludes by providing a systematic overview of how, why, when and to what extent specific ALMPs are effective.
JEL codes: J08, J22, J23, J38, E24
Full text (HTML)
Tuesday, 26 May 2015
Training older employees: what is effective?
an article by Thomas Zwick (Faculty of Business Management and Economics, University of Würzburg, Würzburg, Germany)published in International Journal of Manpower Volume 36 Issue 2 (2015)
Abstract
Purpose
Employees older than 55 years of age have a much lower share in training than other employees. The purpose of this paper is to propose that one of the reasons for this phenomenon that has not been taken into account so far is that their training is less effective.
Design/methodology/approach
This paper shows that training of older employees indeed is less effective in the self-assessment of training participants. Training effectiveness is measured with respect to key dimensions such as career development, earnings, adoption of new skills, flexibility or job security. Besides age a broad range of explanatory variables is included as covariates in a large linked employer-employee data set.
Findings
The paper finds that main reason for the differences in training effectiveness during the life cycle is that firms do not take into account differences in training motivation. Older employees get higher returns from informal and directly relevant training and from training contents that can be mainly tackled by crystallised abilities. Training incidence in the more effective training forms is, however, not higher for older employees. Given that other decisive variables on self-assessed effectiveness such as training duration, financing and initiative are not sensitive to age, the wrong allocation of training contents and training forms therefore is the critical explanation for the lower effectiveness of training.
Originality/value
This paper therefore shows to human resource managers why old employees rate training effectiveness lower and indicates what can be done in order to improve training effectiveness of old employees. It uses a large and detailed data set entailing more than 6,000 employees from about 150 establishments.
Abstract
Purpose
Employees older than 55 years of age have a much lower share in training than other employees. The purpose of this paper is to propose that one of the reasons for this phenomenon that has not been taken into account so far is that their training is less effective.
Design/methodology/approach
This paper shows that training of older employees indeed is less effective in the self-assessment of training participants. Training effectiveness is measured with respect to key dimensions such as career development, earnings, adoption of new skills, flexibility or job security. Besides age a broad range of explanatory variables is included as covariates in a large linked employer-employee data set.
Findings
The paper finds that main reason for the differences in training effectiveness during the life cycle is that firms do not take into account differences in training motivation. Older employees get higher returns from informal and directly relevant training and from training contents that can be mainly tackled by crystallised abilities. Training incidence in the more effective training forms is, however, not higher for older employees. Given that other decisive variables on self-assessed effectiveness such as training duration, financing and initiative are not sensitive to age, the wrong allocation of training contents and training forms therefore is the critical explanation for the lower effectiveness of training.
Originality/value
This paper therefore shows to human resource managers why old employees rate training effectiveness lower and indicates what can be done in order to improve training effectiveness of old employees. It uses a large and detailed data set entailing more than 6,000 employees from about 150 establishments.
Tuesday, 24 March 2015
Training in Mental Health Recovery and Social Justice in the Public Sector
Erika R. Carr, Rebecca Miller and Allison N. Ponce (Yale University School of Medicine, New Haven, CT, USA) and Ranjit Bhagwat (Samuel S. Stratton V.A. Medical Center, Albany, NY, USA) published in The Counseling Psychologist Volume 42 Number 8 (November 2014)
Abstract
Individuals who experience serious mental illness (SMI) frequently encounter stigma and disenfranchisement. Attention to this concern necessitates a social justice focus within the mental health field.
This article explores the significance and critical foundations of a psychology training experience grounded in a social justice and recovery-oriented perspective to answer the call for a focus on social justice and empowerment for individuals with SMI in mental health recovery.
A specific training program is highlighted as an example of how social justice and recovery-oriented psychology training can be conducted. It includes theoretical foundations, trainee and supervision factors, a training model, and a description of didactic, clinical, consultation, interdisciplinary, and recovery-initiative training experiences. Last, specific successes and challenges of this type of training experience, as well as recommendations for future program development, are shared.
Hazel’s comment
I wasn’t sure about the relevance of this article to this blog but thought “what the heck” and included it anyway.
Abstract
Individuals who experience serious mental illness (SMI) frequently encounter stigma and disenfranchisement. Attention to this concern necessitates a social justice focus within the mental health field.
This article explores the significance and critical foundations of a psychology training experience grounded in a social justice and recovery-oriented perspective to answer the call for a focus on social justice and empowerment for individuals with SMI in mental health recovery.
A specific training program is highlighted as an example of how social justice and recovery-oriented psychology training can be conducted. It includes theoretical foundations, trainee and supervision factors, a training model, and a description of didactic, clinical, consultation, interdisciplinary, and recovery-initiative training experiences. Last, specific successes and challenges of this type of training experience, as well as recommendations for future program development, are shared.
Hazel’s comment
I wasn’t sure about the relevance of this article to this blog but thought “what the heck” and included it anyway.
Wednesday, 3 December 2014
‘Make do and mend’ after redundancy at Anglesey Aluminium: critiquing human capital approaches to unemployment
an article by Tony Dobbins, Alexandra Plows and Huw Lloyd-Williams (Bangor University, UK) published in Work, Employment & Society Volume 28 Number 4 (August 2014)
Abstract
This article tracks workers’ responses to redundancy and impact on the local labour market and regional unemployment policy after the closure of a large employer, Anglesey Aluminium (AA), on Anglesey in North Wales. It questions human capital theory (HCT) and its influence on sustaining neo-liberal policy orthodoxy – focused on supplying skilled and employable workers in isolation from other necessary ingredients in the policy recipe. It is concluded that HCT and associated skills policy orthodoxy are problematic because supply of particular skills did not create demand from employers.
Ex-AA workers faced a paradox of being highly skilled but underemployed. Some workers re-trained but there were insufficient (quality) job opportunities.
In picking up the pieces after redundancy many workers found themselves part of a labour ‘precariat’ with little choice but to ‘make do and mend’.
Abstract
This article tracks workers’ responses to redundancy and impact on the local labour market and regional unemployment policy after the closure of a large employer, Anglesey Aluminium (AA), on Anglesey in North Wales. It questions human capital theory (HCT) and its influence on sustaining neo-liberal policy orthodoxy – focused on supplying skilled and employable workers in isolation from other necessary ingredients in the policy recipe. It is concluded that HCT and associated skills policy orthodoxy are problematic because supply of particular skills did not create demand from employers.
Ex-AA workers faced a paradox of being highly skilled but underemployed. Some workers re-trained but there were insufficient (quality) job opportunities.
In picking up the pieces after redundancy many workers found themselves part of a labour ‘precariat’ with little choice but to ‘make do and mend’.
Monday, 5 August 2013
New Measures to Counter Youth Unemployment
via More, Different and Better by Nicola Aylward
Whilst youth unemployment has fallen by 59,000 since the launch of the Youth Contract in April 2012, figures published last week by DWP show that the scheme has fallen substantially short of original targets.
This flagship scheme has funding to pay 160,000 wage subsidies of £2,275 to employers who recruit and retain an eligible young person for 6 months or more.
After 12 months, however, only 4,690 subsidies have actually been paid.
So why the considerable shortfall in take up?
And what does this tell us about the future prospects for the latest initiative to help young people into work – Traineeships?
Continue reading
Whilst youth unemployment has fallen by 59,000 since the launch of the Youth Contract in April 2012, figures published last week by DWP show that the scheme has fallen substantially short of original targets.
This flagship scheme has funding to pay 160,000 wage subsidies of £2,275 to employers who recruit and retain an eligible young person for 6 months or more.
After 12 months, however, only 4,690 subsidies have actually been paid.
So why the considerable shortfall in take up?
And what does this tell us about the future prospects for the latest initiative to help young people into work – Traineeships?
Continue reading
Thursday, 11 July 2013
British trade unions and the academics: The case of Unionlearn
an article by John McIlroy and Richard Croucher (Middlesex University, UK) published in Capital & Class Volume 37 Number 2 (June 2013)
Abstract
Unionlearn and union learning representatives were developed by the British TUC to match workers with education and training opportunities, strengthen the economy, foster market inclusion and facilitate social mobility. Their contribution to union revitalisation was emphasised.
This article questions whether, with unions confronting global crisis, this is a necessary initiative.
It stemmed from TUC failure to achieve policy goals, institutional needs, consequent acceptance of a lesser role, and the availability of state finance. Claims by academics that it provides influence over state policy and contributes to revitalisation remain inadequately evidenced.
Union resurgence is not immanent.
The way forward is through adversarial grassroots organising and socialist education, not through retooling capital, improving members’ marketability and partnership with a hostile state.
Abstract
Unionlearn and union learning representatives were developed by the British TUC to match workers with education and training opportunities, strengthen the economy, foster market inclusion and facilitate social mobility. Their contribution to union revitalisation was emphasised.
This article questions whether, with unions confronting global crisis, this is a necessary initiative.
It stemmed from TUC failure to achieve policy goals, institutional needs, consequent acceptance of a lesser role, and the availability of state finance. Claims by academics that it provides influence over state policy and contributes to revitalisation remain inadequately evidenced.
Union resurgence is not immanent.
The way forward is through adversarial grassroots organising and socialist education, not through retooling capital, improving members’ marketability and partnership with a hostile state.
Wednesday, 5 June 2013
Skills and Employment Survey 2012 (SES2012)
The Skills and Employment Survey 2012 (SES2012) is a national study of people aged 20-65 who are in paid work. The survey focuses upon the work that people do and how working life has changed over time. The 2012 survey is the latest in a series of studies which began in 1986. A total of 3,200 took part in the 2012 survey. Initial findings are outlined in six reports (see below).
Rather than list the six reports and their abstracts it would seem to make sense to provide you with the link to this detail so that you can decide for yourself which of the reports you want to read and/or study in depth.
Cardiff School of Social Sciences
Rather than list the six reports and their abstracts it would seem to make sense to provide you with the link to this detail so that you can decide for yourself which of the reports you want to read and/or study in depth.
Cardiff School of Social Sciences
Wednesday, 6 February 2013
Review of skill and the entrepreneurial process
an article by Elizabeth Chell (Kingston University, Kingston upon Thames, UK) published in International Journal of Entrepreneurial Behaviour & Research Volume 19 Issue 1 (2013)
Abstract
Purpose
The purpose of the paper is to address the fundamental nature of skill and identify how an examination of skill may be introduced into theoretical understanding of the entrepreneurial process.
Design/methodology/approach
The paper undertakes a fundamental review of skill.
Findings
Skill is an under-researched construct. Skills once learnt are discounted, undervalued and largely ignored, excepting when they are not executed. Skills are multidimensional and continuous, and context-related. They are not the same as competencies. Skills associated with the entrepreneurial process are primarily theoretical constructs and have been associated with opportunity recognition theory. The initiation of the process through alertness may be challenged and substituted with identification of a social/market valued need. Adopting different paradigmatic approaches to entrepreneurial behaviour yields different issues including problems of measurement and how skills are valued socially, politically and economically. Insufficient empirical research has been carried out to test theory, and identify critical skills.
Practical implications
Further empirical research is needed to test and build theory that resonates with practitioner – in particular of the entrepreneur – understanding. Education and training policies should reflect sound theory and practice and where appropriate fund further work on the nature and development of entrepreneurial skills.
Originality/value
A fundamental review of skill has not been carried out academically since 1990; this paper is timely as it not only addresses that gap, but develops the work by applying an understanding the issues of researching skill to the entrepreneurial process.
Abstract
Purpose
The purpose of the paper is to address the fundamental nature of skill and identify how an examination of skill may be introduced into theoretical understanding of the entrepreneurial process.
Design/methodology/approach
The paper undertakes a fundamental review of skill.
Findings
Skill is an under-researched construct. Skills once learnt are discounted, undervalued and largely ignored, excepting when they are not executed. Skills are multidimensional and continuous, and context-related. They are not the same as competencies. Skills associated with the entrepreneurial process are primarily theoretical constructs and have been associated with opportunity recognition theory. The initiation of the process through alertness may be challenged and substituted with identification of a social/market valued need. Adopting different paradigmatic approaches to entrepreneurial behaviour yields different issues including problems of measurement and how skills are valued socially, politically and economically. Insufficient empirical research has been carried out to test theory, and identify critical skills.
Practical implications
Further empirical research is needed to test and build theory that resonates with practitioner – in particular of the entrepreneur – understanding. Education and training policies should reflect sound theory and practice and where appropriate fund further work on the nature and development of entrepreneurial skills.
Originality/value
A fundamental review of skill has not been carried out academically since 1990; this paper is timely as it not only addresses that gap, but develops the work by applying an understanding the issues of researching skill to the entrepreneurial process.
Thursday, 3 January 2013
Training career adaptability to facilitate a successful school-to-work transition
an article by Jessie Koen and Annelies E.M. Van Vianen (University of Amsterdam, The Netherlands) and Ute-Christine Klehe (Justus Liebig University, Giessen, Germany) published in Journal of Vocational Behavior
Volume 81 Issue 3 (December 2012)
Abstract
The transition from school to work is one of the most critical steps in graduates’ careers, as it can determine vocational outcomes and future career success. Yet, these newcomers to the labour market often take longer than regular job-seekers to find a suitable job, are more likely to experience a job mismatch and to suffer from underemployment.
In this study, we proposed that career adaptability might help remedy this problem.
We therefore developed a training aimed at providing graduates with career adaptability resources, with the assumption that this may foster training-participants’ later career adaptability and employment quality.
A longitudinal field quasi-experiment compared the development of each career adaptability dimension between a training group (n = 32) and a control group (n = 24) over three points in time (pre-training measurement, post-training measurement and follow-up measurement six months later).
Repeated measures analyses showed an overall increase in concern, control and curiosity within the training group, whereas there was no increase (concern) or even an overall decrease (control and curiosity) within the control group.
Consequently, the training succeeded in enhancing participants’ control and curiosity in the long run.
Furthermore, among participants who had found employment half a year later, training participants reported higher employment quality than did members of the control group. In sum, results show that providing graduates with career adaptability resources can raise their chances on finding a qualitatively good job.
Highlights
► We developed and tested a theory-driven training to enhance career adaptability.
► The training improved participants' career adaptability in a sustainable way.
► The training can buffer against the loss of career adaptability during unemployment.
► Training participants reported higher employment quality six months after training.
► This career adaptability training contributes to finding high quality employment.
Figures and tables from this article
Abstract
The transition from school to work is one of the most critical steps in graduates’ careers, as it can determine vocational outcomes and future career success. Yet, these newcomers to the labour market often take longer than regular job-seekers to find a suitable job, are more likely to experience a job mismatch and to suffer from underemployment.
In this study, we proposed that career adaptability might help remedy this problem.
We therefore developed a training aimed at providing graduates with career adaptability resources, with the assumption that this may foster training-participants’ later career adaptability and employment quality.
A longitudinal field quasi-experiment compared the development of each career adaptability dimension between a training group (n = 32) and a control group (n = 24) over three points in time (pre-training measurement, post-training measurement and follow-up measurement six months later).
Repeated measures analyses showed an overall increase in concern, control and curiosity within the training group, whereas there was no increase (concern) or even an overall decrease (control and curiosity) within the control group.
Consequently, the training succeeded in enhancing participants’ control and curiosity in the long run.
Furthermore, among participants who had found employment half a year later, training participants reported higher employment quality than did members of the control group. In sum, results show that providing graduates with career adaptability resources can raise their chances on finding a qualitatively good job.
Highlights
► We developed and tested a theory-driven training to enhance career adaptability.
► The training improved participants' career adaptability in a sustainable way.
► The training can buffer against the loss of career adaptability during unemployment.
► Training participants reported higher employment quality six months after training.
► This career adaptability training contributes to finding high quality employment.
Figures and tables from this article
Friday, 21 December 2012
The Women and Work Commission legacy in the age of austerity
an article by Rosalie Ward (Social Researcher, Policy Analyst and Writer, UK)
published in Local Economy Volume 27 Number 8 (December 2012)
Abstract
In 2006 the UK Women and Work Commission found that significant pay inequalities between men and women in the workplace continued.
Many of the contributory factors were complex but, crucially, occupational segregation, lack of vocational qualifications, discrimination and fewer quality job opportunities enabling women to combine their work and care roles, needed to be addressed in order to close the gender pay gap.
Through the viewpoint of three senior women trade unionists, this article examines the findings and recommendations of the UK Women and Work Commission as set out in the first report 2006 and final report 2009. It assesses the progress made against the final recommendations and discusses the impact that the change in government policy direction, with its focus on deficit reduction, is having on closing the gender pay gap.
Abstract
In 2006 the UK Women and Work Commission found that significant pay inequalities between men and women in the workplace continued.
Many of the contributory factors were complex but, crucially, occupational segregation, lack of vocational qualifications, discrimination and fewer quality job opportunities enabling women to combine their work and care roles, needed to be addressed in order to close the gender pay gap.
Through the viewpoint of three senior women trade unionists, this article examines the findings and recommendations of the UK Women and Work Commission as set out in the first report 2006 and final report 2009. It assesses the progress made against the final recommendations and discusses the impact that the change in government policy direction, with its focus on deficit reduction, is having on closing the gender pay gap.
Thursday, 31 May 2012
UNESCO: Transforming technical and vocational education and training
This UNESCO study looks in depth at the major trends and policy developments in technical and vocational education and training (tVet) since the second International Congress held in Seoul in 1999. This work has two main objectives.
The first is to analyse world trends in tVet in the context of wider development trends since the second International Congress.
The second is to advance conceptual and policy debates on tVet to address persisting challenges and to proceed towards future frontiers.
The work takes stock of the current situation and asks what policy measures might now be taken, in times of economic uncertainty, to facilitate tVet learning and skills progression by more young people and adults.
This study is available here for download in all the 6 UN Official Languages: English (PDF 28pp), French, Spanish, Chinese, Russian and Arabic.
Note: I don’t know whether the internet was on a go-slow but that took ages to download in order to check link and number of pages! Interesting read if you can get it.
via UN Pulse from U.N. Dag Hammarskjöld Library
The first is to analyse world trends in tVet in the context of wider development trends since the second International Congress.
The second is to advance conceptual and policy debates on tVet to address persisting challenges and to proceed towards future frontiers.
The work takes stock of the current situation and asks what policy measures might now be taken, in times of economic uncertainty, to facilitate tVet learning and skills progression by more young people and adults.
This study is available here for download in all the 6 UN Official Languages: English (PDF 28pp), French, Spanish, Chinese, Russian and Arabic.
Note: I don’t know whether the internet was on a go-slow but that took ages to download in order to check link and number of pages! Interesting read if you can get it.
via UN Pulse from U.N. Dag Hammarskjöld Library
Tuesday, 8 May 2012
No train, no gain: Beyond free-market and state-led skills policy
an IPPR publication by Kayte Lawton and Tess Lanning
Summary
This report explores why employers do not train. We show that a lack of investment in training is rooted in ‘low-road’ competitive strategies that do not require a well-skilled workforce. While often profitable, these business models have implications for employees, consumers and the state.
Our goal is to support and encourage more firms to adopt competitive strategies that support higher job quality, and at the same time improve the dynamism, innovativeness and resilience of English firms. The weakness of the institutional fabric in England makes this a challenging agenda to pursue.
We advocate an evolutionary approach to reform that responds to the unique contexts in different sectors and locations, and so a key feature is likely to be variability, from one place or sector to another.
Specifically, the report recommends:
Summary
This report explores why employers do not train. We show that a lack of investment in training is rooted in ‘low-road’ competitive strategies that do not require a well-skilled workforce. While often profitable, these business models have implications for employees, consumers and the state.
Our goal is to support and encourage more firms to adopt competitive strategies that support higher job quality, and at the same time improve the dynamism, innovativeness and resilience of English firms. The weakness of the institutional fabric in England makes this a challenging agenda to pursue.
We advocate an evolutionary approach to reform that responds to the unique contexts in different sectors and locations, and so a key feature is likely to be variability, from one place or sector to another.
Specifically, the report recommends:
- Democratise sector skills councils, to include boards made up of one-third employer representatives, one-third employee representatives and one-third representatives of the state and other stakeholder interests.
- Devolve decision-making power to SSCs to determine strategic funding priorities for skills in their sector and control a combined growth, innovation and training budget. Establish local skills boards at the level of local enterprise partnerships.
- A something-for-something deal with employers to ensure membership of skills boards is mandatory but beneficial.
- A new role for further education colleges to deliver more high-level off-the-job training.
- A focus on high-quality workforce training and development, with qualifications developed by industry stakeholders.
- Funding investment to ensure that all adults have access to a high-quality basic education, and other sources of funding are found to pay for the proposed workforce training and business development services.
Tuesday, 13 March 2012
Ageing, skills and participation in work-related training in Britain: assessing the position of older workers
an article by Jesus Canduela, Matthew Dutton, Ronald W McQuaid and Robert Raeside (Edinburgh Napier University), Steve Johnson (University of Hull) and Colin Lindsay (University of Strathclyde) published in Work, Employment and society Volume 26 Number 1 (February 2012)
Abstract
Policy makers have introduced a number of measures to encourage older workers to stay in the labour market, with improving access to training a particular priority. Policy action appeared justified by evidence that older workers are less likely to participate in training, and more likely to have never been offered training by employers – a key finding of Taylor and Urwin’s (2001) review of Labour Force Survey (LFS) data from 1997.
This article models LFS data from 2007 to assess whether age remained a predictor of inequalities in training. It finds that men over 50 remained among those least likely to have been offered training by employers. There were other significant inequalities in participation, suggesting a polarization in access to jobs that offer opportunities for training and progression.
The article concludes that policies promoting ‘active ageing’ need to challenge negative employer attitudes and acknowledge fundamental inequalities in access to skills.
Abstract
Policy makers have introduced a number of measures to encourage older workers to stay in the labour market, with improving access to training a particular priority. Policy action appeared justified by evidence that older workers are less likely to participate in training, and more likely to have never been offered training by employers – a key finding of Taylor and Urwin’s (2001) review of Labour Force Survey (LFS) data from 1997.
This article models LFS data from 2007 to assess whether age remained a predictor of inequalities in training. It finds that men over 50 remained among those least likely to have been offered training by employers. There were other significant inequalities in participation, suggesting a polarization in access to jobs that offer opportunities for training and progression.
The article concludes that policies promoting ‘active ageing’ need to challenge negative employer attitudes and acknowledge fundamental inequalities in access to skills.
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