an article by Jane Burdett and Sandy Barker (UniSA's Business School, Adelaide, Australia) published in Development and Learning in Organizations: An International Journal Volume 31 Issue 1 (2017)
Abstract
Purpose
Increasing numbers of university students in USA, UK and Australia are undertaking industry placements to gain workplace experience. However, outcomes are not always as expected. This paper aims to identify challenges for universities and host organizations in delivering quality student industry placement and presents strategies to achieve successful learning outcomes.
Design/methodology/approach
The reflections, evaluation and feedback data received from stakeholders, namely, university students, host organizations and faculty mentors in a large Australian university were used to formulate strategies.
Findings
Lessons learned from the authors’ experience in industry placement programs over 5 years with 180 students in 127 organizations indicate that careful planning and management of placements is needed to achieve successful learning outcomes.
Research limitations/implications
Further research into the application of these strategies in other universities would be valuable.
Practical implications
Lessons learned and recommendations offered provide strategies to assist in planning and management of industry placements.
Originality/value
Given the growing popularity of work experience in university programs, this should be of interest to faculty and organizations.
Showing posts with label work-based_learning. Show all posts
Showing posts with label work-based_learning. Show all posts
Friday, 9 June 2017
Wednesday, 19 April 2017
Work-based learning as a catalyst for sustainability: a review and prospects
an article by Tony Wall, Ann Hindley, Tamara Hunt, Jeremy Peach, Martin Preston, Courtney Hartle and Amy Fairbank (University of Chester, UK) published in Higher Education, Skills and Work-Based Learning Volume 7 Issue 2 (2017)
Abstract
Purpose
The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work-based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work-based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions.
Design/methodology/approach
This paper draws data from action research to present a case study of a Climate Change Project conducted through a work-based learning module at a mid-sized university in the UK.
Findings
Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work-based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project-generated indicators of cultural change including extensive faculty-level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change.
Practical implications
This paper provides an illustrative example of how a pan-faculty work-based learning module can act as a catalyst for change at a higher education institution.
Originality/value
This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work-based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach.
Abstract
Purpose
The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work-based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work-based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions.
Design/methodology/approach
This paper draws data from action research to present a case study of a Climate Change Project conducted through a work-based learning module at a mid-sized university in the UK.
Findings
Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work-based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project-generated indicators of cultural change including extensive faculty-level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change.
Practical implications
This paper provides an illustrative example of how a pan-faculty work-based learning module can act as a catalyst for change at a higher education institution.
Originality/value
This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work-based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach.
Thursday, 17 September 2015
A vocational qualifications system fit for adults? Revisiting some ideas from the university for industry
an article by Stan Lester (Stan Lester Developments, Taunton, UK) published in Higher Education, Skills and Work-Based Learning Volume 5 Issue 2 (2015)
Abstract
Purpose
The purpose of this paper is to make a case for creating a strand of negotiated qualifications in the English (and more generally UK) vocational education and training (VET) system, using the approach established through Ufi-Learndirect Learning through Work (LtW).
Design/methodology/approach
The paper identifies some limitations in the recent Whitehead review of adult vocational education in relation to people already in work. Drawing on research into learning at work, modifications to the VET qualifications system are proposed based on the LtW approach.
Findings
The VET qualifications system assumes a purpose of preparing people for occupational entry and developing essential competence. The needs of adults already in work can be accommodated provided that they can be fitted within structures reflecting this assumption. It is less able to meet the bespoke needs of individual workers or employers. The LtW approach, which enables individual accredited programmes to be negotiated, offers a way forward that preserves the integrity of the qualification system.
Practical implications
Implementing a LtW-type approach in the VET sector is structurally more difficult than in higher education, although less likely to encounter academic resistance. The main challenge is likely to come from the need to modify regulatory rules and design principles for vocational qualifications.
Originality/value
Individually negotiated qualifications have been resisted in VET due to largely unfounded fears about reduced rigour and loss of control of content. The proposed approach offers a means of meeting individual needs while retaining the integrity of the qualifications system and reducing the proliferation of units and content within it.
Abstract
Purpose
The purpose of this paper is to make a case for creating a strand of negotiated qualifications in the English (and more generally UK) vocational education and training (VET) system, using the approach established through Ufi-Learndirect Learning through Work (LtW).
Design/methodology/approach
The paper identifies some limitations in the recent Whitehead review of adult vocational education in relation to people already in work. Drawing on research into learning at work, modifications to the VET qualifications system are proposed based on the LtW approach.
Findings
The VET qualifications system assumes a purpose of preparing people for occupational entry and developing essential competence. The needs of adults already in work can be accommodated provided that they can be fitted within structures reflecting this assumption. It is less able to meet the bespoke needs of individual workers or employers. The LtW approach, which enables individual accredited programmes to be negotiated, offers a way forward that preserves the integrity of the qualification system.
Practical implications
Implementing a LtW-type approach in the VET sector is structurally more difficult than in higher education, although less likely to encounter academic resistance. The main challenge is likely to come from the need to modify regulatory rules and design principles for vocational qualifications.
Originality/value
Individually negotiated qualifications have been resisted in VET due to largely unfounded fears about reduced rigour and loss of control of content. The proposed approach offers a means of meeting individual needs while retaining the integrity of the qualifications system and reducing the proliferation of units and content within it.
Monday, 17 August 2015
Addressing the challenges of an ageing workforce: an intergenerational learning toolkit
an article by Donald Ropes (Inholland University of Applied Sciences, Haarlem, The Netherlands) published in Development and Learning in Organizations: An International Journal Volume 29 Issue 4 (2015)
Abstract
Purpose
The purpose of this article is to discuss some of the challenges organizations face in regards to an ageing workforce and to present the results of an European Union project called SILVER (see www.intergenerationallearning.eu) that developed a toolkit to help management in knowledge-intensive organizations deal with older personnel in a positive and effective manner by organizing intergenerational learning.
Design/methodology/approach
This study involved interviews with 32 international human resource managers and a local survey of more than 1,100 mid and upper-level managers. Testing and evaluation of the toolkit was done in 43 organizations.
Findings
Older workers bring several challenges with them, namely, ensuring continuous learning, social issues and diversity. The toolkit helps to deal with these challenges in a flexible and constructive way.
Originality/value
This article gives insights into how older workers can positively contribute to learning in organizations.
Abstract
Purpose
The purpose of this article is to discuss some of the challenges organizations face in regards to an ageing workforce and to present the results of an European Union project called SILVER (see www.intergenerationallearning.eu) that developed a toolkit to help management in knowledge-intensive organizations deal with older personnel in a positive and effective manner by organizing intergenerational learning.
Design/methodology/approach
This study involved interviews with 32 international human resource managers and a local survey of more than 1,100 mid and upper-level managers. Testing and evaluation of the toolkit was done in 43 organizations.
Findings
Older workers bring several challenges with them, namely, ensuring continuous learning, social issues and diversity. The toolkit helps to deal with these challenges in a flexible and constructive way.
Originality/value
This article gives insights into how older workers can positively contribute to learning in organizations.
Thursday, 23 May 2013
Creating a model for work-based learning in a post industrial region
an article by Kelly Edwards (University of Wales Newport, UK), Kirsten Merrill-Glover, (University of Wales Newport, UK) and Robert Payne and Danny Saunders (University of Glamorgan, Pontypridd, UK) published in Higher Education, Skills and Work-based Learning Volume 3 Issue 2 (2013)
Abstract
Purpose
The aim of this paper is to describe a successful strategy for a HE partnership engaging with businesses in a socially deprived area.
Design/methodology/approach
The approach to this project and report is one of a case study, the paper tells a whole story from inception to delivery and reports on the lessons learned in delivering in a socially deprived region. Success for the project has been based on partners’ existing frameworks allowing accredited outcomes at CQFW levels 4 and 5 which provides a curriculum offer tailored to sector priorities and provides progression opportunities within the broader HE framework.
Findings
The project has demonstrated the point that employer responsiveness is fundamental to success. To build upon the experiences of the project team, a work-based learning project forum has been set up between similar projects within both institutions, to disseminate information and minimise the duplication of employer engagement activities. Based on previous experience, there is little direct mailing to companies as this has activity has not provided value for money in terms of student recruitment and awareness raising. The work of the Employer Engagement Training Officers in identifying demand for learning amongst employers and employees in the region has been critical in developing appropriate provision which employees will choose to engage with. Changes have been made in the philosophy of recruiting tutors to ensure the most experienced staff are engaged. The planning of delivery takes place even earlier to combat associated delays in validation, procurement and marketing.
Originality/value
Distinctive features of the project are twofold. First, the majority of learning takes place through active and reflective engagement within places of work. Second, cognisant of both the geography and economic demography of the region, employers and employees take advantage of work-based learning opportunities in cluster groups and hence the curriculum offer reaches out across both sectors and workforce subgroups.
Abstract
Purpose
The aim of this paper is to describe a successful strategy for a HE partnership engaging with businesses in a socially deprived area.
Design/methodology/approach
The approach to this project and report is one of a case study, the paper tells a whole story from inception to delivery and reports on the lessons learned in delivering in a socially deprived region. Success for the project has been based on partners’ existing frameworks allowing accredited outcomes at CQFW levels 4 and 5 which provides a curriculum offer tailored to sector priorities and provides progression opportunities within the broader HE framework.
Findings
The project has demonstrated the point that employer responsiveness is fundamental to success. To build upon the experiences of the project team, a work-based learning project forum has been set up between similar projects within both institutions, to disseminate information and minimise the duplication of employer engagement activities. Based on previous experience, there is little direct mailing to companies as this has activity has not provided value for money in terms of student recruitment and awareness raising. The work of the Employer Engagement Training Officers in identifying demand for learning amongst employers and employees in the region has been critical in developing appropriate provision which employees will choose to engage with. Changes have been made in the philosophy of recruiting tutors to ensure the most experienced staff are engaged. The planning of delivery takes place even earlier to combat associated delays in validation, procurement and marketing.
Originality/value
Distinctive features of the project are twofold. First, the majority of learning takes place through active and reflective engagement within places of work. Second, cognisant of both the geography and economic demography of the region, employers and employees take advantage of work-based learning opportunities in cluster groups and hence the curriculum offer reaches out across both sectors and workforce subgroups.
Monday, 12 November 2012
Firm size and skill formation processes: an emerging debate
Daniel Bishop (Centre for Labour Market Studies,University of Leicester) published in Journal of Education and Work Volume 25 Number 5 (November 2012)
Abstract
Recent research has established that small firms tend to develop and acquire the skills they need in different ways to those employed by larger organisations. More specifically, due to certain characteristics inherent to their small size, small firms generally display greater informality in their learning processes.
As such, it is now broadly accepted that they cannot normally be expected to learn in the highly formalised and structured ways more often pursued by their larger counterparts.
However, this enlightened perspective has, in certain parts of the literature, arguably led to a neglect of formal training as a means of developing skills.
Small firms can and do benefit from formal training – some more than others – but this is at risk of being ignored.
Based on a critical review of the relevant research, the paper aims to bring a measure of clarity and structure to this emerging debate. In doing so, it draws on the concept of `learning architecture' to illuminate the connection between firm size and learning processes.
Abstract
Recent research has established that small firms tend to develop and acquire the skills they need in different ways to those employed by larger organisations. More specifically, due to certain characteristics inherent to their small size, small firms generally display greater informality in their learning processes.
As such, it is now broadly accepted that they cannot normally be expected to learn in the highly formalised and structured ways more often pursued by their larger counterparts.
However, this enlightened perspective has, in certain parts of the literature, arguably led to a neglect of formal training as a means of developing skills.
Small firms can and do benefit from formal training – some more than others – but this is at risk of being ignored.
Based on a critical review of the relevant research, the paper aims to bring a measure of clarity and structure to this emerging debate. In doing so, it draws on the concept of `learning architecture' to illuminate the connection between firm size and learning processes.
Wednesday, 3 October 2012
Payback clauses in Europe: supporting company investment in training
CEDEFOP (European Centre for the Development of Vocational Training) Research Paper No 23 published by the Publications Office of the European Union (2012)
Summary
Payback clauses are a legal instrument that may encourage companies to invest in training by allowing them to bind employees for a certain period of time after training in return for providing the training. In fact, employees are free to move to another company but may be requested to reimburse the cost of the training, or part of the cost.
This Cedefop report provides an overview of whether payback clauses for employer-financed training are regulated in 33 European countries, and if so how they are regulated. In-depth analysis is carried out for eight selected countries: Germany, Italy, Luxembourg, the Netherlands, Romania, Slovakia, Sweden and the UK.
The report is largely based on information collected in surveys of key national stakeholders – representatives of ministries, employers’ organisations and trade unions – and from company cases.
The analysis of legal framework covers aspects such as: the level of regulation (national law, collective/sectoral level agreements and individual/company level agreements) and the conditions laid down in law (contractual retention period, types of training and categories of employees/contracts that payback clauses may apply to, costs to be reimbursed by employees, redemption form, etc).
The results of research show that there is relatively little information on the practical use of payback clauses: their implementation (the extent to which the payback clauses are actually included in employment contracts and training agreements) and enforceability (when reimbursement of training costs was indeed requested by employer). On the basis of information collected, the strengths and weaknesses of the instrument are discussed. Finally, recommendations for policy, research and practice are formulated.
Full text (PDF 122pp)
Summary
Payback clauses are a legal instrument that may encourage companies to invest in training by allowing them to bind employees for a certain period of time after training in return for providing the training. In fact, employees are free to move to another company but may be requested to reimburse the cost of the training, or part of the cost.
This Cedefop report provides an overview of whether payback clauses for employer-financed training are regulated in 33 European countries, and if so how they are regulated. In-depth analysis is carried out for eight selected countries: Germany, Italy, Luxembourg, the Netherlands, Romania, Slovakia, Sweden and the UK.
The report is largely based on information collected in surveys of key national stakeholders – representatives of ministries, employers’ organisations and trade unions – and from company cases.
The analysis of legal framework covers aspects such as: the level of regulation (national law, collective/sectoral level agreements and individual/company level agreements) and the conditions laid down in law (contractual retention period, types of training and categories of employees/contracts that payback clauses may apply to, costs to be reimbursed by employees, redemption form, etc).
The results of research show that there is relatively little information on the practical use of payback clauses: their implementation (the extent to which the payback clauses are actually included in employment contracts and training agreements) and enforceability (when reimbursement of training costs was indeed requested by employer). On the basis of information collected, the strengths and weaknesses of the instrument are discussed. Finally, recommendations for policy, research and practice are formulated.
Full text (PDF 122pp)
Thursday, 27 September 2012
The role of universities in higher apprenticeship development
an article by Adrian Anderson (UVAC and University of Bolton), Darryll Bravenboer (Institute for Work Based Learning, Middlesex University) and David Hemsworth, (Haywards Heath, UK) published in Higher Education, Skills and Work-based Learning Volume 2 Issue 3 (2012)
Abstract
Purpose
To date, few universities have been involved in the Government-funded drive to expand higher apprenticeships across England. Universities have a track record of expertise and innovation in professional and work-based learning that can significantly contribute to the higher-level skills agenda and could have a pivotal role in the rapidly growing initiative to develop higher apprenticeship programmes. The purpose of this paper is to outline the potential contribution universities could make to higher apprenticeship and the potential barriers to university engagement.
Design/methodology/approach
The paper provides an analysis of skills and higher education policy, initiatives and related research in England as the context for university involvement in higher apprenticeship. A case study is used to illustrate the benefits of and barriers to university involvement, including an uneven funding policy playing field for universities and misconceptions regarding professional competence and practice-based higher-level learning.
Findings
The paper illustrates the potential benefits university involvement in higher apprenticeship could deliver for employers and learners by supporting individual career progression and social mobility, and by providing employers and employees with clear and cost effective work-based pathways to management roles. It concludes that the current barriers to university involvement may result in a missed opportunity to maximise value from public investment in the workforce development expertise of universities, redeployed to realise higher apprenticeship innovation.
Originality/value
The authors believe this paper is the only academic analysis of the value of and barriers to university involvement in the current Westminster Government flagship Higher Apprenticeship programme. The case study included has not featured in any other academic journal.
Abstract
Purpose
To date, few universities have been involved in the Government-funded drive to expand higher apprenticeships across England. Universities have a track record of expertise and innovation in professional and work-based learning that can significantly contribute to the higher-level skills agenda and could have a pivotal role in the rapidly growing initiative to develop higher apprenticeship programmes. The purpose of this paper is to outline the potential contribution universities could make to higher apprenticeship and the potential barriers to university engagement.
Design/methodology/approach
The paper provides an analysis of skills and higher education policy, initiatives and related research in England as the context for university involvement in higher apprenticeship. A case study is used to illustrate the benefits of and barriers to university involvement, including an uneven funding policy playing field for universities and misconceptions regarding professional competence and practice-based higher-level learning.
Findings
The paper illustrates the potential benefits university involvement in higher apprenticeship could deliver for employers and learners by supporting individual career progression and social mobility, and by providing employers and employees with clear and cost effective work-based pathways to management roles. It concludes that the current barriers to university involvement may result in a missed opportunity to maximise value from public investment in the workforce development expertise of universities, redeployed to realise higher apprenticeship innovation.
Originality/value
The authors believe this paper is the only academic analysis of the value of and barriers to university involvement in the current Westminster Government flagship Higher Apprenticeship programme. The case study included has not featured in any other academic journal.
Thursday, 30 August 2012
Online people tagging: Social (mobile) network(ing) services and work-based learning
an article by John Cook (London Metropolitan University) and Norbert Pachler (Institute of Education, University of London) published in British Journal of Educational Technology Volume 43 Issue 5 (September 2012)
Abstract
Social and mobile technologies offer users unprecedented opportunities for communicating, interacting, sharing, meaning-making, content and context generation. And, these affordances are in constant flux driven by a powerful interplay between technological innovation and emerging cultural practices.
Significantly, also, they are starting to transcend the everyday lifeworlds of users and permeate the workplace and its practices. However, given the emergent nature of this area, the literature on the use of social and mobile technologies in workplace practices is still small.
Indeed, social media are increasingly being accessed via mobile devices.
Our main focus, therefore, here is on the question of what, if any, potential there is for the use of social media in informal, professional, work-based learning.
The paper provides a critical overview of key issues from the literature on work-based learning, face-to-face and technology-supported, as well as social (mobile) networking services, with particular attention being paid to people tagging.
It then introduces an initial typology of informal workplace learning in order to provide a frame for understanding social (mobile) network(ing) services in work-based learning.
Finally, a case study (taken from the literature) of People Tagging tool use in digital social networks in the European Commission-funded MATURE project is used to illustrate aspects of our typology.
Practitioner Notes
Abstract
Social and mobile technologies offer users unprecedented opportunities for communicating, interacting, sharing, meaning-making, content and context generation. And, these affordances are in constant flux driven by a powerful interplay between technological innovation and emerging cultural practices.
Significantly, also, they are starting to transcend the everyday lifeworlds of users and permeate the workplace and its practices. However, given the emergent nature of this area, the literature on the use of social and mobile technologies in workplace practices is still small.
Indeed, social media are increasingly being accessed via mobile devices.
Our main focus, therefore, here is on the question of what, if any, potential there is for the use of social media in informal, professional, work-based learning.
The paper provides a critical overview of key issues from the literature on work-based learning, face-to-face and technology-supported, as well as social (mobile) networking services, with particular attention being paid to people tagging.
It then introduces an initial typology of informal workplace learning in order to provide a frame for understanding social (mobile) network(ing) services in work-based learning.
Finally, a case study (taken from the literature) of People Tagging tool use in digital social networks in the European Commission-funded MATURE project is used to illustrate aspects of our typology.
Practitioner Notes
- The importance of social networks and associated technologies in everyday life and commerce.
- Some conceptualisations of learning through and at work exist, but they tend to be based on the empirical study of professionals and graduate employees.
- The concept of tagging in relation to digital resources is well established.
- A consideration of the use of social networks in learning in informal and work-based context.
- An exploration of some of the affordances of social media for work-located learning.
- A widening of the concept of tagging to the classification of knowledge embodied in users and their social networks.
- A typology of factors in social network(ing) services and work-based learning.
- An analysis of a case study of people tagging in relation to the typology of factors.
- A conceptualisation of aspects of technology-enhanced and enabled learning through and at work.
- An understanding of the potential of social media for work-located learning.
- A realisation of some of the potential of the use of social media in informal, professional work-based learning.
Tuesday, 12 June 2012
Designing social media for informal learning and knowledge maturing in the digital workplace
an article by A. Ravenscroft (CASS School of Education and Communities, University of East London), A. Schmidt (Karlsruhe University of Applied Sciences, Germany) and J. Cook and C. Bradley (Learning Technology Research Institute (LTRI), London Metropolitan University) published in Journal of Computer Assisted Learning Volume 28 Issue 3 (June 2012)
Abstract
This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts.
The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called knowledge maturing.
The paper introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for ‘people tagging for organisational development’, that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work.
Abstract
This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts.
The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called knowledge maturing.
The paper introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for ‘people tagging for organisational development’, that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work.
Tuesday, 29 May 2012
Everybody wins? Using the workplace as an arena for learning
an article by Chrissy Ogilvie and Gill Homan (Manchester Metropolitan University Business School) published in Higher Education, Skills and Work-based Learning Volume 2 Issue 2 (2012)
Abstract
Purpose
The purpose of this paper is to explore the opportunities provided by the workplace as an arena for learning and academic credit for first year undergraduates at Manchester Metropolitan University Business School. The research focuses on the evaluation of a work-based learning (WBL) module designed for full-time business students who are working part time to fund their progress through university.
Design/methodology/approach
Primary reflective data were gathered in a structured evaluation from a cohort of 85 participating students at the end of the WBL module. A self-selected sample of 14 of these students provided additional data through questionnaires and interviews. Material was also captured from tutor reflections and some employers who volunteered comments. Recent literature on WBL was reviewed.
Findings
Some recent literature suggests that part-time work has a detrimental effect on student study and attainment. However the findings of this research revealed both anticipated and unexpected benefits, not just for the students but other stakeholders. Students liked the flexible delivery and the opportunity to learn in the workplace rather than the classroom. Students also reported short and longer term career benefits as a result of doing WBL and a boost in job motivation. In addition, there were development opportunities for tutors, employers and the employing business.
Research limitations/implications
The research was limited to one cohort and was also undertaken by the tutors and not independent researchers. The sample was self selected and was not representative. Employer feedback was limited and possibly unreliable. However, there is clear evidence of positive enthusiasm for this mode of learning and the rich seam of learning opportunities for all parties in this mode of undergraduate delivery deserves more research.
Practical implications
Given the economic necessity for full-time students to engage in part-time employment, this form of WBL that carries academic credit can greatly enhance the curriculum of business students. Linked to the employability agenda WBL could also be included in the curriculum of students taking non-vocational degrees and this University is currently exploring this development. Working students are offered an alternative form of learning delivery which supports their complex lives by being flexible and perhaps meets the learning preferences of pragmatists and activists more than the traditional classroom.
Social implications
There is evidence that students who engage in WBL are more motivated and committed employees. They have also contributed to improvements in their workplaces in areas around waste, “green issues” and health and safety. All students, but particularly those from disadvantaged backgrounds, can use their part-time employment as an asset rather than a hindrance to learning, thus supporting widening participation in higher education. Employers are encouraged to use the intellectual abilities of their student employees to mutual advantage.
Originality/value
The design of the WBL unit and the research is original to the authors. All secondary sources are cited.
Abstract
Purpose
The purpose of this paper is to explore the opportunities provided by the workplace as an arena for learning and academic credit for first year undergraduates at Manchester Metropolitan University Business School. The research focuses on the evaluation of a work-based learning (WBL) module designed for full-time business students who are working part time to fund their progress through university.
Design/methodology/approach
Primary reflective data were gathered in a structured evaluation from a cohort of 85 participating students at the end of the WBL module. A self-selected sample of 14 of these students provided additional data through questionnaires and interviews. Material was also captured from tutor reflections and some employers who volunteered comments. Recent literature on WBL was reviewed.
Findings
Some recent literature suggests that part-time work has a detrimental effect on student study and attainment. However the findings of this research revealed both anticipated and unexpected benefits, not just for the students but other stakeholders. Students liked the flexible delivery and the opportunity to learn in the workplace rather than the classroom. Students also reported short and longer term career benefits as a result of doing WBL and a boost in job motivation. In addition, there were development opportunities for tutors, employers and the employing business.
Research limitations/implications
The research was limited to one cohort and was also undertaken by the tutors and not independent researchers. The sample was self selected and was not representative. Employer feedback was limited and possibly unreliable. However, there is clear evidence of positive enthusiasm for this mode of learning and the rich seam of learning opportunities for all parties in this mode of undergraduate delivery deserves more research.
Practical implications
Given the economic necessity for full-time students to engage in part-time employment, this form of WBL that carries academic credit can greatly enhance the curriculum of business students. Linked to the employability agenda WBL could also be included in the curriculum of students taking non-vocational degrees and this University is currently exploring this development. Working students are offered an alternative form of learning delivery which supports their complex lives by being flexible and perhaps meets the learning preferences of pragmatists and activists more than the traditional classroom.
Social implications
There is evidence that students who engage in WBL are more motivated and committed employees. They have also contributed to improvements in their workplaces in areas around waste, “green issues” and health and safety. All students, but particularly those from disadvantaged backgrounds, can use their part-time employment as an asset rather than a hindrance to learning, thus supporting widening participation in higher education. Employers are encouraged to use the intellectual abilities of their student employees to mutual advantage.
Originality/value
The design of the WBL unit and the research is original to the authors. All secondary sources are cited.
Friday, 18 May 2012
Employer responsive provision: workforce development through work-based learning
an article by Tracey White (Business School, Middlesex University) published in Higher Education, Skills and Work-based Learning Volume 2 Issue 1 (2012)
Abstract
Purpose
The purpose of this paper, from a work-based learning practitioner perspective, is to present an insight into some of the challenges, benefits and impacts associated with workforce development and employer responsive provision (ERP). The focus is learning, which is designed to meet an organization's needs and intended for groups of learners to develop their skills, whilst bringing tangible benefits to their organization.
Design/methodology/approach
Focusing upon experiences of managing an employer engagement, action research project, which worked with over 40, small and medium-sized enterprises and more recently working with three major corporate organisations, this paper provides a personal perspective of engaging with organizations. It draws upon primary data from personal experiences and action research of working with employers and learners, and secondary data, such as the Higher Education Impact Study (2008) and the Higher Education Regional Development Agency's Skills for Growth report (2009). After setting the context, this paper will consider ERP and its challenges, in terms of organizational needs meeting academic tradition. This is supported with case study anecdotes, before a consideration of the impacts and benefits of ERP from an organizational perspective.
Findings
This paper provides insights into effective ERP and the elements needed to support its success. With probable continued growth in ERP, it is imperative that HEIs with ERP strategies understand the associated challenges and benefits. It suggests that in order to promote sustainable ERP activity, HEIs will need to consider a more strategic approach concerning the staff engaging in ERP activities.
Practical implications
From a work-based learning practitioner perspective, this paper presents an insight into some of the challenges, benefits and impacts associated with workforce development and employer responsive provision (ERP).
Originality/value
This paper draws together current thinking on ERP with practice-based application and understanding in order to inform and develop practice. It offers practical insights and experiences which build upon various bodies of literature to present identified elements necessary for successful engagement with employers. As the literature around ERP at present is fairly small, this paper offers a valuable insight into successful practice, building usable models for people working in this field.
Abstract
Purpose
The purpose of this paper, from a work-based learning practitioner perspective, is to present an insight into some of the challenges, benefits and impacts associated with workforce development and employer responsive provision (ERP). The focus is learning, which is designed to meet an organization's needs and intended for groups of learners to develop their skills, whilst bringing tangible benefits to their organization.
Design/methodology/approach
Focusing upon experiences of managing an employer engagement, action research project, which worked with over 40, small and medium-sized enterprises and more recently working with three major corporate organisations, this paper provides a personal perspective of engaging with organizations. It draws upon primary data from personal experiences and action research of working with employers and learners, and secondary data, such as the Higher Education Impact Study (2008) and the Higher Education Regional Development Agency's Skills for Growth report (2009). After setting the context, this paper will consider ERP and its challenges, in terms of organizational needs meeting academic tradition. This is supported with case study anecdotes, before a consideration of the impacts and benefits of ERP from an organizational perspective.
Findings
This paper provides insights into effective ERP and the elements needed to support its success. With probable continued growth in ERP, it is imperative that HEIs with ERP strategies understand the associated challenges and benefits. It suggests that in order to promote sustainable ERP activity, HEIs will need to consider a more strategic approach concerning the staff engaging in ERP activities.
Practical implications
From a work-based learning practitioner perspective, this paper presents an insight into some of the challenges, benefits and impacts associated with workforce development and employer responsive provision (ERP).
Originality/value
This paper draws together current thinking on ERP with practice-based application and understanding in order to inform and develop practice. It offers practical insights and experiences which build upon various bodies of literature to present identified elements necessary for successful engagement with employers. As the literature around ERP at present is fairly small, this paper offers a valuable insight into successful practice, building usable models for people working in this field.
Tuesday, 17 January 2012
Recognition of knowledge and skills at work – in the interest of the employer
an article by Leif Berglund (Luleå University of Technology) and Per Andersson (Linköping University) published in Journal of Workplace Learning Volume 24 Issue 2 (2012)
Abstract
Purpose
Workplace learning takes place in many settings and in different ways, resulting in knowledge and skills of different kinds. The recognition processes in the workplace is however often implicit and seldom discussed in terms of Recognition of Prior Learning (RPL). The aim of this article is to exemplify and analyse the employers' logics in assessing knowledge and skills of employees. Further we discuss how knowledge and skills get recognition in the work place and what the consequences of such recognition processes might be.
Design/methodology/approach
This paper is based upon a study in two companies and two municipalities, where twenty-one interviews have been made with human resource managers, team leaders and Labour Union representatives. The research concerned in what ways these organisations visualised and recognised skills among their employees, how the logics of these actions could be understood and in what ways this promotes the interests of the employees.
Findings
The findings show that both companies and municipalities have their own ways of assessing knowledge and skills, mostly out of a production logic of what is needed and used at the workplace. However, certain skills are also kept in silence and made "unvisualised" for the employee. This employer-controlled recognition logic is important to understand when RPL models are brought to the workplace in order to obtain win-win situations for both employers and employees.
Practical implications
It seems important to identify already existing system for assessment of knowledge/skills at the workplace when bringing RPL processes to the workplace.
Originality/value
The approach was to understand assessment processes in these companies and municipalities from an RPL perspective, not widely covered before.
Abstract
Purpose
Workplace learning takes place in many settings and in different ways, resulting in knowledge and skills of different kinds. The recognition processes in the workplace is however often implicit and seldom discussed in terms of Recognition of Prior Learning (RPL). The aim of this article is to exemplify and analyse the employers' logics in assessing knowledge and skills of employees. Further we discuss how knowledge and skills get recognition in the work place and what the consequences of such recognition processes might be.
Design/methodology/approach
This paper is based upon a study in two companies and two municipalities, where twenty-one interviews have been made with human resource managers, team leaders and Labour Union representatives. The research concerned in what ways these organisations visualised and recognised skills among their employees, how the logics of these actions could be understood and in what ways this promotes the interests of the employees.
Findings
The findings show that both companies and municipalities have their own ways of assessing knowledge and skills, mostly out of a production logic of what is needed and used at the workplace. However, certain skills are also kept in silence and made "unvisualised" for the employee. This employer-controlled recognition logic is important to understand when RPL models are brought to the workplace in order to obtain win-win situations for both employers and employees.
Practical implications
It seems important to identify already existing system for assessment of knowledge/skills at the workplace when bringing RPL processes to the workplace.
Originality/value
The approach was to understand assessment processes in these companies and municipalities from an RPL perspective, not widely covered before.
Thursday, 13 October 2011
Does the availability of vocational qualifications through work assist social inclusion?
an article by Erica Smith and Andy Smith (University of Ballarat, Australia) published in Education + Training Volume 53 Issue 7 (2011)
Abstract
Purpose
The purpose of this paper is to discuss whether the availability of qualifications through work-based traineeships in Australia assists social inclusion.
Design/methodology/approach
Industry case studies, of the finance and cleaning industries, were undertaken as part of a national research project on quality in traineeships. The two industry case studies were analysed to provide data on social inclusion aspects. A general discussion on the “pros” and “cons” of gaining qualifications through work, from a social inclusion point of view, is included.
Findings
The industry case studies show many advantages of work-based qualifications for people who have had disadvantaged economic and social backgrounds. The study presents a model showing how work-based qualifications help to meet the twin social inclusion goals of employment and education. However in economic hard times, the need to have a job may rule out some people. Also, some doubts about quality in work-based delivery may mean that qualifications gained through work may be of lower value than those gained at least partly through formal study.
Research limitations/implications
The models put forward are tentative, based on the findings in the research study that has been described and the authors’ earlier research. Further research is necessary to establish the social inclusion benefits of this means of gaining qualifications. In particular longitudinal research with disadvantaged people who have gained qualifications through this route is needed to evaluate whether their completion of qualifications through employment has assisted their broader economic and social engagement, and in what ways. In addition, research is needed to compare the quality and utility of qualifications gained through work and those through education providers as a poor-quality qualification may be of limited long-term use to an individual.
Practical implications
Work-based qualifications are shown to be a useful investment of public resources. The research also analyses some shortcomings of this method of gaining qualifications so that they can be addressed by employers and training providers.
Social implications
The research establishes the social inclusion utility of work-based qualifications, providing insights useful for education systems and social welfare organisations.
Originality/value
This is one of very few scholarly studies of the large-scale use of work-based qualifications.
Abstract
Purpose
The purpose of this paper is to discuss whether the availability of qualifications through work-based traineeships in Australia assists social inclusion.
Design/methodology/approach
Industry case studies, of the finance and cleaning industries, were undertaken as part of a national research project on quality in traineeships. The two industry case studies were analysed to provide data on social inclusion aspects. A general discussion on the “pros” and “cons” of gaining qualifications through work, from a social inclusion point of view, is included.
Findings
The industry case studies show many advantages of work-based qualifications for people who have had disadvantaged economic and social backgrounds. The study presents a model showing how work-based qualifications help to meet the twin social inclusion goals of employment and education. However in economic hard times, the need to have a job may rule out some people. Also, some doubts about quality in work-based delivery may mean that qualifications gained through work may be of lower value than those gained at least partly through formal study.
Research limitations/implications
The models put forward are tentative, based on the findings in the research study that has been described and the authors’ earlier research. Further research is necessary to establish the social inclusion benefits of this means of gaining qualifications. In particular longitudinal research with disadvantaged people who have gained qualifications through this route is needed to evaluate whether their completion of qualifications through employment has assisted their broader economic and social engagement, and in what ways. In addition, research is needed to compare the quality and utility of qualifications gained through work and those through education providers as a poor-quality qualification may be of limited long-term use to an individual.
Practical implications
Work-based qualifications are shown to be a useful investment of public resources. The research also analyses some shortcomings of this method of gaining qualifications so that they can be addressed by employers and training providers.
Social implications
The research establishes the social inclusion utility of work-based qualifications, providing insights useful for education systems and social welfare organisations.
Originality/value
This is one of very few scholarly studies of the large-scale use of work-based qualifications.
Wednesday, 28 September 2011
Aligning higher education with the world of work
an article by Ruth Helyer (Teesside University, Middlesbrough) published in Higher Education, Skills and Work-based Learning Volume 1 Issue 2 (2011)
Abstract
Purpose
The purpose of this paper is to examine UK higher level skills gaps. UK universities now have many students who were already learning at a higher level about, for, or through, their activities at work, and have decided to formalise this via a higher education (HE) programme; for these students learning mostly takes place away from the university and is sometimes categorised as “work-based”. Due to the increasingly flexible and hybrid profile of all contemporary students it is more realistic to align those undertaking work-based study with those choosing more traditional study routes, as all students need to enhance their workplace and life skills in order to better fit them for employment and life after university. There are blurred, not solid, boundaries between the differing kinds of students and between working and studying, and it is useful and productive to acknowledge this continuum.
Design/methodology/approach
A researched overview of relevant policy, data and literature including a research project into higher level skills gaps.
Practical implications
Employers cite the crucial nature of employability and subject-based skills and the need for employees who understand how to learn, and furthermore how to build upon and maximise the usefulness of what they learn by making connections and solving problems.
Originality/value
The paper shows how HE is shifting, due to demographics, an evolving world picture and a tough economic climate. Technological advances intensify globalisation causing rapid changes and greater competition for jobs and resources. The pressure on HE graduates is greater than ever before. The Government states that individuals require skills with a high economic value and to be prepared to undertake jobs in industries which do not exist yet; they must be changeable and adaptable to meet the challenges of the jobs market and willing to continuously develop themselves.
Abstract
Purpose
The purpose of this paper is to examine UK higher level skills gaps. UK universities now have many students who were already learning at a higher level about, for, or through, their activities at work, and have decided to formalise this via a higher education (HE) programme; for these students learning mostly takes place away from the university and is sometimes categorised as “work-based”. Due to the increasingly flexible and hybrid profile of all contemporary students it is more realistic to align those undertaking work-based study with those choosing more traditional study routes, as all students need to enhance their workplace and life skills in order to better fit them for employment and life after university. There are blurred, not solid, boundaries between the differing kinds of students and between working and studying, and it is useful and productive to acknowledge this continuum.
Design/methodology/approach
A researched overview of relevant policy, data and literature including a research project into higher level skills gaps.
Practical implications
Employers cite the crucial nature of employability and subject-based skills and the need for employees who understand how to learn, and furthermore how to build upon and maximise the usefulness of what they learn by making connections and solving problems.
Originality/value
The paper shows how HE is shifting, due to demographics, an evolving world picture and a tough economic climate. Technological advances intensify globalisation causing rapid changes and greater competition for jobs and resources. The pressure on HE graduates is greater than ever before. The Government states that individuals require skills with a high economic value and to be prepared to undertake jobs in industries which do not exist yet; they must be changeable and adaptable to meet the challenges of the jobs market and willing to continuously develop themselves.
The transfer of training: what really matters
an article by Rebecca Grossman and Eduardo Salas (University of Central Florida, USA) published in International Journal of Training and Development Volume 15 Issue 2 (June 2011)
Abstract
Although organizations invest billions of dollars in training every year, many trained competencies reportedly fail to transfer to the workplace. Researchers have long examined the ‘transfer problem’, uncovering a wealth of information regarding the transfer of training. Inconsistencies remain, however, and organizations may find it difficult to pinpoint exactly which factors are most critical. Using Baldwin and Ford’s model of transfer, we identify the factors relating to trainee characteristics (cognitive ability, self-efficacy, motivation, perceived utility of training), training design (behavioural modelling, error management, realistic training environments) and the work environment (transfer climate, support, opportunity to perform, follow-up) that have exhibited the strongest, most consistent relationships with the transfer of training. We describe our reasoning for extracting such variables from the literature and conclude by discussing potential implications for practice and future research.
Abstract
Although organizations invest billions of dollars in training every year, many trained competencies reportedly fail to transfer to the workplace. Researchers have long examined the ‘transfer problem’, uncovering a wealth of information regarding the transfer of training. Inconsistencies remain, however, and organizations may find it difficult to pinpoint exactly which factors are most critical. Using Baldwin and Ford’s model of transfer, we identify the factors relating to trainee characteristics (cognitive ability, self-efficacy, motivation, perceived utility of training), training design (behavioural modelling, error management, realistic training environments) and the work environment (transfer climate, support, opportunity to perform, follow-up) that have exhibited the strongest, most consistent relationships with the transfer of training. We describe our reasoning for extracting such variables from the literature and conclude by discussing potential implications for practice and future research.
Thursday, 18 August 2011
Warehousing programs deliver for Morrisons: …
and support supermarket’s “can do” culture
an article published in Human Resource Management International Digest (Volume 19 Issue 5 (2011))
Abstract
Purpose
Describes two award-winning training programs for warehouse employees at UK supermarket Morrisons.
Design/methodology/approach
Explains the reasons for the programs, the form they took and the results they have achieved.
Findings
Details how Morrisons trained 800 new staff in six months with the skills to operate a large new warehouse designed to deliver fresh produce to up to 65 supermarkets in Southern England. Also describes how Morrisons trained more than 3,000 of its warehouse staff across the UK to use a voice-controlled warehouse picking system.
Practical implications
Reveals that the two programs have helped the company to achieve huge efficiencies.
Social implications
Highlights the way in which the first of the two programs provided warehousing skills for employees who largely lacked experience of working in this type of environment.
Originality/value
Reveals how the programs supported the “can do” culture that prevails at Morrisons.
an article published in Human Resource Management International Digest (Volume 19 Issue 5 (2011))
Abstract
Purpose
Describes two award-winning training programs for warehouse employees at UK supermarket Morrisons.
Design/methodology/approach
Explains the reasons for the programs, the form they took and the results they have achieved.
Findings
Details how Morrisons trained 800 new staff in six months with the skills to operate a large new warehouse designed to deliver fresh produce to up to 65 supermarkets in Southern England. Also describes how Morrisons trained more than 3,000 of its warehouse staff across the UK to use a voice-controlled warehouse picking system.
Practical implications
Reveals that the two programs have helped the company to achieve huge efficiencies.
Social implications
Highlights the way in which the first of the two programs provided warehousing skills for employees who largely lacked experience of working in this type of environment.
Originality/value
Reveals how the programs supported the “can do” culture that prevails at Morrisons.
Saturday, 13 August 2011
Social media: key tools for the future of work-based learning
an article by Tony Toole, (Director, E-college.ac Ltd, Swansea) published in Development and Learning in Organizations, (Volume 25 Issue 5 (2011))
Abstract
Purpose
This paper aims to demonstrate the potential of web 2.0 tools in the online support of work-based learners.
Design/methodology/approach
The paper provides an overview of the current use and benefits of web 2.0 tools in the support of work-based learners. It includes two case studies that demonstrate, first, how action research is testing the boundaries of online technologies as new tools and functionality emerge and, second, how work-based learning support staff are being trained to use such tools. These case studies are illustrations of how institutions in South Wales, UK are seeking to exploit the benefits of web 2.0 technologies in their drive to improve the support of work-based learners.
Findings
The outcomes of the work described in this paper showed that the use of web 2.0 tools enabled online support of work-based learners to include remote access to practical work. It also describes how work-based learning support staff are being trained in the use of the new technologies.
Practical implications
There are significant practical implications in this paper. It shows how online distance learning support for work-based learners can include remote access to practical work through the use of web 2.0 tools. This has always been a problem for the distance learning support of vocational subjects and indicates that such support will continue to improve as new web 2.0 functionality emerges.
Originality/value
The original value in the paper is: the remote access to practical work for work-based learners using web 2.0 tools; and the online support of WBL trainers in their use of web 2.0 tools
Abstract
Purpose
This paper aims to demonstrate the potential of web 2.0 tools in the online support of work-based learners.
Design/methodology/approach
The paper provides an overview of the current use and benefits of web 2.0 tools in the support of work-based learners. It includes two case studies that demonstrate, first, how action research is testing the boundaries of online technologies as new tools and functionality emerge and, second, how work-based learning support staff are being trained to use such tools. These case studies are illustrations of how institutions in South Wales, UK are seeking to exploit the benefits of web 2.0 technologies in their drive to improve the support of work-based learners.
Findings
The outcomes of the work described in this paper showed that the use of web 2.0 tools enabled online support of work-based learners to include remote access to practical work. It also describes how work-based learning support staff are being trained in the use of the new technologies.
Practical implications
There are significant practical implications in this paper. It shows how online distance learning support for work-based learners can include remote access to practical work through the use of web 2.0 tools. This has always been a problem for the distance learning support of vocational subjects and indicates that such support will continue to improve as new web 2.0 functionality emerges.
Originality/value
The original value in the paper is: the remote access to practical work for work-based learners using web 2.0 tools; and the online support of WBL trainers in their use of web 2.0 tools
Wednesday, 10 August 2011
Explaining lower educated workers’ training intentions
an article by Jos Sanders, Roland W.B. Blonk and Astrid Hazelzet (TNO Work and Employment, Hoofddorp, The Netherlands) and Shirley Oomens, (ITS, Radboud University Nijmegen, The Netherlands) published in Journal of Workplace Learning (Volume 23 Issue 6 (2011))
Abstract
Purpose
The purpose of this study is to contribute to the discussion on how to increase lower educated workers’ participation in training programs inside and outside the workplace through stimulating intentions with respect to training.
Design/methodology/approach
This article is based on data from the Study on Life Long Learning and Employment by TNO (Netherlands Organisation for Applied Scientific Research), a three-wave longitudinal study among lower educated workers in three different companies in The Netherlands. Data from the baseline questionnaire on 213 workers who are not currently participating in training activities are used along with a multiple regression model to test whether subjective norms, perceived behavioral control, attitude/expected value, management support, coworker support, career orientation, job insecurity and prior participation in informal learning correlate with lower educated workers’ intentions with respect to training.
Findings
This study shows that when stimulating lower educated workers’ intentions with respect to training, one should focus on their attitude towards training participation, their subjective norms on training participation and their perceived behavioral control over participating in training. These aspects can be influenced through management support, coworker support and promoting career orientation. These factors contribute to the personal factors and thus, although indirectly, stimulate intentions with respect to training.
Originality/value
This article is the first to present clear ideas on ways to stimulate lower educated workers’ intentions to participate in workplace learning activities and to develop interventions to strengthen their current and future labour market position. It also shows that in stimulating lower educated workers’ intentions with respect to training the focus should be on individual, as well as organizational, or group factors.
Abstract
Purpose
The purpose of this study is to contribute to the discussion on how to increase lower educated workers’ participation in training programs inside and outside the workplace through stimulating intentions with respect to training.
Design/methodology/approach
This article is based on data from the Study on Life Long Learning and Employment by TNO (Netherlands Organisation for Applied Scientific Research), a three-wave longitudinal study among lower educated workers in three different companies in The Netherlands. Data from the baseline questionnaire on 213 workers who are not currently participating in training activities are used along with a multiple regression model to test whether subjective norms, perceived behavioral control, attitude/expected value, management support, coworker support, career orientation, job insecurity and prior participation in informal learning correlate with lower educated workers’ intentions with respect to training.
Findings
This study shows that when stimulating lower educated workers’ intentions with respect to training, one should focus on their attitude towards training participation, their subjective norms on training participation and their perceived behavioral control over participating in training. These aspects can be influenced through management support, coworker support and promoting career orientation. These factors contribute to the personal factors and thus, although indirectly, stimulate intentions with respect to training.
Originality/value
This article is the first to present clear ideas on ways to stimulate lower educated workers’ intentions to participate in workplace learning activities and to develop interventions to strengthen their current and future labour market position. It also shows that in stimulating lower educated workers’ intentions with respect to training the focus should be on individual, as well as organizational, or group factors.
Sunday, 15 August 2010
Technological change and employer-provided training: ...
evidence from UK workplaces
an article by Ardiana N Gashi, Geoff Pugh and Nick Adnett published in International Journal of Manpower Volume 31 Issue 4 (2010)
Abstract
Purpose
This paper sets out to examine the link between technological change and continuing training at a workplace level.
Design/methodology/approach
The paper hypothesises that workplaces subject to technological change have an increased demand for skills, which induces an increased provision of training. UK data from two waves (1998 and 2004) of the Workplace Employment Relations Survey (WERS) are used to investigate this hypothesis.
Findings
Workplaces undertaking technological change are more likely to train their workers and also to provide more days of training per worker. Team working is also associated with a greater number of days spent on training, as are the setting of training targets and the keeping of training records. Training intensity decreases with an increasing share of part-time and manual employees. Conversely, where workplaces face difficulties in filling skilled vacancies, they provide more days of training.
Research limitations/implications
The WERS training questions refer only to core experienced employees which, since this group may vary from one workplace to another, may not give a completely consistent measure of either absolute or relative training provision. Because the WERS panel (1998 and 2004) excludes both the dependent variable (training intensity) and the variable of interest (technical change), the analysis is restricted to cross-section estimation. Causal implications of this analysis should be regarded as correspondingly tentative.
Practical implications
The findings suggest that one way to induce firms to provide more training is by enhanced incentives for firms to undertake more rapid technological change. In addition, if the current global economic downturn persists, evidence that operating in a declining market is associated with the provision of fewer training days may be of particular concern to training professionals and policy makers.
Originality/value
The paper provides empirical evidence concerning the interaction between technological change and training.
an article by Ardiana N Gashi, Geoff Pugh and Nick Adnett published in International Journal of Manpower Volume 31 Issue 4 (2010)
Abstract
Purpose
This paper sets out to examine the link between technological change and continuing training at a workplace level.
Design/methodology/approach
The paper hypothesises that workplaces subject to technological change have an increased demand for skills, which induces an increased provision of training. UK data from two waves (1998 and 2004) of the Workplace Employment Relations Survey (WERS) are used to investigate this hypothesis.
Findings
Workplaces undertaking technological change are more likely to train their workers and also to provide more days of training per worker. Team working is also associated with a greater number of days spent on training, as are the setting of training targets and the keeping of training records. Training intensity decreases with an increasing share of part-time and manual employees. Conversely, where workplaces face difficulties in filling skilled vacancies, they provide more days of training.
Research limitations/implications
The WERS training questions refer only to core experienced employees which, since this group may vary from one workplace to another, may not give a completely consistent measure of either absolute or relative training provision. Because the WERS panel (1998 and 2004) excludes both the dependent variable (training intensity) and the variable of interest (technical change), the analysis is restricted to cross-section estimation. Causal implications of this analysis should be regarded as correspondingly tentative.
Practical implications
The findings suggest that one way to induce firms to provide more training is by enhanced incentives for firms to undertake more rapid technological change. In addition, if the current global economic downturn persists, evidence that operating in a declining market is associated with the provision of fewer training days may be of particular concern to training professionals and policy makers.
Originality/value
The paper provides empirical evidence concerning the interaction between technological change and training.
Subscribe to:
Posts (Atom)
