Unique approach to leveraging a professional development planning process, all while connecting staff development with organizational needs.
Unique approach to leveraging a professional development planning process, all while connecting staff development with organizational needs.
An estimated 1 in 5 Americans, nearly 56.7 million, live with a disability. While expressing an ability, desire and willingness to work in the community and contribute to the economy, many adults and youth with disabilities experience significant barriers to employment.
Health system strengthening continues to be a moving target for developing countries with the human resource factor the most critical bottleneck towards universal health coverage. Zambia health sector is instituting an intervention that can improve retention of health workers using non-financial motivation through sustainable elearning.
Vocational knowledge in motion: rethinking vocational knowledge through vocational teachers’ professional development
The paper presents empirical data to consider some of the current debates concerning the nature of vocational knowledge taught in further education colleges to students following craft, vocational and occupational courses. The concept of ‘knowledge in motion’ and workplace learning theories are employed as a conceptual framework to examine the continuing professional development (CPD) activities of vocational teachers. This is used to shed light on the ways in which teachers use CPD as a means of accessing and transporting vocational knowledge from occupations to classrooms. Findings suggests that vocational knowledge is distributed and networked and this conceptualisation makes visible some of the ways teachers are able, through CPD activity, to transport vocational knowledge from occupations to classrooms.
A defining feature of health systems in the 21st century will be the capacity to respond to populations’ needs, while at the same time anticipating future scenarios and effectively planning for evolving requirements. Nowhere is this more apparent than in the health workforce domain: a fundamental mismatch exists between supply and demand in both the global and national health labour markets, and this is likely to increase due to prevalent demographic, epidemiologic and macroeconomic trends
Workforce development in emerging economies: Comparative perspectives on institutions praxis, and policies
The book’s findings, based on cross-sectional data for nearly 30 countries and time-series data for five countries, identify successes and common issues across countries in the sample. In lagging countries, the biggest difficulties relate to: forming and sustaining strategic partnerships with employers; ensuring equitable and efficient funding for vocational education; and putting in place mechanisms to enhance training providers’ accountability for results defined by their trainees’ job market performance. By framing workforce development in the broader skills-for-growth context and drawing on lessons from countries where well-designed workforce development strategies.
The report makes recommendations on how the province can build on its world-class skills, education and training systems to prepare Ontario’s current and future workforce for the technology- and knowledge-based jobs of today and tomorrow.
The field of career development is continuously evolving driven by technological advancements, economic and social changes, and other key influences. It is essential for career professionals to understand what has changed and what is emerging in this field. CERIC’s latest literature search on Trends in Career Development 2011-2016 reviews some highlights from the past five years.
Community-based learning in vocational education and training: making schools closer to the real world
Community-based learning is a potential learning model for vocational training and education that enables schools and the real world to become closer. A community-based learning paradigm is built on the principle that it is not enough for us only to help students achieve academic skills in school, but we must also strengthen their involvement in productive activities that can deliver them to enter the adult world. This paper sets forth several ideas pertaining to community-based learning programs and their potential to overcome the gaps of what is done in school with what the public demands; strategies of community-based learning program development; project-based learning as a model of that learning; and a recommendation for carrying out community-based education.
The Integrated Industrial Learning System (IILS) is a system for structured workforce development and continuous learning that combines the power of Canada’s leading post-secondary education system with the practical experience of our industrial workplace to create a flexible, skilled, productive and competitive workforce geared to the challenges of the emerging global economy. It combines elements that already exist: post secondary education, co-op programs, and apprenticeships – and applies them in different ways to rapidly build the world-class workforce the country needs.
A contribution of J.L. Griffiths, email@example.com Web: http://griffiths-sheppard.com/
A survey of 400 employers reveals 71% of employers prefer developing existing employees into management roles rather than hiring new employees – but the lack of promotable skills is a major hurdle.
Higher skills levels are required to boost productivity, underpin economic growth, and create opportunities for individuals in Ghana. Technical and vocational education and training is (TVET), however, poorly perceived, often being seen as the reserve option for those unable to achieve the grades to enter into higher education. Unless TVET begins to be seen as the important component of economic and social development that it is, a lack of skills will ultimately have serious consequences for Ghana’s economy. These negative perceptions of the sector are limiting the career opportunities available to Ghanaian youth.
Report of the Symposium on Skills and Small Business held on November 14, 2012 in Toronto. A plan for upskilling the domestic workforce must include a focus on SMEs. SMEs need to share their skills and training challenges, learn about best practices, and work with other stakeholders to identify solutions to overcome human resource issues and improve their competitiveness.
This book addresses the question of how to build and upgrade job relevant skills. Specifically, the authors focus on three types of training programs relevant for individuals who are either leaving formal general schooling or those who are already in the labor market. The types of employment discussed are pre-employment technical and vocational education and training (TVET); on-the-job training (OJT); and training-related active labor market programs (ALMPs).
Skills by Design is a toolbox for employers looking to sharpen the skills of their workforce. The publication makes the case that any business, no matter the size, should have the tools and know-how to build and enhance employee skills. It features the why to, how to and practical what to do of employee skills development.
How do you manage as more of your workers retire? Or as employees in key positions with crucial knowledge move on? Strategies and solutions Alberta employers have used to transfer and share organizational intelligence within their workforce.
The Canadian Standards & Guidelines for Career Development Practitioners (S&Gs;) define the competencies career development practitioners need in order to practice effectively and ethically. They are used extensively in Canada in shaping professional training and development programs, certification and scope of practice.
En français. Canada. Le guide Canadien des Compétences pour les professionnels en développement de carrière
Canada/Ontario. Industry Shared Approaches: Aligning Literacy and Essential Skills with Economic Development
This brief examines the concept of industry shared essential skills approach. This approach directly involves employers and service providers in the co-design and delivery of training in order to leverage employment opportunities for job-seekers with complex needs.
Developing Global Workforce: An Integrative Intercultural Effectiveness Model for International Human Resource Development
Globalization has a significant impact on the field of human resource development (HRD), especially on international HRD. The challenge of developing global workforce with intercultural competencies has received extensive attention. It is necessary to reexamine the structure and content of IHRD programs that facilitate individual to be interculturally competent. This paper attempts to propose an integrative intercultural effectiveness (ICE) model as the guidelines for IHRD to identify the process and content in developing intercultural competencies.
Lifelong learning has become one of the keys to making workers’ career paths more secure at both the French and the European policy level. However, the implementation of these policy lines raises delicate questions as to how the responsibility for vocational training should be shared among employees, employers and public institutions. The study, based on quantitative and qualitative surveys in which employers and their employees were consulted, shows that the environment provided by the company contributes more decisively than employees’ previous training and career paths to the capability of the latter to attend vocational training and develop professionally at work. Relying on these empirical findings, it proposes a scheme for a capability-based conceptualization of professional development.
Canada/Ontario. Realizing Local Workforce Potential through Workforce Planning Boards and Regional Literacy Networks
This paper describes how Regional Literacy Networks and Workforce Planning Boards can work together, coordinate activities and create strategic partnerships to strengthen regional coordination in employment and training.
This paper to present its research on current issues in relation to productivity and workforce participation, examine issues in relation to future demand from industry and start to explore policy options.
The online discussion touched upon the various political, economic and social barriers that prevent girls and women from successfully entering the world of work. Lessons learnt from this debate illustrates the need for building a strong knowledge base on good practices and success stories, which can serve to guide TVET experts on the policy-making level, as well as and perhaps even more so, support the successful implementation of such policies in improving women’s active participation in TVET globally.
This paper analyzes how the costs of hiring skilled workers from the external labor market affect a firm’s supply of training. Using administrative survey data with detailed information on hiring and training costs for Swiss firms, we find evidence for substantial and increasing marginal hiring costs. However, firms can invest in internal training of unskilled workers and thereby avoid costs for external hiring. Controlling for a firm’s training investment, we find that a one standard deviation increase in average external hiring costs increases the number of internal training positions by 0.7 standard deviations.
Transforming the Workplace: Critical Skills and Learning Methods for the Successful 21st Century Worker
There are two big questions to consider. First, what are the critical 21st century skills that the workforce of tomorrow needs to develop and master today? Secondly, how can we improve our learning methods to enable the self-directed learner to thrive in this new environment?
Less planning, more legwork. That’s the formula some business schools are using to overhaul the competitions they conduct each year to test their students’ mettle as entrepreneurs.
The study shows that creating a larger number of more productive jobs for a growing labor force calls for a multisectoral reform agenda that includes improving access to electricity for firms across all sectors in urban and rural settings, dealing decisively with issues of governance and corruption, improving access to land and transport links between town and country, improving nutrition in early childhood, equipping workers with skills relevant for the world of work, and reorienting labor market regulations and programs to protect workers rather than jobs.
The vision of this plan will focus on fairness, safety and prosperity for all Nova Scotians by living, learning and working to their highest potential.
The Allied Health Initiative (AHI) was designed to respond to a serious need voiced by leaders of Boston hospitals about current and anticipated shortages of allied health professionals. The documents relates the hospitals’ expressed interest in training their own entry-level employees as a way both to fill the jobs they had vacant and offer life-altering opportunities to their own employees.
Informal learning communities in which participants show critically reflective work behaviour (CRWB) have the potential to support lifelong learning. In practice this behaviour does not always occur in groups of autonomous professionals. The results of this study, combining issues of design and implementation, could contribute to the discussion about the support and set-up of learning communities for autonomous professionals.
This book is a culmination of the many and varied career development topics which have appeared in the Canadian Journal of Career Development/Revue canadienne de développement de carrière over the past ten years. The myriad of methodological approaches which researchers have utilised to study and research career issues have been as varied as the topic of career itself. In fact this healthy approach to career development research embraces the complexity of career development.
In this paper, the authors begin by first describing the programs that encompass workforce development and then examine the evidence and conventional wisdom on the effectiveness of workforce development programs, elaborating on the arguments outlined above that challenge the conventional wisdom and the approaches that have been applied in measuring the effectiveness of workforce development interventions. They conclude by summarizing the arguments and evidence in support of an alternative view that counters the conventional wisdom and finds that workforce development works.
USA. The New Age of Workforce Development: How States and Schools are Training Workers for Next Generation Jobs
States that provide customized approaches to workforce development through strong partnerships with its educational institutions have been very successful in business recruitment and retention. The article examines two programs that are widely recognized national models.
The evidence is piling up that many post-secondary students are studying subjects for which they will never find jobs. At the same time there are jobs going begging …but no graduates to fill them. Should the education system be tailored to better fit the job market in Canada?