CVA – ACFP

Articles Tags Training – workplace

Germany. Flexible Work Organization and Employer Provided Training: Evidence from German Linked Employer-Employee Data

Critically, the training associated with workplace flexibility does not simply reflect technology. Skill-biased organizational change plays its own role. Moreover, we show that the training associated with workplace flexibility is disproportionately oriented toward employees with a greater formal education. Our results also provide modest evidence of an age bias of workplace flexibility. However, the link between workplace flexibility and training does not appear to differ by gender.
http://ftp.iza.org/dp11696.pdf

Australia. Continuity and change: employers’ training practices and partnerships with training providers

This study provides a comprehensive picture of the way in which employers navigate the Australian training system and establish partnerships with registered training organisations. In terms of evolution over the last 20 years three key factors emerge:
– While the take-up of nationally recognised training by employers has not increased substantially, this type of training is being used in different ways.
– The nature of the partnerships between RTOs and employers has changed, from a relationship based on fee-for-service provision to one based on long-term mutual collaboration.
– A change in the role of the training function and training staff in organisations has been observed.
https://www.ncver.edu.au/research-and-statistics/publications/all-publications/continuity-and-change-employers-training-practices-and-partnerships-with-training-providers

How to Reform Worker-Training and Adjustment Policies for an Era of Technological Change

Rather than slow down technological disruption to protect a small number of workers at the expense of the vast majority who are benefiting, policymakers should focus on doing significantly more to help those who are displaced transition successfully into new jobs and occupations.
https://itif.org/publications/2018/02/20/technological-innovation-employment-and-workforce-adjustment-policies

Europe. Job Design and Skill Developments in the Workplace

We investigate the relationship between job complexity and the skills development of adult workers in Europe. The results suggest that challenging workplaces, workplaces in which jobs are designed to include complex tasks, and which place high demands on workers’ skills, also stimulate workers’ skills development. Increasing the degree of job complexity has positive and robust effects on the degree of skill development, and so does an increase in work experience (tenure). The analysis stresses the importance of on-the-job learning and contextual workplace characteristics for adult workers’ skills development.
http://ftp.iza.org/dp10207.pdf

To Better Train Workers, Figure Out Where They Struggle

What company would spend thousands — or even millions — of dollars, year in and year out, without knowing the return? When it comes to training and workforce development, lots of them.
https://hbr.org/2017/06/to-better-train-workers-figure-out-where-they-struggle?utm_campaign=hbr&utm_source=twitter&utm_medium=social

Canada. Make the most of your training budget and meet your training needs!

Whether your budget is large or small, providing your employees with training opportunities is an essential part of improving performance and building a successful business. As an entrepreneur, you will need to identify what type of training best suits the needs of your business, as well as how you can fit training into your budget.
Part 1
Part 2
http://www.canadabusiness.ca/eng/blog/entry/5514/sgc-12/
En français. Canada. Tirez pleinement parti de votre budget de formation pour mieux répondre à vos besoins!
Partie 1
Partie 2
http://www.entreprisescanada.ca/fra/blogue/entree/5514/sgc-12/

East Asia. The Wage Returns to On-the-Job Training: Evidence from Matched Employer-Employee Data

Skills shortages and skill mismatch are a pressing concern for policymakers in several developing countries, and in East Asia specifically. Providing on-the-job training can be an effective policy tool to shape the skills of the existent workforce to the specific needs of the firms. This paper explores a unique data set of matched employer-employee data for Malaysia and Thailand to estimate the wage return to on-the-job training in these two countries. Exploring propensity score matching estimates, we show that the average wage returns to on-the-job training are 7.7% for Malaysia and 4.5% for Thailand. Furthermore, we find evidence that the wage returns to on-the-job training are higher for males than for females in Malaysia and that, for both countries, returns are higher for workers with at least secondary education.
http://ftp.iza.org/dp8314.pdf

Canada. On-The-Job Training: The Solution To The Skills Shortage

As the economy is slowly bouncing back, employers are struggling to fill open positions. But it isn’t because there are fewer workers looking for employment – it’s because those workers seeking jobs don’t necessarily have the right skills. According to a new CareerBuilder.ca survey, half of employers feel there is a shortage of skilled workers in Canada. Due to this skills gap between what employers want and job seekers possess, positions are staying open for extended periods of time: 3 in 10 employers currently have positions in their organization that, on average, stay open for 12 weeks or longer.
http://www.careerbuilder.ca/blog/2015/09/28/on-the-job-training-the-solution-to-the-skills-shortage/

Not As Hard As You Think: Engaging High School Students in Work-Based Learning

This brief is intended to allay concerns about perceived barriers to young people’s access to workplaces and to highlight the successes of employers who have opened their doors to high school students. The brief profiles employers who have found ways to provide young people with meaningful work experiences. These case studies highlight the ways that these employers have managed the logistics of work-based learning and explain the benefits of doing so for employers.
http://www.jff.org/sites/default/files/publications/materials/Not-as-Hard-as-You-Think-042915.pdf

USA. Employer Guide to Adult Education for Work: Transforming Adult Education to Build a Skilled Workforce

This guide provides employers with a vision for new, more effective adult education programs, including the key elements to include in order to ensure greater student success, an understanding of the role employers can play in building such a system, best-in-class examples of employer involvement in Adult Education for Work programming, and tools employers can use to assess their training needs and the quality of existing programs and to access training resources. Employers can use these tools as a guide to advocate for programs that better meet their needs.
http://www.jff.org/sites/default/files/publications/Emp%20Guide%20Adult%20Ed%20Work.PDF

Entrepreneurship Education and Training Programs around the World : Dimensions for Success

Entrepreneurship has attracted global interest for its potential to catalyze economic and social development. Research suggesting that certain entrepreneurial mindsets and skills can be learned has given rise to the field of entrepreneurship education and training (EET). Despite the growth of EET, global knowledge about these programs and their impact remains thin. The study finds that EET today consists of a heterogeneous mix of programs that can be broken into two groups: entrepreneurship education and entrepreneurship training.
https://openknowledge.worldbank.org/bitstream/handle/10986/18031/9781464802027.pdf?sequence=1

Canada. Effective Journeyperson Apprentice Mentoring On-the-job: Tips, Strategies, and Resources

The skill and ability of the next generation of skilled trades professionals rely in large part on the mentors who teach them. Apprentices in the skilled trades need strong workplace supports to become certified, making journey person mentors crucial to apprenticeship success. This report provides fresh insights into the important role of mentors to apprenticeship completion across Canada.
http://caf-fca.org/?s=Effective+Journeyperson+Apprentice+Mentoring+On-the-job%3A+Tips%2C+Strategies%2C+and+Resources
* Needs a one-time free registration to view the document

ALISON – free online learning resource for basic and essential workplace skills

ALISON* is the world’s leading free online learning resource for basic and essential workplace skills. ALISON provides high-quality, engaging, interactive multimedia courseware for certification and standards-based learning.
http://alison.com

Creating a Post-Training Evaluation Plan

With a strategy in place, you can get to Kirkpatrick’s Level 3 and Level 4—and demonstrate the value of your program.
http://www.kirkpatrickpartners.com/Portals/0/Resources/Articles/Creating%20a%20Post-Training%20Evaluation%20Plan%20T%20D%20June%202013.pdf
See also Are you REALLY Using the Four Levels?
http://www.kirkpatrickpartners.com/Portals/0/Are%20you%20REALLY%20using%20the%20four%20levels%203%2009.pdf

UK. Professional standards, competence and capability

Standards and frameworks concerned with competence – broadly, the ability to do – are increasingly being used in professions, generally though not exclusively associated with the function of signing practitioners off as fit to practise. Current trends are towards a predominantly functional or activity based, rather than skills or attributes-based, model of competence. There are however limitations to how well a purely competence-based approach of either type can capture the ability to cope with the changing contexts, evolving practice and ethical demands of professional work. The less tangible notion of capability offers some pointers for improving frameworks so that they better reflect the needs of professions, and evidence of a capability-based approach can be discerned in recently-developed sets of professional standards.
http://devmts.org.uk/capstds.pdf

USA. The Effect of Training and Development on Employee Attitude as it Relates to Training and Work Proficiency

It is incumbent on training and development professionals to design, implement, and evaluate the effectiveness of their programs in reducing disputes in workplace performance. This study explores the relationships between training experiences and attitudes about perceived job proficiency.
http://sgo.sagepub.com/content/1/3/2158244011433338.full

Tunisia. Entrepreneurship training and self-employment among university graduates : evidence from a randomized trial in Tunisia

In economies characterized by low labor demand and high rates of youth unemployment, entrepreneurship training has the potential to enable youth to gain skills and create their own jobs. This paper presents experimental evidence on a new entrepreneurship track that provides business training and personalized coaching to university students in Tunisia.
http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2012/12/03/000158349_20121203172559/Rendered/PDF/wps6285.pdf

 

US. The Importance of a Learning Climate in Corporate Training

Corporate training is a huge industry and in many ways corporations are embracing employee development like never before as companies spent over $150 billion on training in 2011 alone. That’s an immense amount of money to spend on training. It also seems like a safe bet that if companies are spending so much money on professional development, they must be getting pretty good returns. But the sad truth is much of that money is squandered due to failure to engender a corporate culture that supports and encourages learning every day of the year.
http://www.dashe.com/blog/training-development/importance-learning-climate-corporate-training/

Palestine. Qualitative and Quantitative Training Needs Assessment Study for Qualified Workforce within the Basic Work Levels

The study was prepared to determine quantitative and qualitative training needs of Palestinian labour force. The main results of the training needs assessment indicate: – a higher interest in vocational education and training by school students and parents; – a better status of youth graduated from vocational education and training in employment, especially for young women, – that half of the surveyed employers’ establishments employed vocational education graduates. More than half would prefer to employ vocational education graduates in the future, including female graduates.
https://www.bethlehem.edu/document.doc?id=3241

Canada. Leveraging Training and Skills Development in SMEs: An Analysis of Two Canadian Urban Regions – Montreal and Winnipeg

This study raises three important policy issues. First the uneven development of learning and innovation activities is related not only to size of firms but also to their orientation towards innovation change and shared productivity measures. Second, SMEs, not having internal resources and flexibility to drive productivity growth through learning and training, need some forms of Group based mechanism to solve this structural problem. Finally, the study illustrates the importance, for efficient and relevant skill development, of situated or grounded local approaches proceeding through proper evaluation of local needs and contexts in line with firms’ prospective action plan.
http://www.oecd-ilibrary.org/industry-and-services/leveraging-training-and-skills-development-in-smes_5k8x6l198524-en

Online learning in the workplace: a hybrid model of participation in networked, professional learning

The design and conceptualisation of online learning environments for work-related, professional learning was addressed through research with users of an online environment for social workers. Online participation needs to be understood as a hybrid concept, in that it is a reflection of offline roles, opportunities and pressures, as well as the usefulness, usability and relevance of what is online. Online sites intended to support work-related learning should start from the perspective of the socio-technical interaction network, with its emphasis on building in the social context at all stages in the life of a site.
http://oro.open.ac.uk/34994/

How an employee training and development program can help your company

Training really sets a foundation for your staff as to what you’re trying to get accomplished — your goals and visions. In addition, it gives employees an idea as to what’s in the future, because as an employee goes through the interview and training process, he or she wants to know what he or she gains from taking the position.
http://www.sbnonline.com/2012/12/how-an-employee-training-and-development-program-can-help-your-company-danielgroup/

Training + Recognition=Productive Workforce

Today, organizations are utilizing training to better prepare employees, increase productivity, and maintain a competitive advantage. However, making sure training initiatives support a company’s overall mission and business strategy is easier said than done. Often, employers do not reinforce the desired behaviors and new skills that training exercises are designed to support and sustain. Top organizations, however, have realized that they should promote an atmosphere where employees are not only encouraged to learn but also are rewarded for using new skills.
http://trainingmag.com/content/training-recognitionproductive-workforce

Training, Unemployment and Efficiency : empirical and theoretical analysis

This thesis focuses on three main concerns of the economic literature on training: returns to employee training, firms’ training incentives and investments efficiency.This requires to understand why and how policies to regulate the training market should be implemented.
https://tel.archives-ouvertes.fr/tel-00658805/document

Team Workplace Training and Development Plans

Every organization must have a regular training and development plan for establishing qualifications and improving the competencies of employees. Selecting the appropriate training course requires a clear understanding of the competencies, knowledge and qualifications that make up a training package.
http://www.appliedtrainingsolutions.com.au/rto/choosing-the-right-training-and-development-for-employees/

South Korea. Self-Directed Learning in the Workplace: Implications for the Legislation of Trade Union Education in South Korea

The purpose of this study is to theorize self-directed learning (SDL) in the workplace from the perspectives of human resource development (HRD), adult education (AdEd), and lifelong learning in order to suggest the implications for the legislation of trade union education (TUE) in South Korea. Since legislation at the national level can promote workers‘ participation in TUE in the context of SDL for industrial democracy through humanization of education, the South Korean government should provide trade unions with appropriate legislative, financial, and administrative support.
http://newprairiepress.org/aerc/2012/papers/38/

Germany. Competence Development in Fixed-term Employment

The research project seeks to provide answers on how fixed-term employment affects the development of occupational competences. The objective is to compare the impact of this form of employment on competence acquisition by fixed-term employees and employees in “normal” working relationships from a subjective angle. Criteria for comparison are: scope for activity, task diversity, complexity of work, career opportunities, participation in formal continuing training, social support and integration, decision-making powers, information offerings as well as job satisfaction.
http://newprairiepress.org/cgi/viewcontent.cgi?article=3195&context=aerc

Canada. Job-related training of older workers

This study examined the incidence and intensity of job-related training among workers aged 55 to 64 using the 2008 Access and Support to Education and Training Survey. It also examined employer support and barriers preventing individuals from participating in training they wanted or needed to take between July 2007 and June 2008. The 1992 to 2003 cycles of the Adult Education and Training Survey were used to examine historical trends in employer-sponsored training.
http://www.statcan.gc.ca/pub/75-001-x/2012002/article/11652-eng.pdf

UK. Defining and measuring training activity

The research shows that whilst employers do not use the descriptors of ‘on-the job’ and ‘off-the-job’ training themselves, they understand and were able consistently to apply these definitions to their own workplaces. The research tested a number of alternative formulations of the training questions but there was not one which generally thought to be more useful and easier to apply to their workplace. Because of this we are reassured; the data we produce on training accurately reflect the training position amongst UK employers.
http://dera.ioe.ac.uk/10075/1/evidence-report-29-defining-and-measuring-training.pdf

Negative Knowledge: Understanding Professional Learning and Expertise

The paper analyzes how the concept of negative knowledge contributes to the understanding of professionals’ expert practice and learning. Negative knowledge is experientially acquired knowledge about what is wrong and what is to be avoided during performance in a given work situation. During routine actions, negative knowledge enhances professionals’ certainty of how to proceed and increases the efficacy through the avoidance of impasses and suboptimal problem-solving strategies. The potential of negative knowledge for the investigation of professional learning is discussed through reference to recent empirical work.
https://link.springer.com/article/10.1007/s12186-008-9006-1

USA. When Untapped Talent Meets Employer Need

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.
https://www.tbf.org/~/media/TBFOrg/Files/Reports/AHI%20Report%202011.pdf

Expansive Learning at Work: Toward an activity theoretical reconceptualization

Activity theory and its concept of expansive learning are examined with the help of four questions: 1. Who are the subjects of learning? 2. Why do they learn? 3. What do they learn? 4. How do they learn? Five central principles of activity theory are presented, namely activity system as unit of analysis, multi-voicedness of activity, historicity of activity, contradictions as driving force of change in activity, and expansive cycles as possible form of transformation in activity.
http://www.tandfonline.com/doi/pdf/10.1080/13639080020028747

Diversity instead of competition and displacement

This article examines the options open to companies for meeting qualifications needs, with particular attention to company-based initial and continuing vocational education and training (IVET and CVET). The findings show that companies are increasingly relying on internal recruitment strategies and developing various initiatives to combine the benefits of company-based competence development with academic learning. Far from exhibiting a general bias towards academic qualifications, companies are seeking to recruit staff from diverse educational backgrounds.
https://www.bibb.de/veroeffentlichungen/de/bwp/show/6733

Germany. Is the shortage of skilled workers increasing companies’ participation in continuing training?

In international comparative terms, German companies remain behind expectations when it comes to the continuing training of their employees. In light of the clearly impending shortage of skilled workers and rising requirements with regard to activities and skills, there ought, however, to be an increasing demand on the part of firms for company-based continuing training to act as an important instrument for the securing of economic efficiency and to cover training needs. The present paper serves as the basis for highlighting both this correlation and further possible factors exerting an influence on the willingness of companies to provide continuing training.
https://www.bibb.de/en/23274.php

Canada. The Effectiveness of Training for Displaced Workers with Long Prior Job Tenure

Workers displaced from long-tenure jobs often have difficulty finding new employment. Policy response for these long-term problems has centred on education, training and skill development. This paper surveys and assesses a variety of strategies that have been employed to determine training effectiveness.
http://www.clsrn.econ.ubc.ca/workingpapers/CLSRN%20Working%20Paper%20no.%2092%20-%20Stephen%20Jones.pdf

Course. Preparing to Manage – Skills and Practices

Successful business management practices implemented by skilled and knowledgeable managers are vital for the continued success and growth of any business. This free online course in an introduction to essential business management skills and practices. This course is ideal for business professionals who are working in established companies and who want to prove a basic competency and knowledge of business management matters, and also to learn more about successful business management skills and practices.
http://alison.com/courses/Management-Strategies-for-Business

UK. Integrating new technologies into careers practice: Extending the knowledge base

This report examines emerging structures for the delivery of services across the public, private and community sectors, together with the impact of ICT integration, especially for workforce development.
http://webarchive.nationalarchives.gov.uk/20140108090250/http://ukces.org.uk/assets/ukces/docs/publications/integrating-new-technololgies-into-careers-practice.pdf

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