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
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
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
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
In order to encourage employee engagement, retain the best talent and remain competitive on the market, you have decided to rely on training and development of competencies (among other things). Bravo! The most competitive businesses know that they need to develop a culture of learning and innovation.
Then again, you must be wondering how to make sure you truly reap all the benefits from your investments. So here are 6 suggestions to consider at the time of evaluating needs and devising a plan for training your employees.
https://atmanco.com/blog/hcm/how-to-improve-efficiency-training-and-development-strategy/
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
This paper analyzes the correlation between firm size and the investment in job training by employers. Using a large firm level data set across 99 developing countries, we show that a strong and positive correlation in the investment in job training and firm size is a robust statistical finding both within and across countries with very different institutions and levels of development.
http://download.springer.com/static/pdf/772/art%253A10.1186%252Fs40175-015-0029-3.pdf?originUrl=http%3A%2F%2Fizajold.springeropen.com%2Farticle%2F10.1186%2Fs40175-015-0029-3&token2=exp=1490147174~acl=%2Fstatic%2Fpdf%2F772%2Fart%25253A10.1186%25252Fs40175-015-0029-3.pdf*~hmac=158dd9a4f674cacf2f67e42945652b5f9669947618d3f2f7c0af34ff97baa7e9
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/
A compelling picture of the positive associations between workers’ physical and mental health, their success in job-related tasks, and key business outcomes. The study provides evidence that workplace interventions that increase workers’ skills and self-confidence can benefit businesses as well as workers, by reducing work stress and improving job performance.
http://www.srdc.org/news/new-study-finds-workplace-training-benefits-employees%E2%80%99-health-and-job-performance.aspx
The findings from this study indicate that workplace LES training does, indeed, have large positive impacts on workers’ skills, job performance, and a range of economic and social outcomes for workers and firms. A benefit-cost analysis also reveals a significant positive return on investment for firms. Importantly, the study also finds that the pattern of impacts varies among firms and workers in ways that have important implications for the design and delivery of effective training programs. Understanding these factors can lead to policies that facilitate both larger employer investments in training and higher return on investment. The results of UPSKILL provide clear evidence and insights into the value of workplace LES training, which can support small to medium-sized enterprises (SMEs) in their training decisions and make workplace training more accessible for lower-skilled Canadians.
http://www.srdc.org/media/199774/upskill-technical-report-en.pdf
En français. Canada. UPSKILL : Un test crédible de la formation en littératie et compétences essentielles en milieu de travail
http://www.srdc.org/media/199771/upskill-final-results-es-fr.pdf
The firm’s stock of human capital is an important determinant of its ability to innovate. As such, any increase in this stock through firm-sponsored training might lead to more innovation. We test this hypothesis using detailed data on firms’ human capital investments and innovation performance, the Canadian longitudinal linked employer-employee data from 1999-2006. Our results, with workplace fixed-effects and allowing for time-varying productivity shocks, demonstrate that more training leads to more product and process innovation, with on-the-job training playing a role that is as important as classroom training. We then demonstrate that on-the-job training has a positive impact on firm-level productivity through improved process innovation.
http://ftp.iza.org/dp8506.pdf
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
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/
This project examined government-supported apprenticeship in England, focussing on the experiences and perspectives of apprentices aged 25 and over and their employers. It also considered training, upskilling and reskilling of adult workers more generally.
http://www.nuffieldfoundation.org/does-apprenticeship-work-adults
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
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 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
The Top 100 Tools for Learning 2013 list was compiled from the votes of over 500 learning professionals (from education and workplace learning) from 48 countries. http://www.c4lpt.co.uk/blog/2013/09/30/here-it-is-the-top-100-tools-for-learning-2013/
Most often refresher training is delivered in the areas of compliance, safety, quality, processes and procedures. Now, we will see why you need to refresh knowledge of your existing employees and when refresher training has to be delivered to them….
http://blog.commlabindia.com/elearning/refresher-training-at-workplace
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* 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
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
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
Strategies must be devised to ensure that private nursing graduates serve public health needs of their populations. There must be policy coherence between producing nurses for export and ensuring sufficient supply to meet domestic needs, in particular in under-served areas. This study points to the need for further research in particular assessing the contributions made by the private sector to nurse production, and to examine the variance in quality of nurses produced.
http://www.human-resources-health.com/content/pdf/1478-4491-11-14.pdf
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
This research provides the context for and an understanding of why enterprises engage in training and explores the various responses to the challenges faced by vocational education and training (VET) providers.
http://vital.new.voced.edu.au/vital/access/manager/Repository/ngv:55167/SOURCE202
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/
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
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
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://openeducationeuropa.eu/en/article/-Online-learning-in-the-workplace%3A-a-hybrid-model-of-participation-in-networked%2C-professional-learning
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/
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
The guide gives interested stakeholders information on how training and skills development can be pursued in the context of an SME (Small to medium-sized enterprises;). The guide details some of the key challenges SMEs face and information on how to deal with them and find innovate solutions. It also provides various examples from across Europe that stakeholders can benefit from.
http://bookshop.europa.eu/en/guide-for-training-in-smes-pbKE7809874/
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
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/
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/
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
This has been developed for employers who want to learn more about training. It will help employers understand the benefits of training and explore its many applications. •Types of Training •Learning Concepts •Training Needs Checklist
http://www.jobsetc.gc.ca/eng/pieces1.jsp?category_id=2821
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
Hiring and training entry-level employees costs more than spending money on programs that keep existing staffers around longer. And training is one of the best benefits a company, even a small one, can offer.
http://money.cnn.com/2010/06/01/smallbusiness/staff_training/index.htm?iid=SF_SB_River
This guide describes how to start and run a Workplace Education program in your organization. Use it to help your project team get organized, hire an instructor, and deliver a successful program.
http://workplaceinitiatives.novascotia.ca/publications/Making-It-Work-Guide-for-Project-Teams.pdf
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
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.
http://www.springerlink.com/content/wv488100m9u44378/fulltext.pdf
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
The Dallas/Fort Worth International Airport has used a custom created “learning map” to train employees through interactive visual experiences. The employees report high satisfaction with the training, which has helped them understand what’s most important to the business.
http://www3.cfo.com/article/2011/11/training_dfw-airport-poinsatte-root-learning-map
Law schools have long emphasized the theoretical over the useful, leaving law firms fairly resigned to training their hires how to actually practice law.
http://www.nytimes.com/2011/11/20/business/after-law-school-associates-learn-to-be-lawyers.html?_r=2
