Relevant bibliographies by topics / Employer Learning

Academic literature on the topic 'Employer Learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Employer Learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Employer Learning"

1

Keeling, Debbie, Eleri Jones, David Botterill, and Colin Gray. "Work‐Based Learning, Motivation and Employer‐Employee Interaction: Implications for Lifelong Learning." Innovations in Education and Training International 35, no. 4 (November 1998): 282–91. http://dx.doi.org/10.1080/1355800980350403.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sohail, Faisal. "From employee to entrepreneur: Learning, employer size, and spinout dynamics." Journal of Economic Dynamics and Control 133 (December 2021): 104270. http://dx.doi.org/10.1016/j.jedc.2021.104270.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Petre, Melinda. "Are Employers Omniscient? Employer Learning About Cognitive and Noncognitive Skills." Industrial Relations: A Journal of Economy and Society 57, no. 3 (April 18, 2018): 323–60. http://dx.doi.org/10.1111/irel.12210.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lange, Fabian. "The Speed of Employer Learning." Journal of Labor Economics 25, no. 1 (January 2007): 1–35. http://dx.doi.org/10.1086/508730.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Habermalz, S. "Rational inattention and employer learning." Oxford Economic Papers 66, no. 2 (April 19, 2013): 605–26. http://dx.doi.org/10.1093/oep/gpt009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Schönberg, Uta. "Testing for Asymmetric Employer Learning." Journal of Labor Economics 25, no. 4 (October 2007): 651–91. http://dx.doi.org/10.1086/522905.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Altonji, J. G., and C. R. Pierret. "Employer Learning and Statistical Discrimination." Quarterly Journal of Economics 116, no. 1 (February 1, 2001): 313–50. http://dx.doi.org/10.1162/003355301556329.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Maharani, Anita, Andi Maulana, Dovi Kurniawan, and Yozef Yozef. "Will Employer Branding Through Exploring Dynamics Between Organizational Learning, Organizational Culture and Employee Wellbeing?" IJEBD (International Journal of Entrepreneurship and Business Development) 4, no. 4 (July 31, 2021): 452–61. http://dx.doi.org/10.29138/ijebd.v4i4.1437.

Full text
Abstract:
Purpose: This study aimed to see how well-formulated organizational learning, organizational culture, and employee well-being impact better employer branding. The literature used to help build this research model is through concepts related to the four aforementioned variables. Design/methodology/approach: This study uses a quantitative research approach, distributing surveys for data collection and conducting analysis with a structural model approach Findings: The results obtained from this study are that employer branding is driven by organizational culture and employee well-being, while organizational learning does not affect it. Research limitations/implications: This research need more exploration due to the research object Practical implications: The implication of this research may show insights from employee’s perspectives on employer branding. Originality/value: This paper was conducted based on research of organizational learning, organizational culture, and employer branding Paper type: Research paper
APA, Harvard, Vancouver, ISO, and other styles
9

Aryal, Gaurab, Manudeep Bhuller, and Fabian Lange. "Signaling and Employer Learning with Instruments." American Economic Review 112, no. 5 (May 1, 2022): 1669–702. http://dx.doi.org/10.1257/aer.20200146.

Full text
Abstract:
This paper considers the use of instruments to identify and estimate private and social returns to education within a model of employer learning. What an instrument identifies depends on whether it is hidden from, or transparent (i.e., observed ) to, the employers. A hidden instrument identifies private returns to education, and a transparent instrument identifies social returns to education. We use variation in compulsory schooling laws across noncentral and central municipalities in Norway to, respectively, construct hidden and transparent instruments. We estimate a private return of 7.9 percent, of which 70 percent is due to increased productivity and the remaining 30 percent is due to signaling. (JEL D82, H75, I26, I28, J24, J31)
APA, Harvard, Vancouver, ISO, and other styles
10

Mansour, Hani. "Does Employer Learning Vary by Occupation?" Journal of Labor Economics 30, no. 2 (April 2012): 415–44. http://dx.doi.org/10.1086/663590.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Employer Learning"

1

Barbeite, Francisco. "Importance of learning and development opportunity to job choice decisions." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/28567.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zhu, Beibei. "Three Essays on Employer Learning and Statistical Discrimination." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23168.

Full text
Abstract:
This dissertation consists of three essays studying employer learning and statistical discrimination of young workers in the U.S. labor market. The first chapter outlines the dissertation by discussing the motivations, methods, and research findings.

Chapter two develops a framework that nests both symmetric and asymmetric employer learning, and derives testable hypotheses on racial statistical discrimination under different processes of employer learning. Testing the model with data from the NLSY79, we find that employers statistically discriminate against black workers on the basis of both education and race in the high school market where learning appears to be mostly asymmetric. In the college market, employers directly observe most parts of the productivity of potential employees and learn very little over time.

In chapter three, we investigate how the process of employer learning and statistical discrimination varies over time and across employers. The comparison between the NLSY79 and the NLSY97 cohorts reveals that employer learning and statistical discrimination has became stronger over the past decades. Using the NLSY97 data, we identify three employer- specific characteristics that influencing employer learning and statistical discrimination, the supervisor-worker race match, supervisor\'s age, and firm size. Black high school graduates face weaker employer learning and statistical discrimination if they choose to work for a black supervisor, work for an old supervisor, or work in a firm of small size.

In the last chapter, we are interested in the associations between verbal and quantitative skills and individual earnings as well as the employer learning process of these two specific types of skills. There exist significant differences in both the labor market rewards and employer learning process of verbal and quantitative skills between high school and college graduates. Verbal skills are more important than quantitative skills for high school graduates, whereas college-educated workers benefit greatly from having high quantitative skills but little from having high verbal skills. In addition, employers directly learn verbal skills and continuously learn quantitative skills in the high school market, but almost perfectly observe quantitative skills in the college market.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
3

Lederer, John E. "Promoting lifelong learning : an analysis of community college delivery of employer-focused education and training /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7563.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Barcus, Sydney Anne Guarnaccia Charles Anthony. "The impact of training and learning on three employee retention factors job satisfaction, commitment and turnover intent in technical professionals /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9797.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Keene, Barbara J. "Supporting e-learning within a social framework." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3461.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Barcus, Sydney Anne. "The impact of training and learning on three employee retention factors: Job satisfaction, commitment and turnover intent in technical professionals." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9797/.

Full text
Abstract:
The purpose of this study is to explore the benefits of providing employee training and learning beyond the specific content covered in such interventions, and how personality constructs might moderate those benefits. Training refers to the imparting of specific knowledge and tasks. Learning involves processes and skills that support on the job learning experiences. This study builds on previous research linking training and development to increased job satisfaction, and reduced turnover intent, by considering additional factors. The relationships between independent variables training, learning, task variety and task significance and outcome variables job satisfaction, commitment and turnover intent are assessed. Personality constructs of need for achievement and growth need strength are explored as possible moderating variables. This research was conducted using archival data (N = 500) collected from technical professionals employed by fourteen organizations in the Southwest United States. Both task variety and task significance were found to significantly predict all three outcome variables. Growth need strength was found to moderate the prediction of commitment by task variety. Need for achievement was found to moderate the prediction of job satisfaction, commitment and turnover intent by training and learning. Need for achievement was also found to moderate the prediction of both commitment and turnover intent by task significance.
APA, Harvard, Vancouver, ISO, and other styles
7

King-Bailey, Shirley Ann. "Student and employer perceptions of work-based learning in rural community colleges in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04062009-082500.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Fisher, Madeline. "Work based learning : the impact of higher education/employer engagement in North East England." Thesis, Teesside University, 2012. http://hdl.handle.net/10149/315539.

Full text
Abstract:
This research (January 2009 to January 2012) described the impact of Work Based Learning (WBL) programmes on three large organisations involved in HE/employer engagement partnerships to up-skill experienced employees in NE England. A case study approach gathered rich qualitative data from public and private organisations, and their university partner which provided long-term, whole-day university-based master-class WBL programmes for University-accredited qualifications with the support of Higher Education Funding Council for England’s Strategic Development Funding. The public organisation delivered its own certificate-level sessions; and a Foundation Degree was delivered by the University and the organisation’s Directors. Modified action research observations of classes preceded a questionnaire profiling candidates, their motivations, and perspectives about WBL. Stakeholders’ semi-structured interviews (Wengraf, 2001) answered: “how, why and with what consequences does the Mode 2 learning of the individual impact the Mode 2 learning of the organisation”, premised on WBL using Mode 2 “how to” knowledge (Gibbons et al, 1994). Data, mainly collected from May to November 2010, was analysed using a modified grounded theory approach (Corbin and Strauss, 2008) with fractal concept analysis (Wasserman, Clair and Wilson, 2009). Rich descriptions of the impacts of WBL from the perspectives of those involved in HE/employer engagement partnerships resulted in models for developing new partnerships and incorporating employer engagement within a university. Original contributions to WBL knowledge included the Courtyard Model based upon findings including types of knowledge/concepts/values that emerged from the research which may potentially lead to new pedagogies. Impacts of WBL included networking that carried the organisation’s strategic vision into its culture to enhance its sustainability and possible growth. Candidates attributed valuing reputation, knowledge and people to universities as organisations. The Courtyard Model summarised the relationship between the impacts of WBL on the development of candidates and organisations in terms of reputation, knowledge, people, networks, culture and sustainability.
APA, Harvard, Vancouver, ISO, and other styles
9

Kovářčíková, Dana. "Interní vzdělávání pracovníků ve společnosti ADP Employer Services Česká republika, a.s." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-76175.

Full text
Abstract:
This thesis deals with an internal employee training in ADP Employer Services Czech Republic, a.s., based in Prague. In the theoretical part it describes the importance of an effective education in an organization in general. It focuses on systematic education, forms and methods of employee training and human capital. The practical part deals with an analysis of a current condition of employee training in the organization because this is the field which haven't been analyzed till today. In conclusion there are recommendations that contribute to a more efficient employee training system.
APA, Harvard, Vancouver, ISO, and other styles
10

Cheung, Stephen L. "Credentials and Learning in the Labour Market for Young Australians." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1695.

Full text
Abstract:
This thesis reports two tests of information-based theories of the returns to education, in the labour market for young Australians. The first is a test of whether these returns increase discontinuously with credentials such as high school graduation and university degrees. The second is a test of employer learning based upon how the returns to education, and to measures of ability not initially observed by employers, evolve with experience. These tests are conducted using a new data source which tracks individuals during the years in which they are entering and establishing themselves in the labour market, the period during which such credential and learning effects are most likely to be important. It is found that there are large and highly significant credential returns to completion of bachelor’s degrees, of 14% for males and 10% for females. For males, around 39% of the returns to 15 years of education (relative to 9 or fewer years) are attributable to credential effects, while the corresponding figure for females is 36%. These effects are stronger among workers who were recruited through hiring channels that convey less initial information to employers. There is also evidence that post-secondary admission or attendance without completion of a credential may itself have a sorting effect in the labour market. In the employer learning estimates, when parental education is used as a measure of ability observed by the researcher but not initially by employers, it is found to become increasingly correlated with wages as experience accumulates. However, no such result is found when a standardised test score is used as the ability variable – apparently because the information captured by this score is already observed by employers at the time of labour market entry. When the model is estimated separately by occupational class, the finding of employer learning holds only among white-collar workers. This may be due to the types of attributes that are reflected in parental education as a measure of initially unobserved ability.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Employer Learning"

1

Altonji, Joseph G. Employer learning and statistical discrimination. Cambridge, MA: National Bureau of Economic Research, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

editor, Monton Ann, ed. Making employer and university partnerships work: Accredited employer-led learning. Faringdon: Libri Publishing, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bailey, Thomas R. Employer involvement in work-based learning programs. Berkeley, CA: National Center for Research in Vocational Education, University of California, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Altonji, Joseph G. Employer learning and the signaling value of education. [Washington, D.C.?]: U.S. Dept. of Labor, Bureau of Labor Statistics, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Altonji, Joseph G. Employer learning and the signaling value of education. Cambridge, MA: National Bureau of Economic Research, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Altonji, Joseph G. Employer learning and the signaling value of education. [Washington, D.C.?]: U.S. Dept. of Labor, Bureau of Labor Statistics, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Carnevale, Anthony Patrick. The learning enterprise. Alexandria, VA: American Society for Training & Development, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Carter, Julia. Investing in learning: Employer support for professional postgraduate study. London: City University, Department of Continuing Education, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Taylor, Sue. Getting employers involved: Improved work-based learning through employer links : report and good practice guidelines. London: Learning and Skills Development Agency, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Authority, Botswana Training, ed. Learning in the workplace in Botswana: A baseline study 2006. Gaborone, Botswana: Botswana Training Authority, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Employer Learning"

1

Raemdonck, Isabel, Simon Beausaert, Dominik Fröhlich, Nané Kochoian, and Caroline Meurant. "Aging Workers’ Learning and Employability." In Aging Workers and the Employee-Employer Relationship, 163–84. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08007-9_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Altonji, Joseph G., and Charles R. Pierret. "Employer Learning and the Signalling Value of Education." In Internal Labour Markets, Incentives and Employment, 159–95. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1057/9780230377974_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

McGee, Tara Renae, and Li Eriksson. "Employer Expectations of Research Skills Provided in Criminology Undergraduate Education." In Scholarship of Teaching and Learning in Criminology, 109–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35158-8_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sutherland, Jim, and Helen Rainbird. "Unions and workplace learning: conflict or cooperation with the employer?" In Training in the Workplace, 189–209. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-230-21276-3_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Young, Mark R. "Learning to Earning: Employer Desired Skills A Call for Action." In Proceedings of the 2000 Academy of Marketing Science (AMS) Annual Conference, 134–38. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11885-7_34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Carrera, Rafael M. Hernández, and Emilio Lucio-Villegas. "Vocational Education and Training from the Perspective of Key Informants of Employer Associations in Spain." In Working and Learning in Times of Uncertainty, 197–208. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-244-8_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zajacova, Katarina, Erica Hepper, and Alexandra Grandison. "Reconciling Diverse Student and Employer Voices on Employability Skills and Work-Based Learning." In Engaging Student Voices in Higher Education, 209–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20824-0_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Taylor, Philip, Elizabeth Brooke, and Tia Di Biase. "European employer policies concerning career management and learning from a life-span perspective." In Soziale Lebenslaufpolitik, 474–97. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010. http://dx.doi.org/10.1007/978-3-531-92214-0_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Haolader, Faruque A., and Shahadat H. Khan. "Case Study: Bangladesh. The Demand Side of Environmental Sustainability Through Skills Recognition." In Education for Sustainability, 65–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_4.

Full text
Abstract:
AbstractThis country case study examines current practices and issues of skills recognition aiming to improve environmental and occupational health and safety for sustainable development in Bangladesh. More specifically, data was collected to examine environmentally friendly practices in enterprises in three service sectors: automotive, waste management, and catering, with a focus on employer and employee perspectives as an important component of the demand side of environmental sustainability. It also examines how employers and workers “recognise” green skills. Recognition here does not mean only “assessment” through testing or certification in a technical way, but also “social recognition”, implying the benefits that employers and workers see in the promotion of green skills in terms of employability and decent work, lifelong learning, and personal development. Finally, the study seeks to clarify a set of enabling factors contributing to green skills and green practices in enterprises as well as the potential for their inclusion in recognition mechanisms. This study argues that an examination of real workplace roles should be the starting point for linking recognition of green skills to green skill standards. The study concludes that learning outcomes and competences within the qualifications framework do not relate to the realities of green skills and green practices in enterprises.
APA, Harvard, Vancouver, ISO, and other styles
10

Brandi, Ulrik, and Cathrine Hasse. "Employee-Driven Innovation and Practice-Based Learning in Organizational Cultures." In Employee-Driven Innovation, 127–48. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137014764_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Employer Learning"

1

"Learning Organization- A Strong Employer Brand?" In International Conference on Trends in Economics, Humanities and Management. International Centre of Economics, Humanities and Management, 2015. http://dx.doi.org/10.15242/icehm.ed0315085.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Terblanche, Chamonix. "Meeting employers' and students' expectations through the use of employer demand ontology in curriculum development." In 2011 5th IEEE International Conference on E-Learning in Industrial Electronics (ICELIE). IEEE, 2011. http://dx.doi.org/10.1109/icelie.2011.6130030.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hoh, Chui Suan, Shoukat I. Khattak, and Hui LI. "Student Learning Satisfaction and Employer Satisfaction Congruence: Evidence from Brunei Darussalam." In 2018 5th International Conference on Management Science and Management Innovation (MSMI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/msmi-18.2018.62.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hyde, Kayleigh, Amy-Jane Griffiths, Cristina Giannantonio, Amy Hurley-Hanson, and Erik Linstead. "Predicting Employer Recruitment of Individuals with Autism Spectrum Disorders with Decision Trees." In 2018 17th IEEE International Conference on Machine Learning and Applications (ICMLA). IEEE, 2018. http://dx.doi.org/10.1109/icmla.2018.00222.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Scott, Graham, Liz Boyle, Ewa Topolewska-Siedzik, Athanassios Jimoyiannis, and Sobah Abbas-Petersen. "STUDENT, EDUCATOR, AND EMPLOYER PERSPECTIVES ON THE DEVELOPMENT OF A GRADUATE EMPLOYABILITY SKILLS APP." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2388.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bickford, Crystal. "CLOSING THE 21ST-CENTURY SKILLS GAP: ADDRESSING THE DICHOTOMY BETWEEN STUDENT AND EMPLOYER EXPECTATIONS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2185.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"Building professional competencies of transport engineers in the framework of project cooperation with employer companies." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7317989.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Moser, Kilian J., Andranik Tumasjan, and Isabell M. Welpe. "Is content king? Job seekers’ engagement with social media employer branding content." In CARMA 2016 - 1st International Conference on Advanced Research Methods and Analytics. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/carma2016.2016.3103.

Full text
Abstract:
Abstract Increasing digitization and the emergence of social media have radically changed the recruitment landscape adding interactive digital platforms to traditional means of employer communication. Removing barriers of distance and timing, social media enable firms to continue their efforts of promoting their employment brand online. However, social media employer communication and employer brand building remains woefully understudied. Our study addresses this gap by investigating how firms use social media to promote their employer brand. We analyze employer branding communication in a sample of N = 216,828 human resources (HR) related Tweets from N = 166 Fortune 500 companies. Using supervised machine learning we classify the Tweet content according to its informational and inspirational nature, identifying five categories of employer branding social media communication on Twitter.
APA, Harvard, Vancouver, ISO, and other styles
9

Kithinji, Winfred. "Adapting Apprenticeships Learning for Youth Employability: Evidences from Selected Dual Vocational Training Projects in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.272.

Full text
Abstract:
Apprenticeships learning is part of the ongoing educational reforms to combat youth unemployment in Kenya. This paper presents findings of a study that assessed five donor-funded apprenticeships training projects using a descriptive research design. Using a sample of 54 respondents from apprentices, employers, schoo-based and in-company trainers, the study established that apprenticeship training improved the quality of vocational training. Moreover, apprenticeship training equipped trainees with market-ready skills that enabled a school-to work transition for employment, with a higher employer preference of apprenticeships’ graduates compared to the school-based track. Similarly, the collaborative engagement of employers during training gave them a source of low cost labor and high productivity so that they could support trainees and the vocational schools. The study recommended the need to mainstream apprenticeships learning in formal vocational training as a sure way of increasing employment opportunities.
APA, Harvard, Vancouver, ISO, and other styles
10

Bryan, April, Patricia Brackin, and Wayne Sanders. "Evaluating Lifelong Learning." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12638.

Full text
Abstract:
One of the required ABET outcomes is “a recognition of the need for, and an ability to engage in lifelong learning.” Although students must demonstrate this recognition and ability at graduation, data from alumni can strengthen a program’s assertion that its graduates actually engage in lifelong learning. Several strategies for demonstrating lifelong learning are presented and discussed. In addition, a case study from the Mechanical Engineering Department at Rose-Hulman Institute of Technology is presented. For the case study, several assessment instruments were used: an alumni survey, employer focus groups, an Advisory Board survey, and feedback from senior students. Each component will be discussed, results will be presented, and conclusions will be drawn. The alumni survey was made via the internet. The 760 respondents included graduates from the 1940s through the 2000s. Respondents were asked to indicate the number of additional courses or workshops that they had taken and whether or not they had received any additional degrees. Furthermore, respondents were asked to rate the importance of lifelong learning to their current job. In addition, they were asked to rate how well Rose had prepared them for lifelong learning. Employer perspective was gained through focus groups and the advisory board. Companies who were present at career fairs were asked to answer questions about Rose graduates in general. The ME Advisory Board contains members from institutions who are major employers of our graduates. Advisory board members gave feedback based on their knowledge of graduates’ performances. As in the alumni survey, both groups were asked to rate the importance of lifelong learning, along with how well Rose prepared them. Finally graduating seniors were asked to rate how important they felt lifelong learning would be in their careers. In addition, they were asked how well prepared they thought they were. All groups surveyed rated the ability to continue to learn and educate one’s self as being important, and all groups felt that RHIT graduates met the required standard.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Employer Learning"

1

Altonji, Joseph, and Charles Pierret. Employer Learning and Statistical Discrimination. Cambridge, MA: National Bureau of Economic Research, November 1997. http://dx.doi.org/10.3386/w6279.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Muñoz, Ercio, Graciana Rucci, Fernando Saltiel, and Sergio Urzúa. Wage Inequality in Latin America: Learning from Matched Employer-Employee Data. Inter-American Development Bank, August 2018. http://dx.doi.org/10.18235/0001727.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Aryal, Gaurab, Manudeep Bhuller, and Fabian Lange. Signaling and Employer Learning with Instruments. Cambridge, MA: National Bureau of Economic Research, May 2019. http://dx.doi.org/10.3386/w25885.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Altonji, Joseph, and Charles Pierret. Employer Learning and the Signaling Value of Education. Cambridge, MA: National Bureau of Economic Research, January 1996. http://dx.doi.org/10.3386/w5438.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Oyer, Paul. Ability and Employer Learning: Evidence from the Economist Labor Market. Cambridge, MA: National Bureau of Economic Research, March 2007. http://dx.doi.org/10.3386/w12989.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Démurger, Sylvie, Eric Hanushek, and Lei Zhang. Employer Learning and the Dynamics of Returns to Universities: Evidence from Chinese Elite Education during University Expansion. Cambridge, MA: National Bureau of Economic Research, June 2019. http://dx.doi.org/10.3386/w25955.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

Full text
Abstract:
A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.
APA, Harvard, Vancouver, ISO, and other styles
8

Qi, Fei, Zhaohui Xia, Gaoyang Tang, Hang Yang, Yu Song, Guangrui Qian, Xiong An, Chunhuan Lin, and Guangming Shi. A Graph-based Evolutionary Algorithm for Automated Machine Learning. Web of Open Science, December 2020. http://dx.doi.org/10.37686/ser.v1i2.77.

Full text
Abstract:
As an emerging field, Automated Machine Learning (AutoML) aims to reduce or eliminate manual operations that require expertise in machine learning. In this paper, a graph-based architecture is employed to represent flexible combinations of ML models, which provides a large searching space compared to tree-based and stacking-based architectures. Based on this, an evolutionary algorithm is proposed to search for the best architecture, where the mutation and heredity operators are the key for architecture evolution. With Bayesian hyper-parameter optimization, the proposed approach can automate the workflow of machine learning. On the PMLB dataset, the proposed approach shows the state-of-the-art performance compared with TPOT, Autostacker, and auto-sklearn. Some of the optimized models are with complex structures which are difficult to obtain in manual design.
APA, Harvard, Vancouver, ISO, and other styles
9

Wickenden, Mary, Brigitte Rohwerder, and Stephen Thompson. IDS Action Learning Groups with Jobseekers and Employers Involved in the Inclusion Works Programme. A Report on the Process and Findings. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.047.

Full text
Abstract:
The report describes how IDS organised and ran a series of action learning groups with jobseekers and employers involved with the FCDO-funded Inclusion Works programme. Action learning groups are a participatory way of learning over time about the participants’ experiences of the programme and their wider perceptions of the world of work and moves towards more inclusive practice generally. The groups were held in the four programme countries: Bangladesh, Kenya, Nigeria and Uganda. The report includes key findings and reflections from the groups, the local facilitators and the IDS team.
APA, Harvard, Vancouver, ISO, and other styles
10

Dorman, Patricia. Where's the Learning in On-Campus Student Employment? An Inquiry into the Experiences of Undergraduate Student Employees. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7345.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Employer Learning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography