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Journal articles on the topic 'Employer Learning'

To see the other types of publications on this topic, follow the link: Employer Learning.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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.

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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)

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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.

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Kaymak, Barış. "Postschooling Training Investment and Employer Learning." Journal of Human Capital 8, no. 3 (September 2014): 318–49. http://dx.doi.org/10.1086/678261.

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12

Alós-Ferrer, Carlos, and Julien Prat. "Job market signaling and employer learning." Journal of Economic Theory 147, no. 5 (September 2012): 1787–817. http://dx.doi.org/10.1016/j.jet.2012.01.018.

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Hewitt, Louise. "Learning by experience on the Innocence Project in London: the employer/employee environment." International Journal of Clinical Legal Education 25, no. 1 (April 4, 2018): 173. http://dx.doi.org/10.19164/ijcle.v25i1.697.

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<p>The Innocence Project London is a <em>pro bono</em> project dedicated to investigating wrongful convictions in the context of individuals who claim actual innocence i.e. they did not commit the crime for which they have been convicted. Law students undertake work on the cases of convicted individuals who have maintained their innocence but have exhausted the criminal appeals process. The only avenue available to these individuals is to make an application to the Criminal Cases Review Commission (CCRC), which was set up to investigate the cases of people who believe they have been wrongfully convicted. The CCRC has the power to refer a case back to the Court of Appeal but requires new evidence or a new legal argument not identified at the time of the trial, which might have changed the whole outcome of the trial had the jury had been given a chance to consider it.</p><p>Whilst the notion of innocence projects has been much debated in literature the purpose of this paper is to present the pedagogy of the Innocence Project London and the meaningful learning opportunity it provides to students. The pedagogy combines experiential learning with elements of work based learning to create an employer/ employee environment. Law students are ‘employed’ to work on the Project where the employment process starts with a two-stage application. The clinical learning model on an innocence project is distinct from the traditional clinic approach, in that students start work at the end of a case rather than at the beginning. The problem-solving therefore is developed in the context of critical judgement based on what happened when the case was decided in court as opposed to how the case should be presented in court. The learning for the students has been significant.</p>

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Matongolo, Asuman, Francis Kasekende, and Sam Mafabi. "Employer branding and talent retention: perceptions of employees in higher education institutions in Uganda." Industrial and Commercial Training 50, no. 5 (June 4, 2018): 217–33. http://dx.doi.org/10.1108/ict-03-2018-0031.

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Purpose The purpose of this paper is to examine, empirically the relationship between employer branding attributes of reward strategy, people orientedness and; leadership and development on talent retention in institutions of higher learning in Uganda. Design/methodology/approach In a cross-sectional study, data were obtained form 218 respondents from two public universities. Confirmatory factor analysis (CFA) and structural equation modeling were employed to analyze the data. Findings The paper has two major findings: first, CFA maintained three dimensions of employer branding, namely; reward strategy, people orientedness and; leadership and development; and second, only reward strategy and people orientedness emerged as significant predictors of talent retention. Originality/value The results suggest that institutions of higher learning that embrace reward people orientedness strategies as measures for employer branding succeed in retaining their employees for longer.

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15

Kim, Seik, and Emiko Usui. "Employer learning, job changes, and wage dynamics." Economic Inquiry 59, no. 3 (March 27, 2021): 1286–307. http://dx.doi.org/10.1111/ecin.12980.

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16

Light, Audrey, and Andrew McGee. "Employer Learning and the “Importance” of Skills." Journal of Human Resources 50, no. 1 (2015): 72–107. http://dx.doi.org/10.3368/jhr.50.1.72.

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17

Altonji, Joseph G. "Employer Learning, Statistical Discrimination and Occupational Attainment." American Economic Review 95, no. 2 (April 1, 2005): 112–17. http://dx.doi.org/10.1257/000282805774670455.

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Light, Audrey, and Andrew McGee. "Employer Learning and the “Importance” of Skills." Journal of Human Resources 50, no. 1 (2015): 72–107. http://dx.doi.org/10.1353/jhr.2015.0003.

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19

Stanley, Trevor Albert. "Situated learning in accountancy: an employer perspective." Accounting Research Journal 30, no. 3 (September 4, 2017): 265–82. http://dx.doi.org/10.1108/arj-02-2015-0014.

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Purpose The purpose of this paper is to highlight the perspectives of employers who participated in a 100-hour, for credit, unpaid, work placement programme in accountancy. Design/methodology/approach A case study method is used involving an interview-based, qualitative approach. Findings The study highlights the potential benefits and costs of the programme with strong themes applicable to the real-world accounting work environment and the interaction with people as essential elements of why students do a work placement; the importance of tasks in the student’s learning; the significance of relating theory to practice; the nature of the costs involved in providing the work placement; the mutual reciprocal benefits obtained by both students and employers involved in the work placement; and the importance of work placements in accounting education prior to graduation. Practical implications This study provides evidence about the nature and value of work placements in accounting from an employer’s perspective, and based on this research, other universities should be encouraged to implement an accountancy work placement programme. Originality/value Little research has been done on the employer perspectives of work placements in accountancy, and the exploratory case study of this intervention, based on sociocultural learning theory, provides an insight into their perceptions.

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Bauer, Thomas K., and John P. Haisken-DeNew. "Employer learning and the returns to schooling." Labour Economics 8, no. 2 (May 2001): 161–80. http://dx.doi.org/10.1016/s0927-5371(01)00026-4.

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21

Bordón, Paola, and Breno Braga. "Employer learning, statistical discrimination and university prestige." Economics of Education Review 77 (August 2020): 101995. http://dx.doi.org/10.1016/j.econedurev.2020.101995.

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22

Minskoff, Esther H., Scott W. Sautter, F. James Hoffmann, and Robin Hawks. "Employer Attitudes Toward Hiring the Learning Disabled." Journal of Learning Disabilities 20, no. 1 (January 1987): 53–57. http://dx.doi.org/10.1177/002221948702000108.

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23

Li, Juan, and Yu Zhang. "Crowdsourcing Task Assignment Mechanism Based on Employer Net Profit and Employee Satisfaction." Journal of Systems Science and Information 9, no. 4 (August 1, 2021): 440–54. http://dx.doi.org/10.21078/jssi-2021-440-15.

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Abstract Crowdsourcing task assignment has become an important task assignment model in the Internet economy era. In this paper, we study the crowdsourcing task assignment problem based on employer net profit and employee satisfaction. First, the reliability and interest of employees are modeled, based on which the mathematical expressions for employer net profit and employee satisfaction are given. Then, a multi-objective optimization problem is formulated to maximize employer net profit and employee satisfaction by jointly optimizing the task assignment matrix and task offer vector. Since the considered problem contains discrete variables, it cannot be solved directly by traditional optimization methods. Therefore, two low-complexity high-performance algorithms are proposed. The first algorithm is based on a fast non-dominated ranking genetic algorithm with an elite, which is able to explore the Pareto bound of the considered problem. The second algorithm is based on a reinforcement learning framework, which is able to maximize the weighted sum of employer net profit and employee satisfaction. Numerical results show that the number of tasks assigned to employees affects both employee satisfaction and employer net profit. The Pareto bounds and Pareto optimal solutions based on the solutions of the two proposed algorithms are also presented numerically, which quantitatively characterize the tradeoff between employer net profit and employee satisfaction.

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Michaud, Amanda M. "A Quantitative Theory of Information, Worker Flows, and Wage Dispersion." American Economic Journal: Macroeconomics 10, no. 2 (April 1, 2018): 154–83. http://dx.doi.org/10.1257/mac.20160136.

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Employer learning provides a link between wage and employment dynamics. Workers who are selectively terminated when their low productivity is revealed subsequently earn lower wages. If learning is asymmetric across employers, randomly separated high-productivity workers are treated similarly when hired from unemployment, but recover as their next employer learns their type. I provide empirical evidence supporting this link, then study whether employer learning is an empirically important factor in wage and employment dynamics. In a calibrated structural model, learning accounts for 78 percent of wage losses after unemployment, 24 percent of life-cycle wage growth, and 13 percent of cross-sectional dispersion observed in data. (JEL D83, E24, J23, J24, J31, J62)

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Nottingham, Sara L., Tricia M. Kasamatsu, and Cailee E. Welch Bacon. "Documentation Practices of Athletic Trainers Employed in the Clinic, Physician Practice, and Emerging Clinical Settings." Journal of Athletic Training 56, no. 3 (February 4, 2021): 243–51. http://dx.doi.org/10.4085/1062-6050-0149.20.

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Context The documentation practices of athletic trainers (ATs) employed in the secondary school setting, including their strategies for, barriers to, and perceptions of documentation, have been characterized in previous research. The documentation practices of ATs employed in other settings have yet to be studied in depth. Objective To examine the documentation practices of ATs employed in the clinic, physician practice, and emerging clinical settings. Design Qualitative study. Setting Web-based interviews. Patients or Other Participants A total of 22 ATs: 11 employed in the clinic or physician practice setting and 11 employed in an emerging clinical setting. Data Collection and Analysis The ATs employed in the settings of interest were recruited with purposeful, convenience, and snowball sampling. Participants were interviewed using a Web-based platform so that we could learn about their behaviors and perceptions of documentation. Data were analyzed using the consensual qualitative research approach, followed by a thematic analysis. Trustworthiness was addressed using data source triangulation, multiple-analyst triangulation, and an established interview guide and codebook. Results Participants described following clear guidelines for documentation established by regulatory agencies, employers, and electronic medical record templates. They were motivated to document for patient safety and to demonstrate value. Participants typically documented in real time and continuously, which was facilitated by employer requirements. The ATs described experiencing a learning curve for documentation due to the unique requirements of their settings, but learning was facilitated by employer guidance and mentorship. Conclusions Employer guidelines, training, and ongoing support facilitated effective and thorough documentation in these clinical settings. Athletic trainers and employers in a variety of settings should consider establishing clear guidelines to promote thorough and effective documentation.

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26

Pinkston, Joshua C. "A Test of Screening Discrimination with Employer Learning." ILR Review 59, no. 2 (January 2006): 267–84. http://dx.doi.org/10.1177/001979390605900205.

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Novikova, N. V. "Problems of the Employer’s Investment Protection in the Employees and Job Seekers Education by means of Labor Law." Lex Russica, no. 5 (May 20, 2020): 157–66. http://dx.doi.org/10.17803/1729-5920.2020.162.5.157-166.

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In ILO Recommendation No. 195 "On human resource development: education, training and continuing education" (adopted in Geneva on 17.06.2004 at the 92nd session of the ILO General conference) it is stated that member States should ensure the development and strengthening of vocational education and training systems that provide adequate opportunities for the development and certification of skills that meet the requirements of the labour market. The Labor Code of the Russian Federation contains a set of legal norms that regulate the relationship between training and additional professional education of employees and job seekers. The analysis of these norms allows us to conclude that employers can either conduct training on their own training and production base, or send employees to study in educational organizations with guarantees for maintaining their jobs, average wages, and travel expenses coverage. In both cases, the training and additional professional education of employees are carried out at the expense of the employer. The corresponding expenses of the employer can be called investments, because as a result of training employees and job seekers, there should be a useful effect in the future in the form of work of a certain quality. The paper analyzes the current problems of economic interests protection of the employers who provide training for employees and job seekers at their own expense. The author reveals contradictions in the rules of the labour code and in judicial practice regarding the determination of the composition of the expenses of the employer related to the learning conditions of the student agreement and learning agreement on the work repayment period with the employer, on reimbursement of training costs in case of dismissal without valid reasons. The author proves the need to strengthen the legal mechanism for employers’ investments protection for employee training, but at the same time draws attention to the protection of employee rights as the economically weaker side of the employment contract. In particular, it is proposed to exclude paid wages and scholarships from the employer’s reimbursable expenses for training an employee or student, since they are necessary for the existence of the employee or student. The study of doctrinal, regulatory and judicial sources on employee training at the expense of the employer resulted in proposals for amendments to articles 4, 207, 249 of the Labor Code of the Russian Federation.

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Doherty, Oran, and Simon Stephens. "The cultural web, higher education and work-based learning." Industry and Higher Education 34, no. 5 (October 9, 2019): 330–41. http://dx.doi.org/10.1177/0950422219879614.

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This article explores the key challenges experienced by employers, employees and academics during work-based learning (WBL) programmes. Higher education institutes (HEIs) and external employer organizations are increasingly recognizing the benefits of engaging in WBL partnerships. These collaborations offer significant benefits to employers, employees and HEIs. The challenges associated with WBL place demands on the design of curriculum, pedagogy and accreditation. One of the major challenges facing the HEI and employer organization relates to organizational culture. The purpose of this article is to present an organizational culture web that recognizes the requirements of all stakeholders participating in a WBL partnership. An ethnographic methodology combining a number of different data-gathering methods was adopted. Johnson’s cultural web is used as a framework to present a series of recommendations for HEIs to review when considering WBL partnerships. The understanding of best practice in the design of WBL programmes is enriched.

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Sumner, Kenneth E., and Theresa J. Brown. "Neurodiversity and human resource management: Employer challenges for applicants and employees with learning disabilities." Psychologist-Manager Journal 18, no. 2 (2015): 77–85. http://dx.doi.org/10.1037/mgr0000031.

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Naresh B. and Rajalakshmi M. "A Conceptual Study on Employer Perception towards Hiring Employee with Online Degree/Certification." International Journal of Information and Communication Technology Education 16, no. 3 (July 2020): 1–14. http://dx.doi.org/10.4018/ijicte.2020070101.

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Higher education is enduring a transition across the world. This transition leads to the introduction of technology into the education system and provides opportunities to pursue a degree through online participation. According to Bramble and Panda, globalization plays a vital role in recognizing the necessity of providing online learning opportunities in higher education. The stakeholders and education institutions are very much concerned about the massive potential of online learning models. In the span of a decade, the demand for online courses has increased due to change in technology, lifestyle, economics, concerns of employees to develop knowledge, new competency skills and thinning out the geographical differences, etc. The innovative archetype of the online education is significant in quality, course content, satisfaction, and the perception of the users from various levels when compared to traditional face-to-face classroom systems. As a result, online education is more effective and efficient than the model of face-to-face education. The main objective of this research is to analyse and measure the various factors that affect employer perception towards online education systems in their recruitment process and cycle. 549 articles have been examined in terms of integrated literature review system to measure the impact. The result indicates, awareness, readiness, credentials and reputation are the major factors that affect employer perception on hiring decision.

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Hadi, Noor, and Shahjehan Ahmed. "Role of Employer Branding Dimensions on Employee Retention: Evidence from Educational Sector." Administrative Sciences 8, no. 3 (August 14, 2018): 44. http://dx.doi.org/10.3390/admsci8030044.

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Owing to a “War for Talent” every organization is struggling for the best employer status. Thus, attracting, recruiting and retaining talented human capital is the primary focus of every organization. In this regard the aim of the present study is to answer the most frequent and recently asked question of what value(s) organization focus on the retention of their workforce? In so doing, Social Learning Theory and Reciprocity Theory were used as a theoretical background; to further proceed with the study, data was purposively collected from 204 respondents from educational institutes of Pakistan. Findings of the study revealed that development value has a substantial relationship with employee retention. Since, development of new knowledge and skills results in the improvement of one’s present job. Furthermore, limitations and implications of the study are discussed.

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Lee, Kyoung-Joo, and Sun-Yong Choi. "Effects of Organizational Culture on Employer Attractiveness of Hotel Firms: Topic Modeling Approach." Complexity 2022 (May 30, 2022): 1–12. http://dx.doi.org/10.1155/2022/4402673.

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As the acquisition and retention of motivated and skilled employees are key to the high performance of hotel firms, employer attractiveness of hotel firms is a critical factor in achieving competitive advantage. Focusing on organizational culture, this study analyzes how different cultural attributes affect hotel firms’ attractiveness as employers. For the empirical analysis, this study collected 54,040 reviews of 157 large hotel chains and firms from Glassdoor in the United States. This study combines an unsupervised machine learning tool for topic modeling (latent Dirichlet allocation) with the coding process of researchers to measure the different cultural attributes of hotel firms. The research results show the positive and significant impact of four cultural attributes—collaborative, employee development, fair compensation, and customer focus—on employer attractiveness measured by both users’ employer satisfaction and recommendations to friends. In contrast, an innovation culture has no significant effect on attractiveness.

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LENKA, USHA, and SANIYA CHAWLA. "Higher educational institutes as learning organizations for employer branding." Industrial and Commercial Training 47, no. 5 (July 6, 2015): 265–76. http://dx.doi.org/10.1108/ict-01-2015-0001.

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Purpose – Contemporary organizations emphasize upon continuous learning to be able to face the environmental dynamism and further build a learning organization. The purpose of this paper is to reflect the conceptual framework of learning organization, integrating variables at individual, team, and organizational levels. Design/methodology/approach – The framework has been devised through the review of literature from 1950s to 2014 using the databases of EBSCO, Emerald, Proquest, Science Direct, and Scopus to ensure the reliability. Findings – The variables are resonant leadership style, knowledge management, intrapreneurship, total quality management (TQM), and supportive learning culture. Resonant leaders are emotionally intelligent leaders who evoke positive emotions among their subordinates through setting an example, ensuring mindfulness, hope, and compassion. Knowledge management is basically creating, transferring, maintaining, and organizing knowledge in organizational repositories. Intrapreneurship is the initiative and risk taken by the employees. TQM is a management practice that promotes total involvement, continuous improvement, and reflexive decisions taken by team members. Supportive learning culture pushes individuals toward a common goal, which is further facilitated, by open communication, affective and cognitive trust, and organic structure. These factors pose as enablers to foster continuous learning among employees. A learning organization, therefore, can establish a strong employer brand by enhancing employees’ emotional attachment and further aides’ attraction and retention of talent. Originality/value – So far, all these important variables have been ignored in the academic literature especially in the context of educational institutes as learning organizations. Also, there is a void in academic literature with respect to integrated model of learning organization. In this way, the paper tries to fill the gap by developing a conceptual framework of learning organization, followed by discussion and managerial implications.

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Kamin, Yusri Bin, Azlan Abdul Latib, Nor Fadila Amin, Muhammad Sukri Saud, and Adnan Ahmad. "Work-Based Learning: Employer Perspective Towards the Automotive Industry." Advanced Science Letters 24, no. 4 (April 1, 2018): 2518–21. http://dx.doi.org/10.1166/asl.2018.10995.

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PINKSTON, JOSHUA C. "A Model of Asymmetric Employer Learning with Testable Implications." Review of Economic Studies 76, no. 1 (January 2009): 367–94. http://dx.doi.org/10.1111/j.1467-937x.2008.00507.x.

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36

White, Tracey. "Employer responsive provision: workforce development through work‐based learning." Higher Education, Skills and Work-Based Learning 2, no. 1 (February 17, 2012): 6–21. http://dx.doi.org/10.1108/20423891211197703.

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Rao, Neel. "Social effects in employer learning: An analysis of siblings." Labour Economics 38 (January 2016): 24–36. http://dx.doi.org/10.1016/j.labeco.2015.11.001.

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38

Pojani, Dorina, Laurel Johnson, Sébastien Darchen, and Katie Yang. "Learning by Doing: Employer Expectations of Planning Studio Education." Urban Policy and Research 36, no. 1 (August 22, 2016): 11–19. http://dx.doi.org/10.1080/08111146.2016.1221814.

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Elijido-Ten, Evangeline, and Louise Kloot. "Experiential learning in accounting work-integrated learning: a three-way partnership." Education + Training 57, no. 2 (March 16, 2015): 204–18. http://dx.doi.org/10.1108/et-10-2013-0122.

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Purpose – Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context. Design/methodology/approach – Case-study data for this research were collected from the case university’s processes, semi-structured in-depth interviews with employer representatives and online survey with WIL students. Findings – The analysis reveals that both SMEs and large firms provide good training opportunities that enhance the student’s experiential learning particularly when proper WIL structures for pre-placement processes, training, supervision and performance reviews are in place. The results also confirm that WIL is seen as a positive experience by employers and students alike. Originality/value – There is a three-way partnership between the university, employers and students in a WIL contract. Calls for collaborative research involving all three parties have been made to enhance WIL programs. This study is a response to this call.

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40

Jacobs-Connell, J. Diane. "Counseling Clients with Specific Learning Disabilities to Overcome Employer Resistance." Journal of Applied Rehabilitation Counseling 20, no. 1 (March 1, 1989): 3–7. http://dx.doi.org/10.1891/0047-2220.20.1.3.

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Due to the large variance in needs, skills, and characteristics of learning disabled adults, there is confusion concerning how vocational counselors can most effectively help clients with specific learning disabilities (SLD) establish fulfilling careers. This situation is further complicated by the fact that employers are resistant to hiring SLD adults. This paper provides: (1) an overview of SLD including a definition, legal considerations, and the impact of employer resistance; (2) guidelines for distinguishing between 3 types of SLD adults-those with mild, moderate, and severe learning disabilities in relation to 3 factors; and (3) a section pertaining specifically to the counseling needs of the SLD adult.

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41

Habermalz, Steffen. "The speed of employer learning and job market signalling revisited." Applied Economics Letters 18, no. 7 (May 2011): 607–10. http://dx.doi.org/10.1080/13504851.2010.482514.

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42

Oyer, Paul. "Ability and employer learning: Evidence from the economist labor market." Journal of the Japanese and International Economies 22, no. 2 (June 2008): 268–89. http://dx.doi.org/10.1016/j.jjie.2007.01.001.

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43

Dang, Van Thac, and Ying-Chyi Chou. "Extrinsic motivation, workplace learning, employer trust, self-efficacy and cross-cultural adjustment." Personnel Review 49, no. 6 (December 3, 2019): 1232–53. http://dx.doi.org/10.1108/pr-10-2018-0427.

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Purpose The purpose of this paper is to investigate the effects of extrinsic motivation, workplace learning, employer trust and self-efficacy on foreign laborers’ cross-cultural adjustment. Design/methodology/approach This paper uses structural equation modeling to analyze the data from a sample of 258 Vietnamese laborers in Taiwan. Findings The results show a significantly positive impact of extrinsic motivation, workplace learning, employer trust and self-efficacy on cross-cultural adjustment. Originality/value The findings of this study provide important implications for academic researchers and organizations concerning management and development of successful foreign laborers. From a theoretical aspect, this study shows new evidence on the impacts of extrinsic motivation, workplace learning, employer trust and self-efficacy on foreign laborer cross-cultural adjustment. In addition, this study enriches theories in the field of self-determination motivation, workplace learning, trust and self-efficacy literature. From a practical aspect, this study provides implications for business managers to make better policies in training and managing foreign laborers.

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Mainka, Spencer. "Algorithm-Based Recruiting Technology in the Workplace." Texas A&M Journal of Property Law 5, no. 3 (April 2019): 801–22. http://dx.doi.org/10.37419/jpl.v5.i3.8.

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Traditional recruiting methods are inefficient and cost employers valuable time, money, and human resources. Additionally, traditional recruiting is subject to the biases and prejudices of a human recruiter. Machine learning, algorithm-based recruiting technology promises to be an efficient and effective solution to employee recruiting by utilizing 21st century technology to engage, screen, and interview top talent. While the promise of algorithm-based deci- sion-making is attractive to many business owners, the practical legal considerations of its use for an ordinary small-to-medium sized employer have not been discussed. Legal scholarship in the area of algorithm-based employment decision making has primarily focused on data-driven unlawful discrimination and proposed government regulation. This Comment fills that gap by providing a summary of algorithm-based recruiting technology, its legal effects, and the best practices for an employer or an unfamiliar employment lawyer interested in adopting algorithm-based recruiting technology.

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Wolla, Scott. "Job Market Signaling: An Active Learning Approach for Teaching Education and Employment." Social Studies Research and Practice 9, no. 2 (July 1, 2014): 89–106. http://dx.doi.org/10.1108/ssrp-02-2014-b0007.

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Economics classrooms are typically teacher-centered, textbook-driven, and often dominated by chalk-and-talk methodology. This paper advocates for an active learning approach and offers a lesson plan for key concepts. More specifically this lesson uses the economic concept of job market signaling to teach important economic content. Job market signaling is a process that matches workers and employers within labor markets. It occurs when potential employees convey information about their productivity to employers through academic credentials. An academic credential—for example, a college degree—conveys information valuable to both parties. It benefits the employer by indicating job skills and productivity; it benefits the employee because it increases the likelihood of gaining employment at higher wages. Earning academic credentials, thus, is important for success in the labor market. For this reason, it is a useful concept to teach students. By participating in a simulated competitive labor market as employers and potential employees, students learn about the links between education, productivity, income, and employment. As potential employees in this exercise have varying levels of education, this lesson also conveys important information for students concerning their own decisions about pursuing post-secondary education.

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Major, David. "Models of work-based learning, examples and reflections." Journal of Work-Applied Management 8, no. 1 (March 1, 2016): 17–28. http://dx.doi.org/10.1108/jwam-03-2016-0003.

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Purpose The purpose of this paper is to identify a number of different models of work-based learning (WBL) in operation at the University of Chester and provides two examples of university-employer partnership where WBL is used as the principal means for bringing about change in the workplace. Design/methodology/approach This paper is based on the experience of one UK University with significant WBL provision and outlines the evolutionary development of a number of different models of WBL designed to meet the specific needs of employers and individual students. Findings The paper reflects on the distinctive contribution of WBL in higher education to bring about change to the culture and working practices of two public organisations, thereby improving performance and developing new ways of working. Practical implications It will also consider the impact of WBL on learners often giving them a greater sense of their own identity and professionalism and point to the way in which WBL challenges the university as much as it challenges employer partners. Social implications Widening access to higher education and increasing participation in HE. Originality/value The identification and description of a number of different models of WBL in operation in the HE sector.

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Jarosch, Gregor, Ezra Oberfield, and Esteban Rossi-Hansberg. "Learning From Coworkers." Econometrica 89, no. 2 (2021): 647–76. http://dx.doi.org/10.3982/ecta16915.

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We investigate learning at the workplace. To do so, we use German administrative data that contain information on the entire workforce of a sample of establishments. We document that having more‐highly‐paid coworkers is strongly associated with future wage growth, particularly if those workers earn more. Motivated by this fact, we propose a dynamic theory of a competitive labor market where firms produce using teams of heterogeneous workers that learn from each other. We develop a methodology to structurally estimate knowledge flows using the full‐richness of the German employer‐employee matched data. The methodology builds on the observation that a competitive labor market prices coworker learning. Our quantitative approach imposes minimal restrictions on firms' production functions, can be implemented on a very short panel, and allows for potentially rich and flexible coworker learning functions. In line with our reduced‐form results, learning from coworkers is significant, particularly from more knowledgeable coworkers. We show that between 4 and 9% of total worker compensation is in the form of learning and that inequality in total compensation is significantly lower than inequality in wages.

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Rowe, Lisa. "Educating for the modern world: a report review." Journal of Work-Applied Management 11, no. 1 (May 22, 2019): 5–16. http://dx.doi.org/10.1108/jwam-06-2019-0014.

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Purpose This review explores the Confederation of British Industry Education and Skills Annual Report (2018), which considers the issues and challenges facing employers in managing future workforce requirements against a backdrop of unprecedented global change. The review examines the evolvement towards the broader competencies of problem solving, resilience, communication and leadership to address concerns of a growing talent shortage. The review incorporates debate surrounding the relevance of student-owned identity, work-based learning, degree apprenticeships, lifelong learning and reflective practice. The purpose of this paper is to share a practitioner’s view of the report and provide a range of recommendations to develop and improve employer and higher education institutions practice. Design/methodology/approach This review combines desk research combining an industry-based perspective with a literature review to effectively consider the implications upon current and emerging higher education institutions and employer practice. Findings There were a number of key themes which emerged from the report. These include the need for effective, employer-led curriculum design, resilience building strategies, effectively situated workplace learning, the creation of time and space for reflective practice and normalising lifelong learning. Research limitations/implications As global change and technology continues to gather pace, skills demands will shift, new programmes and competitors will enter the higher education market and opportunities, funding and resourcing will rapidly change in the context of government policy, impacting upon employer appetite and strategies for supporting lifelong learning. This means that additional findings, beyond those highlighted within this review may emerge in the near future. Practical implications There are a number of practical implications in supporting skills development in the workplace from this research. These are reflected in the recommendations and include the development of flexible, innovative and collaborative curricula and effective work-based pedagogies. Social implications This review is of particular social relevance at this time because of the alarming fall in part-time and lifelong learning numbers juxtaposed with the threat of funding cuts and United Kingdom Government’s failed initiative to expand the number of apprenticeships in the workplace to 3m new starts by 2020. Originality/value This review is based upon one of the first published skills reports of the employers’ perspective within the new apprenticeship policy context in the United Kingdom. As a result, the work offers a unique insight into the emerging challenges and issues encountered by higher education institutions and employers working collaboratively in the twenty-first century business environment.

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Rakicevik, Gabriela, Sofronija Miladinoski, and Jagoda Strezoska. "LIFELONG LEARNING IN RESTAURANT BUSINESS." Tourism and hospitality management 14, no. 1 (2007): 105–14. http://dx.doi.org/10.20867/thm.14.1.9.

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Lifelong learning is the reality in all successful service industries. In the field of the hotel and tourism industry, it is very important to implement this concept. That will assure to achieve high level of quality - to be competitive on the market, and as feedback to get a big number of satisfied guests. There are different issues to discuss for the concept of lifelong learning. One of the most important thing is the need and interest for permanent education from both sides: employee and employer. The other issue is: according to law who is competent to organize and offer different forms of lifelong learning; who will recognize the certificate and/or diploma!? Financial aspect has big influence as well: who will cover the expences for any kind of education for already employed people. Methods and techniques for lifelong learning varry according to target group, topic, time, department in the hospitality property etc. Training is very popular method for permanent education. In general there are two basic types of training: the one-on-one training method and group training. Much of the training in restaurant business is done individually. Most one-on-one training is conducted by implementation of the following techniques: buddy system, cross-training,computer training and video. There are many different techniques that can be used in group training: classroom, lecture, demonstration, role-playing, games, professional trainers. In some countries, very popular is the concept of service learning.

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Chhinzer, Nita, and Anna Maria Russo. "An exploration of employer perceptions of graduate student employability." Education + Training 60, no. 1 (January 8, 2018): 104–20. http://dx.doi.org/10.1108/et-06-2016-0111.

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Purpose The purpose of this paper is to explore employer perceptions of graduate student employability. This study is novel since existing research focused on employability is largely theoretic, remains focused on defining employability of undergraduates and largely fails to determine employer perceptions of factors that increase or decrease employability of graduate students. Design/methodology/approach Using a two-phased approach, the authors analyzed 122 employer assessments of graduate students at a Canadian university who completed a work-term with the employer in either 2014 or 2015. The authors also collected individual data (e.g. academic achievement, work experience) from student files at the university. Phase 1 involved an exploratory factor analysis to derive factors influencing employer perceptions of employability. Phase 2 expand on factors identified in phase 1 through assessment of 153 written comments using a critical incident technique. Findings Phase 1 results demonstrate that professional maturity, soft skills + problem solving, continuous learning and academic achievement secure a positive relationship with employer perceptions of graduate employability. Phase 2 results indicate that employers consider generic skills (time management, working in a team, attention to detail), general mental ability, subject-specific knowledge, willingness to work, attitudes and behaviors, and responsiveness to feedback when assessing employability of graduate students. Research limitations/implications Collectively, the results of phase 1 and 2 provide a comprehensive awareness of the factors that employers consider when assessing employability of graduate students. Researcher, educational institution, and employer implications are presented. Originality/value The authors provide a holistic and empirically grounded understanding of employer perceptions of graduate student employability through reviewing quantitative and qualitative indicators of employability from the employer perspective.

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