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Hoisington, Edward H. Jr. "Police Recruitment| Best Practices to Ensure a Competent, Skilled Workforce". Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811880.
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This researcher examined the recruitment process to identify best practices for law enforcement leaders to populate vacant positions with a competent and skilled workforce. The purpose of this qualitative exploratory case study was to identify best practices for law enforcement agencies to recruit and maintain trustworthy officers to protect local communities. The conceptual framework for this study was based on the historical evolution of recruitment practices. The researcher used a review of past and present police-recruitment practices to help identify best practices by which law enforcement administrators can select trustworthy officers. This case study was used to examine and compare recruitment practices, minimum requirements, disqualifiers, advertising campaigns, testing procedures, background investigations, and panel interviews. The researcher conducted face-to-face interviews with law enforcement officers and human resource personnel from four of Virginia’s law enforcement departments, and identified three themes based on the sample population’s responses: strategy, trends, and requirements. The researcher identified a progression of recruitment practices executed by a layered-approach. The recruitment process addressed eligibility requirements and potential disqualifiers established by hiring authorities and the State of Virginia. Through the findings of this study, law enforcement leaders may be armed with new knowledge to improve the recruitment process, with the end result of recruiting a qualified and competent workforce.
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Eriksson, Sara. "Optimal Multi-Skilled Workforce Scheduling for Contact Centers Using Mixed Integer Linear Programming : A Method to Automatize Workforce Management". Thesis, KTH, Optimeringslära och systemteori, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-272833.
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This master thesis in optimization and systems theory is a development of two different optimization models formulated to schedule multi-skilled agents for contact centers depending on the forecasted demand, assigned by Teleopti. Four mixed integer linear programming models are created with the optimization programming language GAMS and solved by the internet based solver NEOS. Two of the models are formulated to perform an optimal scheduling that matches a forecasted demand per skill and day and the remaining two models are formulated to perform an optimal scheduling that matches a forecasted demand per skill, day and half hour. The first two models are referred to as the Basic Models and the second two are referred to as the Complex Models. The Basic Models includes seven constraints and the Complex Model includes nine constraints, describing regulations at the contact center. The main goal of the project is to find an optimal solution that results in an as even distribution of under or over scheduling. The scheduling optimization covers a period of 28 days, starting on a Monday which results in four weeks. The optimization models are based on two sets of data, there are 104 assigned agents that possesses one, two or three of the skills Channel, Direct and Product. All agents are bound to work according to a contract specified through the constraints. In the Basic Model the forecasted demand is given in amount of hours per day and skill, the demand is non-cyclical. In the Complex model the forecasted demand is given in amount of half hours per day, skill and half hour. Each day is scheduled from 7 a.m. to 11 p.m. resulting in 32 available half hours. All optimization models are developed to correctly mathematically formulate the constraints specified by Teleopti. Any non-linear equation that arises are linearized to maintain linearity, this is favourable in the sense of computational time solving the models. The objective functions in this thesis are formulated to describe the main goal of even distribution as correctly as possible. The result for the Basic Model shows that an optimal solution is achieved after 34 seconds. This model contains 169,080 variables and 39,913 equations. In the Complex Models integer solutions are achieved, but no optimal solution is found in 8 hours of computational time. The larger Complex Model contains 9,385,984 variables and 1,052,253 equations and the smaller Complex Model contains 5,596,952 variables and 210,685 equations. Teleopti’s scheduler produces an integer solution matching the Complex Model in 4 minutes.Detta examensarbete i optimering och systemteori är framtagningen av två olika optimeringsmodeller formulerade för att schemalägga multikompetenta agenter för kontaktcenters beroende av den förväntade efterfrågan, tilldelad av Teleopti. Fyra blandade heltals linjära programmeringsmodeller skapas med optimeringsprogrammeringsspråket GAMS och löses av den internetbaserade lösaren NEOS. Två av modellerna är formulerade för att utföra en optimal schemaläggning som matchar en prognostiserad efterfrågan per skicklighet och dag och de återstående två modellerna är formulerade för att utföra en optimal schemaläggning som matchar en prognostiserad efterfrågan per färdighet, dag och en halvtimme. De två första modellerna i detta arbete benämns de Grundläggande Modellerna och de resterande två benämns de Komplexa Modellerna. Grundmodellerna inkluderar sju bivillkor och de Komplexa modellerna innehåller nio bivillkor, vilka beskriver arbetsvillkoren på kontaktcentret. Projektets huvudmål är att hitta en optimal lösning som resulterar i en jämn fördelning av under- eller överschemaläggning. Den schemalagda optimeringen täcker en period av 28 dagar, vilken börjar på en måndag vilket resulterar i fyra veckor. Optimeringsmodellerna är baserade på två uppsättningar data, det finns 104 tillgängliga agenter vilka har en, två eller tre av kompetenserna Channel, Direct och Product. Alla agenter är bundna att arbeta enligt det kontrakt som specificeras genom bivillkoren. I grundmodellen anges den prognostiserade efterfrågan i timmar per dygn och kompetens, efterfrågan är icke-cyklisk. I den komplexa modellen anges den beräknade efterfrågan i mängd halvtimmar per dag, kompetens och halvtimme. Varje dag är schemalagd från kl. 07.00 till 23.00 vilket resulterar i 32 tillgängliga halvtimmar. Alla optimeringsmodeller är utvecklade för att matematiskt beskriva de begränsningar som Teleopti specificerar. Alla icke-linjära ekvationer som uppstår linjäriseras för att upprätthålla linjäritet, detta är gynnsamt i avseendet mängd tid beräkningen av modellerna tar. Målfunktionerna i detta arbete är formulerade för att beskriva huvudmålet för jämn distribution så korrekt som möjligt. Resultatet för grundmodellen visar att en optimal lösning uppnås efter 34 sekunder. Denna modell innehåller 169,080 variabler och 39,913 ekvationer. I de komplexa modellerna uppnås heltalslösningar, men ingen optimal lösning hittas på 8 timmars beräkningstid. Den större komplexa modellen innehåller 9,385,984 variabler och 1,052,253 ekvationer och den mindre komplexa modellen innehåller 5,596,952 variabler och 210,665 ekvationer. Teleoptis schemaläggare producerar en heltalslösning som matchar den komplexa modellen på 4 minuter.
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Gao, Hongman. "Preventive maintenance scheduling with multi-skilled workforce constraints : models, algorithms, and applications /". Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1421616521&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1218826310&clientId=22256.
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Shacklock, Kate Herring, i n/a. "Shall I stay?: The Meaning of Working to Older Workers in an Organisational Setting". Griffith University. Griffith Business School, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060818.144021.
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Australia's population and workforce are ageing. The reason for an ageing population is the post World War II baby boom, followed by low birth rates in subsequent generations. Combined with healthier lifestyles, advances in medical science and the subsequent increase in longevity, this means that there are more older people than ever before and this trend will continue for several more decades. However, workforce demographics are also affected by ageing, and Australian organisations will need to employ more older workers in the near future to meet predicted shortfalls of skilled workers. Although there have been studies examining the current low employment rates of older workers, the identification of negative stereotypes associated with older workers, and related problems and challenges (such as age discrimination), no study of the working intentions of older Australian workers has been reported. Therefore, the aim of this research is to explore the meaning of working for older workers to better understand whether and why older Australian workers might want to continue working. In particular, this thesis explores what it is about working that makes some people want to continue beyond the traditional age of retirement, while others wish to cease work as soon as they are able. There are clear implications for individuals, organisations and public policy emanating from the extension to working lives. The research aims and objectives were best met within a phenomenological approach, and the data collection consisted of four studies. The setting for the research was a single organisation; an Australian university. Three of these studies were qualitatively-driven, within an interpretivist paradigm: (i) in-depth interviews with older employees (aged 50 years or older) to determine their meanings of working; (ii) interviews with managers to determine whether there were any organisational factors encouraging older workers to retire early; and (iii) interviews with retirees to determine their meanings of working and retirement. The fourth study was quantitative and examined the demographics of the organisation and the relevant HRM policy documents. The thesis uses the meaning of working as the initial theoretical conceptual perspective, and derives a new conceptual perspective for managing older workers, which is outlined in the last chapters. The research draws from two perspectives - the organisation and the individual. The organisational perspective examines the management of organisational staffing in the context of future demographic changes. The individual perspective is explored via the meaning of working to older workers. The key findings from the research in the chosen university suggest that despite the Commonwealth Government's attempts to encourage older workers to continue working, the majority of the older workers, irrespective of employment category, did not want to continue working beyond the traditional retirement age of 65 years. Reasons included wanting to spend more time with a life partner, becoming more involved with interests outside of work, and removing themselves from the negative circumstances in the organisation. However, of those who wanted to continue working, the majority was from the academic employment category (both employees and retirees), and the minority was from the administrative or general employment category. Additionally, the academic participants rated working in their lives as important or very important; higher than the ratings provided by the general staff participants. Explanations are offered as to reasons for such differences between the employment categories. The consequences of these findings include the need for a new approach to managing older workers, and particularly at the end of their working lives and into retirement. Australian organisations cannot afford to continue losing staff to early retirement, yet this trend appears to continue. Suggestions to meet this challenge are made at three levels: public policy, the organisation and the individual. Implications for future research are presented in the final chapter.
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Shacklock, Kate Herring. "Shall I stay?: The Meaning of Working to Older Workers in an Organisational Setting". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366714.
Pełny tekst źródłaStreszczenie:
Australia's population and workforce are ageing. The reason for an ageing population is the post World War II baby boom, followed by low birth rates in subsequent generations. Combined with healthier lifestyles, advances in medical science and the subsequent increase in longevity, this means that there are more older people than ever before and this trend will continue for several more decades. However, workforce demographics are also affected by ageing, and Australian organisations will need to employ more older workers in the near future to meet predicted shortfalls of skilled workers. Although there have been studies examining the current low employment rates of older workers, the identification of negative stereotypes associated with older workers, and related problems and challenges (such as age discrimination), no study of the working intentions of older Australian workers has been reported. Therefore, the aim of this research is to explore the meaning of working for older workers to better understand whether and why older Australian workers might want to continue working. In particular, this thesis explores what it is about working that makes some people want to continue beyond the traditional age of retirement, while others wish to cease work as soon as they are able. There are clear implications for individuals, organisations and public policy emanating from the extension to working lives. The research aims and objectives were best met within a phenomenological approach, and the data collection consisted of four studies. The setting for the research was a single organisation; an Australian university. Three of these studies were qualitatively-driven, within an interpretivist paradigm: (i) in-depth interviews with older employees (aged 50 years or older) to determine their meanings of working; (ii) interviews with managers to determine whether there were any organisational factors encouraging older workers to retire early; and (iii) interviews with retirees to determine their meanings of working and retirement. The fourth study was quantitative and examined the demographics of the organisation and the relevant HRM policy documents. The thesis uses the meaning of working as the initial theoretical conceptual perspective, and derives a new conceptual perspective for managing older workers, which is outlined in the last chapters. The research draws from two perspectives - the organisation and the individual. The organisational perspective examines the management of organisational staffing in the context of future demographic changes. The individual perspective is explored via the meaning of working to older workers. The key findings from the research in the chosen university suggest that despite the Commonwealth Government's attempts to encourage older workers to continue working, the majority of the older workers, irrespective of employment category, did not want to continue working beyond the traditional retirement age of 65 years. Reasons included wanting to spend more time with a life partner, becoming more involved with interests outside of work, and removing themselves from the negative circumstances in the organisation. However, of those who wanted to continue working, the majority was from the academic employment category (both employees and retirees), and the minority was from the administrative or general employment category. Additionally, the academic participants rated working in their lives as important or very important; higher than the ratings provided by the general staff participants. Explanations are offered as to reasons for such differences between the employment categories. The consequences of these findings include the need for a new approach to managing older workers, and particularly at the end of their working lives and into retirement. Australian organisations cannot afford to continue losing staff to early retirement, yet this trend appears to continue. Suggestions to meet this challenge are made at three levels: public policy, the organisation and the individual. Implications for future research are presented in the final chapter.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Full Text
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McDonald, Thomas N. "Analysis of Worker Assignment Policies on Production Line Performance Utilizing a Multi-skilled Workforce". Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/26386.
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Lean production prescribes training workers on all tasks within the cell to adapt to changes in customer demand. Multi-skilling of workers can be achieved by cross-training. Cross-training can be improved and reinforced by implementing job rotation. Lean production also prescribes using job rotation to improve worker flexibility, worker satisfaction, and to increase worker knowledge in how their work affects the rest of the cell. Currently, there is minimal research on how to assign multi-skilled workers to tasks within a lean production cell while considering multi-skilling and job rotation.
In this research, a new mathematical model was developed that assigns workers to tasks, while ensuring job rotation, and determines the levels of skill, and thus training, necessary to meet customer demand, quality requirements, and training objectives. The model is solved using sequential goal programming to incorporate three objectives: overproduction, cost of poor quality, and cost of training. The results of the model include an assignment of workers to tasks, a determination of the training necessary for the workers, and a job rotation schedule. To evaluate the results on a cost basis, the costs associated with overproduction, defects, and training were used to calculate the net present cost for one year. The solutions from the model were further analyzed using a simulation model of the cell to determine the impact of job rotation and multi-skilling levels on production line performance. The measures of performance include average flowtime, work-in-process (WIP) level, and monthly shipments (number produced).
Using the model, the impact of alternative levels of multi-skilling and job rotation on the performance of cellular manufacturing systems is investigated. Understanding the effect of multi-skilling and job rotation can aid both production managers and human resources managers in determining which workers need training and how often workers should be rotated to improve the performance of the cell. The lean production literature prescribes training workers on all tasks within a cell and developing a rotation schedule to reinforce the cross-training. Four levels of multi-skilling and three levels of job rotation frequency are evaluated for both a hypothetical cell and a case application in a relatively mature actual production cell. The results of this investigation provide insight on how multi-skilling and job rotation frequency influence production line performance and provide guidance on training policies.
The results show that there is an interaction effect between multi-skilling and job rotation for flowtime, work-in-process, in both the hypothetical cell and the case application and monthly shipments in the case application. Therefore, the effect of job rotation on performance measures is not the same at all levels of multi-skilling thus indicating that inferences about the effect of changing multi-skilling, for example, should not be made without considering the job rotation level. The results also indicate that the net present cost is heavily influenced by the cost of poor quality. The results for the case application indicated that the maturity level of the cell influences the benefits derived from increased multi-skilling and affects several key characteristics of the cell. As a cell becomes more mature, it is expected that the quality levels increase and that the skill levels on tasks normally performed increase. Because workers in the case application already have a high skill level on some tasks, the return on training is not as significant. Additionally, the mature cell has relatively high quality levels from the beginning and any improvements in quality would be in small increments rather than in large breakthroughs.
The primary contribution of this research is the development of a sequential goal programming worker assignment model that addresses overproduction, poor quality, cross-training, and job rotation in order to meet the prescription in the lean production literature of only producing to customer demand while utilizing multi-skilled workers. Further contributions are analysis of how multi-skilling level and job rotation frequency impact the performance of the cell. Lastly, a contribution is the application of optimization and simulation methods for comprehensively analyzing the impact of worker assignment on performance measures.Ph. D.
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Searson, Aaron. "THE PROSPECT FOR COMMUNITY-BASED INTERVENTION INTO WORKFORCE DEVELOPMENT POLICY FOR LOW-SKILLED URBAN POPULATIONS". Master's thesis, Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/69878.
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Urban StudiesM.A.
This case study documents the experience of the Opportunities Industrialization Center of America (OICA) during the transition to and implementation of the Comprehensive Employment and Training Act of 1973 (CETA). It explores the potential of maintaining a community-based workforce development model for low-skilled urban populations in changing policy contexts that rupture existing frameworks linking people to work. Community-based organizations with unique service delivery models, including OICA, were given less direct funding and influence in workforce development provision and production under CETA. I explore to what extent the government and OICA promoted community-based leadership in planning and ideal implementation of workforce development for low-skilled populations in this milieu. I analyzed archival data documenting correspondence between OICA and government and within OICA from the enactment of CETA in 1973 through 1977. OICA was instrumental in adopting context-specific orientations towards government and other service providers to maintain a voice and to garner funding, and also had internal strife over how to expand and prioritize community input within CETA's regulations. More consistent funding and a sincere commitment to community representation in workforce development provision and production by both the state and organizations like OICA is essential to promoting ideal workforce development for spatially and economically isolated urban communities. Support for and implementation of rigorous internal evaluation, with participation of all stakeholders, would also improve processes and outcomes for an organization looking to both promote community empowerment and expand nationally.
Temple University--Theses
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Blum, Jutta, i Erik Henriksson. "What it is that skilled young adults seek in their workplace". Thesis, Högskolan Dalarna, Företagsekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27874.
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Problem- An increasingly globalized world is a cause for highly competitive job markets, making the attraction and retention of young talents increasingly important (Wallace et al., 2014). Additionally, current studies have not been able to successfully frame possible needs and wishes of this cohort towards their future workplaces (Deal et al., 2010). Aim- Therefore, this study aims to contribute to the understanding of what these young talents, seek for from a workplace. Method- This study applies a qualitative, and inductive approach, to explore and simultaneously allow new in-depth insights into the study area. Therefore, 13 fictive stories were collected from current, and former students in Sweden. The fictive stories were used to ease the participants into the distancing of themselves from current social structures, and to express their actual needs and wants. Findings- With the findings five major dimensions could be identified, that concerns the study group when picturing a desirable workplace: Workplace structure & dynamics, Validation & acknowledgment, Acceptance and Freedom, Private & Work life balance, and Personal growth and the future. These dimensions further split into issues and seeking’s that concern equality and flat leader style, as well as an inhibited insecurity and the wish for support and acceptance. Limitations- This research is, as all qualitative studies greatly dependent on the researchers’ interpretation of the underlying material. Also, other factors as for example national culture could have possible effects on the outcomes of this study, however efforts were made to discuss the potential influences. Contribution- With the five dimension that were identified in our study, new knowledge on what it is that attracts and motivates young adults in Sweden to a certain company, could be collected. This knowledge might benefit businesses that regard these, when reaching out for new labor force. Also, further studies can be built upon this research, as for example an inductive testing on the applicability in other contexts, or generalizability of the model.
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Greene, Jr James Irvine. "Acquisition and Retention of Skilled Employees for Industries in Giles County, Tennessee". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3680.
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The U.S. manufacturing industry produces products that ship all over the world. Because of the shortage of skilled labor, some manufacturing human resource professionals lack the strategies and processes necessary to acquire and retain skilled employees. Guided by Maslow's hierarchy of needs theory and Herzberg's motivation-hygiene theory, the purpose of this qualitative multiple-case study was to explore the strategies and processes that manufacturing human resource professionals use to acquire and retain skilled employees. Data were gathered from a population of manufacturing human resource professionals in Giles County, Tennessee from individual interviews; focus group; and participants' internal documents, public documents, and websites. Transcribed interview data and focus group data, along triangulated data from other gathered documents, were inductively coded following Yin's approach to analysis. Six themes emerged as key strategies to acquire and retain skilled employees: company culture, succession, benefits, finding new employees, incentives, and employee attraction and retention. These findings may contribute to improving business practices in manufacturing industries or human resource management. The implications for positive social change include the potential for the community to become more attractive for other industries and improve the quality of life for individuals who reside in the community.
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James, Jennifer Lynn 1972. "Prospects for low-skilled workers in the information technology (IT) sector : lessons for workforce development policy from Boston area IT firms and the staffing industry". Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/67540.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2001.Includes bibliographical references (leaves 87-90).
This thesis investigates the role of workforce development policy in creating employment opportunities for lower skilled workers in the information technology (IT) sector and related businesses. It generally accepted that this sector creates job opportunities with superior wages and employment benefits compared to other sectors; this thesis explores entry-level employment in IT-related occupations as an opportunity out of low-wage, low-skill jobs through access to higher quality entry-level work and mobility into higher skilled position in the industry. Research on the occupational profiles along with the employment and hiring practices of IT firms highlights employment barriers faced by lower skilled workers in the IT sector. This investigation surveys two perspectives: the IT firms of Cambridge, Massachusetts that employ workers, and the Boston area staffing industry that supplies a significant amount of labor to these employers. Thus, the research presented in this thesis describes both the demand and supply sides of the IT labor market. The ultimate goal of this investigation is to look for ways to open up high-tech employment to workers beyond the norm of white, male, Caucasian, age 36 to 40, with a bachelor's degree, as reported by nationwide statistics on IT workers. Forging into the IT sector with workforce development policy requires more than short-term training to assist lower skilled workers in accessing jobs. The stringent education and skill requirements of core IT positions mandate the development of long-term training and education policies to increase the supply of workers qualified to enter into the field. In addition to long-term training, successful employment policy is needed to creatively assist lower skilled workers in qualifying for entry-level IT occupations, so that they can take advantage of the growing employment opportunities created by this industry. This thesis concludes with policy recommendations on how to provide employment and training opportunities that initiate careers for lower skilled workers in IT-related occupations, as well as spur opportunities for mobility out of entry-level work
by Jennifer Lynn James.
M.C.P.
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Reilly, Mary Ellen. "Competencies and skills in the globalized workforce". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000290.
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Bolton, Kim. "Technology for the 21st Century Workforce: A Case Study of a Rural East Tennessee Workforce Community". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3545.
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The purpose of this study was to assess technology use, on-the-job technology training, education levels, and salary ranges of employees in low-, middle-, and high- skill jobs in a rural county in East Tennessee to create an example of a small town workforce. For this study, technology included computers, robotics, and mobile technology. A survey determined the technology used, training provided, salaries, and job skill levels based on education obtained and required by major employers. The study identified the level of jobs requiring more technology skills and salaries or training related to these job skill levels. Participants included 336 persons who completed an electronic survey. Participants represented twenty-eight different companies in healthcare, education, manufacturing, banking, and other small businesses in an East Tennessee rural county.
The major findings of the study included: a) use of multiple forms of technology in all job skill levels; b) more time spent in on-the-job training for higher job skill levels; c) participants in lower job skill levels more likely to be overqualified for their position; d) participants in higher paying jobs used more types of technology; and e) participants in higher skill level jobs tend to have higher salaries. The study concluded that, while technology affected all skill levels, there was a significantly positive relationship between salary, technology use, technology training, and job skill level.
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Dean, Susan A. "Soft Skills Needed for the 21st Century Workforce". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3669.
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Technical skills are no longer enough for workers to compete in this highly competitive global work environment. Soft skills are of paramount importance. A multiple case study design through the lens of emotional intelligence formed the basis of the research study. The focus of the research was identification of the successful soft skills training strategies in the logistics industry. Three logistics organization leaders in the counties of Burlington, Middlesex, and Somerset, New Jersey, were participants in the study. Data were collected through semistructured interviews and the review of company documents. Four themes emerged through data analysis of converging multiple data sources: (a) the use of a combination of group and individual training, (b) the identification of training needs by individual, (c) the use of a systematic method to resolve emotional behaviors at work, and (d) the importance of effective communication. The study findings may contribute to social change by providing guidelines to use for setting up soft skills training programs. The soft skills training program may be used to target disadvantaged individuals who are unemployed or living in poverty. Improving the soft skills of disadvantaged individuals may help them gain and retain suitable employment. Gainful employment may have a long-term effect of improving their quality of life, while reducing their reliance on social welfare programs.
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Lene, Christina L., i Dawn M. Poppler. "Army contracting workforce development building core competencies and skills". Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/43945.
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Approved for public release; distribution is unlimitedOperational contracting support provided by the Army Mission and Installation Contracting Command to the warfighter includes everything from acquiring the necessary equipment, supplies, and services vital to the mission to the overall well-being of the Army Soldiers and their families. The Army faces issues and challenges throughout the acquisition process, particularly in the contracting career field. Assessing any contracting knowledge gap can be a challenge because of the sheer magnitude of the required knowledge involved in Department of Defense contract management. To capture the data needed to measure and analyze tacit knowledge and explicit knowledge, a knowledge assessment tool was used. Following the distribution of the assessment tool, an analysis of the knowledge gap was performed on multiple demographic categories. This information enables organizations to develop an on the job training task management guide that will not only train contracting personnel in all of the contracting phases but also focus in on the knowledge gaps identified within the research. Furthermore, there will be an increased visibility for supervisors and contracting officers to provide the feedback necessary through supplemental training to ensure the readiness of the contracting specialists within the 1102 career field.
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Shaaban, Abdel Elrahem Safaa. "How learning improves workforce skills and qualifications : lessons fromTyne and Wear". Thesis, University of Newcastle Upon Tyne, 2007. http://hdl.handle.net/10443/653.
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This research study will examined three learning approaches which the UK government uses to improve the workforce skills and qualifications in North East region of England. These learning approaches are Life-Long learning (Basic Skills), E-learning (Leardirect) and Work-Based Learning. This study is focused on the education and training policy in England that serve the improvement of workforce skills and qualifications at national, regional and local level in England. It will examined the lessons which can be learned in Tyne and Wear as a model of best practices of policies in England, and their applicability in to adult learning in Egypt. The objectives of this research are: Firstly to examine the contribution of learning/training to achieving the objective of "building an adaptable and highly skilled workforce" in the Regional Economic Strategy (RES) 2003-2006 for the North East region in England. Secondly, to develop recommendations and ideas from the best approaches used in England to be implemented in Egypt to improve workforce skills and qualifications. This study is divided into two main parts. The first part is conducting a research which is examines how the government bodies and its partners work together to improve the workforce skills and qualifications in Tyne and Wear in the North East of England by using learning through different approaches,. The second part illustrates the situation in Egypt and suggests project ideas to be implemented based on learning lessons and case study from England. This research study involves a qualitative research methodology. Secondary source data was examined at the national, regional and local levels. Interviews were conducted with the stakeholders of organisations at the local level. The study examines the roles of a range of organisations and networks, and the mechanisms they use for understanding learning needs, the development of learning approaches, and the way these organisations reach local people, and affect their skills.
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Padilla, Charlette. "Online Learning and Contribution to Future Work Skills". The University of Arizona, 2015. http://hdl.handle.net/10150/555998.
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The paper is a review of literature on online learning and how it prepares the digital learners into the future work force. Factors contributing to the growth in online education are linked to changing social and economic structures. The College Board Commission on Access, Admissions and Success issued a call for 55% of America’s youth to obtain a postsecondary education credential by 2025 (Bonk, 2015). This is to support and strengthen the position of the United States to be more competitive in a global economy (Burnette & Conley, 2011). There are current questions about student success, open education, informal learning, online plagiarism and principally whether online learning successfully prepare the online student for the future work skills.
Keywords: online learning, workforce, digital learners, future jobs
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Mohd, Puad Mohd Hazwan. "The role of employability skills training programs in the workforce of Malaysia". Thesis, Purdue University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3719684.
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Employability skills training programs are an essential strategy to improve the skills of the workforce and minimize unemployment in Malaysia. However, there has been a lack of assessment and evaluation studies regarding local employability skills training programs. Existing local studies are focused more on the identification of the skills that allow a person to be employable. Due to the lack of assessment and evaluation studies, stakeholders seem perplexed about the direction of training programs. Therefore, the purpose of this study was to examine the perceptions of educators, employers, and recent graduates regarding the role of employability skills training programs in the workforce of Malaysia. The study also identified those factors that facilitate and improve training programs. The theoretical framework for this descriptive study was based on Human Capital Theory (Becker, 1993; Schultz, 1961). All participants for this study were from the central economic region of the west coast of peninsular Malaysia. The first population was engineering, technical, and vocational educators in public higher education institutions. The second population was employers in the manufacturing sector. The third population was recent graduates who were enrolled in employability skills training programs in higher education institutions and training centers. A questionnaire was adapted to gather perceptions from the respondents. The findings of this study revealed the importance of training programs for improving the skills, minimizing unemployment, and developing the workforce of Malaysia. Educators and recent graduates agreed about the positive impact of such programs on trainee skills. However, employers perceived that employability skills training programs neither ensure improvement in the skills, minimize unemployment, nor develop the workforce. The factors that facilitate the involvement of recent graduates in training programs and recommendations were also identified. Additionally, the findings revealed that employability skills training programs are relevant for recent graduates and workers in the labor force. Further, the findings identified the most integral skills that recent graduates should possess to obtain employment in the competitive job market as perceived by educators, employers, and recent graduates, including discipline and integrity, interpersonal skills, and professionalism, creativity and innovation, teamwork, lifelong learning, ability to apply knowledge, and knowledge in specific engineering disciplines.
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Leader, Gillian. "Interpreting the Skills Strategy : discourse in post-16 learning and workforce development". Thesis, University of Greenwich, 2005. http://gala.gre.ac.uk/6221/.
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Post-16 educational discourse reflects government policy that, as a conceptual framework, it is shaping a new model of learning, skills initiatives and workforce development. This qualitative research examines the debate concerning the Skills Strategy (DfES 2003) and impact of 21st century skills on economic and global competitiveness. It draws upon data grounded in a theoretical framework, as well as in the professional experiences of thirteen post-16 stakeholders representing a cross-section of organisations. The research question explores whether the Skills Strategy will be judged a success or failure. Discourse interpretation identifies four principal threads weaving through the thesis. The first considers the Skills Strategy in shaping workforce development and lifelong learning. The second stems from issues of what constitutes skilling. The third originates from the politicisation of learning. The fourth flows from issues of accessibility and widening participation. Research findings suggest that there is an urgent need to contextualise post-16 policy and define a pedagogy appropriate for shaping skills needs a both sub-regional and national level. The researcher is a manager in the post-16 sector responsible for delivery of a flexible and diverse curriculum, to primarily 19-plus part-time learners, across a range and level of disciplines. Based on the experience of fifteen years teaching and management in further Education, this study offers an original and significant contribution to knowledge in an academic field identified by government as critical in giving relevance to PCET. It addresses a specific gap in educational thinking and adds another voice to the learning and skills debate. This provides a powerful tool for reassessing existing professional practice across different contexts. Limitations centre on the practical considerations of undertaking research related to time-bound issues of skills policy implementation. Implications for professional practice emanate from how this research, as a model of critical reflection and part of the process of professional practice, makes its own positive contribution to knowledge and further development of the skills agenda.
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Jenkins, Helen. "Infrastructure, education and productivity : a multi-country study". Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389765.
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Lange, Thomas Wilhelm Karl. "Government intervention and the acquisition of workforce skills in Germany, Europe and beyond". Thesis, Staffordshire University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396434.
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Abdul, Murat N. "Estimating oral health needs and workforce requirements using sociodental and skill mix approaches". Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/1378552/.
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Background: Traditional measures for planning in dentistry estimate dental workforce requirements based solely on normative approach. In contrast, the sociodental approach combines normative and subjective needs assessments and also incorporates behavioural propensity. The sociodental model has been recommended as a more rational approach to assessing dental needs. Much lower and more realistic levels of dental treatment needs have been reported using the sociodental approach compared to normative measures. This study compares the two approaches and applied the sociodental approach to different skill mix scenarios. Objectives: 1) To estimate and compare dental treatment needs and dental workforce requirements for a sample of Malaysian adults using the traditional normative and the sociodental approaches. 2) To estimate workforce requirements using different skill mix scenarios. Methods: This cross-sectional study was carried out on a selected sample of 732 adults aged 30-54 years who were employees of a public university in Kuala Lumpur, Malaysia. The participants’ sociodental need was assessed at three different levels; i) Normative Need, where their treatment needs were assessed based on professional judgements; this is equivalent to the traditional normative need estimates, ii) Impact-Related Need, where those who had normative need were assessed on their level of oral impacts using the Oral Impacts on Daily Performances (OIDP) index, and iii) Propensity-Related Need, where those who had both normative need and oral impacts associated with their treatment needs were assessed on their level of behavioural propensity to determine the type dental interventions most appropriate for them. The estimates of sociodental approach based on the integration of Normative, Impact-related and Propensity-related needs were compared to normative approach. Then, the requirements for dental workforce per 100,000 adults were assessed and compared between the different methods of assessing needs. Next, five different skill mix scenarios were developed where different ranges of dental tasks were delegated from dentists to professionals complementary to dentistry (PCDs). Results: The sociodental approach which comprises the assessments of Normative, Impact-Related and Propensity-Related needs resulted in significantly lower estimates than the conventional approach which uses normative assessment alone. The percentage differences in needs estimates between the sociodental and normative approaches were 91% for periodontal treatment and 89%-91% for prosthodontic treatment. Consequently, there were also differences in the number of dentists needed to treat 100,000 people. For restorative treatment, the number of dentists needed were 12.54 (normative approach) and 12.12 (sociodental approach), for periodontal treatment the respective figures were 14.43 (normative approach) and 2.32 (sociodental approach) and for prosthodontic treatment the need for dentists was 10.26 (normative approach) and 0.98 (sociodental approach). There was considerable potential for delegation of care to the PCDs, whereby the required number of dentists decreased and the required number of PCDs increased for varying levels of delegation. Conclusions: The sociodental approach to assessing dental treatment needs resulted in much lower estimates of oral health and workforce requirements than the normative needs approach. The numbers of dentists needed to deal with the dental needs of Malaysian adults can be markedly reduced by using PCDs.
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Deal, Robert Michael. "The Skills Gap in U.S. Manufacturing: The Effectiveness of Technical Education on the Incumbent Workforce". TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2051.
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This thesis explores the skill sets of the current American workforce, the skills required in modern, technically advanced U.S. manufacturing facilities, and the multiple approaches postsecondary education has employed to bridge the gap between the two. Millions of dollars are spent each year educating and training the incumbent workforce without any definitive measure of whether the financial investment or effort is actually providing a return.
To illustrate, organizations typically require a projected return-on-investment (ROI) before committing funds to a project. However, the same approach does not seem to be applied when investing in human capital for the purpose of improving the technical skills required of the incumbent workforce in manufacturing. Training efforts and effectiveness are typically measured by the amount of training dollars spent and some form of post-training satisfaction survey.
Adding to the dilemma is the fact that postsecondary education and workforce development organizations do not have performance metrics that align with manufacturing or industry metrics. The misalignment becomes more evident when trying to determine if the funding is actually paying off once an incumbent worker completes their training and returns to the shop floor. This project sought to determine if a return on training dollars could be quantified and measured so that industry can discern whether training is value-added or if postsecondary training providers should better align their product with customers’ expectations.
Experiments were conducted with incumbent production workers to determine if an educational intervention translated to a quantifiable return on an organization’s training investment. Measurements in the time it took to repair a piece of production equipment were taken and compared to post-intervention times for the same activity to determine if hypothesized improvements actually occurred. Data was also collected and analyzed to determine if incumbent workers’ prior maintenance experience had an impact on the reduction of time to repair the production equipment.
The experiment illustrated a statistically significant difference in the repair times for those who received the intervention. The second phase of the experiment that sought to determine if prior maintenance experience was beneficial to improving repair times did not support the hypothesized outcome.
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Maboa, Tsietsi Esrom Izzy. "Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour". Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23817.
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This research evaluates the causes for the failure of DoL training projects to produce a skilled and employable workforce after being trained through the Skills Development Act initiatives. The actual teaching process during training is a focal point in this research, unlike the past Job Placement Verification Studies which ignored this development. The fundamentals of evaluation are discussed with emphasis placed on the purpose of a training programme offered by the DoL. In this study, a qualitative paradigm that in essence entails the systematic noting and recording of events, behaviours and artefacts in the social setting was the design and methodology which underpins my choice of case study and observations. I targeted a particular group in the full knowledge that it does not represent the wider population but simply represented itself, thus I cannot make generalizations from the results. Different theories on programme evaluation, adult learning and learning theories are highlighted and a link between different theories and approaches to training programmes is created. Analysis of data has shown that peripherals and antecedents have been largely ignored by the previous studies, and influenced the actual training programme, trainees and training outcomes adversely. Additionally the enquiry has uncovered several instructional related factors that have contributed to non-delivery. These range from the level of readiness of trainees, the competency of the instructor and adequacy of the learning material to the actual instructional context and learning environment. All revealed that every aspect mentioned has a critical role to play in achieving the training objectives. The research concludes with a brief discussion on recommendations to review the entire process of DoL training programmes. CopyrightDissertation (MEd)--University of Pretoria, 2009.
Science, Mathematics and Technology Education
unrestricted
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Frampton, Keith MacKenzie, i keith_frampton@bigpond com. "Information Technology Architect Capabilities: Which are important and can they be improved?" RMIT University. Computer Science and Information Technology, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080821.161427.
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Information Technology (IT) systems have become essential components of our society. These IT systems have an internal structure called the system's architecture. This architecture directly affects the system's performance and ability to meet business objectives. The people who design this structure are called IT Architects. Investigating the capabilities that distinguish highly-skilled IT Architects contributes to IT knowledge and practice and supports improving the design of systems' architectures as well as the selection and development of IT Architects. This thesis examines some of the capabilities that distinguish highly-skilled IT Architects and applies the resulting understanding to the education of post-graduate IT students. By investigating selected capabilities of highly-skilled IT Architects, how this group of IT Architects differ from their colleagues with respect to highly-valued capabilities and how these capabilities could be taught, we clarify both a professional and an educational basis for improvement. The research has a three stage, multi-method design. The initial stage, undertaken in 2004, consists of interview-based qualitative research with fourteen practicing IT Architects to understand the characteristics of highly-skilled IT Architects. The interviewees were chosen through personal relationships and subsequent snowball sampling and through the interviews and subsequent analysis, we identify eight capabilities, four personality traits and a range of experience that is valuable for highly-skilled IT Architects. These results support prior research that identified the importance of communications and business knowledge while extending the range of valuable characteristics for the IT Architect role. The next quantitative stage surveys 82 practicing IT Architects and 97 other IT professionals using four psychological measures; the Cognitive Style Inventory (CSI), the Problem Solving Inventory (PSI), the Vividness of Visual Imagery Questionnaire (VVIQ), and Zimbardo's Time Perspective Inventory (ZTPI). The analysis, undertaken in 2005, identifies two statistically significant differentiating capabilities that distinguish highly-skilled IT Architects from less skilled IT Architects. The first capability is that the highly-skilled IT Architects approach problems differently and generate more alternatives before attempting solutions and spend more effort evaluating outcomes than the less skilled IT Architects. The second capability is that the less skilled IT Architects have a different attitude towards time and do not always act consistently with a longer term perspective. The final stage of research investigates whether the teaching of material related to the two distinguishing capabilities improve students outcomes for these capabilities. In 2006 we measured the initial student capability level of 35 students, the level of 28 of these students at the conclusion of the subject, and again in 2007, one-year later 16 students were measured. We again use quantitative surveys with the PSI and ZTPI instruments and found that whilst we measure a change in student capability for problem solving, the two capabilities we targeted are not significantly affected through the teaching. Interviews with the participants indicate that the teaching is effective and the lack of significant differences in the targeted capabilities is because of external factors overriding what they are learning. Our research contributes to the field of Computer Science and Information Technology by providing: (i) the basis for improved identification and selection of IT Architects for industry and providing additional information to enhance their professional education through the identification of distinguishing capabilities of highly-skilled IT Architects; (ii) information for educators about IT Architect capabilities and capability development that are important for highly-skilled IT Architects and some considerations when teaching these capabilities; (iii) a foundation for research that compares and contrasts capabilities within other IT professions; and (iv) results that can be used to improve the process of architecting IT systems. More generally, the research contributes to the body of knowledge regarding IT skills and requirements for different roles.
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Bronsburg, Stephen Edward. "The Impact of an Osteopathic Medical Program on Information Technology Skills of Physicians Entering the Workforce". NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/103.
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Increasingly, the health care field is utilizing information technology (IT) to help manage large volumes of medical data. This has created a need for health care workers to learn IT skills, which include information gathering skills (IGS), information analysis skills (IAS), and technology skills (TS). Research focused on medical students learning IT skills seems limited, while research focused on IT skills, age, and gender appear contradictory. Research suggests that physicians lack necessary health care industry specific IT skills.
The survey instrument used the three aforementioned skills (IGS, IAS, & TS), based on the Learning Skills Profile (LSP), to measure IT skill competency of both entering osteopathic medical students (group 1) and those who graduated medical school (group 2). Careful examination of both groups allowed for such comparison as they had similar gender distribution and Medical College Admission Test (MCAT) scores. A systematic way to measure student learning is to compare student competencies at the beginning and end of their education experience, while time permits, or ensure the two groups are as similar as possible in their demographic characteristics.
Data was collected from a sample of 430 students, 230 from Group 1, and 200 from group 2 at a private non-profit university in the southeastern United States. Data was analyzed from 102 participants who took the survey indicating a 24% response rate. Strong reliability was recorded for IGS, IAS, and TS with Cronbach's Alphas of .886, .934, and .937, respectively. Significant difference analysis was done using the non-parametric Mann Whitney U test and skills enhancements were plotted on star-graphs to demonstrate increases, if any, of the measured skills. Overall, IGS and IAS showed significant differences in skill enhancements, while TS did not demonstrate a significant skill enhancement between both groups. Additional attention should be given in current medical schools to enhance the TS of medical students, not just the enhancement of IGS and IAS. Gender testing resulted in a significant difference between the groups, while age did not. Limitations for the study were that both groups were surveyed during the same year from one osteopathic medical school. Future suggestions are presented.
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Mitchell, Geana Watson Skinner Leane B. "Essential soft skills for success in the twenty-first century workforce as perceived by Alabama business/marketing educators". Auburn, Ala, 2008. http://hdl.handle.net/10415/1441.
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Bennett, Amanda Marie. "WORKFORCE SKILLS DEVELOPMENT IN OHIO 4-H CLUB MEMBERS: AN ANALYSIS BY GRADE, GENDER, AND LEADERSHIP EXPERIENCE". Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243992717.
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Cheek, Cheryl. "Promoting Life Management Skills to Enhance Employment among Women Receiving Services from the Division of Workforce Services". DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/2716.
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Erikson's theory of identity development and Marcia's model of identity statuses serve as a framework for this examination of the relationship between women's identity status and employment. The hypotheses of the study were that women with an achieved identity status would be more likely to obtain and retain employment and that interventions would increase their scores on identity-related subscales.
Phase I of this study examined the relationship between identity development and employment among 203 women receiving public assistance. Subjects provided employment and public assistance histories and were categorized into three preferred cognitive styles according to responses to the Berzonsky Cognitive Style Inventory: Information Orientation (characterized by active searching and evaluation of relevant information prior to decision making/problem solving); Nonnative Orientation (characterized by a passive approach to decision making/problem solving which reties upon the opinions of significant others), and Diffuse Orientation (decision making/problem solving characterized by procrastination and avoidance). Information-and Nonnative-oriented respondents reported just over one year of public assistance ( 15 .05 and 14.21 months, respectively), while the Diffuse-oriented respondents had utilized public assistance in excess of three years (37.20 months). Diffuse-oriented respondents also reported changing jobs more frequently during the previous 12 months than Information- and Normative-oriented respondents, although no differences were found among the three groups in months employed.
Phase 2 of this study used a quasi-experimental design to examine the effectiveness of interventions to affect employment and scores on the subscales of the Berzonsky Cognitive Style Inventory, as measured by the BCSI subscale scores. Results indicated that there were mixed differences in the pretest and 12-week followup scores of the intervention group on the subscales. However, there were more marked statistically significant differences in the number of hours worked per week and the percentage of the intervention group employed when comparing the pretest and the 12- week post intervention data. The results indicate that while the interventions were less effective in changing identity status than had been hypothesized, they were effective in assisting participants to obtain employment.
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Roepen, Dean. "Business graduate perceptions of the development and application of non-technical skills within higher education and the workforce". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1634.
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Current literature on employability highlights that there is often a disconnect between the expectations of industry, higher education institutions, and graduates of higher education in relation to graduate performance in the workplace. Despite the efforts of higher education to produce graduates who are work-ready, many studies highlight that employers often perceive graduates to be lacking in the ability to demonstrate the non-technical skills required to carry out many day-to-day workplace operations.
Higher education institutions have responded to this perceived skills gap with a number of pedagogical strategies designed to improve graduate employability. Some examples of these strategies which have been reported within existing literature include: internships; explicit skills teaching; embedding non-technical skills within discipline-based units; career development and management counselling; opportunities for volunteering; work placements; industry-based competitions and networking events; and, the development of career portfolios. However, while the benefits of such pedagogical strategies for students have been reported, there remains little evidence of the success of these strategies from the perspective of graduates who are managing the process of transitioning from higher education into the workforce.
This mixed methods study investigates the nature of the perceived graduate skills gap by exploring graduates’ perceptions of: the non-technical skills which they feel are important within the first 0-12 months of employment; their confidence in displaying these skills; and, the aspects of higher education and industry which positively contributed to the development of their non-technical skills. An online survey (n=50) and follow-up interviews (n=12) were used to explore graduates’ perceptions on the experiences within higher education institutions and industry which they feel have positively contributed to the development of their employability. Survey results were analysed by calculating mean responses of the importance which graduates placed on individual non-technical skills, as well as their overall levels of confidence in displaying these skills. Open-ended survey questions as well as interview transcripts were analysed by exploring the common categories and themes which emerged from the data.
The findings from this study show that the graduates perceived employability to be a multi-faceted issue which extends beyond non-technical skillsets, and that higher education, industry, and the graduates themselves can all play key roles in the way that employability is developed and shaped.
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Frederick, Consuelo V. "Analyzing Learner Characteristics, Undergraduate Experience and Individual Teamwork Knowledge, Skills and Abilities: Toward Identifying Themes to Promote Higher Workforce Readiness". Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11044/.
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With the world amidst globalization and economic flux affecting business, industry, and communities the need to work together becomes increasingly important. Higher education serves an important role in developing the individual teaming capabilities of the workforce. This environment is the time and place - opportunity for student personnel to develop these capabilities. This multiple case study utilized the analysis phase (learner, setting and job) of an instructional design model to analyze learner characteristics, the higher education environment/undergraduate experience, and the job/skills associated with individual teamwork knowledge, skills, and abilities of students from a senior cohort of the TRiO - SSS Project at a public student-centered research institution. The results yielded themes to promote the development of target populations individual teamwork KSAs which should increase their readiness to meet the teaming demands of today's employers. With an engaging undergraduate experience, inclusive of interaction with faculty members and collaborative learning with their peers, structured opportunities to practice individual teamwork KSAs in a work setting or internship, these underrepresented students may be an asset that is needed to meet the global workforce needs and fill civic capacities in their home communities.
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Frederick, Consuelo V. Sarkees-Wircenski Michelle. "Analyzing learner characteristics, undergraduate experience and individual teamwork knowledge, skills and abilities toward identifying themes to promote higher workforce readiness /". [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11044.
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Li, Aijie. "The Indirect Impact of Entrepreneurial Gender on Innovation of Enterprises in China". Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41553.
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This research examines the mediation effects of prior experience, access to finance, government regulation, and workforce skills on entrepreneurial gender and corporate innovation in China. The aim is to study the factors that influence innovation decisions of women entrepreneurs and to promote corporate innovation in women-owned enterprises in developing countries like China. The data of this research comes from China Enterprise Survey conducted by World Bank in 2012. The findings revealed that prior experience, government regulation, and workforce skills have significant individual mediation effect on the relationship between entrepreneurial gender and corporate innovation. Also, prior experience, access to finance, government regulation, and workforce skills together played a significant overall mediating effect on corporate innovation in women-owned enterprises. The results of this study will provide important insights to women owners of enterprises, policy makers, and researchers to further understand the influence of prior experience, access to finance, government regulations, and workforce skills on corporate innovation in China and other emerging countries.
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Takei, Keiko. "The production of skills for the agricultural sector in Tanzania : the alignment of technical, vocational education and training with the demand for workforce skills and knowledge for rice production". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60644/.
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The general objective of this study is to identify skills required by employers relevant to the agricultural sector especially in cash crop rice farming and to explore how to increase the contribution of new entrants to the labour market leading to increased production, socio-economic development and the reduction of income-poverty in Tanzania. Productivity gains in the agriculture sector have been modest and have had a limited effect on economic growth in Tanzania. Although the country has considerable agricultural potential, making the most of this depends on the availability of a labour force that has the skills to support a shift to greater productivity. This study profiles, analyses and examines the reality of skills provision and the emerging opportunities to find out how skills development and employability should be improved. The research questions focus on (i) identifying the existing skills gaps between employers' needs and employees' capabilities; (ii) identifying the skills which TVET programs impart to enhance performance in the agriculture subsector; and (iii) identifying the skills required by employers and analysing the employability of TVET graduates entering work in the agricultural sector, especially for paddy production. The study concludes by outlining policy implications for improving TVET programs for workforce development. Among the key research findings was the identification of the high degree of irrelevance of most TVET courses for the targeted labour market as overall 89 % of employers claim that the skills possessed by graduates were not applicable to their intended jobs. Moreover, there is a gap in perception between employers and employees about the value of their training. Serious concerns need to be addressed. This can be done by creating an effective system of knowledge dissemination and training building on the current cascade training system involving both the TVET institutions and the visitation of extension workers in the field responsible for enhancing the transfer of modern farming practices. Findings also indicate that very few TVET graduates who enter the agriculture sector have actually studied agriculture, and only seven percent out of the entire TVET graduating cohort have studied the agricultural track. These research findings, drawn largely from a case study analysis as well as analysis of secondary sources, were formed during my professional experience working in the TVET sub-sector in Tanzania. The findings lead to the conclusion that the nature and structure of the curriculum as well as the teaching methodology mean the skills of the TVET graduates are inadequate to meet the demand from the labour market, especially in the paddy production sector. In addition, the study findings lead to a number of critical policy options to reduce skills gaps by refining the curriculum and pedagogy to ensure it is more demand driven and by ensuring that a mechanism is created linking supply and demand. Critical policy options include the need for a clearer and more systemic occupational analysis of the skills needed in paddy production -- such as the analysis provided in the Developing A Curriculum (DACUM) approach in order to ensure that the TVET curriculum is in alignment with the demanded occupational skills. To enhance the scientific and technological foundation of TVET, a strong focus will be required on high-order literacy and numeracy skills. The study also suggests that to establish a “knock-on effect”, youth who obtain skills from TVET institutions also need to be provided with appropriate leadership training during their TVET programs in preparation for disseminating knowledge and skills to other farmers in the field and leading change in agricultural practice. The training system needs to be more closely linked with employers and work places where knowledge and skill can be utilised.
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Ball, James D. "Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/27179.
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The SCANS report issued in 1990 brought national attention to concerns about lagging competencies of US workers and their lack of preparedness for the high-performance workplace. Since the SCANS report, several national and statewide efforts have attempted to identify skill sets appropriate for success in the changing workplace. Recent discussion has included skill sets appropriate for college graduates. This study was designed to determine perceptions of Maryland community college chief academic officers and department chairs toward one such skill set, the Maryland Skills for Success, and whether they are appropriate learning expectations for associate degree completers. The Maryland Skills for Success (MSS) are comprised of five skill goals: (1) learning skills, (2) thinking skills, (3) communication skills, (4) technology skills, and (5) interpersonal skills. Three to five â learning expectations' elaborate what students should be able to accomplish under each skill goal to be successful in future work and learning.
The study involved a survey of 293 chief academic officers and department chairs at the 18 community colleges across Maryland. A 75 percent response rate was achieved. The survey assessed the extent to which respondents agreed that: (a) the Maryland Skills for Success are appropriate expectations for associate degree completers, (b) students currently achieve MSS expectations, (c) respondent's courses and programs contain specific learning objectives that require students to learn and perform such skills, (d) all Maryland community colleges should teach and assess a common set of higher-order knowledge application skills.
Respondent ratings indicated that the Maryland Skills for Success represent valid learning expectations for associate degree completers. Deans were more favorable toward the MSS than were department chairs, and were more confident that students were required to learn and perform learning expectations similar to those listed in the MSS. The department chairs were also divided into groups to determine attitudinal differences by disciplines. The department chairs were more likely than the deans to agree that students currently achieve the MSS learning expectations. Most chair groups somewhat disagreed their courses and programs contained specific learning objectives requiring students to learn and perform the skills represented in the MSS. Of the chair groups, the English/fine arts/humanities, and the technologies/health care groups tended to produce significantly higher ratings than other chairs and supported the notion of Maryland community Colleges teaching and assessing a common higher-order knowledge application skill set.
Based on respondent ratings, the communication, thinking and interpersonal skill sets in the MSS have the best chance of gaining acceptance by colleges interested in integration of purposeful teaching and assessment of a higher-order skill set across the curricula. Respondent ratings also indicated that it is unlikely that the colleges would undertake a common initiative to teach and assess a common skill set like the MSS without intervention from the state. Respondents expressed distrust of bureaucratic intervention, were somewhat concerned about the difficulty of teaching and assessing the entire skill set, and felt that the skill sets were too broad to be feasibly taught. Recommendations include the need for extensive faculty development and the provision of incentives from the state educational agencies to provide support for colleges interested in teaching and assessing a common higher-order knowledge application skill set.Ed. D.
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Zender, Fabian. "An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce". Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51822.
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The United States are facing a critical workforce challenge, even though current unemployment is around 6.7%, employers find it difficult to find applicants that can satisfy all job requirements. This problem is especially pronounced in the manufacturing sector where a critical skills gap has developed, a problem that is exasperated by workforce demographics. A large number of employees across the various manufacturing sub-disciplines are eligible to retire now or in the near future. This gray tsunami requires swift action as well as long lasting change resulting in a workforce pipeline that can provide Science, Technology, Engineering, and Mathematics (STEM) majors in sufficient quantity and quality to satisfy not only the needs of STEM industries, but also of those companies outside of the STEM sector that hire STEM graduates. The research shown here will identify overt symptoms describing the capability gap, will identify specific skills describing the gap, educational causes why the gaps has not yet been addressed or is difficult to address, and lastly educational remedies that can contribute to closing the capability gap. A significant body of literature focusing on engineering in higher education has been evaluated and findings will be presented here. A multidisciplinary, collaborative capstone program will be described which implements some of the findings from this study in an active learning environment for students working on distributed teams across the US. Preliminary findings regarding the impact of these measures on the quantity of engineers to the US economy will be evaluated.
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Digby, Janel Kathleen. "The experience of a lifetime : alumni perceptions of the development and transfer of life and workforce skills in the Ohio 4-H camp counselor program". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1152636218.
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Bonomi, Jo Anne M. "Addressing the workforce development goal of an online for-profit university| An examination of critical thinking skills and self-perception in degree-seeking undergraduate students". Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3688352.
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Educational organizations are being scrutinized for developing accredited programs that provide students with gainful employment. As industry prepares to face the forecasted gaps of an aging workforce, educational organizations are also pressured to provide corporations with critical thinking problem solvers who can think analytically and actively participate in the global economy by producing change that will improve organizational performance. This study exposes an existing gap in literature regarding perception and its effect on adult online students' critical thinking skills as opposed to their perceived beliefs. This study's exploration is grounded on a self-perception and social-cognitive theoretical framework that supports knowledge and reality-based assumptions. This quantitative study assumes we are all works in progress; therefore, it is possible to direct learning outcomes and drive economic change with strategies that build on life's experiences for valuable contributions to society. By employing a non-experimental quantitative correlational design, this study found a cause and effect relationship between adult online students' gender and adult online students' critical thinking skills.
38
Norton, Mark A. (Mark Arlington). "The role of community based organizations in a changing workforce development environment : Somerville Community Corporation's response to new skill demands and new workplace organizations". Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69385.
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Crevacore, Carol. "Delegation practices between the registered nurse and the assistant in nursing in the acute care setting in Western Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2477.
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Background:
Delegation is an essential skill that allows the Registered Nurse (RN) to allocate aspects of patient care to other team members including the unregulated Assistant in Nursing (AIN). Concerns have been raised about the activities delegated to AINs in the acute care environment.
Aim:
The aim of this research was to explore the practice of delegation between the RN and the AIN in the acute care environment. This delegation practice was examined through the lens of both the RN and the AIN.
Methodology:
This study used a mixed method explanatory sequential design. The participants were RNs and AINs working in an acute public hospital in Western Australia. The surveys completed by the RNs (n = 100) included their attitude to delegation, the risk management process undertaken prior to delegation and the tasks that they delegated to the AIN. The surveys completed by the AINs (n = 79) included their experience with RNs during delegation and the activities they complete while working in the clinical environment. The survey data were analysed using descriptive statistics. The findings from these data informed the questions for the semi structured interviews which formed the second phase of this research. Interviews with RNs (n = 12) and AINs (n = 11) were conducted, transcribed verbatim and analysed using Braun and Clarke’s thematic analysis. Results from both phases were triangulated to provide a richer understanding of the phenomena.
Results:
Five factors were identified that influence the RN’s decision-making surrounding delegation: 1) personality characteristics of the RN; 2) the multifaceted act of delegation, 3) understanding of the AIN scope of practice; 4) clinical decision-making, and 5) undergraduate nursing students working as AINs.Two factors were identified that influence an AIN’s decision to accept a delegation; wanting to be thought of as a valuable team member and, the quality of the handover.
Conclusion:
Shortages in skilled nursing staff, financial constraints, and increasing patient acuity within healthcare have resulted in the increased use of the AIN. Nursing staff need to work effectively with these staff to ensure safe, efficient care delivery. Therefore, it is essential that RNs have the skills, knowledge and experience to delegate effectively to the unregulated workforce.
40
Khatib, Samy. "COBOL-skills, Where art Thou? : An assessment of future COBOL needs at Handelsbanken". Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-187480.
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The impending mass retirement of baby-boomer COBOL developers, has companies that wish to maintain their COBOL systems fearing a skill shortage. Due to the dominance of COBOL within the financial sector, COBOL will be continually developed over at least the coming decade. This thesis consists of two parts. The first part consists of a literature study of COBOL; both as a programming language and the skills required as a COBOL developer. Interviews were conducted with key Handelsbanken staff, regarding the current state of COBOL and the future of COBOL in Handelsbanken. The second part consists of a quantitative forecast of future COBOL workforce state in Handelsbanken. The forecast uses data that was gathered by sending out a questionnaire to all COBOL staff. The continued lack of COBOL developers entering the labor market may create a skill-shortage. It is crucial to gather the knowledge of the skilled developers before they retire, as changes in old COBOL systems may have gone undocumented, making it very hard for new developers to understand how the systems work without guidance. To mitigate the skill shortage and enable modernization, an extraction of the business knowledge from the systems should be done. Doing this before the current COBOL workforce retires will ease the understanding of the extracted data. The forecasts of Handelsbanken’s COBOL workforce are based on developer experience and hiring, averaged over the last five years. The forecasts take into consideration the age developers are hired, the age the developers exit, and their cumulative growing experience while in the skills pool. The state of COBOL in 2015 is used as a baseline of COBOL needs to forecast until 2060. I.e. the rate at which COBOL systems are developed stay the same. The forecasts show that if no developers are hired, most of their experienced developers will have left by 2030. To keep their current COBOL experience level, Handelsbanken needs to keep hiring over the coming 45 years. Handelsbanken has to hire on average 8.2 developers per year until 2030, and 6.5 developers per year until 2060. I.e. Handelsbanken has been able to keep a high average of 7.6 people per year for the last five years.Organisationer som underhåller COBOL system är oroliga inför den åldrande COBOL-arbetskraftens pensionering. COBOLs dominans inom den finansiella sektorn leder till att COBOL kod kommer att fortsätta utvecklas i minst tio år till. Den här uppsatsen är uppdelad i två delar. Första delen är en litteraturstudie om COBOL som programmeringsspråk, samt kunskapsbehovet som COBOL utvecklare. Intervjuer gjordes med nyckelpersoner inom Handelsbanken, kring det nuvarande tillståndet av COBOL och COBOLs framtid i Handelsbanken. Den andra delen består av en kvantitativ prognos kring Handelsbankens behov av COBOL utvecklare i framtiden. Prognosen bygger på data som samlats genom att skicka ut en enkät till alla COBOL utvecklare. Den fortsatta bristen på nya COBOL utvecklare på arbetsmarknaden kan skapa en kompetensbrist. Det är viktigt att samla kunskapen som de pensionerande utvecklarna bär på, eftersom ändringarna i systemen kan ha gått odokumenterade, vilket gör det väldigt svårt för nya utvecklare att förstå systemen utan vägledning. För att minska kompetensbehovet och möjliggöra modernisering av systemen, bör en extraktion av affärskunskap göras ur systemen. Att ta hjälp av utvecklarna av systemen kan avsevärt förenkla förståelsen av den extraherade informationen. Prognoserna av Handelsbankens COBOL arbetskraft baseras på data om utvecklarerfarenhet och anställning över de senaste fem åren. Prognoserna tar hänsyn till åldern när utvecklarna anställs, åldern när utvecklarna slutar, och tillväxten av deras sammanlagda erfarenhet under tiden de jobbar. Prognosen använder COBOL erfarenhetsbehovet i 2015 som en bas för prognosen. Prognosen beräknar behoven fram till år 2060. Prognoserna visar att om inga nya tillskott av utvecklare görs, så kommer de flesta av Handelsbankens erfarna utvecklare ha slutat vid år 2030. För att behålla deras nuvarande erfarenhetsnivå, så kommer Handelsbanken behöva kontinuerligt anställa utvecklare över kommande 45 åren. Handelsbanken kommer behöva anställa i genomsnitt 8,2 utvecklare per år fram till 2030, och därefter 6,5 utvecklare per år fram till 2060. Handelsbanken har lyckats ha en hög genomsnittlig anställningstakt de senaste fem åren, 7,6 personer per år.
41
Stewart, Lillian Frances. "The Job of Human Capital:What Occupational Data Reveal About Skill Sets, Economic Growth and Regional Competitiveness". Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1450104157.
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Pignoly, Ariane. "La mise en place de la démarche de gestion prévisionnelle des emplois et des compétences à la Ville de Lyon : manifestation d'une forme hybride de gestion des ressources humaines dans la fonction publique territoriale française ?" Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO22022.
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Si dans la fonction publique l’importance accordée à la gestion du personnel s’est pendant longtemps limitée à l’application des règlements, du statut et à la gestion des effectifs, ces deux dernières décennies la Gestion des Ressources Humaines (GRH) est graduellement devenue l’une des préoccupations centrales de l’administration française. En effet, face aux évolutions démographiques (départs en retraite…), organisationnelles (décentralisation, externalisation de services, développement des intercommunalités…), stratégiques et techniques et dans un contexte international de modernisation globale de l’Etat inspirée des principes de la Nouvelle Gestion Publique (NGP), la fonction stratégique de la GRH s’est progressivement imposée. La recherche de la maîtrise de ses dépenses publiques a conduit la France à déployer une nouvelle logique de fonctionnement visant à rendre plus efficace l’action de ses agents publics et à accroître la performance globale de ses administrations. A ces fins, la mise en œuvre de démarches de Gestion Prévisionnelle des Emplois et des Compétences (GPEC) a peu à peu été perçue au sein des organisations publiques comme un "passage obligé". Dans le cadre de nos travaux de recherche, nous avons tenté de mieux appréhender les enjeux actuels de la fonction publique territoriale française, ses évolutions en termes de production du service public et d’analyser, notamment sous l’angle de la démarche GPEC menée à la Ville de Lyon, comment le contexte démographique, politique et économique au sein duquel elles évoluent a modifié la gestion des ressources humaines. Dans la mesure où elle se situe à la croisée d’un statut toujours présent et d’une GRH "moderne", issue du secteur privé, plus axée sur la dimension compétence et sur les métiers, la GPEC telle que nous avons pu l’observer au sein de la Ville de Lyon, constitue une forme « hybride » de GRH, entre tradition et renouveau, reflet de l’émergence d’une néo-bureaucratieIn the last two decades Human Resource Management (HRM) has become one of the main concern of the French public sector. Indeed, for many years Human Resource Management was only focused on complying with the rules and headcount administration. Nowadays, due to public service evolutions, demographic challenges and organizational changes, strategic and technical evolutions, the burrowing of budgetary constraint, make Human Resources Management a strategic function. More than that in an international context of public sector modernization, based on New Public Management ideas, France wants to use a new logic in order to make the French administration more efficient. As a result the spreading of Strategic Workforce Planning is seen as an obligation in public organizations. In a context of demographic changes, resource sharing increase, decentralizations and control of public expenditures, Strategic Workforce Planning appears as an obligation to public sector executives. In the City of Lyon, we try to analyze how an administration is increasing its Human Resource Management by using Strategic Workforce Planning. Thanks to our work we want to better understand the current issues in French territorial civil service but also its evolution in terms of human resources management and production of public service. Strategic Workforce Planning in Lyon is an "hybrid" form of public HRM and private HRM : it mixes status (law and public rules) and private competencies and skills vision. This mix of practices of both private and public human resources management causes the emergence of a new model between tradition and renewal. We are facing a neo-bureaucracy oscillating between status logic and a new logic of "modern" HRM more focused on skills dimension
43
Bridgstock, Ruth Sarah. "Success in the protean career : a predictive study of professional artists and tertiary arts graduates". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16575/1/Ruth_Bridgstock_Thesis.pdf.
Pełny tekst źródłaStreszczenie:
In the shift to a globalised creative economy where innovation and creativity are increasingly prized, many studies have documented direct and indirect social and economic benefits of the arts. In addition, arts workers have been argued to possess capabilities which are of great benefit both within and outside the arts, including (in addition to creativity) problem solving abilities, emotional intelligence, and team working skills (ARC Centre of Excellence for Creative Industries and Innovation, 2007).
However, the labour force characteristics of professional artists in Australia and elsewhere belie their importance. The average earnings of workers in the arts sector are consistently less than other workers with similar educational backgrounds, and their rates of unemployment and underemployment are much higher (Australian Bureau of Statistics, 2005; Caves, 2000; Throsby & Hollister, 2003). Graduating students in the arts appear to experience similar employment challenges and exhibit similar patterns of work to artists in general. Many eventually obtain work unrelated to the arts or go back to university to complete further tertiary study in fields unrelated to arts (Graduate Careers Council of Australia, 2005a).
Recent developments in career development theory have involved discussion of the rise of boundaryless careers amongst knowledge workers. Boundaryless careers are characterised by non-linear career progression occurring outside the bounds of a single organisation or field (Arthur & Rousseau, 1996a, 1996b). The protean career is an extreme form of the boundaryless career, where the careerist also possesses strong internal career motivations and criteria for success (Baruch, 2004; Hall, 2004; Hall & Mirvis, 1996). It involves a psychological contract with one's self rather than an organisation or organisations. The boundaryless and protean career literature suggests competencies and dispositions for career self-management and career success, but to date there has been minimal empirical work investigating the predictive value of these competencies and dispositions to career success in the boundaryless or protean career.
This program of research employed competencies and dispositions from boundaryless and protean career theory to predict career success in professional artists and tertiary arts graduates. These competencies and dispositions were placed into context using individual and contextual career development influences suggested by the Systems Theory Framework of career development (McMahon & Patton, 1995; Patton & McMahon, 1999, 2006a). Four substantive studies were conducted, using online surveys with professional artists and tertiary arts students / graduates, which were preceded by a pilot study for measure development.
A largely quantitative approach to the program of research was preferred, in the interests of generalisability of findings. However, at the time of data collection, there were no quantitative measures available which addressed the constructs of interest. Brief scales of Career Management Competence based on the Australian Blueprint for Career Development (Haines, Scott, & Lincoln, 2003), Protean Career Success Orientation based on the underlying dispositions for career success suggested by protean career theory, and Career Development Influences based on the Systems Theory Framework of career development (McMahon & Patton, 1995; Patton & McMahon, 1999, 2006a) were constructed and validated via a process of pilot testing and exploratory factor analyses. This process was followed by confirmatory factor analyses with data collected from two samples: 310 professional artists, and 218 graduating arts students who participated at time 1 (i.e., at the point of undergraduate course completion in October, 2005).
Confirmatory factor analyses via Structural Equation Modelling conducted in Study 1 revealed that the scales would benefit from some respecification, and so modifications were made to the measures to enhance their validity and reliability. The three scales modified and validated in Study 1 were then used in Studies 3 and 4 as potential predictors of career success for the two groups of artists under investigation, along with relevant sociodemographic variables.
The aim of the Study 2 was to explore the construct of career success in the two groups of artists studied. Each participant responded to an open-ended question asking them to define career success. The responses for professional artists were content analysed using emergent coding with two coders. The codebook was later applied to the arts students' definitions. The majority of the themes could be grouped into four main categories: internal definitions; financial recognition definitions; contribution definitions; and non-financial recognition definitions. Only one third of the definition themes in the professional artists' and arts graduates' definitions of career success were categorised as relating to financial recognition. Responses within the financial recognition category also indicated that many of the artists aspired only to a regular subsistence level of arts income (although a small number of the arts graduates did aspire to fame and fortune).
The second section of the study investigated the statistical relationships between the five different measures of career success for each career success definitional category and overall. The professional artists' and arts graduates' surveys contained several measures of career success, including total earnings over the previous 12 months, arts earnings over the previous 12 months, 1-6 self-rated total employability, 1-6 self-rated arts employability, and 1-6 self-rated self-defined career success. All of the measures were found to be statistically related to one another, but a very strong statistical relationship was identified between each employability measure and its corresponding earnings measure for both of the samples. Consequently, it was decided to include only the earnings measures (earnings from arts, and earnings overall) and the self-defined career success rating measure in the later studies.
Study 3 used the career development constructs validated in Study 1, sociodemographic variables, and the career success measures explored in Study 2 via Classification and Regression Tree (CART - Breiman, Friedman, Olshen, & Stone, 1984) style decision trees with v-fold crossvalidation pruning using the 1 SE rule. CART decision trees are a nonparametric analysis technique which can be used as an alternative to OLS or hierarchical regression in the case of data which violates parametric statistical assumptions.
The three optimal decision trees for total earnings, arts earnings and self defined career success ratings explained a large proportion of the variance in their respective target variables (R2 between 0.49 and 0.68). The Career building subscale of the Career Management Competence scale, pertaining to the ability to manage the external aspects of a career, was the most consistent predictor of all three career success measures (and was the strongest predictor for two of the three trees), indicating the importance of the artists' abilities to secure work and build the external aspects of a career. Other important predictors included the Self management subscale of the Career Management Competence scale, Protean Career Success Orientation, length of time working in the arts, and the positive role of interpersonal influences, skills and abilities, and interests and beliefs from the Career Development Influences scale. Slightly different patterns of predictors were found for the three different career success measures.
Study 4 also involved the career development constructs validated in Study 1, sociodemographic variables, and the career success measures explored in Study 2 via CART style decision trees. This study used a prospective repeated measures design where the data for the attribute variables were gathered at the point of undergraduate course completion, and the target variables were measured one year later. Data from a total of 122 arts students were used, as 122 of the 218 students who responded to the survey at time 1 (October 2005) also responded at time 2 (October 2006).
The resulting optimal decision trees had R2 values of between 0.33 and 0.46. The values were lower than those for the professional artists' decision trees, and the trees themselves were smaller, but the R2 values nonetheless indicated that the arts students' trees possessed satisfactory explanatory power. The arts graduates' Career building scores at time 1 were strongly predictive of all three career success measures at time 2, a similar finding to the professional artists' trees. A further similarity between the trees for the two samples was the strong statistical relationship between Career building, Self management, and Protean Career Success Orientation. However, the most important variable in the total earnings tree was arts discipline category. Technical / design arts graduates consistently earned more overall than arts graduates from other disciplines. Other key predictors in the arts graduates' trees were work experience in arts prior to course completion, positive interpersonal influences, and the positive influence of skills and abilities and interests and beliefs on career development.
The research program findings represent significant contributions to existing knowledge about artists' career development and success, and also the transition from higher education to the world of work, with specific reference to arts and creative industries programs. It also has implications for theory relating to career success and protean / boundaryless careers.
44
Bridgstock, Ruth Sarah. "Success in the protean career : a predictive study of professional artists and tertiary arts graduates". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16575/.
Pełny tekst źródłaStreszczenie:
In the shift to a globalised creative economy where innovation and creativity are increasingly prized, many studies have documented direct and indirect social and economic benefits of the arts. In addition, arts workers have been argued to possess capabilities which are of great benefit both within and outside the arts, including (in addition to creativity) problem solving abilities, emotional intelligence, and team working skills (ARC Centre of Excellence for Creative Industries and Innovation, 2007). However, the labour force characteristics of professional artists in Australia and elsewhere belie their importance. The average earnings of workers in the arts sector are consistently less than other workers with similar educational backgrounds, and their rates of unemployment and underemployment are much higher (Australian Bureau of Statistics, 2005; Caves, 2000; Throsby & Hollister, 2003). Graduating students in the arts appear to experience similar employment challenges and exhibit similar patterns of work to artists in general. Many eventually obtain work unrelated to the arts or go back to university to complete further tertiary study in fields unrelated to arts (Graduate Careers Council of Australia, 2005a). Recent developments in career development theory have involved discussion of the rise of boundaryless careers amongst knowledge workers. Boundaryless careers are characterised by non-linear career progression occurring outside the bounds of a single organisation or field (Arthur & Rousseau, 1996a, 1996b). The protean career is an extreme form of the boundaryless career, where the careerist also possesses strong internal career motivations and criteria for success (Baruch, 2004; Hall, 2004; Hall & Mirvis, 1996). It involves a psychological contract with one's self rather than an organisation or organisations. The boundaryless and protean career literature suggests competencies and dispositions for career self-management and career success, but to date there has been minimal empirical work investigating the predictive value of these competencies and dispositions to career success in the boundaryless or protean career. This program of research employed competencies and dispositions from boundaryless and protean career theory to predict career success in professional artists and tertiary arts graduates. These competencies and dispositions were placed into context using individual and contextual career development influences suggested by the Systems Theory Framework of career development (McMahon & Patton, 1995; Patton & McMahon, 1999, 2006a). Four substantive studies were conducted, using online surveys with professional artists and tertiary arts students / graduates, which were preceded by a pilot study for measure development. A largely quantitative approach to the program of research was preferred, in the interests of generalisability of findings. However, at the time of data collection, there were no quantitative measures available which addressed the constructs of interest. Brief scales of Career Management Competence based on the Australian Blueprint for Career Development (Haines, Scott, & Lincoln, 2003), Protean Career Success Orientation based on the underlying dispositions for career success suggested by protean career theory, and Career Development Influences based on the Systems Theory Framework of career development (McMahon & Patton, 1995; Patton & McMahon, 1999, 2006a) were constructed and validated via a process of pilot testing and exploratory factor analyses. This process was followed by confirmatory factor analyses with data collected from two samples: 310 professional artists, and 218 graduating arts students who participated at time 1 (i.e., at the point of undergraduate course completion in October, 2005). Confirmatory factor analyses via Structural Equation Modelling conducted in Study 1 revealed that the scales would benefit from some respecification, and so modifications were made to the measures to enhance their validity and reliability. The three scales modified and validated in Study 1 were then used in Studies 3 and 4 as potential predictors of career success for the two groups of artists under investigation, along with relevant sociodemographic variables. The aim of the Study 2 was to explore the construct of career success in the two groups of artists studied. Each participant responded to an open-ended question asking them to define career success. The responses for professional artists were content analysed using emergent coding with two coders. The codebook was later applied to the arts students' definitions. The majority of the themes could be grouped into four main categories: internal definitions; financial recognition definitions; contribution definitions; and non-financial recognition definitions. Only one third of the definition themes in the professional artists' and arts graduates' definitions of career success were categorised as relating to financial recognition. Responses within the financial recognition category also indicated that many of the artists aspired only to a regular subsistence level of arts income (although a small number of the arts graduates did aspire to fame and fortune). The second section of the study investigated the statistical relationships between the five different measures of career success for each career success definitional category and overall. The professional artists' and arts graduates' surveys contained several measures of career success, including total earnings over the previous 12 months, arts earnings over the previous 12 months, 1-6 self-rated total employability, 1-6 self-rated arts employability, and 1-6 self-rated self-defined career success. All of the measures were found to be statistically related to one another, but a very strong statistical relationship was identified between each employability measure and its corresponding earnings measure for both of the samples. Consequently, it was decided to include only the earnings measures (earnings from arts, and earnings overall) and the self-defined career success rating measure in the later studies. Study 3 used the career development constructs validated in Study 1, sociodemographic variables, and the career success measures explored in Study 2 via Classification and Regression Tree (CART - Breiman, Friedman, Olshen, & Stone, 1984) style decision trees with v-fold crossvalidation pruning using the 1 SE rule. CART decision trees are a nonparametric analysis technique which can be used as an alternative to OLS or hierarchical regression in the case of data which violates parametric statistical assumptions. The three optimal decision trees for total earnings, arts earnings and self defined career success ratings explained a large proportion of the variance in their respective target variables (R2 between 0.49 and 0.68). The Career building subscale of the Career Management Competence scale, pertaining to the ability to manage the external aspects of a career, was the most consistent predictor of all three career success measures (and was the strongest predictor for two of the three trees), indicating the importance of the artists' abilities to secure work and build the external aspects of a career. Other important predictors included the Self management subscale of the Career Management Competence scale, Protean Career Success Orientation, length of time working in the arts, and the positive role of interpersonal influences, skills and abilities, and interests and beliefs from the Career Development Influences scale. Slightly different patterns of predictors were found for the three different career success measures. Study 4 also involved the career development constructs validated in Study 1, sociodemographic variables, and the career success measures explored in Study 2 via CART style decision trees. This study used a prospective repeated measures design where the data for the attribute variables were gathered at the point of undergraduate course completion, and the target variables were measured one year later. Data from a total of 122 arts students were used, as 122 of the 218 students who responded to the survey at time 1 (October 2005) also responded at time 2 (October 2006). The resulting optimal decision trees had R2 values of between 0.33 and 0.46. The values were lower than those for the professional artists' decision trees, and the trees themselves were smaller, but the R2 values nonetheless indicated that the arts students' trees possessed satisfactory explanatory power. The arts graduates' Career building scores at time 1 were strongly predictive of all three career success measures at time 2, a similar finding to the professional artists' trees. A further similarity between the trees for the two samples was the strong statistical relationship between Career building, Self management, and Protean Career Success Orientation. However, the most important variable in the total earnings tree was arts discipline category. Technical / design arts graduates consistently earned more overall than arts graduates from other disciplines. Other key predictors in the arts graduates' trees were work experience in arts prior to course completion, positive interpersonal influences, and the positive influence of skills and abilities and interests and beliefs on career development. The research program findings represent significant contributions to existing knowledge about artists' career development and success, and also the transition from higher education to the world of work, with specific reference to arts and creative industries programs. It also has implications for theory relating to career success and protean / boundaryless careers.
45
Eitzen, Guy E. "Integer programming methods for solving multi-skilled workforce optimisation problems". 2002. http://arrow.unisa.edu.au:8081/1959.8/24940.
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Generating employee rosters on a 24 hour, 7 day per week basis taking into account fluctuating demand for employees, employee skills, working conditions, training and employee preferences, while ensuring efficiency and equity between the employees is a very difficult task due to the very large number of possible rostering combinations available. The research done in this thesis sets to solve this exact problem for CS Energy's Swanbank Power Station located in Queensland, Australia.thesis (PhDMathematics)--University of South Australia, 2002.
46
Kposowa, Sao John. "Motivation of the skilled workforce in the construction industry of South Africa". Thesis, 2007. http://hdl.handle.net/10539/3919.
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ii
ABSTRACT
Job expectation and satisfaction are very important to the skilled workforce in
the construction industry of South Africa. The industry pays a heavy price for a
demotivated worker; the outcome is dissatisfying work, friction on the job, time
theft, sub - standard output in terms of quality of productivity and absenteeism.
Motivation in the construction industry is a step by step and day by day
practical approach in motivating the skilled workforce which helps site
managers to run the industry smoothly and increases work output in terms of
productivity.
Motivation to work well and increased output has a relationship to job
expectation and satisfaction.
Motivation in the construction industry is concern with why people behave in a
certain way, and why they choose a certain course of action in preference to
others.
47
Holt, Lila Louise. "Self-direction and Technology Use Among New Workforce Entrants". 2011. http://trace.tennessee.edu/utk_graddiss/1191.
Pełny tekst źródłaStreszczenie:
With the knowledge age evolving, colleges and universities should be ever vigilant to assure that the pedagogies practiced are adequately preparing future workers with skills required to keep pace (Scardamalia & Bereiter, 2006). Business managers have identified self-direction and technology use as increasingly important in the 21st century (Partnership for 21st Century Skills, 2006), yet a gap in research of pedagogies that advance self-directedness and promote technology use has been found. To help identify new pedagogies, the purpose of this study was to identify the relationship between self-directed learning (SDL) and technology use of people entering the workplace. A sample of 572 recent university graduates represented the new workforce entrants.
Based on the Personal Responsibility Orientation (PRO)-Model of SDL (Brockett & Hiemstra, 1991), factors of self-direction were identified and measured by the Personal Responsibility Orientation -Self Directed Learning Scale (PRO-SDLS) (Stockdale, 2003). Attitudinal factors of technology use were measured by the Computer Technology Use Scale (CTUS) (Conrad & Munro, 2008).
Results of this study indicated that while significant relationships between SDL and technology use were found, the effect size of the model tested is low (less than .03). Hierarchical regression indicated the factors of SDL as predictors of computer self-efficacy, attitudes toward technology use and computer anxiety are significant in some cases but account for less than 7% of the variance for any one factor. Additionally, both instruments used in this study are relatively new. While reliability for the PRO-SDLS was found to be consistent with previous research, this study indicates that caution should be taken in using the CTUS. Based on these results, this study includes implications for practice as well as recommendations for future research.
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McIntosh, Bryan. "The future of mental health resource management". 2012. http://hdl.handle.net/10454/6505.
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The mental health workforce is continually evolving and competing
for resources, influenced by local
and national factors however effective, provision of mental health care depends on the most important resource—staff.
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Ranasinghe, R., A. Hordacre, Robert A. Perrett i J. Spoehr. "High Performing Workplaces: Workforce Futures Employer Survey - Playford & Salisbury Wave 3". 2015. http://hdl.handle.net/10454/10096.
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YesThe Workplace Futures Survey (WFS) – Playford and Salisbury is a longitudinal workplace survey implemented in Playford and Salisbury. The WFS is designed to capture in-depth information on a range of workplace issues and trends that will provide a comprehensive picture of the issues and challenges faced by employers in the region. This report focuses on Wave 3 of the WFS which was completed by 387 employers during October to November 2014. Results are compared with Wave 1, which was administered a year earlier (November 2013) to 451 employers and Wave 2 completed in May 2014 by 455 employers. The WFS includes a number of core questions on business sentiment, organisational performance along with vacancy and skill demand. Wave 2 also contained focus questions on the potential impact of the automotive closure, whereas Wave 3 explores establishment engagement with High Performance Workplace Practices (HPWP).
Department of State Development, South Australia
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Ehrmantraut, Isabelle. "Workforce planning in the social welfare work". Master's thesis, 2016. http://hdl.handle.net/10071/13046.
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JEL classification:
J. Labour and Demographic Economics
L. Industrial OrganisationThe dissertation deals with the analysis of the participating company´s workforce planning process by analysing its current status and exploring the Human Resources challenges they are facing. Based on the gap anaylsis, the company will be aware of their areas of strength and the areas that need to be improved, which will be supported by analytics in this dissertation. Firtly, the dissertation will discuss the existing literature on workforce planning, with a focus on its process in an organisation and labour market dynamics. Secondly, its challenges and knowledge gaps will be outlined. Thirdly, the workforce planning process will be described in detail and will be supported by recent literature. Conceptual frameworks such as a SWOT analysis, an environmental scan and a competencies analysis will be the base of the analystics. Data triangulation will be found in the context of the dissertation with the distribution of the questionnaire as well as the interviews next to the literature. In order to analyse the process and find out about their existing HR challenges, a descriptive anaylsis will be conducted. Therefore, the use of a multiple regression analysis will be applied in order to deduct the causal relationships between the studied variables and to discover their knowledge gaps. The concept is divided into three different research objectives that follow the process of the workforce plan in a logical sequence.
A dissertação baseia-se na análise do processo de planeamento da força de trabalho da empresa participante, estudando o seu estado atual e descobrindo mais sobre os desafios da gestão de recursos humanos que a mesma enfrenta. Com base na análise das lacunas, a empresa ficará mais ciente dos seus pontos fortes e das suas áreas de melhoria, as quais são suportadas por análises apresentadas na dissertação. Primeiramente, a dissertação discutirá a literatura existente sobre o planeamento da força de trabalho, salientando o seu processo numa organização e as dinâmicas do mercado de trabalho. Em seguida, os seus desafios e as lacunas de conhecimento serão delineadas. Além disso, o processo de planeamento dos recursos humanos irá ser descrito em pormenor e será suportado por alguma literatura mais recente. Marcos conceptuais, como uma análise SWOT, um estudo ambiental e uma análise de competências serão a base dos estudos. A triangulação de dados vai ser encontrada no contexto da dissertação com a distribuição de questionários, com as entrevistas e a literatura. A fim de analisar o processo e descobrir mais sobre os seus emocionantes desafios de Recursos Humanos, será conduzida uma análise descritiva. Assim, será aplicada uma regressão múltipla a fim de deduzir as relações causais entre as variáveis estudadas e, finalmente, ser capaz de descobrir as suas lacunas de conhecimento. O conceito é dividido em três objetivos de investigação diferentes, que seguem o processo de planeamento da força de trabalho, numa sequência lógica.