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Skills development and training - contributers to Quality of Employment

Skills development and training - contributers to Quality of Employment. Meeting on the Measurement of Quality of Employment Geneva 11 th -13 th September 2013 Hanna Sutela Statistics Finland. Skills development and training - contributers to Quality of Employment at all levels.

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Skills development and training - contributers to Quality of Employment

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  1. Skills development and training- contributers to Quality of Employment Meeting on the Measurement of Quality of Employment Geneva 11th-13th September 2013 Hanna SutelaStatistics Finland

  2. Skills development and training- contributers to Quality of Employment at all levels • Individual: work motivation employability income • Organisation: motivated , committed workers productivity quality of products/services • Society: sustainable growth and employment lenghtening of working careers changing labour market : "new skills for new jobs"

  3. Motivational factors for skills development at individual level (EWCS 2005 Post-test ) • Necessity for good or improved work performance • Enhancing employability • Enhancing the company’s competitiveness • A value in itself, a source of fulfilment and pleasure. • General professional pride and perceived usefulness of work contribute to work motivation and also to motivation to develop further: wish to perform one’s work to the best of one’s ability • Individual motivations reflect the cultural values and national education and lifelong learning policy (or lack of it) ; also the depth of culturally embedded separation of ‘work’ and ‘life’

  4. Skills development at work – a wide perspective (EWCS 2005 Post-test ) • Job situations involving problem-solving, challenging tasks, intellectual demands, varying and multifaceted tasks offer opportunities for ongoing development and motivate workers to develop further in order to be able to respond to these challenges • Interviewees often regocnised being able to learn in situations where they received assistance from their colleagues or superiors in work-related tasks – but they would not necessarily count them as “learning and development opportunities at work” (= only formal training) • Job descriptions can be enlarged and developed, and one may also actively seek one’s way to different kinds of tasks within their current work organisation

  5. Obstacles to skills development and training • Provision of training opportunitiesemployer, type of contract, age, status, background education • Suitability of trainingfrom the perspective of specific personal and organisational contexts • Perceived utility of training • task-related and short-lived skills acquirement or learning vs. developmental, ‘real’ learning (=>increased competencies and employability) • Organisational constraints re application of one's own ideas and creativity at work • Time intensificationEnough time to participate and/or to implement new skills at work?

  6. Learning new things at work – a two-fold issue (EWCS 2005 Post-test ) • Generally all positive, but… • Necessity of continuously learning new things can become a burden, especially when overall workload already high; no time to absorb and adapt to the new information • Learning demands have grown at work, while eg. staff levels have decreased • Perception that the ongoing development would lead to work intensification: new skills result in receiving additional duties – often without related compensation

  7. Skills development and training –further emerging themes in the EWCS 2005 Post-test.. • Orientation to developOutcome of a more complex combination of personal circumstances and structural constraints • Perceived importance of career developmentPerceived career prospects not a straightforward indicator of quality of work or development opportunities. • Work organisation, management styles, the role of the superior and feedbackParticipative, communicative management style positively impacts different kinds of learning and innovating; the importance of easily approachable and available superiors and their interest in staff’s development • Social relationsEncouragement, support and assistance from co-workers; mutual learning and sharing ideas contributed to job satisfaction, coping at work and to development. • TeamworkTeamwork may have a positive effect in terms of personal development, especially when team members can work in a relatively autonomous way.

  8. …bring us back to work motivation(EWCS 2005 Post-test) • Employees tended to appreciate if their work included stimulating and intellectually challenging tasks (although not too onerous) and possibilities to use their full potential and creativity, which consequently offered them opportunities to learn and develop in their work. • Interviewees in lower skilled, routine-based jobs commonly tried to seek elements of challenge in their often monotonous tasks. • Development opportunities contribute to job motivation and job satisfaction, directly or indirectly => motivated workers want to develop further in their job

  9. Dimension 6 as currently drafted • Share of employed people who received job training within a period of time (e.g., the last 12 months) • Share of employed people who received job training by type of job training (e.g. job-related, done on one's own initiative) • Share of employed people in high skilled occupations • Share of employed people who have more education than is normally required in their occupation • Share of employed people who have less education than is normally required in their occupation

  10. Share of employed persons who received job training within the last 12 months - possible data sources • LFS in the future (2018?) • Adult Education Survey 1990, 1995, 2000, 2006, 2010 • European Working Condition Survey 1995, 2000, 2005, 2010, (2015) • ISSP Module on Work Orientation 1989, 1997, 2005, (2015) Training to improve job skills during past 12 months: yes/no • National surveys

  11. Training paid for by the employer (or self if self-employed) in the past year. EWCS 2010. Eurofound.

  12. Participation in training paid for by employer in FinlandEmployees. In the last 12 months. Quality of Work Life Surveys 1977 - 2008

  13. Number of training days (average) in Finland.Participants in training paid for by employer. Employees. FQWLS 1984 - 2008.

  14. Training paid for by the employer • Wide differences btw employee groups: highly educated have more opportunities (and motivation) more training in the public sector temporaries and part-timers with less opportunities what about age? • Not only the quantity but also the quality of training • A constant need to upskill one’s competences may become a stressful factor at work

  15. Share of employed people who received job training by type of job training Participation in the past year by type of training.Share of employed. EWCS 2000, 2005, 2010.

  16. Usefulness of training; employability 1/2 • “Training has helped me improve the way I work”80-100 % of those having participated in training paid for by the employer agree ;clericals and high-skilled manuals more often (about 90 %) than low-skilled manuals (82.5 %) (EU-27, EWCS 2010) • “I feel that my job is more secure because of my training” 69 % agree (EU-27; EWCS 2010)employees with “other arrangements” more often (75.4%) than permanent employees (67.5%)

  17. Usefulness of training; employability 2/2 • “I feel my prospects for future employment are better because of my training”71 % agree (EU-27)employees with “other arrangements” more often (76.6 %) than permanent employees (70.6%);young (80 %) more often than aged (61 %) • ISSP Module on Work Orientation: How much of past skills and experience used in present job?How helpful would skills and experience be in seeking new job?

  18. Learning at work • EWCS: Generally, does your main paid job involve ... ? A – meeting precise quality standardsC – solving unforeseen problems on your own D – monotonous tasks E – complex tasks F – learning new things • ISSP Module on Work Orientation:My job gives me a chance to improve my skills.

  19. Share of employed who have more education than is normally required in their occupationShare of employed who have less education than is normally required in their occupation (Relevance?)

  20. ISCO * ISCED = Skills-match? • National differences in the adaptation of ISCO • The cross-tabulation does not always tell about over-qualification or under-qualification of certain employee-groups but about the changed requirement levels for certain occupations and about the logic of the ISCO-classification • Relevant in the case of special groups

  21. LFS 2007

  22. Do you have the right skills for your job?EWCS 2010.

  23. Share of employed people in high-skilled occupationsEmployed by sex in Finland. LFS 2000 and 2010

  24. Share of employed persons by level of education • Presumably a more straightforward indicator on the (formal) skills level of the employed population than ISCO • ISCED evidently has less problems re the comparability than ISCO • Should be calculated for employed population/employees aged 25 and over

  25. Educational structure of the employed population aged 25 to 64 in Finland.LFS 1997 and 2010.

  26. Share of employed people in high-skilled occupations + Educational structure of the employed population aged 25 to 64 in Finland. LFS 2010.

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