Information technology change,work complexity and service jobs: a contingent perspective

We examine the contingent impact of implementing an enterprise‐wide information technology system (Enterprise Resource Planning) on perceptions of work complexity in clerical, technical and managerial service sector jobs. Using matched and control samples of employee survey data, we compare pre‐ and post‐intervention perceptions of work complexity and importance of analytical skills across three hierarchical job levels: clerical, technical and managerial. We find that employees in clerical jobs, at the lowest level in the hierarchy, experience a significant increase in work complexity and need for analytical skills, whereas those in technical and managerial service jobs do not. Implications for theory, management of technology and employment policy are discussed.     

Human Capital and Black Women's Occupational Mobility

This paper measures the contribution of human capital to the dramatic cimprovements in black women's occupational status and relative earnings since 1940, exemplified by their shift from domestic to clerical work. Logit analysis using census data from 1940-80 and CPS data from 1988 shows that improvements in African American women's human capital explains just one-sixth of their entry into clerical work. Changing labor market structures, particularly during the 1960s, appear far more important.     

‘All they lack is a chain’: lean and the new performance management in the British civil service

The adaptation of lean techniques in public services is viewed as an innovative managerialist response to government demands for more efficient services amidst large reductions in public spending. This paper explores workers' experiences of the impact of lean on work organisation and control and provides new insights into developments within contemporary back office clerical work.     

Black Female Clerical Workers: Movement toward Equality with White Women?

This article examines the occupational mobility patterns of black and white female clerical workers from 1972 to 1980. Black women were initially concentrated in the lower-paying clerical positions and were less likely than white women to leave for better jobs in other areas. Those black women who had relatively good clerical jobs tended not to rise any further and even experienced some difficulty in maintaining their occupational status. Education and training aided occupational mobility less for black women than for white women.     

Skills, Flexible Manufacturing Technology, and Work Organization

This study employs a national survey of over 3000 U.S. manufacturing establishments to explore associations between worker skill requirements and use of production and telecommunications technologies, work organization, and other management practices. Ordered probit equations show an empirical link between increases in each of six types of skill requirements, as reported by plant managers, and the use of flexible technologies and work organization practices. Technology use is most strongly linked to computer skill requirements. Work organization practices were strongly associated with problem-solving and interpersonal skill increases, suggesting that new work organization practices are broadening the set of skills sought by manufacturers. Traditional academic skills (e.g., math and reading) also were linked to the use of flexible technologies and work organization practices, but increases in these skill requirements were reported less frequently than were requirements for computer, interpersonal, and problem-solving skills.     

Learning to labour: an evaluation of internships and employability in the ICT sector

The employability of graduates is often reduced to lists of de‐contextualised skills that graduates may or may not have and which may or may not translate to prized graduate positions. Recently, internships have become the way in which graduates acquire and demonstrate work‐readiness to potential employers. This article examines a particular type of internship in the ICT sector, namely placements incorporated in degree education. The findings suggest that while internships can enhance employability and indeed be a mechanism for accessing permanent jobs, more often, instead of ‘learning to labour’, interns are expected to be productive workers. A mini labour market operates at the undergraduate level that advantages those already possessed of the required soft skills. The emphasis on soft skills signals a shift in the nature of ICT work with attendant implications for education of workers in this sector, revealed by anchoring employability to particular labour process(es).     

A Comparison of American and Japanese Work Practices: Skill Formation, Communications, and Conflict Resolution

This article examines whether American work practices are becoming more similar to Japanese work practices with regard to skill formation, communications, and conflict resolution. I find that separated skills, self-managing teams, and the dual conflict settlement procedure prevalent in three American unionized plants contrast with the practices found in three Japanese unionized plants, where integrated skills, middle-up-down decision making led by assistant and first-line supervisors, and an informal and one-channel conflict settlement procedure are used.     

Women, social skill and interactive service work in telephone call centres

This paper contributes to current debates about gender, work and skill in the service economy, focusing specifically on the case of women's employment in telephone call centres. The paper asks whether call centre employers are capitalising on women's 'feminine' social skills, and examines the degree to which these skills are being developed, acknowledged and recognised.     

Maintenance work, maintenance skills: the case of a major water company in the UK

This article explores how maintenance work and the requirements of maintenance skills may have changed in a changing technological and organisational environment. A closer examination of the skill requirements for maintenance work in the case study firm has revealed a wider range of skill components than existing literature on maintenance skills has focused on. This paper argues that organisational change may lead to the requirement of new skills for maintenance work and that interpersonal skill may be an important skill element required.     

Technical change, work organisation and training: some issues relating to the role of market forces

Managements often fail to deal with problems of reorganising work to cope with technical change. Nevertheless, it is suggested that skills are becoming more enterprise-specific and that employers should train to satisfy their own needs. While markets help to distribute skills, they do not ensure that sufficient are created.     

Youth Apprenticeship in Britain: Lessons for the United States

Britain's effort to introduce youth apprenticeships over the past decade offers important general lessons about the role of employers in school-to-work initiatives. In particular, the incentives facing employers work against efforts to provide skills training. Alternative arrangements for such programs are suggested that create incentives for employers to improve the skills of youth apprentices.     

Useful measures in the field of time and dimensional rationalisation of manual training lessons

Schoolwork, especially lessons in manual skills is often associated with various ergonomics stresses. These stresses are the result not only of school obligations but also of the physical working environment and inadequate lesson planning. Much can be done in this field if certain approaches are taken into consideration at the work planning stage. Thus we can use certain analytical methods, such as the Method of Temporary Observations (Multi-Moment Method) and OWAS (a method for the evaluation of postural load during work), when positioning stressful lesson factors. This can be done in a relatively simple way in the field of time rationalisation as well as in the field of dimensional work adjustment to pupils. Research results in this paper show that by using a planned directed approach in this field, it is possible to achieve, a higher level of efficiency with normal levels of fatigue.     

Learning to think spatially in an undergraduate interdisciplinary computational design context: a case study

Spatial thinking skills are vital for success in everyday living and work, not to mention the centrality of spatial reasoning in scientific discoveries, design-based disciplines, medicine, geosciences and mathematics to name a few. This case study describes a course in spatial thinking and communicating designed and delivered by an interdisciplinary team over a three-year period to first-year university students. Four major elements provide a framework for the sequencing of instruction and acquisition of 2D and 3D spatial thinking and reasoning skills in a computational design context. We describe the process of introducing students to computational design environments beginning with a fun and familiar tool in preparation for a more complex, industry-standard system (SolidWorks). A design project provides diverse student teams an opportunity to integrate and apply foundational spatial concepts and skills including sketching, 2D and 3D representations, as well as digital and physical modeling. Samples of student work illustrate the scaffolding necessary for students to successfully draw upon the spatial thinking and communication skills required to complete their team projects beginning with applying sketching techniques; modeling individual 3D parts; creating digital assemblies; and finally building the equivalent 3D physical model. Key instructional principles provide a framework for the analysis of what worked and what didn’t in relation to spatial skills development in students. The lessons learned are identified along with potential future directions for teaching and learning scholarship in spatial thinking development within a computational design context.     

The Relationship of Individual Capabilities and Environmental Support with Different Facets of Designers' Innovative Behavior

Theoretical perspectives on employee creativity have tended to focus on an individual's capability to generate original and potentially useful ideas, whereas definitions of innovation also include the process of putting those new ideas into practice. This field study therefore set out to test how theoretically distinct types of individual knowledge and skills are related to different aspects of employees' innovative behavior in terms of both their new idea generation and idea implementation. Using a sample of design engineers (n = 169) in a multinational engineering company, measures were taken of different aspects of innovative work behavior (patent submission, real‐time idea submission, idea implementation) and a range of individual capabilities (creativity‐relevant skills, job expertise, operational skills, contextual knowledge, and motivation) and environmental features (job control, departmental support for innovation). Analyses showed that creativity‐relevant skills were positively related to indices of idea generation but not to idea implementation. Instead, employees' job expertise, operational skills, and motivation to innovate demonstrated a stronger role in idea implementation. In terms of environmental factors, job control showed no positive relationship with innovative work behavior while departmental support for innovation was related to employees' idea generation but not idea implementation. The theoretical perspective that correlates of idea generation differ in certain aspects to those for idea implementation are confirmed by the study. Practical implications for organizations wishing to improve their innovativeness are discussed in terms of tailored training, development, motivational, and environmental interventions designed to improve the capabilities of individuals to engage in all parts of the innovation process.     

Strategic frameworks for understanding employer participation in school‐to‐work programs

The knowledge and skills inherent in human capital are increasingly recognized as the essence of competitive advantage. Extending the emerging literature on capability building, this paper explores the strategic decision of participating in school‐to‐work programs from the transaction cost and resource‐based view of the firm. Using data from a national sample, we find that both strategic perspectives help to explain decisions to participate in school‐to‐work activities. Our findings indicate that school‐to‐work programs and activities may be understood as interorganizational strategies from a transaction cost view and evidence of a firm's motivation to develop human capital to build competitive advantage from a resource‐based view. Implications for school‐to‐work public policy development in the United States and future research are identified. Copyright © 2005 John Wiley & Sons, Ltd.     

Skilled maintenance work at British Telecom: findings from the Social Change and Economic Life Research Initiative

Here the author examines the relationship of technical change and job skills amongst maintenance workers in telecommunications in Britain. It demonstrates that there are significant variations within different areas of such maintenance work and strongly challenges the notion that such maintenance work is subject to a generic process of deskilling in the present era.     

Overskilling,Job Insecurity,and Career Mobility

This paper uses longitudinal data from Australia to examine the extent to which overskilling—the extent to which work‐related skills and abilities are utilized in current employment—is a transitory phenomenon. The results suggest that while overskilled workers are much more likely to want to quit their current job, they are also relatively unconfident of finding an improved job match. Furthermore, some of the greater mobility observed among overskilled workers is due to involuntary job separations, and even where job separations are voluntary, the majority of moves do not result in improved skills matches.     

Similarities and Differences in the Academic Education of Software Engineering and Architectural Design Professionals

This article focuses on the similarities and differences in the academic education of software engineers and architects. The rationale for this work stems from our observation, each from the perspective of her or his own discipline, that these two professional design and development processes share some similarities. A pilot study was performed, in which 24 practitioners (12 software engineers and 12 architects) were interviewed concerning the main characteristics of the two professions. The characteristics were classified according to four categories: discipline-related characteristics, professional skills, characteristics of typical problems and processes, and characteristics of a typical product. Data analysis indicates that according to the practitioners, while the professional skills required of professionals in the two disciplines are mostly common, the difference between the two disciplines is reflected most significantly in the features of the product created in the two professional processes. Based on this observation, some conclusions are outlined with respect to the academic education in the two fields.     

Learning Technological Concepts and Developing Intellectual Skills

The increasing complexity of work and social life demands that people possess conceptual understanding and intellectual skills in order to gain the desired level of competence. Unfortunately, the development of high level cognitive skills is a complex task that has not been sufficiently addressed in education. This chapter discusses the nature of intellectual skills and identifies numerous problems that educators face when they attempt to emphasize these skills in their curriculum. Through a comparison of the characteristics of formal and informal learning environments, the author identifies four elements of informal learning that guide the creation of high level intellectual skills. Incorporating the four elements of informal learning in formal instruction can lead to robust opportunities for students to gain conceptual understanding and develop their intellectual skills.     

Organising purchasing in a competitive environment

Purchasing started out as a clerical support function. Over time, with changes in the business world, it has evolved to become a crucial component of the business entity, especially in high technology industries. This article reports the results of a study which investigated how the electronic industry in Singapore organised its purchasing function in a dynamic and competitive environment.