Employability enhancement through formal and informal learning: an empirical study among Dutch non‐academic university staff members

Although learning is generally perceived as a way to improve employees' current job performance, so far, no research has been conducted to explore the possible relationships between formal and informal learning, on the one hand, and employability, on the other. Though contemporary views stress the importance of the job as a powerful learning site, considerable research evidence underpinning these views is lacking. This paper goes into the impact of formal and informal learning upon employability. The influence of employee characteristics and organizational factors is also taken into account. An e‐questionnaire was used to collect data among 215 Dutch non‐academic university staff members. Our findings emphasize the necessity of Human Resource Development strategies that encompass a mix of formal and informal learning opportunities. In particular, participation in networks appears to be an important predictor for employability. With the outcomes of this study, we aim to contribute to the further development of theoretical insights regarding employability enhancement through learning possibilities embedded in the workplace. It seems that strategies that focus exclusively on enhancing informal on‐the‐job learning should not be encouraged. Our study is limited to one context and further research is required to investigate the generalizability of the findings to other occupations and/or countries.     

Supporting worklife learning at work to sustain employability

The concept of employability extends beyond initial occupational preparation into the ability to remain employable as, inevitably, occupational capacities and workplace requirements change frequently across working lives. Hence, the need to continually learn to remain occupationally current and respond to changing workplace requirements becomes paramount. The evidence suggests that much of that learning arises through individual efforts and the support of co-workers through work activities. So, there is a need to understand how that learning can be supported to sustain employability across lengthening working lives. Drawing on an Australian study, reported here are perspectives from managers and workers in diverse workplaces about current modes of continuing education and training and about how workers are assisted with their learning to meet personal needs and qthose of employers. Employers want an occupationally current workforce that can meet specific workplace needs; workers want the capacities to remain employable, which may extend to advancing their careers elsewhere. The data indicate differences in perceptions about what is being provided, how frequently the provisions are used, and the worth of its certification. Whilst the findings indicate shared concerns about the importance of learning, there were clear differences in views about the models and processes used to support that learning. Across both sets of informants can be seen distinctions between ‘training solutions’ and ‘learning solutions’. A more nuanced analysis suggests that the training solution is appropriate and effective at some point in workers' worklife trajectories but in other circumstances, learning through practice is proposed as being more efficacious.     

Insights on women’s labor participation in Gulf Cooperation Council countries

In analyzing the many stereotypes surrounding Arab Middle Eastern women’s employment issues, this article focuses on women’s labor participation and their career development in Gulf Cooperation Council (GCC) countries. We first unpack the stereotypes by demonstrating the progress of women’s labor participation in the region. We then uncover the critical challenges of a high female unemployment rate during GCC countries’ economic transformation in the non-oil sectors. We discuss the factors contributing to low women’s labor participation and the difficulty of career advancement for women, including (1) norms and traditions; (2) job opportunities and workplace discrimination; and (3) role models, mentors, and networking. Finally, we provide recommendations on how to improve women’s labor participation by involving the public and private sectors, deploying technology, and engaging in multilevel mindset change.     

The influence of job characteristics and self‐directed learning orientation on workplace learning

Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self‐directed learning orientation on workplace learning. A total of 837 workers, aged between 18 and 65, from different sectors and with different educational levels completed a paper questionnaire. Analysis revealed that job demands and self‐directed learning orientation constitute significant and positive predictors of workplace learning behaviour. The study can help organizations to create job structures that promote workplace learning.     

Subcontracting chain and workers’ participation in continuing vocational training: findings from the French,quantitative, linked employer–employee survey of training and career paths

This article discusses the correlation between cascading subcontracting and employees' participation in continuing vocational training. Based on a capability approach, it uses the French quantitative linked employer–employee survey on training and career paths (DEFIS) to question to what degree inter‐firm relations influence their employees’ training opportunities and processes. The results suggest cascading effects in training participation, considered from the angle of taking part both in training and training decision making. It addresses public policy issues arising from inequalities in employee participation with respect to the subcontracting relationship and thereby questions the liability of pure principal contractors.     

Is it ‘you’ or ‘your workplace’? Predictors of job‐related training in the Anglo‐American world

This paper examines the determinants of job‐related training and workplace voice. Using data from a unique 2016 cross‐national survey of Australian, British, Canadian and American employees, the paper contrasts two classic formulations in the literature; (1) the neoclassical/human capital approach which predicts that individual characteristics (such as age and education) which increase the efficiency of learning, will have the largest impact on the allocation of training (i.e. younger and more educated employees will be afforded training) and (2) the traditional institutional approach which favors the structural characteristics present at the industry and firm level, the nature of the job itself and the strategic choices of firms as the major predictors of job‐related training. We find that age – a key factor in the human capital model – plays a significant role in the allocation of training but that education (in keeping with recent evidence) does not. In sum the human capital model provides, at best, only a partial explanation for the differences in training observed across individuals. In contrast, variables invoked by the institutional literature (i.e. occupation level; industry; ownership type; and market structure) are highly significant and account for a much greater proportion of the variance in training observed across workers. Other institutional factors such as the presence of a union and a human resource department were strong positive predictors of job‐related training. But most important were product‐market strategy and employee voice. Respondents working in firms utilizing a ‘high road/high quality’ product/service strategy and with a workplace consultative committee were significantly more likely to receive training than similar workers employed in observably similar firms. This last finding supports the industrial relations view of voice as an important channel by which training is optimally delivered inside the firm.     

The influence of organisational context on training success in the restaurant industry

Training plays a basic role in restaurants' success by improving the service quality provided by employees. The aim of this paper is to analyse how contextual factors, such as supervisors' support, resources' availability, opportunity to use training content, and organisational learning culture, influence training success. To that end, an empirical study was conducted on 137 restaurants. Results show that training success depends on the trainee's opportunities to use training content. Those opportunities are influenced by the resources' availability, as well as by the supervisors' support. The organisational learning culture influences training success through the resources' availability and supervisors' support.     

Measuring self‐regulated learning in the workplace

In knowledge‐intensive industries, the workplace has become a key locus of learning. To perform effectively, knowledge workers must be able to take responsibility for their own developmental needs, and in particular, to regulate their own learning. This paper describes the construction and validation of an instrument (the Self‐Regulated Learning at Work Questionnaire) designed to provide a measure of self‐regulated learning (SRL) behaviour in the workplace. The instrument has been validated through a pilot study with a cohort of 170 knowledge workers from the finance industry. Results indicate that the five scales of the instrument are reliable and valid, testing a broad range of sub‐processes of SRL. The instrument can be used to identify knowledge workers who demonstrate different levels of SRL in workplace contexts for further exploration through qualitative studies and could also provide the basis of professional development tools designed to explore opportunities for self‐regulation of learning in the workplace.     

企业知识员工可雇佣型建言维度构建的探索性研究

探索企业知识员工可雇佣型建言的维度结构,对拓展相关理论和指导管理实践都十分有益。采用质性研究方法,通过内容分析和聚类分析的途径,对知识员工可雇佣型建言的维度结构进行了探索性研究,认为其包括基于职业发展的建言、基于知识与技能增长的建言、基于物质获利的建言、基于亲和与支持的建言四个构面,归纳出知识员工可雇佣型建言是知识员工为提升其可雇佣性而主动表达与工作相关的建设性言语行为,并基于由可雇佣型建言动机之程度“强—弱”、个人可雇佣性提升之“充分—必要条件”搭建的二维坐标系,探析了知识员工可雇佣型建言分类模型。最后,提出了干预和管理此建言行为的管理启示及未来的研究方向。     

Transfer of training: a case‐study of outsourced training for staff from Bhutan

The article examines the perceptions of managers, academics and technical staff in relation to the transfer of training resulting from their participation in out‐country training funded by Bhutan's Ministry of Education. Out‐country training refers to in‐service education, training and professional development programs, especially in relation to technical education, higher education and specialization courses undertaken abroad. The objective was to evaluate the effectiveness of out‐country training over a five‐year period to gauge the level of training transfer among three different types of participants. The methodology included surveying 149 Bhutanese out‐country training participants between 1999 and 2003. A representative sampling technique was used to select 58 academics, 46 managers and 45 technical support staff for inclusion in the survey. Semistructured in‐depth interviews were also conducted with 19 of these trainees across the three categories. Results of the study indicate high initial levels of motivation in all trainees, but a change in attitude toward their training once it was underway. On return to the workplace, participants reported even less confidence in their ability to transfer their learning compared to their confidence reported before the program began.     

How identification facilitates effective learning: the evaluation of generic versus localized professionalization training

Worldwide, organizations are keen to ensure that they achieve a performance return from the large investment they make in employee training. This study examines the way in which workgroup identification facilitates trainees’ motivation to transfer learning into workplace performance. A 2 × 2 longitudinal study evaluated the effects of a new generic professionalization training program (NGP) – which tapped into distal work identities, and a standard local professionalization program (SLP) – which spoke more to localized work identities, on participant's motivation to transfer their learning to the workplace. The study found that, compared to participants on the SLP (n = 31), participants on the NGP (n = 35) indicated a reduction in 4 measures (perceived utility of training; workplace participation; relatedness and workplace identification). The authors draw on the social identity approach to illustrate how a reduction in these variables is indicative of a reduction in motivation to transfer learning to the workplace. In short, training which does not speak to meaningful localized identities results in reduced motivation to transfer compared to training that does speak to those identities. More broadly, the study demonstrates the capacity of the social identity approach to meet the increasing demands of training researchers for a comprehensive, multi‐dimensional, theoretical framework through which to understand the interplay of trainee and contextual factors that contribute to effective learning and performance in the workplace.     

International Training and Management Development Policies and Practices of South Korean MNEs in China

International training and management development has to date received little research attention. This study aims to contribute to the international human resource management literature by empirically exploring international training and management development policies and practices for both expatriates and host‐country nationals (HCNs) of South Korean multinational enterprises (MNEs) operating in China. The data for this study were collected through in‐depth interviews with both HCN managers and expatriate managers of 10 Korean MNEs. The results show that in our sample, South Korean MNEs provide expatriates with inadequate and low‐rigor predeparture cross‐cultural training and leadership training. However, the sample MNEs provide extensive predeparture and postarrival language training and regular postarrival technical and professional training. On‐the‐job training is provided mainly to HCN production workers in order to improve productivity and work safety. Selected high‐performance HCN middle managers and employees are sent back to headquarters for training. This, however, is not regarded for career development but for rewarding good performance. The sample South Korean MNEs pay little attention to management development for both expatriates and HCNs. Consequently, this has a negative effect on employees’ organizational commitment and retention. © 2015 Wiley Periodicals, Inc.     

The effects of leader‐member exchange and employee learning on perceived employability

In today’s rapidly changing society, the critical issues for organizations are how to attract individuals with high‐level employability and what role to play in maintaining and enhancing that employability. This study primarily aimed to investigate the effects of leader‐member exchange and employee learning on perceived employability. The literature review showed that leader‐member exchange is about the mutual relationship between the leader and members of an organization, and that employee learning consists in the individual employees’ continuing learning behaviours. The data for this study were collected from 257 South Korean insurance company employees. The study findings demonstrated that leader‐member exchange has a significant positive influence on the one dimension of perceived employability: corporate sense. Employee learning, on the contrary, was shown to have statistically significant positive effects on all the five dimensions of employability. Conclusions were drawn, and the implications and limitations of the study are discussed.     

Leadership training and organizational learning climate: Measuring influences based on a field experiment in education

Research considering the effects of leadership training and development is underresearched. However, leadership behaviour can generate greater levels of performance and satisfaction. In this study, the effect of a group reflective learning programme for school leaders is examined. The study questions whether leadership development, using a group reflective learning programme that focuses on coaching skills, can influence teacher perceptions of the organizational learning climate. Gaining a deeper insight in factors influencing organizational learning climate is important because organizational learning climate is associated with job motivation, job satisfaction, positive working conditions and the optimizing of training outcomes. Hence, a positive organizational learning climate can contribute to organizational performance, in the case of primary education delivering quality education to pupils. Based on a sample of 289 teachers, it turned out that school leaders’ participation in the group reflective learning programme resulted in a significant increase of teachers’ perceptions of the organizational learning climate. The results are inspiring for scholars, policy makers and practitioners.     

Do collective bargaining institutions crowd out discussion and implementation of firm‐related training programs? Evidence from Japan

The paper empirically examines labor‐management communication concerning in‐house training programs and its relation to the actual on‐ and off‐the‐job training policy and wage structure. Using governmental datasets from Japan, we study how different labor‐management communication institutions may affect the training interests of employers and employees differently. We classify these institutions in terms of whether they have a legal (i.e. statutory) foundation (‘de jure’) or not (‘de facto’). We find that collective bargaining, with legal grounds, may crowd out employees’ willingness to communicate about training. However, the existence of ‘de facto’ communication channels such as joint labor‐management councils or shop floor committees is positively correlated with both on‐ and off‐the‐job of training. At the same time, the existence of unions is positively correlated with the steepness of wage profiles for mid‐career workers, which is consistent with the fact that employers and employees assume a long‐term relationship. Thus, we show that a multi‐tiered structure of labor‐management communication, together with a long‐term orientation toward the employment relationship, contributes to strengthen employees’ voice in training matters.     

Preferred human resource development activities and their functions: differences in perspective between managers and employees

This exploratory study uses the learning‐network theory as a framework to investigate how managers and employees differ in their preference for the human resource development (HRD) activities of employees and in the functions they attribute to HRD. The research design was quantitative and cross‐sectional. Data collection took place in six countries in Europe, Asia and North America. A new instrument was used, which views work improvement (WI), career development (CD) and personal development (PD) as three main functions of HRD that can serve managers and employees. Results show that managers and employees prefer different HRD activities for employees to undertake; respectively, formal courses and programs over job experiences, and vice versa. The two groups also differ in the scores they give to WI and PD as relevant functions that employee participation in HRD can provide. It is concluded, therefore, that differences between managers and employees in their views of the relevance of HRD activities should be taken into account in theory and practice when organizing employees’ HRD activities.     

Workplace gossip and frontline employees’ proactive service performance

Managers are interested in promoting frontline employees’ proactive behavior because proactivity is crucial for organizational success. This study examined the link between perceived workplace gossip and employees’ (targets’) proactive service performance by focusing on the mediating role of employees’ harmonious passion and the moderating role of perceived job social support. Using time-lagged survey data from 218 supervisor-subordinate dyads in a commercial bank in China, we found that perceived workplace gossip negatively influences employees’ proactive service performance, and that this relationship is mediated by reduced harmonious passion. In addition, perceived job social support attenuates the negative relationship between perceived workplace gossip and harmonious passion, with harmonious passion having a mediating effect on the relationship between perceived workplace gossip and proactive service performance. These results provide new directions for understanding workplace gossip, harmonious passion, proactive service performance, and job social support. The theoretical and practical implications of our findings are discussed.     

The development of economic self‐sufficiency among former welfare recipients: lessons learned from Wisconsin’s welfare to work program

In 1996, the US Congress passed the Personal Responsibility and Work Opportunity Reconciliation Act, changing the culture of welfare from a system of dependency to one of personal responsibility and economic self‐sufficiency through workplace participation. Through the expert views of case managers and area employers of Wisconsin, this research sought to identify the problems and barriers to self‐sufficiency among former welfare recipients and other low‐income workers and the effectiveness of services and programs available to address these barriers. The study found situational barriers, education and learning experience barriers, personal issues and disabilities to impede the development of low‐income workers. The services found to promote the development of economic self‐sufficiency among former welfare recipients were support services, educational and learning programs, employer intervention services and counseling services. The findings suggest that these services could be expanded and made more effective through the collaborative efforts of welfare reform agencies, employers, educational institutions and community‐based organizations.     

Developing meaningfulness at work through emotional intelligence training

To date, there remains a significant gap in the human resource development (HRD) literature in understanding how training and development contributes to meaningful work. In addition, little is known about how individuals proactively make their work more meaningful. This article shows how emotional intelligence (EI) training promotes learning about sources of meaningful work and documents managers’ experiences of independently applying to the workplace what they have learnt about meaningfulness from their EI training. Data is collected from participant observations and interviews with trainers and managers attending three externally provided, ‘popular’ EI training courses. Interpreting the data through Lips‐Wiersma and Morris's model of meaningful work enables a clear articulation of managers’ capacity to shape their work environments to create four, interconnected sources of meaningfulness: inner development, expressing one's full potential, unity with others and serving others. The findings also reveal structural and agential constraints when individuals attempt to create meaningful work. Practically, the study demonstrates the importance of training to enhance work of value and significance and offers recommendations for practitioners.     

Some Insights into the Background and Training of Marketing Executives in the UK

A paper of interest to both marketing practitioners and marketing educators, it reports some of the findings of a recent survey undertaken for the Institute of Marketing on the background and training of marketing executives in the UK. Selected findings and their implications are discussed, specifically the respondents’ educational qualifications, level and marketing content; participation in training courses, their attitudes towards future training and career development. The final section of the paper looks at the respondents’ expressed needs for further marketing training to better equip them for both their current jobs and their future career.