Firm-provided training and temporary contracts

This paper analyses the relationship between workers type of contract and the probability of receiving firm-provided training. In particular, we raise the following question: do workers with temporary contracts face the same probability of receiving training as workers with permanent contracts, once we account for the fact that both types of workers have different probabilities of being employed in a firm providing training? The results from our empirical analysis using data from the Spanish labour market suggest that workers with temporary contracts not only are less likely to be employed in training firms but, once they are in those firms, they also have a lower probability of being chosen to participate in firm-provided training activities.JEL Classification: J23, M53Authors gratefully acknowledge financial support from Universidad de Alcalá under research project La relación entre temporalidad y formación en la empresa: un análisis comparativo entre los países de la Unión Europea (award no. UAH2002/022) and from the Spanish Ministry of Science and Technology under research project Observatorio del mercado de trabajo (SEC2001-0061). We have also benefited from our participation in the research project Estudio sobre la situación actual de la contratación temporal e indefinida en España financed by the Spanish Employment Office (INEM). We are grateful to participants in the XXVII Simposio de Análisis Económico (Salamanca), V Jornadas de Economía Laboral (Reus-Tarragona), and a seminar in the Istituto de Ricerca Sociale (Milano), and to one anonymous referee. The usual disclaimer applies.     

On the Trade-off Between Work-related Training and Labor Mobility: The Role of Firing and Exit Costs

Within an incomplete-contract framework, we examine the consequences of contract renegotiation for contract design/enforcement and training market efficiency. Specifically, we show how the imposition of either firing costs or exit costs can bind together employers and employees in longer-lasting employment relationships that allow both agents to amortize their training investments. Nevertheless, the model implies that, although firing and exit costs provide institutional solutions to the training under-investment problem, this is achieved at the expense of allocative efficiency (efficient separations). Empirical evidence supports the existence of such a trade-off.revised version received July 23, 2003     

关于高校教师培训的几点思考

高校教师培训是加强教师队伍建设的重要环节。高校应抓住机遇,转变培训观念,改革培训内容和课程设置,突出高层次人才培养,加大经费投入,重视国际化培训,切实保障培训质量。     

发挥网络优势 开展英语听力技能训练

网络具有信息资源的多媒体、全球性、超媒体优势,还具有交互和时效性的优势.利用网络优势,开展英语听力训练应建立三级听力语料库,坚持课堂训练和课外学习、实践活动相结合,以提高学生的听力能力.     

对酒店培训体系的新认识

本文着重指出目前酒店业培训体系中存在的四个认识误区,提出建立新的酒店培训体系必须从培训目的、培训内容、培训方式以及培训的投入产出比较等各个方面进行全方位的思考和改革。     

略论企业员工培训与激励机制

员工培训和员工激励，都是企业人力资源开发与管理的重要内容，两者具有密切的联系性。企业员工培训是员工激励的重要内容和方式；企业激励机制是提高员工培训质量的有效手段。企业必须着力发挥激励和培训相互促进的作用，构建有效的激励机制，推进企业员工培训工作的新发展。     

动漫产业人才培养问题初探

动漫产业是文化和经济有机结合的朝阳产业，其产品社会需求量大，产业链长，市场前景广阔，文化辐射力强，国际化程度高。但目前我国动漫产业人才匮乏，尤其是高、中端人才奇缺，已经成为其发展的瓶颈。因而了解动漫产业及其人才需求特点，多途径、多渠道培养动漫人才，是推动动漫产业快速发展的必然选择。     

基于理解的师范生教育技术能力培养模式浅谈

文章针对师范生教育技术能力培养中出现的现实问题,提出了基于理解的师范生教育技术能力培养模式,即更新教学内容,构建课程新体系;突破传统思维、教学模式多元化;构建学习环境、学习资源数字化;改革评价机制、评价手段多维化。重点强调了理解在能力培养中的核心作用。     

税务公务员礼仪培训及服务规范探讨

为建设服务型税务机关,公务员面对纳税人应以真诚和尊重为本,通过礼仪培训掌握着装、言谈、举止、公务处理等行为规范。     

寓素质教育于实训教学之中

高等职业教育的重要任务之一就是对学生进行职业素质教育。在实训教学中开展全面素质教育,运用建构主义教育理论指导,培养学生的创造性思维,在训练高水平职业技能的同时,培养学生合作精神,养成公德意识。