Search results

We use new training data from the British Household Panel Survey to explore the degree to which the data are consistent with the predictions of human capital theory. According to the raw data, most work-related training is general and is paid for by employers. Our fixed effects estimates reveal that employer-financed training is associated with higher wages both in the current and future firms, with some evidence that the impact in future firms is larger. These results are consistent with human capital theory with credit constraints, and with the relatively recent literature on training in imperfectly competitive labour markets.

Appraises the scope for cost‐effective government intervention into the mobilization of resources for training, examining measures catalytic in nature as well as direct interventions. Asserts that economic recession and shrinking government revenues have led to a reconsideration of the role played by the state in training provision and to a growing acknowledgement and appreciation of the role of the private sector. Suggests that although the documentation is incomplete, the government is, and has always been, the junior partner. Discusses how training is financed by the private sector. Analyses situations where privately financed training provision may be sub‐optimal in scale and where there are grounds for government intervention. Addresses the issues of how best to provide financial incentives and mobilize the resources required for financial intervention.

The paper answers the following questions: (1) Do firms located in rural areas experience greater problems in accessing financial services? (2) If this is the case, what can these firms do to improve their access to finance?

This paper uses the pooled logistic regression and the data collected by the World Bank's Enterprise Surveys during the period between 2008 and 2018 to answer the aforementioned questions.

The results of this paper show that firms headquartered in rural (urban) areas experience greater (lower) problems in accessing finance than other firms. This paper attributes these findings to higher (lower) levels of information asymmetry and lower (higher) levels of density of banking operations in rural (urban) areas. The results of this paper also show that firms headquartered in rural areas can improve their access to finance by increasing the skill levels of their employees.

This paper highlights the actions that rural firms can undertake to overcome the adverse impact of their geographic location.

Reports that although the results of the World Bank’s programme of policy research on vocational and technical education and training are available in published form, the process through which these publications are developed is known only to those directly involved. Asserts that the process of policy research is as important as the product. Reviews the policy study programme and research conducted or sponsored by the World Bank and other international agencies. Reviews the literature and addresses key policy areas with recent information.

This paper provides a review of literature on associated practices, challenges, and proposed solutions to bridging the relationship gap between training practitioners and chief financial officers (CFOs).

This is a descriptive research paper based on a multidisciplinary and critical review of existing literature discussing the relationship gaps between the training function and chief financial officers.

Available literature suggests a relationship gap exists between the training function and chief financial officers. As a result, both functions interpret the value of workplace training differently, leading to misalignment in their respective operations. The lack of relationship between the functions may result in defunding of the training function, which can adversely affect an organization’s financial performance. Although CFOs and training functions have the same goal of creating organizational value, an opportunity exists to create a stronger partnership between finance practitioners and training practitioners, leading to increased investment in training and ultimately improved organizational value.

This article presents contextual research findings and may not fit all settings, but offers a comparative account of challenges associated with relationship challenges between the training function and CFOs. A paucity of research exists on the relationships between training and CFOs.

This paper has real and practical implications for learning and development, finance, and human resources practitioners. The findings seek to encourage training practitioners and CFOs to build stronger relationships and jointly define measurement and reporting practices. This research aims to provide an informed perspective on practices to help executives better understand the value of workplace training, leading to an increase of the investment in training, and ultimately changing the categorization of training spend from a cost to an investment.

This paper provides original insights and reviews newly published studies regarding relationships between the training function and chief financial officers, the development of workplace training valuation approaches, the associated challenges faced, and proposed solutions. This paper will be of value to human resources, learning and development, and finance, assisting practitioners in thinking differently about approaches to quantifying the value of workplace training.

Based on a background paper on the same subject, written on invitation by the World Bank, as a contribution to a general policy review on vocational and technical education and training. Draws primarily on the practical experience of the author and several of his colleagues in the International Training Service during the period 1961‐87 and on his personal consultancy activities since 1987 in a wide range of developing countries in addition to the UK. Pursues the following main themes: practical guidelines for developing enterprise training strategies and policies; the role and training of the enterprise trainer and the industry level training adviser; criteria for determining the location of training and the resources needed for it inside and outside the enterprise; financing training and measuring its results; and the special problems of training in the small enterprise. Focuses throughout on case examples and practical experience rather than on other people’s theories.

In recent years, the literature on program evaluation has examined multi‐stakeholder evaluation, but training evaluation models and practices have not generally taken this problem into account. The aim of this paper is to fill this gap.

This study identifies intersections between methodologies and approaches of participatory evaluation, and techniques and evaluation tools typically used for training. The study focuses on understanding the evaluation needs of the stakeholder groups typically involved in training programs. A training program financed by the European Social Fund in Italy is studied, using both qualitative and quantitative methodologies (in‐depth interviews and survey research).

The findings are as follows: first, identification of evaluation dimensions not taken into account in the return on investment training evaluation model of training evaluation, but which are important for satisfying stakeholders' evaluation needs; second, identification of convergences/divergences between stakeholder groups' evaluation needs; and third, identification of latent variables and convergences/divergences in the attribution of importance to them among stakeholders groups.

The main limitations of the research are the following: first, the analysis was based on a single training program; second, the study focused only on the pre‐conditions for designing a stakeholder‐based evaluation plan; and third, the analysis considered the attribution of importance by the stakeholders without considering the development of consistent and reliable indicators.

These results suggest that different stakeholder groups have different evaluation needs and, in operational terms are aware of the convergence and divergence between those needs.

The results of the research are useful in identifying: first, the evaluation elements that all stakeholder groups consider important; second, evaluation elements considered important by one or more stakeholder groups, but not by all of them; and third, latent variables which orient stakeholders groups in training evaluation.

We use household panel data to explore the wage returns associated with training incidence and intensity (duration) for British employees. We find these returns differ depending on the nature of the training, who funds the training, the skill levels of the recipient (white- or blue-collar), the age of the employee and if the training is with the current employer or not. Using decomposition analysis, training is found to be positively associated with wage dispersion: a virtuous circle of wage gains and training exists in Britain but only for white-collar employees.

This paper examines a data set that has its origins in European Social Fund Objective 4 financed training programmes in small‐ to medium‐sized enterprises (SMEs) in Britain to examine the extent to which three different personal development outcomes are attributable to different types of skills acquired during the training process. The three outcomes in question are: whether an individual gains more confidence at the workplace; whether an individual obtains a qualification; and whether an individual quits the company at which the training took place. To the extent that it is possible to isolate one skill dimension from an inherently multi‐dimensional bundle, it is observed that some of these skill dimensions have important, if sometimes different, impacts on the likelihood that the outcome in question occurs.

This monograph is on developments and trends in vocational education and training in Europe. An overview is given of what is being planned in Western Europe. This is illustrated by a detailed description of the educational systems of a selection of EC and non‐EC countries (Austria, Denmark, France, Germany, Holland, Sweden and Switzerland), followed by discussion of the current provision for vocational education and training within those systems and also in commerce and industry. Also provided are additional information on the work of CEDEFOP and of the European Commission, further reading, useful addresses and a glossary of some European language vocational education terms.