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Political skill is a valued resource employees use to achieve success. Earlier research has mostly focused on the effect of political skill on others rather than on the self of the politically skilled individuals. Specifically, there is disconnect between political skill and employee engagement research as both these fields have been growing in isolation. Drawing from theories of engagement and conservation of resources, this study bridges this gap in knowledge by investigating how political skill leads to job and organization engagement of politically skilled employees via impacting their self-evaluations of organization-based self-esteem (OBSE) and organizational identification.

Using a survey method, data were obtained from 188 employees who worked in three private schools of Lahore, Pakistan. Structural equation modeling was used to test the proposed model.

This study found that individuals who used political skill by practicing social astuteness, interpersonal influence, networking and sincerity rated themselves high in OBSE and organizational identification. As a consequence, high OBSE enhanced their job engagement, whereas high organizational identification increased their organization engagement.

This study is one of the first studies to present political skill as a driver of job and organization engagement. It reveals that the self-evaluations of OBSE and organizational identification mediate the political skill–engagement relations in unique manners.

Information technology (IT) is a new service sector characterised by an intensive dynamic that puts high demands of learning, flexibility and mobility on IT specialists. This article identifies two features that are decisive for the formation of work identities of employees working in the sector: first, an “entrepreneurial” employment model that transfers responsibilities for skills acquisition, professional development and risk management to the individual; and second, a conflict between a strong identification with IT‐related technology and flexibility requirements. The article analyses the implications these features have in terms of the role of initial and continuing vocational training, skills demands and the professional development of employees working in the sector. It also discusses how boundaryless career paths, characterised by ambiguity and uncertainty, influence work‐related identities of IT specialists.

The paper aims to comprehensively study the current learning environment of export skills in China and to identify the needs of Chinese firms for skills training. Thus, it proposes a conceptual framework of skills identification and ranking model. Another main purpose of this paper is to expand the domain of export skills and knowledge management by including a broader range of the determinants of interests in export skills acquisition and identification than is normally found in the related literature.

A comprehensive and thorough survey on the learning environment of export skills acquisition was conducted in this study targeting 800 exporting firms in China. Ten propositions were proposed and the data were complemented through correspondence analysis to study the determinants of interest in export skills acquisition among these firms.

The results indicate that the overall level of export skills for Chinese exporters is somewhat low and little training resources are invested in export skills acquisition. Furthermore, interest in export skills learning is broad based and unrelated to ownership structure. It is demonstrated that Chinese exporters of greater export development and management commitment show more interest in export skills learning. Those of lower export development need more support from government trade agencies, yet in general, government assistance in meeting the demand of Chinese exporters is still insufficient.

Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to find the best practice.

The paper includes implications for the intelligence of learning environment, the identification of determinants of the learning interests in export skills and the development of skills training and knowledge management.

This paper can be used by the exporting firms, the universities and government trade agencies to design more effective skill training programs and to guide their resource allocations.

This paper aims to describe how the human resources development (HRD) policy has shifted from the national level to the sectoral levels; the paper also explains the changes that have been made in skills formation in the economy by presenting the emergence of Industry Skills Councils (ISC).

This paper presents perspectives of which include reviewing the change of governance and skills formation at the sectoral level.

Skills development strategy is needed both at the sectoral and national levels to cultivate the core competencies of Korean talents. The feedbacks based on the HRD practices implemented at the micro level are delivered to the state governments and business associations via the ISCs. The policymaking has thus become more decentralized from the state government, and it now reflects inputs from the practical field in the process of making new policies.

Korean skills regime is still difficult to classify because it does not follow the skills formation regime discussed in current scholarship. While the state government has played an active role in decision-making, financing and delivery of vocational training programs since the early phase of economic development, engagement by social partners has been limited in the Korean vocational education and training (VET) system. The participation of social partners in the Korean VET system has been limited, but various stakeholders such as the labor unions; trade unions; chambers of commerce; and small, medium and large enterprises have been engaged gradually in skills identification, formation, development and implementation within individual sectors.

Each of the four objectives can be applied within the military training environment. Military training often requires that soldiers achieve specific levels of performance or proficiency in each phase of training. For example, training courses impose entrance and graduation criteria, and awards are given for excellence in military performance. Frequently, training devices, training media, and training evaluators or observers also directly support the need to diagnose performance strengths and weaknesses. Training measures may be used as indices of performance, and to indicate the need for additional or remedial training.

This empirical study aims to analyse the talent spotters' perception of their tendency to be homophilic in the talent identification process and their stance on it. Besides, this article examines the type of homophily and the homophily attributes involved.

Based on a qualitative design, 37 middle and senior line managers, working for two Argentine conglomerates in six Latin American countries, participated in the study. Data were collected through semi-structured interviews.

Homophily was perceived by most of talent spotters, who judged it as natural, while it was not perceived by a small group of the interviewees. In addition, among those who recognized its presence, another group advocated the homophilic advantages, while a final one admitted the presence of homophily and its negative implications. In addition, a variety of homophily attributes were identified; most of them within the value category. We posit that if homophily attributes are, at the same time, components of high potential models, homophily will constitute a functional bias to the talent identification process.

This is the first study that explores the talent spotters' perception of their homophily bias as well as the diversity of homophily attributes present in the talent identification process. This research highlights the relevance of the homophily attributes' analysis, taking into account its alignment to the potential model in order to improve the talent identification process.

literature and research internationally indicate a lack of sufficient facilitation of soft skills development in entry-level internal auditors (internal audit graduates upon entering the workplace), although it is essential for entry-level internal auditors to be able to apply soft skills effectively. The purpose of this paper is to determine the extent to which these international views and findings on soft skills development are evident in South Africa according to practising internal auditors, students and facilitators. Comparisons are also drawn between the perceptions of practising internal auditors, students and facilitators.

Purposive sampling was used, and data were collected using a structured questionnaire and an interview survey with quantitative analysis.

In general, the results concur with the literature in terms of the lack of sufficient facilitation and the importance of soft skills development in entry-level internal auditors in South Africa for all three groups. Significant differences were also found between some of the perceptions of practising internal auditors, students and facilitators.

This study benefits internal audit employers, students and facilitators because soft skills are an in-demand graduate attribute and the application of alternative teaching–learning activities to develop students' soft skills also promotes deep learning through student engagement.

The identification of the 21 soft skills categories from the literature, which should be developed in entry-level internal auditors, has not been researched before as well as the perspectives of students and facilitators in South Africa on soft skills development.

This research presents a profile of the current skills and competencies that underpin construction management programmes' (CMP) curricula within United Kingdom (UK) higher education institutes (HEIs). In doing so, the work: synthesises disparate taught provisions across a range of HEIs; conducts a cross-comparative analysis between these provisions and engenders wider discourse and new insight into the consistency of current higher education practice.

Both interpretivism and pragmatism are adopted to analyse secondary data sourced from construction management undergraduate programmes in the UK inductive reasoning and inferential analysis (i.e. quantitative rank correlation, text/data mining and qualitative inquiry) are utilised to help underscore the current technical and interpersonal skills and competencies noted within the programmes and develop new theories on curriculum shortfalls and inadequacies.

Research findings demonstrate that the specific content of CMP are bespoke and tailored by the programme teaching team at each individual HEI; albeit, all programmes reviewed are in congruence regards the importance of broad technical and interpersonal themes. However, the degree to which these themes are publicly presented differ from the curricular and institutional documentation; specifically, a more “technical-based skill” image is being portrayed publicly whilst “interpersonal skills” are doing the heavy curriculum lifting. Hence, the foundational curriculum skills and competencies are firmly rooted in a sense of employability and career preparedness; a balance of technical and interpersonal skills. Identification of these skills and competencies provides a springboard for supplementary research to augment curriculum development.

This research constitutes the first attempt to conduct a cross-comparative analysis of descriptive metadata contained with curriculum development documents sourced from various UK HEIs. Emergent findings unearth the key skills and competencies that serve as the curriculum's foundation but also question whether a more consistent approach to construction management education should be sought.

The purpose of this research is to investigate sustainable strategies for skills development that is specific to the youth of South Africa. International and South African data are statistically analysed and quantified to provide inputs for the systems dynamics (SD)-based predictive skills model. The skills model simulates the impact of barriers and drivers on youth skills development towards identification of focus areas for improvement.

The research adopts a mixed-methods approach. The study begins with an explorative literature study on skills development, with the findings applied in developing (1) South African specific research instruments for small, medium and micro enterprises (SMMEs) and skills programme grant recipients and (2) a conceptual framework of the SD predictive skills model. The responses to the South African specific instruments are analysed via confirmatory factor analysis (CFA), which quantifies the input coefficients to the system dynamics model. To quantify the global inputs for the SD model, an in-depth literature review of the global skills development initiatives is conducted. The SD model output on skills, for the South African inputs, is comparatively evaluated against global inputs.

The paper details the results of the literature analysis, instrument analyses, CFA and SD model. The instrument results rank experience, skills and interactions with experts and work-based learning as most important. South African and global learners identify networking as the primary medium for identifying training and employment opportunities. South African and global learners also identify qualifications and work-based experience as key to finding employment. The quantified results of the SA and global analysis are used as inputs in the SD model to deliver a forecasting tool. The SD model finds that the global data provide for better development of the skills base than the South African inputs. The key focus areas identified for improvement in South Africa include networking, work-based experience and a reduction in administrative requirements.

The research's originality resides in the ability to predict the impact of drivers and barriers on skills development. This research sought to transform qualitative global and South African inputs into a consolidated, predictive systems-based model. The SD model can be adopted as an indicator of drivers and barriers focused towards the optimisation of skills development.

The purpose of this study is to evaluate the success of a scheme, supported by the Ugandan Agribusiness Initiative Trust, to fund gender and entrepreneurship training for women farmers in the north of Uganda (Gulu District and Lira District). Moreover, this paper reflects upon our experience of delivering training for women farmers and highlights key observations related to women’s entrepreneurship in Uganda.

A practitioner-based reflection which shares the experiences of the process of developing and delivering gender and entrepreneurship training for women in Uganda.

Through the experience of running gender and entrepreneurship training for women farmers in Uganda, a series of barriers to female rural entrepreneurs are highlighted: lack of access to credit, gender inequality, poor infrastructure, lack of access to knowledge and education, negative attitudes towards women and few initiatives to facilitate economic and business success.

This paper provides reflection of the experience gained from the delivery of training and interaction with women farmers and entrepreneurs in Uganda.