Determinants of participation and nonparticipation in job‐related education and training in Shenzhen, China

Xiao, Jin; Tsang, Mun C.

doi:10.1002/hrdq.1113

Cited by 19 publications

(29 citation statements)

References 23 publications

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“…Finally, several studies (n = 4) did not find differences between men and women (Garavan, Carberry, O'Malley, & O'Donnel, 2010;Lauber et al, 2010;Tharenou, 2001;Xiao & Tsang, 2004). Tharenou (1997), who conducted his study in the public sector, attributes the lack of difference between the participation of men and women to the regulations regarding gender equality in the public sector.…”

Section: Antecedents Of Employees' Participation In Work-related Learmentioning

confidence: 92%

“…Research has shown that the level of education is an especially important predictor of participation in formal training (e.g., Greenhalgh & Mavrotas, 1994;Ito & Brotheridge, 2005;Tharenou, 1997): Employees with a higher level of education tend to participate more in such training (e.g., Albert et al, 2010;Green, 1993;Montizaan et al, 2009;Tabassi & Bakar, 2009;Taylor & Urwin, 2001;Warr & Birdi, 1998;Xiao & Tsang, 2004). Tabassi and Bakar (2009) identified a low level of education as a barrier for participation.…”

Section: Antecedents Of Employees' Participation In Work-related Learmentioning

confidence: 98%

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Antecedents of Employees’ Involvement in Work-Related Learning

Kyndt

Baert

2013

Review of Educational Research

209

280

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Involvement in work-related learning seems to be more complex than a simple supply-demand fit. An interplay of several factors can influence this involvement at different stages of the decision-making process of the employee. The aim of this systematic review is to examine which antecedents of work-related learning have been identified in previous research. In total, 56 studies met the criteria for inclusion. In the current study, we describe how work-related learning was measured and what the empirically observed relationship is between learning intention and actual participation in workrelated learning. The results show a positive relationship between intention and participation. A learning intention is most related to the attitude, subjective norms, self-efficacy, and career-related variables of the employee. Important predictors of actual participation in work-related learning are firm size, initial level of education and self-efficacy of the employee, support by managers, and opportunities within the organization.

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Section: Antecedents Of Employees' Participation In Work-related Learmentioning

confidence: 92%

Section: Antecedents Of Employees' Participation In Work-related Learmentioning

confidence: 98%

Antecedents of Employees’ Involvement in Work-Related Learning

Kyndt

Baert

2013

Review of Educational Research

209

280

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“…One recent study provided some empirical evidence on MD at the individual level in Shenzhen. Based on a study of 3475 employees in services and manufacturing sectors, Xiao and Tsang (2004) found that 31 percent of managers and 25 percent of professionals participated in training offered either by internal or external sources. Apparently, a Chinese colloquial, ‘recharging skills and knowledge’ ( zhishi chongdian ) has become a major theme among individual managers.…”

Section: The MD Policy Structurementioning

confidence: 99%

Management development in China: a policy analysis

Wang

Rothwell

Sun

2009

Int J Training Development

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This study analyzes the current structure of Chinese management development (MD) policy. It identifies three critical challenges facing Chinese managers and reviews related MD policies. It considers the evolution of major MD-related policies in the context of broader social, economic and institutional changes in China. Five principal findings inform the conclusion that with the experience accumulated in three decades of reform practices, MD policy in China should no longer be based on the principle of 'groping for stones to cross the river'. Rather, there should be established an accountability and evaluation mechanism for a well-defined MD policy implementation process. This should accelerate the management learning process in China and overcome the country's shortage of management skills.

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“…This suggests that there is little sample selection bias in the OLS estimate, in contrast to Xiao and Tsang (2004) who find that training participation depends on socio-economic characteristics of non-migrant workers. Note: Standard errors in parentheses, *, ** and *** denote 10%, 5% and 1% levels of significance respectively.…”

mentioning

confidence: 82%

Earnings, Education and Training in China: The Migrant Worker Experience

Messinis

2009

SSRN Journal

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We utilise a new household survey to examine the impact of education and job training on labour income for migrant workers in China. Quantile regression is employed to account for selection bias. The evidence has as follows: (a) the returns to education and work experience are considerable but non-linear; (b) job training is valuable; (c) the Hukou system of residence is a severe constraint on gains to work experience; and (d) women earn more than men due to endowment effects. This evidence calls for new policy initiatives in China to raise the skills of migrant workers and abolish discriminatory policies.

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Determinants of participation and nonparticipation in job‐related education and training in Shenzhen, China

Abstract: In the fast-growing market-oriented economy of ShenzhenIn a global economy, maintaining organizational and individual competence has become a greater challenge than ever before (Hake, 1999). Education and training (hereafter, ET) is regarded as the primary means by which 389

Cited by 19 publications

References 23 publications

Antecedents of Employees’ Involvement in Work-Related Learning

Antecedents of Employees’ Involvement in Work-Related Learning

Management development in China: a policy analysis

Earnings, Education and Training in China: The Migrant Worker Experience

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