Did Employers in the United States Back Away from Skills Training during the Early 2000s?

Waddoups, C. Jeffrey

doi:10.1177/0019793915619904

Cited by 20 publications

(10 citation statements)

References 36 publications

(65 reference statements)

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“…Although employees likely benefit, again the question is whether self-interested employers would invest in training or career ladders. Representative data are scarce, but our best evidence shows a decline in employer investments in training (Waddoups 2016). Based on SIPP data, the fraction of respondents who received company-provided training fell from 21% to 12% between 1996 and 2008 (White House Report 2015: 16).…”

Section: Does the High Road Pay Off?mentioning

confidence: 90%

In Search of the High Road: Meaning and Evidence

Osterman¹

2017

ILR Review

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This article is the first in a series to celebrate the 70th anniversary of the ILR Review. We will be highlighting important research themes that have been featured in the journal over its many years of publication. In this article, Paul Osterman reviews research on the quality of jobs and recent debates over “High Road” and “Low Road” approaches to employment practices. Scholars and policy advocates frequently utilize the distinction between High Road and Low Road firms as a framework for efforts to improve the quality of work in low-wage employers. This article assesses the logic and evidence that underlies this construct. The author provides a definition of the concept and examines the evidence behind the assumption that firms have a choice in how they design their employment policies. He then takes up the assertion that firms that adopt a High Road model can “do well by doing good” and adds precision to this claim by reviewing the evidence that a profit-maximizing firm would benefit from following the High Road path. The article concludes by suggesting a research agenda and providing a framework for policy that flows from the conclusions drawn from the existing research base.

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Section: Does the High Road Pay Off?mentioning

confidence: 90%

In Search of the High Road: Meaning and Evidence

Osterman¹

2017

ILR Review

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“…This suggests that the traditional interest in firm-sponsored training is not only still relevant but may even be growing in importance . 3 There is a striking finding in Waddoups (2016) who found that in the US between 2001 and 2009 there was '… a 28 per cent decline in the incidence of training … Very few industries were immune from the decline, and the pattern was evident across occupation, education, age, job-tenure, and demographic groups.' More critically, the study found that '… the workforce appears to have had the educational credentials by 2009 that, had they occurred in 2001, would have led to substantially more training.'…”

Section: Introductionmentioning

confidence: 99%

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

Barry

Gómez

Kaufman

et al. 2020

Int J Training Development

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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.

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“…This may have been caused by too much work, too many obligations, and a lack of organizational support. According to Waddoups (2016), only 17% of workers receive organizational and supervisory support for training, reaffirming that most organizations do not use and support MOOCs for professional development. To get support from supervisors and organizations, employees may pursue certificates through MOOCs since some employers are willing to pay for certificates and will support such types of professional development (Hamori, 2019).…”

Section: Different Tailored and Effective Interventionsmentioning

confidence: 97%

Heterogeneity of Learners’ Behavioral Patterns of Watching Videos and Completing Assessments in Massive Open Online Courses (MOOCs): A Latent Class Analysis

Kang

2020

IRRODL

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Massive open online courses (MOOCs) have been touted as an effective way to make higher education accessible for free or for only a small fee, thus addressing the problem of unequal access and providing new opportunities to young people in middle and low income groups. However, many critiques of MOOCs have indicated that low completion rates are a major concern. Using a latent class analysis (LCA), a more advanced methodology to identify latent subgroups, this study examined the heterogeneity of learners’ behavioral patterns in a MOOC, categorized them into distinctive subgroups, and ultimately determined the optimal number of latent subgroups in a MOOC. The five subgroups identified in this study were: completing (6.6%); disengaging (4.8%); auditing (4.6%); sampling (21.1%); and enrolling (62.8%). Results indicated this was the optimal number of subgroups. Given the characteristics of the three at-risk subgroups (disengaging, sampling, and enrolling), tailored instructional strategies and interventions to improve behavioral engagement are discussed.

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Did Employers in the United States Back Away from Skills Training during the Early 2000s?

Cited by 20 publications

References 36 publications

In Search of the High Road: Meaning and Evidence

In Search of the High Road: Meaning and Evidence

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

Heterogeneity of Learners’ Behavioral Patterns of Watching Videos and Completing Assessments in Massive Open Online Courses (MOOCs): A Latent Class Analysis

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