How Employers Use Signals of Cognitive and Noncognitive Skills at Labour Market Entry: Insights from Field Experiments

Protsch, Paula; Solga, Heike

doi:10.1093/esr/jcv056

Cited by 83 publications

(71 citation statements)

References 27 publications

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“…Similar to these previous studies, we examine average graduation grade. For employers, higher grades signal perseverance, and trainability potential, and are indirectly related to productivity (Di Stasio and Van de Werfhorst 2016; Protsch and Solga 2015;Weiss 1995). These signals are attractive for employers, as they benefit most from employees who are productive and require little training, saving additional training costs (Thurow 1976).…”

Section: Signalsmentioning

confidence: 99%

“…Our paper builds upon insights from existing research by addressing several unanswered questions. First, most previous empirical studies lack measures of job-specific skills on the individual level, because there simply is no such data available (see also Dieckhoff 2008;Heisig and Solga 2015;Protsch and Solga 2015). Barone and Van de Werfhorst (2011) measure specific cognitive skills in their study, but state that their "focus on work-specific cognitive abilities does not pay full tribute to the skills that are rewarded for reasons explained by human capital theory" (p. 488).…”

Section: Introductionmentioning

confidence: 99%

“…Heisig and Solga 2015), the average graduation grade (e.g. Protsch and Solga 2015), and the choice of a school-based versus work-based tracks (cross-nationally on macro-level, e.g. Andersen and Van de Werfhorst 2010).…”

Section: Introductionmentioning

confidence: 99%

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The role of different types of skills and signals in youth labor market integration

Muja

Blommaert

Gesthuizen

et al. 2019

Empirical Res Voc Ed Train

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This paper investigates to what extent self-rated job-specific and generic skills and different types of educational signals are positively related to the labor market integration process of Dutch graduates, 18 months after finishing upper secondary vocational education. Our contributions to the current literature are that of simultaneously investigating these different types of skills and (a more extensive concept of) educational signals, and moreover examining to what extent the impact of self-rated specific skills and educational signals differ between the four labor market outcomes under investigation. We analyzed secondary survey data from the VET survey collected in the Netherlands in 2015. Results indicate that (1) self-rated specific skills-acquired either in education or on the job-are more positively related to favorable labor market outcomes than self-rated generic skills in the first 18 months of graduates' integration process, (2) only certain educational signals positively impact labor market integration, and (3) the positive impact of self-rated specific skills and signals varies between different labor market outcomes.

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Section: Signalsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The role of different types of skills and signals in youth labor market integration

Muja

Blommaert

Gesthuizen

et al. 2019

Empirical Res Voc Ed Train

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show abstract

“…The literature has highlighted several factors that contribute to influence the chances to access dual‐VET systems. From an individual perspective, salient features are cognitive and soft‐skills, compulsory education class‐track, socio‐economic and migration background, nationality, informal networks, working virtues and gender (Camilleri‐Cassar, ; Di Stasio, ; Häfeli and Schellenberg, ; Hupka and Stalder, ; Liebig, Kohls and Krause, ; Meyer, ; Perriard, ; Protsch and Solga, ; Solga, ). The notion of disadvantage, however, remains intentionally loose, to better adapt it to the local and empirical realities.…”

Section: Background and Research Approachmentioning

confidence: 99%

Activating the most disadvantaged youth in Switzerland: Administratively too risky, politically too costly?

Pisoni

2018

Int Social Security Review

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To increase the chances of integrating youth into labour markets in contemporary European knowledge societies, many policy schemes are geared towards investing in youth's human capital. Since apprenticeship systems are assumed to ease school-to-work transitions, this seems a particularly promising avenue. However, research highlights that social policies often do not reach the most disadvantaged members of society. The aim of this article is to shed light on the reasons and mechanisms causing this phenomenon, called the Matthew effect, through a single, embedded case study of a vocational education and training programme for disadvantaged youth in Switzerland. The findings highlight cream-skimming practices as a coping strategy enabling frontline workers to satisfy strict assessment criteria. A budgetary allocation driven politico-administrative logic 51 promotes such practices as a means to generate solid results, so as to safeguard politicaland thus financialsupport.

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“…These signals may or may not have a direct relationship with the job but, in the eyes of employers, carry meaning. Employers seem to rely on both, cognitive and non-cognitive signals (Protsch & Solga, 2014). Examples of signals that are known to affect recruitment selection include education, nationality, skin color, age, family status, physical attractiveness, to name a few.…”

Section: Introductionmentioning

confidence: 99%

The Signaling Value of Labor Market Programs

Liechti,

Fossati,

Bonoli

2016

SSRN Journal

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How Employers Use Signals of Cognitive and Noncognitive Skills at Labour Market Entry: Insights from Field Experiments

Cited by 83 publications

References 27 publications

The role of different types of skills and signals in youth labor market integration

The role of different types of skills and signals in youth labor market integration

Activating the most disadvantaged youth in Switzerland: Administratively too risky, politically too costly?

The Signaling Value of Labor Market Programs

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