Jobshift: How to Prosper in a Workplace Without Jobs

Bridges, William P.

doi:10.1093/ajhp/53.21.2671

Cited by 144 publications

(122 citation statements)

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“…Gambling that one version of the future will prevail, while another (or others) will fail, has decided implications for the world of work and the training of workers in that world. While many visions of the future abound, we will focus here only upon two -very polarized -future scenarios: Jeremy Rifkin (1994) The End of Work and William Bridges (1995) JobShift. These opposing perspectives each have significant implications for the future of workforce education.…”

Section: Move From the Industrial Age To The Information Agementioning

confidence: 99%

Work, skills development for employability and education for sustainable development

Maclean

Ordonez

2007

Educ Res Policy Prac

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This article focuses on the radical changes taking place in skills development for work and life, and their implications for the content of education and schooling. It examines skills development for employability and workforce education, with particular reference to technical and vocational education and training (TVET). In turn, it is argued that the impact of these issues upon the world of work will be reflected in those education reform initiatives that will become necessary to keep pace with such institutionalized change.

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Section: Move From the Industrial Age To The Information Agementioning

confidence: 99%

Work, skills development for employability and education for sustainable development

Maclean

Ordonez

2007

Educ Res Policy Prac

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“…The central thesis of my argument is that Americans confront a major mismatch between outdated career and retirement regimes and the exigencies of (1) family responsibilities (e.g., Becker and Moen, 1999;Bielby and Bielby, 1992;Friedman and Greenhaus, 2000;Gerson, 1985;Moen, 2001), and (2) the risks and uncertainties associated with a competitive, global, and information-based economy (see Arthur and Rousseau, 1996;Arthur et al, 1999;Bridges, 1994;Cappelli, 1999;Osterman, 1996;Rousseau, 1995). Unlike privileged workers in the 1950s, members of America's 21st-century workforce find it increasingly rare to have either a full-time homemaker or a secure, "lifetime" job.…”

Section: The Career Mystiquementioning

confidence: 99%

Beyond the Career Mystique: “Time In,” “Time Out,” and “Second Acts”

Moen

2005

Sociol Forum

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The career mystique is the belief that working hard and putting in long hours continuously throughout adulthood is the path to occupational success, personal fulfillment, and a secure retirement. This is a false myth, increasingly irrelevant for most contemporary Americans, given that (1) few employees today have the back up of full-time homemakers, and (2) a competitive, information economy has fostered a global labor market, destroying the implicit contract linking seniority with security. America's 21st century workforce requires a reconfiguration of "time in" paid work, including opportunities for "time outs," as well as for "second acts."

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“…(3) and communications as a multiplier (Bridges, 1994). Information technology inserts data in between the worker and the product or service he or she is delivering.…”

Section: Changes In the Design Of Jobs And Nature Of Work Carried Outmentioning

confidence: 99%

The Pursuit of Multiple and Parallel Organizational Flexibilities: Reconstituting Jobs

Sparrow¹

1998

European Journal of Work and Organizational Psychology

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Jobshift: How to Prosper in a Workplace Without Jobs

Cited by 144 publications

References 0 publications

Work, skills development for employability and education for sustainable development

Work, skills development for employability and education for sustainable development

Beyond the Career Mystique: “Time In,” “Time Out,” and “Second Acts”

The Pursuit of Multiple and Parallel Organizational Flexibilities: Reconstituting Jobs

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