Skill Requirements at Work

Abstract

The role of education in preparing the workforce is affected by the changing nature of work. The latter is typically described by a concept of skill requirements that is used to analyze jobs and workers. This concept is based upon three tenets, each of which mold our understanding of work. Fieldwork conducted in four workplaces is used to assess and critique these tenets and the picture of work they support. Suggestions for alternative analyses are discussed.

Integrating learning with working: A reconception of the role of workplace learning

“…The theories of situated learning and distributed cognition shed new light on the role of work analysis. Studies of work in natural settings continue to reveal how little we know about how people actually perform their jobs (Barley and Orr, 1997;Darrah, 1994). According to situated learning theory, what is learned cannot be separated from the context in which it is learned.…”

“…Relevant methods for developing skilled performance appear to be descriptions of competencies provided by those most familiar with the work (Russ-Eft, 1995;Swanson, 1994). Yet researchers who have attempted to capture work expertise through analytical methods alone are unanimous in describing their inadequacy for this purpose (Brown and Duguid, 1991;Darrah, 1994;Kusterer, 1978;Schneider, 1985;Suchman, 1987). The difficulty in specifylng the skills required for work is compounded by the distributed nature of expertise.…”

“…Using the theories of situated learning and distributed cognition, a reconception of the role of learning intewentions is proposed that more fully integrates learning with working. Some contemporary work roles require a significant amount of work activity that is contingent and hard to predict (Darrah, 1994). Today's work environments are increasingly characterized by change arising from multiple factors, increasing the likelihood that workers will face novel and ambiguous problems (Howard, 1995;Weick, 1990).…”

Differences in perception of IS knowledge and skills between academia and industry: findings from Taiwan

“…If the ability to learn new technologies is allowed to encompass the foreign language comprehension ability, it may be the item that a difference between advanced countries and developing countries is most highlighted. Some executives consider the ability to bring in business and people perspective as opposed to putting too much emphasis and priority on the technology as an essential part of good IS leadership (Darrah, 1994;Garner, 1998;Mirvis & Hall, 1996;Ross et al, 1996;Weick, 1990). Leitheiser (1992) classified skills into two broad categories: one for system developers and one for technical specialists.…”

The Mind Dependency of Vocational Skills

“…Vallas also notices the difference between a conception of skills as a property of the worker and a concept of skills as a property of the job (see also, Darrah, 1994) and Spenner (1990) draws attention to the concept of skill as a human capability contrasted with a job demand. In this way certain jobs and occupations have been labelled as 'skilled', but it is worth noting that deskilling, for example, may be a problem whatever conception of skills is employed.…”