The effect of training on productivity: The transfer of on-the-job training from the perspective of economics

Although the transfer of on-the-job training to the workplace belongs to the realm of educational research, it is also highly related to labour economics. In the economic literature, the transfer of training is based on the theoretical framework of human capital theory and has been extensively analysed empirically in econometric studies that take account of unobserved heterogeneity of workers and the selectivity in training participation. The aim of this paper is to give an overview of the underlying theoretical paradigm in economics, and the challenges faced in empirical research. The economic literature finds that participation in training is beneficial for both the participating workers and their employers, although there is also evidence that selectivity of workers matters. Despite this progress in the economic literature, the underlying processes through which training leads to a higher productivity remain unclear. We argue that this ‘black box’ offers opportunities for multi-disciplinary research projects on the transfer of training that relate the perspectives of educational and economic research.     

The impact of inservice training on teacher behaviour

Nowadays, a considerable amount of time, money, and energy is invested in inservice education or training (INSET). Yet, our knowledge of design features and implementation conditions in schools that make INSET effective, is still limited. To examine the outcomes of inservice activities the impact ratings of a sample of teachers and principals who participated in individual-based and school-focused INSET were regressed on school characteristics, features of inservice programs, implementation characteristics, and types of inservice activity. Findings from this study suggest that some school characteristics, features of inservice programs, and implementation characteristics contribute to the impact of inservice training. Variables like external support, hours spent on INSET activities, degree of participation,. teacher educators' competence, implementation conditions, and the use of principal's steering functions are subject to alteration to increase inservice training effectiveness.     

The impact of educational mismatch on firm productivity: Evidence from linked panel data

We provide first evidence regarding the direct impact of educational mismatch on firm productivity. To do so, we rely on representative linked employer–employee panel data for Belgium covering the period 1999–2006. Controlling for simultaneity issues, time-invariant unobserved workplace characteristics, cohort effects and dynamics in the adjustment process of productivity, we find that: (i) a higher level of required education exerts a significantly positive influence on firm productivity, (ii) additional years of over-education (both among young and older workers) are beneficial for firm productivity, and (iii) additional years of under-education (among young workers) are detrimental for firm productivity.     

The impact of training and education in Indonesian aid schemes

This paper sets out to understand the impact that training and education programmes have had on institutions and on individuals in Indonesia and to identify theoretical and practical approaches that appear to be effective in bringing about planned change. An analysis was made of evaluation and research studies that included significant components of training and education. The evidence of longer-term impacts does not support the belief that development and change will automatically follow from training. The studies show that the absence of systemic and institutional commitment and the absence of sustainable links in a complex chain of institutional arrangements are impediments to the goals of development. For trainees, the outcomes derived from overseas training are a complex mix of professional, affective, cultural and career advantages mediated by the nature of the work environment. Although most graduates believe in the advantages of overseas training there are also important disadvantages, such as difficulties with re-entry, work relationships, and the development of appropriate professional networks. The studies identify several input and contextual factors that have had a significant influence on longer-term change.     

校内广告公司生产性实训基地建设的探索与实践

阐述了高职院校建立校内生产性实训基地存在的问题,分析了北京财贸职业学院校内广告公司生产性实训基地的功能定位,提出了校内生产性实训基地建设方案以及运营思路。     

The impact of leadership training: stories from a small school

The National College for School Leadership (NCSL) was launched in 2000 with a remit to supervise and further enhance educational leadership development initiatives in England and Wales and now supervises the delivery of a wide range of programmes for school leadership development for teachers at various stages in their career development. Small primary schools set particular challenges for their leaders but NCSL programmes are not targeted on teachers from specific age phases or sizes of school. This article uses narrative analysis of the stories of two leaders from a small school in north-west England to try to discover if NCSL programmes are assisting them in their professional development. Although not necessarily generalisable, findings suggest that NCSL programmes are helping to improve leadership in small schools.     

The impact of Child Development Associate training on the beliefs and practices of preschool teachers

This study examined the impact of Child Development Associate (CDA) training on the beliefs and practices of early childhood teachers who did not have college degrees or early childhood college coursework. Preschool teachers who were enrolled in CDA classes (n = 76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and practices. Repeated measures Multivariate Analyses of Variance indicated that the CDA training teachers decreased the amount they endorsed beliefs and practices that contrast with Developmentally Appropriate Practice over time more than the comparison teachers. Results suggest that CDA training can be an effective means of increasing the developmentally appropriateness of beliefs and self-reported practices of early childhood teachers, which past research suggests will ultimately impact classroom quality.     

The impact of training on pre-service teacher attitudes,concerns, and efficacy towards inclusion

Thirty pre-service teachers took part in a nine-week university course focussed on the benefits of inclusive education and the techniques needed to successfully implement it. The Teachers’ Attitudes Toward Inclusion Scale (TATIS), Concerns about Inclusive Education Scale (CIES), and Teacher’s Efficacy in Implementing Inclusive Practices (TEIP) were administered prior to and following the university course. Paired sample t-tests revealed that participants’ attitudes and efficacy increased significantly following the course while their concerns decreased significantly. Mixed design ANOVAs revealed that pre-service teachers without past experience of teaching students with disabilities had the largest improvement in attitudes. Pre-service teachers who were not acquainted with a person with a disability had significantly larger decreases in concern level and increases in efficacy level than those who were acquainted with a person with a disability. These results are discussed and implications for future research outlined.     

The impact of guaranteed tuition policies on postsecondary tuition levels: A difference-in-difference approach

This study considers the impact of state-level guaranteed tuition programs on postsecondary tuition levels. The analytic framework argues that state-level laws requiring flat tuition rates for four years contain inflationary risk, which encourages institutions to set tuition higher than they otherwise would with annual adjustments. To empirically test this idea, this study uses a national panel dataset and a quasi-experimental difference-in-difference methodological approach, with Illinois’ Truth-in-Tuition law serving as the treatment condition. On average, institutions subject to this law increased annual tuition by approximately 26–30% and aggregate four-year tuition by approximately 6–7% in excess of the amount predicted by the trend for institutions not subject to the law. These findings are robust to multiple alternative specifications and support the idea that state-level guaranteed tuition programs encourage large institutional tuition increases. Implications of these findings for state policymakers, higher education institutional leaders, and college-age students and their families are also discussed.     

对股份有限公司发起人责任的思考

针对我国公司法关于股份有限公司发起人责任的规定,做了三方面的探讨一.阐明发起人团体的法律地位;二.论证我国公司法对发起人责任的规定存在不足之处;三.对发起人责任的重构提出见解.     

Tutor training for service learning: impact on self-efficacy beliefs

The aim of my study was: (a) to measure the effectiveness of a supporting tutor-training curriculum and content knowledge gains for preservice teachers engaged in service learning and (b) to determine whether tutor training and field experience improved the preservice teachers’ teaching self-efficacy beliefs. One hundred and thirteen upper-division undergraduate students enrolled in Social Foundations of Multicultural Education courses participated in course-embedded tutor-training and fulfilled a 20-h service-learning requirement by tutoring pupils in local elementary schools. Analyses of variance (ANOVA) on a pretest and posttest measures of content knowledge, tutoring skills, and teaching self-efficacy demonstrated a statistically significant difference with higher mean scores at the post time. These results suggest that a course-specific tutor-training curriculum advances the participants’ knowledge and skill in tutoring. The results also indicate that the combination of tutor training and field application (i.e. tutoring in a classroom) function to increase students’ self-efficacy as future teachers.     

简论社会责任标准对我国企业管理的影响

社会责任标准,即SA8000标准,是全球首个道德规范国际标准。其宗旨是为了保护人类基本权益,规定了企业必须承担的对社会和利益相关者的责任,适用于所有企业。本文通过对SA8000标准的逐渐实施后,在对我国企业参与国际竞争所产生的正反两面影响进行分析基础上,提出我国企业应积极应对,趋利避害,确保企业参与国际竞争的实力以及可持续发展。     

宝洁公司的“常青术”

始创于1837年的宝洁公司,是世界最大的日用消费品公司之一。面对不同的种族和文化,它如何找到开启不同市场的金钥匙？究竟是什么构成了这个百年日化帝国的"常青术"？     

Reasons of students and apprentices to choose a training company in the dual system

This article sheds light on an understudied aspect of the transition from school to work: the choice of a training company. It presents findings from qualitative interviews with 69 secondary school students and apprentices from the German states of Berlin and Brandenburg, focusing on their reasons to choose a training company in the dual system. What reasons lead students and apprentices to choose a training company? The most common reason is personal impressions, which future apprentices obtain in their initial, personal encounters with a company and its staff. Students and apprentices often consider location, working atmosphere and soundness. Due to this study’s regional scope, its findings may not be fully generalisable on a national or international level. However, its findings may instigate further research in countries where people pursuing certain types of apprenticeship training have to apply to companies (e.g. Great Britain, Switzerland and Australia).     

建设项目环境影响评价岗位基础知识培训教学方法探讨

在总结建设项目环境影响评价岗位基础知识培训特点的基础上,就我国建设项目环境影响评价岗位基础知识培训的教学方法进行了探讨。总结了解释教学法、案例教学法、练习巩固法、口诀教学法、突出重点法、倒叙教学法等的应用及注意事项。     

揭开公司的面纱--论公司法人格否认制度

我国自引进公司法人制度后，公司法人格被滥用现象层出不穷，严重破坏了公司法人制度的生存环境。而当前我国司法对此尚未形成系统的法律规定和司法规则，为完善现行《公司法》，有必要揭开公司的面纱，对我国现行公司法人制度进行补充、完善。     

The impact of a transitional training program for young adults with learning disabilities.

A study was conducted in 1988-1990 at Lesley College's (Cambridge, Massachusetts) Threshold Program, one of the few campus-based, comprehensive transition programs in the country for young adults with learning disabilities functioning in the low-average intellectual range. The goal of the study was to assess the ability of program graduates from the classes of 1984 to 1987 to successfully manage the demands of independent living and competitive employment after intensive training in Threshold's 2- to 3-year program. From a total of 71 graduates contacted, 45 participated in the study, including 34 females and 11 males. The subjects ranged in age from 21 to 31 with the average age being 24. Information was gathered from all subjects through written questionnaires and personal or telephone contact. Small-group interviews were conducted with a sample of eight subjects. Factors contributing to the stability of competitive employment and independent living, support systems most commonly used, and specific impacts of the Threshold program on the lives of its graduates were studied. The data revealed that 61% of the respondents were currently employed in one of Threshold's fields of training, 52% had held their jobs for at least 1 year, and 42% (excluding cohort '87) held their jobs for at least 2 years. Seventy-five percent were living independently and 84% of those had maintained an apartment for more than 1 year. Subjects found compatibility with roommates and money management to be the biggest challenges. They perceived themselves as being quite independent and felt they would not be as successful without the opportunity of this program model.