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Journal articles on the topic 'Employment Training'

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Published: 4 June 2021
Last updated: 1 August 2024

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1

Wagner, Richard K. "Intelligence, training, and employment." American Psychologist 52, no. 10 (October 1997): 1059–69. http://dx.doi.org/10.1037/0003-066x.52.10.1059.

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2

Usher, Graham. "Employment Training: Britain's new Bantustans." Race & Class 32, no. 1 (July 1990): 45–56. http://dx.doi.org/10.1177/030639689003200104.

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3

Waite, Richard K., and Stephen Holly. "Training and employment in pharmacology." British Journal of Pharmacology 105, no. 3 (March 1992): 507. http://dx.doi.org/10.1111/j.1476-5381.1992.tb09007.x.

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4

Christopher, Tony. "Training for employment: Countering disadvantage." Policy Studies 11, no. 3 (September 1990): 49–53. http://dx.doi.org/10.1080/01442879008423575.

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5

Drodge, Stephen. "Education, training and employment dynamics." International Journal of Educational Development 23, no. 6 (November 2003): 686–88. http://dx.doi.org/10.1016/s0738-0593(03)00067-1.

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6

Hollister, Robinson G. "Youth Employment and Training Programs." ILR Review 41, no. 1 (October 1987): 141–45. http://dx.doi.org/10.1177/001979398704100112.

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The other men were easy to talk to, but they didn't know anything. If one stopped to think about it, it was depressing how little most men learned in their lifetimes. Pea Eye was a prime example. Though loyal and able and brave, Pea had never displayed the slightest ability to learn from his experience, though his experience was considerable. Time and again he would walk up on the wrong side of a horse that was known to kick, and then look surprised when he got kicked.
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7

Kisely, Steve, and Judy Jones. "Training and employment in Canada." Psychiatric Bulletin 20, no. 2 (February 1996): 100–103. http://dx.doi.org/10.1192/pb.20.2.100.

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Previous articles have dealt with aspects of training in Canada (Green, 1985), and in particular arrangements that exist for UK trainees to undertake a year's experience in Nova Scotia (Munro et al 1987). In addition, there have been accounts of trainees' experiences in particular settings (Ferguson, 1989; Gojo, 1992). Procedures required to enter Canada to practise psychiatry are complex and involve general and specialist medical registration (licensure to practise and certification as a specialist), remuneration and immigration procedures. This article is an introductory guide and highlights recent changes in registration and postgraduate training.
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8

Hodgson, David. "Training Policy and Employment Generation." International Journal of Manpower 12, no. 4 (April 1991): 28–31. http://dx.doi.org/10.1108/01437729110144899.

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9

Barnow, Burt S. "Evaluating employment and training programs." Evaluation and Program Planning 9, no. 1 (January 1986): 63–72. http://dx.doi.org/10.1016/0149-7189(86)90009-1.

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10

Lebert, Florence, and Erika Antal. "Reducing Employment Insecurity." SAGE Open 6, no. 4 (October 2016): 215824401667176. http://dx.doi.org/10.1177/2158244016671769.

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The perception of job insecurity is known to be a stressful condition for employees. Less is known about employment insecurity and the ways employees and their families deal with it. This study investigates whether participation in further training is a strategy that employees adopt to reduce perceived employment insecurity. As participation in further training is often costly and time-consuming, we assume that the family context is of importance for the decision to take part in further training. To take account of possible self-selection, we apply a propensity score matching procedure on longitudinal data from the Swiss Household Panel (2004-2013). Three main findings can be emphasized: first, participation in further training is not a strategy adopted particularly by employees who perceive high employment insecurity as they are less likely to train than their secure counterparts. Second, even though further training is not a strategy that is actively adopted, employees who train subsequently report lower levels of perceived employment insecurity. Third, the family context indeed influences the likelihood to train: partnered employees are more likely to train and preschool-aged children act as a constraint on women’s but enhance men’s participation in further training. Yet, in the context of high perceived employment insecurity, children generally reduce their parents’ likelihood to train as the parents may turn to other strategies that reduce perceived employment insecurity.
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11

Goddard, Charlotte. "Jobs and Training Trends." Children and Young People Now 2014, no. 13 (June 24, 2014): 23. http://dx.doi.org/10.12968/cypn.2014.13.23.

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12

Kocsis, Zsófia, Emese Alter, and Gabriella Pusztai. "The Role of Student Employment in Persistence and Efficiency in STEM Higher Education." International Journal of Education in Mathematics, Science and Technology 10, no. 4 (August 26, 2022): 831–48. http://dx.doi.org/10.46328/ijemst.2177.

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The high dropout ratios that characterize STEM fields can be explained by several factors, one of which is the employment of students during their studies. Our research aims to explore the impact of student employment on persistence and academic performance in STEM fields. During our research, we used the data of the Hungarian subsample of the PERSIST 2019 database (N=1045). According to our results, IT trainings are more resistant to the negative effects of employment than other trainings, as students working in this field did not differ from their non-employed peers in terms of either persistence or academic progress. Concerning the science, engineering, and non-STEM training, employment had a significant negative effect on academic performance, but it was primarily compensated by being employed in study-related jobs in science training, which also had a favorable effect in non-STEM training courses. However, in the field of engineering, employment in the profession reinforced this adverse effect too. In the field of informatics, study-related work also had a negative impact. Based on our results, we think it is worth considering the broader spread of dual training courses in higher education, during which students can complete an internship at a company or partner organization in addition to theoretical training.
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13

Blanco-García, Montserrat, Pablo Sánchez-Antolín, and Francisco Javier Ramos-Pardo. "Women’s Perceptions of Training and Employment." Mediterranean Journal of Social Sciences 8, no. 3 (May 24, 2017): 155–62. http://dx.doi.org/10.5901/mjss.2017.v8n3p155.

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Abstract Despite institutional declarations, women still rank second in key areas of society related to employment. The goal of this study was to analyse the perceptions of Spanish women taking occupational training courses and of gender equality experts with respect to the relationship between initial formal education, occupational training, continuing education and employment, as well as the role played by the family in this relationship, in order to elucidate conceptions of women’s social reality in the fields of education and employment. A qualitative methodology was employed, consisting of semi-structured, in-depth individual and group interviews with women taking occupational training courses. Interviews were also conducted with experts in gender equality. Working women’s conception of the relationship between training and employment is heavily influenced by the effect of gender socialisation, which leads them to assume the role of carer in the family. Women’s choice of training presents a clear gender bias that directly influences the jobs they hold. In many cases, these comprise subsistence activities that coincide with traditional female roles. However, women with a higher education present less dependence on gender roles. Socialisation in gender stereotypes is evident in working women’s discourse, and generates frustration at the impossibility of reconciling all the areas of responsibility assigned to them, leading them to relinquish any expectations of professional or personal development.
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14

Duwe, Grant, and Makada Henry-Nickie. "Training and Employment for Correctional Populations." Contexts 20, no. 4 (November 2021): 40–45. http://dx.doi.org/10.1177/15365042211058124.

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Education and employment are both moderate risk factors for recidivism. There is a well-documented relationship between low educational achievement and antisocial behaviors. Education programming in correctional facilities is crucial for improving the educational attainment of incarcerated and re-integrating populations. A brief discussion situates policy reform efforts against a backdrop of extensive research that has documented the interaction between employment and increased educational attainment as pivotal to reducing an individual’s propensity to recidivate. The policies then focus on three pillars that reduce employment barriers for returning citizens: workforce training, educational upgrading, and regulatory employment barriers. In the short-term, policymakers should study and address systemic remedial educational needs in tandem with increasing access to and occupational skills-based training that builds a skill base congruent with the current labor market for incarcerated students. In the mid-term, it is essential to match policy support with the intersecting barriers faced by returning citizens. As an example of federal policies that can help center the public workforce development system around the need to improve quality employment outcomes for returning citizens, the DOL’s dormant pilot Linking to Employment Activities Pre-Release (LEAP). Finally, policymakers should target other consequential screening barriers, such as the accuracy of criminal records that employers can check and have been shown to adversely affect employment prospects.
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15

Zweimuller, Josef, and Rudolf Winter-Ebmer. "Manpower Training Programmes and Employment Stability." Economica 63, no. 249 (February 1996): 113. http://dx.doi.org/10.2307/2554637.

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16

Davoudi, Simin. "Women and part-time employment training." Local Economy: The Journal of the Local Economy Policy Unit 8, no. 1 (May 1993): 33–42. http://dx.doi.org/10.1080/02690949308726171.

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17

Murphy, Garrett. "Employment & Training: Making the Connection." Adult Learning 7, no. 5 (May 1996): 22–31. http://dx.doi.org/10.1177/104515959600700516.

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18

STANDING, GUY. "TRAINING, FLEXIBILITY AND SWEDISH FULL EMPLOYMENT." Oxford Review of Economic Policy 4, no. 3 (1988): 94–107. http://dx.doi.org/10.1093/oxrep/4.3.94.

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19

Campbell, Clifton P. "Training for Employment—A Systematic Approach." Journal of European Industrial Training 9, no. 4 (April 1985): 17–22. http://dx.doi.org/10.1108/eb014221.

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20

Kisely, Steve. "Training, manpower and employment in Australia." Psychiatric Bulletin 17, no. 11 (November 1993): 669–71. http://dx.doi.org/10.1192/pb.17.11.669.

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21

Bulgarelli, Aviana, and Antonio Ranieri. "Vocational Training, Employment and Labour Participation." Evaluation 3, no. 3 (July 1997): 280–99. http://dx.doi.org/10.1177/135638909700300303.

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22

Wilkie, Alcuin. "Training, manpower and employment in Australia." Psychiatric Bulletin 18, no. 7 (July 1994): 437. http://dx.doi.org/10.1192/pb.18.7.437.

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23

Kisely, Steve. "Training and employment in New Zealand." Psychiatric Bulletin 22, no. 2 (February 1998): 105–8. http://dx.doi.org/10.1192/pb.22.2.105.

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This article is one of a series dealing with training and employment in countries overseas, previous articles have covered Australia (Kisely, 1993) and Canada (Kisely & Jones, 1996). This paper updates an earlier report on New Zealand which was published five years ago (Timney, 1991). In particular it highlights important recent changes to registration procedures which will affect doctors wishing to go to New Zealand, for either temporary work experience or permanent settlement.
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24

Prostov, A. V., O. I. Popova, and E. V. Stepanova. "Translators Training for Joint Venture Employment." IOP Conference Series: Materials Science and Engineering 483 (March 20, 2019): 012012. http://dx.doi.org/10.1088/1757-899x/483/1/012012.

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25

Valentin Kvist, Ann. "Immigrant groups, vocational training, and employment." European Journal of Training and Development 36, no. 8 (November 9, 2012): 809–26. http://dx.doi.org/10.1108/03090591211263530.

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PurposeThis paper aims to assess the effect of vocational training on employability for immigrant groups.Design/methodology/approachCognitive test results were computed as factor scores on broad ability variables, and group means were calculated. The effects of cognitive factors and training on employment were investigated in a series of regression equations. The development of employment was estimated in a growth curve model.FindingsThere were considerable group differences in mean cognitive estimates. The influence of training on employment was beneficial for all groups. Training courses at different levels of complexity had different long term effects.Research limitations/implicationsA replication with information on grades or other training outcome measures should be useful. Replication studies with other groups should be conducted, such as replication with a more balanced proportion of male and female participants.Practical implicationsImmigrant groups benefit from vocational training despite entering with lower skills. Different long term influence on employment rates could influence choice of course.Originality/valueThis paper contributes information on cognitive achievements and training outcomes for immigrants in working life, an area where much more knowledge is needed. It provides support for the praxis of granting vocational training to immigrants with language skills considerably below those of comparable native groups. It also shows that courses at different levels of complexity have different long‐term impact, which can be useful information in a cost‐benefit perspective.
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26

Wikeley, Nick. "Training for Employment in the 1990s." Modern Law Review 53, no. 3 (May 1990): 354–68. http://dx.doi.org/10.1111/j.1468-2230.1990.tb01817.x.

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27

Kruse, Douglas, Alan Krueger, and Susan Drastal. "Computer Use, Computer Training, and Employment." Spine 21, no. 7 (April 1996): 891–96. http://dx.doi.org/10.1097/00007632-199604010-00026.

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28

Doeringer, Peter, Andrew Sum, and David Terkla. "Devolution of Employment and Training Policy." Journal of Aging & Social Policy 14, no. 3-4 (December 29, 2002): 37–60. http://dx.doi.org/10.1300/j031v14n03_03.

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29

Kelley, John M. "Employment and training: A special issue." Evaluation and Program Planning 9, no. 1 (January 1986): 61–62. http://dx.doi.org/10.1016/0149-7189(86)90008-x.

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30

Pendergrass, H. P. "Employment status of physicians completing training." JAMA: The Journal of the American Medical Association 276, no. 4 (July 24, 1996): 281a—282. http://dx.doi.org/10.1001/jama.276.4.281a.

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31

Sunshine, J. H. "Employment status of physicians completing training." JAMA: The Journal of the American Medical Association 276, no. 4 (July 24, 1996): 281b—282. http://dx.doi.org/10.1001/jama.276.4.281b.

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32

Pendergrass, Henry P. "Employment Status of Physicians Completing Training." JAMA: The Journal of the American Medical Association 276, no. 4 (July 24, 1996): 281. http://dx.doi.org/10.1001/jama.1996.03540040025018.

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33

Sunshine, Jonathan H. "Employment Status of Physicians Completing Training." JAMA: The Journal of the American Medical Association 276, no. 4 (July 24, 1996): 281. http://dx.doi.org/10.1001/jama.1996.03540040025019.

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34

BAILEY, BRUCE K. "Group Employment Counseling Training in Canada." Journal of Employment Counseling 30, no. 4 (December 1993): 185–92. http://dx.doi.org/10.1002/j.2161-1920.1993.tb00177.x.

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35

Szymanski, Edna Mora, and Randall M. Parker. "Supported Employment and Time-Limited Transitional Employment Training: Options For Rehabilitation Counselors." Journal of Applied Rehabilitation Counseling 19, no. 2 (June 1, 1988): 11–15. http://dx.doi.org/10.1891/0047-2220.19.2.11.

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Support employment and time-limited transitional employment training are service options which can help rehabilitation counselors increase employment opportunities for persons with disabilities. This article provides definitions and describes the background, service delivery, and assessment and training approaches related to supported employment and time-limited transitional employment training. Resultant issues concerning the role and preparation of the rehabilitation counselor are also discussed.
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36

Torres-Gordillo, Juan-Jesús, and Paloma Belinda García-Martínez. "Employment Training at the University: Employment Expectations in Times of Pandemic." Sustainability 14, no. 11 (May 24, 2022): 6398. http://dx.doi.org/10.3390/su14116398.

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This study analyses the job expectations found in early childhood education students as well as the main personal and academic aspects that influence their training during the COVID-19 pandemic. A nonexperimental ex post facto study based on a descriptive, correlational and inferential approach is developed. A total of 168 students from the University of Seville (Spain) participated. The results show a moderate to high level of expected employability. However, salary expectations and how the university is perceived regarding employability reveal more negative data. Expectations are higher for men, first-year students and those from a high socioeconomic background. The results suggest the value of offering guidance to students according to their employment preferences, before and during their training, to avoid considering the university as the only educational institution available.
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37

Remund, Corban, Tricia Jones-Parkin, Hillary Hase, and Tim Riesen. "Preparing community rehabilitation providers to deliver a provision of employment supports: A tiered training approach." Journal of Vocational Rehabilitation 56, no. 2 (March 23, 2022): 193–201. http://dx.doi.org/10.3233/jvr-221182.

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BACKGROUND: Despite legislation and policy designed to promote employment for people with disabilities, outcome data suggest that individuals with disabilities, especially those with the most significant disabilities, remain unemployed and underemployed. While several variables may contribute to these poor outcomes, the capacity of organizations and individuals who provide employment supports to employment seekers with disabilities may contribute to the perennially low employment outcomes. OBJECTIVE: The purpose of this study is to describe the training structure for employment specialists and job coaches who implement supported and customized employment. RESULTS: Utah has developed a tiered training approach model to address the different levels of training needed to provide quality training to direct support professionals. The tiers of training included (a) workplace supports training, (b) employment specialist training, and (c) customized employment training. CONCLUSION: To improve quality employment outcomes for people with disabilities, community rehabilitation providers and funding agencies must have a thorough understanding of validated employment support strategies. The tiered training offered in Utah represents one state’s attempt to provide quality training and support to direct support staff. Several training-related recommendations for funding and capacity building have been identified because of training initiatives.
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38

Dobson, Steve, and John A. Goddard. "Local youth training initiatives." Local Economy: The Journal of the Local Economy Policy Unit 1, no. 4 (February 1987): 23–33. http://dx.doi.org/10.1080/02690948708725868.

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In April 1986, Leeds City Council staged a three day European Employment Conference on local employment initiatives involving Leeds and its twin cities Dortmund (Federal Republic of Germany) and Lille (France). High on the conference agenda was the problem of youth unemployment. This article discusses some of the local initiatives which were presented at the conference, against the background of various national education, training and employment creation schemes in operation in Germany, Britain and France. It is argued that although their overall impact on the youth unemployment problem is relatively small, the local initiatives described in this paper do provide training of a quality which is often lacking in many of the large-scale nationally based schemes.
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39

Qiao, Ju Ling, and Jie Li. "Research Training Model Employment of Migrant Workers." Advanced Materials Research 971-973 (June 2014): 2402–5. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2402.

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In this paper, the employment training of migrant workers in the main line, employment training model as the basic framework of migrant workers. Summarized the status and analyzed the problems of migrant workers training mode, on the basis of current research training of migrant workers on the main mode. Explore the related countermeasures that combined with China's specific national conditions to improve the employment training model of migrant workers and promote employment as the long-term, stable and sustainable of migrant workers.
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40

Brunetti, Irene, and Lorenzo Corsini. "Workplace training programs." Education + Training 59, no. 1 (January 9, 2017): 31–46. http://dx.doi.org/10.1108/et-09-2014-0104.

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Purpose The purpose of this paper is to analyse the effect of an Italian training program on the re-employment probability of young unemployed workers. The program consists exclusively of workplace training and is coordinated by employment centers, even if it is fully implemented by firms. Design/methodology/approach The authors develop a discrete duration analysis. In particular, the authors compare the re-employment process of individuals that just finished their workplace training program with individuals that just ended their job. The authors specifically take into account the issue of self-selection adopting the propensity score matching estimation. Findings The results suggest that this workplace training program improves only the immediate re-employability of trained workers, failing to bestow them with durable human capital improvements. These results appear to be robust to spurious duration dependence and to self-selection. The analysis focuses on unobserved heterogeneity and, accounting for it, the authors show that the training implementation is useful to divide “good” trainees (in terms of unobserved heterogeneity) from “bad” ones. Social implications Therefore, the authors suggest that firms are exploiting training as a screening device and that the implemented program is successful in easing the connection between workers and firms, but it fails to provide a durable improvement in skills and in re-employment prospects. Originality/value The evaluation of this program is important because it focus specifically on the workplace component of training, whereas previous analyses focused on generic training, because it evaluates a program targeting youth unemployment which is one the most urgent economic issues and because it helps in understanding the actual processes adopted by firms when implementing workplace training.
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41

Pastore, Francesco, and Marco Pompili. "Assessing the Impact of Off-the-Job and On-the-Job Training on Employment Outcomes: A Counterfactual Evaluation of the PIPOL Program." Evaluation Review 44, no. 2-3 (April 2020): 145–84. http://dx.doi.org/10.1177/0193841x20966112.

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Background: This article studies the effect of PIPOL, an integrated program of active labor policies launched by the Friuli Venezia Giulia, an Italian region, in 2014. Objectives: To understand the impact of training in a classroom setting (off-the-job) and work-related training (on-the-job) on employment integration of benefit recipients. Research design: We adopt a counterfactual approach by comparing a target group (treated) against a control group (19,899) extracted by means of propensity score matching and Mahalanobis distance matching among subjects who, while registered in the program over the years 2014–2016, had never benefited from it. The selection of about 7,175 recipients in the program and in each type of intervention was random. Subjects: About 30,000 job seekers made up of 3,911 interns, 2,945 trainees, and 319 recipients of training and internship within PIPOL. Target: Young people, Not in Education Employment or Trainings, and over 30s. Measures: We look at different outcomes: employment tout court and employment in open-ended contracts. Results: The overall net impact of PIPOL was equal to +5 pp on average. Specifically, impact results were classroom training none, internship sizable (+14.1 pp), and training combined with an internship, quite sizable (+9.6 pp). Furthermore, training to gain a qualification was the most effective (+6.4 pp) among those receiving combined training and internship. Internship also increased the chance to find permanent employment (+3 pp). Among recipients, women, immigrants, and low-skilled recipients registered the most sizable impact on finding employment and training in manufacturing and construction was more effective than elsewhere. Conclusions: Italian young people have ever-increasing academic attainment but, due to the sequential nature of the education system, little work-related competences. This could explain the greater success of internships on classroom training.
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42

Liu, Shuang, and Peng Chen. "Adoption of Employment-oriented Experience Training Program to Improve Undergraduates Employment Competence." International Journal of Modern Education and Computer Science 4, no. 2 (March 9, 2012): 52–58. http://dx.doi.org/10.5815/ijmecs.2012.02.08.

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43

Bailey, Thomas, David Breznick, and Gerald Gordon. "Managing Employment and Training: Making J.T.P.A. Work." Industrial and Labor Relations Review 41, no. 1 (October 1987): 158. http://dx.doi.org/10.2307/2523885.

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44

Jurado de los Santos, Pedro, Patricia Olmos Rueda, and Antonio Pérez Romero. "Vulnerable youth in training programs for employment." Educar 51, no. 1 (January 1, 2015): 211. http://dx.doi.org/10.5565/rev/educar.648.

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45

Charlier, Roger H. "Environmental Careers, Environmental Employment and Environmental Training." Journal of Coastal Research 213 (May 2005): 627. http://dx.doi.org/10.2112/1551-5036(2005)21[627:br]2.0.co;2.

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46

Bennell, Paul, Faustin Mukyanuzi, Maurice Kasogela, Francis Mutashubirwa, and Mikkel Klim. "Artisan training and employment outcomes in Tanzania." Compare: A Journal of Comparative and International Education 36, no. 1 (March 2006): 73–84. http://dx.doi.org/10.1080/03057920500382358.

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COHEN, KEVIN, DIANE BRYEN, and ALLISON CAREY. "Augmentative Communication Employment Training and Supports (ACETS)." Augmentative and Alternative Communication 19, no. 3 (January 2003): 199–206. http://dx.doi.org/10.1080/07434610310001595678.

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48

Heinrich, Carolyn J., Peter R. Mueser, Kenneth R. Troske, Kyung-Seong Jeon, and Daver C. Kahvecioglu. "Do Public Employment and Training Programs Work?" IZA Journal of Labor Economics 2, no. 1 (2013): 6. http://dx.doi.org/10.1186/2193-8997-2-6.

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49

Moran, Mark. "Cognitive Training Augments Benefits of Supported Employment." Psychiatric News 49, no. 3 (January 3, 2014): 1. http://dx.doi.org/10.1176/appi.pn.2014.2a6.

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50

Breaker, Ronald R. "Catalytic DNA: in training and seeking employment." Nature Biotechnology 17, no. 5 (May 1999): 422–23. http://dx.doi.org/10.1038/8588.

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