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23/06/22 Skills development and training - contributers to Quality of Employment Meeting on the Measurement of Quality of Employment Geneva 11 th -13 th September 2013 Hanna Sutela Statistics Finland

Skills development and training - contributers to Quality of Employment

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Skills development and training - contributers to Quality of Employment. Meeting on the Measurement of Quality of Employment Geneva 11 th -13 th September 2013 Hanna Sutela Statistics Finland. Skills development and training - contributers to Quality of Employment at all levels. - PowerPoint PPT Presentation

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Page 1: Skills development and training - contributers to Quality of Employment

21/04/23

Skills development and training- contributers to Quality of Employment

Meeting on the Measurement of Quality of Employment Geneva 11th-13th September 2013

Hanna SutelaStatistics Finland

Page 2: Skills development and training - contributers to Quality of Employment

Skills development and training- contributers to Quality of Employment at all levels

Individual: work motivation employability income

Organisation: motivated , committed workers productivity quality of products/services

Society: sustainable growth and employment

lenghtening of working careers changing labour market : "new skills for new jobs"

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Page 3: Skills development and training - contributers to Quality of Employment

Motivational factors for skills development at individual level (EWCS 2005 Post-test ) Necessity for good or improved work performance Enhancing employability Enhancing the company’s competitiveness A value in itself, a source of fulfilment and pleasure. General professional pride and perceived usefulness of work

contribute to work motivation and also to motivation to develop further: wish to perform one’s work to the best of one’s ability

Individual motivations reflect the cultural values and national education and lifelong learning policy (or lack of it) ; also the depth of culturally embedded separation of ‘work’ and ‘life’

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Page 4: Skills development and training - contributers to Quality of Employment

Skills development at work – a wide perspective (EWCS 2005 Post-test )

Job situations involving problem-solving, challenging tasks, intellectual demands, varying and multifaceted tasks offer opportunities for ongoing development and motivate workers to develop further in order to be able to respond to these challenges

Interviewees often regocnised being able to learn in situations where they received assistance from their colleagues or superiors in work-related tasks – but they would not necessarily count them as “learning and development opportunities at work” (= only formal training)

Job descriptions can be enlarged and developed, and one may also actively seek one’s way to different kinds of tasks within their current work organisation

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Page 5: Skills development and training - contributers to Quality of Employment

Obstacles to skills development and training

Provision of training opportunitiesemployer, type of contract, age, status, background education

Suitability of trainingfrom the perspective of specific personal and organisational contexts

Perceived utility of training task-related and short-lived skills acquirement or learning

vs. developmental, ‘real’ learning (=>increased competencies and

employability) Organisational constraints

re application of one's own ideas and creativity at work Time intensification

Enough time to participate and/or to implement new skills at work?

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Page 6: Skills development and training - contributers to Quality of Employment

Learning new things at work – a two-fold issue (EWCS 2005 Post-test )

Generally all positive, but… Necessity of continuously learning new things can become a burden, especially when overall workload already high; no time to absorb and adapt to the new information

Learning demands have grown at work, while eg. staff levels have decreased

Perception that the ongoing development would lead to work intensification: new skills result in receiving additional duties – often without related compensation

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Page 7: Skills development and training - contributers to Quality of Employment

Skills development and training –further emerging themes in the EWCS 2005 Post-test..

Orientation to developOutcome of a more complex combination of personal circumstances and structural constraints

Perceived importance of career developmentPerceived career prospects not a straightforward indicator of quality of work or development opportunities.

Work organisation, management styles, the role of the superior and feedbackParticipative, communicative management style positively impacts different kinds of learning and innovating; the importance of easily approachable and available superiors and their interest in staff’s development

Social relations Encouragement, support and assistance from co-workers; mutual learning and sharing ideas contributed to job satisfaction, coping at work and to development.

TeamworkTeamwork may have a positive effect in terms of personal development, especially when team members can work in a relatively autonomous way.

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Page 8: Skills development and training - contributers to Quality of Employment

…bring us back to work motivation (EWCS 2005 Post-test) Employees tended to appreciate if their work included stimulating and intellectually challenging tasks (although not too onerous) and possibilities to use their full potential and creativity, which consequently offered them opportunities to learn and develop in their work.

Interviewees in lower skilled, routine-based jobs commonly tried to seek elements of challenge in their often monotonous tasks.

Development opportunities contribute to job motivation and job satisfaction, directly or indirectly => motivated workers want to develop further in their job

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Page 9: Skills development and training - contributers to Quality of Employment

Dimension 6 as currently drafted

Share of employed people who received job training within a period of time (e.g., the last 12 months)

Share of employed people who received job training by type of job training (e.g. job-related, done on one's own initiative)

Share of employed people in high skilled occupations Share of employed people who have more education than is normally required in their occupation

Share of employed people who have less education than is normally required in their occupation

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Page 10: Skills development and training - contributers to Quality of Employment

Share of employed persons who received job training within the last 12 months - possible data sources

LFS in the future (2018?) Adult Education Survey 1990, 1995, 2000, 2006, 2010 European Working Condition Survey 1995, 2000, 2005, 2010,

(2015) ISSP Module on Work Orientation 1989, 1997, 2005, (2015)

Training to improve job skills during past 12 months: yes/no National surveys

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Page 11: Skills development and training - contributers to Quality of Employment

Training paid for by the employer (or self if self-employed) in the past year. EWCS 2010. Eurofound.

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Page 12: Skills development and training - contributers to Quality of Employment

Participation in training paid for by employer in FinlandEmployees. In the last 12 months. Quality of Work Life Surveys 1977 - 2008

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Page 13: Skills development and training - contributers to Quality of Employment

Number of training days (average) in Finland. Participants in training paid for by employer. Employees. FQWLS 1984 - 2008.

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Page 14: Skills development and training - contributers to Quality of Employment

Training paid for by the employer

Wide differences btw employee groups: highly educated have more opportunities (and motivation) more training in the public sector temporaries and part-timers with less opportunities

what about age? Not only the quantity but also the quality of training

A constant need to upskill one’s competences may become a stressful factor at work

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Page 15: Skills development and training - contributers to Quality of Employment

Share of employed people who received job training by type of job training

Participation in the past year by type of training.Share of employed. EWCS 2000, 2005, 2010.

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Page 16: Skills development and training - contributers to Quality of Employment

Usefulness of training; employability 1/2

“Training has helped me improve the way I work”80-100 % of those having participated in training paid for by the employer agree ;clericals and high-skilled manuals more often (about 90 %) than low-skilled manuals (82.5 %) (EU-27, EWCS 2010)

“I feel that my job is more secure because of my training”

69 % agree (EU-27; EWCS 2010)employees with “other arrangements” more often (75.4%) than permanent employees (67.5%)

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Page 17: Skills development and training - contributers to Quality of Employment

Usefulness of training; employability 2/2 “I feel my prospects for future employment are better because of my training”71 % agree (EU-27)employees with “other arrangements” more often (76.6 %) than permanent employees (70.6%);young (80 %) more often than aged (61 %)

ISSP Module on Work Orientation:How much of past skills and experience used in present job?How helpful would skills and experience be in seeking new job?

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Page 18: Skills development and training - contributers to Quality of Employment

Learning at work

EWCS: Generally, does your main paid job involve ... ?A – meeting precise quality standardsC – solving unforeseen problems on your ownD – monotonous tasksE – complex tasksF – learning new things

ISSP Module on Work Orientation:My job gives me a chance to improve my skills.

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Page 19: Skills development and training - contributers to Quality of Employment

Share of employed who have more education than is normally required in their occupation

Share of employed who have less education than is normally required in their occupation (Relevance?)

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Page 20: Skills development and training - contributers to Quality of Employment

ISCO * ISCED = Skills-match?

National differences in the adaptation of ISCO The cross-tabulation does not always tell about over-qualification or under-qualification of certain employee-groups but about the changed requirement levels for certain occupations and about the logic of the ISCO-classification

Relevant in the case of special groups

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Page 21: Skills development and training - contributers to Quality of Employment

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ISCO88 1,2,3 + ISCED97 5,6

Skills-match ok?

(30 % of employees;Women 33 %, men 28 %)

ISCO88 4-9 + ISCED97 5,6

”Over-qualified”?

(6.5 % of employees;Women 9 %, men 4 %)

Secretaries, numerical clerks, police officers, institutional-based personal care and related workers…

ISCO88 1,2,3 + ISCED97 1-4

”Under-qualified”?(13 % of employees; women 11 %, men 14 %)

(Aircraft pilots, air traffic controlleurs – old diplomes), private sector sales and marketing managers, managers of small enterprises, artists, singers, actors…

ISCO88 4-9 + ISCED97 1-4

Skills-match ok?

(51 % of employees;Women 47 %, men 55 %)

LFS 2007

Page 22: Skills development and training - contributers to Quality of Employment

Do you have the right skills for your job?EWCS 2010.

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Page 23: Skills development and training - contributers to Quality of Employment

Share of employed people in high-skilled occupations

Employed by sex in Finland. LFS 2000 and 2010

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Page 24: Skills development and training - contributers to Quality of Employment

Share of employed persons by level of education

Presumably a more straightforward indicator on the (formal) skills level of the employed population than ISCO

ISCED evidently has less problems re the comparability than ISCO

Should be calculated for employed population/employees aged 25 and over

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Page 25: Skills development and training - contributers to Quality of Employment

Educational structure of the employed population aged 25 to 64 in Finland. LFS 1997 and 2010.

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Page 26: Skills development and training - contributers to Quality of Employment

Share of employed people in high-skilled occupations + Educational structure of the employed population aged 25 to 64 in Finland. LFS 2010.

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