Search Results for
"human"

The American Society of Training and Development's (ASTD) Certified Professional in Learning and Performance (CPLP) program is purported to be based on the ASTD's competency model, a model which outlines foundational competencies, roles, and areas of expertise in the field of training and performance improvement. This study seeks to uncover the relationship between the competency model and the CPLP knowledge exam questions and work product submissions (two of the major instruments used to test for competency of CPLP applicants). A mixed qualitative-quantitative approach is used to identify themes, quantify relationships, and assess questions and guidelines. Multiple raters independently analyzed the data and identified key themes, and Fleiss' Kappa coefficient was used in measuring inter-rater agreement. The study concludes that several discrepancies exist between the competency model and the knowledge exam and work product submission guidelines. Recommendations are given for possible improvement of the CPLP program. © 2014 Elsevier Ltd.

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Like all other forms of modern media, video games impact society and human behavior in often surprising ways. Understanding the growing effect of digital entertainment on twenty-first century culture is critical to anticipating the future of social interactions. Cases on the Societal Effects of Persuasive Games investigates the connection between multimedia technologies and game-based learning for an improved understanding of the impact and effectiveness of serious games in modern societies. With examples from the fields of education, business, healthcare, and more, this book serves as a crucial reference source for researchers, educators, developers, and students in higher and continuing education. © 2014 by IGI Global. All rights reserved.

Recent sociological studies argue that wage differentials between occupations are partly attributable to occupational closure. Occupations set up barriers which restrict the supply of occupational labor, thereby generating an economic rent. In this article we study occupational closure in the skilled trades of Germany, where the Trade and Crafts code restricts self-employment in 41 occupations to those who are master craftsmen. Newly gathered occupational data about the Trade and Crafts code is mapped on micro data from the German Microcensus of 2006. The central finding of our empirical analyses is that self-employed workers with comparable levels of human capital and demographic characteristics earn structurally more in closed occupations. We argue that this earnings premium is a rent, obtained by self-employed because of the entry restriction that is laid down by the Trade and Crafts code. © 2014 Elsevier Inc.

Purpose – The purpose of this paper is to investigate the link between human capital depreciation and education level, with an emphasis on potential differences between general and specific education. Design/methodology/approach – A nonlinear wage equation, based on Arrazola and de Hevia’s (2004) model, is estimated using data from the Swiss Labor Force Survey (SLFS) over the period 1998-2008, in order to estimate a human capital depreciation rate for several education groups. Findings – human capital depreciation is significantly related to education type. Academic (“concept-based”) education protects workers more effectively against depreciation than vocational (“skill-specific”) education. Research limitations/implications – The SLFS survey is a rotating panel of five years and no retrospective data on earnings and employment are provided. A study of lifecycle earnings like the one proposed here would clearly benefit from a longer individual observation period. Practical implications – In all educational tracks, even vocational ones, a substantial time share should be devoted to the acquisition of general skills. Moreover, it is necessary to manage lifelong learning carefully in order not to waste initial investments in education. Originality/value – Instead of using a purely quantitative approach to separate workers by years of education, qualitative aspects of educational system are taken into account. Taking advantage of the Swiss educational system characteristics, workers are separated on the basis of their education type. Workers with vocational education (apprenticeships, professional and technical schools and universities of applied sciences) are assumed to possess a relatively specific human capital, compared to those with academic education (high schools and universities). © Emerald Group Publishing Limited.

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Much research into the reasons students undertake tertiary study is at least implicitly based on rational choice theory: students calculate costs in order to maximize direct individual gain. The policy emphasis on pathways has somewhat broader bases including social inclusion as well as economic productivity, but narrowly focuses on institutional arrangements within education to facilitate upward transfer within fields of education. This paper critiques such assumptions using findings from the NCVER-funded project 'Vocations: post-compulsory education and the labour market'. The focus here is on the reasons for study evident from the ABS Survey of Education and Training and from interviews conducted for the vocations project. Using the survey multiple reasons for study are related to the sector studied in and whether field had changed between qualifications. While VET study is associated with skills development in existing careers and higher education is associated with new careers and general interest and education, these differences are not absolute and are considerably less for second qualifications. Relating these findings to interview data suggests that student choices intertwine social, educational and labour market factors, even if the latter may be overarching. It is argued that a broad focus on capabilities and vocations could better foster the multifaceted development that students seek from education and work. © eContent Management Pty Ltd.

Purpose – The purpose of this paper is to investigate whether Royal Institution of Chartered Surveyors (RICS) accredited real estate courses in the UK have equipped real estate graduates with sufficient relevant employability skills to embark on a career in the profession. This paper considers the perspectives of four stakeholders – employers, human resource managers, graduates and course directors of RICS-accredited real estate courses – in the UK. Design/methodology/approach – The results of a mixed-methods study, involving two online surveys with real estate employers and recent graduates of RICS-accredited real estate courses, and two sets of interviews with human resource managers of real estate surveying firms and course directors of RICS-accredited real estate courses, are presented. Findings – The employers and graduates of the RICS-accredited real estate courses do not think the courses sufficiently equip graduates’ with employability skills. On the other hand, the human resource managers are very impressed with graduates’ technical skills but have concerns about their soft skills and attributes. human resource managers and course directors of RICS real estate courses commented that commercial awareness is an important employability skill but graduates are not well developed in this area. Course directors also noted that practical experience is vital to employability, commenting that students can only obtain real-life practical experience if employers offer them opportunities. Originality/value – This paper makes an original contribution to the existing literature on employability skills for real estate graduates. It describes pioneering research considering the perspectives of four types of stakeholders and evaluates whether real estate courses sufficiently develop graduates’ employability skills. © Emerald Group Publishing Limited.

This article describes the curricular milestones and entrustable professional activities for trainees in pulmonary, critical care, or combined fellowship programs. Under the Next Accreditation System of the Accreditation Council for Graduate Medical Education (ACGME), curricular milestones compose the curriculum or learning objectives for training in these fields. Entrustable professional activities represent the outcomes of training, the activities that society and professional peers can expect fellowship graduates to be able to perform unsupervised. These curricular milestones and entrustable professional activities are the products of a consensus process from a multidisciplinary committee of medical educators representing the American College of Chest Physicians (CHEST), the American Thoracic Society, the Society of Critical Care Medicine, and the Association of Pulmonary and Critical Care Medicine Program Directors. After consensus was achieved using the Delphi process, the document was revised with input from the sponsoring societies and program directors. The resulting lists can serve as a roadmap and destination for trainees, program directors, and educators. Together with the reporting milestones, they will help mark trainees' progress in the mastery of the six ACGME core competencies of graduate medical education. © 2014 AMERICAN COLLEGE OF CHEST PHYSICIANS.