Beyond Skill: Institutions, Organisations and Human Capability

Unions, workers and developing human capability
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Either by signing into your account or linking your membership details before your order is placed. Your points will be added to your account once your order is shipped. Click on the cover image above to read some pages of this book! Labor market, work and economic development policy visions in many developed countries have been dominated in recent years by a fixation on skills. However, skill and skill development alone is not enough to harmonize societies, transform economies, galvanize organizations, and fulfil individuals. This book discusses the impact of government policy, other institutional arrangements, organizational practices, collective and individual behavior, on things of importance to many of us: work, employment, pay, work environments, learning, participation and voice.

It is a unique volume of insights from leading researchers and research centers in the UK, Australia and New Zealand. Help Centre. My Wishlist Sign In Join. Be the first to write a review. Add to Wishlist. Ships in 15 business days. Link Either by signing into your account or linking your membership details before your order is placed. Description Table of Contents Product Details Click on the cover image above to read some pages of this book! Acknowledgements p. Regardless of region, though, most executives agree that they are not building capabilities for purely competitive reasons.

They most often cite customer demand and strategic importance as the factors their companies consider when prioritizing capabilities Exhibit 2. Company culture and the results from standardized diagnostics rate lower. Although the high priority placed on capabilities is consistent with the results, 4 4.

Yet functional capabilities now rank second, replacing sector-specific capabilities in our earlier survey.

In , 31 percent of respon-dents ranked functional capabilities as contributing most to their business performance, behind leadership capabilities 35 percent , while 10 percent said the same for sector-specific capabilities. In , 19 percent ranked functional capabilities first, and 26 percent ranked sector-specific capabilities first.

Among specific functional capabilities, executives most often identify skills in strategy, operations, and marketing and sales as the most important to business performance. Organizations have also shifted the focus of their spending on capability building Exhibit 3.

Thirty-three percent of respondents now rank frontline employees first as the group with the most resources for learning and skill development up from 22 percent in , followed by senior and executive leaders as a spending priority. The results indicate that today, few organizations have a robust approach to assessing their current capabilities and identifying skill gaps. Only 18 percent of all respondents—and 24 percent of effective capability builders—say their organizations use structured, objective third-party diagnostics to do so. And despite their changing needs, executives tend to say their organizations rely on the same methods to deliver learning and build skills as they did four years ago.

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On-the-job teaching is used most extensively, followed by in-person training and coaching Exhibit 4. Only one-third of all executives say their companies use formal or informal coaching extensively, which we also saw in At the most effective companies, though, 60 percent say the same, supporting our experience that coaching can successfully complement many other types of interventions. Still fewer respondents report the use of more leading-edge learning methods, such as experiential environments model factories or simulators, for example or digital interventions beyond individual online classes, such as mobile learning exercises or group-based online courses.

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While respondents at the most effective companies are more likely than others to report using all of the interventions we asked about, even their use of these novel methods suggests room for improvement. Only 22 percent say they use experiential methods to teach adults in an experimental, risk-free environment that fosters exploration and innovation. They are still nearly four times likelier, though, than all other respondents to report the use of these methods.

Book review: Beyond Skill: Institutions, Organisations and Human Capability

Interestingly, among their peers across regions, executives in India report the most extensive use of both experiential and digital methods. These leading-edge training methods could enable all organizations to replicate or scale up their learning programs quickly and cost-effectively across multiple locations. But currently, companies tend to plan and execute large-scale learning programs with a train-the-trainer approach or with help from external providers to roll out their programs.

At larger companies, respondents cite the use of pilots more often than their smaller-company peers.

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Just 9 percent of all executives say their companies use double pilots, where a program is run first to prove the concept and then again to prove that line leaders can scale it on their own and achieve the targets. Yet few executives report that their companies do this well. Nearly half say their organizations encourage employees to develop their skills.

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But less than one in five say their human-resources functions and business units co-own learning—a practice that reinforces the importance of skill development and also aligns learning objectives with business needs. In their efforts to sustain and continuously improve, the most effective companies stand out from the rest.

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Forty percent of these respondents say their human-resources functions and business units co-own learning, compared with 14 percent of all others Exhibit 5. Relative to their peers, this group reports a more structured approach to developing tools, methods, and procedures to support capability building. In our experience, one way organizations can institutionalize and sustain capability building is with a corporate academy. We define corporate academies as dedicated, integrated initiatives or units to develop and sustain capabilities that are in line with corporate strategy.

Roughly one-third of executives say their organizations already have corporate academies, which tend to focus on developing functional and technical skills. They are most often governed by human-resources functions, either on their own or jointly with business units—the co-ownership that, again, fosters alignment between learning and business objectives.

And, fundamentally, metrics are a prerequisite for building capabilities in a sustainable way.

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Second, AI and machine learning were prominent within the published evidence and mostly applied for data analysis, finding patterns and making predictions Government Office for Science, Where a relevant multi-employer national agreement existed, a fair wage was defined as the minimum laid down in that agreement. Ostrom, V Singapore 0. Some of the negotiated rates were actually below the low pay threshold and low pay was avoided only by the existence of a national minimum wage that was set at relatively Environmental programs designed without awareness of these historical dynamics are likely to have surprising — and potentially very disappointing results.

They are top of mind for most organizations: more than half of executives say their companies formally link the skills employees acquire in learning programs with individual performance.