KEY FINDINGS. Older workers value training as much as the younger workforce does. (Stanley Consultants)

Size: px
Start display at page:

Download "KEY FINDINGS. Older workers value training as much as the younger workforce does. (Stanley Consultants)"

Transcription

1 KEY FINDINGS 50+ Workers Want Training the More Skill-Focused, the Better OVERALL INTEREST IN TRAINING If there is one overarching theme that emerges from the survey findings, it is that the passion for knowledge does not disappear or diminish simply because a worker passes the age 50 threshold. Whether gauged by interest levels, participation rates, satisfaction measures, or perceived performance outcomes, 50+ workers enthusiasm for learning in general and workplace training in particular ranks high. Indeed, with 93 percent of survey respondents reporting that they enjoy learning new things, and 77 percent expressing interest specifically in work-related education, the 50+ segment exhibits a high level of commitment to lifelong learning (Appendix C, Questions 9 and 13). PERSPECTIVES OF SELECTED EMPLOYERS Mature workers desire for, and positive responses to, training are not going unnoticed by training leaders. The select group of employers interviewed for this study generally describes 50+ workers as enthusiastic participants in training programs. The employers also note that these workers appear to place a high value on the available training opportunities, which suggests, in turn, that these workers probably also value organizations that extend numerous and varied training programs. Among the observations of the training leaders interviewed were the following: Older workers value training as much as the younger workforce does. (Stanley Consultants) In some ways, I think older workers value the training we offer even more because it gives them the opportunity to choose [a career change]. (Bon Secours Richmond Health System) Older workers take [training] more seriously. They recognize the value and appreciate the opportunity to participate in additional training and skill development. (Schneider National) We don t find any difference in attitude at all. We find that people just want to keep learning and growing. Older workers have a high level of commitment, maturity, and intrinsic desire to learn. (Atlantic Health) While that kind of broad-based receptivity to learning is certainly important to note, it is more interesting and significant to hold up the lens through which 50+ workers themselves currently view employersponsored training. DESIRED OUTCOMES OF TRAINING By all indications, 50+ workers are casting a highly practical, business-oriented eye on work-related training opportunities. As shown in Exhibit 1, 50+ workers are almost as interested in programs designed to build new skills and advance their careers (83%) as they are in training that updates current skills and knowledge (90%). Although a majority (57%) also express interest in training that would help them get an entirely different type of job, fewer workers are interested in securing training for entirely different careers than in securing training related to their current career paths. These findings are good news for employers. They not only underscore 50+ workers long-term commitment to productive careers, but also suggest that this group maintains a strong drive to keep skills up-to-date and relevant in an evolving business landscape. EXHIBIT 1: 50+ WORKERS INTEREST IN VARIOUS TYPES OF WORK-RELATED TRAINING Training to keep your skills and knowledge up to date Training to learn new skills and knowledge to advance your career Training to learn new skills and knowledge for an entirely different type of job PERCENT VERY/SOMEWHAT INTERESTED 57% 83% with 10 or more employees. Question 14. Base: all 1,048 respondents 90% A REPORT FOR AARP PREPARED BY TOWERS PERRIN 5

2 INTEREST IN SPECIFIC TYPES OF TRAINING The majority of 50+ workers are interested in developing both hard technical skills specific to their profession as well as soft management-oriented skills. This interest in both soft and hard skills is worth noting because it shows that this growing segment of the workforce is open to acquiring and refining some of the very same skills that are projected to be of critical importance to employers. For example, a 2006 ASTD Public Policy Council white paper 5 concluded that, to compete effectively in the 21st century economy, organizations must begin to close emerging skills gaps to create workforces that are highly competent in a range of skill areas. These areas include: Basic skills (the three Rs of reading, writing, and arithmetic), customer service, communications, and basic business acumen. Technical and professional skills, such as computer/ technology skills, plus skills for specialized industries (e.g., automotive, construction). Management and leadership skills, covering areas such as supervision, team-building, goal-setting, planning, motivation, decision making, and ethical judgment. EXHIBIT 2: RANGE OF DESIRED TRAINING TOPICS Computer skills training/information and communication technology training Specific technical or professional skills training Formal courses that lead to certification or degrees applicable to your job Supervisory or management skills training Occupational safety training Communication skills training (e.g., presentation or writing skills) Career development counseling (training on how to develop or manage your career) Project management skills training Negotiation skills training Required professional training (e.g., continuing legal or accounting credits) Foreign language training Awareness training on workplace diversity (other than age) New employee orientation training Awareness training on age diversity Basic skills training (e.g., basic math, or basic writing or reading skills) English as a second language (ESL) classes Other PERCENT VERY/SOMEWHAT INTERESTED 17% 24% 44% 53% 53% 51% 50% 50% 43% 42% 41% 41% 59% 58% 72% 79% with 10 or more employees. Question 16. Base: all 1,048 respondents As Exhibit 2 illustrates, 50+ workers show strong interest in many of these areas. For example, technical or professional skills development and computer skills training are of particular interest to these workers, with more than seven in ten expressing interest in each of these areas. This high interest in computer training suggests that the majority of 50+ workers are committed to keeping job-related skills up-to-date in an era of rapid, ongoing technological change. Additionally, the broad range of topics 50+ workers are interested in indicates that these workers recognize that many of today s productivity-focused workplaces require a diverse set of skills. In addition to receiving training that further develops these hard skills, many 50+ workers also exhibit interest in developing their soft managementoriented skills in areas such as communication, project management, supervision, and negotiation skills. Of the skills gaps identified by ASTD, basic skills is the one area in which most 50+ workers express very little interest in receiving training, presumably because most 9% 5 ASTD, Bridging the Skills Gap, Fall 2006, various authors from ASTD and ASTD Public Policy Council. p. 6. The white paper draws from a broad array of ASTD and other research to define and discuss the skills gap the authors say is emerging between U.S. organizations skill needs and the capabilities of the workforce. 6 INVESTING IN TRAINING 50+ WORKERS: A TALENT MANAGEMENT STRATEGY

3 of them have no need for such basic training and are substantially more focused on developing advanced skills and knowledge specific to certain careers and jobs. In addition to striking the right balance of training topics, employers should also strive to achieve the right training frequency. As Exhibit 3 shows, nearly half (47%) of 50+ workers regard one to four times a year as optimal. Significantly fewer respondents would prefer to receive training monthly (16%) or more often (12%), perhaps because receiving training with such frequency would interfere with meeting regular job responsibilities. SELECTED DIFFERENCES BY EDUCATION, INCOME, AGE, AND EMPLOYER SIZE Although the majority of respondents expressed interest in training regardless of age, education level, household income, or company size, some differences did surface. Among the observations worth noting: Overall Interest in Training Workers with no formal education beyond high school have less overall interest in work-related training than do better-educated workers (66% vs. 84%), perhaps because workers who are less educated are less likely than other workers to receive information about the potential benefits to be reaped from training. Similarly, workers in companies with fewer than 50 employees show less overall interest in training than do workers at companies with at least 50 employees (66% vs. 81%). Desired Outcomes of Training Respondents age 65+ (57%), along with respondents who have only a high school education or less (75%), express less interest than their counterparts ages 50- to-64 and those with more education in learning new skills to foster career advancement (Appendix D, Table 1). This could indicate somewhat lower interest in utilizing training to pursue formal career advancement or less confidence that training will prove useful in achieving this goal. On the other hand, workers with household incomes under $25,000 are more interested than those with incomes higher than $50,000 (68% vs. 53%) in receiving training that would equip them with new skills necessary to get an entirely different type of EXHIBIT 3: DESIRED FREQUENCY OF TRAINING 19% 6% 7% 5% 20% 27% 16% Weekly or more often Every other week Monthly Quarterly 1-to-3 times per year Not sure/it depends Never with 10 or more employees. Question 21. Base: all 1,048 respondents job. This suggests that lower-income workers may be particularly likely to view training as a prerequisite for job change, especially when the desired job is a better-paying one. Interest in Specific Types of Training Compared to their younger counterparts, respondents age 65+ expressed significantly less interest in receiving training in certain areas, such as specific technical or professional skills training, and supervisory or management training (30%) (Appendix D, Table 2). Similar differences exist by education level. For example, workers with no education beyond high school express less interest than workers with at least some formal education beyond high school (vocational school, college, or postgraduate) in receiving technical or professional skills training (64% vs. 77%). Moreover, fewer than half (48%) of workers with no formal education beyond high school express interest in management training, compared to 64 percent of workers with more formal education. Basic skills training and occupational safety training are the only areas in which less educated workers are more likely to express interest than better-educated workers. Specifically, nearly one in three (32%) workers with no formal education beyond high school express interest in basic skills training, compared to A REPORT FOR AARP PREPARED BY TOWERS PERRIN 7

4 just one in four (25%) workers with some formal education since high school but less than a four-year college degree, and just under one in six (16%) workers with a four-year college degree. Additionally, close to six in ten (59%) workers with no formal education beyond high school and almost as many (56%) workers with some formal education beyond high school but less than a four-year degree express interest in occupational safety training, compared to just over four in ten (44%) workers with a four-year college degree. The lower interest expressed by certain groups in specific types of training, particularly the lower interest expressed by the 65+ cohort, may reflect these workers belief that they do not lack skills in these areas. Conversely, the stronger interest expressed by workers in their fifties and early sixties as well as by those with higher levels of formal education may reflect their greater degree of confidence in training as a method for achieving career-related goals, or an understanding of the importance of maintaining and updating skills necessary to fulfill the demands of their job. 50+ Workers are Highly Flexible and Adaptable Learners The 50+ workers surveyed report that they are comfortable with a range of learning modes. Specifically, when asked to rate their comfort with each of eight different learning methods, including classroom-based methods and online methods, the majority of 50+ workers reported that they would be comfortable with each method presented. As shown in Exhibit 4, classroom-based training is clearly the preferred learning method, with nine in ten (90%) expressing comfort with classroom training in a small group of less than five participants and just over eight in ten (81%) expressing comfort with classroom training in a group of five or more participants. However, a large majority (71%) also indicate that they would be comfortable with self-study delivered online or via computer and more than six in ten (62%) would be comfortable with live online, instructor-led training, tending to contradict the conventional wisdom that 50+ workers are uncomfortable using technology for learning. SELECTED DIFFERENCES BY EDUCATION AND AGE As with interest in training, the survey did reveal some differences across demographic groups regarding comfort with technology-based learning methods. For example: Comfort with Online or Computer-Based Self-Study While three in four (75%) workers ages 50-to-59 say they would be comfortable with online or computerbased self-study, just over half of workers age 65+ (52%) say they would be comfortable participating in this type of training (Appendix D, Table 14). Similarly, workers with at least some formal education beyond high school (vocation school, college, or postgraduate) are significantly more likely than workers with no formal education beyond high school to say that they would be comfortable with this method of training (77% vs. 59%). Comfort with Live Online, Instructor-Led Training More than six in ten (64%) workers ages 50-to-59 feel that they would be very or somewhat comfortable EXHIBIT 4: WORKERS COMFORT WITH VARIOUS TRAINING APPROACHES Classroom training in a small group (fewer than five participants) Being mentored or taught on the job by other employee(s) Classroom training in a larger group (five or more participants) Conferences, workshops, seminars Formal one-on-one training Self-study online or computer-based Self-study using written/paper materials (not computer-based) Live online training with an instructor PERCENT VERY/SOMEWHAT COMFORTABLE 71% 67% 62% 83% 81% 80% 80% with 10 or more employees. Question 20. Base: all 1,048 respondents 90% 8 INVESTING IN TRAINING 50+ WORKERS: A TALENT MANAGEMENT STRATEGY

5 with live online, instructor-led training, while just over half (53%) of workers age 65+ expressed such comfort. While over two in three (68%) workers with at least some formal education beyond high school (vocation school, college, or postgraduate) feel that they would be very or somewhat comfortable with this type of training, just over half (51%) of workers with no formal education beyond high school share this feeling. It is not clear, however, what these findings actually reflect. Workers in the highest age category may be among the most senior and experienced workers in the organization. They may just believe that they have less to gain from ongoing training. And as far as their preferred mode of study, it is a well-documented fact that learning styles vary widely across any sizable population of individual learners, regardless of age. 6 Despite the above differences between workers in the survey s highest age category (ages 65+) and those in other age groups, it is worth noting that the majority of those in the 65+ age group not only expressed interest in computer skills training but also said that they would be comfortable participating in computerbased or online self-study. These findings clearly contradict the myth that mature workers are universally uncomfortable with technology. Furthermore, workers age 65+ are just as likely as most other 50+ workers to report that they do not have difficulty keeping up with the technology needed to perform their work. PERSPECTIVES OF SELECTED EMPLOYERS Interviews with the select group of training leaders offer some insight into how companies view the technology issue. Consider the following statements: Our older workers do not tend to be intimidated by technology they embrace it readily. However, some younger workers see the video simulations we use for training as a video game and don t take it seriously. Older workers take it more seriously. They recognize the value and appreciate the opportunity to participate in additional training and skill development. (Schneider National) We have found that the ability to use a computer does not differ by age. It is not an age issue but an accessibility issue. If you have not been exposed to computers, you need to be trained, whether you are 55 or 25. (L.L.Bean) The notion that people over age 50 require special training in order to master new technology is a little outdated. Technology has penetrated companies at high levels. Today people are much more comfortable with technology everybody touches it. (Hewlett-Packard) There are always different levels of comfort with technology, but this is a technically savvy company. Everybody uses computers. (Air Products and Chemicals, Inc.) Most 50+ Workers Are Satisfied with Available Training PARTICIPATION AND PERCEIVED ADEQUACY OF TRAINING Given the enthusiasm 50+ workers show for workplace training, it would follow that participation rates would be high as long as employers are providing relevant programs and extending access to them broadly and conveniently. The employee survey findings show that the vast majority of 50+ workers are, in fact, attending employer training. Moreover, these workers say that, for the most part, the programs have been effective in helping them to meet job and professional requirements. Overall, 84 percent of the 50+ workers surveyed say they have received employer-provided training at some 6 Talmadge, G. K., & Shearer, J. W. (1969). Relationship among learning styles, instructional methods and the nature of learning experiences. Journal of Educational Psychology, 57, Dunn, R. (1979) Learning A matter of style. Educational Leadership 36(6) Barbe, W. B., & Swassing, R. H. (1979). Teaching through modality strengths. New York, NY: Zane-Bloser, Inc.; Stronck, D. R. (1980). The educational implications of human individuality. American Biology Teacher, 42, A REPORT FOR AARP PREPARED BY TOWERS PERRIN 9

6 point during their careers, and two-thirds (66%) of the workers surveyed say they have participated in training within the past two years (Exhibit 5). As noted in the ASTD white paper, and also in a Wall Street Journal online interview of Robert Reich, skill development to enhance worker performance is regarded as among the most important issues facing U.S. companies. 7,8 Against that backdrop, the grades 50+ workers give workplace training emerge as helpful indicators of how well employers are addressing this issue. Workers responses also help reveal whether, and the extent to which, they believe that some of their training needs are being neglected. In fact, most 50+ workers report that the training made available to them is sufficient for their needs. For example, as Exhibit 5 shows, fully three in four (75%) of those who have received training within the past two years believe that they have participated in enough work-related training to meet job and professional development requirements. EXHIBIT 5: OVERALL PARTICIPATION IN TRAINING PERCENT RESPONDING YES EXHIBIT 6: PARTICIPATION IN REQUESTED OR DESIRED TRAINING WITHIN PAST TWO YEARS 1% 27% 8% 24% 40% Participated in all training requested/desired Participated in some but not all requested/desired training Did not participate in any of the training requested/desired Did not request or desire any training Refused with 10 or more employees. Question 24. Base: all 1,048 respondents EXHIBIT 7: SATISFACTION WITH TRAINING OFFERED BY EMPLOYER Have you ever received work-related education or participated in work-related training? (Question 17) 84% 14% 8% 35% In the past two years, have you participated in any work-related education or training? (Question 22) 66% Have you participated in a sufficient number of work-related education and training opportunities within the past two years to meet your job requirements and professional development needs? (Question 23) 75% Very satisfied 44% with 10 or more employees. Questions 17, 22 and 23. Base for Question 17 and Question 22 is all 1,048 respondents. Base for Question 23 is 692 respondents who say they have participated in work-related education or training in past 2 years. Somewhat satisfied Somewhat dissatisfied Very dissatisfied with 10 or more employees. Question 10. Base: all 1,048 respondents 7 ASTD, Bridging the Skills Gap, Fall 2006, various authors from ASTD and ASTD Public Policy Council. p Preparing the Work Force: An Interview with Robert B. Reich, by Tony Bingham, President and CEO of ASTD and Pat Galagan, Executive Editor of ASTD that appeared on CareerJournal.com (Wall Street Journal s Executive Career Site) on Sept. 26, Reich, author of The Work of Nations book was Secretary of Labor under President Bill Clinton. 10 INVESTING IN TRAINING 50+ WORKERS: A TALENT MANAGEMENT STRATEGY

7 Furthermore, as shown in Exhibit 6, approximately two in three (67%) 50+ workers say that they received either all of the training they requested or desired (40%) within the past two years, or that they had no specific training requests or desires (27%) during this period. It appears that many companies are respecting and responding to workers expressed training needs. However, the fact that close to one in four (24%) workers report that they were able to participate in only some of the training requested or desired and another eight percent were unable to participate in any such training suggests that some 50+ workers do face barriers to training, which will be discussed further in a subsequent section. DRIVERS OF SATISFACTION Encouragingly, more than three in four of the survey respondents (79%) indicate that they are very or somewhat satisfied with the training offered to them by their employers (Exhibit 7). More specifically, a more-detailed analysis of the survey findings indicates that the availability of certain training topics and modes is closely correlated with overall satisfaction with training programs. As Exhibit 8 shows, the top drivers of respondents satisfaction with training include the ability to participate in specific technical or professional skills training, access to career development counseling, getting paid time off to pursue education or training without losing vacation days, and the availability of hands-on training opportunities. The top drivers of satisfaction are interesting to note due to their potential to influence employees overall sense of fulfillment with their jobs and, by extension, perhaps help foster employee engagement, which is broadly defined as the level of discretionary effort employees are willing to put into their jobs. Towers Perrin research has shown that organizations with higher levels of employee engagement tend to outperform those organizations with lower levels on key financial measures relative to industry benchmarks. 9 Towers Perrin research also shows that employee engagement is driven by many factors such as financial and non-financial rewards, organizational culture, company leadership, and also having the opportunity to learn new skills. In this study, the drivers of employee EXHIBIT 8: DRIVERS OF TRAINING SATISFACTION Q11: Technical skills training Q11: Career development counseling Q12: Paid time off for training Q12: Hands-on training.45*.40*.31*.27* Q10: Training satisfaction Q11: Access to specific technical or professional skills training Q11: Access to career development counseling (Which of the following work-related education and training opportunities or programs does your employer currently pay for or provide to its employees?) Q12: Access to paid time off for education or training without affecting an employee's vacation leave Q12: Access to hands-on training (Through which of the following methods does your employer provide work-related education or training to its employees?) *Correlation coefficient. Drivers of training satisfaction (Question 10) were determined through stepwise linear regression using the items in Question 11 (work-related education and training paid for or provided by employer) and Question 12 (methods through which employer provides work-related education or training). Items shown are those that achieve statistical significance at the.01 level. with 10 or more employees. Base: all 1,048 respondents. 9 Working Today: Understanding What Drives Employee Engagement Towers Perrin Talent Report. Pages A REPORT FOR AARP PREPARED BY TOWERS PERRIN 11

8 EXHIBIT 9: TRAINING-RELATED DRIVERS OF JOB MOTIVATION Q9: Enjoy job.52* Q10: Training satisfaction.35* Q7: Job Motivation Q9: Boss encourages me to take training.33* Q9: Enjoy job (Agreement with I enjoy working at my current job ) Q10: Overall satisfaction with training (Overall, how satisfied are you with the work-related education and training opportunities offered to you by your employer?) Q9: Encouragement from boss to take training (Agreement with My boss encourages me to take the training I need to do my job well ) *Correlation coefficient. Training-related drivers of job motivation (Question 7) were determined through stepwise linear regression using the items in Question 9 (general observations about training) and Question 10 (satisfaction with work-related education and training opportunities paid for or provided by employer). Items shown are those that achieve statistical significance at the.01 level. with 10 or more employees. Base: all 1,048 respondents. engagement can only be analyzed in the context of training; but, as Exhibit 9 shows, overall satisfaction with training programs and encouragement from one s boss for pursuing training emerge as important engagement drivers. Given the findings regarding the connection between engagement and encouragement from supervisors to pursue training, it is promising to note that just over two-thirds (68%) of 50+ workers say that their supervisor encourages them to participate in education EXHIBIT 10: COMPANY SUPPORT FOR TRAINING All workers in my company, regardless of their age or position, have equal access to education and training opportunities My boss encourages me to take the training I need to do my job well My company offers all the education and training opportunities that I need to keep my skills up to date PERCENT STRONGLY/SOMEWHAT AGREE 68% 64% with 10 or more employees. Questions 9.2, 9.3, 9.9. Base: all 1,048 respondents. 72% and training opportunities (Exhibit 10). And more than seven in ten (72%) say that all workers at their company, regardless of age or position, have equal access to training. However, as discussed in the next section, opportunities for improving training access and delivery do exist. SELECTED DIFFERENCES IN PARTICIPATION AND PERCEIVED ADEQUACY (BY EDUCATION, INCOME, EMPLOYER SIZE, AND SECTOR) As with interest in training, workers participation in training increases with educational level. As Exhibit 11 shows, compared to respondents with less education, respondents with higher levels of education are more likely to have participated in work-related training over the past two years. Moreover, respondents with at least a four-year college degree (30%) are more likely than those with no formal education beyond high school (22%) to strongly agree that their organization provides all of the training that they need to keep their skills up-to-date. The reasons for these differences may vary. For example, people who are adept at learning may receive more learning opportunities or people with more education may be perceived as having greater promotion potential, prompting more company investment in training for those better-educated workers. Alternatively, it may be that these better-educated workers have jobs that require more training or already have a keen sense of what kinds of training will benefit them most and, therefore, take the initiative to pursue such training 12 INVESTING IN TRAINING 50+ WORKERS: A TALENT MANAGEMENT STRATEGY

9 EXHIBIT 11: TRAINING PARTICIPATION BY EDUCATION LEVEL HIGHEST LEVEL OF EDUCATION COMPLETED PARTICIPATION IN WORK-RELATED EDUCATIO OR TRAINING OVER PAST TWO YEARS Some high school or less (n=70) 32% 68% High school graduate (n=304) Vocational or trade school (n=94) Associate degree, some college (n=210) 4-year college graduate (n=133) Some post-graduate work, but no degree (n=80) Post-graduate degree (n=152) with 10 or more employees. Question 22 (training participation) and Question 45 (education level completed). Base for each bar is shown next to each bar. successfully. Regardless of the reason for this difference by education level, the pattern is nevertheless clear. Yes 55% 66% 63% 75% Training participation also varies depending on the kinds of organizations respondents work for and their income level (Appendix D, Tables 4a and 4b). For example, while more than eight in ten (83%) workers with household incomes of $75,000 or more have participated in work-related training in the past two years, this is true for fewer than six in ten (57%) workers with household incomes under $50,000. Additionally, those in larger organizations (10,000+ employees) and in the educational sector (public and private schools) are more likely than other respondents to have participated in training and to believe that their organizations provide all the education and training opportunities needed to keep their skills up to date. In fact, as with the highly educated workers, respondents in larger organizations and in the educational sector are more likely than others to feel that their direct No 87% 92% 45% 34% 38% 25% 13% 8 supervisors encourage them to participate in training and that access to training is independent of age (Appendix D, Table 7). What sets these organizations apart? One hypothesis is that educational institutions naturally extend their educational mission to their employees and have a deep cultural focus on education and training in general. As for the larger organizations, it may well come down to investment budgets, which tend to be larger overall for a variety of employee programs, including training. On the other end of the spectrum, workers in the forprofit sector, those in smaller companies, and the more mature workers (age 65+) are less likely to report that they have received training in the past two years than are other workers. It is possible that, compared to other workers, these individuals are less focused on or attentive to training as a performance improvement or career advancement strategy or that they might not feel the need for training as they already have the necessary skills. It is also likely that smaller organizations and those in certain sectors spend less on training as is discussed on the next page. Opportunities for Improvement in Training Definitely Exist TRAINING DELIVERY METHODS When asked which of nine specific training methods their employer offers, the majority (59%) of respondents report that only four or fewer methods are available to them. As shown in Exhibit 12, practical hands-on training is the most common method, with more than 80 percent of the respondents reporting that their employers extend this option. Trailing behind in prevalence are methods such as opportunities to participate in professional conferences and seminars, classroom training, computer-based learning, tuition reimbursement, temporary assignments in other departments, and mentoring programs. As with other aspects of training, 50+ workers perceptions of the range of training methods available to them vary by education and income level (Appendix D, Table 8). Survey respondents with more education and A REPORT FOR AARP PREPARED BY TOWERS PERRIN 13

10 EXHIBIT 12: VARIETY OF TRAINING METHODS EMPLOYERS OFFER TRAINING METHODS Hands-on training Participation at professional conferences, seminars, or workshops Classroom training (offered at your company or another location) Online or computer-based training Tuition reimbursement (including partial reimbursement) Temporary assignments in other departments Paid time off for education or training without affecting an employee s vacation leave Formal mentoring program Formal job rotation program PERCENT RESPONDING YES 13% 27% 33% 32% 46% 42% 59% 59% with 10 or more employees. Question 12. Base: all 1,048 respondents. 82% higher household incomes are more likely than respondents with less education and lower incomes to report that their employers offer a variety of the training delivery methods noted in Exhibit 12. One reason may be that better-educated individuals and those with higher incomes occupy more senior positions, increasing the likelihood that they know about and have access to a broader range of training modes. Workers accounts of the training methods available to them also vary by type of organization. For example, workers from schools, government entities, and nonprofits are more likely than those from for-profits to report access to many of the training methods. This may be because these organizations offer generous and flexible learning opportunities as part of their implicit contract with employees, partly in recompense for lower wages. Respondents from the large organizations also report a wide variety of available training approaches, no doubt because those organizations have the financial resources to invest in a multifaceted approach to training delivery. INTEREST VS. ACCESS Furthermore, gaps exist between what employees want or need and their perception of what their employer provides or funds. As shown in Exhibit 13, these gaps widen to gulfs in some cases, particularly in the areas of computer skills, career development counseling, and formal certification and degree courses. For example, more than eight in ten (84%) workers ages 50-to-54 express interest in receiving computer training; however, only approximately half (52%) of workers in this age group believe that their employer offers such training. Moreover, of workers age 65+, approximately six in ten (61%) say that they would like to receive computer training even though only about four in ten (43%) workers in this age bracket report that their employers make this training available. INTEREST VS. PARTICIPATION Similar gaps appear between the training in which workers age 50+ express interest and the training they have actually received over the last two years (Exhibit 14). For example, more than six in ten workers ages 50-to- 54 (66%) and workers ages 55-to-59 (61%) say that they are interested in receiving management skills training, yet only a minority of workers in this age group (12% of workers ages 50-to-54 and 13% of workers ages 55-to- 59) have taken such training within the past two years. Taken together, these findings suggest that there are a number of ways employers can improve their strategies for addressing the learning needs and interests of their workers, particularly those of the 50-to-54 and 55-to-59 subgroups. CERTAIN SEGMENTS PERCEIVE INSUFFICIENT EMPLOYER SUPPORT FOR TRAINING More than one-third of workers age 50+ (36%) do not think that their company offers all of the education and training opportunities that they need to keep their skills up-to-date. This is particularly true of workers at smaller 14 INVESTING IN TRAINING 50+ WORKERS: A TALENT MANAGEMENT STRATEGY

11 EXHIBIT 13: WORKERS TRAINING INTERESTS VS. EMPLOYERS POLICIES IN PROVIDING OR PAYING FOR TRAINING AGE GROUP: Computer skills training/information and communication technology training 52% 84% Specific technical or professional skills training 62% 79% Formal courses that lead to certification or degrees applicable to your job 44% 68% Supervisory or management skills training 48% 66% Career development counseling 24% 59% Project management skills training 34% 57% Occupational safety training 56% 66% Communication skills training 32% 56% Negotiation skills training 24% 55% Required professional training 33% 51% Note: Chart includes only training for which 50% or more of respondents indicated interest Percentage saying very/somewhat interested Percentage saying employer pays for or provides a particular training with 10 or more employees. Question 11 (employer pays for or provides program) and Question 16 (interest in participation). Base: all 1,048 respondents. companies with fewer than 500 employees (44%) as well as workers in the for-profit sector (40%) (Exhibit 15). Moreover, nearly one-third of workers 50+ (32%) do not feel that their boss encourages them to take the training needed to do their job well. Compared to other workers, workers age 65+ (46%), those with no education beyond high school (37%), those with household incomes under $50,000 (37%), those in companies with fewer than 500 employees (39%), and workers in the for-profit sector (36%) are more likely to say that their boss does not encourage them to take the training needed to do their job well. This lack of encouragement from supervisors to take training may be yet another reason for the lower levels of participation in training among these workers. Furthermore, more than one-quarter of workers age 50+ (28%) do not believe that workers in their company have equal access to training regardless of age or position. Encouragingly, this finding did not vary by age group within the 50+ segment; however, it did vary by sector as well as by education level. For example, only onequarter (24%) of workers with a four-year college degree perceive that all employees do not have equal access, A REPORT FOR AARP PREPARED BY TOWERS PERRIN 15

12 EXHIBIT 13: WORKERS TRAINING INTERESTS VS. EMPLOYERS POLICIES IN PROVIDING OR PAYING FOR TRAINING (cont d) AGE GROUP: Computer skills training/information and communication technology training 60% 80% Specific technical or professional skills training 66% 74% Supervisory or management skills training 48% 61% Formal courses that lead to certification or degrees applicable to your job Communication skills training 39% 43% 57% 61% Project management skills training 33% 52% Career development counseling AGE GROUP: % 51% Computer skills training/information and communication technology training 55% 74% Specific technical or professional skills training 57% 66% Occupational safety training 55% 62% Communication skills training AGE GROUP: % 52% Computer skills training/information and communication technology training 43% 61% Note: Chart includes only training for which 50% or more of respondents indicated interest Percentage saying very/somewhat interested Percentage saying employer pays for or provides a particular training with 10 or more employees. Question 11 (employer pays for or provides program) and Question 16 (interest in participation). Base: all 1,048 respondents. 16 INVESTING IN TRAINING 50+ WORKERS: A TALENT MANAGEMENT STRATEGY

13 EXHIBIT 14: WORKERS TRAINING INTERESTS VS. ACTUAL PARTICIPATION AGE GROUP: Computer skills training/information and communication technology training 31% 84% Specific technical or professional skills training 41% 79% Formal courses that lead to certification or degrees applicable to your job 16% 68% Supervisory or management skills training 12% 66% Career development counseling 8% 59% Project management skills training 3% 57% Occupational safety training 29% 56% Communication skills training 7% 56% Negotiation skills training 3% 55% Required professional training 11% 51% Note: Chart includes only training for which 50% or more of respondents indicated interest Percentage saying very/somewhat interested Percentage saying they participated in work-related education or training during past 2 years with 10 or more employees. Question 25b (have participated in last two years) and Question 16 (interest in participation). Base: all 1,048 respondents for Question 16, adjusted to 1,048 for Question 25b, taking into account 336 respondents who said they had not participated in work-related training in the past 2 years. A REPORT FOR AARP PREPARED BY TOWERS PERRIN 17

14 EXHIBIT 14: WORKERS TRAINING INTERESTS VS. ACTUAL PARTICIPATION (continued) AGE GROUP: Computer skills training/information and communication technology training 34% 80% Specific technical or professional skills training 40% 74% Supervisory or management skills training Formal courses that lead to certification or degrees applicable to your job Communication skills training 8% 13% 12% 57% 61% 61% Project management skills training 6% 52% Career development counseling AGE GROUP: % 51% Computer skills training/information and communication technology training 35% 74% Specific technical or professional skills training 34% 66% Occupational safety training 23% 55% Communication skills training AGE GROUP: % 52% Computer skills training/information and communication technology training 24% 61% Note: Chart includes only training for which 50% or more of respondents indicated interest Percentage saying very/somewhat interested Percentage saying they participated in work-related education or training during past 2 years with 10 or more employees. Questions 25b (have participated in last two years) and 16 (interest in participation). Base: all 1,048 respondents for Question 16, adjusted to 1,048 for Question 25b, taking into account 336 respondents who said they had not participated in work-related training in the past 2 years. 18 INVESTING IN TRAINING 50+ WORKERS: A TALENT MANAGEMENT STRATEGY

15 EXHIBIT 15: WORKERS WHO REPORT INSUFFICIENT COMPANY SUPPORT FOR TRAINING Percent of workers in each sector and employer size group who do not agree that their company offers all the education and training opportunities that they need to keep their skills up to date. EXHIBIT 16: WORKERS WHO PERCEIVE UNEQUAL ACCESS TO TRAINING Percent of workers within each education level and sector who do not agree that all workers at their company, regardless of age or position, have equal access to education and training opportunities. BY SECTOR: BY EDUCATION LEVEL: For-profit (n=582) 40% High School or Less (n=374) 27% BY COMPANY SIZE: Government (n=138) Nonprofit (n=92) Schools--Public and Private (n=170) employees (n=147) 35% 29% 24% 45 % BY SECTOR: Some College/Vocational School (n=304) 4-Year College Degree or more (n=365) For-profit (n=582) 33% 24% 32% employees (n=297) 43% Nonprofit (n=92) 30% 500 9,999 employees (n=305) 32% Government (n=138) 25% 10,000+ employees (n=209) 23% Schools--Public and Private (n=170) 15% with 10 or more employees. Question 9.3. Base for each bar is shown next to each bar. with 10 or more employees. Question 9.9. Base for each bar is shown next to each bar. compared to one-third (33%) of workers with some vocational school or college education but less than a four-year college degree (Exhibit 16). SOME WORKERS FEEL THEIR SKILLS ARE LACKING When directly asked to identify areas in which they are lacking the skills, knowledge, or training needed to do their job well, workers age 50+ are most likely to identify foreign language training (33%) and computer skills training (33%) (Exhibit 17). Other areas in which at least one in five 50+ workers believe that they are lacking skills or training important for their jobs include specific technical or professional skills training, formal courses that lead to certification or degrees, supervisory or management skills training, and project management skills training. Compared to workers with a four-year college degree or higher, workers with less education are more likely to believe that they need certain types of training to do their jobs well, such as formal courses that lead to degrees or certification and basic skills training (Exhibit 18). Although few differences emerged by age group, for certain skill sets including specific professional or technical skills and communication skills, workers age 65+ are less likely than workers in other age groups to feel that they need additional training in order to perform well. These differences by education level and age may reflect differences in job requirements, differences in the experiences and skill sets acquired by these workers, or a combination of these factors. It is worthwhile to note that, even though nearly onethird (33%) of workers age 50+ cite computer skills training when asked to identify areas in which they A REPORT FOR AARP PREPARED BY TOWERS PERRIN 19

16 EXHIBIT 17: AREAS IN WHICH WORKERS FEEL THEY LACK KNOWLEDGE, SKILLS, OR TRAINING NEEDED TO DO THEIR JOB WELL Percent of workers who selected each area when asked to mark the areas in which they felt that they lack the knowledge, skills, or training necessary to do their job well. Foreign language training Computer skills training/information & communication technology training Specific technical or professional skills training Supervisory or management skills training Formal courses that lead to certification or degrees applicable to your job Project management skills training Negotiation skills training Career development counseling Required professional training (e.g., continuing legal or accounting credits) Communication skills training (e.g., presentation or writing skills) Awareness training on workplace diversity (other than age) English as a Second Language (ESL) classes New employee orientation training 7% Basic skills training 4% None of these/not applicable* Other 1% 16% 15% 12% Awareness training on age diversity 11% 10% Occupational safety training 10% 10% 20% 18% 23% 22% 21% 21% 33% 33% with 10 or more employees Question 15. Base: all 1,048 respondents. *21% of respondents typed a response of none of these or not applicable even though these were not printed on the questionnaire as response options. need additional training, the vast majority of workers age 50+ (77%) state that they do not have difficulty keeping up with the new technology required to do their job well (Appendix C, Question 9). This clearly indicates that most workers in this age group are not only mastering new technology but are also committed to keeping up with continuing technological changes. WHAT WORKERS DISLIKE ABOUT TRAINING These findings regarding the training that 50+ workers feel that they lack, the gaps between the training of interest and the training offered, and the findings displayed in Exhibit 19 regarding the aspects of training that they dislike suggest that it may well be time for companies to check in with their employees (those age 50+ and others) to make sure that training investments are allocated to the training programs that are most valued. As shown in Exhibit 19, when asked to indicate what they dislike the most about training, workers most frequently mention that the training offered is not always relevant to their needs, that they have difficulty finding time for training, that it is not always sufficiently challenging, and that they do not always have opportunities at work to apply the skills acquired through training. Employers could start by focusing on two major factors: making training relevant to employee needs and making certain that employees have time to participate in training. OBSTACLES TO TRAINING Ensuring that employees have time for training may be particularly important because it represents one of the chief obstacles to participation in training. As Exhibit 20 shows, lack of training availability and/or funding as well as busy schedules were the top two reasons for failing to participate in training in the past two years hurdles that every member of the workforce, regardless of age, has, no doubt, encountered at some point. 20 INVESTING IN TRAINING 50+ WORKERS: A TALENT MANAGEMENT STRATEGY

17 EXHIBIT 18: AREAS IN WHICH WORKERS FEEL THEY LACK KNOWLEDGE, SKILLS, OR TRAINING: SIGNIFICANT DIFFERENCES BY EDUCATION LEVEL EXHIBIT 19: REASONS FOR DISSATISFACTION WITH TRAINING Percent of workers within each education level who reported that they lack the knowledge, skills, or training in each of the areas below needed to do their job well.* 4% 4% Formal courses that lead to certification or degrees applicable to your job 12% 25% 28% 35% 17% Required professional training (e.g., continuing legal or accounting credits) 10% 12% 23% 24% 17% English as a Second Language (ESL) classes 6% 11% 11% New employee orientation training 5% 6% It s not always relevant to me/does not always meet my needs 10% It can be too time-consuming I do not always have time Basic skills training 2% 4% 6% 4-Year College Degree or More Some College/Vocational School High School or Less I do not always have a chance at work to use what I have learned It s not always challenging enough Other (e.g., scheduled at wrong time; instructor not knowledgeable; other; refused) It can be difficult to follow or understand with 10 or more employees. Question 15. The bases for the three education levels represented by each bar are as follows: 374 respondents with a high school education or less, 304 respondents with some college or vocational school, and 365 respondents with a 4-year college degree or more. *Chart only shows responses that varied in a statistically significant manner based on respondent education level. with 10 or more employees. Question 19. Base: 882 respondents who say they have received work-related education or training. Selected Differences by Education, Income, Age, and Employer Size Among those who did not receive all of the training that they requested or desired within the past two years or who did not request or desire any training, perceptions of the obstacles to training varied by age, education, household income level, and employer size (Appendix D, Table 10). For example, compared to better-educated individuals and those with higher household incomes, individuals with less education and those with lower incomes (probably blue-collar or service positions in many cases) more frequently point to lack of employer funding or lack of training availability as a reason why they have not taken all of the training that they requested or any training at all in the past two years. More specifically, workers with a high school degree or less (40%) are twice as likely as workers with at least a four-year college degree (19%) to report that they did not participate in training because their employer did not offer any training. Employers may be reluctant to invest significant amounts in training for this group. Similarly, workers at companies with between 10 and 49 employees (47%) are more likely than those at companies with at least 500 employees (25%) to say that their employer offered no training. A REPORT FOR AARP PREPARED BY TOWERS PERRIN 21

18 EXHIBIT 20: OBSTACLES TO PARTICIPATING IN TRAINING PERCENT PERCEIVING OBSTACLES Employer did not offer or pay for any education or training opportunities You felt too busy at your job to take time off for training 31% 30% You did not feel the need to take any training 24% Employer/supervisor did not allow you to participate in the training you wanted due to work demands/ time constraints 18% Employer did not offer or pay for certain education or training opportunities that you needed/wanted 14% Employer/supervisor did not allow you to participate in the training you wanted due to budgetary reasons 13% You did not think the training offered by your employer was useful or relevant to your job 12% Employer/supervisor did not allow you to participate in the training because he/she did not think the training was relevant to your job 8% Other 5% Refused 2% with 10 or more employees. Question 25a. Base: 624 respondents who say they did not participate in all the training they requested in the past two years, or did not request or desire any training. Workers age 65+, those with no formal education beyond high school, those with household incomes below $50,000, and those at companies with between 10 and 49 employees are more likely than their counterparts to indicate that they have not participated in training within the past two years because they did not feel the need to take any training. Respondents in large companies and those with relatively high incomes are more likely than workers in smaller companies and those with lower incomes to blame their supervisors or their busy schedules for missing training opportunities. For example, compared to workers with lower household incomes, those with incomes of at least $75,000 are more likely to report that they felt too busy at their job to take time off for training and that their supervisor did not allow them to participate in training due to budgetary reasons or work demands. For workers with higher incomes (who are more likely than lower-income workers to be in management positions), job responsibilities (including oversight of others) may indeed make it difficult to schedule training. Training Yields Valuable Benefits USEFULNESS OF TRAINING As employer awareness of the strong connection between worker training and organizational competitiveness continues to increase, and as the prominence of the 50+ cohort grows within U.S. companies, it is important to note that more than nine in ten (92%) 50+ workers say that their recent training has been at least 22 INVESTING IN TRAINING 50+ WORKERS: A TALENT MANAGEMENT STRATEGY

19 somewhat useful for their job or career, including nearly half (47%) who feel that their training has been very useful (Exhibit 21). This finding may be interpreted as not only a testament to the trainability of 50+ workers, but also as a tribute to the quality of training that many employers provide. However, the fact that more than one-half of those who have taken training recently describe that training as only somewhat useful (45%) or not useful (8%) suggests that the relevance and applicability of training can be improved. Interestingly, although they are less likely than more educated workers to receive employer-provided training, workers with less education who do receive training are more likely to report that the training was very useful (Appendix D, Table 11). Specifically, more than half (55%) of workers with a high school degree or less who received training within the past two years described the training as very useful for their job or career, compared to four in 10 (41%) workers with at least a four-year college degree who received some training. Similarly, workers with lower household incomes are also more likely than workers with higher incomes to perceive training as very useful. These findings clearly demonstrate the importance of providing less-educated and lower-income workers with access to training. WORKERS PERSPECTIVES OF THE IMPACT OF TRAINING As shown in Exhibit 22, the perceived impact of training is felt through improvement in job-related skills. In fact, three in four (76%) of those who have participated in work-related training within the past two years report that it has improved their job skills. Other benefits of training observed by the majority of recent training participants include an increased ability to be helpful to coworkers (63%), increased productivity (62%), feeling like a more valuable employee (59%), increased job satisfaction (56%), and an increase or a change in job-related responsibilities (54%). While the majority of workers across all segments cite positive consequences from training, workers with less education and lower incomes are more likely than their better-educated and higher-income counterparts to cite certain positive consequences (Appendix D, Table 12). For example, more than one in three (36%) workers with household incomes of less than $25,000 indicate that training taken within the past two years has helped them get promoted, whereas only 20% of workers with household incomes over $75,000 cite such a result. EXHIBIT 22: IMPACT OF TRAINING IN LAST TWO YEARS ON WORKERS EXHIBIT 21: VALUE OF TRAINING IN LAST TWO YEARS TO JOB OR CAREER 1% 7% Very useful EFFECT OF TRAINING TAKEN OVER THE LAST TWO YEARS: Improved your job skills Increased your ability to help your coworkers/be a mentor to your coworkers Increased your productivity at work PERCENT RESPONDING A GREAT DEAL/SOMEWHAT 63% 62% 76% 47% Somewhat useful Made you feel like a more valuable employee 59% 45% Not too useful Not at all useful Increased your satisfaction with your job Allowed you to take on more or new responsibilities 56% 54% Helped you to get promoted 24% with 10 or more employees. Question 27. Base: 692 respondents who said they had participated in work-related education or training within the past two years. with 10 or more employees. Question 28. Base: 692 respondents who said they had participated in work-related education or training within the past two years. A REPORT FOR AARP PREPARED BY TOWERS PERRIN 23

20 Furthermore, two in three (67%) workers with only a high school degree or less report that training has increased their productivity at work, compared to only 58 percent of workers with at least a four-year college degree. In many cases, the perceived impact of training also varies by sector. For example, compared to workers in government, schools, and the for-profit sector, workers in the non-profit sector are particularly likely to feel that training within the past two years has increased their ability to help their coworkers, made them feel like a more valuable employee, and increased their job satisfaction. Providing training can also have a positive effect on employee commitment to the organization. For example, one in four (25%) workers age 50+ report that they would stay with their current employer longer than planned if their employer would pay for or provide more work-related training (Exhibit 23). Moreover, when rating their satisfaction with the training opportunities offered by their employer, workers who have no plans to leave their employers within the next few years are almost twice as likely to report that they are very satisfied (43%) with the training opportunities offered by their employer than are those workers who are actively EXHIBIT 23: IMPACT OF TRAINING ON RETENTION Would More Employer-Paid Education and Training Lead Workers to Stay with Company Longer? 33% 30% 13% 25% with 10 or more employees. Question 30. Base: all 1,048 respondents Yes No Maybe Not sure looking for a new job or who would consider a new job offer if presented to them (22%). These findings suggest that a well-designed training program, as one component of an organization s retention strategy, can not only help to prevent the loss of expert knowledge and productive capacity, but can also help save companies the significant costs associated with replacing lost workers. PERSPECTIVES OF SELECTED EMPLOYERS Interviews with the small group of select employers confirm that training can have a tangible, measurable effect on retention as well as on a number of other important organizational goals. Many of these organizations are finding that their training programs are also having a positive impact on organizational productivity, sales, employee satisfaction, and quality of work, and some have even quantified solid returns on their training investments. More specifically, employer respondents report: We have a huge training budget and our primary focus is on customer service. We are in the property and casualty insurance business and as such we don t have products, we have intellectual capital. Over the last several years, our company has outperformed the industry in premium growth, profitability, combined ratio, expense ratio, return on equity, surplus growth, staffing efficiency and so on. I would say that training and retaining our qualified and experienced employees does certainly make a difference. (ACUITY) Training has resulted in increased sales volumes at PNC. (PNC Financial Services Group) In one case, the organization trained a group of junior sales people in effective selling skills and then compared their production with that of a group of more senior employees who had received no training. The more junior staff doubled its sales volume over the next three months, whereas the volume of the untrained, but more experienced, employees stayed steady. Over the past five years, we conducted nine detailed ROI studies to ensure learning is delivering value. We ve calculated an average Return on Learning (ROL) of 94%, or $1,083 net benefit per participant. We ve also tied learning to other measures such as quality 24 INVESTING IN TRAINING 50+ WORKERS: A TALENT MANAGEMENT STRATEGY

The Older Learners: Reinventing Yourself Through Education. Bob Gallo Senior State Director AARP Illinois October, 2010

The Older Learners: Reinventing Yourself Through Education. Bob Gallo Senior State Director AARP Illinois October, 2010 The Older Learners: Reinventing Yourself Through Education Bob Gallo Senior State Director AARP Illinois October, 2010 Defining Older Learners What exactly is an older learner? Who are they? What do they

More information

Writing a degree project at Lund University student perspectives

Writing a degree project at Lund University student perspectives 1 Writing a degree project at Lund University student perspectives Summary This report summarises the results of a survey that focused on the students experiences of writing a degree project at Lund University.

More information

Optimizing Rewards and Employee Engagement

Optimizing Rewards and Employee Engagement Optimizing Rewards and Employee Engagement Improving employee motivation and engagement, and identifying the right total rewards strategy to influence workforce effectiveness. Kevin Aselstine, Towers Perrin

More information

REGISTERED APPRENTICESHIP: A GUIDE FOR BUSINESS SERVICES REPRESENTATIVES

REGISTERED APPRENTICESHIP: A GUIDE FOR BUSINESS SERVICES REPRESENTATIVES REGISTERED APPRENTICESHIP: A GUIDE FOR BUSINESS SERVICES REPRESENTATIVES Business Services Representatives (BSRs) in one-stop centers are the front-line professionals from the local workforce system who

More information

The Relationship between the Fundamental Attribution Bias, Relationship Quality, and Performance Appraisal

The Relationship between the Fundamental Attribution Bias, Relationship Quality, and Performance Appraisal The Relationship between the Fundamental Attribution Bias, Relationship Quality, and Performance Appraisal Executive Summary Abstract The ability to make quality decisions that influence people to exemplary

More information

The MetLife Survey of

The MetLife Survey of The MetLife Survey of Challenges for School Leadership Challenges for School Leadership A Survey of Teachers and Principals Conducted for: MetLife, Inc. Survey Field Dates: Teachers: October 5 November

More information

The MetLife Survey of

The MetLife Survey of The MetLife Survey of Preparing Students for College and Careers Part 2: Teaching Diverse Learners The MetLife Survey of the American Teacher: Preparing Students for College and Careers The MetLife Survey

More information

School & Program Guide. A Family Centered Public Cyber Charter School

School & Program Guide. A Family Centered Public Cyber Charter School School & Program Guide A Family Centered Public Cyber Charter School 1 ccaeducate.me CCA: A Family Service Organization With An Expertise In Education Each and every child can learn, and Commonwealth Charter

More information

State of Financial Education In Canada

State of Financial Education In Canada State of Financial Education In Canada Report: November, 2015 Prepared for TD Bank Group by the Canadian Foundation for Economic Education (CFEE) Executive Summary TD Bank Group has an extensive history

More information

INSPIRING THE NEXT GENERATION WORKFORCE THE 2014 MILLENNIAL IMPACT REPORT EXECUTIVE SUMMARY

INSPIRING THE NEXT GENERATION WORKFORCE THE 2014 MILLENNIAL IMPACT REPORT EXECUTIVE SUMMARY INSPIRING THE NEXT GENERATION WORKFORCE THE 2014 MILLENNIAL IMPACT REPORT EXECUTIVE SUMMARY ABOUT THE RESEARCH For the 2014 Millennial Impact Report, Achieve gathered information from two different sources:

More information

January 2014 Preliminary survey report: the skill needs of major Canadian employers

January 2014 Preliminary survey report: the skill needs of major Canadian employers Preliminary survey report: the skill needs of major Canadian employers Preliminary survey report: the skill needs of major Canadian employers About the Initiative This document is one of a series of reports

More information

AN INVESTIGATION OF THE DEMAND FACTORS FOR ONLINE ACCOUNTING COURSES

AN INVESTIGATION OF THE DEMAND FACTORS FOR ONLINE ACCOUNTING COURSES AN INVESTIGATION OF THE DEMAND FACTORS FOR ONLINE ACCOUNTING COURSES Otto Chang, Department of Accounting and Finance, California State University at San Bernardino 5500 University Parkway, San Bernardino,

More information

Fiduciary Duty and Investment Advice: Attitudes of 401(k) and 403(b) Participants. Report Prepared by S. Kathi Brown

Fiduciary Duty and Investment Advice: Attitudes of 401(k) and 403(b) Participants. Report Prepared by S. Kathi Brown Fiduciary Duty and Investment Advice: Attitudes of 401(k) and 403(b) Participants Report Prepared by S. Kathi Brown September 2013 Fiduciary Duty and Investment Advice: Attitudes of 401(k) and 403(b) Participants

More information

WHITE PAPER: Optimizing Employee Recognition Programs

WHITE PAPER: Optimizing Employee Recognition Programs WHITE PAPER: Optimizing Employee Recognition Programs The current economic slowdown has made it increasingly difficult for companies to reward their employees with raises in salary and bonuses. Corporations

More information

Baby Boomers Are Revolutionizing Retirement:

Baby Boomers Are Revolutionizing Retirement: Baby Boomers Are Revolutionizing Retirement: Are Their Employers Ready, Willing and Able to Accommodate? A White Paper by Catherine Collinson for Retirement Studies March 2015 Baby Boomers Are Revolutionizing

More information

Egon Zehnder International. The Leading Edge of Diversity and Inclusion. 11th International Executive Panel October 2012

Egon Zehnder International. The Leading Edge of Diversity and Inclusion. 11th International Executive Panel October 2012 Egon Zehnder International The Leading Edge of Diversity and Inclusion 11th International Executive Panel October 2012 Contents 1 2 3 4 Foreword 3 Executive Summary 4 Survey Design 8 Results The Findings

More information

Managing Your Career Tips and Tools for Self-Reflection

Managing Your Career Tips and Tools for Self-Reflection Managing Your Career Tips and Tools for Self-Reflection Your career may well be the primary vehicle for satisfying many of your personal needs, i.e. your need to feel a sense of belonging, to feel appreciated

More information

For Optimal Sales Force Performance, Pay Is Not Enough

For Optimal Sales Force Performance, Pay Is Not Enough For Optimal Sales Force Performance, Pay Is Not Enough Three must-have elements for optimal sales performance How to develop sustainable engagement of sales professionals How sales managers make a significant

More information

Class & Labor Implementation Committee Summarized Report of Action Steps & Ongoing Owners

Class & Labor Implementation Committee Summarized Report of Action Steps & Ongoing Owners Class & Labor Implementation Committee Summarized Report of Action Steps & Ongoing Owners The Class & Labor Implementation Committee has 17 members and began meeting in March 2013 to advice on the implementation

More information

The Office of Public Services Reform The Drivers of Satisfaction with Public Services

The Office of Public Services Reform The Drivers of Satisfaction with Public Services The Office of Public Services Reform The Drivers of Satisfaction with Public Services Research Study Conducted for the Office of Public Services Reform April - May 2004 Contents Introduction 1 Executive

More information

401(k) PARTICIPANTS AWARENESS AND UNDERSTANDING OF FEES

401(k) PARTICIPANTS AWARENESS AND UNDERSTANDING OF FEES 401(k) PARTICIPANTS AWARENESS AND UNDERSTANDING OF FEES February 2011 401(k) PARTICIPANTS AWARENESS AND UNDERSTANDING OF FEES February 2011 Copyright 2011 AARP Research & Strategic Analysis 601 E Street,

More information

A Sloan Work & Family Research Network Fact Sheet

A Sloan Work & Family Research Network Fact Sheet Questions and Answers about GENERATION X/GENERATION Y: Y A Sloan Work & Family Research Network Fact Sheet Introduction The Sloan Work and Family Research Network has prepared Fact Sheets that provide

More information

The Talent on Demand Approach. Talent management is the process through which employers anticipate and meet

The Talent on Demand Approach. Talent management is the process through which employers anticipate and meet The Talent on Demand Approach Talent management is the process through which employers anticipate and meet their needs for human capital. Getting the right people with the right skills into the right jobs

More information

Building a Unique Total Rewards and HR System For A Unique Company At

Building a Unique Total Rewards and HR System For A Unique Company At Building a Unique Total Rewards and HR System For A Unique Company At Since Starbucks isn t your typical company, this isn t a typical case study. Rather than focusing on a single reward program or even

More information

The rise of the networked enterprise: Web 2.0 finds its payday

The rise of the networked enterprise: Web 2.0 finds its payday 1 D EC EM B ER m c k i n s e y g l o b a l i n s t i t u t e The rise of the networked enterprise: Web 2.0 finds its payday McKinsey s new survey research finds that companies using the Web intensively

More information

Co-operative Education and Internship Handbook. Revised April 20, 2016

Co-operative Education and Internship Handbook. Revised April 20, 2016 Co-operative Education and Internship Handbook Revised April 20, 2016 1 Form Originating Office: Vice President of Academic Affairs Revised April 20, 2016 TABLE OF CONTENTS Page Introduction...3 Bay College

More information

THE SKILLS GAP IN ENTRY-LEVEL MANAGEMENT ACCOUNTING AND FINANCE. The Problem, Its Consequences, and Promising Interventions

THE SKILLS GAP IN ENTRY-LEVEL MANAGEMENT ACCOUNTING AND FINANCE. The Problem, Its Consequences, and Promising Interventions THE SKILLS GAP IN ENTRY-LEVEL MANAGEMENT ACCOUNTING AND FINANCE The Problem, Its Consequences, and Promising Interventions THE SKILLS GAP IN ENTRY-LEVEL MANAGEMENT ACCOUNTING AND FINANCE The Problem, Its

More information

Critical Skills Needs and Resources for the Changing Workforce. Keeping Skills Competitive

Critical Skills Needs and Resources for the Changing Workforce. Keeping Skills Competitive A study by the Society for Human Resource Management and WSJ.com/ Careers Critical Skills Needs and Resources for the Changing Workforce Keeping Skills Competitive Critical Skills Needs and Resources for

More information

Gallup-USA Funds Associate Degree Graduates Report

Gallup-USA Funds Associate Degree Graduates Report Gallup-USA Funds Associate Degree Graduates Report COPYRIGHT AND TRADEMARK STANDARDS This document contains proprietary research, copyrighted materials and literary property of Gallup, Inc. It is for your

More information

Research into Issues Surrounding Human Bones in Museums Prepared for

Research into Issues Surrounding Human Bones in Museums Prepared for Research into Issues Surrounding Human Bones in Museums Prepared for 1 CONTENTS 1. OBJECTIVES & RESEARCH APPROACH 2. FINDINGS a. Visits to Museums and Archaeological Sites b. Interest in Archaeology c.

More information

EDUCATION POST 2015 Parent Attitudes Survey

EDUCATION POST 2015 Parent Attitudes Survey EDUCATION POST 2015 Parent Attitudes Survey About the Survey The following analysis contains the results of the 2015 Parent Attitudes Survey, conducted on behalf of Education Post, via an online survey

More information

Your Career At CREC. Imagining Your Professional Future

Your Career At CREC. Imagining Your Professional Future Your Career At CREC Imagining Your Professional Future Welcome to CREC Welcome to the CREC family! CREC is made up of dreamers, builders, protectors, and doers. As a CREC employee, your work will be filled

More information

CUSTOMER SERVICE SATISFACTION WAVE 4

CUSTOMER SERVICE SATISFACTION WAVE 4 04/12/2012 GFK CUSTOMER SERVICE SATISFACTION WAVE 4 GfK NOP Amanda Peet 2 Customer Service Satisfaction Table of Contents: Executive Summary... 3 Objectives and Methodology... 5 Overview of all sectors...

More information

Long-Term Care Insurance:

Long-Term Care Insurance: The Prudential Insurance Company of America 2011 Long-Term Care Insurance: A Piece of the Retirement & Estate Planning Puzzle IRA Pension 401(k) Annuities Long-Term Care Insurance Life Insurance Social

More information

2012 Executive Summary

2012 Executive Summary The International Food Information Council Foundation s 2012 Food & Health Survey takes an extensive look at what Americans are doing regarding their eating and health habits and food safety practices.

More information

Alignment of the Career and Life Role Common Curriculum Goals with Career-Related Learning Standards Oregon Department of Education October 2002

Alignment of the Career and Life Role Common Curriculum Goals with Career-Related Learning Standards Oregon Department of Education October 2002 Alignment of the Career and Life Role with Oregon Department of Education October 2002 (available on the ODE website at www.ode.state.or.us/cimcam) The Oregon Department of Education hereby gives permission

More information

The Truths About Change

The Truths About Change The Truths About Change What It Takes to Get It Right A Spotlight on Effective Change Management Based on results from the 2011 2012 Change and Communication ROI Study This year s findings reveal that

More information

UNC Leadership Survey 2012: Women in Business

UNC Leadership Survey 2012: Women in Business UNC Leadership Survey 2012: Women in Business Quantitative Report UNC Kenan-Flagler Business School Executive Development 2013 Table of Contents Introduction 3 How to Read This Report 4 Key Findings 5

More information

The US Department of Labor (USDOL) has clear

The US Department of Labor (USDOL) has clear VOLUNTEERING, INTERNSHIPS AND UNPAID WORK EXPERIENCES: LEGAL AND PRACTICAL GUIDELINES Prepared by David Hoff, Institute for Community Inclusion, UMass Boston for the Massachusetts Department of Developmental

More information

The Voya Retire Ready Index TM

The Voya Retire Ready Index TM The Voya Retire Ready Index TM Measuring the retirement readiness of Americans Table of contents Introduction...2 Methodology and framework... 3 Index factors... 4 Index results...6 Key findings... 7 Role

More information

America s Oral Health

America s Oral Health a me r i c a s Most Trusted D e n t a l l P a n America s Oral Health The State of Dental Benefits Compiled and published by Delta Dental Plans Association, this report cites data from industry and government

More information

Developing a Learning Plan. A Learning Plan can serve as a useful tool for planning and managing professional development.

Developing a Learning Plan. A Learning Plan can serve as a useful tool for planning and managing professional development. Developing a Learning Plan A Learning Plan can serve as a useful tool for planning and managing professional development. Developing a Learning Plan requires that you: 1. Identify a Learning Goal, the

More information

Research Grant Proposals-Sample Sections. Implications for HR Practice - examples from prior proposals:

Research Grant Proposals-Sample Sections. Implications for HR Practice - examples from prior proposals: Research Grant Proposals-Sample Sections Implications for HR Practice - examples from prior proposals: Example 1: The research proposed will be of direct value to HR practitioners in several ways. First,

More information

Workforce Training Results Report December 2008

Workforce Training Results Report December 2008 Report December 2008 Community and Technical Colleges (CTC) Job Preparatory Training Washington s 34 community and technical colleges offer job preparatory training that provides students with skills required

More information

In recent years conversations among development

In recent years conversations among development Major gift metrics that matter By Thomas W. Grabau While the metrics used to measure development performance vary widely, clearly stated goals are essential. And thoughtful analysis of the metrics with

More information

2. RELATED SERVICES AND SUPPORTS RECEIVED BY YOUTH WITH DISABILITIES

2. RELATED SERVICES AND SUPPORTS RECEIVED BY YOUTH WITH DISABILITIES 2. RELATED SERVICES AND SUPPORTS RECEIVED BY YOUTH WITH DISABILITIES As noted in Chapter 1, students with disabilities can receive a variety of related services or supports when they are deemed necessary

More information

Connecting America s Youth to Nature

Connecting America s Youth to Nature Connecting America s Youth to Nature Funders: The Nature Conservancy, Toyota USA Foundation & Foundation for Youth Investment Polling Teams: Fairbank, Maslin, Maullin, Metz & Associates and Public Opinion

More information

By Hart Research Associates

By Hart Research Associates One Year Out Findings From A National Survey Among Members Of The High School Graduating Class Of 2010 Submitted To: The College Board By Hart Research Associates August 18, 2011 Hart Research Associates

More information

Turnover. Defining Turnover

Turnover. Defining Turnover Retaining Talent A guide to analyzing and managing employee turnover; By David G. Allen, Ph.D., SPHR SHRM Foundation s Effective Practice Guidelines Series Defining Turnover Turnover is defined as an employee

More information

Consulting Performance, Rewards & Talent. Making Employee Engagement Happen: Best Practices from Best Employers

Consulting Performance, Rewards & Talent. Making Employee Engagement Happen: Best Practices from Best Employers Consulting Performance, Rewards & Talent Making Employee Engagement Happen: Best Practices from Best Employers The Challenge Companies across the globe are taking the initiative to administer and manage

More information

Occupational pension scheme governance

Occupational pension scheme governance GfK. Growth from Knowledge Occupational pension scheme governance A report on the 2014 (eighth) scheme governance survey Prepared for: The Pensions Regulator By: GfK Financial, May 2014 1 P a g e Contents

More information

Bachelor s graduates who pursue further postsecondary education

Bachelor s graduates who pursue further postsecondary education Bachelor s graduates who pursue further postsecondary education Introduction George Butlin Senior Research Analyst Family and Labour Studies Division Telephone: (613) 951-2997 Fax: (613) 951-6765 E-mail:

More information

International Baccalaureate

International Baccalaureate Preparation for International Baccalaureate Camdenton High School 2007-2008 Frequently Asked Questions Who should attempt to earn the IB Diploma? Students seeking the International Baccalaureate should

More information

How Can Employment-Based Benefits Help the Nursing Shortage?

How Can Employment-Based Benefits Help the Nursing Shortage? How Can Employment-Based Benefits Help the Nursing Shortage? Joanne Spetz, Ph.D., Center for the Health Professions and Department of Community Health Systems University of California, San Francisco Sara

More information

The Pre- Eminence of California s Community College Early Childhood Education Workforce Instruction Threatened by Funding Cuts

The Pre- Eminence of California s Community College Early Childhood Education Workforce Instruction Threatened by Funding Cuts The Pre- Eminence of California s Community College Early Childhood Education Workforce Instruction Threatened by Funding Cuts A Joint Statement by the California Community College Early Childhood Educators

More information

Suggested Strategies for Student Engagement

Suggested Strategies for Student Engagement Suggested Strategies for Student Engagement The following strategies were developed by the Health & Exercise Science Division to align with the research-based conference of the Community College Survey

More information

THE COMPENSATION FUNCTION UP CLOSE QUARTER 1, 2003; VOLUME 3 REVISED: QUARTER 2, 2007

THE COMPENSATION FUNCTION UP CLOSE QUARTER 1, 2003; VOLUME 3 REVISED: QUARTER 2, 2007 THE COMPENSATION FUNCTION UP CLOSE QUARTER 1, 2003; VOLUME 3 REVISED: QUARTER 2, 2007 The compensation professional s role is one of the most diverse within an organization. It touches all employees; manages

More information

Views on the Value of Voluntary Workplace Benefits: Findings from the 2014 Health and Voluntary Workplace Benefits Survey, p. 2

Views on the Value of Voluntary Workplace Benefits: Findings from the 2014 Health and Voluntary Workplace Benefits Survey, p. 2 November 2014 Vol. 35, No. 11 Views on the Value of Voluntary Workplace Benefits: Findings from the 2014 Health and Voluntary Workplace Benefits Survey, p. 2 A T A G L A N C E Views on the Value of Voluntary

More information

Environmental Scan of the Radiographer s Workplace: Technologist vs. Administrator Perspectives, 2001 February 2002

Environmental Scan of the Radiographer s Workplace: Technologist vs. Administrator Perspectives, 2001 February 2002 Environmental Scan of the Radiographer s Workplace: Technologist vs. Administrator Perspectives, 2001 February 2002 2002 American Society of Radiologic Technologists. All rights reserved. Reproduction

More information

TIME AND MONEY. The Role of Volunteering in Philanthropy RESEARCH INSIGHTS. Key findings. Among Fidelity Charitable donors in 2014:

TIME AND MONEY. The Role of Volunteering in Philanthropy RESEARCH INSIGHTS. Key findings. Among Fidelity Charitable donors in 2014: TIME AND MONEY The Role of Volunteering in Philanthropy RESEARCH INSIGHTS A 2014 survey explored the current volunteering activity of Fidelity Charitable donors across charitable sectors. The survey investigated

More information

Our clients are tapping social media to generate brand awareness and create emotional connections.

Our clients are tapping social media to generate brand awareness and create emotional connections. he power of social media and social technology is being felt throughout organizations today much in the way the internet influenced the way we did business in the early 1990s. In the beginning, expanding

More information

Tulane University. Tulane University Employee Satisfaction Survey Results. February 2011

Tulane University. Tulane University Employee Satisfaction Survey Results. February 2011 Employee Satisfaction Survey Results February 2011 1 Organization of Results Objectives 3 Methodology 5 Top Findings 7 2010-2000 Comparisons 9 Executive Summary: Loyalty and Satisfaction 12 Executive Summary:

More information

Sample Discussion Questions for Group Reflection on your Data Sample Needs Assessment Report Outline Sample Recommendations

Sample Discussion Questions for Group Reflection on your Data Sample Needs Assessment Report Outline Sample Recommendations What will I find in this section of the toolkit? Toolkit Section Introduction to the Toolkit Assessing Local Employer Needs Market Sizing Survey Development Survey Administration Survey Analysis Conducting

More information

Degree Level Expectations for Graduates Receiving the

Degree Level Expectations for Graduates Receiving the Degree Level Expectations for Graduates Receiving the Degree of Bachelor of Education, B.Ed. Ontario Institute for Studies in Education (OISE) University of Toronto 1 Introduction Teacher education has

More information

The Impact of Successful Employee Referral Programs

The Impact of Successful Employee Referral Programs Hiring! Know any candidates? Bill is a good fit! Thanks for the referral! HR Rep HIRED Bill The Impact of Successful Employee Referral Programs 2015 icims Inc. All Rights Reserved. Table of Contents Executive

More information

Veterans Employment Challenges

Veterans Employment Challenges Veterans Employment Challenges Perceptions and experiences of transitioning from military to civilian life IRAQ AND AFGHANISTAN VETERANS OF AMERICA Foreword With tens of thousands of Iraq and Afghanistan

More information

We Can Work It Out: Integrating Millennials Into the Workplace (CAD005)

We Can Work It Out: Integrating Millennials Into the Workplace (CAD005) We Can Work It Out: Integrating Millennials Into the Workplace (CAD005) Speakers: Melissa Dunn, VP and Managing Director, Helmsman Management Stephanie Conner, Senior Analyst, Risk Management, The Walt

More information

National Standards of Practice for Entrepreneurship Education

National Standards of Practice for Entrepreneurship Education National Standards of Practice for Entrepreneurship Education Facilitate student motivation Enhance opportunities for work and life Increase invention and innovation Strengthen economies Effective entrepreneurship

More information

NQTs THEIR REASONS FOR JOINING, OR NOT, A TEACHERS ORGANISATION

NQTs THEIR REASONS FOR JOINING, OR NOT, A TEACHERS ORGANISATION NQTs THEIR REASONS FOR JOINING, OR NOT, A TEACHERS ORGANISATION RESEARCH CARRIED OUT BY THE LABOUR RESEARCH DEPARTMENT FOR THE NUT 2004/05 Executive Summary The NUT is the most common choice of union for

More information

Re-energizing the Practice of Leadership for the Public Good Public Sector Core Leadership Practices Paradoxes of Leadership

Re-energizing the Practice of Leadership for the Public Good Public Sector Core Leadership Practices Paradoxes of Leadership Re-energizing the Practice of Leadership for the Public Good Public Sector Core Leadership Practices Paradoxes of Leadership In July of 2001 a group of representatives from the National Security Agency

More information

application and on-boarding for engineering professionals

application and on-boarding for engineering professionals application and on-boarding for engineering professionals Start with communication and transparency By joe lampinen introduction /02 On-boarding is becoming one of the most common challenges cited by engineering

More information

Letter from the Editor-in-Chief: What Makes an Excellent Professor?

Letter from the Editor-in-Chief: What Makes an Excellent Professor? The Journal of Effective Teaching an online journal devoted to teaching excellence Letter from the Editor-in-Chief: What Makes an Excellent Professor? Russell L. Herman 1 The University of North Carolina

More information

5/30/2012 PERFORMANCE MANAGEMENT GOING AGILE. Nicolle Strauss Director, People Services

5/30/2012 PERFORMANCE MANAGEMENT GOING AGILE. Nicolle Strauss Director, People Services PERFORMANCE MANAGEMENT GOING AGILE Nicolle Strauss Director, People Services 1 OVERVIEW In the increasing shift to a mobile and global workforce the need for performance management and more broadly talent

More information

Executive Summary. Tom P. Haney Technical Center

Executive Summary. Tom P. Haney Technical Center Bay District Schools Mr. Mike Heptinstall, Principal 3016 Highway 77 Panama City, FL 32405 Document Generated On March 9, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose

More information

The Path Forward. International Women s Day 2012 Global Research Results

The Path Forward. International Women s Day 2012 Global Research Results The Path Forward International Women s Day 2012 Global Research Results Research objectives Accenture conducted its global research study, The Path Forward for release on International Women s Day to gain

More information

Economic impact of privacy on online behavioral advertising

Economic impact of privacy on online behavioral advertising Benchmark study of Internet marketers and advertisers Independently Conducted by Ponemon Institute LLC April 30, 2010 Ponemon Institute Research Report Economic impact of privacy on online behavioral advertising

More information

Women s Leadership Development Survey

Women s Leadership Development Survey Europe survey report Women s Leadership Development Survey Most employers in Europe lack a strategy for developing women leaders, Mercer survey shows Despite efforts among organisations in Europe to achieve

More information

BPM 2015: Business Process Management Trends & Observations

BPM 2015: Business Process Management Trends & Observations BPM 2015: Business Process Management Trends & Observations 1 I BPM 2015: Business Process Management Trends & Observations BPM 2015: Business Process Management Trends & Observations Executive Summary

More information

NMSU Administration and Finance 2014. 215 - Custodial Services/Solid Waste and Recycling

NMSU Administration and Finance 2014. 215 - Custodial Services/Solid Waste and Recycling REPORT ID: 1514 Introduction & Survey Framework... 1 Organization Profile & Survey Administration... 2 Overall Score & Participation... 3 Construct Analysis... 4 Areas of Strength... 5 Areas of Concern...

More information

Report on Existing Millennial Research

Report on Existing Millennial Research Report on Existing Millennial Research Leveraging current research to meet the needs of the Insurance Industry November 21, 2011 Executive Summary Overview This report will identify, gather and organize

More information

The State of Human Resources Outsourcing: 2004 2005

The State of Human Resources Outsourcing: 2004 2005 The State of Human Resources Outsourcing: 2004 2005 Survey Results February 2005 Introduction Increasingly, leading companies in the United States see the value in building a strong working partnership

More information

Prepared for: Your Company Month/Year

Prepared for: Your Company Month/Year Prepared for: Your Company Month/Year This sample is a condensed version showing selections from an actual 4Cs Comprehensive Employee Survey Analysis report and balloons explaining the main features of

More information

An Evaluation of the National Institute for School Leadership: Executive Development Program in Milwaukee Public Schools INTERIM REPORT YEAR TWO

An Evaluation of the National Institute for School Leadership: Executive Development Program in Milwaukee Public Schools INTERIM REPORT YEAR TWO An Evaluation of the National Institute for School Leadership: Executive Development Program in Milwaukee Public Schools INTERIM REPORT YEAR TWO Roisin P. Corcoran, Ph.D. Joseph M. Reilly Steven M. Ross,

More information

A COMPARATIVE STUDY OF WORKFORCE DIVERSITY IN SERVICE AND MANUFACTURING SECTORS IN INDIA

A COMPARATIVE STUDY OF WORKFORCE DIVERSITY IN SERVICE AND MANUFACTURING SECTORS IN INDIA IMPACT: International Journal of Research in Business Management (IMPACT: IJRBM) ISSN(E): 2321-886X; ISSN(P): 2347-4572 Vol. 2, Issue 3, Mar 2014, 1-8 Impact Journals A COMPARATIVE STUDY OF WORKFORCE DIVERSITY

More information

BY Aaron Smith NUMBERS, FACTS AND TRENDS SHAPING THE WORLD FOR RELEASE MARCH 10, 2016 FOR MEDIA OR OTHER INQUIRIES:

BY Aaron Smith NUMBERS, FACTS AND TRENDS SHAPING THE WORLD FOR RELEASE MARCH 10, 2016 FOR MEDIA OR OTHER INQUIRIES: NUMBERS, FACTS AND TRENDS SHAPING THE WORLD FOR RELEASE MARCH 10, 2016 BY Aaron Smith FOR MEDIA OR OTHER INQUIRIES: Aaron Smith, Associate Director, Research Dana Page, Senior Communications Manager 202.419.4372

More information

Community/School Partnerships: A National Survey

Community/School Partnerships: A National Survey Community/School Partnerships: A National Survey February 2007 About DeHavilland Associates DeHavilland Associates is a consulting and communications firm that helps its corporate, nonprofit, and association

More information

SOCIETY OF ACTUARIES THE AMERICAN ACADEMY OF ACTUARIES RETIREMENT PLAN PREFERENCES SURVEY REPORT OF FINDINGS. January 2004

SOCIETY OF ACTUARIES THE AMERICAN ACADEMY OF ACTUARIES RETIREMENT PLAN PREFERENCES SURVEY REPORT OF FINDINGS. January 2004 SOCIETY OF ACTUARIES THE AMERICAN ACADEMY OF ACTUARIES RETIREMENT PLAN PREFERENCES SURVEY REPORT OF FINDINGS January 2004 Mathew Greenwald & Associates, Inc. TABLE OF CONTENTS INTRODUCTION... 1 SETTING

More information

HKIHRM HR PROFESSIONAL STANDARDS MODEL

HKIHRM HR PROFESSIONAL STANDARDS MODEL HKIHRM HR PROFESSIONAL STANDARDS MODEL Creating Values For You and For Organisations Setting Standards Recognising s ABOUT HKIHRM The Hong Kong Institute of Human Resource Management (HKIHRM) is the leading

More information

Executive Summary. Colorado Connections Academy. Mr. Tim Carlin, Principal 8 Inverness Drive E, suite 240 Englewood, CO 80112

Executive Summary. Colorado Connections Academy. Mr. Tim Carlin, Principal 8 Inverness Drive E, suite 240 Englewood, CO 80112 Mr. Tim Carlin, Principal 8 Inverness Drive E, suite 240 Englewood, CO 80112 Document Generated On March 18, 2013 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable

More information

50 Plus: The Challenges of Career Transition. By Marva McGrew

50 Plus: The Challenges of Career Transition. By Marva McGrew 50 Plus: The Challenges of Career Transition By Marva McGrew In today's wavering economy, the American dream of retiring at age 50 and enjoying a beachside villa or countryside cottage until Kingdom comes

More information

YOUNG PROFESSIONALS AT WORK

YOUNG PROFESSIONALS AT WORK consumerlab YOUNG PROFESSIONALS AT WORK The working lives and expectations of the emerging professional generation in the US An Ericsson Consumer Insight Summary Report April 2013 contents THE LEADERS

More information

Introduction. This white paper outlines the key findings from the survey and provides an analysis of its implications

Introduction. This white paper outlines the key findings from the survey and provides an analysis of its implications The Value of HR Certification Around the World Introduction In recent years, there has been a growing appreciation of the benefits of HR credentials among HR professionals. Increasing competition for HR

More information

MCCA Minimum Salary Guideline Scale Five For

MCCA Minimum Salary Guideline Scale Five For Manitoba Child Care Association MCCA Minimum Salary Guideline Scale Five For Group Child Care Centres Phase In 2005-2007 2nd Flr. 2350 McPhillips Street Winnipeg, Manitoba R2V 4J6 PH: 1-204-586-8587 Toll

More information

Center for Effective Organizations

Center for Effective Organizations Center for Effective Organizations HR METRICS AND ANALYTICS USES AND IMPACTS CEO PUBLICATION G 04-8 (460) EDWARD E. LAWLER III ALEC LEVENSON JOHN BOUDREAU Center for Effective Organizations Marshall School

More information

THE HEALTH & SOCIAL CARE

THE HEALTH & SOCIAL CARE THE HEALTH & SOCIAL CARE SECTOR in greater manchester overview of skills ISSUES 1. INTRODUCTION This briefing summarises the findings of primary and secondary research in respect of the skills and training

More information

SAMPLE INTERVIEW QUESTIONS

SAMPLE INTERVIEW QUESTIONS SAMPLE INTERVIEW QUESTIONS Before you start an interview, make sure you have a clear picture of the criteria and standards of performance that will make or break the job, and limit your questions to those

More information

Gettysburg College. Co-Curricular Learning Assessment Plan. Subcommittee on Learning Outside the Classroom. June 15, 2003.

Gettysburg College. Co-Curricular Learning Assessment Plan. Subcommittee on Learning Outside the Classroom. June 15, 2003. Gettysburg College Co-Curricular Learning Assessment Plan Subcommittee on Learning Outside the Classroom June 15, 2003 Submitted by: Julie Ramsey David Wright David Steinour Robin Wagner Thomas Mottola

More information

SOME KEY FACTORS CONSIDERED BY STUDENTS IN ELECTING TO STUDY ENGINEERING. Brendan C. O Kelly

SOME KEY FACTORS CONSIDERED BY STUDENTS IN ELECTING TO STUDY ENGINEERING. Brendan C. O Kelly SOME KEY FACTORS CONSIDERED BY STUDENTS IN ELECTING TO STUDY ENGINEERING Brendan C. O Kelly Department of Civil, Structural and Environmental Engineering, Trinity College Dublin, Ireland E-mail: bokelly@tcd.ie

More information

Special Programs. Table of Contents

Special Programs. Table of Contents Special Programs 46 Special Programs Table of Contents Adult Education............................................................................. 47 CARCAM.................................................................................

More information

The 2014 Ultimate Career Guide

The 2014 Ultimate Career Guide The 2014 Ultimate Career Guide Contents: 1. Explore Your Ideal Career Options 2. Prepare For Your Ideal Career 3. Find a Job in Your Ideal Career 4. Succeed in Your Ideal Career 5. Four of the Fastest

More information