Estimating the determinants of supply of computing, problem‐solving, communication, social, and teamworking skills

We investigate the sources of supply of several core skills, using an innovative approach to skills measurement that involves adapting a job analysis methodology and applying it in a survey context. We then estimate the determinants of skills supply using a production function model. The main findin...

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Bibliographic Details
Published in:Oxford economic papers 2001-07, Vol.53 (3), p.406-433
Main Authors: Green, Francis, Ashton, David, Felstead, Alan
Format: Article
Language:English
Subjects:
Automobile industry
Case studies
Cognition & reasoning
Communication
Computers
Determinants
Determinants of supply
Economic theory
Economics
Education
Employee development
Employment
Estimation
Evaluation techniques
Formal education
Job rotation
Knowledge
Learning
Learning experiences
Mathematical models
Measurement
Occupational training
On the job training
Parent training
Problem solving
Qualifications
Skills
Studies
Teamwork
Training
Vocational education
Workforce
Workplaces
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Summary:We investigate the sources of supply of several core skills, using an innovative approach to skills measurement that involves adapting a job analysis methodology and applying it in a survey context. We then estimate the determinants of skills supply using a production function model. The main findings are: (i) prior education and work experience have generally positive but diminishing marginal impacts on skills, consistent with the earnings function literature; (ii) off‐the‐job training is productive of most types of skill, while on‐the‐job training is effective for the generation of problem‐solving and team‐working skills. Both types of training are transferable from previous employers; (iii) more education enhances the development of computing skills at work, but with respect to other core skills, less educated workers make up for their lower education through more work‐based learning; (iv) there is a strong association between the presence of some new or flexible organisation characteristics and both the level and growth of all types of skills. We argue overall that the contribution of work‐based learning to skills development is more important than normally allowed for in the skills policy discourse.
ISSN:0030-7653
1464-3812
1464-3812
DOI:10.1093/oep/53.3.406