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Descriptors:
Predictor Variables; Gender Differences; Age Differences; Educational Attainment; Work Experience; Salesmanship; Performance; Labor Force Development; Online Surveys

Abstract:
The purpose of this study was to examine the impact demographic variables of gender and sales experience have on the performance of business-to-business (B2B) sales professionals. If a deeper understanding can be established of how gender and sales experience variables relate to B2B sales performance, human resource development (HRD) and human performance improvement (HPI) professionals can use these indicators during the hiring and selection process. This article reports findings of the study and offers implications to the field of HRD and HPI. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Public Health; Governance; Neoliberalism; Foreign Countries; Educational Change; Public Policy; State Action; Commercialization; Case Studies; Labor Force Development; Knowledge Economy; Global Approach; Criticism

Abstract:
Market forces are being introduced in public spheres such as higher education and public health, which hitherto were closed to such forces. Ironically, it is the state that is responsible for this process of marketisation. Some see this state action as leading to a growing influence of the state in public policy while others see an attenuation of its role. Critiquing this market-state incompatibility thesis from a geo-spatial perspective on globalisation, this paper calls for an articulation of state-market relations that emphasises their interpenetration. Using Botswana as a case study, the paper argues that although on-going tertiary education reforms in the country are characterised by the state's promotion of market forces this does not mean that the state is retreating, leaving the sub-sector to the vagaries of the market. Contrarily, the state is employing marketisation to reform the sub-sector so that it is responsive to labour and skills demands of an economy aspiring to be knowledge-based. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Private Financial Support; Skilled Workers; Grants; Scholarships; Employees; Labor Force Development; Public Policy; Expenditure per Student; Economic Climate; Competition; Tuition; Social Problems

Abstract:
It's no secret that states and the federal government have found themselves in a financial pinch when it comes to higher education. After years of recession and sluggish recovery, states have slashed per-pupil public spending on higher education by 14.6 percent since 2008. At the federal level, though money for Pell Grants has more than doubled since 2008, the program faces a shortfall of about $6-billion for 2014. It's time to experiment with a new way of leveraging private capital to finance postsecondary education and training--the social-impact bond. In its simplest form, a social-impact bond has three players: (1) the government; (2) private investors; and (3) providers of a social program. Under a bond agreement issued by the government, private investors front the money to providers, who offer services designed to reduce the likelihood that those in the program will need additional government services in the future. But unlike traditional state or municipal bond programs, the government repays investors only if the social program meets agreed-upon performance targets. If the program fails, the government pays nothing. And if it exceeds expectations, resulting in public savings, investors reap a return on their investment. These bonds are now popping up around the United States, including a partnership between Goldman Sachs and New York City to decrease recidivism of young offenders in Riker's Island jail and new programs in Massachusetts to reduce homelessness and juvenile recidivism. President Obama has announced pilot "pay-for-success projects" at the Departments of Labor and Justice to achieve specific social-service outcomes. What do such programs have to do with solving the skills gap? It's time to experiment with a new way of leveraging private capital to finance higher education. Local employers who need more skilled workers face a dilemma when it comes to investing in training employees. Directly subsidizing tuition for employees can help retain workers temporarily, but better-educated employees may also be more likely to defect and join competitors. Meanwhile, binding them to the company in return for postsecondary training raises legitimate concerns about "indentured servitude." Business-sponsored scholarship programs for prospective students present a similar problem: Competitors can get a "free ride" on those investments. The social-impact bond mitigates those problems. It also provides local businesses with an additional avenue to shape postsecondary offerings to reflect labor-force needs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; School Community Relationship; Partnerships in Education; Industry; Labor Force; STEM Education; Labor Force Development; College Role; Barriers

Abstract:
As concerns grow over labor shortages in science, technology, engineering, and mathematics fields, the colleges ready students for jobs or more education. Educators are also looking to community colleges to fill the gap. With their high enrollments of minority and low-income students, community colleges are obvious places to recruit a diverse work force. One of the first steps is to alert students to the STEM jobs going unfilled for lack of qualified applicants. Because community-college students are more likely than others to be financially strained, however, they may shy away from time-intensive STEM programs. Those juggling classes, jobs, and family demands can be daunted by the academic requirements. And deficiencies in math often land students in remedial-course quicksand. There is also an image issue. Many students view science and math as fields for nerds, according to a report last year by the National Academies. Key to recruiting, it said, is "creating a culture where it's cool to be smart." Community colleges are working to break through those barriers, often in partnerships with industry or neighboring four-year colleges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Employees; Workplace Learning; Job Satisfaction; Labor Force Development; Employee Attitudes; Work Attitudes; Job Performance

Abstract:
While research is emerging around the employee engagement construct, evolution is in early stages of development. Presently, some questions remain about how employee engagement differs from other well-researched and documented constructs such as job satisfaction, job involvement, and job commitment. Although such inquiry is seemingly academic in nature, the use of engagement in practice is gaining momentum, and debate remains healthy as to the utility and statistical validity of the engagement construct. To respond, developing clear lines of interpretation and coordination across varied disciplines seems prudent, but an essential first step is a context-specific, conceptual exploration of the construct of employee engagement in relation to other well-researched job attitude and organizational constructs in the literature. This article explores literature on employee engagement, job satisfaction, commitment, and involvement. Implications for organizational learning and workplace performance are examined in a human resource development (HRD) specific context. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Enrollment Trends; College Applicants; Minority Group Students; Graduates; Labor Force Development; Hispanic American Students; Asian American Students; Pacific Islanders; Futures (of Society); Student Recruitment; White Students; African American Students

Abstract:
Over the next decade, more students of color than ever before will pass through the gates of the nation's colleges and join the ranks of its work force, according to new projections by the Western Interstate Commission for Higher Education. By the year 2020, minority students will account for 45 percent of the nation's public high-school graduates, up from 38 percent in 2009. In short, the number of white and black graduates will decline, and the number of Hispanic and Asian-American/Pacific Islander graduates will rise significantly. Those projections appear in the latest edition of "Knocking at the College Door," a regular report on demographic change published by the commission, which is known as Wiche. The updated report includes national, regional, and state-by-state projections for graduates of public and private high schools through 2027-28, revealing the enrollment challenges colleges must adapt to. "Knocking at the College Door" has long been a touchstone for those who recruit students. Rich in data, it portends a future that both inspires and worries enrollment officials, who must chart short- and long-term courses for their institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Enrollment; Enrollment Trends; College Credits; Student Characteristics; Two Year College Students; Online Courses; Dual Enrollment; High School Students; Academic Degrees; College Programs; Adult Literacy; Labor Force Development; Apprenticeships; Graduation Rate; Transfer Rates (College); Education Work Relationship; Outcomes of Education; Income; Adult Basic Education; Tuition; Fees; Student Financial Aid; Educational Finance; Expenditure per Student; Human Resources; School Personnel; College Faculty; College Administration; Salaries; Part Time Students; Full Time Students

Abstract:
Each fall, the Iowa Department of Education collects enrollment data from Iowa's community colleges on the tenth business day of the semester. The fall data pertain to the 2012-13 academic year (fiscal year 2013). This report is the only report on fiscal year 2013 until next year's "Annual Condition of Iowa's Community Colleges." Fall enrollment for 2012 was 100,519 students, a 5.2 percent decline from fall 2011. Since 2008, community college enrollment has grown rapidly, likely a result of the recession of 2008 and 2009. Table 2-1 displays enrollment figures for the latest five years. Enrollment fell at 12 of the 15 community colleges. More students were enrolled part-time (less than 12 semester credit hours) than were enrolled full-time. Students enrolled part-time accounted for 53.9 percent of total fall enrollment, compared to 51.8 percent last fall. The fall enrollment of full-time students fell from 51,107 (48.2 percent of total enrollment) to 46,354 (46.1 percent of total enrollment), a 9.3 percent decline, while the fall enrollment of part-time students dropped slightly (-1.3 percent) from 54,868 students in 2011 to 54,165 students in 2012. Although overall fall enrollment has increased more than tenfold since 1965, the number of full-time students as a percentage of total fall enrollment has steadily declined from 90.8 percent in 1965 to 46.1 percent in 2012. (Contains 272 tables and 105 figures.) [This data for this paper was compiled with the assistance of Geoffrey Jones.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Labor Force Development; Role; Strategic Planning; Business Administration; Administrative Organization; Organizational Change; Organizational Culture; Influences; Barriers; Case Studies; Manufacturing; Models

Abstract:
Central to the relevance of HRD is the inclusion of HRD professionals and functions in organizational strategy. Understanding how HRD units and professionals contribute to or hinder organizational strategy is important for the field. We describe an organizational case in which a systemic strategic initiative involving "Lean strategy" is deployed and the specific contributions by HRD. We also highlight and provide themes from both extant general strategy and Lean strategy literature and key findings from thematic analysis from multilevel organizational interview data. An empirically derived model framing the strategic value of HRD in Lean strategy implementation is provided. These findings highlight HRD contributions for organizations involved in strategy implementation. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Labor Force Development; Role; Strategic Planning; Business Administration; Administrative Organization; Case Studies; Manufacturing; Models

Abstract:
This study by Meera Alagaraja and Toby Egan provides a case study of a Lean strategy implementation in which HRD was an integrated part of the process and offers a model that can give direction for both future research and strategic advocacy on behalf of HRD practice. The case is actually more a study of the importance of cross-functional and corporate-SBU collaboration in implementing strategic business plans than of HRD per se. The HRD contribution is contextualized in the strategic implementation process. As such, it offers a comprehensive and contextualized perspective on the process through which the strategic aspirations of HRD can potentially be realized in practice. That said, there is a broader story that needs to be known in order to contextualize and further understand how the study fits into the broader discussion about SHRD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Research; Psychological Studies; Staff Development; Transfer of Training; Work Environment; Guidelines; Human Resources; Labor Force Development; Higher Education

Abstract:
The goal of staff development in higher education is a change in teacher practices to positively influence student learning. In other words, the goal of staff development is the transfer of learning to the workplace. Research illuminates that this transfer of learning to the workplace is a complex issue. To make an accurate assessment of staff development initiatives one must consider what works for whom and under what conditions. We need to understand which influencing variables actually lead to which effects. Furthermore, we have to gain insight into moderators in the relationship between influencing variables and transfer of learning. With this interdisciplinary review we combine the findings of management, Human Resource Development (HRD), and organisational psychological research with educational research. We attempt to generate guidelines for further research to improve staff development by revealing gaps in earlier research on impact of staff development. (Contains 8 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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