ERIC Number: ED378392
Record Type: RIE
Publication Date: 1995-Jan
Reference Count: N/A
Self-Assessed Skill Needs and Job Performance.
Cappelli, Peter; Rogovsky, Nikolai
Since 1983, discussions focused increasingly on the contribution to economic performance associated with the skills of the work force. Government policy went further by specifying skills important to economic performance and advocating their introduction into schools and training programs. Surprisingly little empirical research examined the importance of specific skills and their relationship with performance. A study examined self-reported skill needs across a range of job settings. Eight public utilities agreed to cooperate in the study, which examined workers across 15 jobs in each company. The companies identified benchmark jobs, common to all the companies and easily identifiable in the outside labor market. Skill issues were assessed by plant managers, workers, and their supervisors. Managers and supervisors were chosen at random. Each supervisor reported a series of performance measures for each employee. Employees were surveyed and rated about skill issues, work organization, and job attitudes. The response rate was 100 percent from supervisors and 85 percent from employees. Results suggested that basic skills associated with academic learning were especially important to performance in the workplace. These skills were perceived as more important for improving performance by both employees and supervisors, whereas the perceived need to improve these skills was associated with more positive attitudes and behaviors. (Contains 9 endnotes, 34 references, and 8 tables.) (YLB)
Descriptors: Adult Education, Basic Skills, Developed Nations, Economic Development, Education Work Relationship, Job Performance, Job Skills, Occupational Information, Productivity, Skill Development, Vocational Education, Work Attitudes, Work Ethic
National Center on Adult Literacy, Dissemination, 3910 Chestnut Street, Philadelphia, PA 19104-3111 (order no. TR94-08: $8).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Adult Literacy, Philadelphia, PA.