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Stefan Baron gathers information on reasons for the consistently low further training rates of both older and less educated employees, and provides suggestions to increase their participation in further training. He shows that employees are not solely rational decision-makers and that training decisions are affected by different educational motivation and investment risks. In particular, lacking confidence in own training competence can be a handicap for future training participation. Still, supervisors can help to strengthen confidence levels, but in many cases they are not trained to provide emotional support and may run the risk of following stereotypes and prejudices about older and less educated employees. As a consequence, both groups might not get the support they need for taking part in further training.
List of contents
Aus dem Inhalt:
Strengthening Lifelong Learning - Lifelong Learning: Individuals' Motivation and Risk Aversion Matter - Influencing Confidence in Training Competence: The Impact of Employees, Team, and Supervisors - The Role of Supervisors and Educational Credentials in Lifelong Learning: Bringing the Boss back in!
About the author
Stefan Baron, 1948, war 16 Jahre unbequemer und meinungsstarker Chefredakteur der WirtschaftsWoche. Der preisgekrönte Journalist und studierte Volkswirt war zuvor am Kieler Institut für Weltwirtschaft und beim Spiegel. 2007, kurz vor Beginn der Finanzkrise, wechselte er die Seiten und wurde Kommunikationschef der Deutschen Bank.
Summary
Stefan Baron gathers information on reasons for the consistently low further training rates of both older and less educated employees, and provides suggestions to increase their participation in further training. He shows that employees are not solely rational decision-makers and that training decisions are affected by different educational motivation and investment risks. In particular, lacking confidence in own training competence can be a handicap for future training participation. Still, supervisors can help to strengthen confidence levels, but in many cases they are not trained to provide emotional support and may run the risk of following stereotypes and prejudices about older and less educated employees. As a consequence, both groups might not get the support they need for taking part in further training.
Foreword
Subjective Motives and Supervisor Support Matter
