Pismenost na delovnem mestu Ivančič, Angela
AS. Andragoška spoznanja,
12/2004, Volume:
10, Issue:
3
Journal Article
Peer reviewed
Open access
Pismenost na delovnem mestu postaja vse aktualnejsa taka zaradi zahtev, ki jih pred zaposlene postavlja informacijska tehnologija, kakor tudi zaradi novih pristopov k upravljanju delovnega mesta. ...Pojem pismenosti ne vkljucuje več samo branja in pisanja, ampak tudi t. i. nove temeljne spretnosti in kljucne kompetence, ki delavcem omogocajo, da sami upravljajo svoje delo in prevzemajo odgovornost za izboljsevanje produktivnosti ter doseganje organizacijkih ciljev. Zaradi velikega pomena, ki ga obdobje hiperkonkurence pripisuje podatkovno utemeljenemu odlocanju, je raba spretnosti pismenosti pomaknjena tudi v sredisce upravljanja novega delovnega mesta. Pri tem pa kritiki opozarjajo na evidenco, ki kaze, da se tudi ob sodobnih modelih upravljanja v organizacijah se vedno ohranjajo odnosi kontrole in omejene avtonomije delavcev. V takSnem kontekstu imajo lahko celo enostavne aktivnosti pisanja in branja razsirjene implikacije za delavce, kajti njihove pisane besede postajajo 'podatki' v procesu.
This paper explores the role and significance of independent inventors within the national innovation system. By using a case study based on interviews with 22 independent inventors, it examines the ...types of social capital facilitating independent inventors' access to relevant knowledge and information. The findings show that, in line with their marginalization in the national innovation system, independent inventors have very limited access to the services and assistance of supportive organizations of the national innovation system. They primarily rely on the social capital residing in civil society organizations as well as the social capital of their family and friends. Professional and interdisciplinary linkages can thus be regarded as their weak point hindering their access to relevant knowledge and information.
This paper explores the importance of social capital for independent inventors' access to knowledge relevant to their innovation activity. The first part is theoretical and deals with types of social ...capital crucial to knowledge transfer. The second part presents the empirical, qualitative study of Slovenian independent inventors. Twenty-two semi-structured interviews were conducted and the findings point to independent inventors' limited access to those types of social capital which are important for knowledge transfer within the Slovenian innovation system. This is especially true for bridging and weak ties. As a result, independent inventors are not included in the knowledge flow; especially not the formally organised and collective knowledge which is needed to successfully carry out all phases of innovation. The conclusion of the paper suggests a few basic steps to bridge this gap.
Recent comparative studies of labour market entries and transitions from education to employment assert that in industrial countries individual resources play a significant role in the processes of ...allocation to jobs and labour market positions. However, differences exist among countries as to how this role is displayed. These differences and commonalities indicate that transitions from education to work and their outcomes in the labour market are embedded within specific institutional contexts and hence there is a need for institutional explanations to be taken into account in their research. The characteristics of education systems and the links between jobs and educational qualifications in conjunction with labour force protection and social welfare systems are considered by various scholars as the most clearly visible institutional factors affecting differences among countries in the links between education and employment and, above all, in patterns of transitions from schooling to employment. Given certain research findings the following dimensions are the most important in this respect: the scope of opportunities provided on different levels of education systems; the relative advantages of education systems mainly providing general qualifications over those delivering occupation-specific skills; the mode of organisation of the vocational education (the school form, vs. the dual form); the sorting of students in their early educational career on different tracks of curricula and with different educational requirements; the extent to which students encounter various obstacles in their progress up to the highest levels of education; the flexibility of educational links and the level of standardisation of educational programmes.
Results of comparative research into adult literacy show that the biggest share of variance in individual literacy achievements is explained by education, age, participation in the labour force and ...occupational category. However, literacy skills are not only acquired in the school environment but also through the active utilisation of these skills in various environments. As adults most often use their writing, reading and calculating skills at work, the workplace is one of the most important such learning environments. This article seeks to illuminate the effect of the opportunities provided by the workplace for more diverse practices of literacy skills on individual literacy achievements by analysing the data collected in the International Adult Literacy Survey (IALS) in Slovenia and five selected European countries. It argues that in all selected countries the better education, occupational categories based on higher qualification levels and the more frequent use of more complex writing and reading practices at work point to higher levels of prose, documentary and mathematic literacy achievements.
Transitions between states in the labour market in the period 1974–1994 are analysed to identify how changes in labour-market structures in the period of transition from the socialist to the market ...economy have affected the role of investment in education and qualifications in the process of allocation of people to jobs. Job shifts as well as shifts from jobs to self-employment, unemployment, and exits from the labour market have been included. Only upward mobility is associated with better educational achievements while other job mobility forms seem to depend more heavily on job- or occupation-specific resources and personal characteristics. The improvement of education while in employment has not proved to be an important short-term individual mobility resource. On the other hand, non-formal training at the beginning of one's career is likely to foster upward and inter-firm shifts. In times of profound structural change, institutional arrangements negotiated by the main economic and political actors in order to mitigate their negative effects, seem to alter the genuine effects of investment in human capital on labour-market processes.
Job mobility is commonly dealt with as a function of individual resources and characteristics as well as structural factors. Labour market structures determine mobility opportunities, whereas ...individual resources and characteristics enable individuals to make use of these opportunities. Educational attainment is regarded as an individual resource, which is likely to open firms' doors, while its impact on internal job mobility is less clear. Some people continue to invest in their human capital later on in their working lives, be it to improve their level of education or to obtain job/occupation specific qualifications. This article deals with the importance of educational attainment and the effects of completed education during employment, as well as participation in non-formal further training on job mobility processes in the Slovenian labour market. The overall job transition rate, intrafirm job transition rate and inter-firm job transition rate are taken into consideration. Retrospective data on job histories covering the period 1974-1994 are analysed, which enables us to point out differences caused by changes in labour market structures in the period of transition to a market economy. The findings show that people with higher levels of educational attainment are more likely to change jobs, but also that labour force experience and non formal further training seem to make up for missing educational certificates in overall job shifts and inter-firm job shift, whereas original occupation has the same function in intra-firm job shifts processes. Additionally the function of education completed during ones working life, as job mobility resource is much less clear than expected. Neither labour force experience nor further training function as a retention mechanisms i.e., they do not chain people to existing jobs; organised non formal training supports job shifts. The transition period significantly increases intra firm job shifts, however it does not seem to alter the significance of human capital variables and original occupations on job transition rates.
Recent comparative studies of labor market entries and transitions from education to employment assert that in industrial countries individual resources play a significant role in the processes of ...allocation to jobs and labor market positions. However, differences exist among countries as to how this role is displayed. These differences and commonalities indicate that transitions from education to work and their outcomes in the labor market are embedded within specific institutional contexts and hence there is a need for institutional explanations to be taken into account in their research. The characteristics of education systems and the links between jobs and educational qualifications in conjunction with labor force protection and social welfare systems are considered by various scholars as the most clearly visible institutional factors affecting differences among countries in the links between education and employment and, above all, in patterns of transitions from schooling to employment. Given certain research findings the following dimensions are the most important in this respect: the scope of opportunities provided on different levels of education systems; the relative advantages of education systems mainly providing general qualifications over those delivering occupation-specific skills; the mode of organization of the vocational education (the school form, vs. the dual form); the sorting of students in their early educational career on different tracks of curricula and with different educational requirements; the extent to which students encounter various obstacles in their progress up to the highest levels of education; the flexibility of educational links and the level of standardization of educational programs. Adapted from the source document.
This paper explores the importance of social capital for independent inventors' access to knowledge relevant to their innovation activity. The first part is theoretical and deals with types of social ...capital crucial to knowledge transfer. The second part presents the empirical, qualitative study of Slovenian independent inventors. Twenty-two semi-structured interviews were conducted and the findings point to independent inventors' limited access to those types of social capital which are important for knowledge transfer within the Slovenian innovation system. This is especially true for bridging and weak ties. As a result, independent inventors are not included in the knowledge flow; especially not the formally organised and collective knowledge which is needed to successfully carry out all phases of innovation. The conclusion of the paper suggests a few basic steps to bridge this gap. Adapted from the source document.
Results of comparative research into adult literacy show that the biggest share of variance in individual literacy achievements is explained by education, age, participation in the labor force & ...occupational category. However, literacy skills are not only acquired in the school environment but also through the active utilization of these skills in various environments. As adults most often use their writing, reading & calculating skills at work, the workplace is one of the most important such learning environments. This article seeks to illuminate the effect of the opportunities provided by the workplace for more diverse practices of literacy skills on individual literacy achievements by analyzing the data collected in the International Adult Literacy Survey (IALS) in Slovenia & five selected European countries. It argues that in all selected countries the better education, occupational categories based on higher qualification levels & the more frequent use of more complex writing & reading practices at work point to higher levels of prose, documentary & mathematic literacy achievements. Tables, References. Adapted from the source document.
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