- The Oxford Handbook of Skills and Training
- List of Contributors
- Introduction: Skills and Training: Multiple Targets, Shifting Terrain
- Disciplinary Perspectives on Skill
- Skill Builders and the Evolution of National Vocational Training Systems
- The Changing Meaning of Skill: Still Contested, Still Important
- A New Social Construction of Skill
- Measuring Job Content: Skills, Technology, and Management Practices
- Accreditation and Assessment in Vocational Education and Training
- Education and Qualifications as Skills
- Pre-Employment Skill Formation in Australia and Germany
- Skill Development in Middle-level Occupations: The Role of Apprenticeship Training
- What Is Expected of Higher Education Graduates in the Twenty-first Century?
- Employer-Led In-Work Training and Skill Formation: The Challenges of Multi-Varied and Contingent Phenomena
- Unions, the Skills Agenda, and Workforce Development
- A Working Lifetime of Skill and Training Needs
- Skill Under-utilization
- Business Strategies and Skills
- Measuring Skills Stock, Job Skills, and Skills Mismatch
- The Individual Benefits of Investing in Skills
- The Economic and Social Benefits of Skills
- Theorizing Skill Formation in the Global Economy
- Different National Skill Systems
- Skill Ecosystems
- Employment Systems, Skills, and Knowledge
- Skill Demands and Developments in the Advanced Economies
- Approaches to Skills in the Asian Developmental States
- Emerging Economic Powers: The Transformation of the Skills Systems in China and India
- Projecting the Impact of Information Technology on Work and Skills in the 2030s
- International Skill Flows and Migration
- Professional Skills: Impact of Comparative Political Economy
- Skills and Training for the Older Population: Training the New Work Generation
- Rethinking Skills Development: Moving Beyond Competency-Based Training
- Who Pays for Skills?: Differing Perspectives on Who Should Pay and Why
- Current Challenges: Policy Lessons and Implications
- Author Index
Abstract and Keywords
Skill is a ubiquitous term but it is not always commonly understood. This chapter demonstrates that our understanding of skill varies, often as a reflection of our disciplinary interests. Three cross disciplinary lenses are used to examine varying views of skill: its meaning, acquisition, utilisation, recognition, and impact. These lenses: political economy of skill; skill as an organisational resource; and learning theory, enable an exploration of economic, political science, sociology, industrial relations, human resource management, organisation studies, education and psychology perspectives. It is argued that rather than a single or even cross-disciplinary view, multiple perspectives on skill are essential to effective policy development and positive influence on individual and social wellbeing.
Jane Bryson is Associate Professor in Human Resource Management and Industrial Relations at Victoria Business School, Victoria University of Wellington, New Zealand. She researches the range of factors (institutional, organizational, and individual) which influence human capability at work. Most recently she has examined the impact of employment law on workplace management practices.
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