- 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
Labour market research often relies on assumptions regarding job skill requirements but most information on job content is relatively thin or too general for easy interpretation, requiring new approaches to concepts and measurement. This chapter provides a detailed map of the domains that need to be measured and an approach to measuring them called explicit scaling, involving behaviourally concrete survey questions and response options with relatively fixed meanings across respondents. The measures capture both the diverse kinds of skills used at work and the complexity gradients that are the focus of recent concerns but which have largely eluded objective measurement. This chapter describes the measures first used in the survey of Skills, Technology, and Management Practices (STAMP) and presents empirical evidence on their validity and reliability, including comparisons with other established measures of job skill content.
Michael J. Handel is Associate Professor in the Department of Sociology and Anthropology at Northeastern University in the United States. He studies trends in earnings inequality and job skill requirements, and their relationships to computer technology and the organization of work, including employee involvement practices. His STAMP survey is the basis for sections and items on job skill requirements used in the World Bank’s multi-country STEP survey and the OECD’s multi-country PIAAC survey.
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