Training and Lifetime Income

2006 ◽  
Vol 96 (3) ◽  
pp. 832-846 ◽  
Author(s):  
Burhanettin Kuruscu

This paper challenges the notion that on-the-job training investments are quantitatively important for workers' welfare and argues that on-the-job training may not increase lifetime income by more than 1 percent. I argue that it is very difficult to reconcile the slowdown in wage growth late in a worker's career with optimizing behavior unless the technology for learning on the job is such that it generates very low gains from training. The analysis is based on a nonparametric methodology for estimating the learning technology from wage profiles; the results are arrived at by comparing the lifetime income when the worker optimally invests in his human capital to the one where he does not make any investments.

1999 ◽  
Vol 65 (3) ◽  
pp. 539-556
Author(s):  
Adam J. Grossberg ◽  
Paul Sicilian

1997 ◽  
Vol 17 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Leigh S. Shaffer

Human capital, defined as any characteristic of a worker that contributes to that worker's productivity, is presented in this article as a unifying theme for academic advising in higher education. Five categories of human capital–formal education, adult education, on-the-job-training, health, and geographic mobility–and academic advising issues related to developing students' human capital in each category are presented. Students' vocational interests are identified with developing their human capital, and the principle of maximizing human capital is introduced as a basis for students' choices of academic curricula and particular courses and programs.


1999 ◽  
Vol 65 (3) ◽  
pp. 539 ◽  
Author(s):  
Adam J. Grossberg ◽  
Paul Sicilian

2016 ◽  
Vol 8 (3) ◽  
pp. 498-515 ◽  
Author(s):  
Jinqi Jiang ◽  
Guangsheng Zhang ◽  
Diming Qi ◽  
Mi Zhou

Purpose Whether training contributes to stabilizing employment among rural migrant workers in cities remains unclear. Based on this gap in the research, the purpose of this paper is to examine how on-the-job training affects rural migrant workers’ job mobility in China. Design/methodology/approach By using randomly sampled survey data on migrant workers in Liaoning province in 2014, the authors applied a logistic model and survival analysis to explore the effect of on-the-job training on migrant workers’ job turnover and understand workers’ job change behaviour after receiving on-the-job training. Findings The results showed that job training provided by employers can significantly reduce migrant workers’ turnover by increasing specific human capital. By contrast, training provided by the government or migrant workers themselves focuses on increasing general human capital and thus fails to reduce job turnover. Moreover, further discussion revealed that, in the trained group, those people with a short tenure and low wage in the first job, people without any skills before migration, male migrant workers, and people that work in medium-sized and large cities have a higher probability of changing jobs. These findings suggest that to tackle the high rate of job mobility among rural migrant workers, firms should entice this labour to train by adjusting their internal training mechanisms, and local governments should subsidize firms that provide on-the-job training for rural migrant workers to help share the costs and risks of training. Moreover, for sake of reducing job changing among those trained workers, firms even should take actions to protect their labour rights of migrant workers and to ensure that they receive equal treatment to their urban counterparts. Originality/value This paper makes three contributions to the field of job mobility in China. First, it explores the mechanism between on-the-job training and rural migrant workers’ job mobility. Second, it empirically analyses the effect of on-the-job training on migrant workers’ job mobility as well as the different effects of general and specific training. Lastly, its results have important policy implications for the employment stability of rural migrant workers.


2009 ◽  
Vol 29 (1) ◽  
pp. 98-105 ◽  
Author(s):  
Leigh S. Shaffer

Human capital, defined as any characteristic of a worker that contributes to that worker's productivity, is presented in this article as a unifying theme for academic advising in higher education. Five categories of human capital—formal education, adult education, on-the-job-training, health, and geographic mobility—and academic advising issues related to developing students' human capital in each category are presented. Students' vocational interests are identified with developing their human capital, and the principle of maximizing human capital is introduced as a basis for students' choices of academic curricula and particular courses and programs.


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