We author and publish a range of resources to keep you up to date with the latest developments in employment, education and skills, labour market and human resource policy and practice. All our pdf publications are free to access.
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As people live for longer and the State Pension age rises, understanding how working lives can be extended in ways which are both sustainable and rewarding has become an increasingly important issue for individuals, employers and policy makers. This study examined how people in their 60s successfully reshaped work to extend their career, on terms which suited their changing needs and priorities.
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The former Department for Business and Trade commissioned this research which aims to inform policy decisions to improve job security, workplace practice and employer awareness of their responsibilities towards pregnant women and parents in the workplace.
The report presents the findings of a systematic review of the impact of learning on low-qualified, out-of-work adults. It also discusses the methodology adopted and the process through which relevant literature was identified. This review aimed to contribute to a better understanding of whether training or learning works and leads to positive employment outcomes for those who are out of work and who have no or few previous qualifications.
This report presents findings from the third Work-Life Balance Employee Survey, conducted in early 2006 amongst employees of working age living in Great Britain working in organisations with five or more employees at the time of the survey. The research was undertaken by IES in partnership with ICM Research. Using computer-assisted telephone interviewing, 2,081 telephone interviews were conducted in February and March 2006.
The SEEDA-funded basic skills programme created learning partnerships centred on the low-paid workplace in NHS Trusts across the south east region. These learning partnerships delivered literacy, English language, numeracy and IT (LLNIT) skills in NHS workplaces. This report presents findings from the first stage of the project: a data analysis of low pay and low skills in the south east, and a literature review, which sought to characterise low-pay, low-skilled work and workplaces, and to identify practices and opportunities to develop LLNIT skills.
The SEEDA-funded basic skills programme created learning partnerships centred on the low-paid workplace in NHS Trusts across the south east region. These learning partnerships delivered literacy, English language, numeracy and IT (LLNIT) skills in NHS workplaces. This report presents findings from the second stage of this project: an analysis of an audit of learning conducted in organisations where low-skilled and low-paid jobs exist.
This publication was authored by Helen Gray before she joined IES.
This publication was authored by Helen Gray before she joined IES.
This report, which presents an evaluation of the impact of the HSE's Five Steps to Risk Assessment leaflet as well as the Five Steps approach more generally, is based on survey and case study research on risk assessment behaviour in establishments across Great Britain.
This paper argues that, in addition to the traditional HR knowledge and skills, high performing senior HR staff need the right mindset, attitudes and beliefs. Those with the right personal characteristics will add significant value to their organisations and will be given the respect and status that they desire.
The evaluation of the Employer Training Pilots was conducted by IES in partnership with the Institute for Fiscal Studies (IFS) and MORI, with the aim of assessing the nature and extent of the take-up of the ETP offer, and examining the key issues affecting how the pilots operate in practice and the experiences of the employers and employees who take part.
In 2005 IES was commissioned by the LSC to determine the extent to which its safe learner model was successful in raising learner awareness and knowledge about health and safety. This document reports the design, conduct and outcomes of that evaluation of the impact of the pilot on learner knowledge.
