Publications

This report sets out the findings of a qualitative study of organisations' experiences of conducting equal pay reviews (EPRs). It is based on findings from 15 case studies which involved interviews with employer, trade union and line management representatives who had been involved in conducting an EPR.

The paper asks the following questions: What is business model change, how does is occur, and how is it dealt with? How does business model change affect the employment expectations and how can these be managed? What are the psychological contract effects of business model change? How can change be effectively and appropriately designed and communicated for optimum organisational performance and employee well-being?

This was the third wave of longitudinal research with young people with special educational needs (SEN) to record and track their progress as they moved from compulsory schooling to early adulthood.

This literature review firstly examines how psychosocial models are used to explain the effects that mass unemployment has on individuals. It then explores the concept of worklessness and the barriers faced by key groups of workless people. The review moves on to examine, in turn, how worklessness can be understood at the individual level, the community level, and at the level of geographical concentrations of worklessness.

This publication is no longer available. Care to Learn is a UK government initiative that provides financial support for teenage parents who want to continue in, or return to learning. It helps with the cost of their childcare and travel. This is the second in a series of reports designed to provide an evaluation of the first three years of Care to Learn. It focuses on the operation and impact of the initiative over the 2003-04 academic year.

This publication is no longer available. The NHS Learning Account Scheme was introduced in April 2001 as part of a firm commitment to widen learning and development opportunities for staff without a professional qualification. NHSU set up a pilot scheme seeking practical ways of involving a wider range of staff in taking up their entitlement to an NHS Learning Account. A key aim was to open up progression routes to 'non-traditional' learners, leading to a better-trained workforce for the NHS as a whole.

This publication was authored by Helen Gray before she joined IES.

This publication is no longer available. This project explored the barriers to training experienced by workers of different ages. The wider context for this research was the age discrimination legislation due to be implemented in October 2006. A key objective of this project was to address some of the myths and stereotypes that might deter employers from training their workers.

This paper provides an introduction to action learning and reflects on recent advances made in its application. It focuses on practical variations of action learning and discusses in what ways they adhere to or challenge the original principles and established norms of action learning.

This report looks at whether the provision of Information, Advice and Guidance (IAG) makes a difference to the work and learning outcomes of individuals.