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The aim of this enquiry is to help identify areas of development in terms of human resource management/organisational development and work development activity for the NHS Institute and its stakeholders. Such activity clearly has a key role in developing a flexible, adaptable workforce that is capable of sustaining continuous service improvement.
Is your organisation losing its key people? Do you know why, and what might have persuaded them to stay? Are you confident that you can identify your key people and explain what makes them key? Do you know what motivates them, and why they might be looking elsewhere for job satisfaction? This paper aims to help you answer these questions and profiles different kinds of key people, for a practical and strategic approach.
In this paper we consider job-skills mismatches of those individuals fortunate enough to have jobs and question whether firms are failing to utilise the skills of their existing labour force. Further, we also consider whether firms are hiring workers not capable of fulfilling their job requirements without adequate training provision.
The Higher Education European Social Fund (HE ESF) Unit has been responsible for managing ESF projects for the HE Sector in England since 2001. This report provides a greater understanding of the social, economic and labour market impacts of HE ESF projects. It comprised four methodological elements: desk research; literature review; secondary data analysis of HE ESF project closure reports; and case study research.
This paper highlights the inadequacies of traditional approaches and points to new procedures that meet today's needs, in this important aspect of talent management. It also provides an example of where the proposed new approach has produced startling results which have provided high-quality assessment data at a fraction of the cost of traditional approaches.
This research explores the impact of information, advice and guidance (IAG) on adults in work or education, and specifically investigates the relative impact of more in-depth careers support (advice and guidance) over that of information provision. The research design was a longitudinal survey of recipients of careers support (or recipients of IAG). The first survey took place in 2004 and involved more than 4,000 individuals. The second survey, in 2006, followed-up these original participants, achieving almost 1,300 interviews.
In 2005 the government established a review of information, advice and guidance services for adults in order to help achieve the long-term objective of a universally available, high quality and well-used service offering linked information, advice and guidance for adults. One element of the review was to conduct and evaluate a trial extension of the UfI/learndirect telephone guidance service to handle a substantially larger volume of calls and to test a three-stage call-back and action planning model. This evaluation of the learndirect guidance trial draws on the findings from a number of research strands including a scored quality analysis of 100 calls to the service, a survey of 1,000 service users, interviews with learndirect advisors, and an analysis of management and financial information.
We use a standard production function to identify the impact of learning-by-doing on the productivity of labour, human capital and physical capital. Using data from a representative sample of 1,000 UK businesses, we observe that learning effects on labour and human capital productivity are highest when firms are very young. By contrast, learning has the greatest effect on the productivity of physical capital the older a firm becomes.
This publication was authored by Andrea Broughton before she joined IES.
