Training and its Benefits for Individuals: What Form, What For and For Whom? Evidence from the Literature and Implications for Government-sponsored Training

By Catherine R. Ramos and Roger Harris.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Governments develop and sponsor training interventions to help their citizens stay competitive and employable, and to support the workings of their economies. Training outcomes are normally measured in terms of productivity, wage increase, employability and promotion. Studies show that economic gains from this training are not the norm—some do indicate economic gain, but others do not. So what exactly are those types of training that produce economic outcomes? The literature shows that firm-specific training is more effective in terms of relevance to current work and produces more economic outcomes than voluntary types of training. Is this really the case? Or are there other supporting factors that the literature can identify about what types of training, forms of delivery and supporting mechanisms can assist trainees in gaining economic benefits from training? This paper provides a critical analysis of international reviews and empirical studies on training and the factors that are likely to generate economic benefits for individual trainees, with a view to presenting some policy suggestions on government-sponsored training schemes. Based on the findings, the conclusion is that employer-sponsored-job-related training is the type that has a positive effect on wages, while training programs with job placements increase employment probability for individuals.

Keywords: Training Benefits to Individuals, Types of Training

The International Journal of Learning, Volume 18, Issue 6, pp.371-382. Article: Print (Spiral Bound). Article: Electronic (PDF File; 768.247KB).

Catherine R. Ramos

Senior Research Officer, Research Unit, Institute for Adult Learning, Singapore, Singapore

Currently, Catherine Ramos is a Senior Research Officer with the Institute for Adult Learning, Singapore. Her 13 years of professional experience involved social science research, human resources and training, and legislative research.

Prof. Roger Harris

Director, Centre for Research in Education, Equity and Work, School of Education, University of South Australia, Australia

Roger Harris has had extensive experience in adult/vocational teacher education and in research, is editor of the Australian Journal of Adult Learning, and Fellow of the Australian College of Educators.

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