Page 28 - Learning-while-working-Success-stories-on-workplace-learning-in-Europe

CHAPTER 2
To train or not to train?

2.1. Introduction

Not all categories of worker benefit from training and learning opportunities in
the same way, whether these are provided by employers or by adult learning
providers. The Adult education survey (Eurostat, 2009a) indicates that the
probability of participating in continuing training and other learning opportunities
increases with skill and occupation levels. Similarly, the European working
conditions survey (Eurofound, 2007a) points to higher participation in learning for
employees with jobs entailing complex tasks, team work, and the implementation
of quality standards, as well as for those who make use of a variety of working
methods in their jobs. In contrast, employees who undertake repetitive working
tasks are less like to participate in continuing training and have almost no
opportunity to improve their skills while they carry out their working duties. Some
factors influencing training strategies and practices are specific to sectors, such
as technological progress and the introduction of new products, while others
depend on the company’s characteristics, or are linked to government policies
and regulations. Certain studies have shown that companies that adopt new
forms of work organisation, which encourage innovation, employee autonomy,
on-the-job learning and quality management, tend to provide higher training
opportunities to their staff (Tamkin, 2005; Eurofound, 2007a).
The training provided by employers brings positive benefits, including
increased job satisfaction and lower absenteeism, and improves the chances of
business survival, greater productivity and innovation (European Commission,
2010b). This chapter discusses some facts and figures related to participation
in learning activities in the workplace and for work-related purposes, based
on the findings of past surveys. Inequalities related to participation in learning
are explained from the perspective of both employers and employees. Whom
are enterprises training? For what purposes is training organised? What are
the preferred modalities for skill development in connection to the workplace?
What obstacles hamper participation in learning by certain categories of
workers? The chapter draws on four different surveys: the third continuing
vocational training survey (CVTS3), the Adult education survey, and the
fourth European Working conditions survey, which were launched before the
economic crisis, plus the Fifth European Working conditions survey.