Francis Green

The Meaning and Determinants of Skills Shortages

In this paper we use establishment-level data to examine what managers mean when they report having skills shortages. We find that the concept of a skills shortage is not always the same as a hard-to-fill vacancy despite the latter being used by many authors who have considered the economic consequences of skills shortages. It seems that, while employers appear not to have any problems for themselves in interpreting questions on ‘skills shortages’, we cannot rely on them being perceived in a uniform way by all employers. Indeed, many employers stress that, amongst both their existing workforce and job applicants, there appear to be important shortfalls in motivational and attitudinal skills, leading us to believe that social skills are an important part of the skills said to be in shortage. Our findings point to two main conclusions for future research. First, studies that investigate the causes and effects of ‘skill shortages’ need to pay greater attention to their definition and measurement. Secondly, in future research on establishments and their skill formation practices, further steps could be taken to gain clarification either directly or indirectly from respondents as to the experiences they choose to classify as a skills shortage.

Trends in the Training of Male and Female Workers in the United Kingdom

After controlling for the effect of impact of human capital and other characteristics, including whether respondents are interviewed directly or by proxy, there has been a convergence in the experience of women and men regarding access to training in Britain. This convergence applies both to total training participation in any four weeks and to the weekly volume of off-the-job training.

Trade Unions as Agents for Skill Formation: The Case of Singapore

Trade unions can influence the quality and quantity of training provided to workers. This article delineates the role played by unions in Singapore’s skill formation system, during the 1980s and 1990s. This role is framed by the context of the developmental state and of a collaborationist union movement. Singapore unions act to support the state’s drive to upgrade the skills of the workforce. They put pressure on employers to sign up to collective agreements including statements about training, and they act as both agents and providers of training and education for basic and core skills. They also devote considerable resources to persuading their members to take up training opportunities. What evidence there is suggests that these various strategies have had some success. The unions’ role in Singapore is contrasted with their role in some other countries.