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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Abstract This paper considers the demand for job training and its interaction with organization adjustments through rotation within a team and relocation across teams in response to demand and supply shocks. The analysis includes estimations of determinants of on-thejob training, and of how much such training contributes to improvements in individual productivity. We employ original assembler survey data from two Japanese automobile makers. We also investigate effects of the characteristics of workplace practices, including the behavior of foremen, on the incentives for individual assemblers to seek job training and productivity improvements. Terms of use: Documents in EconStor may

This paper examines the incidence and intensity of training as well as the impact of training on wage growth, using a unique survey of establishments and employees in Japan. We ®nd that the worker's probability of receiving certain forms of training depends not only on union status, occupation, education, age and past job experience, but also on the business types and practices of the ®rms. Our evidence also suggests that formal training is associated with the measures of business growth. Controlling for such growth measures, both the incidence of routine formal training and the duration of informal training are found to boost wage increases. JEL Classi®cation Numbers: J31, J2.

We use a survey of Japanese youth within 10 years after high school graduation to investigate impacts of academic and social skills on their success in the job market. We find three major factors account for the job market outcome immediately after school: school characteristics and job‐placement services, academic performance, and social skills, including negative impacts of problematic behaviors at school. Second, when we run a probit regression on whether or not the surveyed individuals hold regular, full‐time jobs, we find the persistent but declining (over age) impact of the job placement immediately after school. Moreover, we find that the impact of variables pertaining to social skills remain significant even after controlling for the job‐placement outcome after school, whereas other variables, such as grade point average or attributes of high schools, are largely irrelevant to the current employment status.

No abstract