Legislative protection from discrimination in access to employer‐provided training

Allmang, Skye; Jou, Judy; Gadoth, Adva; Rozhenkova, Veronika; Raub, Amy; Heymann, Jody

doi:10.1111/ijtd.12162

Cited by 5 publications

(3 citation statements)

References 54 publications

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“…Moreover, being required to stay in close contact with a potentially discriminant trainer (co-worker or supervisor) can further increase the likelihood of feeling discriminated against. Another potential cause can be the attempt to impose on employees the culture of standardization and normalization trough training process, in a context where there can also be an issue of discrimination in the access to employer-provided training (Allmang et al 2019) and the type of training accessed to. Finally, to test our last hypothesis, i.e.…”

Section: Statistics and Resultsmentioning

confidence: 99%

Human Resource Practices, Job Satisfaction and Perceived Discrimination(s) at the Workplace

Russo¹,

Addabbo²,

Curzi³

et al. 2020

IBR

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This research contributes to the debate in the human resources management (HRM) literature by examining the impact of some HRM practices on workers’ overall job satisfaction and the determinants of workers’ perception of discrimination. The novelty of our study consists in the deepening of the relation between HRM practices and the employees’ perception of discrimination in workplace: a largely unexplored topic, until now. Our aim is to add value to existing literature by assessing the synergy effect between perception of discrimination and HRM practices on workers’ job satisfaction, performing a probit regression analysis of a selection of variables drawn from the sixth wave of European Working Condition Survey data, collected in 2015. We also provide a comparison of different types of discrimination, examining the moderating effect of the perception of discrimination on the relationship between HRM practices and employees’ job satisfaction, assuming that the strength of the above relation is weaker for discriminated workers. Our findings highlight that HRM practices we analysed (except for autonomy of the work-group and job-intensity) have a positive impact on workers’ satisfaction and reduce the perception of discrimination. Moreover, we find that the perception of every kind of discrimination have a negative impact on workers’ job satisfaction. Our results also suggest that the perception of discrimination has a moderator role in the relation between HRM practices and job satisfaction. Policy implications are finally discussed.

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Section: Statistics and Resultsmentioning

confidence: 99%

Human Resource Practices, Job Satisfaction and Perceived Discrimination(s) at the Workplace

Russo¹,

Addabbo²,

Curzi³

et al. 2020

IBR

View full text Add to dashboard Cite

show abstract

“…Legal protection against discrimination based on gender or sexual orientation mediates access to training (Allmang et al, 2019). Government support, including financial incentives and practices to improve business competitiveness, encourages employers to invest in training (Lee & Davison, 2018;Mason, 2020).…”

Section: Macro-level Factorsmentioning

confidence: 99%

Exploring the Factors of Firm-Provided Continuing Education and Training: A Systematic Literature Review

Neycheva

2024

EUROPEAN J ED RES

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<p style="text-align:justify">Given the insufficient involvement of business investments in adult education, this study focused on the factors that motivate managers and entrepreneurs to invest in continuing education. For this purpose, we conducted a systematic literature review of studies referenced in Scopus and Web of Science since 2015. The factors for training were classified into four levels: personal, organizational, industry-related, and national. The results indicated that the inside firm-related determinants are the most studied and essential. A consensus emerged in the relevant literature on the positive impact of a supportive workplace culture, a learning orientation, formalized human resource development practices, and employee voice. The long-term orientation of managers and the perception of employees’ flexibility and adaptability to change also play a role. The study highlights the increasing pressure from regulations and market competition, as well as the (in)capability of universities to provide training tailored to the specific needs of companies. Although institutional factors appeared to predominate, economic considerations also influence training decisions; the latter means that the two underlying theories – institutional theory and human capital theory – complement each other when explaining employers' incentives to invest in training.</p>

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“…For these cases, their access to training is limited to that which the employer decides is of value and at a time to suit the employer, if at all. Researchers have reported discrimination in access to employer‐provided training based on gender, age, social class, disability, ethnicity and sexual orientation (Allmang et al ., 2019). Other barriers to training access include employer arguments that the business cannot afford to release staff for training purposes (Unwin, 2017).…”

Section: Getting a Voice In Relation To Trainingmentioning

confidence: 99%

The role of trade union collective voice in the access to training for workers in New Zealand

Bryson

2020

Int J Training Development

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This paper explores trade union collective voice as a mechanism for worker participation in training decision making. New Zealand is an example of a liberal market economy (LME) with relatively weak regulatory pressure on employers to engage in training. Consequently, drivers such as trade union collective voice could fill an important role in workers securing support for training from their employers. The paper argues that given the reduced power of unions in many LMEs workers potentially face a twofold challenge: the first to secure an entitlement to training and the second to have any further participation in training decision making. Using the example of New Zealand, the paper examines whether collective bargaining secures entitlement to training. Then, employing the categorization of approaches to workforce development as either expansive or restrictive, it investigates the nature of that entitlement. Following this, the paper reports on dialogue with trade unions through which a more nuanced picture emerges of collective voice and the challenges to worker participation in training decision making. Finally, it reflects on the role collective voice could play in worker access to training.

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Legislative protection from discrimination in access to employer‐provided training

Cited by 5 publications

References 54 publications

Human Resource Practices, Job Satisfaction and Perceived Discrimination(s) at the Workplace

Human Resource Practices, Job Satisfaction and Perceived Discrimination(s) at the Workplace

Exploring the Factors of Firm-Provided Continuing Education and Training: A Systematic Literature Review

The role of trade union collective voice in the access to training for workers in New Zealand

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