Putting skill in its place

Using the Motivation-Attributes-Skills-Knowledge Validation Model in Implementing Knowledge Management Strategies in Small and Midsize Employers (SME’S): A Theoretical Study

“…(Prasad & Tran, 2016). They internalize the values and mission of the organization or competencies, such as personality of the employees, job satisfaction levels, and organizational cultureall such competencies which could have influenced their knowledge management in MASK (Bryson, 2016). Through the research pertaining to the development of the MASK, findings support that attributes generally encompass non-technical, value-added aspects of competency cluster mastery (Brown, Bruno & Cooper, 2012).…”

“…SME's can provide enrichment experiences that focus on creative and critical thinking within the work environment. Several creative problem solving programs can be incorporated into internal training programs providing the opportunity to learn and practice work place skills Bryson, 2015 This article argues that a focus on human capability and its development can be used to rethink the high skills policy visions favored over recent decades.…”

From graduate employability to employment: policy and practice in UK higher education

“…With some 2.5 million registered students (Universities UK, 2013b), the UK HE sector has a key role in contributing to the growth of the national economy and enhancing the productivity of the workforce. Not surprisingly, nurturing the capability of HE to develop work ready graduates has become central to UK Government policy agenda (Bryson, 2015;Universities UK, 2013a).The recent Government White Paper 'Success as a Knowledge Economy' (May 2016) restates the case for the role of universities as engines of innovation and growth. UK universities are under increased pressure to develop employable graduates (Brown, 2014) and demonstrate this through institutional employability data.…”

Labour market intermediaries: a corrective to the human capital paradigm (mis)matching skills and jobs?

“…The common HCT policy response to labour market adjustment is 'stopgap' education and training programmes -but it is not guaranteed that such investment will generate matching with good job opportunities. Accordingly, HCT perspectives have been criticized by many scholars, and alternative analysis of labour market functioning is required (Arnholtz and Hansen, 2013;Bowles and Gintis, 1975;Bryson, 2015;Goldstein et al, 2012;Keep et al, 2010;Livingstone, 1997). The essence of alternative analysis is that skill supply alone may not trigger job opportunities, and active labour market interventions may be required to match workers to jobs and stimulate employer demand for particular skills.…”

“…A new coordinated state policy model is required connecting national, regional, sector, local and organizational levels, which targets skills where they are most needed, creates demand for skills by creating greater quantities of quality jobs, and ensures that skills are better utilized in organizations through workplace innovation, employment relations, and work redesign strategies. This is about coherently integrating education and training policy (human capability) with interventions attending to demand-side structural economic issues through radical reform of industrial policy, labour markets and their regulation, job quality, workplace innovation, work organization and employment relations (see Brewer et al, 2012;Bryson, 2015;Hutton, 2015;Keep and Mayhew, 2014;Mayhew and Keep, 2014). This suite of holistic policy interventions has been labelled a 'skill eco-system' (Finegold, 1999), which emphasizes broader institutional context and interdependency of multi-level policy interventions needed to rectify 'structurally rooted causes of economic and social problems' (Keep and Mayhew, 2010: 570).…”