Workplace Education for Hourly Workers

1994 ◽  
Vol 13 (1) ◽  
pp. 55 ◽  
Author(s):  
Laurie J. Bassi
Keyword(s):  
Workplace Education ◽  
Hourly Workers

Low-Wage Workers and the Enforceability of Noncompete Agreements

2021 ◽  
Author(s):  
Michael Lipsitz ◽  
Evan Starr
Keyword(s):  
Labor Market ◽  
Occupational Status ◽  
Job Mobility ◽  
Female Workers ◽  
Salaried Workers ◽  
Wage Effects ◽  
Wage Distributions ◽  
Noncompete Agreements ◽  
Hourly Workers ◽  
The Impact

We exploit the 2008 Oregon ban on noncompete agreements (NCAs) for hourly-paid workers to provide the first evidence on the impact of NCAs on low-wage workers. We find that banning NCAs for hourly workers increased hourly wages by 2%–3% on average. Since only a subset of workers sign NCAs, scaling this estimate by the prevalence of NCA use in the hourly-paid population suggests that the effect on employees actually bound by NCAs may be as great as 14%–21%, though the true effect is likely lower due to labor market spillovers onto those not bound by NCAs. Whereas the positive wage effects are found across the age, education, and wage distributions, they are stronger for female workers and in occupations where NCAs are more common. The Oregon low-wage NCA ban also improved average occupational status in Oregon, raised job-to-job mobility, and increased the proportion of salaried workers without affecting hours worked. This paper was accepted by Lamar Pierce, organizations.

Does Salaried Status Affect Human Capital Accumulation?

ILR Review ◽  
1995 ◽  
Vol 48 (2) ◽  
pp. 322-337 ◽  
Author(s):  
Sheldon E. Haber ◽  
Robert S. Goldfarb
Keyword(s):  
Human Capital ◽  
Conceptual Framework ◽  
Capital Accumulation ◽  
Longitudinal Survey ◽  
Human Capital Accumulation ◽  
Hourly Wage ◽  
Program Participation ◽  
Salaried Workers ◽  
Hourly Workers ◽  
Using Data

Human capital studies do not usually consider whether an individual is paid an hourly wage or a salary. The authors of this paper develop a conceptual framework that explains why some workers are paid salaries and predicts that salaried workers will invest more in human capital than will hourly workers. In particular, this prediction hinges on the differing effort incentives facing hourly and salaried workers, and their employers, in jobs that are paced versus unpaced. Empirical evidence supporting this prediction and other hypotheses implied by the proposed framework is presented using data on individuals covering a 16-month period in 1984–85 from the Bureau of Census Survey of Income and Program Participation (SIPP), a longitudinal survey.

scholarly journals Experiences of influencing one's own life when living with working-age dementia

2021 ◽  
pp. 1-20
Author(s):  
Mervi Issakainen ◽  
Anna Mäki-Petäjä-Leinonen ◽  
Sirkkaliisa Heimonen ◽  
Ann-Charlotte Nedlund ◽  
Arlene Astell ◽  
...  
Keyword(s):  
Focus Group ◽  
Everyday Life ◽  
Early Onset ◽  
Relational Autonomy ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Workplace Education ◽  
Early Onset Dementia ◽  
Working Age

Abstract Having opportunities to make decisions and choices regarding one's life is crucial when living with dementia. This inter-disciplinary study draws on the concept of relational autonomy to explore how working-age people living dementia seek to influence their lives, and what makes it easier or more difficult for them in their everyday life. The data consist of three focus group discussions conducted with 12 retired adults who developed dementia while still employed. The results illuminate various resources that enable a person to (a) handle their difficulties at work and related consequences with dignity, (b) manage everyday tasks and live a fulfilling life, and (c) fight the stigma associated with (working-age) dementia. Challenges related to these aspects reported by the participants reveal gaps and obstacles that impede the full realisation of the rights of people living with early onset dementia. This research highlights the need for workplace education for different stakeholders, equal and ongoing access to guidance and counselling for younger people who live with dementia, and an effort by society as a whole to eradicate stigma.

scholarly journals New Evidence on Workplace Education

10.3386/w4831 ◽  
1994 ◽  
Author(s):  
Alan Krueger ◽  
Cecilia Rouse
Keyword(s):  
Workplace Education ◽  
New Evidence

scholarly journals A digital meal nutritional score may influence food choices in a workplace restaurant: A pilot study

2020 ◽  
Vol 79 (OCE2) ◽  
Author(s):  
Daniela Prozorovscaia ◽  
Emma Jacquier ◽  
Florent Dudan ◽  
Suttipong Mungkala ◽  
Hilary Green
Keyword(s):  
Food Choices ◽  
Research Centre ◽  
Dietary Recommendations ◽  
Workplace Education ◽  
Lunch Break ◽  
Education Campaign ◽  
Behaviour Changes ◽  
Nutritional Score ◽  
The Impact

AbstractIntroductionFood choice is complex. Digital nutrition applications are emerging to help decisions about food choices. Nestlé's Meal Nutritional Score (MNS) is a number between 0 and 100 that provides a measure of the extent to which a meal meets US dietary recommendations. The objective was to evaluate if the MNS influences food choices in a workplace restaurant.Materials and MethodsA workplace education campaign ran over two weeks in order to introduce the MNS to employees. This was done during the lunch break at the entrance to the cafeteria of Nestlé's research centre, which serves around 250 hot meals at lunchtime every day. Employees choose between a typical Western meal, a healthy meal and a vegetarian meal. During the campaign, and for three weeks afterwards, LED screens displayed the MNS for the three different types of meal, every day. Employees’ voluntary feedback on the MNS was collected using a closed-ended questionnaire. Descriptive analyses were done for the scores and sales of each type of meals for one week before the education campaign, immediately after the campaign and three weeks later. Data are reported as mean ± 1 standard deviation.ResultsFeedback was obtained from 152 employees, of whom 96% said the MNS helped them to understand the nutritional balance of the meals, and 38% said the MNS influenced their meal choices. The MNS scores pre-campaign, post-post campaign and 3 weeks later were 52 ± 14, 50 ± 16 and 56 ± 11 for the Western meal; 54 ± 14, 62 ± 6 and 67 ± 6 for the healthy meal and 64 ± 11, 57 ± 14 and 57 ± 12 for the vegetarian meal, respectively. The percentage of sales pre-campaign, post-post campaign and 3 weeks later were 48 ± 10%, 43 ± 9% and 33 ± 9% for the Western meal; 25 ± 10%, 30 ± 8% and 36 ± 10% for the healthy meal, and 27 ± 4%, 27 ± 4% and 30 ± 8% for the vegetarian meal, respectively.DiscussionThe number of people selecting the healthy meal, which usually had the best score, increased during the three weeks following the education campaign, suggesting that the MNS positively influences food choices. The MNS may also help chefs to design more nutritionally balanced meals. Longer-term follow up is necessary to evaluate if these are sustained behaviour changes as well as to test the impact of the MNS in a different workplace environment.

scholarly journals Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 117 ◽  
Author(s):  
Andries S. Koster ◽  
Aukje K. Mantel-Teeuwisse ◽  
Herman J. Woerdenbag ◽  
Wilhelmina M. C. Mulder ◽  
Bob Wilffert ◽  
...  
Keyword(s):  
Health Care ◽  
The Netherlands ◽  
Hospital Pharmacist ◽  
Pharmacy Education ◽  
University Education ◽  
Assessment Instruments ◽  
Gradual Change ◽  
Workplace Education ◽  
Educational Environments ◽  
Secondary Health Care

In this article the design of three master programs (MSc in Pharmacy) and two postgraduate specialization programs for community or hospital pharmacist is described. After a preceding BSc in Pharmacy, these programs cover the full pharmacy education capacity for pharmacists in primary and secondary health care in the Netherlands. All programs use the CanMEDS framework, adapted to pharmacy education and specialization, which facilitates the horizontal integration of pharmacists’ professional development with other health care professions in the country. Moreover, it is illustrated that crossing the boundary from formal (university) education to experiential (workplace) education is eased by a gradual change in time spent in these two educational environments and by the use of comparable monitoring, feedback, and authentic assessment instruments. A reflection on the curricula, based on the principles of the Integrative Pedagogy Model and the Self-determination Theory, suggests that the alignment of these educational programs facilitates the development of professional expertise and professional identity of Dutch pharmacists.

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