Unfulfilled Prophecy
Unfulfilled Prophecy
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未实现的预言
DOI：
10.1080/00221546.2000.11780825
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发表时间：
2000
期刊：
影响因子：
--
通讯作者：
G. Thompson
中科院分区：
文献类型：
--
作者：
G. Thompson
自第二次世界大战结束以来，美国和加拿大的企业对员工教育的投资规模发生了巨大变化。美国和加拿大的商业和工业领导人已经认识到，受过教育的劳动力对于在全球经济中保持竞争力至关重要。与此同时，企业对公共教育系统毕业生的知识和技能普遍不满，这导致企业努力提供补习教育。此外，技术进步要求对雇员进行再教育，以保持他们的能力。公司也将员工教育计划视为降低与员工流动和缺勤相关的成本的一种手段（艾伦，1996）。1997年，美国雇员人数在100人或100人以上的组织预计将花费近600亿美元用于雇员教育（培训预算，1997年）。这一估计数不包括非正式在职教育的费用，也不包括间接费用，如雇员参加教育方案时支付给他们的工资和福利。Souque（1996年）报告说，对加拿大组织的一项调查发现，雇主将工资的1.6%用于雇员的培训和发展。他报告说，美国最近的一项调查报告的可比数字为1.5%。Davis和Botkin（1994）认为，企业现在比政府更有责任提供能够保持企业竞争力的教育，从基本技能的发展到复杂的专业发展计划。他们描述了“企业大学”的发展，并指出，尽管其中一些只不过是“重新命名的培训中心”，但它们反映了企业对员工教育的日益重视。Meister（1994）对30个美国公司的企业教育实践进行了分析。S.已经建立了企业大学的公司，包括亚瑟安德森，联邦快递，通用电气和摩托罗拉。她指出，许多公司帮助完成企业教育计划的员工获得大学学位的学分。美国理事会非大学赞助教学教育计划（ACE/PONSI）评估由商业和工业，工会，专业和志愿协会以及政府机构提供的教学课程和计划，并根据这些教学提出大学学分的建议。ACE/PONSI成立于1974年，至今已有250多家公司和组织，包括ATT Eurich，1985;霍桑，利比和纳什，1983;纳什和霍桑，1987;波特，1982）。…
Introduction Dramatic changes have occurred in the scale of corporate investment in employee education in the United States and Canada since the end of World War II. Business and industry leaders in the United States and Canada have recognized that an educated workforce is essential to remaining competitive in a global economy. At the same time, there is widespread corporate dissatisfaction with the knowledge and skills of graduates of the public educational system, which has led to corporate efforts to provide remedial education. In addition, technological advances require reeducation of employees to maintain their competence. Corporations also see employee education programs as a means to reduce costs associated with employee turnover and absenteeism (Allen, 1996). In 1997, organizations in the United States with 100 or more employees were expected to spend almost $60 billion for employee education (Training budgets, 1997). This estimate does not include the costs of informal on-the-job education, nor does it include indirect costs, such as the wages and benefits paid to employees while they are participating in educational programs. Souque (1996) reported that a survey of Canadian organizations found that employers are spending 1.6% of payroll on training and development for their employees. He reported that a recent survey in the United States reported a comparable figure of 1.5%. Davis and Botkin (1994) have argued that business is now becoming more responsible than government for the kind of education that will maintain corporate competitiveness, from the development of basic skills to sophisticated professional development programs. They describe the development of "corporate universities" and note that although some of these are little more than "rechristened training centers," they nonetheless reflect a growing corporate commitment to employee education. Meister (1994) profiled corporate education practices of 30 U. S. corporations that have established corporate universities, including Arthur Andersen, Federal Express, General Electric, and Motorola. She noted that many corporations assist their employees who complete corporate education programs to obtain academic credit toward university degrees. The American Council on Education Program on Noncollegiate Sponsored Instruction (ACE/PONSI) evaluates instructional courses and programs offered by business and industry, labor union s, professional and voluntary associations, and government agencies and makes recommendations for college credit based upon such instruction. ACE/PONSI was initiated in 1974, and today over 250 companies and organizations, including ATT Eurich, 1985; Hawthorne, Libby & Nash, 1983; Nash & Hawthorne, 1987; Porter, 1982). …