© LLLightinEurope, Final Presentation, Brussels September ...€¦ · © LLLightinEurope, Final...
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© LLLightinEurope, Final Presentation, Brussels September 22, 2015 2
Income gaps grow with time
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Complex tasks
• Optimization of production
• Making predictions
• Making decisions with significant financial consequences
• Teaching
• Planning and organizing work of large teams
Simple tasks
• Following clear and simple instructions
• Cleaning or polishing surfaces
• Serving food
• Organizing limited amount of information
• Filling out forms with known information
• Copy-pasting
What is complex ?
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Complex job holders experience a sustained growth of income
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Non-complex job holders experience no income growth
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The more complex the job, the faster, longer and higher the income
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Bottom quintile 2nd quintile 3rd quintile 4th quintile Top quintile
Levels of jobs complexity
The same patterns are also true for USA
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The returns to complexity keep on growing
40
% 6
0%
8
0%
6
,5%
7
% 7
,5%
Gains in the rate of return from moving from the least to the most complex job over time
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LLLight tested 1129 persons in 40 organization on their skill to solve complex problems
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The Complex Problem Solving Skills increase in the same way as complexity in the job increases
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Complex Problem Solving skills by company
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Complex Problem Solving skills by industry
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Complex Problem Solving skills by occupations
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Complexity by 220 regions in Europe
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With our economic model based on complexity we predict GDP per capita per region very well
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• Returns to skills around the world
• Sources and returns to ICT skills
• Learning by problem solving
• The learning effects of skill mismatch
• Human capital effects in leadership
• How companies can overcome education investment barriers
• ….
Further economic analyses LLLight conducted
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So what to do? – for instance adult-oriented education
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“Solution and Innovation skills”
Mooc was equivalent to a brain
shift. It doesn’t just give
knowledge; it strives to give skills
to find and use the knowledge,
you may not even know you need!
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Source: Global Entrepreneurship Monitor, Bosma et al. 2013
Prevalence of different types of entrepreneurship (% 18-64 population iInnovation-driven economies)
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Adapted from Stevens and Burley (1997/2003)
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Focus and research approach
• Employee-driven
– Agri-, food- & fibre industry
– 12 companies
– 234 employees
– > 50 groups
• Latent, independent entrepreneurs
– 257 Students from 2 universities
• Specific Human Capital (Opportunity Competence)
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Innovative work behaviour and performance
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Number of ideas adopted by management
Engagem
ent in
inn
ovatio
n
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Opportunity competence and innovative work behaviour
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Identification
Evaluation
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Specific role of job tasks and context
Positive influence of:
• Job complexity – how often employees face complex problems in their daily work that take at least 30
minutes to find a good solution
• Job control – the instructions the employees receive regarding the process according to which daily
tasks should be performed
• Individual learning stock – perceived stock of knowledge on the individual level
• Feedforward learning – whether individual learning moves to group learning
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Research Question
What lifelong learning strategies are in place in enterprises and how can they be used towards value creation?
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ENTERPRISE VALUE
CREATION
Learning Systems
& Incentives
Skills Development
Work Design &
Organisation of Work
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Research Breadth • semi-structured interviews and confirmatory questionnaire:
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• 47 interviews
• 182 questionnaires
• 31 EU enterprises
• 163 EU competitors
• 9 EU countries
• 13 EU competitor countries
• 53 industries
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Main Finding 1
Soft skills development and transfer to the workplace requires attention
– most highly valued, lacking investment, demand gap
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Main Finding 2
Workplace climate & contexts need more support
– sense of belonging, ownership, decision-making
– conflicts, burn-outs stress, job insecurity
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Participating Universities
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Thank you for your attention
and
please visit www.lllightineurope.com
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