A study of accountability in work-based learning: The Learning Representative Initiative in the UK

• Autorzy: Lee B. , Cassel C.
• Języki publikacji: EN

Abstrakty

EN

Stimulating the lifelong learning of a workforce is an important Human Resource Management issue, while ensuring that management provide such stimulation is an important accountability issue for employees' representatives. The United Kingdom's Employment Act (2002) granted trade union learning representatives' statutory rights to paid time off to diagnose workers' learning needs and to negotiate their learning. One way of exploring whether employers are providing learning opportunities and are accountable to trade unions for such learning is by examining whether trade union websites commend best practice of any companies. The purpose of this paper is to report an example from a trade union website of best practices of learning negotiated between an employer and a trade union, as a consequence of the initiative. The discussion is set in a context of the benefits of learning and an account of the extent to which trade union members in different occupations have enjoyed learning in the past and stand to benefit from the union learning representative initiative. The case is used to highlight some of the steps that were taken to ensure the initiative was successful. The discussion concludes by considering the broader lessons of the union learning representative initiative.

Słowa kluczowe

EN

HRM; human resource management

PL

HRM; zarządzanie zasobami ludzkimi

• Wydawca: University of Zielona Góra, Faculty of Economics and Management
• Czasopismo: Management
• Rocznik: 2004
• Tom: Vol. 8, no 1
• Strony: 171--181
• Opis fizyczny: Bibliogr. 13 poz., tab.

Twórcy

autor

Lee B.

• University of Sheffield

autor

Cassel C.

• University of Sheffield

Bibliografia

• 1. Ainley P., Comey M. (1990), Training for the future: The rise and fall of the manpower services commission, Cassell Educational Limited, London.
• 2. Carter R. (1979), Class, Militancy and Union Character: a Study of the Association of Scientific, Technical and Managerial Staffs, „Sociological Review”, Vol. 27, pp 297-316.
• 3. Cressey P., Kelleher M. (2000), Social Partnerships and Human Resource Development, European Consortium for the Leaming Organization, Wales.
• 4. HMSO (2002): Employment Act 2002, found at http://www.hinso.gov.uk/acts/acts2002/20020022.htm. last accessed 4th September 2003.
• 5. H.M. Treasury (2002), Developing Workforce Skills: Piloting a New Approach, H.M Treasury, London.
• 6. Lee B., Cassell C. (2004), Learning representatives in UK organizations: a review of current developments, „Development & Learning in Organizations: An International Journal”, Vol. 18.
• 7. Lee B., Cassell C. (forthcoming), Electronic routes to change? A survey of website support for trade union learning representatives, paper prepared for The Fourth International Conference on Knowledge, Culture and Change in Organisations, August 2004, available from http://ManagementConference. com.
• 8. Margolis A. (2003), Licensed to Skill, „People Management”, 26th June 2003, pp 46-48.
• 9. Roberts B., Loveridge R., Gennard J. (1972), Reluctant Militants, Heinemann, London.
• 10. Sangster A., Tyrrall D. (2004), Insights From Internet-Based Research: Realising A Qualitative Understanding From a Quantitative Search Process, (in:) C. Humphrey, B. Lee (eds.), chapter eighteen, The Real Life Guide to Accounting Research, Elsevier Science, Oxford, England.
• 11. Sheldrake J., Vickerstaff S. (1987), The History of Industrial Training in Britain, Aldershot. Avebury.
• 12. Ward S., Lusoli W. (2002), Dinosaurs in Cyberspace? British Trade Unions and the Internet, paper prepared for the Political Studies Association Annual Conference, University of Aberdeen, 4th-7th April.
• 13. York Consulting Limited (2003), TUC Learning Services Union Learning Rep Survey, York Consulting Limited.