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Source: Center for Advanced Human Resource Studies, Cornell University
Resulting in 5 citations.
1. Bishop, John H.
Academic Learning and National Productivity
Working Paper #91-07, Cornell University, Center for Advanced Human Resource Studies (CAHRS) Working Paper Series, August 1991.
Also: http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1338&context=cahrswp
Cohort(s): NLSY79
Publisher: Center for Advanced Human Resource Studies, Cornell University
Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cross-national Analysis; Education Indicators; Educational Attainment; Educational Returns; High School Completion/Graduates; High School Curriculum; Sweden, Swedish; Wage Rates

Skill requirements clearly appear to be escalating. Occupations which require the worker to use or process information are growing rapidly. The need for greater ability to process information is also growing in blue collar occupations that have traditionally not been thought to make such demands. Increasing numbers of manufacturing workers are working in production cells in which every member of the team is expected to learn every job. Production workers are being given responsibilities--quality checking, statistical process control (SPC) record keeping, resetting machines shown by SPC to be straying from target dimensions, redesigning the layout of the machines in the production cell--that used to be the sole province of supervisors, specialized technicians and industrial engineers.

Concern about slackening productivity growth and deteriorating competitiveness has resulted, in many nations, in a new public focus on the quality and rigor of the elementary and secondary education received by the nation's front line workers. Higher order thinking and problem solving skills are believed to be in particularly short supply so much attention has been given to mathematics and science education because it is thought that these subjects are particularly relevant to their development.

Bibliography Citation
Bishop, John H. "Academic Learning and National Productivity." Working Paper #91-07, Cornell University, Center for Advanced Human Resource Studies (CAHRS) Working Paper Series, August 1991.
2. Bishop, John H.
Educational Reform and Technical Education?
Working Paper 93-04, Center for Advanced Human Resource Studies, School of Industrial and Labor Relations, Cornell University,1993
Cohort(s): NLSY79
Publisher: Center for Advanced Human Resource Studies, Cornell University
Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Education; Job Training; Labor Market Outcomes; Military Training; Test Scores/Test theory/IRT; Training; Vocational Education; Vocational Training

Data is from all eight waves of the National Longitudinal Survey (NLS) from 1979-1986. This paper examines high school educational reform and the focus of that reform on worker productivity. School subjects such as business education, vocational education, economics, and computers that appear to be most directly related with productivity receive little attention from reformers and new graduation requirements introduced by reformers have contributed to an 8% decline in vocational course participation between 1982 and 1987. Skills taught in typical vocational programs are analyzed. Results suggest that young men who have the skills and knowledge that trade and technical programs try to impart are indeed more productive in blue collar and technical jobs, are less likely to be unemployed, and obtain higher wage rates and earnings.
Bibliography Citation
Bishop, John H. "Educational Reform and Technical Education?" Working Paper 93-04, Center for Advanced Human Resource Studies, School of Industrial and Labor Relations, Cornell University,1993.
3. Bishop, John H.
Signalling Academic Achievement to the Labor Market: Testimony to the House Education Labor Committee Hearing on H.R. 1
Working Paper, Center for Advanced Human Resource Studies, School of Industrial and Labor Relations, Cornell University, March 1991
Cohort(s): NLSY79
Publisher: Center for Advanced Human Resource Studies, Cornell University
Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cross-national Analysis; Education Indicators; Educational Attainment; Educational Returns; High School Completion/Graduates; High School Curriculum; Legislation; Longitudinal Surveys of Australian Youth (LSAY); Minorities

The question that is raised by statistics such as these is "Why do American voters choose to pay teachers so little?" Why do voters not demand higher standards of academic achievement at local schools? Why do school boards allocate scarce education dollars to interscholastic athletics and the band rather than better mathematics teachers and science laboratories? Why do students avoid difficult courses? Why do American parents hold their children and schools to lower academic standards than parents in other countries? The fundamental cause of all of the above problems is the lack of economic rewards for hard study and learning. Only 20-23% of 10th graders believe that biology, chemistry, physics or geometry is needed to qualify for their first choice occupation (LSAY, 1988). Their perception of the labor market is correct. The American labor market fails to reward effort and achievement in high school. Analysis of the Youth Cohort of the National Longitudinal Survey indicates that during the first 10 years after leaving high school, greater competence in science, language arts and mathematical reasoning lowers wages and increases the unemployment of young men. For young women, verbal and scientific competencies have no effect on wage rates and a one grade level increase in mathematical reasoning competence raises wage rates by only one-half of one percent.
Bibliography Citation
Bishop, John H. "Signalling Academic Achievement to the Labor Market: Testimony to the House Education Labor Committee Hearing on H.R. 1." Working Paper, Center for Advanced Human Resource Studies, School of Industrial and Labor Relations, Cornell University, March 1991.
4. Judge, Timothy A.
Watanabe, Shinichiro
A Test of Ghiselli's "Hobo Syndrome"
Working Paper 92-38, Center for Advanced Human Resource Studies, School of Industrial and Labor Relations, Cornell University, 1992.
Also: http://econpapers.repec.org/paper/fthcorirl/92-38.htm
Cohort(s): NLSY79
Publisher: Center for Advanced Human Resource Studies, Cornell University
Keyword(s): Census of Population; Event History; Job Tenure; Job Turnover; Modeling, Hazard/Event History/Survival/Duration; Work History

Ghiselli (1974) observed that some workers possess internal impulses to migrate from one job to another irrespective of better alternatives or other apparently rational motives. Ghiselli labeled this tendency the "hobo syndrome." The present study tested the validity of the hobo syndrome using a national longitudinal sample of young workers. Results of event history analyses indicated support for the hypothesis that turnover depends on the number of times an individual has left his or her job in the past. Implications of the results are discussed.
Bibliography Citation
Judge, Timothy A. and Shinichiro Watanabe. "A Test of Ghiselli's "Hobo Syndrome"." Working Paper 92-38, Center for Advanced Human Resource Studies, School of Industrial and Labor Relations, Cornell University, 1992.
5. Lengermann, Paul Adrian
How Long do the Benefits Of Training Last? : Evidence of Long Term Effects Across Current and Previous Employers, Education Levels, Test Scores and Occupations
Working Paper No. 96-18, Center for Advanced Human Resource Studies, Cornell University, ILR School, 1996.
Also: http://www.ilr.cornell.edu/depts/cahrs/PDFs/WorkingPapers/WP96-18.pdf
Cohort(s): NLSY79
Publisher: Center for Advanced Human Resource Studies, Cornell University
Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Cost-Benefit Studies; Demography; Education; Ethnic Differences; Human Capital; Human Capital Theory; Racial Differences; Standard Metropolitan Statistical Area (SMSA); Training, Employee; Wage Growth; Wage Models

This paper uses NLSY data from 1979-1993 to estimate training's effect on one year wage growth. Year-by-year training histories are constructed which allow the returns to training received at both current and previous employers to vary over time. The time patterns of the returns to training are constructed for both long and short spells of training over nine and three year periods respectively. These returns are then estimated for different demographic groups in order to see how education level, test scores, and occupation influence the payoff to training. Both company training and formal schooling were associated with significant wage growth even nine years after they occurred. Company training was associated with significant wage growth effects irrespective of whether workers changed jobs, although wage growth was higher when the training occurred at a previous employer. Contrary to the conventional human capital model, employers appear to be sharing the costs and returns of general training. While training incidence was lowest for high school dropouts, their return to getting training was the highest. College graduates, in contrast, received the most training but benefited the least. These results suggest an under-supply of training opportunities for low skilled workers. Paper prepared for a presentation at "New Empirical Research on Employer Training: Who Pays? Who Benefits?," Cornell University, November 15-17, 1996.
Bibliography Citation
Lengermann, Paul Adrian. "How Long do the Benefits Of Training Last? : Evidence of Long Term Effects Across Current and Previous Employers, Education Levels, Test Scores and Occupations." Working Paper No. 96-18, Center for Advanced Human Resource Studies, Cornell University, ILR School, 1996.