Advertisement

Berufliche Weiterbildung und subjektives Wohlbefinden: Abschätzung der Effekte einer Weiterbildungsteilnahme auf Zufriedenheit, Sorgen und Gesundheit in Deutschland / Work-Related Training and Subjective Well-Being. Estimating the Effect of Training Participation on Satisfaction, Worries, and Health in Germany

  • Jens RuhoseEmail author
  • Stephan L. Thomsen
  • Insa Weilage
Chapter
  • 87 Downloads
Part of the Edition ZfE book series (EZFE, volume 7)

Zusammenfassung

Industrieländer setzen auf berufliche Weiterbildung, um die Fertigkeiten von Beschäftigten auf dem neusten Stand zu halten und zu verbessern. Während die ökonomischen Effekte beruflicher Weiterbildung gut dokumentiert sind, gibt es zu den kausalen Wirkungen auf nichtmonetäre Aspekte kaum Evidenz. Auf Basis von Längsschnittdaten aus dem SOEP für die Jahre 2002 bis 2014 untersuchen wir die Effekte auf Zufriedenheit, Sorgen und Gesundheit als Dimensionen subjektiven Wohlbefindens. Die Analyse nutzt einen regressionsadjustieren Differenz-von-Differenzen-Schätzer und Entropy Balancing, um eine Gruppe von Nicht-Teilnehmenden zu konstruieren, die der Gruppe der Teilnehmenden hinsichtlich einer Vielzahl von sozioökonomischen Charakteristika sehr ähnlich ist. Die Ergebnisse zeigen, dass berufliche Weiterbildung zu einem Rückgang der Sorgen führt. Allerdings lassen sich keine Effekte auf Zufriedenheit oder Gesundheit feststellen. Den Rückgang von Sorgen führen wir darauf zurück, dass berufliche Weiterbildung Fertigkeiten vermittelt, die beim Umgang mit komplexen und sich verändernden Arbeitsumgebungen helfen.

Schlüsselbegriffe

berufliche Weiterbildung Differenz-von-Differenzen-Ansatz Entropy Balancing subjektives Wohlbefinden nicht-monetäre Erträge 

Abstract

Industrialized countries rely on work-related training to update and enhance the skills of the workforce. Hence, participation in work-related training activities constitutes the majority of continuous education and training (CET) activities. While labor market effects of such training are well documented, causal studies on other nonpecuniary outcomes remain scarce. Using longitudinal data from the German SOEP for 2002 to 2014, we evaluate the effects of work-related training on measures of satisfaction, worry, and health as dimensions of subjective well-being. The analysis uses a regression-adjusted difference-in-differences estimator and entropy balancing to construct a group of nonparticipants that is similar across several socio-economic characteristics relative to the group of training participants. We show that work-related training decreases worry but does not affect satisfaction and health. Further analysis suggests that workers feel less worried when work-related training offers means to cope with complex and changing work environments.

Keywords

Difference-in-differences approach Entropy balancing Nonpecuniary returns Subjective well-being Work-related training 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Literatur

  1. Almlund, M., Duckworth, A. L., Heckman, J., & Kautz, T. (2011). Personality psychology and economics. In Hanushek, E. A., Machin, S., & Woessmann, L. (Eds.), Handbook of the Economics of Education (Vol. 4, pp. 1−181). Elsevier.Google Scholar
  2. Arulampalam, W., & Booth, A. L. (1997). Who gets over the training hurdle? A study of the training experiences of young men and women in Britain. Journal of Population Economics, 10(2), 197−217.Google Scholar
  3. Arulampalam, W., Bryan, M. L., & Booth, A. L. (2004). Training in Europe. Journal of the European Economic Association, 2(2-3), 346−360.Google Scholar
  4. Bassanini, A., Booth, A., Brunello, G., De Paola, M., & Leuven, E. (2007). Workplace training in Europe. In Brunello, G., Garibaldi, P., & Wasmer, E. (Eds.), Education and Training in Europe. Oxford: Oxford University Press.Google Scholar
  5. Bauernschuster, S., Falck, O., & Woessmann, L. (2014). Surfing alone? The Internet and social capital: Evidence from an unforeseeable technological mistake. Journal of Public Economics, 117, 73−89.Google Scholar
  6. Bazen, S., Lucifora, C., & Salverda, W. (Eds.). (2005). Job quality and employer behaviour. London: Palgrave Macmillan.Google Scholar
  7. Bellmann, L. (2003). Datenlage und Interpretation der Weiterbildung in Deutschland (Schriftenreihe der Expertenkommission Finanzierung Lebenslangen Lernens, Bd. 2). Bielefeld: Bertelsmann.Google Scholar
  8. Blundell, R., Dearden, L., Meghir, C., & Sianesi, B. (1999). Human capital investment: The returns from education and training to the individual, the firm and the economy. Fiscal Studies, 20(1), 1–23.Google Scholar
  9. Bonin, H., Dohmen, T., Falk, A., Huffman, D., & Sunde, U. (2007). Cross-sectional earnings risk and occupational sorting: The role of risk attitudes. Labour Economics, 14(6), 926−937.Google Scholar
  10. Borghans, L., Duckworth, A. L., Heckman, J. J., & Ter Weel, B. (2008). The economics and psychology of personality traits. Journal of Human Resources, 43(4), 972−1059.Google Scholar
  11. Brunello, G., Garibaldi, P., Wasmer, E., & Bassanini, A. (Eds.). (2007). Education and Training in Europe. Oxford: Oxford University Press.Google Scholar
  12. Bundesministerium für Bildung und Forschung (2017). Weiterbildungsverhalten in Deutschland 2016. Ergebnisse des Adult Education Survey. Bonn.Google Scholar
  13. Bryson, A., Forth, J., & Stokes, L. (2014). Does worker wellbeing affect workplace performance? London: Department for Business Innovation and Skills.Google Scholar
  14. Burgard, C., & Görlitz, K. (2014). Continuous training, job satisfaction and gender: An empirical analysis using German panel data. Evidence-based HRM: a Global Forum for Empirical Scholarship, 2(2), 126−144.Google Scholar
  15. Caliendo, M., Cobb-Clark, D. A., Seitz, H., & Uhlendorff, A. (2016). Locus of control and investment in training (IZA Discussion Paper No. 10406). Bonn.Google Scholar
  16. Caliendo, M., & Kopeinig, S. (2008). Some practical guidance for the implementation of propensity score matching. Journal of Economic Surveys, 22(1), 31−72.Google Scholar
  17. Clark, A. E., & Oswald, A. J. (1996). Satisfaction and comparison income. Journal of Public Economics, 61(3), 359−381.Google Scholar
  18. Costa, P. T., & McCrae, R. R. (1992). Revised neo personality inventory (neo pi-r) and neo five-factor inventory (neo-ffi).Google Scholar
  19. D’Addio, A. C., Eriksson, T., & Frijters, P. (2007). An analysis of the determinants of job satisfaction when individuals’ baseline satisfaction levels may differ. Applied Economics, 39(19), 2413−2423.Google Scholar
  20. Deaton, A. S., & Paxson, C. H. (1998). Aging and inequality in income and health. American Economic Review, 88(2), 248−253.Google Scholar
  21. Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542−575.Google Scholar
  22. Diener, E. & Lucas, R. E. (2003). Personality and subjective well-being. In D. Kahnemann, E. Diener, & N. Schwarz (Eds.), Well-being. The Foundations of Hedonic Psychology (pp. 213−229). New York: Russell Sage Foundation.Google Scholar
  23. De Grip, A., & Sauermann, J. (2012). The effects of training on own and co worker productivity: Evidence from a field experiment. Economic Journal, 122(560), 376−399.Google Scholar
  24. Dohmen, T., Falk, A., Huffman, D., & Sunde, U. (2010). Are risk aversion and impatience related to cognitive ability? American Economic Review, 100(3), 1238−1260.Google Scholar
  25. Dustmann, C., Fitzenberger, B., Schönberg, U., & Spitz-Oener, A. (2014). From sick man of Europe to economic superstar: Germany’s resurgent economy. Journal of Economic Perspectives, 28(1), 167−188.Google Scholar
  26. Feinstein, L., & Hammond, C. (2004). The contribution of adult learning to health and social capital. Oxford Review of Education, 30(2), 199−221.Google Scholar
  27. Ferrer-i-Carbonell, A. (2005). Income and well-being: an empirical analysis of the comparison income effect. Journal of Public Economics, 89(5-6), 997−1019.Google Scholar
  28. Ferrer-i-Carbonell, A. (2013). Happiness economics. SERIEs, 4(1), 35−60.Google Scholar
  29. Field, J. (2009). Good for your soul? Adult learning and mental wellbeing. International Journal of Lifelong Education, 28(2), 175−191.Google Scholar
  30. Field, J. (2011). Researching the benefits of learning: The persuasive power of longitudinal studies. London Review of Education, 9(3), 283−292.Google Scholar
  31. Fouarge, D., Schils, T., & De Grip, A. (2013). Why do low-educated workers invest less in further training?. Applied Economics, 45(18), 2587−2601.Google Scholar
  32. Frazis, H., & Loewenstein, M. A. (2005). Reexamining the returns to training: Functional form, magnitude, and interpretation. Journal of Human Resources, 40(2), 453–476.Google Scholar
  33. Georgellis, Y., & Lange, T. (2007). Participation in continuous, on-the-job training and the impact on job satisfaction: Longitudinal evidence from the German labour market. International Journal of Human Resource Management, 18(6), 969−985.Google Scholar
  34. Gazioglu, S., & Tansel, A. (2006). Job satisfaction in Britain: Individual and job related factors. Applied Economics, 38(10), 1163−1171.Google Scholar
  35. Goebel, J., Grabka, M. M., Liebig, S., Kroh, M., Richter, D., Schröder, C., & Schupp, J. (2019). The German Socio-Economic Panel (SOEP). Jahrbücher fur Nationalökonomie und Statistik, 239(2), 345–360.Google Scholar
  36. Goux, D., & Maurin, E. (2000). Returns to firm-provided training: Evidence from French worker-firm matched data. Labour Economics, 7(1), 1–19.Google Scholar
  37. Green, A., Preston, J., & Janmaat, J. G. (2006). Education, Equality and Social Cohesion: A Comparative Analysis. Palgrave Macmillan.Google Scholar
  38. Grund, C., & Martin, J. (2012). Determinants of further training: Evidence for Germany. International Journal of Human Resource Management, 23(17), 3536−3558.Google Scholar
  39. von Haaren-Giebel, F., & Sandner, M. (2016). Naturalisation and on-the-job training: evidence from first-generation immigrants in Germany. IZA Journal of Migration, 5(19).Google Scholar
  40. Hainmueller, J. (2012). Entropy balancing for causal effects: A multivariate reweighting method to produce balanced samples in observational studies. Political Analysis, 20(1), 25–46.Google Scholar
  41. Hainmueller, J., & Xu, Y. (2013). ebalance: A Stata package for entropy balancing. Journal of Statistical Software, 54(7), 1–18.Google Scholar
  42. Hanushek, E. A., & Schwerdt, G., Woessmann, L., & Zhang, L. (2017). General education, vocational education, and labor-market outcomes over the life-cycle. Journal of Human Resources, 52(1), 48–87.Google Scholar
  43. Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19(4), 451−464.Google Scholar
  44. Heckman, J. J., Ichimura, H., & Todd, P. E. (1997). Matching as an econometric evaluation estimator: Evidence from evaluating a job training programme. Review of Economic Studies, 64(4), 605−654.Google Scholar
  45. Heckman, J. J., Ichimura, H., Smith, J., & Todd, P. (1998). Characterizing selection bias using experimental data. Econometrica, 66(5), 1017−1098.Google Scholar
  46. Heckman, J. J., Humphries, J. E., & Veramendi, G. (2018). Returns to education: The causal effects of education on earnings, health and smoking. Journal of Political Economy, forthcoming.Google Scholar
  47. Heineck, G., & Anger, S. (2010). The returns to cognitive abilities and personality traits in Germany. Labour Economics, 17(3), 535−546.Google Scholar
  48. Helliwell, J. F. (2003). How’s life? Combining individual and national variables to explain subjective well-being. Economic Modelling, 20(2), 331−360.Google Scholar
  49. Jansen, A., Pfeifer, H., & Raecke, J. (2017). Only the brave? Risk and time preferences of decision makers and firms’ investment in worker training (ROA Research Memorandum 002). Maastricht: Maastricht University, Research Centre for Education and the Labour Market (ROA).Google Scholar
  50. Janssen, S., & Wölfel, O. (2017). Weiterbildung in der Informations- und Kommunikationstechnologie: Jüngere belegen inhaltlich andere Kurse als Ältere. IAB-Kurzbericht 17/2017. http://www.iab.de/194/section.aspx/Publikation/k170804302.
  51. John, K., & Thomsen, S. L. (2014). Heterogeneous returns to personality: The role of occupational choice. Empirical Economics, 47(2), 553−592.Google Scholar
  52. Jones, M. K., Latreille, P. L., & Sloane, P. J. (2008). Crossing the tracks? Trends in the training of male and female workers in Great Britain. British Journal of Industrial Relations, 46(2), 268−282.Google Scholar
  53. Jones, M. K., Jones, R. J., Latreille, P. L., & Sloane, P. J. (2009). Training, job satisfaction, and workplace performance in Britain: Evidence from WERS 2004. Labour, 23(s1), 139−175.Google Scholar
  54. Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127(3), 376−407.Google Scholar
  55. Kahneman, D., & Riepe, M. W. (1998). Aspects of investor psychology. Journal of Portfolio Management, 24(4), 52−65.Google Scholar
  56. Kling, J. R., Liebman, J. B., & Katz, L. F. (2007). Experimental analysis of neighborhood effects. Econometrica, 75(1), 83–119.Google Scholar
  57. Kluve, J. (2010). The effectiveness of European active labor market programs. Labour Economics, 17(6), 904−918.Google Scholar
  58. Koster, F., De Grip, A., & Fouarge, D. (2011). Does perceived support in employee development affect personnel turnover? International Journal of Human Resource Management, 22(11), 2403−2418.Google Scholar
  59. LaLonde, R. J. (1986). Evaluating the econometric evaluations of training programs with experimental data. American Economic Review, 76(4), 604–620.Google Scholar
  60. Lechner, M. (1999). Earnings and employment effects of continuous off-the-job training in East Germany after Unification. Journal of Business & Economic Statistics, 17(1), 74–90.Google Scholar
  61. Leuven, E., & Oosterbeek, H. (2008). An alternative approach to estimate the wage returns to private‐sector training. Journal of Applied Econometrics, 23(4), 423−434.Google Scholar
  62. Lynch, L. M. (1992). Private-sector training and the earnings of young workers. American Economic Review, 82(1), 299–312.Google Scholar
  63. Lynch, L. M., & Black, S. E. (1998). Beyond the incidence of employer-provided training. Industrial and Labor Relations Review, 52(1), 64−81.Google Scholar
  64. Maximiano, S. (2012). Two to tango: The determinants of workers’ and firms’ willingness to participate in job-related training (Working Paper). Purdue University.Google Scholar
  65. Melero, E. (2010). Training and promotion: Allocation of skills or incentives? Industrial Relations: A Journal of Economy and Society, 49(4), 640−667.Google Scholar
  66. OECD (2005). Promoting Adult Learning. Education and Training Policy. OECD Publishing.Google Scholar
  67. OECD (2013). OECD Skills Outlook 2013: First Results from the Survey of Adult Skills. Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264204256-en.
  68. OECD (2017). Education at a Glance 2017: OECD Indicators. Paris: OECD Publishing. Paris. http://dx.doi.org/10.1787/eag-2017-en.
  69. Offerhaus, J. (2013). The type to train? Impacts of personality characteristics on further training participation (SOEPpapers on Multidisciplinary Panel Data Research 531–2013).Google Scholar
  70. Oosterbeek, H. (1996). A decomposition of training probabilities. Applied Economics, 28(7), 799−805.Google Scholar
  71. Oosterbeek, H. (1998). Unravelling supply and demand factors in work-related training. Oxford Economic Papers, 50(2), 266−283.Google Scholar
  72. Oreopoulos, P., & Salvanes, K. G. (2011). Priceless: The nonpecuniary benefits of schooling. Journal of Economic Perspectives, 25(1), 159−184.Google Scholar
  73. Pergamit, M. R., & Veum, J. R. (1999). What is a Promotion?. Industrial and Labor Relations Review, 52(4), 581−601.Google Scholar
  74. Pischke, J. S. (2001). Continuous training in Germany. Journal of Population Economics, 14(3), 523−548.Google Scholar
  75. Rohrer, J. M., Bruemmer, M., Schupp, J., & Wagner, G. G. (2017). Worries across time and age in Germany: Bringing together open-and close-ended questions (DIW Discussion Paper No. 1671).Google Scholar
  76. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1−28.Google Scholar
  77. Ruhose, J., Thomsen, S.L., & Weilage, I. (2019). The benefits of adult learning: work-related training, social capital, and earnings. Economics of Education Review, 72, 166−186.Google Scholar
  78. Saari, L. M., & Judge, T. A. (2004). Employee attitudes and job satisfaction. Human Resource Management, 43(4), 395–407.Google Scholar
  79. Sabater-Grande, G., & Georgantzis, N. (2002). Accounting for risk aversion in repeated prisoners’ dilemma games: an experimental test. Journal of Economic Behavior & Organization, 48, 37−50.Google Scholar
  80. Sabates, R., & Hammond, C. (2008). The impact of lifelong learning on happiness and well-being (Report for the NIACE’s Commission of Inquiry).Google Scholar
  81. Schuller, T., & Desjardins, R. (2010). Wider benefits of adult learning. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (Vol. 1, 3rd ed., pp. 229−239). Oxford: Elsevier.Google Scholar
  82. Siebern-Thomas, F. (2005). Job quality in European labour markets. In S. Bazen, C. Lucifora, & W. Salverda (Eds.), Job quality and employer behavior (pp. 31−66). London: Palgrave Macmillan.Google Scholar
  83. Statistisches Bundesamt/Destatis. (2015). Weiterbildungsbeteiligung in Deutschland 2014. https://www.destatis.de/DE/ZahlenFakten/GesellschaftStaat/BildungForschungKultur/Weiterbildung/Tabellen/AESGeschlecht.html.
  84. Thiel, H., & Thomsen, S. L. (2013). Noncognitive skills in economics: Models, measurement, and empirical evidence. Research in Economics, 67(2), 189−214.Google Scholar
  85. Todd, P. E. (2008). Evaluating social programs with endogenous program placement and selection of the treated. In T. P. Schultz & J. A. Strauss (Eds.), Handbook of Development Economics (4th edition, pp. 3847−3894). Elsevier.Google Scholar
  86. Yalabik, Z. Y., Popaitoon, P., Chowne, J. A., & Rayton, B. A. (2013). Work engagement as a mediator between employee attitudes and outcomes. International Journal of Human Resource Management, 24(14), 2799−2823.Google Scholar
  87. Yendell, A. (2013). Participation in continuing vocational training in Germany between 1989 and 2008. Journal of Applied Social Science Studies, 133(2), 169−184.Google Scholar

Copyright information

© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2020

Authors and Affiliations

  • Jens Ruhose
    • 1
    Email author
  • Stephan L. Thomsen
    • 1
  • Insa Weilage
    • 1
  1. 1.Leibniz Universität HannoverHannoverDeutschland

Personalised recommendations