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We show that skill requirements in job vacancy postings differentially increased in MSAs that were hit hard by the Great Recession, relative to less hard-hit areas. These increases persist through at least the end of 2015 and are correlated with increases in capital investments, both at the MSA and firm levels. We also find that effects are most pronounced in routine-cognitive occupations, which exhibit relative wage growth as well. We argue that this evidence is consistent with the restructuring of production toward routine- biased technologies and the more-skilled workers that complement them, and that the Great Recession accelerated this process.

Using original, representative survey data, we document that analytical, routine, and manual job tasks can be measured with high validity, vary substantially within and between occupations, are significantly related to workers’ characteristics, and are robustly predictive of wage differences between occupations and among workers in the same occupation. We offer a conceptual framework that makes explicit the causal links between human capital endowments, occupational assignment, job tasks, and wages, which motivate a Roy model of the allocation of workers to occupations. We offer two simple tests of the model’s gross predictions for the relationship between tasks and wages, both of which receive qualified empirical support.

We study the allocation and compensation of human capital in the U.S. finance industry over the past century. Across time, space, and subsectors, we find that financial deregulation is associated with skill intensity, job complexity, and high wages for finance employees. All three measures are high before 1940 and after 1985, but not in the interim period. Workers in finance earn the same education-adjusted wages as other workers until 1990, but by 2006 the premium is 50% on average. Top executive compensation in finance follows the same pattern and timing, where the premium reaches 250%. Similar results hold for other top earners in finance. Changes in earnings risk can explain about one half of the increase in the average premium; changes in the size distribution of firms can explain about one fifth of the premium for executives.

\"Work-family conflicts are common and consequential for employees, their families, and work organizations. Can workplaces be changed to reduce work-family conflict? Previous research has not been able to assess whether workplace policies or initiatives succeed in reducing work-family conflict or increasing work-family fit. Using longitudinal data collected from 608 employees of a white-collar organization before and after a workplace initiative was implemented, we investigate whether the initiative affects work-family conflict and fit, whether schedule control mediates these effects, and whether work demands, including long hours, moderate the initiative's effects on work-family outcomes. Analyses clearly demonstrate that the workplace initiative positively affects the work-family interface, primarily by increasing employees' schedule control. This study points to the importance of schedule control for our understanding of job quality and for management policies and practices.\" (Author's abstract, IAB-Doku). Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Längsschnitt.

What are the directions of change in the complexity of work and the required skill levels of the labour force in Europe? Three prominent strands of literature suggest conflicting expectations – upskilling, deskilling and polarisation. This question is answered by employing a novel work complexity indicator that measures how tasks are performed at work according to three dimensions: routinisation of tasks, autonomy at work and continuous skill-building. The measurements rely on the European Working Conditions Surveys carried out in 2005, 2010 and 2015. The results show that the European labour markets witness upskilling with some polarisation, although there are significant cross-national differences. They also show that, individually, neither shifts in work complexity within occupations (deskilling hypothesis), nor changes in employment structure (the focus of the upskilling and polarisation hypotheses) can provide an adequate view of trends in the European labour markets. Instead, both vectors of change should be analysed collectively.

Teacher contracts that condition pay and retention on demonstrated performance can improve selection into and out of teaching. I study alternative contracts in a simulated teacher labor market that incorporates dynamic self-selection and Bayesian learning. Bonus policies create only modest incentives and thus have small effects on selection. Reductions in tenure rates can have larger effects, but must be accompanied by substantial salary increases; elimination of tenure confers little additional benefit unless firing rates are extremely high. Benefits of both bonus and tenure policies exceed costs, though optimal policies are sensitive to labor market parameters about which little is known.

Background: Teachers often face high job demands that might elicit strong stress responses. This can increase risks of adverse strain outcomes such as mental and physical health impairment. Psychological detachment has been suggested as a recovery experience that counteracts the stressor-strain relationship. However, psychological detachment is often difficult when job demands are high. The aims of this study were, first, to gain information on the prevalence of difficulties detaching from work among German teachers, second, to identify potential person-related/individual (i.e., age, sex), occupational (e.g., tenure, leadership position), and work-related (e.g., overload, cognitive, emotional, and physical demands) risk factors and, third, to examine relationships with mental and physical health impairment and sickness absence. Methods: A secondary analysis of cross-sectional data from a national and representative survey of German employees was conducted (BIBB/BAuA Employment Survey 2018). For the analyses data from two groups of teachers (primary/secondary school teachers: n = 901, other teachers: n = 641) were used and compared with prevalence estimates of employees from other occupations (n = 16,266). Results: Primary/secondary school teachers (41.5%) and other teachers (30.3%) reported more difficulties detaching from work than employees from other occupations (21.3%). Emotional demands and deadline/performance pressure were the most severe risk factors in both groups of teachers. In the group of primary/secondary school teachers multitasking demands were further risk factors for difficulties to detach from work whereas support from colleagues reduced risks. In both groups of teachers detachment difficulties can be linked to an increase in psychosomatic and musculoskeletal complaints and, additionally, to a higher risk of sickness absence among primary/secondary school teachers. Conclusions: Difficulties detaching from work are highly prevalent among German teachers. In order to protect them from related risks of health impairment, interventions are needed which aim at optimizing job demands and contextual resources (i.e., work-directed approaches) or at improving coping strategies (i.e., person-directed approaches). (ZPID).

\"Using data from a 2005 survey of U.S. workers, we find that a high percentage of employed men and women report that work interferes with nonwork life. This research offers three main contributions: (1) we document the social distribution of work-nonwork interference across social statuses and dimensions of stratification; (2) we develop a conceptual framework that specifies the influence of a comprehensive set of work resources and demands on interference and their contributions to its social distribution; and (3) we advance a 'stress of higher status' perspective to understand the paradoxical influence of some work conditions on work-nonwork interference. Findings generally support both the demands hypothesis and the stress of higher status hypothesis, with patterns from both factors contributing substantially to the social distribution of work-nonwork interference. This article refines and elaborates the job demands-resources model with insights from border theory.\" Die Untersuchung enthält quantitative Daten. Forschungsmethode: Sekundäranalyse; empirisch; empirisch-quantitativ. Die Untersuchung bezieht sich auf den Zeitraum 2005 bis 2005. (author's abstract, IAB-Doku).

This paper studies wage determination using the first longitudinal data set containing job-level task information for individual workers. Novel quantitative task measures detail the amount of time spent performing people, information, and objects tasks at different skill levels. These measures suggest natural proxies for on-the-job human capital accumulation and provide new insights about wage determination. Current job tasks are quantitatively important, with high-skilled tasks being paid substantially more than low-skilled tasks. There is no evidence of learning by doing for low-skilled tasks but strong evidence for high-skilled tasks. Current and past high-skilled information tasks are particularly valuable.

PurposeIntensified job demands (IJDs; work intensification, intensified job- and career-related planning and decision-making demands, and intensified learning demands) illustrate the intensification of working life. This study examined relationships between IJDs and work engagement.Design/methodology/approachNine diverse samples (n = 7,786) were analyzed separately via regression analysis by estimating linear and curvilinear relationships between IJDs and engagement.FindingsThe results showed that certain subdimensions of IJDs, i.e. intensified learning demands, related positively to engagement across several subsamples. Moreover, learning demands showed a curvilinear relationship with engagement in several subsamples; engagement was highest in a moderate level of learning demands whereas low and high levels of learning demands were associated with lower engagement. We also found that other subdimensions of IJDs did not show consistent positive relationships with engagement, and some of them were negatively associated with engagement.Research limitations/implicationsCross-sectional design.Practical implicationsOrganizations should consider what would be the optimal level of learning demands as excessive learning demands can be detrimental to employees’ engagement.Originality/valueThis is a first study focusing on different manifestations of the intensification of working life, operationalized via IJDs, and their curvilinear relationships with engagement by applying a multi-sample design.