Teaching or Testing: The Role of the State in Japan
Japan rarely fails to get a mention these days when the inadequacies of Britain's system of vocational education and training are discussed. Whether it is the state-prescribed core curriculum proposed in the 1987 Great Educational Reform Bill, or the standard Ministerial complaint that British employers do not invest enough in their employees' training, comparison with Japan is often explicit. There is a firm belief that in the linkage between Competence and Competition (the title of a much-quoted report a US/ Germany/Japan/Britain comparison published by MSC/NEDO, Hayes et al., 1984), the Japanese have it better.
Promotions, Skill Formation, and Earnings Growth in a Corporate Hierarchy
Abstract This paper develops a model of corporate hierarchy in which workers accumulate heterogenous human capital suitable for different positions within the hierarchy. We introduce a key parameter representing the degree of substitutability between different types of human capital. We then demonstrate that the optimal promotion policy, earnings growth, and span of control are all critically dependent upon this key parameter. This dependence gives rise to two types of firms (one with a large and the other with a small value of the substitution parameter) such that the contrast between the two fits surprisingly well into the empirical typology of the internal and occupational labor markets. J. Japan. Int. Econ. , September 1997, 11 (3), pp. 347–384. Institute of Economic Research, Kyoto University, Yoshida-Honmachi, Sakyo-ku, Kyoto 606-01, Japan.
The Influence of the Supervision of Psychotherapy upon being Therapeutic: II: Modes of Influence of the Supervisory Relationship *
Through supervision, the student develops those innate personal characteristics which are highly important in being therapeutic. In making conscious use of “reality identification” by the student with his teacher, we must take care to avoid certain pitfalls. What is not wanted is transference identification. To help avoid this, we must select appropriate teachers as supervisors. The student should also have more than one supervisor, as this tends to protect against the development of over-idealization on the part of the student, and of omnipotence on the part of the teacher. Personal characteristics of both students and supervisors are extremely important. A good supervisory experience is the most likely vehicle for developing those qualities in the student which will, in time, lead him to function most therapeutically.