Researchers predict that, in the next decade, significant changes will dominate the labor market. On the on hand, new jobs will be created by employers, while others will be displaced. The World Economic Forum recently estimated that 65% of the children entering primary school today will work in completely new jobs when they will enter the labor market, while many in-demand occupations or specialties are less than 10 years old. Employers start to have as a major objective to increase labor productivity, and innovation. They look for new skills, that are scarce, willing to attract, engage and retain in their organizations people that demonstrate attitudes like resilience, responsiveness to change, entrepreneurial mindset, willingness to innovate. While corporations, in their attempt to increase productivity, restructure and lay off people, entrepreneurship becomes a hope for a better living. On the other hand, the human resources market will start soon to be dominated by millennials, having to work together with people from X generation, who will retire later or not at all. Women will be more and more present in the labor force, as well as immigrants. All these phenomena will change the characteristics of the working places. In the digital world, the border between the work life and the professional life will become blurred. Wellbeing, meant at enhancing both professional and personal life, will be crucial. HR departments and leaders will have new challenges. In this paper, based on relevant literature review, attempts to identify challenging changes encountered in the labor markets, as well as actions that might improve knowledge, skills, and attitudes, necessary in the present society. Another goal is to create a model depicting the factors and flows that motivate, satisfy, and engage employees. The paper might be of interest for government, educators, training providers, employers, and workers.
The entrepreneurial activity has been recognized as a major source of jobs and economic development. Entrepreneurial minded persons are passionate, dedicated, optimistic. They are never satisfied with status quo, so they take action in order to address opportunities, rather than over analyzing situations, and waiting for permission. They are ambitious and willing to do whatever it takes to succeed, they take calculated risks, and focus on what it matters. They know how to use own resources and how to secure those they lack, and they pay attention to cash flow. They are confident that their investment in time and money will pay-off. They love challenge, welcome change, and know how to listen. They do not strive to please everybody - being rejected motivates them to work harder. Despite much research into explaining what makes entrepreneurial initiatives successful, the answers are not clear, most studies presenting conflicting findings. The need for developing entrepreneurial competencies is more urgent than ever before, since they are recognized to be the main driver of the entrepreneurial success. It is important to know and understand how to achieve this goal. Are there specific competencies that make an entrepreneur successful? And are these born, or learnable? Based on literature review and on quantitative and qualitative analysis, this paper aims to identify motivators and competencies important for entrepreneurial success, as well as actions, learning and development programs to be developed in order to improve them. Conclusions based on surveys and interviews undertaken by the authors will also be presented. The paper might be of interest for government, education and training providers, employers, potential and practicing entrepreneurs.
Elena Mădălina Dedu, Alecxandrina Deaconu and Lavinia Rașcă
This research aims to highlight the efficacy of the use of Information and Communication Technology as a didactic teaching, learning and evaluation method for improving the instructionaleducational process within the tourism high school. Our research, which took place in 12 high schools with classes in Tourism and Nutrition in the County of Constanta between 2013 and 2016, was based on two variables: the independent variable - represented by the continuous, systematic use of ICT methods in teaching and learning content at the disciplines included in the curriculum Tourism and Nutrition at different levels of study and the dependent variable - which depends and changes according to the independent variable: the specific skills, the degree of understanding and assimilation of the specialized contents. In this article we will present the experimental phase in which the actual research was carried out on two parallel groups of subjects: an experimental group (where ICT methods were used - the coordinating teachers created virtual classes on the educational platform www.easyclass.com) and a control group (in which classical didactic methods were used) and the postexperimental phase in which tests of knowledge assessment were applied to both the experimental classes and the control classes. The post-experimental step allowed the measurement of the dependent variable in the two samples of subjects, experimental and control, and the comparison of the initial data with the final ones. For this purpose, tests for assessing the knowledge acquired by the pupils in the experimental and control classes as a result of each unit of learning included in the content sample were applied. These tests were created depending on the specific and derived competences of each unit of learning, following the extent of their development at the pupils in the two samples.