– “Skills” is a central concept in a number of academic and policy debates. Yet measurement of skills of labour force remains highly problematic. The dominant approach uses signals of individual capacities (e.g. level of education) as a proxy of skills. This paper develops and tests a methodology for more direct measurement of skills by focusing on how individuals perform their tasks rather than what they could be capable of doing.
– The proposed theoretical framework assumes that skills used at workplace represent the skills an individual has. This is captured by the analysis of how tasks are performed. Level of skills-in-use is measured at three dimensions: degree of uncertainty, level of autonomy and opportunities for continuous skill-building. Empirical analysis utilises survey data on 29 European countries.
– First, the paper proposes a novel methodology for measuring skills. Second, it uses data from European Working Conditions Survey to measure skills of workforce in 29 European countries.
– The depth of indicators used for measurement of skills could be further expanded, if additional questions could be inserted in the pan-European surveys.
– Findings suggest that the quality of employment domain (tasks, technologies, work organisation, etc.) could be as important as formal education systems in upgrading the skills of labour force.
– The paper proposes and tests a methodology for more direct measurement of skills than the ones previously employed in academic and policy debates.
