Shocker: 40% of workers now have ‘contingent’ jobs, says U.S. Government — from forbes.com by Elaine Pofeldt

Excerpt:

Tucked away in the pages of a new report by the U.S. Government Accountability Office is a startling statistic: 40.4% of the U.S. workforce is now made up of contingent workers—that is, people who don’t have what we traditionally consider secure jobs.

There is currently a lot of debate about how contingent workers should be defined. To arrive at the 40.4 %, which the workforce reached in 2010, the report counts the following types of workers as having the alternative work arrangements considered contingent. (The government did some rounding to arrive at its final number, so the numbers below add up to 40.2%).

  • Agency temps: (1.3%)
  • On-call workers (people called to work when needed): (3.5%)
  • Contract company workers (3.0%)
  • Independent contractors who provide a product or service and find their own customers (12.9%)
  • Self-employed workers such as shop and restaurant owners, etc. (3.3%)
  • Standard part-time workers (16.2%).

In contrast, in 2005, 30.6% of workers were contingent. The biggest growth has been among people with part time jobs. They made up just 11.9% of the labor force in 2005. That means there was a 36% increase in just five years.

 

In the future, employees won’t exist — from techcrunch.com by Tad Milbourn

Excerpt:

Contract work is becoming the new normal. Consider Uber: The ride-sharing startup has 160,000 contractors, but just 2,000 employees. That’s an astonishing ratio of 80 to 1. And when it comes to a focus on contract labor, Uber isn’t alone. Handy, Eaze and Luxe are just a few of the latest entrants into the “1099 Economy.”

Though they get the most attention, it’s not just on-demand companies that employ significant contract workforces. Microsoft has nearly two-thirds as many contractors as full-time employees. Even the simplest business structures, sole proprietorships, have increased their use of contract workers nearly two-fold since 2003.

 

 

The unsung heroes of the on-demand economy — from medium.com by Alex Chriss
We need to rethink the notion of entrepreneurship in the on-demand economy and build the tools and infrastructure to support the growing self-employed workforce.

Excerpt:

Enabled by the ubiquitous connectivity and power of smartphones, entrepreneurs are opening shops on Etsy, working as virtual assistants through oDesk, tackling neighborhood jobs on TaskRabbit, or driving on demand with Uber.

This new economy isn’t limited to low-paying gigs either. There are highly skilled professionals with advanced degrees from top 10 schools opting to work for themselves instead of a big firm. Consider the MBAs earning $100-$150 an hour through online consulting firm HourlyNerd or the lawyers making more than that on UpCounsel.

The Handy housecleaner and the UpCounsel attorney share a common characteristic: They’re a business of one.

This new wave of entrepreneurs — the self-employed workforce — is accelerating a broad trend we’ve been watching closely for nearly 10 years and started documenting in the year 2007 B.U. –before Uber.

They are part of the massive growth in the number of independent professionals. Full-time jobs with their corporate grab bag of benefits are becoming scarcer by the day. In the near future, working full time for a single company that offers little flexibility or work-life balance will become as outdated as the notion of staying with one company for your entire working life.

 

 

New survey: 40% of unemployed have “given up” — from prweb.com
Express Employment Professionals released the results [on May 20th, 2015] of its second annual in-depth poll, “The State of the Unemployed,” revealing that 40 percent of unemployed Americans agree to some extent that they have completely given up looking for work.

Excerpt:

Express Employment Professionals released the results [on May 20th, 2015] of its second annual in-depth poll, “The State of the Unemployed,” revealing that 40 percent of unemployed Americans agree to some extent that they have completely given up looking for work.

That figure, though high, represents a slight improvement from 2014, when 47 percent said they had given up.

The survey of 1,553 jobless Americans age 18 and older was conducted online by Harris Poll on behalf of Express Employment Professionals between April 7 and 29, 2015, and offers a rare look at the background and attitudes of the unemployed, their approach to the job hunt, who they blame for their current situation, and how they are holding up through tough times.

 

 

New self-learning systems will reduce reliance on humans during ramp-up — from wtvox.com by Aidan Russell

Excerpt:

Robots are cracking eggs and making ice cream sundaes. These aren’t just party tricks. The way robots learn to do complex tasks is changing and that has profound implications for the future of manufacturing.

The egg-cracking robot comes courtesy of researchers at the University of Maryland and NICTA, an information and computer technology research centre in Australia. Their robotic system learns processes by watching YouTube videos.

It’s not difficult to see how systems like this might be utilised to improve automated manufacturing or bring new automation systems to areas of production that haven’t seen much automation yet. An investment in a single robotic system capable of learning a variety of tasks without specialised programming would be attractive to small manufacturers that do short production runs, for example.

A bot that can learn from watching other people could also fine tune its own actions through trial and error, essentially learning from its mistakes. That’s what researchers at Lappeenranta University of Technology (LUT) in Finland had in mind when they developed a self-adjusting welding system.

 

 

Will humans go the way of horses? — from foreignaffairs.com by Erik Brynjolfsson and Andrew McAfee
Labor in the Second Machine Age

Our mental advantages might be even greater than our physical ones. While we’re clearly now inferior to computers at arithmetic and are getting outpaced in some types of pattern recognition—as evidenced by the triumph of Watson, an artificial-intelligence system created by IBM, over human Jeopardy! champions in 2011—we still have vastly better common sense. We’re also able to formulate goals and then work out how to achieve them. And although there are impressive examples of digital creativity and innovation, including machine-generated music and scientific hypotheses, humans are still better at coming up with useful new ideas in most domains.

It is extraordinarily difficult to get a clear picture of how broadly and quickly technology will encroach on human territory (and a review of past predictions should deter anyone from trying), but it seems unlikely that hardware, software, robots, and artificial intelligence will be able to take over from human labor within the next decade. It is even less likely that people will stop having economic wants that are explicitly interpersonal or social; these will remain, and they will continue to provide demand for human workers.

 

 

From DSC:
Stop right there! Hold on!  Those of us working in education or training need to be asking ourselves:

What do these MASSIVE trends mean for the way that we are educating, training, and preparing our learners and employees!?!? 

This is not our grandfathers’/grandmothers’ economy and way of life!  From here on out, people must be able to adapt, to pivot, to change — and they must be able to learn…continually and quickly. They need to be able to know where to go to find information and be able to sort through the content to find out what’s true and relevant. They need to know under what circumstances they learn best.

Finally, becoming familiar with futurism — looking down the pike to see what’s developing, building scenarios, etc. — is now wise counsel for a growing number of people.

 

 

Assignment #1:
Review the opinion/posting out at marketwatch.com entitled,
Opinion: How the stock market destroyed the middle class” by Rex Nutting and make a listing of the items you believe he is right on the mark on and another listing of items you believe he is mistaken about. Then answer the following questions:

  • What data or other types of support can you find to backup your lists and perspectives? 
  • What data or other types of support does he bring to the table?
  • What are the potential ramifications of this topic (on career development/livelihoods, policy, business practices, business ethics, families, society, innovation, other)?
  • If companies aren’t investing in their employees as much, what advice would you give to existing employees within the corporate world?  To your peers in your colleges and universities or to your peers within your MBA programs?
  • Has the middle class decreased in size since the early 1980’s? What are some of the other factors involved here? Is this situation currently impacting families across the nation and if so, how?

Excerpt:

“The ‘buyback corporation’ is in large part responsible for a national economy characterized by income inequality, employment instability, and diminished innovative capacity,” wrote William Lazonick, an economics professor at the University of Massachusetts at Lowell in a new paper published by the Brookings Institution.

Lazonick argues that corporations — which once retained a sizable share of profits to reinvest (including investing in their workforce by paying them enough to get them to stay) — have adopted a “downsize-and-distribute” model.

It’s not just lefty academics and pundits who think buybacks are ruining America. Last week, the CEOs of America’s 500 biggest companies received a letter from Lawrence Fink, CEO of BlackRock BLK, +0.46% the largest asset manager in the world, saying exactly the same thing.

“The effects of the short-termist phenomenon are troubling both to those seeking to save for long-term goals such as retirement and for our broader economy,” Fink wrote, adding that favoring shareholders comes at the expense of investing in “innovation, skilled work forces or essential capital expenditures necessary to sustain long-term growth.”

 

Also see:

————–

Assignment #2:
Review the current information out at usdebtclock.org and answer the following questions:

  • What does the $18.2+ trillion (as of 4/24/15) U.S. National Debt affect?
  • What level of debt is acceptable for a nation?
  • What does that level of debt depend upon?
  • Which of the pieces of information below have the most impact on future interest rates?  Do we even know that or is that crystal balling it?
  • Do the C-Suites at major companies look at this information? If so, what pieces of this information do they focus in on?
  • Are there potential implications for inflation or items related to the financial stability of the banking systems throughout the globe?
  • Are there any other ramifications of this information that you can think of?
  • What might you focus in on if you were addressing the masses (i.e., all U.S. citizens)?
  • Should politicians be aware of these #’s? If so, what might their concerns be for their constituents? For their local economies?

 

USDebtClockDotOrg-April242015

 

————–

 

Extra Credit Questions:
Now let’s bring it closer to home. Do you have some student loans that are contributing to the Student Loan Debt figure of $1.3+trillion (as of 4/24/15)?  Do you see such loans impacting you in the future? If so, how?

 

studentdebt-4-24-15

 

 

 

5 reasons we shouldn’t be so surprised by what kids wish teachers knew — from takepart.com by Liz Dwyer
The stories being shared with #IWishMyTeacherKnew, the viral hashtag started by teacher Kyle Schwartz, are turning the spotlight on the harsh reality of many American kids.

 

Students-want-teachers-to-know-INLINE1

 

Excerpt:

Their thoughts are handwritten on sticky notes, index cards, and plain old pieces of notebook paper—and they’re providing a window into the lives of America’s children. On Friday, the story of #IWishMyTeacherKnew, the effort by Denver elementary school teacher Kyle Schwartz to get students in her classroom to share something about themselves, went viral across the Web.

 

 

The future of work
There’s an app for that — from economist.com
Freelance workers available at a moment’s notice will reshape the nature of companies and the structure of careers 

 

 

Excerpt:

HANDY is creating a big business out of small jobs. The company finds its customers self-employed home-helps available in the right place and at the right time. All the householder needs is a credit card and a phone equipped with Handy’s app, and everything from spring cleaning to flat-pack-furniture assembly gets taken care of by “service pros” who earn an average of $18 an hour.

Handy is one of a large number of startups built around systems which match jobs with independent contractors on the fly, and thus supply labour and services on demand.

The obvious inspiration for all this is Uber, a car service which was founded in San Francisco in 2009 and which already operates in 53 countries; insiders say it will have sales of more than $1 billion in 2014.

This boom marks a striking new stage in a deeper transformation. Using the now ubiquitous platform of the smartphone to deliver labour and services in a variety of new ways will challenge many of the fundamental assumptions of 20th-century capitalism, from the nature of the firm to the structure of careers.

The on-demand economy will inevitably exacerbate the trend towards enforced self-reliance that has been gathering pace since the 1970s. Workers who want to progress will have to keep their formal skills up to date, rather than relying on the firm to train them (or to push them up the ladder regardless). This means accepting challenging assignments or, if they are locked in a more routine job, taking responsibility for educating themselves. They will also have to learn how to drum up new business and make decisions between spending and investment.

 

Also see:

Professional Millennials and super-powered smartphones are changing the working world — from medium.com and Liquid Talent

Excerpt (emphasis DSC):

 This is the year when modern technology squarely intersects with the economy and the workforce. This is the the year that marks a noted change in how we work as individuals, and as a collective. This is the year of the Millennial Generation takeover in our professional world. This is the year that marks the beginning of the Independent Workforce Revolution.

Why?

Two reasons:

1) Millennials take over
Millennials are the largest generation at 82 million strong. They do not have the same priorities as past generations and their professional incentives are quickly changing. They care less about maximizing profit, finding a secure job and taking 2.5 weeks of vacay. In fact, 54% of Millennials assert that they want to start a company one day, or already have. This generation is now 50% of the workforce, and will be 75% of the workforce by 2020. These percentages may seem staggering but with 10,000 Baby Boomers retiring everyday (every single day!) we can see this tectonic shift happening before our very eyes.

2) Mobile technology
We have our economies in our pocket. We can work anytime from anywhere, and source professional opportunities with a simple swipe. The proliferation of mobile productivity apps (ie Slack), globalized workforce platforms (ie eLance) and professional networks (ie LinkedIn) show the power and growth in professional, mobile technologies.

 

From DSC:
I’ve said it before and I’ll say it again to those of us working in K-12 and in higher education:

We need to be sure that we’re preparing our students to know how to run their own businesses. They need to know how to survive and thrive as freelancers — because chances are they will be freelancing at various points in their career. Our curricula should already be in the process of being updated to address these critical skills. More courses on entrepreneurship for example; also some basic accounting courses as well as coursework involving programming, brainstorming, marketing, and how to use various technologies to collaborate, stay organized, and manage one’s time.

The above items also stress the need for lifelong, accessible/affordable learning; and for constant adaptation and for reinventing oneself in order to remain marketable in the workplace.

 

 

Addendum on 2/18/15:

New tech companies say freelancing is the future of work. But there’s a downside for workers. — from washingtonpost.com by Lydia DePillis
More companies are switching their workforce to freelance. Policy needs to catch up.

Excerpt:

If the nation’s way of regulating work revolves around a relationship between an employee and employer, what happens when that relationship no longer exists?

 

 

 

Google enters the collaborative economy in a big way — from web-strategist.com by Jeremiah Owyang

Excerpt:

[On 2/3/15], Google has entered the Collaborative Economy with a series of announcements that leave a casual reader scratching their [heads]. But placing the announcements line by line, you can see an organized attempt to enter this space traditionally dominated by early stage startups.

  1. Google is a major investor in Uber and Lending Club.
  2. Google plans to roll out self-driving cars, competing with car manufactures.
  3. Google now resells P2P loans, competing with banks.
  4. Google partners with Airbnb and Lyft, challenging hotels and taxis.
  5. Google is reportedly building a ride hailing app to compete with Uber.
 

6 things you can learn from LeWeb Day One — from nextberlin.eu by Adam Tinworth

Excerpt:

1. The sharing economy is bigger than you think
2. The secret of wearable will be simplicity
3. We all wear clothes, but we don’t all wear jewellery or watches
4. Yandex started life searching floppy disks
5. The clock is ticking on the classic office suite of software
6. Games make you a cognitive superhuman

 

What is LeWeb?

Excerpt:

LeWeb in a nutshell
Founded in 2004 by French entrepreneurs Loïc and Geraldine Le Meur, LeWeb is an internationally-renowned conference for digital innovation where visionaries, startups, tech companies, brands and leading media converge to explore today’s hottest trends and define the future of internet-driven business.

 

Financial planning gets virtual reality — from by Michael Liedtke

 

 

Also see:

This teacher taught his class a powerful lesson about privilege — from buzzfeed.com by Nathan Pyle
With a recycling bin and some scrap paper.

 

He concluded by saying, "The closer you were to the recycling bin, the better your odds. This is what privilege looks like. Did you notice how the only ones who complained about fairness were in the back of the room?"

Nathan W. Pyle / Via buzzfeed.com

From DSC:
This teacher taught an important lesson using materials already in the room; a great idea/approach/illustration here.

Looking at the recent piece entitled, “The Faces of American Debt,” such financial training would be very helpful — for individuals in their financial planning, and for us in higher ed to see the very real implications of the high cost of college. 

 

 

From DSC:
The following article from McKinsey would be a source of a great assignment for students and faculty members who are studying Economics
(and I could also add those studying Social Work, Healthcare, Political Science, and some other fields):

  • Redefining capitalism — from mckinsey.com by Eric Beinhocker and Nick Hanauer | September 2014
    Despite its ability to generate prosperity, capitalism is under attack. By shaking up our long-held assumptions about how and why the system works, we can improve it.

 

Potential questions:

  • What are the basic tenets of capitalism?
  • How is it taught?
  • What are the main points that the authors want you to grapple with?
  • Do you agree or disagree with their main points?  If so, why?  Do you have some resources that back up your viewpoints?
  • What are your views on capitalism and what it should achieve?
  • Do robotics, algorithms, and automation impact any of your arguments/perspectives?

 

Excerpt:

What problems do you solve?
Once we understand that the solutions capitalism produces are what creates real prosperity in people’s lives, and that the rate at which we create solutions is true economic growth, then it becomes obvious that entrepreneurs and business leaders bear a major part of both the credit and the responsibility for creating societal prosperity. But standard measures of business’s contribution—profits, growth rates, and shareholder value—are poor proxies. Businesses contribute to society by creating and making available products and services that improve people’s lives in tangible ways, while simultaneously providing employment that enables people to afford the products and services of other businesses. It sounds basic, and it is, but our economic theories and metrics don’t frame things this way.

Today our culture celebrates money and wealth as the benchmarks of success. This has been reinforced by the prevailing theory. Suppose that instead we celebrated innovative solutions to human problems. Imagine being at a party and rather than being asked, “What do you do?”—code for how much money do you make and what status do you have—you were asked, “What problems do you solve?” Both capitalism and our society would be the better for it.

 

Everyone is an entrepreneur in this e-conomy — — from usatoday.com by Steve Strauss

Excerpt (emphasis DSC):

That we all work when, where and how we want is not news, of course. Neither is it news that the not-so-great recession transformed work and business, too. Large corporations realized that they didn’t need to keep all those full-time employees with the attendant healthcare costs and other benefits when they could get most of what they wanted by hiring part-timers and independent contractors.

What is news is that all of this change has created a new dynamic. Old traits like loyalty and experience are rapidly being trumped by a different and new set of values such as individual initiative and the need for creativity.

And what this means is that now, today, we all better think of ourselves as entrepreneurs.

 

From DSC:
I had posted an item earlier today on AI and wondered how such trends affect our curricula. But this posting really speaks to the need to develop our entrepreneurial sides.  For students, I would recommend taking (at least some) courses that:

  • Teach you how to run your own business
  • Foster your creativity and sense of innovation
  • Show you how to pivot on a dime / on a moment’s notice
  • Teach you how to learn
 

 

 

RecessionReshapedEcon-NYT-June2014

 

From DSC:
This posting is especially meant for two audiences (but also has wider ramifications for the vast majority of us living in the United States)

  1. Those students who are majoring in economics
  2. Those of us working within higher education

 


To the students studying economics out there:

  • What parts from the articles listed below are true? False? Is anything being minimized or exaggerated — or is the information factual and accurate?
  • How are the topics of these articles/discussions relevant to your lives today? In the future?.
  • Do ethics come into play here? If so, how?
    .

 

Fed to the Sharks, Part 2: Housing & the Death of the Middle Class  — from oftwominds.com by Charles Hugh Smith

Excerpts:

The Fed sacrificed the foundation of middle class wealth — stable housing values — to boost bank profits.

Lest you think the phrase “death of the middle class” is hyperbole, please examine these two charts, keeping in mind the middle class by definition must be in the middle of income/wealth distribution — conventionally, between 40% and 80%, i.e. the 40% between the bottom 40% and the top 20%.

 

See that little red wedge?
That’s the bottom 80% — the entire middle class
and everyone below the middle class.

 

 

 

Fed to the Sharks, Part 1: The Fed takes our money, gives it to banks who loan it back to us at 16%  — from oftwominds.com by Charles Hugh Smith

Excerpt:

We’re being Fed to the sharks, every day, one morsel at a time. What a way to go….

What can we say about the Federal Reserve’s policies that hasn’t been said a million times? How about simplifying the two primary purposes of Fed policies? I will cover one today and the second one tomorrow. Both involve feeding the 99.5% to the financier/ Wall Street/bank sharks.

 

 

 

 

 


To institutions of higher education:

  • If what Charles Hugh Smith is saying is true and the middle class continues to be hollowed out, how does — or should — this affect us?
  • How might this impact our strategies? Our offerings? Our pricing structures?

 

From DSC:
Sometimes, the advice of the old economy no longer applies.

Growing up, our family had a wonderful neighbor named Dr. John Evans.  He had worked for a large, successful company called Upjohn (in the pharmaceutical industry) for most, if not all, of his career. I used to mow his lawn.  I remember him giving me some lemonade or pop on those hot summer days here in Michigan. On one such occasion, I recall him saying to me, “Danny…you just need to find a good company and hop on board. You can ride that train for a long time.”

That strategy worked very well for him.  He had been with Upjohn for many years before retiring from that corporation.  So that advice was spot on — for the economy and job market that he had known and participated in.

So, upon graduating from college, I tried to implement that strategy.  My first job out of college was with a company called Baxter Healthcare (a large corporation that had just merged with American Hospital Supply and began laying off numerous people, as many jobs were then duplicated). Anyway, that employment lasted all of 4 years before all employees in our division of Baxter had to move to Florida or New York or lose their jobs.  As I didn’t want to move at the time, I was forced to find another job. (I’m quite sure many people out there who were working in the U.S. in the 80’s and 90’s — the decades of some serious merger and acquisition activity — can relate to such experiences.)

Anyway, these memories came back to me when I recently read a sentence from Sarah Kendzior’s Nov 2013 piece entitled Surviving the post-employment economy.  That sentence said,  “If you are 35 or younger – and quite often, older – the advice of the old economy does not apply to you.” 

Wow. That rang true with me.  It surely resonated with my experience.

So, as the growth of contingent workers continues, I’d like to join many others in putting some new advice out there.  My advice to folks — especially to you younger people — would be to take courses, subscribe to the RSS feeds of relevant blogs, follow people on Twitter, and build your personal learning network (at least in part) around the topics of:

  • Entrepreneurship
  • Running your own business
  • Creativity
  • Being able to adapt, pivot
  • Experimentation
  • Freelancing
  • Disruption
  • Learning how to learn
  • Lifelong learning
  • Identifying and following your passions
  • Futurism — and learning how to pulse check a variety of landscapes

That’s my 2 cents for now.

 

 

From DSC:
As student debt increases, one of the things we forget is that graduating students will have to work on paying off their debt and, as a result, may need to postpone not just marriage and/or buying a house, but also in saving for their futures.  That is, they may not be able to put money into any IRA’s, or additional funds into their 401k’s, or into other savings vehicles. This has enormous consequences for these graduates — and it has to do with the time value of money and compound interest.

Consider the following comparison of two people — one investing between the ages of 21 and 30, and the other person who invests between the ages of 31 and 40. Look at the difference time and compound interest can make!

 

TimeValueOfMoney

 

So having a guerilla on your back at graduation may not only affect one’s ability to get married and purchase a home — it also has major ramifications on these graduates ability to retire and what their standard of living will be like when they do retire.

 

 

Also see:

 

Very relevant addendum on 3/26/14:

 

 

Need a job? Invent it — from nytimes.com by Thomas Friedman

Excerpt:

When Tony Wagner, the Harvard education specialist, describes his job today, he says he’s “a translator between two hostile tribes” — the education world and the business world, the people who teach our kids and the people who give them jobs. Wagner’s argument in his book “Creating Innovators: The Making of Young People Who Will Change the World” is that our K-12 and college tracks are not consistently “adding the value and teaching the skills that matter most in the marketplace.”

This is dangerous at a time when there is increasingly no such thing as a high-wage, middle-skilled job — the thing that sustained the middle class in the last generation. Now there is only a high-wage, high-skilled job.

 

Free online university receives accreditation, in time for graduating class of 7  — from nytimes.com by Tamar Lewin

Excerpt:

Just in time for its first graduates, the University of the People, a tuition-free four-year-old online institution built to reach underserved students around the world, announced Thursday that it had received accreditation.

“This is every exciting, especially for the students who will graduate in April, with a degree from an accredited institution,” said Shai Reshef, the Israeli entrepreneur who invested millions of dollars to create the nonprofit university. “This has been the big question for anyone who thought about enrolling. We have 1.2 million supporters on Facebook, I think second only to Harvard, and every day, there is discussion about when we will be accredited.”

Now, with accreditation from the Distance Education and Training Council, a national accrediting group, Mr. Reshef said, the university will expand significantly. He expects to have 5,000 students by 2016.

 

Also see:

 

MassiveOpenOnlineForcesEconomist-Feb2014

Excerpts (emphasis DSC):

Two big forces underpin a university’s costs. The first is the need for physical proximity. Adding students is expensive—they require more buildings and instructors—and so a university’s marginal cost of production is high. That means that even in a competitive market, where price converges towards marginal cost, modern education is dear.

MOOCs work completely differently. Alex Tabarrok, an economist at George Mason University and co-founder of an online-education site, Marginal Revolution University, reckons the most salient feature of the online course is its rock-bottom marginal cost: teaching additional students is virtually free.

 
© 2024 | Daniel Christian