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FUTURE WORKPLACE PROSPECTS IN GLOOMY ECONOMIC TIMES: Findings of the 1998, 2004 and 2010 National Surveys of Work and L

FUTURE WORKPLACE PROSPECTS IN GLOOMY ECONOMIC TIMES: Findings of the 1998, 2004 and 2010 National Surveys of Work and Lifelong Learning Presentation for Graduate Student Career Evening OISE/UT, February 2, 2012. D. W. LIVINGSTONE

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FUTURE WORKPLACE PROSPECTS IN GLOOMY ECONOMIC TIMES: Findings of the 1998, 2004 and 2010 National Surveys of Work and L

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  1. FUTURE WORKPLACE PROSPECTS IN GLOOMY ECONOMIC TIMES: Findings of the 1998, 2004 and 2010 National Surveys of Work and Lifelong Learning Presentation for Graduate Student Career Evening OISE/UT, February 2, 2012 D. W. LIVINGSTONE Canada Research Chair in Lifelong Learning and Work and Professor Emeritus, Ontario Institute for Studies in Education of the University of Toronto

  2. ABSTRACT • My presentation will focus on the relations between workers' practical knowledge and their real job requirements. There will be a summary of relevant findings from the national surveys of work and lifelong learning (WALL) in 1998, 2004 and 2010, as well as some comparisons with other related surveys. These findings offer a general context for thinking about future jobs and preparatory learning. • The WALL surveys are the first anywhere to estimate the incidence of both paid and unpaid work in relation to both formal and informal learning. A rich array of workers’ formal and informal learning efforts has been found. • Several gaps between workers’ knowledge and job requirements are documented from the WALL surveys and related case studies. • Contrary to current popular views, the basic deficiency is not in workers’ skills and qualifications but in their opportunities to utilize them in their jobs as presently designed. Alternative job designs that modify pre-established job requirements are suggested as means to bridge the gaps with existing practical knowledge and to move toward more decent jobs for more increasingly qualified people.

  3. Changing Nature of Work and Lifelong Learninghttp://wall.oise.utoronto.ca • Changing Nature of Work and Lifelong Learning Research Network (www.wallnetwork.ca) • Research funded by SSHRC under a series of Strategic Research Grants and the Canada Research Chairs Program • Includes 1998, 2004 and 2010 representative national surveys of randomly selected respondents over 18 on many issues of working conditions and adult learning • Also includes over 50 related case studies of different industry sectors, at-risk workers, unpaid work and informal learning

  4. Figure 1Forms of Activity and Learning Source: Livingstone, 2010.

  5. EMPLOYMENT CONDITIONS • PRECARIOUS WORK IS INCREASING • INCREASED ORGANIZATIONAL RESTRUCTURING, “JOB CHURNING”: • DOWNSIZING • MULTI-SKILLING • COMPUTER USE IS NEARING UNIVERSALITY • MAJORITY OF LABOUR FORCE NOW REQUIRE POST-SECONDARY CREDENTIAL TO GET JOB, “CREDENTIAL SOCIETY” HAS ARRIVED MAIN FINDINGS OF RECENT WORK AND LEARNING SURVEYS IN CANADA

  6. MAIN FINDINGS OF RECENT WORK AND LEARNING SURVEYS IN CANADA 2. LEARNING CONDITIONS • AMONG THE HIGHEST INCIDENCE OF POST-SECONDARY COMPLETION IN WORLD (UNIVERSITY AND COMMUNITY COLLEGE COMBINED).[LOWER FOR UNIVERSITY THAN COMMUNITY COLLEGE] • FURTHER EDUCATION COURSE PARTICIPATION HAS INCREASED IN CONJUNCTION WITH INCREASING POST-SECONDARY COMPLETION • VERY EXTENSIVE JOB-RELATED AND GENERAL INFORMAL LEARNING [“ICEBERG”] • WHILE FORMAL SCHOOLING AND FURTHER ADULT EDUCATION COURSE PARTICIPATION ARE QUITE CLOSELY RELATED, INCIDENCE OF INTENTIONAL INFORMAL LEARNING IS NOT SIGNIFICANTLY RELATED TO EITHER • ADULT AGE GROUPS VARY GREATLY IN FORMAL EDUCATION COURSE PARTICIPATION, MUCH LESS SO IN INCIDENCE OF INTENTIONAL INFORMAL LEARNING

  7. MAIN FINDINGS OF RECENT WORK AND LEARNING SURVEYS IN CANADA 3. LEARNING-WORK RELATIONS • LOWER FORMAL EDUCATION, HIGHER UNEMPLOYMENT • FORMAL EDUCATION ATTAINMENTS HAVE BEEN INCREASING FASTER THAN FORMAL JOB ENTRY REQUIREMENTS, HENCE INCREASING UNDEREMPLOYMENT OF CREDENTIALS • INCREASING FORMAL EDUCATION COMPLETION AND INCREASING UNDEREMPLOYMENT ARE OCCURING ACROSS ALL OCCUPATIONAL CLASSES. HIGHEST UNDEREMPLOYMENT IS AMONG SERVICE AND INDUSTRIAL WORKERS • IN LIGHT OF THE EMPLOYED LABOUR FORCES’ HIGH LEVEL OF FORMAL EDUCATION ATTAINMENT, EXTENSIVE INFORMAL LEARNING ON THE JOB AND CHRONIC UNDEREMPLOYMENT, JOB DESIGN REFORMS MAY BE MORE PERTINENT THAN TRAINING REFORMS TO ADDRESS GAPS BETWEEN WORKERS’ KNOWLEGE AND JOB REQUIREMENTS

  8. Section IEmployment Conditions

  9. Graph 1: Participation in Paid and Unpaid WorkAll Adults, 2010 (%) [ Sources: WALL, 2010.]

  10. Graph 2: Percentage of Employed Labour Force in Precarious Jobs 2004-2010 (%) Sources: WALL 2004 survey (N=5733); WALL 2010 survey (N=1239).

  11. Graph 3: Organizational Changes in Past 5 Years Employed labour force, 2004 -2010 Sources: WALL 2004 survey (N=5581); WALL 2010 survey (N=1256).

  12. Graph 4: Computer Use in CanadaEmployed Labour Force, 1989–2010 (% using on job or at home) Sources: Statistics Canada 1989, 1994, 2000; WALL 2004 survey, WALL 2010 survey.

  13. Graph 11: Required Educational Entry CredentialEmployed Labour Force, 1983-2010 Sources: CCS Survey, 1983; WALL 2004 Survey ; WALL 2010 Survey.

  14. Table 5: Post-secondary Credential for Job by Occupational ClassWage and Salary Earners, 1983-2010 (% Requiring Post-secondary Credential) Sources: Canadian Class Structure Survey, 1983 (N=1,482); WALL 2004 Survey (N=4,249).;WALL 2010 Survey(N=967).

  15. Graph 12: Post-secondary Credential for Job EntryWage and Salary Earners, 1983-2010 Sources: Canadian Class Structure Survey, 1983 (N=1462); WALL 2004 Survey(N=3887); WALL 2010 Survey (N= 933).

  16. Section II Learning Conditions

  17. Table 6: Post-secondary Educational Attainment by Occupational ClassWage and Salary Earners, 1983-2010 (% completed) • Sources: Canadian Class Structure Survey, 1983 (N=1,482); WALL 2004 Survey (N=4,249).;WALL 2010 Survey (N=967).

  18. Graph 14: Post-secondary Educational Attainment Wage and Salary Earners, 1983-2010 (% completed) Sources: Canadian Class Structure Survey, 1983 (N=1462); WALL 2004 Survey(N=3887); WALL 2010 Survey (N= 933).

  19. Graph 15: Post-secondary Educational Attainment by Occupational ClassWage and Salary Earners, 1983-2010 (% completed) • Sources: Canadian Class Structure Survey, 1983 (N=1,482); WALL 2004 Survey (N=4,249).;WALL 2010 Survey (N=967).

  20. Graph 16: Post-secondary Educational Attainment and Participation in Further Education, Employed Labour Force, 1983-2010 Sources: NALL 1998Survey; WALL 2004 Survey; WALL2010 Survey.

  21. Graph 17: Association between Level of Schooling and Participation in Further Education, Employed Labour Force, 1998-2004 (%) Sources: NALL 1998 Survey; WALL 2004 Survey; WALL 2010 Survey.

  22. Graph 18: Self-reported On-the-Job Training Time Required to Perform JobAll Employees, 1983-2010 (%) Sources: CCS Survey, 1983; WALL 2004 Survey; WALL 2010 Survey.

  23. Table 7: Participation Rates in Informal Learning Related to Paid and Unpaid Activities, 1998–2010 (%) Sources: NALL 1998 Survey; WALL 2004 Survey; WALL 2010 Survey.

  24. Graph 20: Participation Rates in Paid and Unpaid Work and Informal Learning, 2010 (%) Sources: WALL 2010 Survey.

  25. Graph 21: Time of Participation in Different Forms of Informal Learning*1998-2010 (hours per week) [ Sources: NALL 1998 Survey; WALL 2004 Survey; WALL 2010 Survey. * Participants only ]

  26. Graph 22: Topics of Employment-Related Informal LearningEmployed Labour Force 1998-2010 (%) Sources: NALL 1998 Survey; WALL 2004 Survey; WALL 2010 Survey.

  27. Graph 23: Age and Participation in Further Education Course and Any Informal Learning Activities. All respondents, 2010 Source: WALL 2010 Survey (N=1965).

  28. Section IIILearning-Work Relations

  29. Figure 2Forms of Underemployment Sources: Livingstone, 2009.

  30. Graph 24: Educational Requirements for Job Entry and Formal Educational AttainmentsWage and Salary Earners, 1983-2010 (% Post-secondary Credential) Sources: Canadian Class Structure Survey, 1983 (N=1462); WALL 2004 Survey(N=3887); WALL 2010 Survey (N= 933).

  31. Graph 25: Educational Attainment and Official Unemployment Rates2004-2010* (%) ** Sources: WALL 2004 Survey; WALL 2010 Survey. * % of 25-64 years old adults , non full-time students, actively looking for jobs. ** Insufficient number for reliability.

  32. Graph 26: Educational attainment and part-time or seasonal employmentEmployed Labour Force, 2004-2010 (%) Sources: WALL 2010 Survey. *Currently employed, 25-64 years old, non full-time students, actively looking.

  33. Graph 27: Credential GapWage and Salary Earners, 1998-2010 (%) • Sources: NALL 1998 Survey (N=723); WALL 2004 Survey (N=3842); WALL 2010 Survey (N=935).

  34. Graph 28: Performance Gap Wage and Salary Earners, 1998-2010 (%) • Sources: NALL 1998 Survey (N=733); WALL 2004 Survey (N=3842); WALL 2010 Survey (N=938).

  35. Graph 29: Relevance of Education to Job Wage and Salary Earners, 2004-2010 (%) • Sources: WALL, 2004 Survey (N=4232), WALL, 2010 Survey (N=968).

  36. Graph 30: Knowledge Gap Wage and Salary Earners, 2010 (%) Sources: WALL 2010 Survey (N=986).

  37. Graph 31: Subjective Estimate of Match between Qualifications and Job Requirements Wage and Salary Earners, 1998-2010 (%) • Sources: NALL 1998 Survey (N=747); WALL 2004 Survey (N=4179); WALL 2010 Survey (N=966).

  38. Table 8: Credential Underemployment by Occupational Class of Employee1983-2010 (% underemployed) Sources: Canadian Class Structure Survey, 1983; WALL 2004 Survey; WALL 2010 Survey.

  39. Graph 32: Credential Underemployment 1983-2010 (% underemployed) Sources: Canadian Class Structure Survey, 1983; WALL 2004 Survey; WALL 2010 Survey

  40. Graph 33: Credential Underemployment by Occupational Class of Employee1983-2010 (% underemployed) Sources: Canadian Class Structure Survey, 1983; WALL 2010 Survey

  41. Graph 34: Selected Occupational Classes and Employment Experience by Credential UnderemploymentEmployed Labour Force, 2010 Source: WALL, 2010.

  42. Table 9: Computer Skills Match by Occupational Class of EmployeeWage and Salary Earners, 2010 Sources: WALL 2010 Survey (N=680).

  43. Graph 35: Computer Skills Match Wage and Salary Earners, 2010 Sources: WALL 2010 Survey (N=680).

  44. Graph 36: Computer Skills Match by Occupational Class of EmployeeWage and Salary Earners, 2010 Sources: WALL 2010 Survey (N=680).

  45. Graph 37: Computer Skills Match With Requirements of Job by Age GroupEmployed Labour Force, 2004-2010, (% overqualified) Sources: WALL 2004 Survey (N=967); WALL 2010 Survey (N=901).

  46. Case Study Findings on Education-Job Match

  47. Selected Quote “Just involve the people … This guy might run this machine every day for years. He will come up with ideas that will make his job easier for him and easier for management … Give people some sort of a sense of importance … rather than being treated like cattle.” (Ethan, a tool setter on an auto assembly line) (Source: Education and Jobs 2009)

  48. Case study findings on education-job match: These diverse case studies allow the following conclusions: • Most participants were engaged in extensive intentional learning activities, with various degrees of relevance to their jobs. All participants were to greater or lesser degrees engaged in problem-solving during which they continuously acquired and reformulated their cognitive knowledge and abilities, and utilised them to modify their jobs. • However, while many workers exercised some discretion in performing their jobs, they also reported limited opportunities to use their abilities in the design of their jobs and in organisational decision-making. This limitation applied especially to service workers and industrial workers (as exemplified by clerical and auto workers) as well as to disabled workers.

  49. Exercise: • Skills Inventory in Local Paid Workplaces Source : Advocates for Community-based Training and Education for Women (ACTEW) and New Approaches to Lifelong Learning (NALL) Network. SKILLS AND KNOWLEDGE PROFILE. Toronto: Centre for Study of Education and Work, OISE/UT. 1998. (Available from www.nall.ca “Resources” atthe bottom of the page including Coach's Manual)

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