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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 EveningOISE/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 Toronto1ABSTRACTMy 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.2Changing Nature of Work and Lifelong Learning http://wall.oise.utoronto.caChanging 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 ProgramIncludes 1998, 2004 and 2010 representative national surveys of randomly selected respondents over 18 on many issues of working conditions and adult learningAlso includes over 50 related case studies of different industry sectors, at-risk workers, unpaid work and informal learning

3Figure 1Forms of Activity and LearningForms of Activity Paid EmploymentUnpaid HouseworkCommunity Volunteer WorkLeisure (sleep, self-care, hobbies) Forms of Learning Formal SchoolingFurther EducationInformal EducationSelf-directed LearningSource: Livingstone, 2010.4MAIN FINDINGS OF RECENT WORK AND LEARNING SURVEYS IN CANADA

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

52. 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 COMPLETIONVERY 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 EITHERADULT AGE GROUPS VARY GREATLY IN FORMAL EDUCATION COURSE PARTICIPATION, MUCH LESS SO IN INCIDENCE OF INTENTIONAL INFORMAL LEARNING

MAIN FINDINGS OF RECENT WORK AND LEARNING SURVEYS IN CANADA

63. LEARNING-WORK RELATIONS LOWER FORMAL EDUCATION, HIGHER UNEMPLOYMENTFORMAL EDUCATION ATTAINMENTS HAVE BEEN INCREASING FASTER THAN FORMAL JOB ENTRY REQUIREMENTS, HENCE INCREASING UNDEREMPLOYMENT OF CREDENTIALSINCREASING FORMAL EDUCATION COMPLETION AND INCREASING UNDEREMPLOYMENT ARE OCCURING ACROSS ALL OCCUPATIONAL CLASSES. HIGHEST UNDEREMPLOYMENT IS AMONG SERVICE AND INDUSTRIAL WORKERSIN 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

MAIN FINDINGS OF RECENT WORK AND LEARNING SURVEYS IN CANADA

7Section IEmployment Conditions8Graph 1: Participation in Paid and Unpaid WorkAll Adults, 2010 (%)[ Sources: WALL, 2010.]9Graph 2: Percentage of Employed Labour Force in Precarious Jobs2004-2010 (%) Sources: WALL 2004 survey (N=5733); WALL 2010 survey (N=1239).10Graph 3: Organizational Changes in Past 5 Years Employed labour force, 2004 -2010 Sources: WALL 2004 survey (N=5581); WALL 2010 survey (N=1256).11Graph 4: Computer Use in CanadaEmployed Labour Force, 19892010 (% using on job or at home)Year19891994200020042010Use computer %3851778594N5,3326,13424,1301,7411,256Sources: Statistics Canada 1989, 1994, 2000; WALL 2004 survey, WALL 2010 survey.12Graph 11: Required Educational Entry CredentialEmployed Labour Force, 1983-2010 Sources: CCS Survey, 1983; WALL 2004 Survey ; WALL 2010 Survey.13Table 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). Occupational ClassPost-Sec Required for Job 1983Post-Sec Credential Required for Entry to Job 2004Post-Sec Credential Required for Entry to Job 2010Managers756761Supervisors393144Professional employees878189Service workers163538Industrial workers102025TOTAL284553N1462387793314Graph 12: Post-secondary Credential for Job EntryWage and Salary Earners, 1983-2010Sources: Canadian Class Structure Survey, 1983 (N=1462); WALL 2004 Survey(N=3887); WALL 2010 Survey (N= 933).15Section II Learning Conditions16Table 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). Occupational Class 1983 2004 2010 Managers41 72 67 Supervisors23 56 46 Professional employees85 83 91 Service workers16 50 56 Industrial workers12 34 39 TOTAL255664N1462 3877 933 17Graph 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).18Graph 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). 19Graph 16: Post-secondary Educational Attainment and Participation in Further Education, Employed Labour Force, 1983-2010Sources: NALL 1998 Survey; WALL 2004 Survey; WALL2010 Survey.20Graph 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.21Graph 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.22Table 7: Participation Rates in Informal Learning Related to Paid and Unpaid Activities, 19982010 (%) Sources: NALL 1998 Survey; WALL 2004 Survey; WALL 2010 Survey.Area of informal learningPaid workVolunteer workHousehold workGeneral interestAny informal learning19982004201019982004201019982004201019982004201019982004201086879081769079828283828892919596257341256795374519141436860792815659024196515659024196523Graph 20: Participation Rates in Paid and Unpaid Work and Informal Learning, 2010 (%) Sources: WALL 2010 Survey.24Graph 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 ]25YESNO1 Have you done any informal learning to keep up with new general knowledge in your occupation during the last year?mm2Informal learning of new job tasks?mm3Learning about computers?mm4Learning about new equipment?mm5Organizational or managerial skills?mm6Budgeting or financial management?mm7Teamwork, problem solving, or communications skills?mm8Learning about employment conditions or workers rights?mm9Politics in the workplace?mm10Language and literacy?mm11 Health and safety?mmExercise: Employment-related Informal LearningNow, please think about ANY INFORMAL LEARNING you have done during the last year OUTSIDE of formal or organized courses. You may spend a little time or a lot of time on it. This includes anything you do either by yourself or with other people to gain knowledge, skill or understanding. First, let's talk about any INFORMAL learning activities OUTSIDE OF COURSES that have some connection with your PAID EMPLOYMENT. This includes any INFORMAL learning you did by yourself or with others in the last year. 26Graph 22: Topics of Employment-Related Informal LearningEmployed Labour Force 1998-2010 (%) Sources: NALL 1998 Survey; WALL 2004 Survey; WALL 2010 Survey.27Graph 23: Age and Participation in Further Education Course and Any Informal Learning Activities. All respondents, 2010Source: WALL 2010 Survey (N=1965).28Section IIILearning-Work Relations 29Figure 2Forms of Underemployment Forms of Underemployment Characteristics of Specific Forms of Underemployment Time-based Unemployment (actively looking, discouraged workers) Involuntary Temporary Employment (part-time, limited contract)Knowledge-based Credential Gap Performance Gap Relevance Gap Knowledge Gap Subjective Personal Estimate of Match between Qualifications and Job Requirements Sources: Livingstone, 2009.30Graph 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).31Graph 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.**32Graph 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. 33Graph 27: Credential GapWage and Salary Earners, 1998-2010 (%) Sources: NALL 1998 Survey (N=723); WALL 2004 Survey (N=3842); WALL 2010 Survey (N=935). 34Graph 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). 35Graph 29: Relevance of Education to Job Wage and Salary Earners, 2004-2010 (%) Sources: WALL, 2004 Survey (N=4232), WALL, 2010 Survey (N=968).36Sources: WALL 2010 Survey (N=986).Graph 30: Knowledge Gap Wage and Salary Earners, 2010 (%) 37Graph 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). 38Table 8: Credential Underemployment by Occupational Class of Employee1983-2010 (% underemployed) Sources: Canadian Class Structure Survey, 1983; WALL 2004 Survey; WALL 2010 Survey. OCCUPATIONAL CLASS1983 2004 2010 Managers 15 25 29Supervisors 21 [43] 24Professional employees 17 20 20Service Workers 25 36 39Industrial Workers 33 33 36Total [%] 25 31 31N 1461 3844 93439Graph 32: Credential Underemployment 1983-2010 (% underemployed) Sources: Canadian Class Structure Survey, 1983; WALL 2004 Survey; WALL 2010 Survey40Graph 33: Credential Underemployment by Occupational Class of Employee1983-2010 (% underemployed)Sources: Canadian Class Structure Survey, 1983; WALL 2010 Survey41Graph 34: Selected Occupational Classes and Employment Experience by Credential UnderemploymentEmployed Labour Force, 2010Source: WALL, 2010. 42OCCUPATIONAL CLASS Higher Same Lower Managers 5740 4 Supervisors 5246 3 Professional employees 52 39 9 Service Workers 49 48 3 Industrial Workers 44 46 10 Total51 43 6 Sources: WALL 2010 Survey (N=680).Table 9: Computer Skills Match by Occupational Class of EmployeeWage and Salary Earners, 2010 43Sources: WALL 2010 Survey (N=680).Graph 35: Computer Skills Match Wage and Salary Earners, 2010 44Sources: WALL 2010 Survey (N=680).Graph 36: Computer Skills Match by Occupational Class of EmployeeWage and Salary Earners, 2010 45Sources: WALL 2004 Survey (N=967); WALL 2010 Survey (N=901).Graph 37: Computer Skills Match With Requirements of Job by Age GroupEmployed Labour Force, 2004-2010, (% overqualified) 46Case Study Findingson Education-Job Match47Just 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)Selected Quote48 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. Case study findings on education-job match:49Source : 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)Exercise: Skills Inventory in Local Paid Workplaces50GENERIC SUGGESTIONS FOR DEVELOPING PROFILES OF JOB- RELATED INFORMAL LEARNING What this section is about

You have probably had to list your work experience on a job application.This is a little different. We want to help you identify many skills you learned on each job by just doing your job. If you are not employed, please think about volunteer work you have done.How to complete this section

This is about your current and former jobs. Please list: job title (e.g. Bookkeeper) skills learned (e.g. preparation of payroll) how you learned these skills (e.g. from co-workers and supervisor)51 Step 1 Job title and length of timePut down the job title and a short description to make it clear what you did. Include approximately how long you have been (or were) on that job. Step 2 Skills learnedMost of us have trouble naming our skills. There is a list of skills you may choose from but, keep in mind, that this is not a final list and there are MANY more. Note any others which come to mind as you read through the examples so you wont forget them. Step 3 How you learnedHeres an example of how John and Anne learned to use the computer program, Windows. It was not a job requirement, but they both learned it on the job. John explains:Well, a few of us would have some time at work to look at the Windows background of the presses software, and we got to wondering how it worked. So Anne started fooling around with it and she taught the rest of us what she figured out.So John learned from a coworker, Anne. Anne learned through experimenting and trial and error. You may choose from the list provided or write your own method for learning that particular skill. You are now ready to complete this section. Remember, this is your chance to do an inventory of the knowledge and skills you have developed on the job. Feel free to use the back of the form if you need more room.52Choose From the List Below the Skills you Learned on Your Current or Most Recent Joboperating tools/equipmentassembling installing building repairing cleaning sketching painting keyboarding cooking training refinishing raising animals sewing chopping gardening organizing packaging massaging weaving monitoring measuring sculpting baking tending to the sick taping editing writing calculating budgeting analyzing driving listening examining reading creating coordinating translating filing reporting presenting data entry searching inventing trouble shooting designing classifying counting internet surfing acting cycling flying taking inventory serving teaching training motivating talking empathizing explaining building a database selling modelling singing playing an instrument dancing running defending giving feedback encouraging negotiating evaluating public speaking counselling advocating lobbying giving advice other _________________________53Current or Most Recent Job

*******************54FUTURE LEARNING PLANSWhat this section is aboutAt this point, we hope you are feeling pretty good about the extent of knowledge and skills you already have. Now we would like you to start thinking about the future. You have a lot going for you, whatever you decide to do!

How to complete this sectionBefore you begin this section, think about the following questions:Given all you have been thinking about so far, what kind of paid work, study or personal learning you want to do in the future? What knowledge and skills will you need to fulfill your future plans?Make yourself some notes on the back of the page if you would find that helpful.Now you are ready to complete this section. 1. What are your employment plans for the next 5 years?Find a job Upgrade skills to stay in your current job,Develop skills to get a new job Change jobsAsk for a raise Other ____________________________________ 2. What are your plans regarding personal interests?Start a family RetireMove homes or to another city Take up new hobbiesGo back to school Fix your homeTravel Other _______________________________55 3. What courses or training programs will help you get the skills you need? (You can check more than one answer)

Complete secondary education ESL trainingWorkplace (in-house) Training Computer trainingComplete university education Community courses/trainingUnion Courses Language trainingObtain certification from:Trade school Community collegeComplete apprenticeship program Other ______________________ ___________________________ 4. How could your employer assist you?Fund trade school course Provide workplace trainingProvide scholarship Employer pay for courseAuthorization to attend Providing replacement workersOther ____________________5. How could your union assist you?Provide union training Develop contract language on trainingSet up jointly managed training fundsOther _________________________6. How could your training program assist you? Provide accreditation Keep you informed about for the program upcoming programs Making agreements with other training programs. Other ______________________________FUTURE LEARNING PLANS (continued)56Alternatives57Some guidelines for better utilisation of the actual and potential abilities of the labour force:

recognise that human thought and effort is the fundamental resource that sustains production and also cultural, political and social development;value formal education for its role in forming character and abilities. It is an internationally agreed right to which everyone is entitled. The current emphasis on the instrumental economic function of education is a distortion of its essential purpose;value experience as a more important source of learning in work than formal education. It is a well-established economic principle that learning by experience during paid work has the advantage that there is no loss of production as happens during formal training off the job. The experience of other kinds of (unpaid) work also enriches and is enriched by performing a paid job;value people for their rich reserves of ability, notably the ability continuously to learn by experience, acquired during the experience of all forms of paid and unpaid activities. In the course of learning by experience, abilities are acquired to address the manifold problems that arise in personal and social life; andrecognise that optimal conditions for enhancing human abilities are when experience is sustained in time and progressive in scope, as when formal education begins to endow students with the abilities for critical independent thinking, when the levels of employment are stable, and when the design of jobs allows workers to exercise judgement.Utilisation of the Actual and Potential abilities of the labour force58Several general normative principles essential for developing feasible organisational alternatives for sustainable productive work compatible with enhancing human abilities:

productive activities should be reconciled with the needs to support future generations without compromising the ecosystem;the right to a decent job, that is, to make a living through work that permits a full use of human capabilities in dignity and security;participatory democracy, that is, decisions should involve all who are engaged in production; andequitable opportunities for those from all social backgrounds (economic class of origin, age, gender, race or with a disability) to use their abilities.Principles for Organisational Alternatives59Job DesignPaid Work Redistribution (less 50+ hour jobs, more hours and benefits for