• Home
  • Booklets/Grouped Entries
  • Tech Tsunami
  • List of Entries to Date
  • About the Author

usrevolution5

~ USA Headed for a 5th Revolution! Why?

usrevolution5

Category Archives: Tech Tsunami

#395 Post COVID-19 — How Do We Repurpose Human Capital? (Part 2)

28 Wednesday Oct 2020

Posted by Jordan Abel in Economics, Education Issues, Gov't Policy, Societal Issues, Tech Tsunami, Uncategorized

≈ Leave a comment

Readers: some of the dialogue in this blog is set in the future (sometime after the year 2020). Entries addressing events in the the future assume there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution, a list of earlier revolutions and the author, Entry #1.

Periodically I write a “sense check” to assess whether in the next few years, a revolution in the US is still possible or whether the entire exercise is based on a statistical aberration — i.e., a roughly 50-year cycle between major upheavals in the US.  Most recent sense check, ENTRY #387.  

Some of the entries are part of a series.  Several series are available as easy-to-read booklets for download:

  • Coming technology tsunami and the implications for the US, Tech Tsunami Booklet with Supplement
  • Working with Lee Iacocca after he left Chrysler, 2019Q3 Iacocca Personal Observations. 
  • GM EV1 — behind-the-scenes events affecting development and introduction of the GM EV1, the first modern electric vehicle. 2020Q1 GM EV-1 Story Behind the Story Booklet
  • Trump Supporters Brainwashed? A series discussing why Republics have abandoned basic principals, Are Trump Republicans Brainwashed 2020Q1  Related article published 10/07/20.  Op-Ed piece in NYT about how people bend their thinking to justify beliefs.  Example is Fox News Information about Covid-19, 20 10 07 Fox News Still in Coronavirus Bubble aka Brainwashed
  • Who took out the Donald?  Who/what groups are most likely to “take out” Trump? The booklet was written early in the Trump administration but still worth a read. Who Took Out the Donald Entries with Update
  • Revenge Revolution — description of what form the revolution might take, 20 01 07 Start of Revolution

Prelude to the current series of entries: I’ve concluded Trump is a lunatic and the administration filled with lapdogs save a couple of people at CDC.  Instead of wasting time commenting on actions by Trump, I thought it more productive to begin discussing what happens in the US once the coronavirus is more under control.  #378 began the series. At this point not sure how many entries.  Comments and suggestions welcome.

ENTRY #395: What has happened to unemployment during the Coronavirus? How severe is unemployment?

Counting the number of people who have filed unemployment claims paints a grim picture. Beginning March 2020, claims per week jumped dramatically.  Toward the end of March, new claims for unemployment for just one week  totaled nearly 7 million.  New claims per week have fallen since but seven months after the peak in March new claims are on average more than 3x higher than earlier on 2020.

Keep in mind these numbers are new claims. The numbers represent new people who are now unemployed. Obviously, some people who filed claims will be called back to work or find another job, but the net amount of those unemployed keeps increasing.  Further, throughout the 2020/2021 winter, the number of weekly new claims for unemployment is likely to remain extraordinarily high by historic standards.

What about the people who are self-employed?  You know, 1099 contract workers, consultants, musicians, even undocumented workers?  What’s happened to their workload?  They all pay taxes.

Contract, or gig workers, have seen jobs dry up as well. There is a provision in the CARES Act (Coronavirus Aid, Relief and Economic Security) that enables gig workers to file for a limited amount of economic relief.  The program is administered by states, which makes tracking claims nearly impossible. 

Nevertheless, if we add the number of gig workers seeking  CARES-based income supplement to those filing unemployment claims, the total likely exceeds 1,000,000 every week since early March 2020.  Like those employed by companies, the number of gig workers working fewer hours will increase during the winter.

Some may comment, “Is unemployment really that bad? I mean, the unemployment rate lately has been less than 10.0%. And it bounced back fast following the spike in the Spring.  Early in the Obama Administration, unemployment reached 10.0% and it took years to decline. What’s the big deal?  Trump’s done much better than Obama ever did.”

How Is the Unemployment Rate Calculated?  The unemployment rate is the ratio of those unemployed and looking for work to those in the workforce – those employed and unemployed.  Let’s say there are a thousand people in the workforce. 100 are unemployed and actively looking for a job and 900 are working. The unemployment rate would be 10.0%, or 100/1,000.

Now let’s assume that 50 of the 100 unemployed get discouraged and quit looking for a job. The new unemployment rate would be 50 actively looking for work / 950 (900 employed + 50 actively working), or 5.3%.

What happened to the unemployment rate?  The rate dropped from 10.0% to 5.3%, even though the only change was 50 people became discouraged and quit looking for work.  

What Else Does the Unemployment Rate Not Count? Let’s say that of the 900 people working, 200 are being forced to work part-time because their employer reduced their hours.  Even though working part time, the 200 are counted as “fully employed” when calculating the unemployment rate.   

So what’s the real unemployment/underemployment rate when one considers those who are only working part time and those who are so discouraged about finding another job they quit looking for work?  We know the rate is not 5.3%, which would be the official government number. 

The real rate is more like 30.0% — 200 underemployed, 50 unemployed and looking and 50 unemployed but who’ve quit looking.  In our example, there are 300 out of 1,000 who are either unemployed or underemployed and looking for more work.

If the numbers in this simple example seem ridiculously high, the 30.0% rate probably understates the true underemployment rate the US experiencing in Fall 2020.  Even for professional economists, calculating a reasonable estimate of unemployment/underemployment is nearly impossible because the Trump Administration refuses to disclose what most of us would consider any credible information about many parts of the economy.

As stated in Entry #394, the unemployment problem will not go away post COVID-19. During the initial lockdown to control the virus, organizations began to understand how to conduct operations with far fewer people than in the past. Consumers also began to think differently.

The change in thinking will affect some sectors of the post-COVID-19 economy more than others.  Portions of the service sector will be particularly hard hit.  Even with a vaccine, how many people will be willing to attend sporting events if there are thousands of other people jammed next to one another? How many people will be willing to eat in crowded restaurants, travel on crowded airplanes, ride jam-packed trains/buses, stay in unfamiliar hotels, go to amusement parks, etc.?  While we won’t know the extent for a number of years, assuming a 25-30% loss of pre-COVID-19 travel-and-entertainment-related jobs would be a reasonable estimate. 

Manufacturing output should rise post-virus but the number of jobs in manufacturing will continue to erode relative to output.  The trend will continue to replace workers with more automation, use of sophisticated software and robotics.

What’s the Solution? After mulling over this problem for a number of months, my conclusion is a two-pronged solution is necessary.

  1. WPA-like programs that focus on building/rebuilding critical infrastructure throughout the United States. Yes, such programs require lots of manual labor.  And no, such programs are not a long-term solution.  However, WPA-like programs will employ a portion of the workforce that will have an extremely difficult time transitioning to a digital-based economy. Plus, WPA-like programs will address much of the US infrastructure that needs repairing and upgrading.
  2. Repurposing many existing jobs.  Initial repurposing training for some jobs could be completed in 10-12 weeks.  The basic training would be followed by a job using the skills learned and additional on-the-job training (OJT). 

Will some of the jobs after basic training be considered “make work”? Yes, but any kind of training includes time to practice and expand basic skills.

When I joined General Motors following undergrad (many moons ago), I worked at Cadillac HQ in Detroit.  At the time the Clark Street Cadillac facility was huge, including two assembly line, paint shop, welding, full engine machining and a bunch of other stuff.  The campus totaled nearly 50 acres and included many buildings with 3-4 stories. Who knows how many million square feet of floor space.  For someone who likes cars and manufacturing, the facility was like one giant candy store.

My initial assignment was in a department called “Project Control.”  The department’s primary function was to evaluate various proposed expenditures – new equipment in Engine Machining Department, e.g.

Truth be known, most of my early assignments really were “make work,” since the guys in the department who’d been around awhile already knew the answer. But I’d be given an assignment and off I go to find some department located in this huge complex. 

The purposes of these assignments were: (i) can he find the way out to the department and back without getting lost too many times; (ii) help me begin to understand the breadth and depth of the complexity involved in manufacturing a car/truck; (iii) can he understand the scope and purpose of the proposed project and write a coherent recommendation?

What do I remember from those early days on the job? Frankly I do not remember any specific project. What I do remember is beginning to understand that manufacturing components for a vehicle and then assembling that vehicle is an incredibly complicated task, but also one that fascinates me to this day.

I also remember discovering all kinds of places in the plant to eat. One cafeteria, for example, had great pastrami sandwiches every Thursday. I also remember finding vending machines that dispensed ice cream bars. The bars would just fit inside the canister for the plant-wide pneumatic tube system.  While on these assignments one of my tasks might be to send ice cream bars back to the office via the tube system.

While some of those assignments were make-work, I think the learning from those assignments served me and GM well for my entire career. I’ve also applied many of the lessons learned to situations post GM.

Now back to the problem at hand.  How do we, societal we, train people to transition to a more digital economy?  First, we need to understand and appreciate that the training will not be completed overnight. We also need to understand that some of the projects, especially those early in the training cycle, will seem like make work. And, we also need to understand that some people will not be able to make the transition as effectively.

However, if we don’t start transitioning now, then the US will continue to fall behind countries with more advanced or more disciplined education systems and/or fall behind countries that have fully committed to a digital economy.  How do we truly make America great again?  To be continued, including some discussion about changes in approach to education, from K through grad school.

Advertisement

#394 Post COVID-19 — How Do We Repurpose Fixed Assets and Human Capital? (Part 1)

21 Wednesday Oct 2020

Posted by Jordan Abel in Economics, Education Issues, Gov't Policy, Societal Issues, Tech Tsunami, Uncategorized

≈ Leave a comment

Readers: some of the dialogue in this blog is set in the future (sometime after the year 2020). Entries addressing events in the the future assume there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution, a list of earlier revolutions and the author, Entry #1.

Periodically I write a “sense check” to assess whether in the next few years, a revolution in the US is still possible or whether the entire exercise is based on a statistical aberration — i.e., a roughly 50-year cycle between major upheavals in the US.  Most recent sense check, ENTRY #387.  

Some of the entries are part of a series.  Several series are available as easy-to-read booklets for download:

  • Coming technology tsunami and the implications for the US, Tech Tsunami Booklet with Supplement
  • Working with Lee Iacocca after he left Chrysler, 2019Q3 Iacocca Personal Observations. 
  • GM EV1 — behind-the-scenes events affecting development and introduction of the GM EV1, the first modern electric vehicle. 2020Q1 GM EV-1 Story Behind the Story Booklet
  • Trump Supporters Brainwashed? A series discussing why Republics have abandoned basic principals, Are Trump Republicans Brainwashed 2020Q1  Related article published 10/07/20.  Op-Ed piece in NYT about how people bend their thinking to justify beliefs.  Example is Fox News Information about Covid-19, 20 10 07 Fox News Still in Coronavirus Bubble aka Brainwashed
  • Who took out the Donald?  Who/what groups are most likely to “take out” Trump? The booklet was written early in the Trump administration but still worth a read. Who Took Out the Donald Entries with Update
  • Revenge Revolution — description of what form the revolution might take, 20 01 07 Start of Revolution

Prelude to the current series of entries: I’ve concluded Trump is a lunatic and the administration filled with lapdogs save a couple of people at CDC.  Instead of wasting time commenting on actions by Trump, I thought it more productive to begin discussing what happens in the US once the coronavirus is more under control.  #378 began the series. At this point not sure how many entries.  Comments and suggestions welcome.

ENTRY #394: Note: Yikes, the craziness of the Trump administration has continued the last couple of weeks. Trump and a substantial portion at his staff contracted the COVID-19.  After a few days hospitalization at Walter Reed Army Medical Center, and after taking a host of unapproved drug cocktails plus some steroids, Trump claimed that he was feeling better than any time in the last 20 years.  Must have been a rough 20 years.

Then, in only Trump fashion, he claimed getting COVID-19 was a blessing from G_d. Of course, who else would G_d choose to save the world from this scourge? Mother Teresa? An epidemiologist? No, the Harvard/MIT grad, Trump. Well, maybe Trump didn’t go to Harvard or MIT but just ask and he’ll tell you he’s a stable genius and one of G_d’s favorites.

A bit of irony was part of Trump’s treatment at Walter Reed included cells obtained from an abortion. Where was the outrage from Trump and the far-right about stem cells from an abortion? Cat apparently got their tongue.

More seriously, and the focus of this entry is the major restructuring of the US economy that’s going to occur whether or not there is a vaccine or even cure for COVID-19. The US is faced with an economic upheaval that may rival what occurred during the first and second phases of the Industrial Revolution.

Industrial Revolution Phase I started in earnest around 1800 with the introduction of machines and devices that replaced handcrafting. These machines could complete a task in a fraction of the time and with higher precision than the work done by hand.  Phase I also benefited from the refinement of the steam engine, which allowed the engine to power such mobile devices as a locomotive.  The locomotive enabled the creation of a railroad network to deliver goods to more locations.  Steam-powered tractors used in agriculture resulted in significantly higher output per man-hour of labor.

What I’ve labeled as Phase II of the Industrial Revolution started about 1900.  Two major breakthroughs: (i) introduction of the internal-combustion engine, which was smaller and lighter than a comparable output steam engine, and (ii) standardization of parts. Standardizing parts, originally developed by the rifle manufacturing industry for easy replacement in the field, was later adopted by manufacturers of transportation – automobiles, locomotives and aircraft.  Standardization enabled the use of assembly lines, which lowered labor cost per unit and increased quality.

Phase II also resulted in workers shifting from agriculture to manufacturing jobs.  The shift required workers to have a different set of skills, although for most workers skills required for jobs in manufacturing were limited and could be learned on the job. 

The vast majority of manufacturing companies, especially automotive, were based in the Northeast and Midwest, both of which experienced a major influx of immigrants and southern blacks leaving the farm.  While the manufacturing companies made enormous profits, hourly workers were not well paid until the companies faced work stoppages as the UAW and other unions gained membership.  Following WWII the economy steadily improved and wages for factory workers increased to the point that many enjoyed what could be called a “middle-class lifestyle.”

The plethora of well-paying manufacturing jobs began to erode in the 1980’s with the introduction of: (i) companies shifting production of goods to plants outside the US; (ii) robotics and somewhat later, artificial intelligence-based programs.

Rather than the disruption being caused by a change in required job skills, as seen in Phases I and Phase II of the Industrial Revolution, jobs were shifted outside the US due, in part, to: (i) US tax laws on corporations, which ended up favoring job shifts rather than penalizing job shifts; (ii) erroneous analysis of costs by the employer.  Shifting jobs outside the US accelerated further in the 1990s and by the early 2000s, a substantial number of manufacturing jobs had been shifted outside the US.

The analysis of costs justifying the shift to plants outside the US often focused primarily on labor costs per unit rather than a more holistic approach that accounted for all costs associated with manufacturing.  High labor costs were blamed on union contracts and therefore the only way to keep costs down was to move jobs to a different location.  But were labor costs really too high? 

Following is an example I experienced personally.  While the story is a data point of one, my experience is the thinking of the Board was fairly typical among many companies, large and small. 

One of my jobs post GM was running a company in northern California that assembled electric scooters.  When I took the job the Board said to shift assembly out of northern California (Sonoma County) to China, where labor costs were much lower.  I resisted and within seven months we had increased productivity (with virtually no capital expenditures) to a level where we could double the labor costs in California and pay the Chinese workers zero and it would have been cheaper to continue to produce in California.  Why?  When all related costs were considered, producing in Northern California – in the middle of wine country, no less – was cheaper.  Such a holistic approach to calculating costs apparently was not considered by many companies. 

In addition to being affected by jobs shifting elsewhere, many assembly and other semi-skilled workers in the US are facing another growing threat — robots. The increased use of robotics and AI represents a fundamental shift in how goods are designed, manufactured, assembled and processed for shipment.  The shipment of these goods to the buyer’s location is going to be disrupted as autonomous vehicles migrate from testbed demonstrations to daily use.    

As if implementation of technology were not enough of a formidable threat, these workers face yet another threat caused by COVID-19. To control the spread of the virus, many employers mandated that staff work from home. COVID-19 restrictions also forced many businesses to close, at least temporarily, although more and more businesses are closing permanently.

Within the service sector, the great unknown is to what degree travel and entertainment and supporting businesses will be changed post-COVID-19.  By the time the threat of the virus subsides, will a substantial portion of the population have become less interested in traveling on crowded airplanes, sailing on petri-dish-like cruise ships with hundreds of others, eating in crowded restaurants, or attending sporting events with tens of thousands of others? 

If so, then many assets supporting travel and entertainment will become obsolete – airplanes, hotels, restaurants, theme parks, cruise ships, large athletic stadia, etc.  Some of the buildings can be repurposed but what does one do with a surplus jet liner, cruise ship or football stadium? 

In the retail sector, the shift toward on-line shopping in not new.  For several decades, the brick-and-mortar retail sector has been facing disruption.  The shift toward internet sales, both personal and business, started to take hold in the late 1990s, early 2000s. While some of the shift to internet sales replaced transactions previously completed using 800#’s, most of the shift has been new.    

Restrictions associated with COVID-19 have been like a rocket ship propelling the shift forward.  In a manner of months, forced isolation may have accelerated on-line shopping patterns an amount that otherwise would have taken 10-20 years to achieve.  The shift to the internet and the number of store closings generate the question, “What to do with all the empty retail space?” 

Thus, any plan to stimulate the economy post-COVID-19 needs to address job creation as well as how to repurpose many assets associated with the service sector.  One assumption seems certain – the mix of output in US economy will be different post-COVID-19 than pre-COVID-19.  Making America great again will not be looking in the rear-view mirror and trying to recapture what once was.  The Pre-COVID economy and valuation of assets is as long gone as Wally and the Beaver.    

The US, and many countries worldwide, will have a blob of dislocated assets that have little or no value in their current configuration. Repurposing some of the fixed assets could be fairly straightforward.  Office buildings, shopping centers, many factories could be converted into housing, assisted living facilities and schools.  Converting shopping centers to housing seems ideal to help address the shortage of affordable housing in many cities. 

What do we do with surplus airplanes and cruise ships?  Beyond scrap metal, there’s not much use.  What about surplus infrastructure supporting the air-travel industry?  Some surplus airfields could become ideal recreation centers.  Or, the airfield could be reforested to support wildlife and help address global warming. 

The more difficult problem is how to repurpose human capital.  Without significant training, how do you take someone who was in a semi-skilled job – say an assembly plant or sewing clothing – and have the person perform in a job requiring a more advanced skill set?  How does society repurpose service workers, especially those in travel-related Industries? 

Even many semi-skilled, white-collar workers will be displaced post-COVID-19.  As organizations adjust to more remote working, some middle management jobs likely will be eliminated.

Repurposing the human assets is a daunting task for government and organizations.  In terms of required job skills, Phase III of the Industrial Revolution will be the opposite of Phases I and Phase II.  In Phases I/II new jobs often required less skill, or a skill that was relatively easy to learn on the job. 

Phase III job skills will be more advanced.  Robots and AI-based machines can replace many existing lower-skilled jobs.  OJT will be very difficult.  An example.  There is a company in Fort Wayne, IN that makes exhaust systems for many auto OEM’s.  The plant runs 24×7.  Despite the high output, the plant has few employees.

At first glance, bending pipe a few ways for an exhaust system seems simple enough.  However, the exhaust system might be different for the same model car/truck with a different engine.  Plus there are at least three different auto OEM’s serviced by this plant, which complicates production schedules. 

Bending pipe is a bit more complicated than it seems.  When pipe is bent, one side becomes thinner and the other side of the bend tends to crinkle. 

The Fort Wayne company’s solution to pipe bending and complicated production schedules is a highly automated process to bend the pipe and to change configurations automatically.  Most workers at the plant are skilled in computer programming.  There are no manual “pipe benders.”  The only non-skilled jobs are the lift-truck operators moving raw material to the beginning of and off the end of the line.  In a few years, the lift-truck operators could be replaced by autonomous lift trucks. 

For the US, post-COVID-19 the training of unemployed workers for new skills will be more difficult than repurposing fixed assets.  How do we approach solving this problem? More thoughts in the next entry.  For some guidance, see the existing write-up titled “Technology Tsunami.” (https://usrevolution5.files.wordpress.com/2020/01/tech-tsunami-booklet-with-supplement-1.pdf)

#338 The Human Toll of the Coming Technology Tsunami – Example, Lordstown, OH Plant

01 Saturday Jun 2019

Posted by Jordan Abel in Causes of the Revolution, Education Issues, Societal Issues, Tech Tsunami

≈ Leave a comment

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution, a list of earlier revolutions and the author, Entry #1.

Periodically I write a “sense check” to assess whether in the next few years, a revolution in the US is still possible or whether the entire exercise is based on a statistical aberration — i.e., a roughly 50-year cycle between major upheavals in the US.  With all that’s happened lately in Washington, I wrote a special sense check, Entry #332.  

One of the contributing factors to the Revenge Revolution will be a technology tsunami, which I believe is rapidly headed toward US shores.  Fifteen recent entries addressed various aspects how the tech tsunami might: (i) affect the US economy and family incomes; (ii) be mitigated by taking certain actions.  The series of entries is available as an eBook. This entry is an supplement to the booklet and now included with the booklet.  (Download: 19 06 01 Tech Tsunami Booklet with Supplement)

The impact of the technology tsunami can easily be viewed as an abstract concept, especially if one is not affected directly. For example, you read an article about technology replacing someone’s job. Then the person replaced finds another job, which is fairly easy in today’s labor market. Reader thinks, “What’s the net effect on the person whose original job was replaced by technology? Zero. What’s the net effect on the unemployment rate? Zero. Time to move on to the next article.”

But, hold on, there’s more to this story. What prompted this blog entry was an article in the New York Times about a family whose members had worked at the GM Lordstown, OH plant almost from the opening day of the facility.

The Lordstown plant was built in the mid-1960s, but over the years GM continued to invest and upgrade the facility. What resulted from investments in Lordstown and other plants throughout North America was increased potential capacity with lower labor content per car/truck produced. Thus, more output with fewer employees. (As I wrote in late 2018, although I had no first-hand information, based on my experience inside GM, closing Lordstown, and other plants in North America, seemed justified.)

What happens to workers when a GM plant closes? Depending upon an individual’s seniority and the number of jobs available at other facilities, some laid-off employees might be eligible to transfer to another GM plant. Some laid-off workers at Lordstown met the criteria and have transferred.

What about workers who aren’t eligible to transfer or who don’t want to transfer, which often involves relocation? Some training is available for other types of jobs, which are usually non-automotive and often at lower pay. In addition, some laid-off workers, again depending upon seniority, receive from GM supplemental unemployment benefits for a limited period.

Back to the family featured in the NYT article. If you haven’t read the article, it’s worth a read. (19 05 28 NYT Lordstown Shutdown Employee Impact Examples ) The short version is the father gets out of the military, goes to work at the Lordstown plant soon after it opens. Over time the father becomes a representative of the union. The son, born after the father starts at Lordstown, doesn’t study much in school but is confident he will get a job at the plant, primarily because of his father‘s position with the union.

After completing high school, the son is hired and one of his jobs is prepping cars before final painting. Painting is an areas where the auto industry has installed as much technology as possible over the years to improve the quality and consistency of the finish. The implementation of technology in the paint shop has dramatically reduced employment. At Lordstown plant the number of employees declined from 38 to 4, a decrease of almost 90%. While the decrease in employment in the paint shop is at the high-end, substantial declines in employment from technology have affected body welding, engine machining and other high-precision areas with high labor content.

At the time of closing, the son had worked at Lordstown for 25 years. While no specific age was cited in the article, the son is probably in his mid to late 40s. With his years of service, he’ll be eligible for a modest pension from GM. However, he has at least 20-25 years left before being eligible for Social Security and Medicare.

Where does the son find another middle-class paying job given his limited education and skill level? Another job in the auto industry unless he relocates to another GM plant. Even if he finds an auto job, he runs a high risk of losing it given the continuous implementation of labor-saving technology by the auto companies and suppliers.

The extent of how many jobs in the auto industries (and other industries) are being eliminated by technology goes far beyond the assembly plant, which most people think of. In an earlier blog entry I mentioned an auto supplier in Fort Wayne, IN that bends tubing to make exhaust systems for cars and trucks for many auto OEM’s. If you don’t think there are lots of twists and turns in your vehicle’s exhaust system, next time you see a car or truck up on a service rack, go take a look underneath.

The process of bending tubing might seem straightforward (no pun intended) until one thinks about what happens when a tube is bent. The metal on the “outside” of the bend becomes thinner and the metal on the “inside” of the bend wants to “crinkle.” Bending tubing can be much more complicated than it first appears.

The company that bends the tubes is a perfect example of the impact on employment of the coming technology tsunami. The company incorporates an extraordinary amount of high technology, with a plethora of very sophisticated machines…and very few people staffing those machines. The parking lot of the company is the tell-tale sign of the technology tsunami. The company operates 24×7 with significant daily output, yet has a small parking lot that even during the day when office staff is working, has plenty of empty parking spaces for visitors.

Is this just a story about how one family was affected by a GM plant closing or are there broader implications? If the attitude of the now unemployed son is at all representative, then US society has a growing problem. While the son apparently has not yet come to grips with the long-term implications of the layoff, he is searching for answers to “Why is this happening to me?” “Why, after 25 years of working at this facility, am I getting screwed?”

He’s very frustrated and believes that people in Washington “just don’t get it.” The frustration includes Trump, whom he voted for in 2016, and members of both parties. He’s also frustrated with large corporations, which he thinks suffer no penalty for shuttering plants and relocating operations to say Mexico.

The frustration and anger of the son is understandable. While from a business perspective I think GM is more than justified in closing the Lordstown plant, especially given some of labor problems over the years, the business justification does not eliminate the economic and social issues facing the laid-off workers.

We, as I keep suggesting is the proverbial societal we, need to help this family transition from pissed-off members of society to being productive workers in an ever-increasing technology-laden workplace. As it stands now, even with a small pension and some additional benefits, the son is the kind of guy who is ripe to be part of a Revenge Revolution. For those not familiar with northern Ohio, almost guaranteed he’s got a deer rifle or two and a bunch of ammo. Now, he’s out of a job, has shrinking income, thinks politicians don’t understand the problem, and thinks large corporations are exploiting people and communities. Not a good combination.  (The son is much like the character “Sandy” who appears periodically in the blog entries.)

Without some serious societal effort, the ranks of this group are going to grow. Making America great again does not involve trying to reintroduce high-labor content products or industries from decades past. The implementation of technology to replace humans is going to continue. All types of jobs and skill levels will be affected, from manufacturing to legal to medical. Without a national plan to begin lifetime education for people of all ages, from 6 to 66 (and older), the US is going to face a growing segment of the population which is extremely angry and poses a growing threat to a stable democracy.

Reminder: For more about how the technology tsunami might affect the US economy and culture, and ideas to help mitigate the effects, there’s a free ebook waiting for your download. The book is a compilation of this entry and 15 earlier blog entries about the technology tsunami. Comments welcome. (Download, 19 06 01 Tech Tsunami Booklet with Supplement)

#336 Policies to Address Tech Tsunami. Socialism? No. National Security.

19 Sunday May 2019

Posted by Jordan Abel in Economics, Gov't Policy, Tech Tsunami

≈ Leave a comment

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution, a list of earlier revolutions and the author, Entry #1.

Periodically I write a “sense check” to assess whether in the next few years, a revolution in the US is still possible or whether the entire exercise is based on a statistical aberration — i.e., a roughly 50-year cycle between major upheavals in the US.  With all that’s happened lately in Washington, I wrote a special sense check, Entry #332.

This entry is a “wrap” to the technology tsunami series, at least for a while.  The format for this entry is conversational.  The character, Sandy (comments in quotes) is an ardent Trump and NRA supporter who has appeared in previous entries.  Like virtually all the characters that appear in this blog, Sandy is patterned after someone I know with very similar characteristics. The entire technology tsunami series, including this entry is available as a eBook. (19 05 19 Tech Tsunami Booklet)

Sandy: “I don’t buy all this BS that some so-called technology tsunami could wreck the US economy. Stuff like that only happens in socialist countries. Look at what happened in Venezuela.”

True that Venezuela was the richest country in South America and then tanked economically. The reason they went into free fall was not becasue of socialism but because of bad economic policies.

“Hold on Bubba.  I’m telling you those kind of economic problems are what happens to all socialist countries. If you don’t believe me look at what happened to the economies of Cuba and to Russia. You know I’m right. Admit it.”

You are right that Cuba and Russia have suffered economically. But in the most diplomatic terms, you’re wrong about why. Let’s not confuse communism, which is more political, with socialism, which is more related to economic policy.

“Communism, socialism. They’re the same thing to me.  I know one thing for sure.  You can’t have all those socialist policies and still have a democracy.”

Like I said, let’s not confuse socialism and communism. There are many countries you might label as being socialist that are democracies. All the Nordic countries, for example, have many government-controlled social programs. Other countries in Europe, including Germany, have some degree of what you’re labeling as socialism. Even Canada. Yet, all those countries are democracies.

“Well, what about Greece? They had all those government programs and they went under. Italy almost went under. Call them what you want.  I’m telling you government programs are what causes these countries to go under.”

OK, then let’s add one more country to the list of countries that almost went under.  In fact, this country has come close to going under twice in the last hundred years. Want to guess which country?

“Probably a trick question. Who?”

The United States. We came within a hair’s breadth of the economy going into free fall in 1932 and 2008.

“I’ll tell you why. Because of the Democrats. They’re the problem. Democrats FDR and Obama were coming into office when the economy tanked. Democrats are always the problem.”

Could you please put away the Sean Hannity/Rush Limbaugh drivel and look at this issue objectively. Bad government policies under the Hoover and Bush 43 administrations created most of the problems. Notice that I said most of the problems, not all. If you want to later, we can discuss which economic policies were the primary causes. But for now, my point is without sound government policies to counteract the coming technology tsunami, the country is likely to be faced with another economic crisis.

“When you say crisis, are you suggesting unemployment could shoot up to 20 to 25% and real wages fall, just like during the Great Depression?”

Yes. If you don’t think technology can have a devastating impact, look at what’s happened to companies and employment in industries where disruptive technology was introduced.

“You mean like the coal industry? I hate to laugh but I understand even the Coal Mining Museum gets some electricity from solar panels on its roof. Anyway, technology and economics have killed the industry. Unemployment in the coal industry is what, maybe only 40-50% of what it was just 25-30 years ago?”

Now you understand why strategic planning and good government policy are so important?  I hope you also have somne appreciation of the risk associated with bad  government policy. Bad policy presents a real risk to the US economy and the country’s future as a democracy.

“Gee, I never looked at government policy quite that way. The real impact of government is not whether Democrats or Republicans are in power. The real impact is whether government makes policies that can sustain the well-being of the country.  And, you know what?  Overturning Roe v. Wade seems far less important than these other issues.”

Sandy, I’m proud of you.  If more people had your attitude, the country could start to make real progress in implementing policies to counteract the coming technology tsunami.

“I think I get it.  What you’re suggesting is not just more government intervention, but government intervention to avoid a economic catastrophe. Really, the need to address the coming tech tsunami is more a national security issue.”

Now, if only the Trump Administration and some key people in Congress would “get it” like Sandy.

#334 Could a Change in Semantics Break the Ideologue Logjam? More about Cost of Preparing for the Tech Tsunami.

05 Sunday May 2019

Posted by Jordan Abel in Economics, Education Issues, Gov't Policy, Societal Issues, Tech Tsunami

≈ Leave a comment

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution, a list of earlier revolutions and the author, Entry #1. 

Periodically I write a “sense check” to assess whether in the next few years, a revolution in the US is still possible or whether the entire exercise is based on a statistical aberration — i.e., a roughly 50-year cycle between major upheavals in the US.  With all that’s happened lately in Washington, I wrote a special sense check, Entry #332.

This week’s Entry continues the series about preparing for the upcoming “technology tsunami” that will have a major impact on the US economy.  The series starts Entry #319. 

Arguments against society-wide programs – healthcare, education, climate change – claim that such programs are too expensive. Taxpayers cannot afford these programs.

There is a kernel of truth to that claim. Such programs have considerable start-up costs and the payback is often a few years out. Sometimes the payback is a decade or two later.

Of course, the idea of having delayed payback does not apply when the same “too expensive” group decides to make business or personal Investments. Nor does the logic apply when this group is evaluating the performance of coaches for favorite college or professional sports teams. Why coaches? Surely everyone knows it takes time to build a solid sports team. Give the coach at least five years to perform and demonstrate his or her worth.

More seriously, the question is, “Is society willing to take the risk of not investing in programs that will have a sustained, if delayed, return on investment? As an example of a similar personal-level decision is whether to delay needed maintenance on your house or car. Delaying can result in some immediate cash savings. However, the decision to delay is a two-edge sword. The repairs are needed and by waiting the severity and cost of repairs likely will be much higher. While delaying maintenance may seem to be a savings in the short-term, the decision to delay is not really savings at all, but additional cost. To paraphrase an old TV commercial, pay me now or pay me more later.

How does “pay me now or pay me more later” apply to the education of people who will be displaced by the technology tsunami? Let’s say the cost of educating those displaced averages $25,000 per person, roughly equal to 2 years cost of tuition, books and fees at a community college and even some state universities. In addition to the cost of education, let’s assume those being retrained receive a salary of about $50,000 per year. For the two years, the total cost for retraining would be about $125,000 per person.

The $125,000 cost per person seems extraordinarily high until one calculates the cost of not retraining. What is the cost not to retrain?

Assume the median age of the person being retrained is 45 years old, which means the person has 20 to 25 years left before retirement. Without retraining for the post technology-tsunami world, the person may be unemployable, and therefore, receive assistance for the next 25 years of his or her working career. In addition, the person would receive some form of assistance for another 10 to 15 years after reaching retirement age. Total time not working and receiving assistance…and not paying taxes? A total of 35-40 years.

If the person receives just $10,000 per year assistance, which is on the very low side, the cost of assistance for a person previously employed but now displaced, would be at least $400,000. Thus, the cost of not retraining is more than 3x the cost of 2-year training – tuition, fees, books and salary of $50,000 per year. Oops, we’re not finished. The person on assistance and not employed, would also not pay income taxes as well no withholding for FICA and no withholding for Medicare.

So which is smarter? Pay now to retrain the person displaced by the technology tsunami or pay more than 3x as much later (constant dollars) to have the person on assistance his or her entire life and never again paying income taxes or contributing to the cost of Social Security or Medicare?

The ROI to retrain workers is positive for workers in their 50’s and even early 60’s when all the costs are included. In addition to society saving money by retraining workers, having an employed workforce with more disposable income will increase consumer consumption, increase overall GDP and with some tweaks, to the tax structure, increase family wealth.

Despite the obvious benefits, for some reason “return on investment” does not yet seem to be part of most discussions about broad social programs, whether the discussion in Washington or in many state capitals. I am always personally baffled why Republicans focus on immediate cost and ignore “return on investment” logic for social programs, yet use the very same ROI logic for personal and/or business investment decisions. Guys, voters are not completely stupid. ROI is a concept that voters can understand.

To break the ideologue logjam, maybe such programs need to be positioned with Republicans as “business Investments” and not “social programs.” To mollify Republican critics of these programs, maybe recipients of the proposed technology-tsunami education program should be required to pay a minimum tax of say 1.0% of gross income per year for up to 10 years following completion of the retraining. The minimum tax would allow Republicans to claim assistance recipients have some “skin in the game.”

Democrats would do well to position technology-tsunami retraining, the Green New Deal, Medicare for all and other ideas, not as social programs, and especially not as “socialist programs,” but position as Investments that will help increase US GDP. Democrats should also agree that every wage-earner has to pay some income tax, even if it’s only $100 per year.

Some of the changes in positioning should be considered more semantic than substantive. However, the changes could allow Republicans and Democrats to claim some type of victory and begin to work more closely together. The changes would also thwart some of the statements by conservative talking heads implying that about half the population pays no tax. These talking heads only state “income tax” and make no mention of people paying sales tax, property taxes, fees and many other related taxes. (FYI, the percentage is remarkably flat by quartile of income paid for all types of taxes.)

Will the rhetoric change and Republicans and Democrats begin working together soon – at least agree to retrain workers to be displaced by the technology tsunami? Maybe start working together before the Revenge Revolution? As long as Trump is controlling the Republican Party, there is no hope. Republicans have demonstrated repeatedly a willingness to prostitute themselves for whatever the Donald demands, however contrary those demands are to long-held Republican principles.

Democrats, however, have a great opportunity for 2020 to begin repositioning arguments that many so-called “socialist programs” are really business Investments with positive ROI.

Should we be hopeful? Let’s see what happens. Stay tuned.

 

 

#333 Preparing for the Technology Tsunami: On-Going Education (12th in Series)

28 Sunday Apr 2019

Posted by Jordan Abel in Economics, Education Issues, Societal Issues, Tech Tsunami

≈ Leave a comment

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution, a list of earlier revolutions and the author, Entry #1. 

Periodically I write a “sense check” to assess whether in the next few years, a revolution in the US is still possible or whether the entire exercise is based on a statistical aberration — i.e., a roughly 50-year cycle between major upheavals in the US.  With all that’s happened lately in Washington, I wrote a special sense check, Entry #332.

This week’s Entry continues the series about preparing for the upcoming “technology tsunami” that will have a major impact on the US economy.  The series starts Entry #319. 

The need for on-going education and training of workers is nothing new. Who’s been responsible in the past for such training? Until about the mid-1990’s or early 2000’s, the employing organization seemed to be the principal source of on-going training.

In some cases, employee training was done on the organization’s premises; in other cases, employees were encouraged to attend classes outside. Expenses for such classes usually were reimbursed by the organization. Based on my experience, mostly in manufacturing-based companies, the training seemed to focus on procedures and systems unique to that company.

What has changed within the companies in the last 20-25 years is how machines and support equipment operate. There is ever-growing integration of software programs to help manage all aspects of machine operation, movement of material and the flow of information.

While some features of the software programs might be unique to the organization, the fundamental components of a given software program, or suite of programs, are the same. Understanding the fundamentals of software programs has created two classes of workers:

  1. A group, generally younger, who are now more mobile. Because these workers understand the fundamentals of software, they can carry that knowledge to another organization and not face as steep learning curve, thereby contributing more quickly than workers in the past;
  2. A group, generally older, who were trained in the organization’s approach before many software programs were integrated into daily operations. These workers become far less mobile and, despite their experience, less valuable to the existing organization. The “reduced-value” phenomenon applies to both blue-collar and white-collar workers. Unfortunately, some of these “reduced-value” workers have 25 to 30 years remaining before retirement. This group will be the most negatively affected by the technology tsunami.

What does society do with existing “reduced-value” workers…and ideally implement plans to minimize the number of such workers in the future? Back to school! But, can you really teach an old dog, or a middle-age dog, new tricks?

The stumbling block for many of these workers seems to be never having learned basic math. While one does not need to know calculus to understand how to use computer programs effectively, one does need to know basic algebra. Programs are basically built are conditional statements – if A, then B, etc. Understanding the approach applies not only to Excel-type programs but word-processing programs as well.

What about people who just don’t “get” math, even basic addition and subtraction taught in grammar school? Obviously, not everyone learns the same way and not everyone is skilled at every subject. However, my guess is at least half the people who claim “not to get math” would “get it” if math were taught in a way more understandable to them.

Without having completed any formal research, I’ll bet there are at least three approaches used to teaching math. And one of those approaches probably will work on most people. So, for the “I-don’t-get-math” group, let’s take away the stigma of not understanding the traditional approach to teaching math, and try using the other approaches. Just visualize the smiles on faces when “I-don’t-get-math” students move to the “I-get-math” category.

Will all these students become math wizards? No, but once the basics are understood, we…societal we…might be shocked at how many in this group progress to basic algebra, and beyond.

What about people who despite different approaches to teaching, never “get” math? How do we prepare them for the tech tsunami? Or, what if someone just doesn’t want to learn?

A certain percentage of people won’t learn, and the consequences are the same whether one is unable to learn or chooses not to learn. The consequences in all likelihood will be a lower-paying service-type job. For those who try, but can’t learn, unfortunately the consequence are the same.

Any time society has been disrupted by technology — printing presses replacing scribes, machinery replacing farm hands, robots replacing assembly workers…and other examples – some people are left behind economically. While a society-funded safety net can provide some assistance, a large percentage of people in this category will fall several rungs on the economic ladder.

OK, you say, I’ll buy the argument that we should be training more workers for the tech tsunami. But who should pay for the training, much of which seems to be remedial? Why should taxpayers pay for the bill and let the companies off the hook? Shouldn’t companies that are laying off workers have an obligation to retrain these workers?

If one looks at other countries for guidance, many industrialized countries, especially in Europe, have laws that penalize, or even prevent companies from relocating or arbitrarily dismissing employees. The US has no such laws. As a result, companies are not penalized for relocating and leaving behind infrastructure installed specifically to help the company and/or leaving behind a loyal workforce with some skills that need updating.

In many states, North Carolina and South Carolina are but two examples, “economic development” is defined primarily as enticing other companies to relocate operations from the Midwest or Northeast to North Carolina or South Carolina. Incentives thrown at companies to relocate border on the ridiculous, but almost always include taxpayer-funded training for employees.

Yet the same “economic development” efforts often ignore, or even discourage, albeit possibly inadvertently, entrepreneurs from starting companies or offering no meaningful incentives to smaller company businesses trying to expand. If any incentives are offered to entrepreneurs, the “incentives” often consist of an “opportunity” to locate in some rehabbed building at a lower rent. While the reduced rent is nice public-relations strategy for politicians, most start-up businesses are starved for capital and capable key executives.

In the near-term, laws preventing companies from relocating and/or laws preventing states or cities from offering incentives for relocation are not likely to be implemented. Even if passed, there likely would be a drawn-out court challenge. A more effective approach to encourage existing companies to stay put might be to help the company analyze costs and determine if updating skills of employees and implementing other cost-reduction systems might be more effective than relocating, especially relocating operations outside the US.

Encouraging companies to stay put and retrain workers gain momentum in the next few years, especially as the technology tsunami becomes more apparent. While the US 2020 presidential election is 18 months away, many Democratic candidates seem to be discussing how to help rebuild the American middle class by leveraging new technology rather than the Trump approach of propping up industries on the decline – coal, e.g.

Programs to help update skills of existing workers could be very “hands-on,” akin to how many infrastructure projects were initiated in the 1930’s under New Deal WPA. Such national WPA-like programs are even more likely after the technology tsunami hits and/or after the country experiences the Revenge Revolution.

Programs to help mitigate the technology tsunami, programs to implement the evolving Green New Deal and other such ideas present a great opportunity for the US to create sustained economic growth. Sustained economic growth, however, can only be achieved with a high labor-force participation rate…and a high participation rate in a technology-tsunami world can be achieved only with an educated workforce.

 

#331 Solution to Diversity? Economics, Not Gov’t Intervention.

14 Sunday Apr 2019

Posted by Jordan Abel in Common Sense Policies, Education Issues, Gov't Policy, Tech Tsunami

≈ Leave a comment

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution and author, How the 5th US Revolution Begins and About the Author.  Occasionally I do a “sense check” about the likelihood of a Revenge Revolution.  Entry #318 is the most recent “sense check.”  One more note — sometimes I write about another topic that does not quite fit the theme of the blog.  Those comments are available on the page titled “JRD Thoughts and Comments.” 

Entry #319 begins a series describing the coming technology tsunami (#319), and how the US should prepare.  Last week’s Entry #330, outlined reasons why diversity will be important to prepare for…and then capitalize on…the coming technology tsunami. The entry also noted that some conventional ways of creating diversity — school busing, for example — are fraught with problems and have significant potential downsides.

Diversity seems best accomplished on its own. Our neighbors, within a stone’s throw or two, include families from at least four countries. Within this group, there are at least five religions. All that in a suburban environment.

How did such diversity occur? With government intervention? With housing subsidies? “No” to both questions. The diversity evolved from economics…and attitude.

Granted our neighborhood is a bit more affluent than most but affluence may result in less, rather than more diversity. In Entry #330, I described observations from a 5-day visit to a well-known retirement community in Florida. When leaving the community, my wife and I both remarked we had seen no blacks, no Hispanics — yes, this was Florida — one Asian, and no one from the Middle East. We also both commented while we had a lovely time visiting our friends, we wouldn’t want to live there.

So what strategy can help stimulate diversity? Throughout the technology tsunami series I’ve stressed education as a key. Education opens the mind to new ideas, both academic and societal. And for the vast majority of people, education also provides a chance to improve economic status.

Education for this discussion consists of four major stages, or chunks:

  1. Primary education — i.e., “readin’, writin’ and ‘rithmatic” — and some social skills
  2. Secondary education — middle school and high school
  3. University or Advanced Technical Training
  4. Continuing education – following initial employment and continuing throughout one’s career

For primary and secondary education, the public has consistently supported taxpayer funding. While some changes to the primary and secondary curriculum might be required for the technology tsunami, the key to preparing for the coming technology tsunami seems to lie in Stage 3 — College, Advanced Technical Training — and Stage 4 — on-going training once in the workforce.

Currently, only a small percentage of the population can afford securing a college degree or advanced technical training certificate without financial assistance. Even with scholarships or reduced tuition, many students need loans. Terms of these loans are often onerous, saddling graduates with years of debt, which in turn reduce their opportunity to save for buying a house and/or to start saving for their children’s education. (For more about the problems with people paying off loans, or thinking they have paid off loans, see 19 04 13 Student Loan Repayment Issues and Problems)

Maybe the solution to the how-to-finance-advanced-education conundrum is easier than we think. Why not take the same approach to financing education that seems to work well for medical coverage in all industrialized countries…other than the US (so far). Allow students to attend a home-state university at little or no charge for a specified period — say five (5) years. Extend the no-charge time period if a student works.

Like universal health care, offer a “private,” additional-cost option. Under this option, students could attend an out-of-state university or private college/university. Tuition and other costs would be set by the institution. The private institution could still offer financial aid to students.

Technical trade schools could have the same option. Attend state-run technical schools at no charge with the option to attend private-technical or trade schools.

Technical/trade schools would need to meet one hurdle not currently required — accreditation.  Accreditation would sharply reduce considerable fraud among private technical/trade schools — Trump University being but one example. The accreditation process would be similar to that used for academic institutions.

And please don’t view subjecting the trade/technical schools to accreditation as government overreach. Educational institutions need some form of regulation. A market-based system will not work because, by the time the student understands the school is not providing adequate education, the student has wasted several years and is saddled with significant debt.

What about people who do not want additional education or who are not mentally capable? We’re not living in Lake Woebegone where all students are above-average.

A portion of the student population will not pursue additional education and a percentage of those will not even graduate from high school. While some low-skill jobs likely will continue to exist, people in those jobs should earn a minimum wage that allows them to live above the poverty line.

Policies to address this lower-education group are separate from policies to prepare the US society for the coming technology tsunami. The goal of the “tsunami series” is to outline approaches that will increase significantly the percentage of the population that is skilled adequately to thrive in a technology-based economy.

What about the education outlined in Stage 4? Ongoing education seems to be in a black hole where: (i) there is no existing infrastructure supporting such education…and none planned; (ii) no one in state or Federal government seems to be responsible for on-going Abbott Costelloeducation; (iii) there is no coordinated effort by private industry and/or trade groups. Policies for on-going education seem to have evolved from the Abbott and Costello routine of “Who’s on First?” Just who’s in charge of continuing education?

Logically you’d think private companies would want to maintain an educated workforce. But because of lack of restrictions…or penalties…re relocation, many US companies operate as if they have no responsibility to spend money to provide continuing education to their workforce. When the workforce skills become dated, a company, with little or no penalty, can close shop and move to another location. The new location will be selected based on which state or city is offering the most incentives, including training the new workforce.

Taxpayers at both ends – the location where the company left and the new location – get stiffed while the company management and shareholders benefit. (For more about the impact of how companies can adversely affect a community, and not suffer any consequences, see Entry #86, “Is North Carolina a Stealin’ State?” and Entry #87. There are several other entries as well that address similar issues.)

As far as addressing the issues of ongoing education, that deserves a separate entry, which will be number #332.

Note: within hours of publishing this blog entry, received the 04/14/2019 edition of the Charlotte Observer.  A front-page article discussed whether eliminating certain zoning restrictions — banning single-family zoning, e.g. — would help stimulate diversity.  My short answer is “No.”  Tweaking of zoning regulations for single-families is different than wholesale banning, which is likely to have major negative consequences for attracting higher-income families to remain in the city limits.  Link to article, 19 04 14 CLT Observer re Zoning Changes for Diversity. 

#330 Is Diversity a Key Component of Preparing for the Technology Tsunami?

06 Saturday Apr 2019

Posted by Jordan Abel in Common Sense Policies, Education Issues, Gov't Policy, Societal Issues, Tech Tsunami

≈ 1 Comment

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution and author, How the 5th US Revolution Begins and About the Author.  Occasionally I do a “sense check” about the likelihood of a Revenge Revolution.  Entry #318 is the most recent “sense check.”  One more note — sometimes I write about another topic that does not quite fit the theme of the blog.  Those comments are available on the page titled “JRD Thoughts and Comments.” 

Entry #319 begins a series describing the coming technology tsunami (#319), and how the US should prepare.  Part of the preparation is understanding and appreciating other countries and cultures. How do people in other countries/cultures think, behave, and interact with others? Developing this understanding will help prepare the United States for how to respond when other countries attempt to use technology against us in the future.

As technology has evolved from sailing ships to ocean liners to airplanes to communications via satellite, the world has become smaller. Earlier this week, I was reminded how small the world has become with advances in technology. A chain of communications started when I emailed a business colleague, congratulating her on more than 20 years operating a consulting firm.

Her response, which I received the next morning, thanked me for the note…and also indicated she was responding from a hut in the middle of the Amazon rainforest. A couple of back-and-forth emails explained she had access to some solar power and a slow-speed satellite link. The link was fast enough to allow sending a picture of a rather large tarantula meandering on the deck surrounding her hut.

While my business colleague was experiencing diversity in the Amazon rainforest by working with indigenous people, what about experiencing diversity at home – in the city where you live? In your neighborhood? And does experiencing diversity even matter? Well, yes, I think diversity does matter if the US is to develop an effective strategy to capitalize on the coming technology tsunami rather than being overwhelmed by the technology tsunami.

A key component of preparing for the technology tsunami is education…and education for all age cohorts. Part of that education includes learning about and really understanding other cultures. Ideally that understanding is gained on the ground in the local country. Unlike my business colleague, few families, however, can afford to travel worldwide and experience these cultures firsthand. What’s an alternative? A great way to start is trying to understand cultures in your immediate locale. Most urban areas in the US have pockets of different ethnic groups and cultures.

What happens when your locale is not diverse? When everyone in your locale looks and speaks the same? Does the lack of diversity really matter? Homogeneity may be comforting but it runs the risk of stifling creativity. Homogeneity is also a breeding ground for “group think.” Make no mistake, overcoming the threats of technology tsunami will require significant creativity.

Recently my wife and I visited some longtime friends who moved to a well-known retirement community in Florida. Their house is lovely, and in the larger community the grounds well-maintained and almost every shopping need and service is nearby. Our host jokingly referred to the development as a “reservation.” He also noted liking to stay on the reservation and avoiding the real world, which he considered not always pleasant.

Another friend, whom we met for coffee, had lived and worked on the “reservation” but later moved to a nearby location. He noted how virtually every aspect of life in the retirement community was managed, including hiring doctors in the clinics who fit a “Marcus Welby” profile.

During our stay, which included golf, multiple restaurants, shopping and extensive travel by golf cart, neither of us saw any blacks, Hispanics or members of virtually any non-western European ethnic group. Only one member of a golf group that I was in, which included several foursomes, was Asian.

So, back to the question – “Does diversity really matter in preparing for the technology tsunami?” Does living in a sanitized bubble really matter, especially for people who are retired? Do the retirees really care about the coming technology tsunami? And does the rest of society care what retirees think?

My vote – living in a sanitized bubble is not good for society, even for retirees. Most retirees living in the bubble have children and grandchildren. Why Gramps may be technology challenged and/or a curmudgeon, Gramps still has some influence on the grandchildren. And Gramps still votes. And we know Gramps mostly watches Fox News, which seemed to be the channel of choice virtually everywhere we went on the reservation.

The technology tsunami will be a major threat to Gramps children and grandchildren. Without an effective US response, sustained economic growth will become nearly impossible. To create an economy that can capitalize on the technology tsunami…and not be overrun by it…will require a range of thinking from people of different cultures.

If you don’t believe diversity and creativity are linked, take a look at the mix of faculty and students at say the Media Lab at MIT. Then take a close look at the range of highly innovative ideas and products emerging from the lab. Living in a bubble, whether physically or politically, lessens the opportunity for creative thinking.

Diversity can be accomplished a number of different ways. Ideally, diversity evolves on its own without any intervention. For example, in the eight houses in our neighborhood that I pass on the way to get coffee, there are families from at least four countries. And the eight houses include families practicing at least five different religions. An even more diverse population exists in the apartments that I pass closer to the coffee shop. That cultural/religious mix happened on its own.

Forcing such a diverse mix is problematic and smacks of too much government intervention. However we…societal we…can Implement policies that encourage more diversity….and we can also prohibit policies that intentionally discourage diversity.

What about policies that encourage diversity in schools? How should diversity in schools accomplished? A seemingly obvious solution is busing. While busing might make create a diverse classroom, busing has many negatives, including excessive cost and excessive travel time for many students. Another downside of busing not often discussed is the risk that businesses may decide not to locate in a school district where busing is mandated. The longer-term effect of not attracting businesses and staff is a lower tax base and slower economic growth for the school district.

A policy that discourages diversity is charter schools. North Carolina is an example of this strategy, although not necessarily representative of all states with charter schools.

In North Carolina, charter schools: (i) receive taxpayer funding; (ii) select students, although the charter schools claim admission is open to all who “qualify”; (iii) are not subject to the same rules and/or oversight as public schools. Recently, the North Carolina legislature passed a law requiring all teachers in North Carolina to secure a North Carolina license. Teachers licensed to teach in other states still need to pass the North Carolina test because the test in another state “might not be as rigorous” as in North Carolina. All teachers…oops all teachers except those in charter schools…are subject to the license requirement. Thus, any teacher relocating to North Carolina is effectively incentivized to avoid the hassle of getting a NC teachers license required for a public school and instead, teach at a charter school. In addition to not needing a license, teacher pay at a charter school is not subject to the same guidelines as at a public school.

The continued negative policies of the North Carolina legislature to erode the value of public education is one of the reasons I wrote blog Entries #324 and #325, which outline why banning charter schools is a necessary component of preparing for the technology tsunami. Still, banning charter schools still does not solve the diversity issue. And busing kids to create diversity has too far many negatives.

What’s the solution to more diversity in schools and society? Economics and attitude. More to come.

 

#329 College Admissions Scandal – a Different Perspective

23 Saturday Mar 2019

Posted by Jordan Abel in Common Sense Policies, Education Issues, Societal Issues, Tech Tsunami

≈ Leave a comment

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution and author, How the 5th US Revolution Begins and About the Author.  Occasionally I do a “sense check” about the likelihood of a Revenge Revolution.  Entry #318 is the most recent “sense check.”  One more note — sometimes I write about another topic that does not quite fit the theme of the blog.  Those comments are available on the page titled “JRD Thoughts and Comments.” 

In the entry describing the coming technology tsunami (#319), I suggested a way for the US to help mitigate the impact of the inevitable tsunami was increasing support for public education. How does the college admissions process fit into the discussion of the US preparing for the coming technology tsunami?

The topic seems appropriate for two reasons: (i) as noted in several blog entries, the US needs to increase the percentage of students with either an advanced technical degree or a college degree; (ii) the public discourse about the college admissions process is missing a key component.  That overlooked component allows many students to attend certain higher-end academic institutions.

The rhetoric about the college admissions process ratcheted up in March 2019 with a number of articles published about parents using influence…and/or cash…to help their children get admitted to various colleges/universities. Some of these activities involved cash bribes and a few high-profile parents have been charged by the FBI.

After the FBI charges were made public, many media “talking heads,” pundits, not-so-privileged students and others claimed to be outraged by the activities of the parents. “Such practices are unfair!” “What about the students whose place in the college/university was taken by one of the privileged?” “The admission process needs to be based more on meritocracy!” Some further claimed the admissions process was racist.

Seriously folks? You’ve been living under a rock if you don’t think it’s a long-standing practice for parents to leverage connections and to “bribe” the administration to get children into prestigious schools. For decades, academic institutions have tweaked admissions standards for certain students. If parents were willing to say make a healthy donation to the school or there was a long history of family members attending the school, then students were often admitted under somewhat different standards.

I recall in my high-school days learning that the brother of a classmate that I’d known since the first days of grammar school had been admitted to a rather prestigious college. When I asked how, my classmate laughed and said “Simple, my dad paid for a new building.” Does anyone really think George W. Bush was admitted to Yale, then the Harvard Business School on his own merit? And, hmm, maybe the Donald falls in that same category.  Wonder why he insists his transcripts not be released?

However, what seems to be new in this story about privilege is the academic institution is getting cut out of benefitting from the bribe. Yale, for example, apparently was unaware their long-term soccer coach was on the take and willing to recruit for the team each year a couple of players who would not be admitted to Yale based on academic merit. If the coach only had given Yale part of the take.

What seems more prevalent than cash bribes, although the proactive is not new, is having someone other than the student take the SAT or ACT. What is new in the last decade or so is the parents claiming the student has some type of learning disability, which then allots more time to complete the test. While using “stand-ins” and claiming “learning disability” are unethical, such practices should be fairly easy to stop.

Some who are outraged at a few privileged students skirting the normal admissions process have also claimed that athletes granted scholarships did not skirt the rules because the scholarships were based on merit. Really? Merit for what? Playing basketball? Playing football?

Okay, the individuals might be gifted in a particular sport but how many of these athletes are gifted academically?  5.0%?  10.0% tops.  Last I looked, the primary role of a college or university was academics, not athletics. Colleges and universities are accredited based on academic standards, not the success of the football team or the basketball team.

Let’s see if I get understand how the athlete is admitted based on merit. A student is admitted to say Duke University under a scholarship to play basketball. The first semester the student does not attend class, fails all subjects and is put on academic probation. The terms of the probation state if the student’s GPA doesn’t improve in the second semester, he will be ineligible to play basketball, and might be subject to expulsion.

The student continues to play basketball through the second semester – and Duke hopes the NCAA tournament – but like the first semester fails all classes. The penalty? Even if the student-athlete is expelled, what does he care? His goal was never a college degree. His goal was to get drafted by an NBA team. The Duke coaching staff, the University’s administration and the student knew from day one he was going to be a “one-and-done.” But the student was admitted anyway.

So tell me how the “one-and-done” student-athlete was admitted to Duke based on merit? Merit to help the basketball team but not admitted based on academics. For those claiming such athletes are enrolled based on their merit, while other students are admitted based on privilege and not merit, please stop the hypocrisy.  (Want to read about a real-world example of the hypocrisy of one-and-done? 19 05 15 NYT NBA Draft and Rights to Duke Freshman)

A final thought, which no one seems to talk about…and to me is a critical component of the discussion. Admitting a limited number of students from very wealthy families is a benefit to all students at the institution. Why?.  Go back to my classmate whose parents donated a building as a trade for her brother’s admittance. Yes, it was a deal for the privileged. But from a broader perspective, for many years students at the college benefited from the cost of a building not being part of their tuition.

A question we should be asking is, “How many students who otherwise could not afford to attend an Ivy League or other top-line school have benefited from the wealthy contributing to the endowment of the college/university?” Maybe the students who are attending such schools only because of a scholarship should ask themselves, “Would I be able to afford to attend without subsidies from the institution’s endowment?” In almost all cases, the answer would be “no.” So for the not-so-privileged students, please swallow your pride and be grateful that someone is subsidizing your education.

Thus, from my perspective, the so-called “admissions scandal” for the privileged has two very different sides. First, no question that illegal bribes are out-of-bounds and should be prosecuted. However, those who claim using a back-door or side-door route to admission is unfair need to be careful about wanting to make the admissions process the same for everyone. Instead, take a deep breath, step back and be thankful for donors who help build buildings and who donate generously to the endowment that is allowing more students to attend a college or university they otherwise could not afford…and allowing the US to prepare more effectively for the on-coming technology tsunami.

#328 Public or For-Profit Educational Institution. Which More Cost Effective for Specialized Training?

17 Sunday Mar 2019

Posted by Jordan Abel in Common Sense Policies, Education Issues, Tech Tsunami

≈ Leave a comment

Readers: this blog is set in the future (sometime after the year 2020). Each entry assumes there has been a 5th revolution in the US — the Revenge Revolution. More about the Revenge Revolution and author, How the 5th US Revolution Begins and About the Author.  Occasionally I do a “sense check” about the likelihood of a Revenge Revolution.  Entry #318 is the most recent “sense check.”  One more note — sometimes I write about another topic that does not quite fit the theme of the blog.  Those comments are available on the page titled “JRD Thoughts and Comments.” 

In the entry describing the coming technology tsunami (#319), I suggested a way to help mitigate the impact of the inevitable tsunami was increasing support for public education. Here’s another aspect of public education that needs more discussion.

Entry # 327 outlined arguments why society would be better off banning for-profit universities, or FPU’s, from charging students for class material that should have been taught as part of their secondary, and in some cases, primary education. Why should students who learn at a different rate, or learn in ways outside the standard teaching method, be penalized and required to “pay twice” for the same classroom material?

But what about course material not taught in public schools? Or course material taught in technical schools? Why burden the taxpayers with such cost? Why not use for-profit universities for such training?

If someone wants to become a licensed cosmetologist, why should the public have to subsidize such training? Same with say someone who wants to become a licensed auto mechanic. Why should the public support such training?

Such an argument is a valid one. At the same time, society needs to consider the role of public education beyond high school. If North Carolina’s Central Piedmont Community College (CPCC) is representative, there are numerous classes and training programs aimed at some very narrow occupational fields. In some cases at CPCC, classes are designed specifically for types of companies. Based on a cursory review of CPCC website, students have an opportunity to prepare for licenses, earn certificates, or an Associate degrees in a wide range of occupations. Yet all these classes, including those for the companies, are subsidized by the public.

Some key benefits to having such specialized classes taught using the public education system include:

  1. Control over quality of the course material. There is more oversight over relevancy and quality of course material at accredited universities than at for-profit universities.
  2. Ability to integrate other learning material into the course. For example, courses could include basic class material as well as additional information about how to integrate emerging advanced technology such as artificial intelligence. Having this opportunity to broaden the student’s perspective, would help the student understand how to use emerging technologies.
  3. Using a community college for specialized training is less costly to the student and to the public. Because the infrastructure and administrative overhead are already in place, the incremental cost to add specialized classes is less at a public university than the cost at a standalone for-profit education institution. As a result of using public-education facilities, the student can be trained and begin working with fewer outstanding loans and ideally no loans. The reduced financial burden increases the likelihood the student will quickly migrate to becoming a full-time worker and taxpayer.

Some will ask, “Is subsidizing the cost of specialized training yet another aspect of more socialism? Another harebrained giveaway by liberal Democrats?”

Clearly, or maybe not so clearly, there is a point beyond which the public should not pay for specialized education. Such training should be the responsibility of the individual or the company where the individual is employed.

The beginning of the “no-more-subsidized-training” line will vary by geographic area. Community colleges in urban areas will have a different course mix than community colleges in rural areas. I think most everyone can agree that local communities should make that choice of what courses should be subsidized rather than letting the federal or even state government do so.

“Isn’t subsidizing specialized education a slippery slope? I mean, should the public be subsidizing someone who wants to learn basket weaving or how to make greeting cards? C’mon. What about those situations? We know someone will push for such classes and then claim discrimination if the classes aren’t offered. Why create all the hassle. Let them all go to the for-profit teaching institutions.”

The “slippery slope” argument is often cited…and probably occasionally valid. But always justifying not doing something because of a slippery slope would negate most societal norms and laws we have today. Laws and behavioral norms are based on actions of a “reasonable man” (or woman). In many cases there is no clear line between reasonable and unreasonable. Focusing on how the extremes, or outliers, might be affected is a path to stagnation and not a path to progress and Improvement. For those classes or technical programs that fall outside the norm and could be considered unusual or extreme, then maybe a for-profit university or a collection of private tutors is a better choice for such training.

The default, seems to me, whether for general education content or for specialized content, should be through a public institution. If the public education path cannot work, then consider a for-profit institution. Public institutions afford greater opportunity to control content quality and greater opportunity to control cost for the student…and public.

← Older posts

Subscribe

  • Entries (RSS)
  • Comments (RSS)

Archives

  • January 2023
  • December 2022
  • November 2022
  • October 2022
  • September 2022
  • August 2022
  • July 2022
  • June 2022
  • May 2022
  • April 2022
  • March 2022
  • February 2022
  • January 2022
  • December 2021
  • November 2021
  • October 2021
  • September 2021
  • August 2021
  • July 2021
  • June 2021
  • May 2021
  • April 2021
  • March 2021
  • February 2021
  • January 2021
  • December 2020
  • November 2020
  • October 2020
  • September 2020
  • August 2020
  • July 2020
  • June 2020
  • May 2020
  • April 2020
  • March 2020
  • February 2020
  • January 2020
  • December 2019
  • November 2019
  • October 2019
  • September 2019
  • August 2019
  • July 2019
  • June 2019
  • May 2019
  • April 2019
  • March 2019
  • February 2019
  • January 2019
  • December 2018
  • November 2018
  • October 2018
  • September 2018
  • August 2018
  • July 2018
  • June 2018
  • May 2018
  • April 2018
  • March 2018
  • February 2018
  • January 2018
  • December 2017
  • November 2017
  • October 2017
  • September 2017
  • August 2017
  • July 2017
  • June 2017
  • May 2017
  • April 2017
  • March 2017
  • February 2017
  • January 2017
  • December 2016
  • November 2016
  • October 2016
  • September 2016
  • August 2016
  • July 2016
  • June 2016
  • May 2016
  • April 2016
  • March 2016
  • February 2016
  • January 2016
  • December 2015
  • November 2015
  • October 2015
  • September 2015
  • August 2015
  • July 2015
  • June 2015
  • May 2015
  • April 2015
  • March 2015
  • February 2015
  • January 2015
  • December 2014
  • November 2014
  • October 2014
  • September 2014
  • August 2014
  • July 2014
  • June 2014
  • May 2014
  • April 2014
  • March 2014
  • February 2014
  • January 2014
  • December 2013

Categories

  • Affordable Solutions
  • Back Asswards Thinking
  • Background
  • Background Stupid Is as Stupid Does
  • Benefits of Revolution
  • Causes of the Revolution
  • Common Sense Policies
  • Corporate Policy
  • Definitions
  • Diversions
  • Economics
  • Education Issues
  • Federal Budget
  • General Motors
  • Gov't Policy
  • Infrastructure & Fixed Fuel Prices
  • Innovative Thinking: Ideas and Products
  • Lessons of Revolution
  • Personal Stories
  • Possible Solutions
  • Post Trump Presidency
  • Rebranding Black Community
  • Sense Check
  • Societal Issues
  • Stupid Is as Stupid Does
  • Tech Tsunami
  • Uncategorized

Meta

  • Register
  • Log in

Blog at WordPress.com.

Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use.
To find out more, including how to control cookies, see here: Cookie Policy
  • Follow Following
    • usrevolution5
    • Join 29 other followers
    • Already have a WordPress.com account? Log in now.
    • usrevolution5
    • Customize
    • Follow Following
    • Sign up
    • Log in
    • Report this content
    • View site in Reader
    • Manage subscriptions
    • Collapse this bar
 

Loading Comments...