Independent Contractors: Prevalence and Implications for Unemployment Insurance Programs

Total Page:16

File Type:pdf, Size:1020Kb

Independent Contractors: Prevalence and Implications for Unemployment Insurance Programs Independent Contractors: Prevalence and Implications for Unemployment Insurance Programs February 2000 Planmatics, Inc. 15200 Shady Grove Road, Suite 450 Rockville, MD 20850 For U.S. Department of Labor Employment and Training Administration 200 Constitution Ave., NW Room S-4231 Washington, DC 20210 ABSTRACT This report presents the results of a study on independent contractors (ICs) conducted in 1998-99. It begins with a description of ICs in the alternative workforce and definitions and tests used by federal and state agencies to classify them. Next, the motivations of employers to use ICs, the motivations of workers to become ICs, and selected industries where they predominate are described. Profiles of employees misclassified as independent contractors are described, and the results of an attempt to determine the extent of misclassification of employees as ICs and its effects on Unemployment Insurance (UI) trust funds are presented. Then the efforts of state administrators in dealing with ICs and other significant workforce issues related to ICs are described. Finally, the report presents the findings and recommendations of the study. Preface Planmatics is pleased to offer this final report titled “Study of Alternative Work Arrangements: Independent Contractors.” The project was funded under Department of Labor Contract No: K6878-8-00-80-30. The authors are Dr. Lalith de Silva, Mr. Adrian W. Millett, Mr. Dominic M. Rotondi, and Mr. William F. Sullivan. Ms. Elizabeth Fischer and Mr. Mark Sillings also contributed. The Department of Labor project officer for the study was Mr. Wayne Gordon. Acknowledgements A large number of people participated in the study over the past one and a half years and contributed to the results. At the U.S. Department of Labor, Mr. Wayne Gordon, the Project Officer directed the study and was constantly available to assist and encourage us. Dr. Esther Johnson, Dr. John Heinberg, Mr. Everette Hensley and Ms. Cindy Ambler provided assistance in designing and implementing the study, provided data, and offered useful comments and suggestions throughout the project. We wish to express our appreciation to the following individuals, who provided invaluable information and assistance, both during and after our visits to the various states. In California, cooperation was provided by Mr. Richard Curry, Ms. Kit Sun, Ms. Fran Yokota, Mr. James Legler, Mr. Bob Shute, Ms. Julie Gallagher, Mr. Timothy Dransart, Mr. Louis Barnett, Ms. Lynnda Waller, Ms. Linda Nicholson, and Ms. Deborah Bronow from the State of California Employment Development Department. We also met with Ms. Marylouise Zamora and Ms. Michelle Clabough from the State Worker’s Compensation Insurance Fund. In Florida, assistance was provided by Mr. Warner Sanford, Mr. Larry Harvell, Mr. Wayne Quigg, and Mr.Johnny Riff from the Florida Department of Labor and Employment Security. In Maryland, cooperation was obtained by Mr. Thomas Wendel, Mr. John McGucken, Secretary John O'Connor, Mr. Ken Richard, Ms. Ileana O’Brian, Ms. Elizabeth Trimble, Mr. Jonathan Krasnoff, Ms. Hazel Warnick, and Ms. Susan Bass from the State of Maryland Department of Labor, Licensing and Regulation and Mr. E.A. Mohler, the President of the Maryland and Washington DC AFL-CIO. Mr.Harry Friedman, Ms. Sue Petro and Ms. Cindy Burns provided the data. In New Jersey, cooperation was provided by Mr. Michael Malloy, Mr. Michael Tardiff, Mr. John Maroney, Ms. Dorothy Toth, Mr. Paul Kapalko, Mr. Bill Burns, Mr. William Suarz, Mr. Wayne Marlin, Mr. Frederick Cohen, Mr. Dominic Marchetti, Mr. Vincent Martorano, Ms. Mary Sieber, Mr. Charles Salmon, and Mr. James Phillips from the New Jersey Department of Labor. We also met with Mr. Jeff Stoller of the New Jersey Business and Industry Association, Mr. William Coyne of the New Jersey Capitol Regional Council, and Ms. Jean Bestafka of the Home Healthcare Services Staffing Association of New Jersey. In Washington, cooperation was obtained through Mr. Howard Nanto, Mr. Charles Sadler Mr. Graeme Sackrison and Mr. Kurt Malizio. As can be seen by the length of this list, they arranged many interviews for us. We interviewed Ms. Tanya Brewster, Mr. Michael Cobb, Mr. Jim Schodt, Mr. Robert Wagner, Ms. Tesa Wanamaker, Ms. Brenda Westfall, and Mr. Donald Wilson of the Washington State Employment Security Department. Mr. Wayne Godwin provided audit data. Mr. Norm Ericson and Ms. Teresa Morris of the Commissioner's Review Office; Mr. Bill Lemke, Mr. John Loreen and Mr. Skip Wilson of the Office of Administrative Hearings; Mr. Pat De Marco, Ms. Joyce Roper and Mr. Steve Victor of the Attorney General’s Office; Mr. Dale Zimmerman and Mr. Greg Mowat of the Department of Labor and Industries, and Mr. Gordon Wilson of the USDOL in Seattle were also interviewed. We also met with Mr. Harry Kepler of General Teamsters local union #174, Ms. Pam Crone of Unemployment Law Project, and Mr. Jonathan Rosenblum of Seattle Union Now (AFL-CIO). We are most appreciative of those individuals who participated in the study, whom we did not meet, but communicated by mail and follow-up phone calls. Everyone was most helpful. Their collaboration made the results rich. In Indiana, Minnesota, Ohio, and Wisconsin, cooperation was obtained through Mr. Bill Browne of region 5 of the US Department of Labor. In Indiana, Ms. Pamela Grenard provided the data from the Indiana Department of Workforce Development. In Minnesota, the data was provided by Mr. Thomas Willett, Mr. John Svigel, and Mr. Dennis Evans from the Minnesota Department of Economic Security, and Ms. Carolyn Ganz from the Minnesota Department of Labor and Industry. In Ohio, Mr. Brad Mayo and Ms. Joanne Davis of the Ohio Bureau of Employment Services provided the data. In Wisconsin, Mr. Edward Pyykonen of the State of Wisconsin Department of Workforce Development provided the data. In Colorado, Mr. Don Peiterson at the Colorado Department of Labor and Employment provided data. In Connecticut, Mr. Carl Olandt, Mr. Dan Metz, and Mr. Bennett Pudlin at the Connecticut Department of Labor provided data. In Nebraska, Mr. Gary Zook and Mr. Jim Kubovy of the Nebraska Department of Labor provided data. In New Mexico, Ms. Casandra Encinias, Mr. Dale Ripley, Ms. Connie Reischman and Mr. Jason Lewis of the State of New Mexico Department of Labor provided data. In Oregon, Ms. Jayne Martin and Mr. Dale Derouin of the State of Oregon Employment Department provided data. In Pennsylvania, Ms. Patricia Jante, Mr. Alan Williamson and Ms. Laura Reohr of the Pennsylvania Department of Labor and Industry provided data. In Texas, Mr. Mike Sheridan, Ms. Gloria Davis, and Ms. Margaret Shuping of the Texas Workforce Commission provided data. At the Bureau of Labor Statistics, Ms. Sharon Cohany shared data and information on BLS activities and the Current Population Survey Supplement with regard to independent contractors. We also met with interested parties at the following organizations: · AFL-CIO in Washington D.C. · Strategic services on Unemployment and Workers’ Compensation (UWC). · National Technical Services Association (NTSA). · National Office of the Interstate Conference of the Employment Security Agencies. · The National Council on Compensation Insurance. · Mr. Maurice Emsellem, and Ms. Kathy Rucklehaus of the National Employment Law Project. · Mr. Larry Norton of the Community Justice Project. · Mr. David West of Center for Changing Workforce. We thank everybody for his or her assistance. TABLE OF CONTENTS DEFINITIONS OF ALTERNATIVE AND NONSTANDARD WORK ARRANGEMENTS EXECUTIVE SUMMARY CHAPTER 1 INTRODUCTION ...............................................................................................................................1 1.1 POLICY AND ECONOMIC CONTEXT .................................................................................................................... 1 1.2 PURPOSE OF THE STUDY..................................................................................................................................... 4 1.3 DESIGN OF EVALUATION.................................................................................................................................... 5 CHAPTER 2 INDEPENDENT CONTRACTOR CLASSIFICATION .........................................................7 2.1 THE ALTERNATIVE WORKFORCE AND INDEPENDENT CONTRACTORS......................................................... 7 2.2 IMPLICATIONS OF THE CLASSIFICATION DIFFERENCES................................................................................. 12 2.3 LEGAL CLASSIFICATIONS OF INDEPENDENT CONTRACTORS....................................................................... 14 2.4 IMPLICATIONS OF THE VARIANCE IN CLASSIFICATION................................................................................. 23 CHAPTER 3 EMPLOYER DEMAND OR WORKER PREF ERENCE? ...................................................25 3.1 EMPLOYER DEMAND OR WORKER PREFERENCE?......................................................................................... 25 3.2 EMPLOYER MOTIVATION................................................................................................................................... 26 3.3 WORKER MOTIVATION...................................................................................................................................... 28 3.4 ECONOMIC AND SOCIAL ENVIRONMENT CONDUCIVE TO IC GROWTH...................................................... 31 CHAPTER 4 PROFILES OF MISCLASSIFIED INDEPENDENT CONTRACTORS AND THEIR
Recommended publications
  • Managing Wage and Hour Risks in a Digitally Connected World
    A Matter of Time: Managing Wage and Hour Risks in a Digitally Connected World Prepared by Jeffrey Brecher Jackson Lewis P.C. (631) 247-4652 | [email protected] Eric Magnus Jackson Lewis P.C. (404) 586-1820 | [email protected] This paper is meant to provide information of a general and educational nature and does not constitute legal advice or create an attorney-client relationship. Readers should consult counsel of their own choosing to discuss how these matters relate to their individual circumstances. The views expressed in this paper are solely those of the authors and do not necessarily represent the views of their firm or its principals or clients. Reproduction in whole or in part is prohibited without the express written consent of Jackson Lewis. ©2017 Jackson Lewis P.C. This paper is scheduled to be published in the June 2017 edition of the Journal of Internet Law, produced by Aspen Publishing. The authors would like to thank Jackson Lewis Associate, Roberto Concepcion, for his assistance with the preparation of this paper. 1 I. Introduction Many people are addicted to their phones. They check them constantly throughout the day (sometimes every few minutes) to determine whether a new e-mail or text message has been sent or a new item posted on Facebook, Instagram, Snapchat, and the myriad other social media applications that exist. To ensure immediate notification of incoming mail, users can also set their phone to provide an audio notification when a new e-mail, voicemail, or text message has arrived, and select from hundreds of tones to announce the message—whether a “chime,“ “ding,” or “swoosh.” But some of those addicts checking their phones are employees, and they are checking their phones for work related e-mail and messages.
    [Show full text]
  • Recordkeeping Requirements Under the Fair Labor Standards Act (FLSA)
    U.S. Department of Labor Wage and Hour Division (Revised July 2008) Fact Sheet #21: Recordkeeping Requirements under the Fair Labor Standards Act (FLSA) This fact sheet provides a summary of the FLSA's recordkeeping regulations, 29 CFR Part 516. Records To Be Kept By Employers Highlights: The FLSA sets minimum wage, overtime pay, recordkeeping, and youth employment standards for employment subject to its provisions. Unless exempt, covered employees must be paid at least the minimum wage and not less than one and one-half times their regular rates of pay for overtime hours worked. Posting: Employers must display an official poster outlining the provisions of the Act, available at no cost from local offices of the Wage and Hour Division and toll-free, by calling 1-866-4USWage (1-866-487-9243). This poster is also available electronically for downloading and printing at http://www.dol.gov/osbp/sbrefa/poster/main.htm. What Records Are Required: Every covered employer must keep certain records for each non-exempt worker. The Act requires no particular form for the records, but does require that the records include certain identifying information about the employee and data about the hours worked and the wages earned. The law requires this information to be accurate. The following is a listing of the basic records that an employer must maintain: 1. Employee's full name and social security number. 2. Address, including zip code. 3. Birth date, if younger than 19. 4. Sex and occupation. 5. Time and day of week when employee's workweek begins. 6.
    [Show full text]
  • The Contemporary Work Ethic: an Exploration of Culture and Structure in Post-Industrial Society Marcia J
    University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 1994 The contemporary work ethic: An exploration of culture and structure in post-industrial society Marcia J. Ghipina University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Ghipina, Marcia J., "The onc temporary work ethic: An exploration of culture and structure in post-industrial society" (1994). Doctoral Dissertations. 1780. https://scholars.unh.edu/dissertation/1780 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps.
    [Show full text]
  • When Slavery Was Called Freedom Evangelicalism, Proslavery, and the Causes of the Civil War by John Patrick Daly (Lexington: University Press of Kentucky, 2002
    REVIEWS 53 of footnotes is particularly distress- AMANDAI. SELIGMANis associate pro- ing because Kings is clearly built on fessor of History at the University of prodigious research. As is, it is a work Wisconsin-Milwaukee,where she also that readers must use only with the teaches in the Urban Studies Pro- greatest of care. grams. She is the author of Block by Block: Neighborhoods and Public Poli- cy on Chicago5 West Side (2005). When Slavery Was Called Freedom Evangelicalism, Proslavery, and the Causes of the Civil War By John Patrick Daly (Lexington: University Press of Kentucky, 2002. Pp. ix, 207. Notes, selected bibliography, index. $45.00.) In this concise monograph, John sonal independence and self-control. Patrick Daly presents a dramatically Ministers preached that individuals revisionist assessment of antebellum could master their passions and attain southern religion’s role in the ideo- wealth and power. Economic pros- logical debate over slavery. Drawing perity was not a matter of luck or inspiration from such scholars as chance, because God ruled all human Eugene Genovese, Daly contends that affairs. Southern prosperity generat- the South never diverged from the ed through slavery was therefore nation’s fundamental cultural unity, viewed as proof of that institution’s especially its faith in divinely guided divine sanction. material progress. Both northern and Combing through the sermons, southern evangelical religion cele- correspondence, and published writ- brated individualism and moral self- ings of church leaders, Daly finds that discipline and preached that southern proslavery advocates rarely economic reward was the providen- claimed that slavery was an ideal tial reward for moral virtue.
    [Show full text]
  • Evaluation of a Program to Reduce Bullying in an Elementary School Jordan Elizabeth Davis Western Kentucky University, J E [email protected]
    Western Kentucky University TopSCHOLAR® Masters Theses & Specialist Projects Graduate School 8-2011 Evaluation of a Program to Reduce Bullying in an Elementary School Jordan Elizabeth Davis Western Kentucky University, [email protected] Follow this and additional works at: http://digitalcommons.wku.edu/theses Part of the School Psychology Commons Recommended Citation Davis, Jordan Elizabeth, "Evaluation of a Program to Reduce Bullying in an Elementary School" (2011). Masters Theses & Specialist Projects. Paper 1079. http://digitalcommons.wku.edu/theses/1079 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Masters Theses & Specialist Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. EVALUATION OF A PROGRAM TO REDUCE BULLYING IN AN ELEMENTARY SCHOOL A Thesis Presented to The Faculty of the Department of Psychology Western Kentucky University Bowling Green, Kentucky In Partial Fulfillment Of the Requirements for the Degree Specialist in Education By Jordan Elizabeth Davis August 2011 ACKNOWLEDGEMENTS I would first like to thank my committee. I appreciate each committee member’s time and hard work on this project. More specifically, Dr. Jones has been very encouraging and flexible. Without her assistance, my thesis project would not have been possible. I would also like to thank my colleague, Kristin Shiflet. She has kept me on track throughout the course of my school psychology internship. She provided motivation and was responsible for implementing materials from the Bully Free Classroom. Kristin also collected the data and coded all information for confidentiality purposes. Her efforts and dedication to this project is much appreciated.
    [Show full text]
  • Ethics and Professionalism
    PROFESSIONAL ETHICS PROFESSIONAL CONDUCT & PERSONAL MORAL JUDGEMENT Presented by: Don LaFara DCNR/NDEP/BSDW/LCP Ethics is Something you Either Have Or Don’t Have True or False ? FALSE Ethics is an Invisible Employee Behavior Noticeable by its Absence Ethics is Something that is Learned and Chosen Throughout One's Life Deontology De-on-tol-o-g How do we decide what is right? Deontology: the study of moral obligation what is binding, necessary, and right. I can be a good person by applying my reason to the discovery of moral behavior. Immanuel Kant 1788 Practical Reasonability: Affirms the existence of an absolute moral law that is categorically imperative Immanuel Kant 1788 Ethics: that branch dealing with duty, moral obligation, and right action is the science of moral duty Jeremy Bentham 1826 Ethics - a System of moral values that establish appropriate conduct • Principles Most people see Ethics as synonymous with respect, loyalty, honesty, and trust. These are a few of the moral principles of Ethics. • Costs Average organization looses $9/day per employee to fraud, waste and abuse. Fraud waste and abuse cost businesses $400 billion annually. • Studies Suggest that morale is higher in organizations where employees observe ethical behavior from management. Management has the Responsibility to Set a Standard that Reflects the Employer Expectations. • Ethical Relativism Is the Position that there are No Moral Absolutes, no Moral Right and Wrongs. Instead, Right and Wrong are Based on Social Norms. • Ethical Fundamentalism Strict Adherence to the Basic Principles of any Subject or Discipline. • Ethical Universal-Particularism Exclusive Attachment to One's Own Group, Religion, Party, or Nation.
    [Show full text]
  • ETC – Employee Time Clock
    9/25/2017 ETC – Employee` Time Clock Hourly Employees without Bus Responsibilities September 18, 2017 1 Employee Time Clock(ETC) Training 2 Effective Monday, October 2, 2017, all hourly employees will use the Employee Time Clock system to record their time. Note: Employees should continue to use paper timesheets as a backup while they become accustomed to the new system. Employee Time Clock(ETC) Training 3 Employee Time Clock uses the same concepts that are used to record time on a paper timesheet. Employees will: - clock in to start the work day - clock out/in for lunch break, if required - clock out to end the work day 1 9/25/2017 Employee Time Clock(ETC) Training 4 There are three simple steps for clocking in or out: 1. Log In 2. “Punch” Time 3. Log out Employee Time Clock(ETC) Training 5 Log In Procedures Employee Time Clock(ETC) Training 6 Employees can use any computer at the school or school district location to log time. There are two ways to access Employee Time Clock. 2 9/25/2017 Employee Time Clock(ETC) Training 7 Log In Option 1 1. Using Chrome, enter the following in the address bar: https://aiken.attendanceondemand.com/ess/ 2. Enter employee ID number on the first line 3. Enter PIN (last four of SSN) on the second line Employee Time Clock(ETC) Training 8 Log In Option 2 1. Using Chrome, enter www.acpsd.net in the address bar 2. Click the Digital Resources/Portals Icon 3. Scroll down and click Employee Time Clock 4.
    [Show full text]
  • WHISTLE BLOWING and WHISTLE BLOWER PROTECTION in the SOUTH AFRICAN PUBLIC SECTOR by NATASJA HOLTZHAUSEN Submitted in Accordance
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Unisa Institutional Repository WHISTLE BLOWING AND WHISTLE BLOWER PROTECTION IN THE SOUTH AFRICAN PUBLIC SECTOR by NATASJA HOLTZHAUSEN Submitted in accordance with the requirements for the degree of DOCTOR OF LITERATURE AND PHILOSOPHY in the subject PUBLIC ADMINISTRATION at the UNIVERSITY OF SOUTH AFRICA PROMOTER: PROF CJ AURIACOMBE JOINT PROMOTER: PROF EC STRÖH JUNE 2007 DECLARATION Student number: 3511-240-9 I declare that WHISTLE BLOWING AND WHISTLE BLOWER PROTECTION IN THE SOUTH AFRICAN PUBLIC SECTOR is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. ……………………………………… ………………………….. SIGNATURE DATE MS NATASJA HOLTZHAUSEN ii ACKNOWLEDGEMENTS When one starts with this process, nothing can prepare one for the magnitude of completing a thesis. The never ending hours and sifting through countless sources and interviews are only made bearable by the knowledge that this time will come to an end. I would be ungrateful if I were not to express my appreciation to the various individuals who were part of this journey: • Professor Christelle Auriacombe for her dedication, constant support and specialist knowledge on whistle blowing and research. I could not have asked for a better promoter and mentor. • Professor Eddie Ströh for his technical excellence, kindness and patience. • Mrs H Napaai (subject librarian) for the innumerable searches and the gathering of material. • Ms Leona Labuschagne for the outstanding language editing. • The Research Committee of the Faculty of Humanities, Tshwane University of Technology for financial support.
    [Show full text]
  • The Changing Workplace and the New Self-Employed Economy
    GIG? SHARING? THE CHANGING WORKPLACE AND THE NEW SELF-EMPLOYED ECONOMY by Adrian Moore May 2018 Reason Foundation’s mission is to advance a free society by developing, applying and promoting libertarian principles, including individual liberty, free markets and the rule of law. We use journalism and public policy research to influence the frameworks and actions of policymakers, journalists and opinion leaders. Reason Foundation’s nonpartisan public policy research promotes choice, competition and a dynamic market economy as the foundation for human dignity and progress. Reason produces rigorous, peer- reviewed research and directly engages the policy process, seeking strategies that emphasize cooperation, flexibility, local knowledge and results. Through practical and innovative approaches to complex problems, Reason seeks to change the way people think about issues, and promote policies that allow and encourage individuals and voluntary institutions to flourish. Reason Foundation is a tax-exempt research and education organization as defined under IRS code 501(c)(3). Reason Foundation is supported by voluntary contributions from individuals, foundations and corporations. The views are those of the author, not necessarily those of Reason Foundation or its trustees. GIG? SHARING? THE CHANGING WORKPLACE AND THE NEW SELF-EMPLOYED ECONOMY i EXECUTIVE SUMMARY Is America evolving away from the traditional workplace? As technology dramatically changes the job market, many workers embrace more-flexible job opportunities, and look for alternative sources for health care, retirement, and other traditional workplace benefits. Others look to government to bring back factory-style work, in which a highly regulated employer/employee relationship typically features: 1. Long-term (usually decades of) secure employment at the same firm, with fixed, full- time hours; 2.
    [Show full text]
  • Workplace Flexibility Supervisor Study
    March 2010 University of Kentucky Workplace Flexibility Supervisor Study Institute for Workplace Innovation • 139 W. Short St. Ste. 200 • Lexington, KY 40507 • www.iwin.uky.edu 1 UK Workplace Flexibility Supervisor Study Introduction The ability to recruit, retain and develop a highly qualified staff and faculty is of primary importance to the University of Kentucky in order to effectively fulfill its mission. One effort to address this workforce management issue has been the implementation of workplace flexibility policies. University of Kentucky’s Office of Work-Life defines workplace flexibility as the provision of a variety of flexible work options that enable greater customization over when, where and how employees get their work done. These policies are used as a management tool to both assist employees to effectively manage their various responsibilities on and off the job, and to support the University in meeting its strategic goals. The University’s workplace flexibility policies were developed with the input of various departments across campus and endorsed by President Todd in April 2008. Workplace flexibility policies at the University include six types of flexible work arrangements: Flextime: a full-time schedule with the ability to vary the start and stop times from the standard workday Compressed work schedule: a full-time job in fewer days than a customary work week Telecommuting: the ability to work from a different location such as a satellite office or from home Job sharing: a type of part-time work where the hours of one full-time job are divided between two employees Reduced hours or part-time: a reduced number of regular hours worked to less than a full-time position Phased retirement: employment options that allow an employee who is approaching retirement to continue working, usually with reduced workload, as a transition from full-time work to full-time retirement.
    [Show full text]
  • Skills Acquired by Majors At
    Skills by Major – UNC CHAPEL HILL PROGRAMS List of skills acquired by major to discuss with prospective employers based on their talent acquisition needs. All majors align with the Carolina Excellence initiative that focuses on Dynamic Learning. Dynamic Learning is the process of intellectual exploration that leverages communication skills, creativity and critical thinking to express one’s commitment and capacity to address real world challenges. Communication Creativity Critical Thinking African, African American, and Diaspora Studies- General Explanation: As an African, African American, and Diaspora Studies major, I have learned to understand rich cross-cultural, historical, and contemporary analyses of sociopolitical and economic realities lived by Africans and those in the African Diaspora in the United States, Latin America, and other communities. I possess various skills, including analytical, teamwork, critical thinking, and problem solving. My understanding of multiculturalism is valued by employers in industries such as education, government, and business. UNCCH Program: The African, African American, and Diaspora Studies department at UNC Chapel Hill provides the major and the minor, which provides skills such as leadership, global immersion, teamwork, and collaboration to the students pursuing this major or minor. The courses encompass topics such as Politics and History, Literature, Linguistics, Anthropology, Gender and Sexuality, Pop Culture, Art, Music, and Law. *Internship Course Offered but not required NACE Competencies used in this major: · Critical Thinking/Problem Solving · Oral/Written Communications · Teamwork/Collaboration · Leadership · Global/Intercultural Fluency · Professionalism/Work Ethic American Studies General Explanation: As an American Studies’ major, I have learned creativity and ethical leadership. I have learned how to work towards everyone’s mutual benefit.
    [Show full text]
  • A Quantitative Study of the Relationship of Work Ethic, Worker
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 A Quantitative Study of the Relationship of Work Ethic, Worker Retention, and Job Satisfaction in the Native Hawaiian Population Donala Kahealani Kawaauhau Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Business Administration, Management, and Operations Commons, and the Management Sciences and Quantitative Methods Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Management and Technology This is to certify that the doctoral dissertation by Donala Kawaauhau has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Jean Gordon, Committee Chairperson, Management Faculty Dr. Robert DeYoung, Committee Member, Management Faculty Dr. David Banner, University Reviewer, Management Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Abstract A Quantitative Study of the Relationship of Work Ethic, Job Satisfaction, and Worker Retention in the Native Hawaiian Population by Donala Kahealani Kawa’auhau Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Applied Management and Decision Sciences Walden University August 2015 Abstract A number of publications on the well-being of Native Hawaiians report high unemployment levels, high poverty levels, and minimal educational achievement in the population with theoretical origins attributed to the advent of a Western market economy.
    [Show full text]