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Early Unemployment and Subsequent Career Complexity: a Sequence-Based Perspective1
Early Unemployment and Subsequent Career Complexity: 1 A Sequence-Based Perspective By Anna Manzoni and Irma Mooi-Reci Abstract We aim to examine how previous unemployment affects future unemployment and career complexity over the life course. Theory suggests that unemployment triggers negative chains of ‘low-pay-no-pay’ circles. Using longitudinal data on men aged 18-64 from the German Socio-Economic Panel, we employ sequence-based methods to quantify career complexity and dynamic panel models to test our hypotheses about the process of cumulative disadvantage on employment careers for the previously unemployed workers over time. We find that unemployment ‘breeds’ unemployment and increases career complexity over the life course. However, unemployment at older ages leads to much higher career complexity than at younger ages. JEL Classification: J21; J60; J64 1 An earlier version of this paper was presented at the 9th GSOEP Conference in Berlin, Germany. We thank the participants of the conference for their comments and suggestions. 1 1. Introduction In recent years, a considerable debate has arisen about the role played by trigger events (i.e., disruptive life course events such as childbirth, divorce, and unemployment) in generating patterns of social inequality (DiPrete, 2002; England and Budig, 2003; Gangl, 2004, 2006). Research suggests that trigger events in general, and unemployment in particular, cause a disproportionate drawback or ‘scar’ on subsequent labor market outcomes (Gangl, 2004; Jacobson et al. 1993; Gregg, 2001; Arulampalam et al., 2001). Although much has been learned about the consequences of unemployment, a detailed understanding of the persistence of these scarring effects on workers’ entire careers is not yet fully obtained. -
Demystifying the Gender Pay Gap Evidence from Glassdoor Salary Data
Research Report | March 2016 Demystifying the Gender Pay Gap Evidence From Glassdoor Salary Data By Dr. Andrew Chamberlain Chief Economist, Glassdoor Executive Summary This study examines the gender pay gap using a unique data set of hundreds of thousands of Glassdoor salaries shared anonymously by employees online. Unlike most studies, we include detailed statistical controls for specific job titles and company names. We estimate the gender pay gap in five countries: the United States, the United Kingdom, Australia, Germany and France. • MAIN TAKEAWAY: The gender pay gap is real, both in the U.S. and around the world. Men earn more than women on average in every country we examined, both before and after adding statistical controls for personal characteristics, job title, company, industry and other factors designed to make an apples-to-apples comparison between workers. • HOW LARGE IS THE GAP? Based on more than 505,000 salaries shared by full-time U.S. employees on Glassdoor, men earn 24.1 percent higher base pay than women on average. In other words, women earn about 76 cents per dollar men earn. This is consistent with official sources that show women earn on average 75 to 80 cents per dollar earned by men.1 However, comparing workers with similar age, education and years of experience shrinks that gap to 19.2 percent. Further, comparing workers with the same job title, employer and location, the gender pay gap in the U.S. falls to 5.4 percent (94.6 cents per dollar). • We find a similar pattern in all five countries we examined: a large overall or “unadjusted” gender pay gap, which shrinks to a smaller “adjusted” pay gap once statistical controls are added. -
The Bullying of Teachers Is Slowly Entering the National Spotlight. How Will Your School Respond?
UNDER ATTACK The bullying of teachers is slowly entering the national spotlight. How will your school respond? BY ADRIENNE VAN DER VALK ON NOVEMBER !, "#!$, Teaching Tolerance (TT) posted a blog by an anonymous contributor titled “Teachers Can Be Bullied Too.” The author describes being screamed at by her department head in front of colleagues and kids and having her employment repeatedly threatened. She also tells of the depres- sion and anxiety that plagued her fol- lowing each incident. To be honest, we debated posting it. “Was this really a TT issue?” we asked ourselves. Would our readers care about the misfortune of one teacher? How common was this experience anyway? The answer became apparent the next day when the comments section exploded. A popular TT blog might elicit a dozen or so total comments; readers of this blog left dozens upon dozens of long, personal comments every day—and they contin- ued to do so. “It happened to me,” “It’s !"!TEACHING TOLERANCE ILLUSTRATION BY BYRON EGGENSCHWILER happening to me,” “It’s happening in my for the Prevention of Teacher Abuse repeatedly videotaping the target’s class department. I don’t know how to stop it.” (NAPTA). Based on over a decade of without explanation and suspending the This outpouring was a surprise, but it work supporting bullied teachers, she target for insubordination if she attempts shouldn’t have been. A quick Web search asserts that the motives behind teacher to report the situation. revealed that educators report being abuse fall into two camps. Another strong theme among work- bullied at higher rates than profession- “[Some people] are doing it because place bullying experts is the acute need als in almost any other field. -
Fact Sheet: Youth Employment
Fact Sheet: Youth employment • In 2009, about 81million young people were unemployed, the most ever. • Youth unemployment rate rose from 11.9 percent to 13.0 percent between 2007 and 2009, an increase of 7.8 million. • In 2008, an estimated 152 million young workers –or nearly 25 percent of the world’s working poor– were living with their families on less than US$1.25 per person per day. • Young women have more difficulty than young men in finding work. The female youth unemployment rate in 2009 stood at 13.2 per cent compared to the male rate of 12.9 per cent. Across the globe, the economic crisis has had a dramatic impact on the challenges facing young people seeking jobs. Between 2008 and 2009, the youth unemployment rate has seen the largest annual increase on record, reversing the pre-crisis trend of declining youth unemployment rates since 2002 and rising to 13 per cent in 2009. Unemployment rates, however, reflect only the tip of the iceberg. Young people are prone to work longer hours under informal, intermittent and insecure work arrangements characterized by low productivity and earnings and reduced social protection. Young workers are more exposed to poverty than other age groups. In 2008, an estimated 152 million young workers were living with their families on less than US$1.25 a day, amounting to more than 28 per cent of all young workers in the world. The lack of Decent Work exposes young people to high levels of economic uncertainty. Although vital to the future prosperity of society, youth encounter disproportionate difficulties in finding and maintaining decent jobs. -
Achieving Better Youth Employment Outcomes: Monitoring Policies and Progress in G20 Economies
Achieving better youth employment outcomes: Monitoring policies and progress in G20 economies Organisation for Economic Co-Operation and Development International Labour Organization Report prepared for the G20 Employment Working Group Antalya, Turkey, 26-27 February 2015 Introduction Promoting better employment outcomes for youth remains a key G20 objective as reaffirmed in the G20 Brisbane Action Plan and the 2014 G20 Labour and Employment Ministerial Declaration. Employment measures targeted at youth also feature prominently in many of the national Employment Plans (EP) developed by each G20 economy. The purpose of this note, prepared at the request of the Turkish Presidency of the G20, is to put forward possible options for monitoring developments in youth labour markets as well as country progress in implementing policy commitments for improving the labour market situation of young people. The note begins by highlighting the key trends and youth employment challenges in G20 countries and the diversity of youth labour markets across these economies. A proposal to establish a “youth scoreboard” is then put forward as a way of monitoring developments in youth labour markets on a regular basis and for identifying improvements and where further action is required. This is followed by a discussion of the feasibility of using one of the indicators from the youth scoreboard to set a quantitative target for improving youth employment outcomes. The note concludes with the presentation of a draft questionnaire for the consideration of the G20 EWG for sharing information on the implementation of new policy measures to improve youth labour market outcomes. Recent youth labour market developments and key challenges Unemployment and underemployment remain stubbornly high in several countries The youth employment crisis has become a stubborn reality in many G20 countries. -
Adjusting for a Change in the United States Federal Minimum Wage Paying the Minimum
paying the minimum Adjusting for a change in the United States Federal minimum wage Paying the minimum Since Amazon’s pledge to pay all its US workers at least $15 per hour, Mercer started to pulse organizations on the drivers of paying more than minimum wage. The top reasons cited for offering more included: 1. Reduce the administrative burden of chasing compliance with changing regulations by state and their municipalities 2. Competition for skilled talent 3. Attracting available talent Although many of the largest organizations are paying $15 per hour, on average, or are in process of getting to this rate, there are just as many employers paying at or slightly above the required hourly minimum wage rate. As Mercer continued to pulse organizations on the topic of a $15 per hour wage, for the initial two surveys, retailers consistently responded to the question of a $15 per hour wage saying, “We will wait and see what is required.” In the Mercer Global Talent Trends report of 2020, data collected prior to the pandemic taking hold, 63% of HR leaders predicted wage stagnation would continue in 2020i. As Mercer saw an uptick in questions about the federal minimum wage, a 2021 Mercer survey showed employers had changed their focused when asked, “List in order of importance changes your organization would consider if the federal minimum wage is increased to $15/hour.” The majority of the 127 respondents listed: i) absorb cost, ii) review workforce plan, and iii) change the workforce rewards strategy. It is likely the state legislation passage, the election attention on federal minimum wage, and the rise of many hourly workers classified as “hero workers” have pushed organizations to re-evaluate their hourly workforce strategy differently. -
Raising the Minimum Wage: the Effects on Employment, Businesses and Consumers
alec.org MARCH 2014 STATEthe FACTORA PUBLICATION OF THE AMERICAN LEGISLATIVE EXCHANGE COUNCIL Raising the Minimum Wage: The Effects on Employment, Businesses and Consumers As the United States struggles to recover from the most recent reces- already have jobs at the expense of the unemployed. While some work- sion, policymakers at the federal, state and local levels of government ers receive a marginal addition to their wages, others—usually less edu- are considering solutions to help America’s less fortunate. One sugges- cated or experienced—are left unable to find employment. tion gaining traction is to increase the minimum wage rate at federal and state levels. Despite good intentions, this proposal will hurt low- Despite evidence that increasing the minimum wage negatively affects er-income, less-experienced and less-educated Americans. Further- the people it is intended to help, advocates at the federal, state and more, it will place an additional burden on businesses, especially small local levels continue to call for increases. Recently, President Barack business owners struggling in the current economy. Obama raised the minimum wage for all federal contractors to $10.10 per hour and called on Congress to raise the federal minimum wage Minimum Wage: A Primer for all employed people; advocates in states as diverse as Alaska, Ida- ho, Massachusetts, Maryland and South Dakota have lobbied for an ongress instituted the federal minimum wage as part of the Fair increase to state wage rates; and surrogates for fast-food and retail C Labor Standards Act (FLSA) in 1938. However, states and local gov- workers have staged strikes to demand as much as $15 per hour. -
Bullying at School: Recommendations for Teachers and Parents
Practical Recommendations and Interventions: Bullying 1 BULLYING AT SCHOOL: RECOMMENDATIONS FOR TEACHERS AND PARENTS Understand what bullying looks like. Bullying is commonly defined as the long- standing physical or psychological abuse of a student who is unable to defend himself by either an individual or group of other students. Most researchers estimate that between 14 and 20% of students in schools will experience bullying at least once during their academic career (Elinoff, Chafouleas & Sassu, 2004). Outcomes for both bullies and their victims are bleak; victims of bullying are more likely than non-victims to report physical and mental health problems, including psychosomatic complaints, and contemplate suicide. Bullies themselves are more likely to drop out of school, spend some amount of time in prison, and become abusive spouses (Elinoff, Chafouleas & Sassu, 2004). General Recommendations for Teachers and School Faculty: 1. Become familiar with the school’s definition of bullying, bullying prevention policies, and the code of conduct. This will ensure that the same policy is being enforced throughout the school. 2. If available, attend a bullying training prevention program or in-service in order to learn more about bullying and their obligations as a teacher related to this issue. 3. Clearly explain to your class what behavior you consider to be bullying. Establish clear rules against bullying and define both desirable and unacceptable behavior. 4. Educate students on certain issues related to bullying. Specifically, raise awareness by providing students with information about different participant roles and group mechanisms involved in bullying. Also, emphasize that certain beliefs about bullying are false, such as the belief that bullied students are at least partly to blame for their victimization, that bullying makes the victims tougher, and that teasing is simply done “in fun.” 5. -
Unemployment Insurance Rights and Responsibilities
Commonwealth of Kentucky Education and Workforce Development Cabinet Department of Workforce Investment UNEMPLOYMENT INSURANCE RIGHTS AND RESPONSIBILITIES kcc.ky.gov IMPORTANT! This document contains important information about your unemployment compensation rights, responsibilities and/or benefits. It is critical that you understand the information in this document. IMMEDIATELY: Call 502-564-2900 for translation assistance and better understanding of this document. Telecommunications Relay Service (TRS) Dial 711 ¡IMPORTANTE! Este documento(s) contiene información importante sobre sus derechos, y responsabilidades, obligaciones y/o beneficios de compensación por desempleo. Es muy importante que usted entienda la información contenida en este documento. INMEDIATAMENTE: Llame al número 502-564-2900 para asistencia de traducción y una mejor comprensión de este documento. Telecommunications Relay Service (TRS) Dial 711 TABLE OF CONTENTS Unemployment Insurance Claim Filing Options .................................................2 How Do I Request My Benefits? .........................................................................2 Payment Methods .................................................................................................3 Requirements While Requesting Unemployment Insurance Benefits .................3 Am I Eligible to Receive Benefits? ......................................................................5 Combined Wage Claims .......................................................................................6 -
1 JOB DESCRIPTION JOB TITLE: Career Navigator FLSA
JOB DESCRIPTION JOB TITLE: FLSA: Career Navigator Exempt Department Date: Technical and Professional Education 9/27/2016 Security Sensitive: Grade: Yes C - 4 1 Reports To: Dean of Technical and Professional Education Job Summary The Career Navigator is a student mentor and coach, who functions primarily to assist students in linking academic, personal and professional goals to ensure persistence to graduation. The Career Coach serves as a liaison to services and resources on campus and is vital to developing the key data points needed to ensure program completion. The Career Navigator assists with the development, coordination, and implementation of Student Support Services and activities to improve student success, and services and activities to improve retention, course completion, graduation, and/or transfer rates. Essential Functions • Provides student success services to students and potential students of the College, including, but not limited to career planning, academic advising, assistance with registration, transfer information, placement information, student activities, and recruiting; • Assists students in planning educational programs compatible with their interests, needs, and abilities; • Assists disadvantaged, racially and culturally diverse first generation prospective students to adjust to and succeed in college; • Assists with student recruitment, student activities, and linkages for assistance with support services; • Assists with orientation programs and/or classes; • Assists students in applying for financial aid; -
Chapter 1 Women's Participation in the Labour Market And
1. Women’S participation in the labour marKet and entrepreneurship in selecteD MENA countries – 25 Chapter 1 Women’s participation in the labour market and entrepreneurship in selected MENA countries This chapter presents an overview of women’s educational attainment, participation in the labour market and involvement in entrepreneurship in the six countries under review – Algeria, Egypt, Libya, Jordan, Morocco and Tunisia. It examines women’s engagement in the economies of the six countries as compared to men’s participation as well as to women’s economic involvement in other parts of the world. The chapter also seeks to better understand the main features defining women’s economic status and the different characteristics of men and women in employment and entrepreneurship. WOMEN’S ECONOMIC EMPOWERMENT IN SELECTED MENA COUNTRIES – © OECD 2017 26 – 1. Women’S participation in the labour marKet and entrepreneurship in selecteD MENA countries Introduction There is a striking gap between women’s improved education and their limited participation in economic activities in Algeria, Egypt, Jordan, Libya, Morocco and Tunisia. Despite the substantial narrowing of the gender gap in education, the percentage of women in the total employed population in the six countries is among the lowest in the world, at 17.9%, compared with the world average of 47.1% (World Development Indicators, 2014). Female labour-force participation in these countries ranges from 15.4% in Algeria to 30% in Libya. At the same time, a dramatic gap between labour supply and demand in the female workforce has been creating high levels of unemployment, in particular among young educated women. -
Tackling Youth Employment Challenges
International Labour Organization An Introductory Guide for Employers’ Organizations ’ Organizations y Guide for Employers Bureau for Employers' Activities International Labour Office CH-1211 Geneva 22 Switzerland Fax: +41 (0)22 799 8948 oductor E-mail: [email protected] Tackling youth An Intr employment challenges An overview of possible actions ISBN 978-92-9049-584-0 Programme for Employers' Activities International Training Centre of the ILO and policy considerations Viale Maestri del Lavoro, 10 I-10127 Turin Italy Fax: +39 011 693 6683 E-mail: [email protected] 9 789290 495840 http://lempnet.itcilo.org ACT/EMP 59 An Introductory Guide for Employers’ Organizations TACKLING YOUTH EMPLOYMENT CHALLENGES An overview of possible actions and policy considerations Bureau for Employers’ Activities & Programme for Employers’ Activities, International Training Centre of the ILO, Turin Copyright © International Training Centre of the International Labour Organization 2011 and International Labour Organization 2011 Publications of the International Training Centre of the ILO enjoy copyright under Protocol 2 of the Universal Copyright Convention. Applications for authorization to reproduce, translate or adapt part or all of its contents should be addressed to the International Training Centre of the ILO. The Centre welcomes such applications. Nevertheless, short excerpts may be reproduced without authorization, on condition that the source is indicated. An Introductory Guide for Employers’ Organizations: Tackling Youth Employment Challenges ISBN 978-92-9049-584-0 First edition 2011 The designations employed in publications of the International Training Centre of the ILO, which are in conformity with United Nations practice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of the Centre concerning i.a.