Saturday, February 13, 2021

Those who shape us

I was watching a Jan Arden special a few days ago and she said something that I thought was interesting. She said, that one of the most common questions she is asked, “What was your big break?” For those of you not familiar with Jan Arden, she is an icon Canadian singer, writer, comedian. To get a taste of her music I recommend you watch this video of one of her Canadian Hits, "I have a Good Mothe".

She answered the question by saying, “there is not one big thing that brought her to the place she was at, but a series of little things that made her what she is.” She went on to talk about some of the people who had helped her in small ways.

I then watched the movie starting Tom Hanks as Mr. Rogers and in that movie, he also talks about remembering those who helped us along the way. Two different variations of the same theme in my mind.

We do not become the person we are today without the support, help or hindrance of those we know. As infants are parents supported us, when we started to take our first steps, they were there to help us up when we stumbled, fell, and cried. When we got our first pet and then lost that pet, we had friends who cried with us and who helped us see the future was not as bleak as we thought. When we gained our first true love, they helped shape our view of the world, and when we lost them other friends stepped in to help us see the good in the world.

Friends, lovers, family shape who we are, and we need to remember that just as they shape us, we help shape them and their attitude toward the world.

For those who are my age, we have children that became the men and women they are today because of our help, love, understanding and our mistakes. If we are lucky, our children have children, our grandchildren, who only know us as we are now. Our grandchildren, nor I suspect our children do not know the struggles we overcame to become who we are. 

Our grandchildren do not know the world in which we grew up. They have their own world that we do not know. It is our responsibility to communicate with them and learn about their world and share with them the stories of our past, so they can know what helped shape us, which in turn shapes them.

Life is good, but we need to remember and learn from those who have come before. 

Friday, February 12, 2021

Helping your child learn social skills

The family was on a ZOOM call. As I watched the very youngest of our family play and be children on the call while their parents struggled to keep them in line, I thought about how important we believe it to be to teach social skills.   A properly socialized child is vital to making it a valued member of your larger community and family.

In some ways training, a child is easier than teaching an adult or adolescent.  One reason is that the child is essentially a “blank slate”, untroubled by past training techniques and other issues. 

One of the challenges of helping a child socialize is that children are more easily distractible than adolescents, and adults.  Everything is new to a child, and every new experience provides a new chance for distraction.  For this reason, it is best to new social interactions short when working with a child, and to end each on a positive note.

It is also important to allow the child plenty of time to play, and to interact with others.  Socialization training is vital to making your new child a good citizen.  A properly socialized human learns how to play properly with others, where they learn that overly aggressive play will be punished by the others in the group.

This type of play learning is something that happens among siblings.  As children play with each other, they learn what is appropriate and what is not.  Inappropriate behaviour is punished by the others in the group or by the parents, or both.

Introducing your child to new experiences and new locations is also an important part of learning. One great way to socialize your child to new people is to take them on a trip. The new sensations and visualization are important to help structure, which is important for children.

 

"There's one thing I always wanted to do before I quit...retire!"

 Question: How many days are there in a week? Answer: 6 Saturdays, 1 Sunday 

Question: When is a retiree's bedtime? Answer: Two hours after he falls asleep on the couch. 

Question: How many retirees does it take to change a light bulb? Answer: Only one, but it might take all day. 

Question: What's the biggest gripe of retirees? Answer: There is not enough time to get everything done. 

Question: Why don't retirees mind being called Seniors? Answer: The term comes with a 10% discount. 

Question: Among retirees, what is considered formal attire? Answer: Tied shoes. 

Question: Why do retirees count pennies? Answer: They are the only ones who have the time.

"There's one thing I always wanted to do before I quit...retire!" Groucho Marx 

Question: What is the common term for someone who enjoys work and refuses to retire? Answer: Idiot 

Question: Why are retirees so slow to clean out the basement, attic or garage? Answer: They know that as soon as they do, one of their adult kids will want to store stuff there. 

Question: What do retirees call a long lunch? Answer: Lunch. 

"I have never liked working. To me, a job is an invasion of privacy." Danny McGorty 

Question: What is the best way to describe retirement? Answer: The never-ending Coffee Break. 

Question: What's the biggest advantage of going back to school as a retiree? Answer: If you cut classes, no one calls your parents. 

Question: Why does a retiree often say he doesn't miss work, but misses the people he used to work with? Answer: He is too polite to tell the whole truth.

Question: What do you do all week? Answer: Monday through Friday, nothing; Saturday & Sunday, I rest. 

"I enjoy waking up and not having to go to work. So I do it three or four times a day." 

Grandma and Her Boyfriend 

A 5-year old girl went to visit her grandmother one day. She played with her dolls as grandma dusted the furniture. At one point, she looked up and asked:  "Grandma, how come you don't have a boyfriend?" 

Grandma replied: "Honey, my TV is my boyfriend. I can sit in my bedroom and watch it all day long. The TV evangelists keep me company and make me feel so good. 

"The comedies make me laugh. I'm so happy with my TV as my boyfriend." 

Grandma turned on the TV and the picture was horrible. She started adjusting the knobs trying to get the picture in focus. 

Frustrated, she started hitting the back of the TV hoping to fix the problem. The little girl heard the doorbell ring so she hurried to open the front door. 

When she opened the door, there stood Grandma's minister. The minister said: "Hello young lady. Is your grandma home?"

The little girl replied: "Yeah, she's in the bedroom bangin' her boyfriend." 


Thursday, February 11, 2021

Job displacement in the time of COVID

The world just recovered from the great recession of 2008-2010 and when Donald Trump was elected, and he moved America to a more isolationist position, which brought uncertainty to the world. In 2020 COVID-19 hit and the world was faced with economic uncertainty. For those thinking about retirement, this is one more blow to the idea of retirement.

In 2013 the OECD wrote a report on how to help workers that were displaced  in 14 countries because of the recession to get back to work. These workers were displaced because of involuntary job loss due to economic factors such as economic downturns or structural change and the lessons learned may be of interest as we move out of 2020 into 2021.

The following is from the executive summary. Some workers have a greater risk of job displacement and are more likely to experience poor post-displacement outcomes than others. In most of the countries examined, older workers and those with low education levels have a higher displacement risk, take longer to get back into work and suffer greater (and more persistent) earnings losses. While youth also have a higher risk of displacement than prime-aged workers, they fare better afterwards. Young workers generally find work relatively quickly after displacement, often in jobs with greater skill requirements than their previous jobs. Women are generally no more likely to be displaced than men, once other factors such as the type of contract they hold before displacement are considered. However, women are more likely than men to become disconnected from the labour market and experience longer spells of inactivity after displacement.

The extent of earnings losses after displacement varies substantially across countries. Earnings losses tend to be low in the Nordic countries, but much larger in the other countries examined in the report. Most of the loss in annual earnings after displacement can be attributed to time spent out of work rather than to lower wage rates upon re-employment.

In most of the countries examined, men suffered from bigger and more persistent earnings losses than women, despite women taking longer, on average, to return to work. Older workers and those who did not complete secondary school also tend to suffer greater-than-average earnings losses after displacement.

As well as lower earnings, re-employed displaced workers are more likely to work in part-time or non-permanent jobs than prior to displacement, and work shorter hours on average. Other measures of the quality of post-displacement jobs, such as the incidence of work at non-standard times, the availability of paid leave and whether workers have managerial responsibilities, also suggest a decline in job quality after displacement. Some of this effect may be due to the loss of seniority that displacement brings, as job quality tends to improve with longer tenure.

Displaced workers tend to use fewer mathematics, cognitive, interpersonal, and verbal skills and more craft and physical skills in their pre-displacement jobs than the average employee. This suggests that they may be ill-equipped to take advantage of job opportunities in expanding sectors after displacement. 

Nevertheless, most displaced workers who are re-employed find jobs that use similar skills to their pre-displacement jobs, even if they move to a new occupation or industry. Even among those who experience a significant change in skill use following displacement, many move to jobs with higher skill requirements than their former jobs. However, a small sub-set of workers experience “professional downgrading”, where their new jobs use far fewer skills than their previous jobs. Those who suffer professional downgrading experience significant losses in math, verbal, cognitive and interpersonal skills, modest gains in the use of craft skills and significant increases in the use of physical skills.

Changes in skill use after displacement explain some, but not all, of the earnings losses experienced by displaced workers.

Changes in an industry also appear to matter, suggesting that the loss of job-specific skills plays a role alongside changes in the use of generic skills.

These findings help identify several policies issues to be explored in future work. 

First, are policies that require large firms to provide re-employment services to displaced workers justified? On the one hand, this report shows that workers in smaller firms have a much higher risk of displacement than those in larger firm, suggesting that general active labour market programs are needed. On the other hand, while displacement is more likely in smaller firms, the number of displaced workers is generally larger in larger firms, possibly justifying existing obligations applying to the latter.  

Second, what type of re-employment assistance and training is best suited to help displaced workers find work? findings in this report suggest that not all displaced workers may need retraining to find a new, high-quality job as not all changes in industry or occupation after displacement lead to a significant change in the skills used at work. However, a small group of displaced workers moves to a job with significantly lower skill requirements, leading to professional downgrading and more sizeable earnings losses, pointing to the need both for skills assessment at unemployment entry and either retraining or job-search support to improve the match between skills and job requirements. 

Third, should helping people return to work quickly, especially for women, older workers and the low skilled, be a priority to limit earnings losses and skill depreciation after displacement? The finding, in this report, that earnings losses are almost entirely due to periods of non-employment rather than lower wages appears to support this view, except perhaps for the minority of workers requiring retraining. 

Finally, does knowing in advance about displacement make a difference in outcomes relative to not knowing? This issue is not explored in this report but should be the object of future analysis, notably by looking at countries – such as the United States, with its WARN Act (Worker Adjustment and Retraining Notification Act) – which require advance notification to workers affected by economic dismissals.