Labor Economics – Page 74 – artdiamondblog.com

To Save Lego, CEO Fired Almost a Third of Workers

Source of book image: online version of the WSJ review quoted and cited below.

(p. A15) Only 10 years ago, Lego was posting record losses; retailers were backlogged with unsold Lego toys; and it was unclear whether Lego would survive as an independent company. An internal review discovered that 94% of the sets in its product line were unprofitable. The turnaround story that followed is well told by Wharton professor David Robertson in “Brick by Brick.”
. . .
Upon coming to power, Mr. Knudstorp cut 30% of Lego’s product portfolio, including many of its newer offerings. To stave off financial doom, he also sold the company’s headquarters building and moved into simpler accommodations–and, more painfully, let go almost a third of the workforce.
But how to move beyond the rescue stage and toward growth? Based on input from top retailers and a large customer-research study, Lego executives concluded that even though young fans of buildable toys were a minority, there were enough of them to make a worthwhile market–and their parents were willing to pay premium prices. The company would now organize its innovation efforts around its potentially very profitable core audience.
Mr. Robertson, with the benefit of access to staff at Lego and partner companies, provides unusually detailed reporting of the processes that led to Lego’s current hits (and, inevitably, some misses). Among the hits is the Mindstorms NXT, the second generation of Lego’s robotics set, which hadn’t been updated or advertised since 2001. Mr. Robertson describes how Lego navigated between relying on sophisticated users to determine the product’s design and relying on its own expertise in the creation of building experiences.

For the full review, see:
DAVID A. PRICE. “BOOKSHELF; The House That Lego Built; Lego balked at licensing warlike ‘Star Wars’ toys. But then anthropological research convinced company executives that kids like to compete.” The Wall Street Journal (Tues., July 23, 2013): A15.
(Note: ellipsis added.)
(Note: the online version of the review has the date July 22, 2013.)

The book under review, is:
Robertson, David. Brick by Brick: How Lego Rewrote the Rules of Innovation and Conquered the Global Toy Industry. New York: Crown Business, 2013.

“Inflexible Labor Laws” Lead Indian Firms “to Substitute Machines for Unskilled Labor”

(p. A19) . . . , India is failing to make full use of the estimated one million low-skilled workers who enter the job market every month.
Manufacturing requires transparent rules and reliable infrastructure. India is deficient in both. High-profile scandals over the allocation of mobile broadband spectrum, coal and land have undermined confidence in the government. If land cannot be easily acquired and coal supplies easily guaranteed, the private sector will shy away from investing in the power grid. Irregular electricity holds back investments in factories.
India’s panoply of regulations, including inflexible labor laws, discourages companies from expanding. As they grow, large Indian businesses prefer to substitute machines for unskilled labor.

For the full commentary, see:
ARVIND SUBRAMANIAN. “Why India’s Economy Is Stumbling.” The New York Times (Sat., August 31, 2013): A19.
(Note: ellipsis added.)
(Note: the online version of the commentary has the date August 30, 2013.)

Wittgenstein Heirs Lost Family Wealth and “Found Little Happiness”

Source of book image: online version of the WSJ review quoted and cited below.

(p. W10) As he lay dying during Christmas 1912 — from a gruesome throat cancer — the Viennese industrialist Karl Wittgenstein no doubt took some comfort in the fact that he was leaving to his heirs one of the largest fortunes in Europe. He had acquired his wealth in just 30 years, the period during which Wittgenstein, an engineer, transformed a small steel mill into Europe’s largest steel cartel through a combination of hard work, luck and ruthlessness. As der österreichische Eisenkönig (the “Austrian iron king”), he was the chief executive, principal shareholder or director of dozens of industrial companies and banks that provided the ore, manufacturing and financing for most of the steel products of the Habsburg Empire.

In his spare time, Wittgenstein acquired a spectacular house in Vienna, grandly styled as the family’s Palais Wittgenstein.
. . .
Today, though, the Wittgenstein millions are gone and the Palais replaced by a hideous concrete apartment block. “Riches,” Adam Smith wrote, “. . . very seldom remain long in the same family.” Alexander Waugh’s grimly amusing “The House of Wittgenstein” shows how the family fortune was lost and how the family members themselves, despite instances of prodigious talent and accomplishment, found little happiness in their own lives or pleasure in their sibling relations.

For the full review, see:
JAMES F. PENROSE. “BOOKS; A Viennese Blend: Riches and Rancor; Blessed by Musical and Intellectual Gifts, and Lots of Money, a Family Still Struggled to Find Harmony.” The Wall Street Journal (Sat., March 1, 2009): W10.
(Note: ellipsis added; italics in original.)
(Note: the online version of the review has the date February 28, 2009.)

The book under review is:
Waugh, Alexander. The House of Wittgenstein: A Family at War. New York: Doubleday, 2009.

For Right to Rise, French Youth Must Leave France’s “Decrepit, Overcentralized Gerontocracy”

(p. 4) The French aren’t used to the idea that their country, like so many others in Europe, might be one of emigration — that people might actually want to leave. To many French people, it’s a completely foreign notion that, around the world and throughout history, voting with one’s feet has been the most widely available means to vote at all.
. . .
When the journalist Mouloud Achour, the rapper Mokless and I published a column in the French daily Libération last September, arguing that France was a decrepit, overcentralized gerontocracy and that French youths should pack their bags and go find better opportunities elsewhere in the world, it caused an uproar.
. . .
It was a divide between those who have found their place in the system and believe fervently in defending the status quo, and those who are aware that a country that has tolerated a youth unemployment rate of 25 percent for nearly 30 years isn’t a place where the rising generations can expect to rise to much of anything.

For the full commentary, see:
FELIX MARQUARDT. “OPINION; The Best Hope for France’s Young? Get Out.” The New York Times, SundayReview Section (Sun., June 30, 2013): 4.
(Note: ellipses added.)
(Note: the online version of the commentary is dated June 29, 2013.)

“The Million-Dollar Question” for “Our Long Economic Slump”: Why “the Severe Downturn in Jobs”?

(p. 5) [There are] . . . two underappreciated aspects of our long economic slump. First, it has exacted the harshest toll on the young — even harsher than on people in their 50s and 60s, who have also suffered. And while the American economy has come back more robustly than some of its global rivals in terms of overall production, the recovery has been strangely light on new jobs, even after Friday’s better-than-expected unemployment report. American companies are doing more with less.
“This still is a very big puzzle,” said Lawrence F. Katz, a Harvard professor who was chief economist at the Labor Department during the Clinton administration. He called the severe downturn in jobs “the million-dollar question” for the economy.

For the full commentary, see:
DAVID LEONHARDT. “CAPITAL IDEAS; The Idled Young Americans.” The New York Times, SundayReview Section (Sun., May 5, 2013): 5.
(Note: ellipsis, and words in brackets, added.)
(Note: the online version of the commentary has the date May 3, 2013.)

Discrete Caution Is Not Always Prudent in Corrupt China

Source of book image: online version of the WSJ review quoted and cited below.

(p. A13) When economic reform and the seductive breeze of political liberalization come to China in the 1980s, the author’s cautious father tells his children that if they want to succeed they should be discreet. He urges his son, who is at Shanghai’s Fudan University, not to waste his time on useless foreign books. When the son first reads Shakespeare, he thinks that the expression “to be or not to be” is taken from Confucius. His father tells him that asking for too much freedom can land you in jail. “If you are not careful the government could crush you like a bug.” Not long after this warning, the student democracy movement was smashed apart at Tiananmen Square, though Mr. Huang’s father did not live to see it.

In the end, it is the father who suffers as his world collapses. Toward the end of his life he was told by the Party that he was to be rewarded for devising a money-saving program at his state factory with promotion and a better wage. Instead the promotion went to the girlfriend of the local Party secretary, and the firm’s bosses split his wage rise among themselves. Embittered and exhausted, he died of a heart attack in 1988, ahead of his mother.

For the full review, see:
MICHAEL FATHERS. “BOOKSHELF; Coming of Age In Mao’s China; Death cannot be controlled by the party, but disposing of a body can. So the author’s father built a coffin in secret at his mother’s request..” The Wall Street Journal (Mon., April 30, 2012): C4.
(Note: ellipsis added.)
(Note: the online version of the article has the date April 29, 2012.)

The book under review, is:
Huang, Wenguang. The Little Red Guard: A Family Memoir. New York: Riverhead Books, 2012..

Remedial Ed Does Not Remediate

(p. C4) Two economists looked at the achievements of 453,000 students who took a basic-skills test upon entering both two- and four-year public colleges in Texas in the 1990s. . . .
. . . the authors focused on the 93,000 students who either barely passed or barely failed the test. Those students, with nearly identical skills, got treated very differently: Most who barely failed took remedial courses; most who barely passed took college-level courses.
But there was no difference in subsequent achievement between those two groups. In fact, students who got remedial help were slightly less likely to finish one year of college. The study found no effects of remediation on income seven years after starting college.

For the full story, see:
CHRISTOPHER SHEA. “Week in Ideas; Education; Remedial Ed Needs Help.” The Wall Street Journal (Sat., February 5, 2011): C4.
(Note: ellipses added.)

The article summarized in the passages quoted above, is:
Martorell, Paco, and Isaac McFarlin, Jr. “Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes.” Review of Economics and Statistics 93, no. 2 (May 2011): 436-54.

Cuban Government Employees “Are Known for Surly Service, Inefficiency, Absenteeism and Pilfering”

(p. A10) However small, . . . , the private sector is changing the work culture on an island where state employees earn meager salaries and are known for surly service, inefficiency, absenteeism and pilfering.
Sergio Alba Marín, who for years managed the restaurants of a state-owned hotel and now owns a popular fast-food restaurant, said he was very strict with his employees and would not employ workers trained by the state.
“They have too many vices — stealing, for one,” said Mr. Alba, who was marching with his 25 employees and two large banners emblazoned with the name of his restaurant, La Pachanga. “You can’t change that mentality.”
“Even if you could, I don’t have time,” he added. “I have a business to run.”

For the full story, see:
VICTORIA BURNETT. “HAVANA JOURNAL; Amid Fealty to Socialism, a Nod to Capitalism.” The New York Times (Thurs., May 2, 2013): A6 & A10.
(Note: ellipsis added.)
(Note: the online version of the story has the date May 1, 2013.)

Faculty Unions Oppose MOOCs that Might Cost Them Their Jobs in Five to Seven Years

“Sebastian Thrun, a research professor at Stanford, is Udacity’s chief executive officer.” Source of caption and photo: online version of the NYT article quoted and cited below.

(p. A1) SAN JOSE, Calif. — Dazzled by the potential of free online college classes, educators are now turning to the gritty task of harnessing online materials to meet the toughest challenges in American higher education: giving more students access to college, and helping them graduate on time.
. . .
Here at San Jose State, . . . , two pilot programs weave material from the online classes into the instructional mix and allow students to earn credit for them.
“We’re in Silicon Valley, we (p. A3) breathe that entrepreneurial air, so it makes sense that we are the first university to try this,” said Mohammad Qayoumi, the university’s president. “In academia, people are scared to fail, but we know that innovation always comes with the possibility of failure. And if it doesn’t work the first time, we’ll figure out what went wrong and do better.”
. . .
Dr. Qayoumi favors the blended model for upper-level courses, but fully online courses like Udacity’s for lower-level classes, which could be expanded to serve many more students at low cost. Traditional teaching will be disappearing in five to seven years, he predicts, as more professors come to realize that lectures are not the best route to student engagement, and cash-strapped universities continue to seek cheaper instruction.
“There may still be face-to-face classes, but they would not be in lecture halls,” he said. “And they will have not only course material developed by the instructor, but MOOC materials and labs, and content from public broadcasting or corporate sources. But just as faculty currently decide what textbook to use, they will still have the autonomy to choose what materials to include.”
. . .
Any wholesale online expansion raises the specter of professors being laid off, turned into glorified teaching assistants or relegated to second-tier status, with only academic stars giving the lectures. Indeed, the faculty unions at all three California higher education systems oppose the legislation requiring credit for MOOCs for students shut out of on-campus classes.
. . .
“Our ego always runs ahead of us, making us think we can do it better than anyone else in the world,” Dr. Ghadiri said. “But why should we invent the wheel 10,000 times? This is M.I.T., No. 1 school in the nation — why would we not want to use their material?”
There are, he said, two ways of thinking about what the MOOC revolution portends: “One is me, me, me — me comes first. The other is, we are not in this business for ourselves, we are here to educate students.”

For the full story, see:
TAMAR LEWIN. “Colleges Adapt Online Courses to Ease Burden.” The New York Times (Tues., April 30, 2013): A1 & A3.
(Note: ellipses added.)
(Note: the online version of the story has the date April 29, 2013.)

“Katie Kormanik preparing to record a statistics course at Udacity, an online classroom instruction provider in Mountain View, Calif.” Source of caption and photo: online version of the NYT article quoted and cited above.

World Population Growth Rate “Expected to Hit Zero Around 2070”

(p. C4) In the 1960s, some experts feared an exponentially accelerating population explosion, and in 1969, the State Department envisaged 7.5 billion people by the year 2000. In 1994, the United Nations’ medium estimate expected the seven-billion milestone to arrive around 2009. Compared with most population forecasts made in the past half century, the world keeps undershooting.

The growth rate of world population has halved since the ’60s and is now expected to hit zero around 2070, with population around 10 billion, though some news outlets prefer to focus on the U.N.’s “high” estimate that it “could” reach 15 billion. The truth is, nobody can know, but if it’s below 10 billion in 2100, we will have only increased in numbers by 1.5 times in the 21st century, compared with a fourfold increase in the 20th.

For the full commentary, see:
MATT RIDLEY. “MIND & MATTER; Who’s Afraid of Seven Billion People?” The Wall Street Journal (Sat., October 29, 2011): C4.

MOOCs “Will Really Scale” Once Credible Credentialing Process Is Mastered

A “MOOC” is a “massive open online course.”

(p. 1) Last May I wrote about Coursera — co-founded by the Stanford computer scientists Daphne Koller and Andrew Ng — just after it opened. Two weeks ago, I went back out to Palo Alto to check in on them. When I visited last May, about 300,000 people were taking 38 courses taught by Stanford professors and a few other elite universities. Today, they have 2.4 million students, taking 214 courses from 33 universities, including eight international ones.

Anant Agarwal, the former director of M.I.T.’s artificial intelligence lab, is now president of edX, a nonprofit MOOC that M.I.T. and Harvard are jointly building. Agarwal told me that since May, some 155,000 students from around the world have taken edX’s first course: an M.I.T. intro class on circuits. “That is greater than the total number of M.I.T. alumni in its 150-year history,” he said.
. . .
(p. 11) As we look to the future of higher education, said the M.I.T. president, L. Rafael Reif, something that we now call a “degree” will be a concept “connected with bricks and mortar” — and traditional on-campus experiences that will increasingly leverage technology and the Internet to enhance classroom and laboratory work. Alongside that, though, said Reif, many universities will offer online courses to students anywhere in the world, in which they will earn “credentials” — certificates that testify that they have done the work and passed all the exams. The process of developing credible credentials that verify that the student has adequately mastered the subject — and did not cheat — and can be counted on by employers is still being perfected by all the MOOCs. But once it is, this phenomenon will really scale.
I can see a day soon where you’ll create your own college degree by taking the best online courses from the best professors from around the world — some computing from Stanford, some entrepreneurship from Wharton, some ethics from Brandeis, some literature from Edinburgh — paying only the nominal fee for the certificates of completion. It will change teaching, learning and the pathway to employment. “There is a new world unfolding,” said Reif, “and everyone will have to adapt.”

For the full commentary, see:
THOMAS L. FRIEDMAN. “Revolution Hits the Universities.” The New York Times, SundayReview Section (Sun., January 27, 2013): 1 & 11.
(Note: ellipsis added.)
(Note: the online version of the commentary has the date January 26, 2013.)