Introduction

Why Won’t the Baby Boomers Leave the Canadian Labour Market?

At the time of writing this chapter, Canada is two years into its recovery from the COVID-19 pandemic and is entering into the world of AI platforms like ChatGPT. How the world of work will adjust to the post-pandemic landscape and the increase of AI remains to be seen. By now, readers may have encountered web-based articles discussing the “Great Resignation.” Broadly, this term refers to the significant number of workers who have not returned to their pre-pandemic jobs. The internet is filled with articles on this topic, with titles such as “Who is Driving the Great Resignation?” (Cook, 2021) and “The Great Resignation Rages On” (Leonhardt, 2022).

However, it is too early to tell where these displaced workers have gone and what types of new jobs they may have found. In this age of media, determining reliable sources of information can be challenging. One reliable source is labour market information (LMI), which helps students and new graduates navigate the world of work and potential career pathways. LMI provides a vast amount of data and information that can assist students in both career planning and job searches. It can be used to check on job growth, economic climates, skills needed, wages, labour supply and demand, and future projections. According to the Business Council of Canada, students can also use LMI to understand how their educational credentials will be “measured, accredited, and transferred” (Drummond & Halliwell, 2016). With the advent of easy access to LMI, there is no lack of labour market information. Yet the information can be scattered and is offered by a variety of sources. This chapter will highlight a small subset of the information available and show how it can be utilized for career development and job searching.

Who Am I?

Current Labour Market Conditions in Canada Using Population Statistics

Let’s start with a brief overview on the population cohorts impacting the labor market in Canada.

Baby Boomers

Baby boomers remains active in the labor force, with many choosing to work longer due to improved health and the elimination of mandatory retirement. This defies earlier predictions of their swift exit from employment. For current students, this holds significance as baby boomers continue to occupy positions, sometimes competing with students for jobs in various career fields. In Canada, baby boomers maintain a strong presence in the labor market. According to David Foot (2007), individuals aged over 45 constitute 42% of the labor force. This implies that approximately 7.5 million Canadians aged 50–64 (Statistics Canada, 2021) could still be participating in the workforce.

The precise definition of the baby boomer demographic is subject to debate, but the general consensus places their birth years between 1947 and 1966 (Foot, 2007 [missing reference list entry]). The oldest members of this cohort are in their early 70s, while the youngest are in their early 60s. Roughly 10 million births occurred within this period. This generation is typically characterized as having experienced economic prosperity and being part of the post-World War II boom in North America that extended into the 1980s. The key takeaway is that baby boomers are likely to remain active in the labor market well into the late 2020s. This could impact recent graduates entering sectors or professions that traditionally experience slower job growth.

Generation X

The term “Generation X” was coined by Douglas Coupland in his 1991 book, Generation X: Tales for an Accelerated Culture. This generation comprises around 5.4 million Canadians born between 1965 and 1980. Compared to the baby boomers, Generation X individuals typically boast higher educational attainment levels, face heightened competition for jobs, and exhibit greater geographic career mobility.

Millennials

Millennials are a group that has been extensively scrutinized by the media (Strauss & Howe, 1992 [missing reference list entry]). Generally, millennials are described as highly educated individuals who tend to reside in the family home for longer periods compared to previous generations. This cohort can encounter challenges entering the labor market due to the large baby boomer generation preceding them. Millennials are also known for embracing new lifestyle trends and exhibiting consumerist behaviors.

This cohort represents over 7 million live births in Canada between 1980 and 1995 and constitutes a significant portion of the Canadian labor economy. Projections suggest that millennials will make up three-quarters of the global workforce by 2025 (Lyons, 2016).

Generation Z

Finally, there is “Generation Z.” Figure 3.1 illustrates the primary characteristics of this cohort, as outlined by Talent Ladzima (2018) [missing reference list entry], which encompasses over 6 million individuals born since 1996. The eldest members of this generation are now beginning to enter the labor market.

Why Is It Important?

As graduation approaches, it is crucial for students to factor in these demographic trends when exploring career options and assessing future labor market dynamics. For instance, let’s consider a scenario at a small university in British Columbia where there are two full-time career counselors, both likely to remain in their roles for another 10 to 20 years. For students aspiring to enter this sector in this location, they evidently may face a prolonged wait for opportunities to open up due to the continued presence of baby boomers and millennials in the workforce.

Another important aspect to consider is the phenomenon of having four generations coexisting in the workplace, each with its distinct perspective and work culture. How new graduates navigate interactions with these different generations will significantly impact team dynamics and organizational communication structures. This aspect will be further explored in subsequent chapters.

Labour Market Information

Employers often inform post-secondary career counsellors that they are concerned about candidates’ lack of knowledge about the industry to which they are applying. Students not only need to research the job and company but also understand the issues the sector is experiencing, the drivers of the sector, and the future of the sector. This information is invaluable when writing a cover letter and preparing for interviews—especially for the question, “What is your future career plan?” It is crucial to find relevant and reliable LMI when researching careers and applying for jobs. Students can use any of the following key sites to build their LMI knowledge. Ideally, students will begin this type of research long before graduation to assist with both academic and career decisions.

Using LMI for Career Planning

There are many career development labour market sites available to students. This section will focus on two key sources of LMI for career planning:

1. British Columbia Labour Market Online: Published by Christian Saint Cyr (n.d.), this highly informative site provides easy-to-review labour market information.
2. The Future of Work in Canada: Bridging the Gap: Produced by the Labour Market Information Council (LMIC) (2018), this resource reflects the scope of the Canadian labour market. For students and new graduates, it provides access to career decision-making data.

Students can use these sites to determine where the jobs are, skills and credentials needed, projected growth of an industry, and even geographical locations of career choices. For example, students can access a report produced in British Columbia by Labour Market Solutions (n.d.). Their monthly newsletter focuses on different career choices and provides LMI for that area. For example, one issue on midwives provided information on education, the number of midwives in BC, a review of the typical workload, possible job descriptions, and future growth [Need in-text citation and reference list entry for this info]. These and additional resources are listed near the end of this chapter. Students can use this information to prepare a career plan academically and post-graduation.

LinkedIn

This section will focus on the use of LinkedIn as a source of labour market data. LinkedIn provides students with a vast amount of information—if they are willing to work a little harder to gather it. According to LinkedIn, there are over 17 million Canadian users and over 30 million global companies on the platform [source for reference list?]. Recently, LMIC partnered with LinkedIn to summarize over 400,000 paid job vacancies. Their summarized data provides the top required skills and top job titles across 10 major cities. The results showed that common skill groups—such as business management, leadership, and oral communication—were required skills for all students and new graduates [source?]. This is not surprising because these skills often surface in “Top 10 Career Skills” lists. However, it shows students which skills to highlight in application packages and interviews.

Another way to use LinkedIn for LMI and career planning is by reverse engineering profile information. The main challenge students have is how to determine what type of entry-level position is suitable for their career immediately after graduation. Using informational interviews is one method to gain insight into a person’s career progression. However, they are time-consuming and limited to a small cross-section of professionals. LinkedIn profiles can provide similar information (depending on the details included) to that gained in an informational interview but on a much larger scale.

Students investigating possible career paths can search LinkedIn by degree type. For example, a student wondering about the career progression offered by a Bachelor of Arts (BA) in psychology can search for this degree type. Results will show all LinkedIn members that have indicated this degree in their profile. Depending on how complete the profile is, students will be able to determine the first position the degree holder obtained and observe their career progression following graduation. If a student were to review 50 BA in psychology profiles, a pattern would emerge for education, additional training, job titles, and potential employer organizations. Students could reflect on this information in terms of interests, academic planning, and future career roles for this degree type.

Watch the following video by Career TV (2022) for an example of how to use LinkedIn for LMI.

Reverse Engineer LinkedIn for Labour Market Information [1:56 min] by Career TV (2022)

Using LMI for Skill Gap Reflection

In the example from Worxica in Figure 3.4, an accounting student can determine the skills graduates need to be an accountant in Vancouver, BC and begin to reflect on methods to gain these skills prior to graduation. Students can also use this LMI tool to build their skill section in their resumes and cover letters and prepare for interview questions.

Using Artificial Intelligence for LMI

Artificial intelligence (AI) can significantly enhance career planning for university students by leveraging labor market information (LMI). AI-powered tools can analyze vast datasets to identify emerging job trends, in-demand skills, and industry needs. For instance, AI algorithms can process LMI to forecast job market shifts, helping students choose courses and majors aligned with future opportunities. Platforms like LinkedIn utilize AI to suggest relevant job openings and professional connections based on a student’s academic background and career interests.

AI programs, such as ChatGPT 4 Omni, can also personalize career advice by analyzing individual student profiles, including academic performance, interests, and extracurricular activities. This tailored guidance can highlight potential career paths and suggest specific skills to develop to increase employability. Additionally, AI-driven resume builders can optimize resumes by matching them with job descriptions, ensuring students emphasize the most pertinent skills and experiences.

Moreover, AI can facilitate virtual career counseling through chatbots and virtual advisors, providing real-time feedback and resources. These tools can simulate interview scenarios, offer tips, and even predict interview questions based on the job role. By integrating AI with LMI, university students can make informed decisions, proactively addressing skill gaps and aligning their education with labor market demands. Practice using AI for a personal labour market analysis with the prompts in Exercise 3.3.

Industry 4.0 & the Labour Market

[This section could use a couple H2 headings to break it up visually]

Industry 4.0 refers to a significant transition in the digitization of manufacturing. However, the transition goes far beyond the world of manufacturing. The expansion of Industry 4.0 will be the digitization of work in many roles and sectors.

Technological changes in labour markets are nothing new, but questions remain:

1. Does increasing digitization technology (tech) and automation always lead to job loss?
2. Will artificial intelligence (AI) cause the removal of the human element in the labour market?

The 19th century economist Frédéric Bastiat (1850) wrote on the concept of what is seen and what is not seen. To paraphrase, he was concerned that society would lose if things of value were “uselessly destroyed” (i.e., jobs for the purpose of this chapter). Bastiat discussed how the loss of labour in an economy can be a destructive force without a thoughtful approach to the consequences. Bastiat suggested that machines do not take away jobs; they free people up for different jobs.

Will AI take over the majority of jobs in the world? Some predict it will, while others predict it will not. The latter includes the Fraser Institute (2019) [missing reference list entry], Carden (2017) [missing reference list entry for this year], and the World Economic Forum (2022). However, Facebook (now Meta) CEO, Mark Zuckerberg [any specific source for this one?], and Tesla founder, Elon Musk (Clifford, 2017), have been vocal in their belief that AI—systems that perform a single task—or artificial general intelligence (AGI)—systems that perform a range of tasks and solve a range of problems—will result in unemployment. After all, AI and AGI can be programmed to complete any task a human can.

Yet there is evidence that technology does not reduce labour market opportunities. According to the World Economic Forum (2022), despite 80% of labour having been on farms in the 1800s, as labour markets have expanded over the past 200 years, only 2% of jobs are now related to farming in Canada. However, the economy added over 700,000 jobs in Fall 2021 and Winter 2022 (Statistics Canada, 2022). Of course, the reality is that technology has affected labour markets and increased positions in many occupations, as evidenced by the high demand for workers in computer science fields (Labour Market Information Council, 2022 [missing reference list entry for this year]). But what are the ramifications for the broader labour markets over the next 50 years?

Students are advised to be cautious about making all their career decisions based on possible future work increases. Elements such as the COVID-19 pandemic and 2008 global recession can disrupt even the best LMI predictions. The chaos theory of careers teaches that the farther a prediction extends, the more probability that the prediction may collapse. However, the world is experiencing a massive technical shift as it moves into the third decade of the millennium. We will briefly explore the possible effects on labour markets, job losses, and job gains.

Mokyr (2018) argues that tech advancement does not mean job loss. Certainly, the industrial revolution replaced some roles. The tech change, however, created new sectors and increased employment: mechanics to fix machines, supervisors to coordinate mass-production factories, financial workers to manage the increased globalization of goods, and so on. What seems consistent is that it is easy to replace lower skill jobs with technological change, and harder to replace jobs that complement technology. Roles that require empathy, creativity, and initiative will still be required (Carden et al., 2019).

What jobs could be replaced? Elon Musk (Collinson, 2017 [missing reference list entry]), Mark Zuckerberg, and Bill Gates suggest half of all current employment could be replaced by AI—and that AI will lead to massive labour market disruption. In a Wall Street Journal article, Carl Benedikt Frey (2019) predicts that AI will destroy more jobs than it creates. He argues that over the past 200 years, technology has replaced many workers—especially in jobs that do not need advanced skills or training. Dr. Brian Goldman (2019), the CBC host of “White Coat, Black Art” (speaking at the Common Voices Lecture Series at Thompson Rivers University on February 17, 2019) said that the future of work will advantage jobs that involve thinking, not doing.

So, what can LMI tell us about the future of jobs? A review of employment records over the past 10 years suggests that, arguably, this is the period when tech and AI have been increasing at a rapid pace. However, the Labour Market Information Council (2018) reports a steady increase in the labour market, not a decline. The US is entering its 12th year of steady job increases—regardless of the advent of AI and AGI.

The 2022 World Economic Forum report predicts 50% of current rote-type labour can be replaced by machines and AI. In some fields, this is already happening. The food delivery and restaurant industry have been forever altered due to apps like DoorDash and SkipTheDishes. There are reports that law firms may need fewer junior lawyers as there are AI programs that can search case law and prepare case arguments. Typically, it was the law articling students and new lawyers that conducted this work.

The key consideration for students when using LMI for decision-making and determining the future of technology is to reflect on this question: Can a mechanical or AI application be developed that would replace my core skill set?

Conclusion

At the time of this writing, every person is feeling the effects of the COVID-19 pandemic. The shift and movement of labour is occurring on a vast scale. There has been job losses in some sectors like the tourism sector, typically made up of youth and lower-wage employees, but also job gains in the finance, supply chain management, and IT sectors. The pandemic highlighted sectors that were more vulnerable to labour market shifts and the use of technology. Students using LMI information as part of their career plans will be better prepared if they stay current with the shifts in the job market economy. LMI research alerts students and new graduates to potential shifts and disruptions in the job market. Students who pay attention to LMI will be better able to cope with the ultimate shifts in their chosen occupation. Prepared students will not say, “I didn’t see that coming” following layoffs due to tech or other factors.

Exercises

Media Attributions

• Figure 3.1 Introducing: Generation Z by Mariana von Jörg (2017) via En Garde. [may be copyrighted]
• Figure 3.2 Men and women sitting and standing while staring at laptop by Windows (2019), via Unsplash, is used under the Unsplash license.
• Figure 3.3 What matters to Canadian youth? by Statistics Canada (2019) is used under the Statistics Canada Open Licence.
• Figure 3.4 Financial Auditors and Accountant Jobs in Vancouver and Lower Mainland by Worxica (2019) is used with permission.

References

Amery, B. (2018). The future of work in Canada: Bridging the gap (LMI Insights Report No. 2). Labour Market Information Council. https://lmic-cimt.ca/publications-all/lmi-insights-report-no-2-the-future-of-work-in-canada-bridging-the-gap/

Bastiat, F. (1850). That which is seen, and that which is not seen (F-R Rideau, Ed.). http://bastiat.org/en/twisatwins.html

Business Council of Canada. (n.d.). Home. https://www.thebusinesscouncil.ca/

Carden, L., Maldonado, T., Brace, C., & Myers, M. (2019). Robotics process automation at TECHSERV: An implementation case study. Journal of Information Technology Teaching Cases. 9(2), 72–79. https://doi.org/10.1177/2043886919870545

Career TV. (2022, Mar 24). Reverse engineer LinkedIn for labour market information [Video]. YouTube. https://youtu.be/IW08f6D33aE?si=GCPSp3gS5q1a7Yym

Clifford, C. (2017, July 17). Elon Musk: Robots will be able to do everything better than us. CNBC. https://www.cnbc.com/2017/07/17/elon-musk-robots-will-be-able-to-do-everything-better-than-us.html

Cook, I. (2021, September 15). Who is driving the great resignation? Harvard Business Review. https://hbr.org/2021/09/who-is-driving-the-great-resignation

Coupland, D. (1991). Generation X: Tales for an accelerated culture. St. Martin’s Press.

Cyr, C. S. (n.d.). Home. British Columbia Labour Market Online. https://www.labourmarketonline.com/

Drummond, D., & Halliwell, C. (2016). Labour market information: An essential part of Canada’s skills agenda. Business Council of Canada. https://www.thebusinesscouncil.ca/report/labour-market-information-an-essential-part-of-canadas-skills-agenda/

Frey, C. (2019, October 21). The high cost of impeding automation. The Wall Street Journal. https://www.wsj.com/articles/the-high-cost-of-impeding-automation-11571958240

Glassdoor. (n.d.). Home. https://www.glassdoor.ca/index.htm

Goldman, B. (2019, Feb 17). Will someone please invent an app for that? [Lecture]. TRUSU Common Voices Lecture Series (Winter 2019), Kamloops, BC, Canada. https://trusu.ca/campus-life/common-voices/

Hill, T. (2022, September 13). A closer look at Canada’s changing labour market. Fraser Institute. https://www.fraserinstitute.org/blogs/a-closer-look-at-canadas-changing-labour-market

Howe, N., & Strauss, W. (1992). The new generation gap. The Atlantic, (December 1992), 67–89. https://www.theatlantic.com/magazine/archive/1992/12/the-new-generation-gap/536934/

Kadzima, T. (2020, July 3). Generation Z: A new generation has arrived. LinkedIn. https://www.linkedin.com/pulse/generation-z-new-has-arrived-talent-kadzima

Labour Market Information Council. (n.d.). Home. https://lmic-cimt.ca/

Labour Market Information Council. (2018). The future of work in Canada: Bridging the gap. LMI Insights, (2). https://lmic-cimt.ca/publications-all/lmi-insights-report-no-2-the-future-of-work-in-canada-bridging-the-gap/

Labour Market Solutions. (n.d.). Labour market solutions. British Columbia Labour Market Online. http://labourmarketsolutions.ca/

Leonhardt, M. (2022, January 4). The great resignation rages on as a record 4.5 million Americans quit. Fortune. https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/

LinkedIn. (n.d.). Home. https://ca.linkedin.com/

Lyons, K. (2016, March 8). Generation Y, curling or maybe: What the world calls millennials. Guardian. https://www.theguardian.com/world/2016/mar/08/generation-y-curling-or-maybe-what-the-world-calls-millennials

Mlynek, A. (2007). 2020 demographics: The human factor [PDF]. Canadian Business, 80(20), 23–31. http://www.footwork.com/canbus.pdf

Mokyr, J. (2018). The past and the future of innovation: Some lessons from economic history. Explorations in Economic History, 69, 13–26. https://doi.org/10.1016/j.eeh.2018.03.003

Statistics Canada. (2019). A portrait of Canadian youth [Image]. Government of Canada. https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2019046-eng.htm

Statistics Canada. (2021). 2016 Census of population. Government of Canada. https://www12.statcan.gc.ca/census-recensement/2016/index-eng.cfm

Statistics Canada. (2022). Labour force survey (LFS). Government of Canada. https://www23.statcan.gc.ca/imdb/p2SV.pl?Function=getSurvey&SDDS=3701

World Economic Forum. (2022). World Economic Forum annual meeting. https://www.weforum.org/meetings/world-economic-forum-annual-meeting-2022/

World Economic Forum. (2024, September 10). Reskilling revolution: Preparing 1 billion people for tomorrow’s economy. https://www.weforum.org/impact/reskilling-revolution-preparing-1-billion-people-for-tomorrow-s-economy/

Worxica. (n.d.). Home. http://worxica.com/

Long Descriptions

Figure 3.1 Long Description: According to Mariana von Jörg (2017) at Engarde, “Digital Natives” born after 1995:

• express themselves with their own style,
• tend to travel more,
• demand 24-hour access,
• [were] born to swipe,
• [use] video messages more than texting, and
• [are] masters of social media.

[Return to Figure 3.1]

Figure 3.3 Long Description:

What matters to Canadian Youth? At the 2019 Canada Youth Summit in Ottawa, we asked youth participants “What do you want to know about your generation?” We compiled data on the topics of most interest:

Youth are highly diverse: In 2016, 27% of youth identified as members of a visible minority group.

Percentage of persons who belong to a visible minority group:

• Age 15 to 30: 1996, 13%; 2016, 27%
• Age 65 or older: 1996, 6%; 2016, 13%

From 2006 to 2016, the number of First Nations, Metis, and Inuit youth increased by 39%. 40% of Canadian youth are first or second generation immigrants.

Youth are technology users: Nearly 100% of youth use the Internet on a daily basis or own their own smartphone; of these, 93% use social networking sites. Technology also brings new challenges. 17% of youth said they were cyberbullied or cyberstalked in the past 5 years.

Youth are socially engaged: 67% are members of a group, organization, or association. 48% of youth volunteer, and 71% said that they gave to a charitable or non-profit organization.

Youth are educated: In 2017, 52.1% of young men and 70.2 % of young women had a college certificate or diploma or Bachelor’s degree.

[Return to Figure 3]