P0 uct vity .dE,conomic Gro h oducfv'tyf.conomic growth occurs when a nation'sEveryone benefits when scarce resources aretotal output of goods and services increasesused efficiently. This is described by the termover time. This means that the circular flow in productivity, which is a measure of the amount ofoutput produced by a given amount of inputs in aiglL~ 1.3 becomes larger, with more factors ofprospecificperiod of time. Productivity goes up whenductlOn,goods, and services flowing in one direcevermore output can be produced with the sametion, and more payments flowing in the oppositedirection. A number of factors are responsible foramount of inputs in the same amount of time. Foreconomic growth, but productivity is the most example, if a company produced 500 units of almportant.product in one period, and if it produced 510 inThe Circular Flow of Economic ActivityProductMarketsBusinessIncomeGoodsServicesGood5ervkesBusinessesLandCapitallaborEntreprene urSFactorMarketsCHAPTER 1 WHAT IS ECONOMICS? 15
the next period with the same number of inputs,then productivity went up.Productivity is often discussed in terms of labor,but it applies to all factors of production. For thisreason, business owners try to buy the most effIcientcapital goods, and farmers try to use the mostfertile land for their crops.Division of Labor and SpecializationDivision of labor and specialization can improveproductivity. Division 'of labor takes place whenwork is arranged so that individual workers do fewertasks than before. In most cases, a worker who performsa few tasks many times every day is likely tobecome more profICient than a worker who performshundreds of different tasks in the same period.IIEffect of Education on Incomeess Than 9th Grade9th to 12th Grade (no diploma)High School Graduate & EquivalencySome College, no degreeAssociate DegreeBachelor's DegreeMaster's DegreeProfessional DegreeDoctorate Deg ree~.Specialization takes place when factors of productionperform tasks that they can do relativelymore efficiently than others. Note that specializationis not limited to a single factor of productionsuch as labor. For example, complex industrialrobots are often built to perform just one or twosimple assembly line tasks. In regional specialization,different regions of the country often specializein the things they can produce best-as whenIdaho specializes in potatoes, Iowa in corn, andTexas in oil, cotton, and cattle.One of the best examples of the advantagesoffered by the division of labor and specialization isHenry Ford's introduction of the assembly line intoautomobile manufacturing. This process cut the timenecessary to assemble a car from a day and a half tojust over 90 minutes. It also cut the price ofa new carby more than 50 percent. The resultwas an improvement in productivity.Another example of the changesthat can result from specialized toolscan be seen in American agriculture.In 1910 it took more than 13 millionfarmers to feed the U.S. population,at that time about 90 million. Today,2 million farmers can feed a populationthat is more than three times aslarge as it was in 1910.lllw$23,139 $16,636$27,067 $19,620$36,805 $24,228$44,558 $30,157$45,876 $31,855$63,491 $41,106$75,527 $49,844$130,711 $72,188$108,334 $69,085SQurce: u.s. Department of Commerce, Bureau of the Census, 2001Visit tlr.!'Dp@coo.cQfl1 and click onTextbook Updates-Chapter 1 foran update of the data.lnvesti in man CaDitalOne of the main contributions toproductivity comes from investmentsin human capital, the sum of theskills, abilities, health, and motivationof people. Government can invest inhuman capital by helping to provide<strong>edu</strong>cation and health care. Businessescan invest in training and other programsthat improve the skill andmotivation of its workers. Individualscan invest in their own <strong>edu</strong>cation bycompleting high school, going totechnical school, or going to college.Figure J.4 shows that investmentsin <strong>edu</strong>cation can have substantialpayoffs. According to the data in thetable, high school graduates havesubstantially higher incomes than16 UNIT J FUNDAMENTAL ECONOMIC CONCEPTS