Unhappy, Staying, but Not Stagnating

The consulting firm Accenture drew some attention recently with a survey of 3,400 business professionals in 29 countries that found that fewer than half of the respondents were satisfied with their current jobs. Men and women showed a similar level of discontent: only 42 and 43 percent reported job satisfaction.

The respondents showed a slightly greater gender divide when they identified the reasons for their frustration: being underpaid (cited by 47 percent of women versus 44 percent of men); a lack of opportunity for growth (36 percent versus 32 percent); no opportunity for career advancement (33 percent versus 34 percent); and feeling trapped (29 percent versus 32 percent).

For me, the most interesting finding was that nearly three-quarters (70 percent of women and 69 percent of men) plan to stay with their companies. The headline that many news services used for their coverage of the survey was something like “Unhappy Workers Do Little About It, Says Survey.”

But the research actually found the workers showing quite a bit of initiative. More than half of respondents (59 percent of women and 57 percent of men), say that, this year, in an effort to enhance their careers, they will work on developing their knowledge and/or a skill set to achieve their career objectives.

It’s no surprise that so many are planning to stay with their present employer. The economy is not offering a wealth of job openings in many, perhaps most of the countries surveyed. But another factor that is easily overlooked is the size of the companies that were surveyed: medium to large. Such employers may be expected to offer a modicum of opportunities for internal job movement, even in a slow economy. I expect that a survey of people at small companies would find more workers who are looking elsewhere for green grass.

Dissatisfied workers like the ones uncovered by this survey were some of the people I had in mind when I wrote 2011 Career Plan. My boss at JIST Publishing, Sue Pines, suggested that I model it on Suze Orman’s Action Plan, and I made a point of using a tone that is much more pushy (although I prefer the more positive and classier-sounding “hortative”) than I’ve ever used in my previous writing.

The idea is to goad readers into taking action. I want readers to commit to a specific career goal, whether it is achieving greater security in their present job (“Safeguarding”), seeking a promotion (“Climbing”), moving to another employer, but in the same occupation and industry (“Decamping”), moving to another employer and industry, but in the same occupation (“Revamping”), or switching to a new employer and a new occupation (“Reinventing”). For each goal, I suggest a strategy and specific action steps for pursuing that strategy.

For example, if acquiring better skills is part of the strategy (as it should be for the many Accenture-surveyed workers who want to climb the ladder at their present company), I identify ways to build skills, with tools that readers can use, such as the text of an e-mail that requests a skill-testing work assignment.

One of the premises of 2011 Career Plan is that this is a good year to take career-building action because job opportunities in the United States are finally starting to improve. When I wrote the book, in 2010, there was still a considerable amount of fear that a double-dip recession would reverse the few employment gains that had materialized by then. Since that time, however, my optimism is starting to look warranted. This month we are seeing much more encouraging news about job growth. The unemployment rate finally fell below 9 percent in February. The drop of almost one percent over the previous three-month period was the largest our economy has seen in nearly 28 years.

There are still some worries that rising oil prices will dampen economic growth (one more reason we need to shift to a green-energy economy!), but on balance 2011 looks like the time when dissatisfied workers--or anybody concerned about job security--should be making an action plan and taking steps to put it into effect.

My Advice to PhDs in the Humanities

Last week I was invited by the Career Services office at Rutgers University to be part of a panel speaking to humanities PhD candidates about careers outside of academia. I was at the receiving end of a similar panel discussion many years ago, when my PhD degree was new, so I was happy to pay back the debt I owed. I’ll give you the gist of what I said last week.

Your career will change many times during your working lifetime, and you will find ways to pursue interests you don’t expect to pursue. You also will find the need to develop new abilities and use abilities you don’t realize you have. But your immediate need is to find a job that matches the interests and abilities that you can identify now. You should start by clarifying these interests and abilities.

The panelists I listened to when I was a new PhD referred to a career-development book that helped me but that now is definitely showing its age. I’d rather you buy my books, but I’ll explain to you what specific career-development exercise in that book helped me. Take a sheet of paper and divide it into three columns. In the leftmost column, write the names of some jobs you have held or work-relevant accomplishments. In my case, I had done some college teaching and had written my dissertation. In the middle column, write the major tasks that you did in these jobs. Regarding the dissertation, I mentioned settling on a topic, identifying research resources, taking notes on research, organizing the notes, organizing what I wanted to write, and so forth. In the rightmost column, identify the skills you used to accomplish these tasks. Then notice which skills turn up most often and decide which you enjoyed using most. That should point toward your goals for your next job.

In my case, I realized for the first time that teaching did not satisfy me as much as researching and writing. That became my job target. At this time, my wife was working at Educational Testing Service and was passing on to me the job postings that she considered relevant to my background. I rejected two of these because they didn’t fit this new career goal, but the third was for a job researching and writing about careers for the SIGI computer-based career information system. I’ve been doing variations on this job ever since.

However, I’ve had to develop many new skills along the way. One of these is working with technology. In the early days of the SIGI system, we typed up information and handed the paper to the person who operated the ridiculously complex mainframe text-entry program. After a couple of years, I was given the responsibility of developing a database about college majors and learned a crude text-editing program. But the technical specifications for the database kept changing, and I needed an efficient way to be able to manipulate the text to match. My boss convinced me to take a computer-based course in BASIC to learn the skills to do this. Several years later I took three one-day courses, paid for by ETS, to learn Microsoft Access, a skill I still use almost every workday. I taught myself Excel from a manual.

I had struggled with math in high school and had avoided it in college, so I had assumed I’d never find a workplace use for my interest in technology. But now I was able to find an outlet for this interest and develop the appropriate skills. I’ve also needed to develop my writing skills in ways that I didn’t expect. Writing the narrative screens (as opposed to career information) to develop the SIGI PLUS system, I had to find ways to get my points across and extract input from users in an interactive format with highly limited space. Once ETS decided to get out of the career development business, I had to learn a different style to write books for JIST, my current employer. Actually, writing for JIST demands not one style but several. My recent book 2011 Career Plan called for a pushy style quite different from what I’d used previously, and I needed to use a simplified style for the Quick Green Jobs Guide and other booklets in that series.

As a JIST author, I also have needed to develop skills related to promoting my writing, such as the ability to make a good impression in a television interview.

Our economy does not have many obvious career paths for humanities PhDs, or in some cases the obvious careers don’t have a good outlook. When you look for work, it probably will help you to think not in terms of occupations but in terms of skills you want to use. I was not looking for “career information developer” as a job, and I would have missed the opportunity at ETS if I had confined my job-hunting to the obvious research-and-writing occupations such as journalist. You can increase your options if you avoid stereotyping yourself with a pat occupational label.

Because your career path is not obvious, your career is going to have many ups and downs. When you encounter adversity, don’t lose faith in your long-term prospects. When I was downsized from ETS, my 16-year-old daughter said to me, “Think of this as an adventure, Dad.” And it does help to put your career downturns into the larger context of the narrative arc of your life. Think of your immediate career difficulties as a plot complication and not as a tragic denouement.

The other really important lesson to take away is the importance of networking for finding jobs. Although I found my job at ETS through a job posting, this is no longer the most effective method. I found my job at JIST through networking with a JIST author whom I knew from a professional association. I started as a consultant, preparing the data-intense content for books, and I gradually increased the amount of prose I wrote and the number of hours I worked for JIST.

In my panel presentation at Rutgers, I discussed networking at greater length, but I’m not going to discuss that here because it would duplicate other blog entries.

My story was not greatly different from what the other panelists had to say. Although the specifics of their careers differed from mine, we all pursued new interests and developed new skills over the course of our careers, and we got hired for almost all of our jobs through networking. Humanities PhDs have tremendous potential for rewarding careers if they are willing to do the work (which never ends) of discovering and fulfilling their potential.

Classroom Subjects versus Workplace Skills

Education is supposed to prepare us for our careers, but sometimes there appears to be a disconnect between the two. While in college, we are often forced to take certain required courses although we can’t see how they can ever help us in our careers.

Some of these courses may contribute to noncareer goals in life, such as being good citizens. History and political science courses obviously serve this purpose, and I wish that some of the people who are presently shouting about the Constitution had a better grounding in those subjects. Courses in the arts and literature may contribute to our leisure-time enjoyment of these fields.

But let’s set aside these “area requirements,” as they are often called, and focus on the required courses within college majors. Even some of these seem to contribute little to preparing for the putative career goals of your major.

This is true for math courses in particular. Sometimes it seems as if everyone studies more math in college than they ever will use in their careers. I was struck by this thought as I worked on Panicked Student's Guide to Choosing a College Major: How to Confidently Pick Your Ideal Path, which is due out in April of next year.

However, there are good reasons why so many math courses are required.

The curriculum developers who design the majors want you to be able to understand the people you’ll work with. In many jobs, you do not use a lot of math but work with people who do, so with a background in mathematical concepts you can understand how these other workers produce their results and can tell the difference between meaningful and misleading results. You can challenge the output of those workers and ask them intelligent questions. For example, market research managers need to understand the procedures of the statisticians who design market surveys. Physicians need to understand the procedures of the medical science researchers who make new discoveries about disease processes and pharmaceuticals. Many different kinds of workers need to understand how to interpret statistics about their field, and you can’t really understand the meaning of a statistic unless you know how it was derived, including the sampling method that was used. (I’ve blogged elsewhere about the importance of the sample in studies.)

Another consideration is the hard-to-predict outcomes of your career. While you’re still in college, you may not know that you’re going to specialize in research, which requires quite a lot of math in most industries. Or you may not realize that you’re going to change careers 10 years out and will be able to retrain much faster if you have a good command of math.

Math is not the only subject that college students need more than they may realize. Employers often find that new hires are woefully deficient in verbal skills. A 2007 report (PDF) by the National Endowment for the Arts surveyed several recent studies and found “simple, consistent, and alarming” indications that the reading and writing abilities of workers are not meeting the needs of employers. A 2004 survey by The College Board of 120 corporations in the Business Roundtable found that one-third of workers fall short of employer’s expectations for writing skills. The survey also found that writing is a regular part of the job for two-thirds of all employees. So if you think that your major requires you to take more English courses than are necessary, maybe you’re not aware of what level of writing skill your career goal actually will demand. And, as with math skills, the success of an unanticipated future change in your career may hinge on your verbal skills.