October, 2009

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Time for a New Job Search Strategy?

Sunday, October 25th, 2009

My Sept 27, 2009 blog, Leveraging University Education into Careers for the New Economy,  provided recommendations for students looking to structure their coursework in a way that would increase their odds for getting a job. But what about knowledge workers who have already graduated and now find themselves among the 9.7% of the workforce that is unemployed, or the 16.7% that is underemployed? What can these people do to maximize their prospects?

Some professionals, such as engineers, nurses, statisticians and, to a lesser extent, math and science teachers (to the extent they are out of work), generally have few problems in getting a new job. These and other specialty-skill job openings (including some high-skill blue collar jobs, such as for precision welders) are, in fact, going begging for qualified candidates. Similarly, some metropolitan markets, such as Washington D.C. and Baltimore (which employ large numbers of government, medical and defense workers), still have tight job markets. Unemployment remains at a relatively low 6.2% and, according to a Wall Street Journal article, there is one job opening for every unemployed person. Even this, however, doesn’t help those that don’t have sought-after skills.

For the most part, jobs are tough and they are going to remain that way. The Labor Department, for example, calculates fewer job openings in July than any time since it started tracking these numbers in 2000. In fact, the current level of 2.4 million job openings are half of the number from the mid-2007 peak.

Some metro areas–especially Detroit—are in particularly tough shape, with unemployment rates of up to 17.7% and as many as 18 unemployed people chasing every opening. And to make matters worse, the combination of factors such as plummeting home values, a dearth of home buyers, diminished savings accounts and limited availability of credit, make it difficult for people to move to locations with better (or at least less worse) job prospects.

As bad as things are now, few economists expect things to get much better any time soon. Speculation and growing evidence suggests a jobless recovery in which companies will rebuilt inventory and address initial demand by increasing the hours of current employees and, where necessary, hiring part-time and temporary workers. Most firms prudently plan to await solid, demonstrable, sustainable increase in demand before hiring new workers.

What should a laid off professional do? Give up and stay at home? Hardly. Even if current prospects are slim, shutting down a search and dedicating time to watching TV instead is self-destructive—both to one’s current attitude and to future employment prospects.

As I see it, everyone in this position should take some combination of five steps:

  1. Continue and expand your networking, both physical and virtual though the use of online social media.
  2. Keep your existing skills current or go back to school to learn new skills in fields that promise to offer better job prospects;
  3. Learn technical skills that complement those of your chosen career (especially relevant IT, math and science skills) that will allow you do deliver higher levels of value;
  4. Document your skills development efforts so that when you do get an interview, you can clearly demonstrate the currency of skills, your adaptability and ambition; and perhaps most importantly,
  5. Diversify or adapt your search strategy by positioning yourself as a temporary or part-time solution to a pressing employer need, rather than as a full-time employee.

This fifth step will be difficult to for many to swallow. It will, however, be particularly appropriate over the next 6 to 12 months as business begins to expand and corporate profits increase, but as companies, uncertain of the future, remain skeptical of committing to new expenses.

True, this approach will probably entail lower pay, little or no job security and no benefits. Worse still, it may make it more difficult for the under-employed to search for a full-time position. On the positive side, however, this strategy will allow you to position yourself as a low-cost, low-risk solution to a company’s staffing needs, rather than be part of the problem of increasing overhead in an uncertain economy. It will also give you an opportunity to prove yourself (for when the company is ready to hire), allow you to bolster your resume and (hopefully) learn new skills.

Moreover, selling yourself as a part-time solution to a pressing problem will also be great training for what many laid off professionals will find to be their best long-term career opportunity—becoming a consultant or starting your own company.

IBM’s Role in Creating Tomorrow’s Workforce

Sunday, October 11th, 2009

My October 5, 2009 blog, Technology Vendors‘ Roles in Addressing the College Conundrum,  assessed some of the primary changes that colleges and universities must undergo to help prepare their students to find and to succeed in the knowledge jobs of the 21st century. It explained the critical roles the private sector can play in helping colleges make these changes and why IT vendors are particularly well suited to help.

My July 27, 2009 blog, How IBM is Helping Universities Develop 21st Century Workforces, provided a high-level overview of IBM’s Academic Initiative and Global University program. I recently completed a deeper examination of IBM’s initiative and wrote a more detailed report (IBM’s Effort to Create the Workforce of the Future) that explained these programs within the context of IBM’s employee development program. In this report, I spelled out the benefits the programs will deliver to universities, students, IBM partners and customers—and to IBM itself. The entire report is available for purchase on my web site. To whet your appetite, here’s a summary of the report’s primary findings.

IBM has been one of the leaders in partnering with universities and other organizations to ensure the availability of the type of IT professionals required to build, run and optimize the types of IT infrastructures and solutions that have become the foundations of 20th century organizations. While it is continuing with these efforts, it is now focusing its primary efforts on partnering with universities and adapting its own employee development models to ensure the availability of a new type of professional—what it calls a “T-shaped person”.

These T-shape people, whether IT professionals, business professionals or public service professionals, must be interdisciplinary generalists, rather than narrowly-focused specialists. Although they must certainly have deep skills in specialty (the vertical axis of the T), they must also have sufficient understanding of a broad range of related disciplines (the horizontal axis) to allow them to see contextual linkages, to constructively participate in interdisciplinary teams and to continually adapt their visions and their contributions to rapidly changing conditions and needs. But whatever the individual’s specialty (whether IT, business, scientific or any other field) all must understand how to apply IT tools to the needs of their profession.

Therefore, IBM is adapting how it works with universities to leverage its traditional relationships with IS, engineering and business departments, into all types of disciplines, from psychology, through public affairs through medicine. These new relationships are multi-faceted, including everything from help in designing courses and curricula; providing required hardware and software; funding research, scholarships and internships; and helping to create interdisciplinary research centers that bring together academics, businesses and government officials to address gnarly problems in areas including transportation, energy, food safety and environment.

IBM’s initial goal in creating T-shaped professionals and research centers is to feed the company’s own need for qualified people. It selects future employees from among this expanded pool of graduates and is adapting the company’s internal employee development programs to transform these interdisciplinary graduates into solution-focused professionals who can proceed through any of five broad career paths.

But if these efforts go as anticipated, they will accomplish much more. They will help promote independent research that is aligned around IBM’s primary market objectives, provide solution-focused employees for IBM customers and partners and ideally inspire a new generation of students to understand how they can use IT (ideally IBM’s IT) to bring new value to their own fields. Ideally, many of these fields will align with the rapidly expanding sets of market needs being addressed under IBM’s Smarter Planet initiative. It can, in other words, be a win-win proposition, helping everybody, with the exception of IBM’s competitors.

Technology Vendors’ Roles in Addressing the College Conundrum

Sunday, October 4th, 2009

My September 27 blog, Leveraging University Education into Careers for the New Economy, suggested how college students can structure or supplement their coursework to make them more attractive to potential employers. Many of these approaches, such as selecting appropriate majors and minors, independent study programs and thesis topics and developing strong social networking competencies, are generally within students’ own control. (Even these approaches, however, are dependent on the college/universities’ ability to fund these classes—a condition that can no longer be assumed.)

However, while many of the requirements for creating university experiences that will better prepare students for the knowledge jobs of the future are within the control of students, many others will depend on proactive efforts by the colleges. These include:

  • The teaching of math, statistics and the use of IT tools as core academic offerings and the deep integration of these tools into all coursework;
  • An increasingly interdisciplinary design and delivery of courses; and
  • Availability of proactive career counseling to help students identify career options, career pathways and the types of work that will best prepare students for opportunities in their chosen fields.

Unfortunately, many of these changes are totally antithetical to many universities’ organizational structures and cultures. For example, as I discussed in my previous blog, most universities are organized in discrete stovepipes that implicitly discourage cross-disciplinary collaboration. Professors, meanwhile, are typically hired and rewarded on the basis of their depth of knowledge in their particular specialty (rather than as interdisciplinary thinkers) and many consciously shun practical applications of their work and involvement of corporations in tuning curricula. On the other hand, most university career centers are culturally attuned to these objectives. However, they often lack the number of career counselors and the degree of interaction with the companies most likely to hire their graduates.

What’s a university to do? How can it overcome the inherent challenges of culture, tenure and a lack of resources to provide their students with the help required to prepare them for the careers of the future?

One approach is for universities to actively solicit the help of corporations that are in a position to hire graduates. Many corporations already have large, well established and very active university relationship programs. Some, such as JP Morgan Chase and Wal-Mart, help universities (Syracuse University http://globaltech.syr.edu/ and the Universities of Arkansas and Arizona respectively http://sustainability.uark.edu/15347.php) develop and fund programs under which the university creates and teaches courses and conducts research that are aligned to the company’s needs, and the companies provides internships and job opportunities for selected graduates.

But while all type of companies in virtually every industry offer programs to help universities prepare students for new jobs, as explained in my September 5 blog, The IT Vendor’s Employee Readiness Burden, I believe that IT vendors are particularly well suited to help. Why? Through their products and practices, these vendors are playing disproportionately large roles in shaping the environments in which tomorrow’s graduates will work. These vendors, for example, are developing the technologies that will redefine the nature of knowledge work and pioneering practices, such as globalization and seamless collaboration that will determine the type of students who will be best suited for different types of work. Just as importantly, IT vendors will also have some of the first and greatest needs for graduates with these new skills.

I recently wrote a report (IBM’s Role in Creating the Workforce of the Future) which talks about how IT vendors are helping universities in a myriad of ways. I’ll also continue to follow this topic in future blogs.