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DJH: The contents of Career Secret Sauce have been moved to my new blog/web site Who Stole My Career?

Who Stole My Career?

The new web site still deals with careers, but like my radio show The Career Mechanic, I have expanded my reach and now write extensively about what’s going on the world of politics and economics and how these events relate to careers. Also, I have sharpened my focus to helping people survive the assault on the private sector in America. I look at both workers and retiring baby boomers.

I am in the process of moving all the email subscribers on careerceretsauce.com over to whostolemycareer.com. You may see an email asking you to confirm that you’ve signed up for my new blog; if so, I hope you accept.

By the way, below is a piece I just did on the February Unemployment figures, I hope you enjoy it.

Dave

Is Anyone Buying This 9.7% Unemployment Rate Hooey?

DJH: I woke up today to read the headline – “the unemployment rate has held steady at 9.7%.” Okay, sounds good, and I decided to read the rest of the story to get a douse of good economic news!

What’s this? It looks like the workforce shed 36,000 jobs – how on earth can the unemployment rate stay the same when 36,000 Americans got their pink slips?

Then, I decided to go back to the January numbers and see if the same thing happened then and it did. The US economy lost another 26,000 jobs in December. How does the unemployment rate go down while the number of unemployed keeps going up?

I kept digging and discovered this editorial in the Washington Times that brought up “the elephant in the room:”

The president claimed the first stimulus package already “created or saved” more than half of the 3.5 million jobs it was vowed to rescue. But it’s hard to see where those jobs are when examining the numbers in the Department of Labor’s household survey, which is used to measure the official unemployment rate. The number of people with a job fell by 589,000 in December. On top of that job loss, the number of people no longer in the labor force grew by an astounding 843,000 from November to December.

The Massive Growth in Discouraged Workers

The one economic statistic that Obama’s economic program continues to knock out of the park is something called the discouraged worker. The Atlantic just reported:

There were more than 1.2 million discouraged workers in February. That’s a 50% increase since October — in just four months. These workers aren’t reflected in the 9.7%…

Obama's Greatest Success -- The Growth in Discouraged Workers

What’s The Real Unemployment Rate?

John Russo is the co-director of the Center for Working-Class Studies and coordinator of the Labor Studies Program at Youngstown State University’s Williamson College of Business Administration. His gripe is that the measure should be even broader. He has come up with something he calls the de-facto unemployment rate.

By Russo’s calculations, the current unemployment rate is really more than 31 percent. In addition to U-6 measures, it takes into account such factors as increases in early retirement, the prison population and government programs for low-income people.

“You have to look at people who are out of the labor market for other reasons,” he said. “Maybe they are in the military because there are no jobs. We know that there is an increase in a lot government aid because people have lost their jobs. If you talk to prison reform people, they will tell you there are a lot people who are in prison who wouldn’t be in prison if it were not for the recession.”

Source: cleveland.com.

So, from where I sit, Obama’s reported 9.7% unemployment rate is worst than just Hooey, it’s a cruel lie to a nation that trusted him to deliver on the hope he promised.

Dave

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By THOMAS L. FRIEDMAN
New York Times

Last summer I attended a talk by Michelle Rhee, the dynamic chancellor of public schools in Washington. Just before the session began, a man came up, introduced himself as Todd Martin and whispered to me that what Rhee was about to speak about — our struggling public schools — was actually a critical, but unspoken, reason for the Great Recession.

There’s something to that. While the subprime mortgage mess involved a huge ethical breakdown on Wall Street, it coincided with an education breakdown on Main Street — precisely when technology and open borders were enabling so many more people to compete with Americans for middle-class jobs.

In our subprime era, we thought we could have the American dream — a house and yard — with nothing down. This version of the American dream was delivered not by improving education, productivity and savings, but by Wall Street alchemy and borrowed money from Asia.

A year ago, it all exploded. Now that we are picking up the pieces, we need to understand that it is not only our financial system that needs a reboot and an upgrade, but also our public school system. Otherwise, the jobless recovery won’t be just a passing phase, but our future.

“Our education failure is the largest contributing factor to the decline of the American worker’s global competitiveness, particularly at the middle and bottom ranges,” argued Martin, a former global executive with PepsiCo and Kraft Europe and now an international investor. “This loss of competitiveness has weakened the American worker’s production of wealth, precisely when technology brought global competition much closer to home. So over a decade, American workers have maintained their standard of living by borrowing and overconsuming vis-à-vis their real income. When the Great Recession wiped out all the credit and asset bubbles that made that overconsumption possible, it left too many American workers not only deeper in debt than ever, but out of a job and lacking the skills to compete globally.”

This problem will be reversed only when the decline in worker competitiveness reverses — when we create enough new jobs and educated workers that are worth, say, $40-an-hour compared with the global alternatives. If we don’t, there’s no telling how “jobless” this recovery will be.

A Washington lawyer friend recently told me about layoffs at his firm. I asked him who was getting axed. He said it was interesting: lawyers who were used to just showing up and having work handed to them were the first to go because with the bursting of the credit bubble, that flow of work just isn’t there. But those who have the ability to imagine new services, new opportunities and new ways to recruit work were being retained. They are the new untouchables.

That is the key to understanding our full education challenge today. Those who are waiting for this recession to end so someone can again hand them work could have a long wait. Those with the imagination to make themselves untouchables — to invent smarter ways to do old jobs, energy-saving ways to provide new services, new ways to attract old customers or new ways to combine existing technologies — will thrive. Therefore, we not only need a higher percentage of our kids graduating from high school and college — more education — but we need more of them with the right education.

As the Harvard University labor expert Lawrence Katz explains it: “If you think about the labor market today, the top half of the college market, those with the high-end analytical and problem-solving skills who can compete on the world market or game the financial system or deal with new government regulations, have done great. But the bottom half of the top, those engineers and programmers working on more routine tasks and not actively engaged in developing new ideas or recombining existing technologies or thinking about what new customers want, have done poorly. They’ve been much more exposed to global competitors that make them easily substitutable.”

Those at the high end of the bottom half — high school grads in construction or manufacturing — have been clobbered by global competition and immigration, added Katz. “But those who have some interpersonal skills — the salesperson who can deal with customers face to face or the home contractor who can help you redesign your kitchen without going to an architect — have done well.”

Just being an average accountant, lawyer, contractor or assembly-line worker is not the ticket it used to be. As Daniel Pink, the author of “A Whole New Mind,” puts it: In a world in which more and more average work can be done by a computer, robot or talented foreigner faster, cheaper “and just as well,” vanilla doesn’t cut it anymore. It’s all about what chocolate sauce, whipped cream and cherry you can put on top. So our schools have a doubly hard task now — not just improving reading, writing and arithmetic but entrepreneurship, innovation and creativity.

Bottom line: We’re not going back to the good old days without fixing our schools as well as our banks.

Happy New Years All!

Who Stole My Career?

As you may have noticed, I haven’t posted in a while. I’ve taken a “sabbatical” of sorts from my radio talk show host. Early next year, I plan to start working on a new project focused on highlighting the assault on “experienced workers” (a publisher told me they don’t like being called Baby Boomer) in the private sector. It will have a political edge, since I’ll be reporting on “assaults”, but it will offer hope as I cover what we can do to survive and perhaps even thrive in these trying times.

The first step is a new web site Who Stole My Career (which is still under construction), followed by a book and more.

In the meantime, I found this story which relates to Career Secret Sauce and thought I’d share it.

Dave

From New York Times

By KATE ZERNIKE

THOMAS COLLEGE, a liberal arts school in Maine, advertises itself as Home of the Guaranteed Job! Students who can’t find work in their fields within six months of graduation can come back to take classes free, or have the college pay their student loans for a year.

The University of Louisiana, Lafayette, is eliminating its philosophy major, while Michigan State University is doing away with American studies and classics, after years of declining enrollments in those majors.

And in a class called “The English Major in the Workplace,” at the University of Texas, Austin, students read “Death of a Salesman” but also learn to network, write a résumé and come off well in an interview.

Even before they arrive on campus, students — and their parents — are increasingly focused on what comes after college. What’s the return on investment, especially as the cost of that investment keeps rising? How will that major translate into a job?

The pressure on institutions to answer those questions is prompting changes from the admissions office to the career center. But even as they rush to prove their relevance, colleges and universities worry that students are specializing too early, that they are so focused on picking the perfect major that they don’t allow time for self-discovery, much less late blooming.

“The phrase drives me crazy — ‘What are you going to do with your degree?’ — but I see increasing concerns about that,” says Katharine Brooks, director of the liberal arts career center at the University of Texas, Austin, and author of “You Majored in What? Mapping Your Path From Chaos to Career.” “Particularly as money gets tighter, people are going to demand more accountability from majors and departments.”

Consider the change captured in the annual survey by the University of California, Los Angeles, of more than 400,000 incoming freshmen. In 1971, 37 percent responded that it was essential or very important to be “very well-off financially,” while 73 percent said the same about “developing a meaningful philosophy of life.” In 2009, the values were nearly reversed: 78 percent identified wealth as a goal, while 48 percent were after a meaningful philosophy.

The shift in attitudes is reflected in a shifting curriculum. Nationally, business has been the most popular major for the last 15 years. Campuses also report a boom in public health fields, and many institutions are building up environmental science and just about anything prefixed with “bio.” Reflecting the new economic and global realities, they are adding or expanding majors in Chinese and Arabic. The University of Michigan has seen a 38 percent increase in students enrolling in Asian language courses since 2002, while French has dropped by 5 percent.

Of course, universities have always adjusted curriculum to reflect the changing world; Kim Wilcox, the provost and vice president for academic affairs at Michigan State, notes that universities, his included, used to offer majors in elocution and animal husbandry. In a major re-examination of its curriculum, Michigan State has added a dozen or so new programs, including degrees in global studies and, in response to a growing industry in the state, film studies. At the same time, it is abandoning underperformers like classical studies: in the last four years, only 13 students have declared it their major.

Dropping a classics or philosophy major might have been unthinkable a generation ago, when knowledge of the great thinkers was a cornerstone of a solid education. But with budgets tight, such programs have come to seem like a luxury— or maybe an expensive antique — in some quarters.

When Louisiana’s regents voted to eliminate the philosophy major last spring, they agreed with faculty members that the subject is “a traditional core program of a broad-based liberal arts and science institution.” But they noted that, on average, 3.4 students had graduated as philosophy majors in the previous five years; in 2008, there were none. “One cannot help but recognize that philosophy as an essential undergraduate program has lost some credence among students,” the board concluded.

In one recent survey, two-thirds of public institutions said they were responding to budget cuts with extensive reviews of their programs. But Dr. Wilcox says curriculum changes at Michigan State have just as much to do with what students, and the economy, are demanding. “We could have simply reduced the campus operating budget by X percent,” he says, “but we wouldn’t have positioned ourselves any differently for the future.”

In Michigan, where the recession hit early and hard, universities are particularly focused on being relevant to the job market. “There’s been this drumbeat that Michigan has got to diversify its economy,” says Mary Sue Coleman, the president of the University of Michigan.

Dr. Coleman says she had an “aha” moment five years ago, when the director of admissions was describing the incoming class and noted that 10 percent — some 600 students — had started a business in high school. The university has responded with about 100 entrepreneurship courses across the curriculum, including “Financing Research Commercialization” and “Engineering Social Venture Creation,” for students interested in creating businesses that not only do well financially but also do society good. Next year, the university will begin offering a master’s to students who commit to starting a high-tech company.

At the same time, Dr. Coleman is wary of training students for just one thing — “creating them to do some little widget,” as she says. Michigan has begun a speaker series featuring alumni or other successful entrepreneurs who come in to talk about how their careers benefited from what Dr. Coleman calls “core knowledge.”

“We believe that we do our best for students when we give them tools to be analytical, to be able to gather information and to determine the validity of that information themselves, particularly in this world where people don’t filter for you anymore,” Dr. Coleman says. “We want to teach them how to make an argument, how to defend an argument, to make a choice.” These are the skills that liberal arts colleges in particular have prided themselves on teaching. But these colleges also say they have the hardest time explaining the link between what they teach and the kind of job and salary a student can expect on the other end.

“There’s no immediate impact, that’s the problem,” says John J. Neuhauser, the president of St. Michael’s College, a liberal arts school in Vermont. “The humanities tend to educate people much farther out. They’re looking for an impact that lasts over decades, not just when you’re 22.”

When prospective students and their parents visit, he says, they ask about placement rates, internships and alumni involvement in job placement. These are questions, he says, that he never heard 10 years ago.

St. Michael’s, like other colleges, has adapted its curriculum to reflect demand. The college had to create new sections of chemistry labs and calculus on the spot during summer registration, and it raised the cap on the number of students in a biology lab. “I’d say, given the vagaries of the business cycle, people are looking for things that they know will always be needed — accountants, scientists, mathematicians,” says Jeffrey A. Trumbower, dean of the college. “Those also happen to be some of the most challenging majors academically, so we’ll see how these trends hold up.”

Still, Dr. Neuhauser finds the careerism troubling. “I think people change a great deal between 18 and 22,” he says. “The intimate environment small liberal arts colleges provide is a great place to grow up. But there’s no question that smacks of some measure of elitism now.”

There’s evidence, though, that employers also don’t want students specializing too soon. The Association of American Colleges and Universities recently asked employers who hire at least 25 percent of their workforce from two- or four-year colleges what they want institutions to teach. The answers did not suggest a narrow focus. Instead, 89 percent said they wanted more emphasis on “the ability to effectively communicate orally and in writing,” 81 percent asked for better “critical thinking and analytical reasoning skills” and 70 percent were looking for “the ability to innovate and be creative.”

“It’s not about what you should major in, but that no matter what you major in, you need good writing skills and good speaking skills,” says Debra Humphreys, a vice president at the association.

The organization has conducted focus groups with employers before and heard the same thing. With the recession, she says, they weren’t sure the findings would hold. “But it’s even more intense. Companies are demanding more of employees. They really want them to have a broad set of skills.” She adds that getting employer feedback is the association service that “college leaders find the most valuable, because they can answer the question when parents ask, ‘Is this going to help in getting a job?’ ”

Career advisers say that colleges and universities need to do a better job helping students understand the connection between a degree and a job. At some institutions, this means career officers are heading into the classroom.

Last fall at the University of Maryland, Baltimore County, the career office began integrating workplace lessons into capstone research seminars for humanities majors. In one of three classes taught by Anne Scholl-Fiedler, the director, she asks students to develop a 30-second commercial on their “personal brand.” “When somebody asks, ‘How are you going to use that English degree?’ you need to be able to clearly articulate what you are able to do,” she says. “If you don’t know, employers probably won’t either.”

At the University of Texas, Ms. Brooks says, many parents drop their children off freshman year asking, “How can my child transfer to the business school?” She tries to establish the value of the liberal arts with a series of courses called “The Major in the Workplace.” Students draw what she calls a “major map,” an inventory of things they have learned to do around their major. Using literature — “The Great Gatsby,” perhaps, or “Death of a Salesman” — she gets students to think about how the themes might apply to a workplace, then has them read Harvard Business Review case studies. The goal, she says, is to get students to think about how an English major (or a psychology or history major) might view the world differently, and why an employer might value that.

“There’s this linear notion that what you major in equals your career,” Ms. Brooks says. “I’m sure it works for some majors. If you want to be an electrical engineer, that major looks pretty darn good.

“The truth is,” she says, “students think too much about majors. But the major isn’t nearly as important as the toolbox of skills you come out with and the experiences you have.”

Kate Zernike is a national reporter for The Times. Rachel Aviv contributed reporting.

This week our guests are business school guru David Petersam, who works with the top b-schools in America and coaches the business people of tomorrow on how to get in! And Janet Farley, a career and life coach on careers in the Military and author of the new book the Military-to-Civilian Career Transition Guide.

Click HERE to listen

Job Search 2010

This week our guests are Laurence Shatkin, the author of The 200 Best Jobs for Renewing America and Martin Yate, author of Knock ‘em Dead 2010: The Ultimate Job Search Guide.

Click HERE to listen.

This week  join Colin Gautrey, author of “21 Dirty Tricks at Work” and the web site “Politics at Work” to talk about the dark side of office politics and getting ahead in the corporate world. We will also talk with Susan Whitcomb, who wrote the book the “30-Day Job Promotion” on how to establish a strategic promotion plan in just one month.

Click HERE to listen.

Our guests this week  are Tamara Davish, Vice President of one of the largest car dealers in the country and a political activist fighting for the rights of the dealers who’s were terminated as part of the auto bailout and Mark Perry, the author of leader business blog Carpe Diem and professor of Economics at the University of Michigan.

Click HERE to Listen