We are excited to launch The 2030 Movement — a week-long festival of free workshops and panel events focused on coding, data, design, marketing, and career development — in effort to build a better world through tech by 2030.
Whether you’re looking to dive deeper into data, code your way into a new career, or simply make meaningful professional connections, our robust lineup of workshops and panel events offers something for everyone . Discover what’s coming up!
Monday, September 14: Career-Proof Skills of 2030
Hear from thought leaders and industry experts about how you can stay in demand in your career — no matter what 2030 throws at you.
Today marks an important new chapter in the General Assembly story. We’ve had a lot of these big milestones since we started as a team of four almost ten years ago. In that time, we raised five rounds of venture capital, expanded to nearly forty markets in seven countries, launched hundreds of new programs and courses, worked with over 400 companies on large-scale digital transformation initiatives, and were acquired by the largest human capital solutions company in the world.
All of these chapters had a few common threads. Our mission, our vision, our approach to the world — and, me as CEO. So this new chapter is going to be different, which will involve me stepping away from my role as CEO of General Assembly after ten amazing years.
As with any big change, I feel some uncertainty and a level of trepidation (a feeling I know that our students experience every single day as they gain new skills and transform their careers). But I’m also really, really happy, because we’ve found a really dynamic and talented executive to step into the CEO role. Over the past six months, we’ve run a robust and intensive search, with a lot of deliberation and consideration of many talented and qualified candidates.
So: I am excited to announce Lisa Lewin as our new Chief Executive Officer, starting August 17. I have absolute confidence that Lisa is the leader who will ensure that General Assembly reaches its ambitious growth goals, while also contributing to the culture that will ensure its continued success. I am also looking forward to being a part of this process — I’ve told Lisa I’m here for whatever support she wants or needs (while of course not getting in the way.)
At the start of GA, I was just coming out of the painful anxious experience of graduating college into a recession, feeling lost and lonely in the world of work. Being able to translate that experience into an ever expanding pathway for others in the same predicament has been incredibly meaningful to me personally. But to be able to build this among a brilliant cast of thousands — team members, students, alumni, partners, investors — has been the greatest honor of my working life. I cannot think of a better steward for the next phase of this company’s development than Lisa Lewin, and I cannot wait to see what comes next for General Assembly.
To learn more about General Assembly’s new CEO, Lisa Lewin, read our press release here.
“Interactive,” “Engaging,” “Hands-on,” “Relevant,” “Practical,” “Digestible,” “Clear and easy to understand,” or “Fun!”
We’ve asked this question hundreds of times, and the answers are rarely surprising. Yet, when we ask another question, “How many of the classes you’ve taken actually fit these descriptions?” sadly, the percentage is often quite low — but not for our students.
At GA, we’ve mastered the magic of delivering great learning experiences for each student and client.
Interested in what this means? Read on.
Principles of Andragogy
Andragogy is an esoteric term meaning the method or practice of teaching adult learners. If this is the first time you’re seeing the word “andragogy,” you’re not alone.
The reason we mention this term is that we’re often asked about our “pedagogy”, in reference to our learning theory. Considering that the word most commonly used to discuss learning theory (pedagogy) has a prefix that means “relating to children” (ped) says something about the way society thinks about education. Namely, that learning is primarily for children. This has never been less true than it is today, where even successful professionals with years of post-graduate education and executive experience need to continuously upskill to keep pace with our rapidly changing world — now more than ever.
The distinction between andragogy, the adult learning methodology, and pedagogy, the children’s learning methodology, is important because while many good learning experience qualities such as engagement and interaction apply to both adults and children, there are some key contextual differences.
In both cases, excellent educators reference Bloom’s Cognitive Taxonomy to ground their courses in observable learning outcomes, and aim for active, hands-on learning with multiple opportunities to check for understanding and provide feedback along the way.
However, we all understand that adulthood differs from childhood. As adults, we have an abundance of two things children typically have less of: choice and responsibility.
What does this have to do with learning design? When you start thinking about taking a course or changing your career as an adult, you are plagued with different considerations than you had in grade school:
Is this worth my time and money?
Will I be successful in learning this?
What kind of people are going to be in my class?
Will this be useful for my unique set of circumstances?
Should I just Google it?
Designing for the Adult Learner
Six key actions tend to assuage adult learning anxieties, and help learners construct individualized meaning from a shared learning experience:
We know that adults learn best when they are active in the learning experience, when they are working toward solving a realistic, relevant, and interesting problem, and when they can show up as a whole person with individual experiences, goals, and preferences. Adults are not empty vessels… they are fully developed and experienced individuals.
So how does this knowledge impact our approach to learning? We design classes where the instructor does not just push information to the students; the instructor creates space where students can share their perspectives, be social, build connections, hear from other people, stretch their minds, and enjoy the process.
If you’re having trouble picturing a unique GA learning experience, here is an example of what it looks like in practice:
As a warm-up activity, we ask groups of participants to “be the search engine.” We give them printouts of five different Google search results from a previous search we conducted, such as “lunch.” We then ask them to arrange those printouts in the order they should be returned to the searcher in response to a few rapid-fire search queries, such as:
“Best Restaurant to Take Clients”
“Vegan Lunch Downtown”
This succession of questions leads students to look at the details of the pages — their titles, contents, references to location, date published, etc. — to make and discuss these decisions. These details are factors of how search algorithms work and factors they will need to optimize for in their SEO strategies.
The exercise illustrated above takes about ten minutes, roughly the same amount of time it would take the instructor to explain how search engines work. However, the exercise primes the students with decision-making, real-life engagement, and meaningful, useful information that can later be built upon. Most importantly, the students have not just heard the information; they have processed it — and had fun along the way.
Instructional Design in the Digital Age
At GA, we deliver learning across two spectrums: the experience spectrum, which ranges from absolute beginners to field professionals seeking to remain current, and the duration spectrum, which ranges from 20-minute eLearning modules to 12-week, 480-hour immersive courses.
Designing a relevant and active learning experience across these spectrums is not easy, but it’s core to our proven success in digital skills education over the last nine years. Our instructional design practices are rooted in:
Modern Digital Design Practices
Learning Theory and Sciences
Understanding each of these fields helps us to better utilize the other.
Modern digital design practices include user research, design thinking, agile development, data analysis, and rapid iteration. These practices are typically core drivers of the last 30 years of technology innovation, yet too many educational institutions have been slow to embrace them. By leveraging these more modern practices into our instructional design process, we can make better use of learning theories and sciences that largely emerged in the 20th century, including the behaviorist learning theory and constructivist learning theory.
For example, Nir Eyal’s book, “Hooked: How to Build Habit-Forming Products,” elaborates on a behaviorist learning theory used by UX designers and product teams to keep users coming back to their platforms. Think of that addictive social media feed, or how you can’t resist tapping an app with a big red notification bubble…
This behaviorist strategy is also well-suited for learning beginners just starting in a field, or those independently working through material on a digital learning platform. Through data analysis, we’ve seen this user need come through in myGA (eLearning) lessons via requests for “more knowledge checks,” and we’ve added them accordingly. Those frequent checks help learners gain confidence and validate their understanding, which is particularly important in the absence of a live instructor.
As a learner “climbs” Bloom’s taxonomy into greater depths of knowledge in a field, frequent, short exercises start to become irritating, and gamification attempts can feel juvenile. We’ve seen this in students’ feedback on long-form courses where they’d prefer fewer activities. This feedback led us to consolidate those activities into select, more robust exercises.
Meaningful, more robust exercises are examples of the constructivist learning theory, which suggests no singular “truth,” and each individual will derive a personal meaning through action and reflection. At GA, this shows up in all of our long-form courses, where in the end, students solve real-world business problems of their choice in a capstone project.
Guiding learners to make their own meaning through project work is great when you are leading a classroom of professionals in solving a business problem using new digital skills. Still, it can leave people lost in certain scenarios, i.e., if applied in a room full of first-time programmers trying to understand what a Python loop is. That’s why both constructivism and behaviorism strategies are effective for different purposes.
Through user research and data analysis of the thousands of learners collected over the years, we know how to deploy the right strategy at the right time, and iterate in rapid cycles based on continuous feedback from our instructors and learners.
Bringing Everything Together
We’re passionate about delivering best-in-class education, and hope a deep dive into our approach to learning has provided some helpful insights as you explore an upskilling journey that will ensure both personal and professional growth for your teams.
Alison Kashin is the Director of Instructional Design at General Assembly.
Since 2011, General Assembly has trained individuals and teams online and on-campus through experiential education in the fields of technology, data, marketing, design, and product. Learn more about how we can transform your talent, and our solutions to upskill and reskill teams across the globe.
General Assembly’s mission is to empower people to pursue the work they love, and we recognize that not all individuals have the same level of access and opportunity. That’s why we launched the Social Impact initiative five years ago to create pathways for students from underserved and underrepresented communities into tech, marketing, and data design.
Our newest Social Impact program is a partnership that combines student-friendly financing with additional coaching, mentorship, referrals to local and community resources, as well as access to emergency funds.
The program launched in fall 2019, and I joined the team in late December of 2019 as the Social Impact Program Services Lead, tasked with leading the supportive service programming for students enrolled via our Catalyst Income Share Agreements. Within my first 90 days on the job, the world as we know it changed, and we found ourselves in the epicenter of a global pandemic.
This post was originally scheduled to be released in response to the global health crisis. However, the recent murders of George Floyd, Rayshard Brooks, Ahmaud Abery, and Breonna Taylor have not only shaken us to our core, but have also triggered an immediate response to gather and circulate self care and mental health resources for our entire GA community, but most importantly, our black students and staff members. We recognized the necessity to share information and create supportive spaces; to gather and form communities of healing and strength during this time.
The Social Impact 2020 Global Resource Guide was created to provide real-time support to individuals looking for resources right now. This Resource Guide consists of an expansive list of supports covering categories such as:
Bill and Payment Relief
Mental Health and Wellness
Emergency Cash Assistance
The resources are provided by local nonprofits, government agencies, grassroots organizations, private foundations, and corporations. We’ve also included anything that might be useful to our community: from where to find free diapers, tips for indoor socializing at any age, and where to find free storage for students who may be displaced and need to leave their college campuses. We did our best to take into account the unique needs of everyone who may have been affected by the recent events, with support catered to people of diverse races and ethnicities, specific industry/professional backgrounds, various age ranges, all gender identities, and people who identify as LGBTQIA+.
We are committed to standing with our black students and staff members as we fight racism and work to build a more equitable and just society for all. This work is demanding, nonstop, and at times, overwhelming. Knowing this, we have to remember to take care of ourselves. This guide highlights a comprehensive list of black mental health and self care resources that include online directories for black therapists and licensed mental health practitioners, pro bono services, virtual healing spaces, town halls, as well as fact sheets to manage emotions and create opportunities for safe spaces and important ongoing conversations.
As we focus on developing coping strategies, building resiliency, and looking towards a better tomorrow, regional mental health and wellness resources are also highlighted, focusing on providing comfort to anyone who may be experiencing feelings of anxiety, anger, loss, grief, and even confusion. A variety of helplines, on demand or text-based counseling services, meditation resources, and wellness apps are also showcased, offering something for everyone at any time.
The guide covers 14 individual regions, comprising five countries across four continents.
United States: Atlanta, Austin, Boston, Chicago, Denver, Washington DC, Los Angeles,NYC, San Francisco, and Seattle
United Kingdom: London
Asia Pacific: Singapore
The Global Resource Guide originally grew out of a call to action responding to the needs of our General Assembly community during a time of crisis. It has blossomed into a comprehensive document that not only supports the needs of the GA community, but a larger global community.
I’m sharing this guide with you because there is a resource in this document for everyone. I encourage you to take the time to take a look, and continue to pass it on.
The COVID-19 pandemic has led to a rapid and forced transformation of many businesses. Plans that companies previously anticipated rolling out over many years have been decided and implemented in weeks.
Amid this rapid change where many are scrambling to adapt, leaders should ask themselves what other “five-year plans” should fastrack to keep pace with these critical business plans. One of the plans that companies should evaluate is talent development: how can businesses develop strategic plans to meet the needs of their rapidly evolving businesses?
Creating talent development work isn’t as easy as providing online learning to employees. Our Marketing Standards board members met recently and uncovered an unexpected commonality. While all of them are making learning available to their employees, the primary area for improvement on their employee engagement surveys continues to be upskilling. This revelation brought on a layered conversation about the common challenges employers face when it comes to engaging employees in training and development — especially when these pieces of training are online. So, what’s causing the disconnect between desire and action on upskilling employees, and most importantly, what can leaders do about it?
Understanding the Disconnect
Upskilling is urgent for employers — especially for newer professionals who aren’t going to be satisfied in their jobs if there are no learning (or advancement) opportunities. Employees don’t merely want a job; they want to work for companies they can learn from and grow within; employees wish to build careers.
In a Deloitte survey, 90% of employees said their organizations were redesigning jobs. The World Economic Forum reported that more than half of all its employees would require reskilling or upskilling to address the digital skills gaps driven by changing job requirements over the next three years.
For many reasons like these, our board members agree that it’s an employer’s responsibility to make learning available and an integrated part of the employee experience.
So, what’s getting in the way of learning — from the employee perspective?
Two big factors are time and incentive. Many employees feel like there’s not enough time during the workday to take the training accessible to them. Others don’t prioritize upskilling because although they want new and updated skills, there is no extrinsic motivator for learning them. One of the clearest opportunities for extrinsic motivation often isn’t clearly connected to training: it’s the idea that training and skills are requisite expectations for the job or performance. The right jobs motivate all of us.
Providing employees with upskilling opportunities signals to them that they are valued and that they have a future within their workplace organization. However, offering a training program isn’t enough — the implementation of these programs must be intentional, structured, and relevant. During our conversation, board members came up with tips that can help companies foster a learning-positive workplace. These tips include:
1. Partner With Leadership to Allocate Time During the Workday
Big roadblocks employees face: blocking time to make learning important and creating company-wide time blocks, like “No Meetings Fridays,” to provide designated time for employee upskilling. Making these time blocks company-wide is critical. If some teams aren’t participating in it, they’ll throw a meeting on the calendar that conflicts with the learning time. At that point, you’ve lost the consistent open time and original initiative purpose you’re trying to create for your team.
2. Extrinsic Incentives: Compelling Rewards
Extrinsic incentives are tangible motivators that can encourage employees to take an upskilling training course. Offering incentives gives employees a clear prize at the end of their experience, plus an added incentive to complete learning by a particular due date. This specific incentive is a nice touch from board member Gretchen Saegh (CMO of L’Oréal USA), who plans on rewarding “the best re-scorer” of the CM1 assessment with being “CMO for the day.” These empowering incentives give employees a sense of purpose, a structured career path, and long-term vision, giving them valuable real-world experiences and advice that can be difficult to get elsewhere.
Extrinsic Incentives: Executive Messaging on Expectations
When employees see their managers endorsing upskilling, and also see the executive team pushing for the same thing, it speaks volumes about the value of upskilling within that organization and the expectations around completing tasks and initiatives surrounding it. The bottom line is that upskilling gains immediate credibility when employees see it supported by leadership. A message from the CEO and executive team is imperative when it comes to setting the tone for a company, as a message from “the top” can have a ripple effect throughout the organization.
Getting employees to translate the desire-to-action key values of online learning is particularly pertinent as more employers look for efficient and effective ways to train their employees remotely via online training providers. It’s a new world, and there’s no magic bullet, hidden secrets, and there are certainly no shortcuts. The right online training is thoughtful and methodical: it considers human behavior, personal motivations, and leadership alignment + support to get online training to occur and resonate for employees — from entry-level positions to the C-suite.
Finally, there’s the process of trial and error. Although initiatives often start with the strongest and best of intentions, the most successful training results adapt and fluctuate over time. No plan is flawless right out of the gate — however well-planned or well-intended.
Black life and Black lives matter. Silence and idleness in the face of systemic oppression are complicity, and we are not complicit. General Assembly stands with those across the U.S. and around the world1 fighting against racism, police brutality, and the widespread, systemic violence against Black people that has taken place throughout our global history. We know that the lives we lost can never be replaced, and we stand with the anger and bravery of protestors and activists risking their lives in the pursuit of justice.
The murders of Ahmaud Arbery, Sandra Bland, Rayshard Brooks, Michael Brown, Philando Castile, Michelle Cusseaux, Dominique Fells, George Floyd, Eric Garner, Trayvon Martin, Tony McDade, Riah Milton, Nina Pop, Breonna Taylor — and countless others whose many names we may never know — continue to shake us to our cores.
Over the past few weeks, we have taken important internal steps to accelerate the work we need to do as a company to truly create a diverse, inclusive, and equitable GA environment for our employees, students, clients, and alumni. We have a lot of work to do. Still, as a company, we are committed to educating ourselves, supporting racial justice organizations, and engaging in activism and the political process. We have also pushed ourselves to ask: “How can we take more responsibility as a GA community to build a just and equitable world?”
GA helps people find meaningful work by training them with digital, technological skills, but most importantly, we view our work and advocacy within a broader movement towards social justice. That said, we know that we are also a part of an education and workforce ecosystem that often perpetuates the systemic racism that exists in every facet of American — and global — societies.
This work begins at home. We commit to increasing the diversity of our leadership and executive teams and developing professional growth pathways for our Black staff. We are also making a company-wide commitment to hiring more Black talent, and to using our platform to educate employers and other training providers on building inclusive talent pipelines.
In the weeks and months to come, we will speak up and take action to elevate ideas, norms, and values that can dismantle white supremacy2 and move the needle towards justice. Below are three spaces that we believe GA can work within to drive change.
1. Increase access to high-quality education and training for Black students in underserved communities.
The U.S. education system is set up to offer nearly limitless opportunity to those in positions of privilege and far less to those without any. Our responsibility as an education provider is to create pathways to social and economic mobility for communities who have been historically locked out.
We need to be intentional and proactive about building partnerships with community organizations to support students from underserved communities and those who have been incarcerated. This will require further investment in financing alternatives that can reduce the cost of education, and shift the risk away from learners by holding providers accountable for ensuring successful job outcomes. GA must expand comprehensive support for students with wraparound services (such as childcare, transportation, and mental health) that help remove the roadblocks that often prevent people from pursuing or completing their education.
GA’s commitment: We will seek out employers to partner with on the expansion of our impactful Digital Academy and Managed Service Provider Partner Models to attract, nurture, and actively promote Black talent. We will donate our educational products to nonprofit organizations focused on fostering Black talent. We will deepen the support we offer students, such as emergency funds, case management, referrals, and tech equipment. We will formalize the work we are doing to leverage our students’ talents and alumni to support nonprofits and small businesses, focusing on racial justice organizations and Black-owned businesses.
2. Work with hiring partners to end biased hiring and enable new practices that get more Black talent into jobs.
For most people, getting a good job is the ultimate goal of their education and training experience. That makes it easy for employers to blame labor market inequality on the mythical “pipeline problem” and shift responsibility onto education providers, rather than making investments in existing talent or new pipelines of talent.
Employers must do better. To start, that means concrete actions such as removing college degree requirements from job postings and implementing skills-based hiring practices that recognize performance rather than pedigree. It includes practices like “Banning the Box” to open doors for formerly incarcerated job seekers, and eliminating unpaid internships that favor those with the means to support themselves to work without pay. Employers must recognize the incredible potential of their people already employed and create talent pivots and pathways for new roles and functions.
GA’s commitment: We will urge our hiring partners and clients to make public commitments to hiring Black talent and to make investments in upskilling or reskilling existing talent. We will direct Talent Acquisition, Career Coaches, and Local Campus Partnerships to use our voice and position to publicly call attention to biased hiring practices that disproportionately affect Black applicants. We will hold partners who want to hire our students accountable for making these changes.
3. Advocate for policies that boost access and affordability of high-quality education and training for Black people, and mobilize our community to participate in the political process.
From the U.S. Department of Education’s revocation of nondiscrimination guidelines to the outright provocations of violence from the President and his surrogates, it’s clear that we cannot rely on federal policymakers to make meaningful advancements when it comes to equity and racial justice.
Policies can be a lever for change in an election year — they’re more important than ever. We know there’s bipartisan support for ideas at the federal level such as job training tax credits or apprenticeships that can expand access to education. There’s momentum at the state and local level for ideas such as portable benefits that can better protect workers in a changing labor market. It’s also encouraging to see signs of collaboration and movement over the past weeks on urgent issues that aren’t directly related to education, like reinvesting police funding.
As 2020 candidates’ platforms evolve in the coming months, we all have an opportunity to raise our voices to advocate for federal, state, and local policies that can begin to chip away at America’s legacy of systemic racism. We can ensure that incoming elected officials make good on their responsibility to implement those necessary policies.
GA’s commitment: We will increase our efforts to advocate for legislation at the federal, state, and local levels to create pathways into high-skill, high-wage jobs for members of underserved communities. We will amplify amicus briefs in support of social justice issues, and take on external pro bono legal work. We will continue to push for a new social contract to strengthen the social safety net. We will educate our community on ways toget more involved in the political process while boosting voter registration deadlines, and local and federal election dates. We will close our U.S. offices on November 3, 2020, to allow our entire community to vote.
We take our commitments seriously, and understand that sincere and meaningful allyship is an ongoing journey. The truth is, we have many things to learn, so we will continue educating ourselves, speaking up, and embracing challenges to continue our growth process. We also appreciate ideas we may not have thought of that can help us create a more just and equitable world.
1General Assembly is a global education company with campuses in seven countries. We know that the current measures to dismantle systemic racism in the United States are not the same measures to address injustices in other parts of the world. The above statement focuses on the language, context, and our actions in the United States, and we look forward to sharing additional commitments across our other locations that are aligned with their regional political, social, and cultural realities.
“As long as gay people don’t have their rights all across America, there’s no reason for celebration.”
— Marsha P. Johnson, gay liberation activist and central figure in the Stonewall riots
With its iconic marches and vibrant colors, Pride is both a time of celebration, as well as a recognition of the Stonewall Rebellion’s anniversary, which birthed the modern LGBTQ+ rights movement. Today — a world of unrest that echoes the very Stonewall riots that gave us the Pride we know — is the time to focus on the spirit of that uprising and save the celebrations for another day.
Marsha P. Johnson, the Black trans woman who catalyzed the Stonewall Rebellion, said it best: “As long as gay people don’t have their rights all across America, there’s no reason for celebration.” As protests across the nation respond to systemic police brutality against the Black community, there is a bright, necessary light on violence against People of Color — including LGBTQ+ People of Color, who experience these injustices differently.
Today, in the United States:
Data shows that Black people who identify as LGBTQ+ have the highest rates of unemployment, lack of insurance coverage, food insecurity, and income below the poverty level than both non-Black LGBTQ+ people and non-LGBTQ+ Black people.
Young LGBT People of Color are at higher risk of homelessness. An estimated 20–40% of homeless youth in the U.S. identify as LGBT or believe they may be LGBTQ+. One study found that among homeless youth who identify as gay or lesbian, 44% identified as Black and 26% as Latino.
Black transgender women are disproportionately victims of harassment and violence; last year, there were 26 reported deaths of transgender and gender non-conforming people in the United States caused by acts of violence. Black trans women accounted for the majority of these losses.
The path forward is paved with solidarity. We hope these injustices are rectified soon so that all of us can celebrate and heal — not just a privileged few. In the meantime, we’re here to support you with resources and workshops focused on LGBTQ+ topics. For more information on how you can stand with People of Color, read our post, Why We Should All Be Angry, by our very own Vice President for Diversity, Equity, and Inclusion, James Page.
General Assembly (GA) is a community committed to diversity, equity, and inclusion. We aim to provide a welcoming environment for everyone at GA: students, staff, instructors, clients, and anyone who walks through our doors, physical or virtual. No matter what, we strive to uphold our work value to “Keep Getting Better” in our diversity journey.
In the United States, where many in our community are located, there is a long history of violence and harassment against People of Color. Now that many people carry cameras with them and have instant access to social media, these acts of violence and harassment are more likely to be swiftly and readily exposed. In recent weeks, we have experienced a shared sense of grief and horror over the untimely deaths of Ahmaud Arbery, Breonna Taylor, George Floyd, and the harassment of Christian Cooper.
We stand with Black and Brown People and are fully committed to creating physically and emotionally safe spaces for our entire GA community. Black lives matter. We do not tolerate racism or racial harassment of any kind — and we never will. In that spirit, we share this reflection by James Page, General Assembly’s Vice President for Diversity, Equity, and Inclusion:
As a Black man in America, I’ve been aware since my teen years that others’ fears are closely linked to my skin color. While I found some humor when a White woman would clutch her purse as I walked by, there was also significant frustration. I was a nerdy Catholic school kid who liked to crack a joke. However, my identity as a Black man was perceived as dangerous and threatening in a way that superseded anything else about me.
In 2016, I took a trip to the Smithsonian National Museum of African American History & Culture with my 13-year-old son. I will never forget the Emmett Till exhibit, where an open casket holds a photo of Emmett’s beaten and deformed face. I was frozen. I held my son’s hand, and without any real awareness, tears began to roll down my face.
My son asked me what was wrong. I explained that Emmett was a 14-year-old African-American boy who was visiting family in Mississippi in 1955. A White woman accused him of whistling at her, and he was brutally beaten and murdered by two White men. The killers were found not guilty, even though they admitted to killing him one year later. They were confident that the American legal system would protect them. Sixty-two years later, Emmett’s accuser admitted she lied — he never whistled at her. Her false accusation was enough to end that young man’s life with no recourse to his accuser or his murderers.
Fair-minded people can agree that taking another human life is wrong, and share the sense of outrage at the senseless, recent deaths of Ahmaud Arbery, Breonna Taylor, and George Floyd. However, the story of Emmett Till and its connection to the story of Amy Cooper speaks to a much deeper pattern of racism, exploitation, and injustice that is pervasive and prevalent in our society.
Why am I angry at the justice system and our police force? Why am I angry at Amy Cooper? Why should we all be angry? Because she shared the same sense of privilege and entitlement as Emmett’s accuser when she called the police on Christian Cooper. She knew that if she called 911 and expressed fear as a White woman threatened by a Black man, she would be believed, and a Black man would be punished, regardless of what actually happened. She weaponized her racial advantage and it could have been lethal to Christian Cooper: just as it was when Carolyn Bryant lied about Emmett Till, when Eleanor Strubing accused Joseph Spell of rape, and when Tom Robinson was accused of raping Mayella Ewell in To Kill a Mockingbird.
Black men have been conditioned to fear the police, the U.S. justice system, and White women. It is well known that when the cops, or “the posse” show up, the Black man — a 14-year-old Black boy visiting family, a Black man in a consensual relationship with a White woman, a Black character in one of the greatest novels of all time, or a Black Harvard grad birdwatching in a park — can be arrested, beaten, jailed, abused, and subjected to extreme acts of violence. His Black body can be deemed disposable, be made an example of, and deemed unimportant, a piece of property for the public; another piece of “strange fruit – blood on the leaves, blood at the root.”
While fear is closely linked to my identity, passed on from generation to generation, it is a fear that I must submit to — unbelievable in 2020. I must learn and follow the unspoken rules. I must fear the police, the justice system, bank lenders, the President of the United States, and the White woman clutching her purse — innocuous people or protectors under any other circumstance. As Ta-Nehisi Coates wrote, “It is not necessary that you believe that the officer who choked Eric Garner set out that day to destroy a body. All you need to understand is that the officer carries with him the power of the American state and the weight of an American legacy, and they necessitate that of the bodies destroyed every year, some wild and disproportionate number of them will be Black.”
The only way to end this ongoing cycle is to educate ourselves, show up for People of Color, and get involved in the political process. This is not a new moment in our nation’s history, but part of the ongoing suffering, injustice, and inhumane treatment of minorities; these acts of aggression, violence, and unequal rights we are experiencing right now create real trauma for communities of color who have to live every day in fear. All of us have a role to play in dismantling institutional racism in this country; all of us must help address — and heal — that trauma. Now is the time to stand together and say, “No. More.”
If you are looking for ways to show up as an ally in this time, here are some places to get started — we share a handful of resources and it is by no means exhaustive:
Spend time reading and learning. Read the work of James Baldwin, Ta-Nahesi Coates, Angela Davis, bell hooks, Audre Lorde, Richard Wright, and Malcolm X. More recent books like How to be Antiracist, White Fragility, Why Are All the Black Kids Sitting Together in the Cafeteria?, and White Rage provide contemporary insight on how to show up for communities of color. Purchase them from your local bookstore, and check out more resources here. They are truly eye-opening.
Support organizations that are moving the needle on racial justice. Color of Change, Campaign Zero, the Anti-Racism Project, the NAACP, UnidosUS, and the ACLU are but a handful of the organizations working nationally and locally for social justice issues facing communities of color. Sign up for their mailing lists, donate, respond to their calls to action, and find other ways to get involved.
Stand up for People of Color.When you see wrong, stand up for what is right. Call out racist actions — explicit or implicit — when you see them. When justice is compromised, protest, and challenge it until it creates change. You can learn more about how to be an ally here and here.
Get involved in the political process. No matter where you fall on the political spectrum, demand accountability from your elected officials and advocate and support candidates who share your values. Most importantly, vote (register here) – and encourage others in your community to do the same.
At General Assembly, we will never compromise on ensuring that everyone within our community gets treated with dignity and respect. In the spirit of our shared commitment to learning, we urge all of you to engage on these issues with curiosity, humility, empathy, and self-awareness in service of active dialogue, brave allyship, and the human goodness that can be brought out by all of us.
Embarking on a career change is a major investment. To say it’s a tough endeavor is an understatement, as it usually requires time, money, and effort to bridge skills gaps and make inroads in a new field or profession.
At General Assembly, we’ve helped over 13,000 individuals with finding a job and launching new careers through our full-time Immersive programs in coding, data, and UX design. GA courses aren’t cheap, but they have a high return on investment and are specifically designed to prepare students to be successful and secure high-wage, high-potential roles as web developers, data scientists, and UX designers.
However, many students can’t financially afford this education out of pocket. About 40% of our full-time students use third-party funding sources — including loans, scholarships, GI Bill® benefits, and government programs — to attend GA. There are more seeking who would like to do the same, but half of those who apply for loans get turned down, and our pool of scholarship funding is not big enough to meet demand.
The fact of the matter is that many of our students already have debt from past education or credit cards that affects their ability to secure new financing. Today, the typical college student borrower graduates with an average of $22,000 in debt. A recent study revealed that over 30% of recent student borrowers are facing serious struggles with repaying debt loads. The combination of existing repayment obligations and the looming risk of default leaves many adults with extremely limited funds to devote to continuing education. It’s a frustrating cycle — individuals are stuck in low-paying jobs they don’t love, but they can’t afford the education that will fast-track them into a new line of work.
At GA, we never want a student’s financial struggles to stand in the way of their motivation to break into a new profession. In order to create more access to our rewarding programs, we sought out new ways for career-changers to financially fund their education.
One concept that caught our attention was income share agreements (ISAs), a model of income-based repayment that’s gaining traction among education and training providers. After nearly two years designing this program, we’re excited to launch Catalyst, GA’s ISA program. Since many people are curious about ISAs, we wanted to share some insight around why they’re a viable option for many students pursuing this program, regardless of their income, credit history, or background.
You can read about how and why we created the Catalyst program in more detail in our white paper, Untapped Potential.
How GA’s Catalyst ISA Program Works
The gist of the Catalyst program is this: Students can accomplish taking a full-time GA Immersive course in web development, data science, or UX design at no upfront cost. After they graduate and land a job earning at least $40,000 annually, they’ll start paying back 10% of their income over 48 monthly payments.
We chose this income share amount because it’s comparable to what students might pay for a loan, based on our typical starting salaries. According to PayScale, average starting salaries for web developers are $54,365 nationally, and data from Climb Credit, one of our loan partners, shows that GA graduates report median starting salaries of $60,000 after taking an Immersive course.
Payments are maxed out at 1.5 times the initial cost of tuition (currently about $15,000), meaning that higher earners may end up paying as much as $22,425 total, while lower earners will pay less. We’re working with Vemo Education, the largest provider of ISAs in the United States, to manage the program’s day-to-day operations and administration.
We think these terms benefit career-changers for several reasons:
Approval based on future potential. Many loan applicants get rejected because of low credit scores or other debt. Acceptance to Catalyst instead depends on students’ drive and readiness to thrive in the course and on the job.
Employment first, payments later. Students can devote their time and energy to excelling in class and job searching — without the looming stress of upcoming payments.
Career focus. ISAs and career support go hand in hand. GA’s Career Services team is dedicated to making sure students land a job in their field of study through one-on-one coaching, exclusive hiring events, networking opportunities, and more.
Flexible career pathways. The $40,000 minimum salary allows students to accept a lower-paying job they’re passionate about, cultivate a freelance business, or even start their own company without the pressure of loan repayments.
Life happens? Payments stop. Students can pause payments at any time if they stop working, whether due to unemployment or personal, family, or health-related reasons.
Our Approach to ISAs
We took a student-centric, research-based approach in deciding whether to introduce ISAs. It was essential to develop a model that does not put the burden only on the student, but also ensures that GA is incentivized to help participants meet their career goals. First and foremost, we wanted to introduce an option that would be attractive to all individuals, regardless of income, credit history, or background.
Data from the ISA industry at large informed our approach to designing the Catalyst program, but our own unique experience serving thousands of students defined our terms. Here are some of the considerations we made while exploring ISAs as a payment option:
Student feedback. We reached out to alumni to understand whether or not an ISA-type structure would be appealing to them. We learned what features resonated with our community and built them into our program. More than anything else, students valued not having to make payments while in school and during their job search.
Current payment performance data and trends. After analyzing data from past GA applicants and students, we knew that affordability was still a frequent barrier. Loans, government funding, and scholarships are increasingly popular options for our community, but we couldn’t meet demand due to obstacles like a small scholarship pool and applicants’ inability to secure loans.
A strong focus on career outcomes. It’s incredible what GA students can achieve after taking one of our full-time programs, regardless of their educational and professional backgrounds. We strongly believe that ISAs can’t work without outcomes-based programming, and GA’s Career Services team is solely focused on ensuring that students in our full-time courses have the tools and skill sets they need to land a job after they graduate. We track student progress, have a Big Four accounting firm audit our job-placement data, and share our outcomes reports publicly every year.
Likelihood of students’ success. Students’ actions prior to enrollment reliably indicate how they’ll perform in their course and job search. To ensure Catalyst participants are prepared, applicants must complete our admissions requirements, course pre-work, and a readiness assessment. Our data shows that good performance on the assessment is the best predictor of success in the program and the job search.
Commitment to transparency. ISAs are new and we know there’s still a lot to learn about the model, but we’re optimistic. Because of this, we’re pledging to define key success metrics and make them publicly available.
Thanks to funding from the investment firm Kennedy Lewis, we’re able to serve 5,000 students through the Catalyst program in the coming years. We chose to work with the company because of its alignment with our mission and the goals of the program. “The positive social impacts of ISAs are extensive because they align the quality of the education with the cost,” said David Chene, co-founder and managing partner at Kennedy Lewis. “ISAs avoid the debt trap associated with student loan debt as a student will never be asked to pay more than they can afford.”
We’ll learn a lot along the way and are committed to maintaining transparency with our students, our partners, and others interested in the future of ISAs for accelerated career training and work experience. We’ll share updates regularly as we learn, iterate, and improve so we can continue to create greater access to GA’s programs and empower students to pursue professions they love.
Ashley Rudolph is GA’s Director of Consumer Operations and Financing, overseeing global campus operations, as well as General Assembly’s loan and income share agreement programs.
Tom Ogletree is Senior Director of Social Impact and External Affairs and manages GA’s communications, public affairs, and social impact initiatives.
Since 2011, General Assembly has trained individuals and teams online and on campus through experiential education in the fields of coding, data, design, and business. We believe everyone should have access to leading-edge education that will transform their careers — and their lives. Learn more about our Catalyst ISA program and other financing options, and find out what we’re doing to break down barriers to employment, diversify the workforce, and close the skills gap.
Looking inside of a new roadmap of core skills to drive vision and leadership in the industry to see what it takes to be a leader in marketing?
This ideal skill set has changed dramatically in recent years as the responsibilities and experience of today’s marketers have expanded in scope. While strengths that used to set marketers apart — like crafting a powerful brand voice and a brilliant go-to-market strategy — are still more important than ever, leaders today need to be savvier with marketing technology, data fluent, and measurement focused. They must be equipped to decide which systems power their strategies, connect the customer experience across an array of channels, and address new innovations such as virtual reality and artificial intelligence. They are also accountable for demonstrating and optimizing ROI.
As marketing’s purview has widened, we’ve seen individual roles become increasingly narrow and specialized, creating silos of digital capability. Budding marketers often focus on technical skills around a specific set of digital tools such as Optimizely and AdWords that translate to growing sub-fields, including conversion rate optimization and SEO/SEM.
The problem with this approach is that by focusing on a limited set of tactical skills rather than the broader goals those skills help achieve, marketers risk losing visibility into how brands grow. They also lose the ability to solve complex problems that span beyond their immediate domain.
This creates several human capital challenges:
Lack of leadership development: A narrow skill set is not suited to leadership roles in marketing, which increasingly require synthesis across social channels and touchpoints.
Lack of career guidance: To grow beyond narrow domains, marketers need clear guidance on what skills and industry experience they should develop and what career options become available as a result.
Lack of clarity in hiring: Without clarity around the essential marketing skills or how to assess for them, recruiters can only guess at who might be a high-potential candidate. And without clear expectations, new hires are not set up for marketing success.
To better prepare the next generation of marketers, leaders across the industry urgently need to come together to explain the broad skill set needed for marketing success in the field today. As a wide-ranging set of good marketing leaders across the consumer goods, technology, publishing, and education sectors, we formed the Marketing Standards Board to channel our collective experience toward this purpose. With the goal of defining excellence in the field and providing transparency into marketing careers, we’ve crafted a framework that will help provide this clarity for individuals, teams, and business partners.
What Makes a Marketer?
Marketing is comprised of four major functions, each with a distinct goal:
Brand: Define and communicate brand purpose, value, and experience.
Brand marketers are responsible for brand strategy, brand communications, and working across the organization to create a holistic customer experience.
Sample job titles: VP of global brand, director of integrated marketing, brand manager
Acquisition: Win new customers for your products and services.
Acquisition marketers are responsible for acquiring customers within a given budget. They run campaigns and think strategically to improve performance.
Sample job titles: Director of search engine marketing, lead generation specialist
Retention and Loyalty: Retain customers and expand share of wallet.
Retention and loyalty marketers are responsible for engaging customers. They deeply understand consumer behavior and work to maximize customer lifetime value.
Sample job titles: Manager of CRM, director of brand activation
Analytics and Insights: Get business insights and drive ROI using data.
Marketing analysts are responsible for analyzing increasingly large volumes of data to derive insight that informs business decisions.
Sample job titles: Marketing analytics manager, data scientist — marketing.
These four functions are common threads of marketing success, and they frame goals that haven’t changed over time. They were true when TV, print, and radio were the dominant media, remain true today with the prominence of web and mobile, and will remain true for whatever media and products come next. Although the execution required to achieve these goals has changed due to new tools and technology, the underlying purpose provides a stable frame of reference to understand and explain our profession.
Experienced marketers will often prioritize the skills needed for their role spread across more than one of these functions, given that a single role is often accountable for multiple goals that require a blend of skills.
A Career Framework for Marketing
With the four functions of marketing in mind, we have drafted a framework that captures our collective thinking about the career paths and associated skills required in marketing today.
Let’s break down each section of the framework and how we see it being used to guide career progression.
Level 1: Foundation
To begin a career in marketing, individuals need the bundle of skills in Level 1, from understanding customer insight to marketing technology. These skills allow them to be valuable early-career professionals, and are essential irrespective of company type, stage, and industry. From an HR perspective, Level 1 encompasses the set of required skills for most entry-level and early-career marketing candidates. They are the building blocks of marketing success that are needed and can be assessed for, regardless of one’s future career path.
Level 2: Application (Mid-Level)
Level 2 is for mid-career professionals and includes the four key functions we identified above. After demonstrating strong fundamentals from Level 1, most marketers will find that their career paths grow into a mix of Level 2 applications. Not all mid-career professionals need or desire expertise in all four areas — many will find their talents best suited in one or two. However, awareness of the full spectrum can identify strengths on which to double down and gaps that may lead a marketer to seek more support from others on their team.
For example, there are brand managers who are incredible at building out brand identity and communicating the value to consumers. They are clearly Level 2 marketers specializing in brand, even though they use acquisition and retention strategies to execute on their objectives. Similarly, there are search engine marketing managers (Level 2 marketers in acquisition) who are tremendously effective at finding new customers, and CRM managers (Level 2 marketers in retention) who specialize in engaging and delighting existing customers. Finally, new roles have emerged that are as much data professional as marketer, and as such we see Level 2 marketers in analytics.
It’s our job as leaders to guide team members toward Level 2 applications based on talent and interest, and define with our HR colleagues which (and how many) Level 2 skills are needed in each role, at each stage of seniority. Skills across these Level 2 applications, paired with strong vision and judgement, will prepare individuals to become marketing leaders.
Level 3: Leadership (Senior Role/Management)
For team members who seek leadership roles, Level 3 contains the bundle of additional skills needed to be successful marketing directors, vice presidents, senior vice presidents, and, ultimately, chief marketing officers. While having Level 3 skills does not make a leader, a leader typically possesses all of the Level 3 skills. At the leadership level, overall domain expertise and verbal communication skills becomes as important as setting the vision and strategy for the marketing team. Because these roles require problem-solving across the specialties of marketing, from customer experience to tech and data, successful Level 3s have often covered more than one Level 2 during their careers.
Next Steps: Putting Words Into Action
We formed the Marketing Standards Board six months ago to provide clarity into marketing careers for individuals, teams, and business partners. Our career framework is a first step toward achieving this goal, but it’s only effective if followed by action.
Our goal is for this career framework to be a valuable tool for:
Aspiring marketers who want to understand what skills they need to enter the field.
Mid-career professionals who want to understand their career options.
Marketing leaders who want to build capable, well-balanced teams.
HR leaders who want to build transparent, consistent career pathways.
To put this theory into action, we are going to use this framework within our organizations to:
Explain career progression and roles across our teams. We’ll use the framework to guide development conversations by linking individual marketing activities to strategic objectives on our marketing teams.
Guide high-potential employees on how to round out their skills. Point to individual strengths and gaps in Level 2 applications and Level 3 skills to support conversations with team members who show potential to take their career to the next level.
Evaluate job candidates based on the function for which they are applying. Use one or more assessments to define and validate skills needed in open positions.
If you could benefit from these same actions, we encourage you to join us in using the framework for similar purposes in your own organizations. Our industry needs to use a common language around marketing, and that language extends beyond our board.
In parallel, we’re seeking feedback from our colleagues and friends to refine this framework. We’re starting with partners in our executive teams, industry associations, and peers around the world. We’re also asking you. If you have feedback on how this could be useful for you, let us know at email@example.com.
By coalescing on what it takes to succeed in marketing businesses, we can begin to examine some of the big talent strengths and weaknesses in the profession and better prepare the next generation of successful marketing leaders. We analyzed 20K+ Certified Marketer Level 1 assessment results; download The State of Skills: Marketing 2020 report to find out what we discovered.