4 Tips for Preparing for a Coding Interview

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If you’re applying for a software engineering position of some kind, chances are you’ll encounter some sort of technical interview or coding challenge. For newer engineers applying for software programming roles, the coding interview is oftentimes the most terrifying part. However, with a few interview preparation tips and things to consider, the technical interview will seem a lot less scary, and will hopefully be a valuable learning opportunity during your job search. Let’s break down a few helpful tips:

1. Build the hard skills.

Get in the habit of regularly doing code challenges. It’s a much more effective way to prepare for the coding interview than trying to cram a bunch of studying in before the big day. It’s important to schedule time each day to attempt at least one code challenge. You’ll get better at solving them, and you’ll also get better at outlining your process and speaking to it. A few great websites to help you practice code challenges in varying degrees of difficulty include: LeetCode, Codewars, and AlgoExpert.

These code challenges help build the essential hard skills you need to technically perform well in a coding interview. If you’re applying for a mid-level position as a software engineer, you’ll want to feel pretty solid with these types of challenges in your interview preparation. If you’re gearing up for your first technical interview as a junior engineer, you’ll want at least some exposure and practice with these. 

2. Don’t forget the soft skills.

Mastery of coding challenges is only half the battle, so don’t forget the soft skills. Throughout the entire interview process, including the technical coding interview, there are a lot of things that interviewers are looking for besides your ability to code. These other skills have to do with how well you communicate, collaborate, talk about the problem at hand, your leadership skills, your drive to learn, and generally speaking, how nice you are. Soft skills are often overlooked by candidates and can be deal breakers for a lot of coding interviews.

A company that’s worth applying to will want candidates that have strong soft skills, sometimes moreso than hard skills, because they show how well a person can grow within the company and develop those hard skills over time. This is especially the case for junior software engineers.

When you practice your code challenges, see if you can buddy up with someone and take turns doing mock interviews. Practice talking through the problems as you work, asking questions, giving each other hints here and there, and revealing your ability to lead, collaborate, and persevere.

3. Acknowledge multiple solutions.

This is the “cherry on top” for an interviewer: a candidate that’s not only skilled enough to work through the problem and has a personality that fits the company culture, but can also defend their solution and mention alternative approaches. This shows that you’re not just going with what you were taught or what you read online, but that you also acknowledge that there are multiple solutions to the same problem and have considered which is most appropriate for a given context.

As an interviewer administering a coding problem, I would prefer to see the simpler solution over the best solution, as it will give me more time to talk with the candidate. Now, if that candidate can also suggest alternative approaches and defend why they selected theirs, that’s an instant win. Bravo!

An example of this might be a challenge where you’re asked to design a search function for a video streaming app. You might use an inefficient algorithm for the sake of quick implementation during the job interview, but then mention a more appropriate algorithm that would otherwise be used in real life. Speaking of algorithms…

4. Study your algorithms and data structures.

This goes hand-in-hand with the hard skills, but deserves its own section. You don’t need to be a master of computer science to ace a coding interview, but there are some standard algorithms and data structures that you should feel good about referencing, or at least mentioning and talking about. For instance:

  • How does a bubble sort work vs. a merge sort?
  • What’s the difference between a stack and a queue?
  • What’s a linked list? What about a hash table?

It’s likely that you’ll be asked any of these interview questions, so becoming familiar with and being able to speak about them to a degree is a good thing. Cracking The Code Interview by Gayle Laakmann McDowell is a great book that covers all of the essential algorithms, data structures, and how to implement and use them in sample code challenges.

The coding interview is an opportunity for you to not only show off your skills as an engineer, but also to demonstrate how well you work with others. It’s designed to simulate what it’s like to work with you on a team. So be yourself, study and practice, take a deep breath, and go crush that coding interview!


Learn Software Engineering Online

A new chapter

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A message from co-founder and CEO Jake Schwartz:

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.

A is for Andragogy

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Think of a great learning experience you’ve had. 

How would you describe it? You might say:

“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: 

  • “Lunch” 
  • “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: 

  1. Modern Digital Design Practices
  2. 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. 

How to Build Diversity Within Your Tech Team

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On March 5, 2020, General Assembly publicly launched CODE for Good, an enterprise training coalition that reskills existing non-tech women and underrepresented groups into software engineers to improve diversity in the field. A lot has changed since early March, but our passions and initiatives remain stronger than ever. 

We launched CODE for Good as a way to make progress against these critical issues:

  • By 2028 there will be 4 million CS-related roles in the U.S. and only 19% of CS (Computer Science) grads to fill them.  
  • By 2030, roughly 14% of the global workforce will need to change or upgrade occupational categories, as digitization, automation, and advances in AI will disrupt the world of work.
  • Gender diversity in tech needs to improve. According to NCWIT, there are only 26% of women in computing-related roles with only 7% Asian women, 3% Black women, and 2% Hispanic women.
  • In the U.S., where many in our GA community are located, there is a long history of violence and harassment against People of Color. Discrimination is especially visible in the tech industry, where Black and Hispanic talent are underrepresented and face wage gaps versus their white peers.

Since CODE for Good launched, the coronavirus recession has hit Black Americans particularly hard, amplifying racial inequalities. As a global community, we should all be angry about the deaths of Ahmaud Arbery, Breonna Taylor, George Floyd, Rayshard Brooks, the harassment of Christian Cooper, and the many unnamed others who have been harassed, exploited, violated, and killed due to their race.

Meanwhile, digital acceleration spurred by COVID-19 is forcing leaders to prepare for automation and think about the immediate need to future-proof their teams.  According to insights from McKinsey, “Now is the time for companies to double down on their learning budgets and commit to reskilling… Building your reskilling muscle now is the first step to ensuring that your organization’s recovery business model is a success.”  

Savvy enterprise partners like CODE for Good launch partners, Guardian and Humana, are admirable examples of investing in the diversity of teams at this critical time while facing digital acceleration head-on. 

CODE for Good class, General Assembly and Instructor Team, and Guardian and Humana executive stakeholders.

The first-ever CODE for Good cohort kicked off a 3-month live online Software Engineering Immersive cohort on May 4, 2020. The students come from roles like Helpdesk Technician, Learning Coordinator, License Associate, and more at Guardian and Humana, and will have new jobs as software engineers at the end of the program. This incredible cohort showcases the diversity we can bring to the tech industry – it is 60% female, 50% BIPOC, and includes veterans, parents, and individuals who identify as LGBTQ.

As a company, we have learned three substantial things from this partnership and others, such as Adobe Digital Academy, Disney’s CODE Rosie, and Capital One Developer Academy (CODA): 

  1. Scale: Many companies want to champion a reskilling initiative, but it’s challenging to take an entire cohort (20–25 people) of existing employees out of their full-time jobs for three months, hold their current roles, and successfully place them all at the same time into a technology team (after the three-month Immersive course). 
  2. Target Audience: There is a massive need to reskill across all geographies, and this type of program is especially impactful with a diversity lens focused on creating opportunities for women and underrepresented groups.
  3. Price: While the value proposition and ROI are clear, it’s hard to fund a full $400K cohort without testing with a subset of employees in a shared cohort first.

Solution: GA’s CODE for Good, the first-ever multi-enterprise live online cohort.

These learnings prompted a lot of thoughts and dialogue at GA. For example, What if we make it easier for companies to hit their business and diversity goals by only committing to reskilling five existing employees at a time, focusing on women and underrepresented groups?  What if we made it even easier, and rolled it out as a live-online, multi-enterprise Immersive course (that’s pandemic-proof)? Finally, how easy would it be to commit only $100K for five spots per enterprise partner to reasonably scale while testing the model? 

These ideas came to life with CODE for Good, and we already see positive results just halfway through the first cohort. Mid-course surveys show a perfect NPS score of 100, and both students and instructors feel the impact.

Let’s dream big.

The sky truly is the limit. We’d like to see CODE for Good gain momentum and expand across companies, industries, geographies, and more, as we’re confident the results will speak for themselves. We’re excited to see graduates champion this program within their organizations and beyond.  

We’d love to hear from all of you directly if improving diversity in the tech industry is something that you believe in and that you’re championing.  Who wants to be part of the next U.S. launches or become a launch partner for CODE for Good Europe?   


We couldn’t have launched this program without the support of many people who helped make it happen. Here are some personal notes of “Thank You!”:

A huge thank you to the entire Guardian team for being a first-mover on this concept and pushing me to lock in the other partners to get this concept off the ground in 2020.  Another big thanks to the entire team at Humana for getting GA to a unanimous, ‘YES, let’s do this!’ 

I’m also grateful to Joyce Russell, President of The Adecco US Foundation, for submitting me to attend Fortune’s Most Powerful Women NextGen event in December ‘19, where Ellen McGirt, Senior Editor at Fortune Magazine, handed me the microphone to pitch CODE for Good in front of 200 female executives. I was thrilled to meet the Union Pacific Railroad team there, and their five employees will be reskilled as part of the next cohort!

Thank you to my kids, Jake (6) and Sophia (3), for crashing all of my Zoom calls to tell my colleagues and my clients that they both want to be engineers when they grow up. Finally, thank you to my husband for teaching me and my kids more about technology as an engineer himself.


Ali Levitan is the Head of Global Strategic Business Development & Innovation 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 tech teams across the globe.

Global Resource Guide

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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
  • Housing
  • Food
  • 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.

  • Canada: Toronto 
  • United States: Atlanta, Austin, Boston, Chicago, Denver, Washington DC, Los Angeles, NYC, San Francisco, and Seattle
  • United Kingdom: London
  • Asia Pacific: Singapore
  • Australia: Sydney/Melbourne

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.

Get the Resource Guide

Filling the Gap Between Learning & Engagement

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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.  

Possible Solutions

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

Source: https://learning.linkedin.com/resources/workplace-learning-report

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.  

Learning is always a journey.

To learn more about how General Assembly can help guide your company’s talent transformation, check out our enterprise marketing solutions.

General Assembly + CUNY

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These are unprecedented times for the world and for New York City. Many things have changed, but our goal hasn’t: We’re committed to your success and here to provide guidance toward the right jobs for you. 

Thank you for indicating interest in CUNY’s upskilling coursework in partnership with General Assembly, and congratulations on taking time to invest in yourself!

Register for the course by filling out this Google Form. An email that invites you to join the course will be sent to you within 3-5 business days.

You can get started below:

Data Analytics

GA’s online Data Analysis On Demand program is designed to get you started on the path towards becoming a stronger, analytical operator. Many industries require data skills, including product management, marketing, finance, and operations across job titles such as data analyst, business intelligence, data scientist, data engineer, and data architect. Data jobs have doubled since 2012, and salary ranges are $40–80K for data analysts and $60–120K for data scientists. 

This program will familiarize you with the key systems that allow you to make sense of data for every type of industry or job and visually express the findings to your stakeholders. It provides a comprehensive foundation to equip you with the context, process, and tools to identify and communicate data-driven insights using Excel and SQL. Students will leave the course with a business case and analysis for a client; they will learn to extract data using SQL, clean and analyze in Excel, and create the visuals and argument for their conclusions.

Learn more about Data Analytics On Demand at General Assembly.

Digital Marketing

GA’s online Digital Marketing On Demand program is designed to help you learn and implement the most in-demand digital marketing practices of the 21st century. The ability to analyze the vast amounts of data generated by digital marketing activities, and translate that analysis into digital marketing strategies and tactics, will be among the most important skills for marketers in the next decade. Digital marketing jobs have more than doubled in the last five years alone, and the average starting salary for these positions is $76,000. 

This program will teach you the foundational skills across five focus areas: customer insight, creative and content, marketing channels, analytics, and marketing technology. You’ll learn to apply core digital marketing skills like market research, search engine optimization, CRM, and automation, and launch multi-channel brand, acquisition, and retention campaigns. Whether you want to pursue a full-fledged marketing career or have a substantial grasp on marketing language and skills to support other work, this course will equip you with formal training and a portfolio to establish yourself as a competitive candidate. 

Learn more about Digital Marketing On Demand at General Assembly.

How Our Immersive Graduates Get Jobs: GA’s Outcomes Report 2018-2019

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“The most reliable way to predict the future is to create it.”
— Abraham Lincoln

A New World

We began 2020, the new decade, in a way that none of us could have ever imagined. The COVID-19 pandemic quickly turned our world upside down, affecting millions. News of layoffs and a collective unease about the future permeates our every day. We are in an adjustment period — an opportunity to reflect, gain clarity, resolve, and find out just how strong and capable we are.

General Assembly was created in 2011, in the aftermath of the last recession, to help people pursue work they love and find inspiration in a strong community of entrepreneurs, technologists, creators, and innovators. We know so many of you are feeling uncertain, and we want you to know that we’re not going anywhere. An increasingly digital world demands digital-first skills — in greater numbers. The technology, marketing, design, and data skills we teach will be more resilient and relevant in a post-COVID-19 era. 

Our 2018–2019 Outcomes Report: the Full Story

Today, we are excited to share our latest Outcomes Report; it was just reviewed by KPMG, a Big Four* accounting firm, which looks at the graduation and job placement rates for 4,287 students completing their programs over 18 months, between January 1, 2018, and March 31, 2019.

 Here are some highlights from our recent report:

  • 91.4% of graduates who participated in GA’s full-time Career Services program accepted a job offer in their field of study within 180 days of graduating. 
  • An additional 8.3% accepted a job offer after 180 days, for a total of 99.7% of this eligible population working in their fields.
  • GA grads have gone on to work at top multi-industry companies including Amazon, Charles Schwab, Dell, Google, Home Depot, IBM, and more.

We have a diverse community of students, and our outcomes rates remain strong as we create pathways for people from a wider variety of professional backgrounds and life experiences.

We also know that the Outcomes Report only tells one part of the story: the first job that a graduate secures post-GA. To find out what happens over time, we surveyed our alumni base last year with the global polling firm Gallup and learned the following:

  • 106%: Average percentage that Immersive graduates see their income increase within five years of graduation from General Assembly.
  • One year after the course, 84% of graduates were happier in their careers, and 74% were making more money. 

Why Us?

Most students who come to General Assembly’s Immersive programs do so for one reason: to find a job in a new career. From the beginning, we established rigorous standards that ensure our graduates are meeting their career goals and getting a return on their education investment. 

You won’t be doing it alone. As Matt Brems, our Lead Data Science Instructor, shares, “It’s important to note that this time isn’t spent alone! Your peers in the industry attend meetups. Your classmates work beside you and with you to hone skills. And your instructors are dedicated to supporting you as you put your best foot forward beyond General Assembly. You are joining a community, and we’re ready to welcome you into it.” 

Our Unwavering Commitment 

Griffin Moore (they/them), one of our Career Coaches in Washington DC, shares, “Career changes are tough. Imposter syndrome or fear of the unknown can overwhelm even the most seasoned tech professionals. As a career coach, I serve as a partner in accountability, strategy, and motivation. I work with students from day one of their Immersive to develop their personal brand and job-search tools, all the way until they sign their job offer.”

Going forward, we know the job market will look different for everyone — not just our graduates. Our commitment to our students remains the same. Teaching relevant skills, preparing people for their job searches, partnering with employers, and working with students to find the best possible outcomes — we’re continuing to adapt in real-time to respond to the most current events. Here’s how we’re changing our approach:

  • Free workshops. We’re making more content and curriculum free to ensure that people seeking jobs have more opportunities to gain new skills. Free Fridays offer our most popular workshops and events for free every Friday. 
  • Remote training. We’ve trained all our career coaches in remote coaching and curriculum delivery and are updating our curriculum in real-time to make sure it reflects the current state of job seeking.
  • Deeper relationships. We’ve invested more deeply in our partnerships efforts, delivering weekly insights and engagements to our teams, conducting outreach to growing industries, and finding ways to support our hiring community during this time.
  • Reskilling partnerships. We’re training laid-off workers. We launched our first reskilling coalition in Louisville, KY, and we expect to announce many more in the coming months.
  • Strategy shifts. We’re helping our grads identify how to shift their job search processes at the moment. We’re advising them to watch industry trends, grow their community networks, build their skills, and shift expectations around weekly job search success — the application process may be slower, but we encourage an increase in online networking and expanded industry learning.
  • Increased resources. We are working with our loan partners to ease the financial burden of loan repayments, make more job search strategy sessions available to all graduates, and focus on building an online community to ensure job seekers have a more robust set of supports as they pursue professional opportunities. We’re also adding new mental health resources for students and grads through our partnership with Ginger.io

Next Steps

  1. Read the report. We’ve got personal accounts from our staff, along with hard facts and figures for you to digest — our report is the most holistic way to see what we are doing for you
  2. Talk to a member of our Admissions team. Clara Graham, Senior Admissions Producer, emphasizes that “It’s a time to get to know (a prospective student), to understand their readiness for our rigorous immersive courses.” If now is not the time, don’t worry — we have a lot of options for you. 
  3. Not sure you’re ready? Participate in a remote Free Fridays workshop to try us out! We recently created Free Fridays, 100% free weekly workshops that skill-build with our most popular topics. 
  4. There’s no better time to begin anew. Connect With Our Admissions Team

Read Our Report

Explore Our 2018–2019 Outcomes Report

*The Big Four accounting firms refer to Deloitte, PricewaterhouseCoopers (PwC), KPMG, and Ernst & Young. These firms are the four largest professional services firms in the world that provide audit and transaction advisory.

We Will Not Be Complicit

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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 to get 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.

2The term “White supremacy” has different nuances in other countries and cultures. This article, “White Nationalism is an International Threat” provides a high-level view on how it shows up internationally.

Remembering Why We Celebrate Pride

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“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

LGBTQ+ Community:

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.

Stay safe. Stay strong. Don’t stay silent.

Events:

  • 6/11 – Diversity & Inclusion in Tech
  • 6/24 – Leading at the Intersection: Our Identities in the Workplace 
  • 6/25 – Drag Queen Bingo for the Ali Forney Center
  • 6/25 – Radical Pride, Radical Allyship: Community Talk, Workshop & Dance  
  • 6/26 – Designing for All: Why Accessibility Matters 
  • 6/30 – How They Got There: LGBTQIA Leaders 
  • 7/6 – Celebrating Pride: A Road to Self-Acceptance