00:00>> ELIZABETH BRIODY: Thank you, Nell.
00:02
Well, let's begin with, uh, the first slide, Gabby.
00:06
Welcome.
00:07
I am Elizabeth Briody, a white woman with eyeglasses and short hair.
00:12
Today, I am wearing a blue top.
00:15
I am in my alcove, a little space in my house with a window.
00:20
Next slide.
00:24
Welcome to "Acquiring New Skills for your Job Search - A Three-Part Webinar Series"
00:30
hosted by the American Anthropological Association and designed especially for those whose jobs
00:37
or job opportunities have been disrupted by COVID-19.
00:44
Next slide.
00:46
Today, we have part one of this career webinar series.
00:52
It's called "The Art of Persuasion: Articulating Anthropology's Value to a Prospective Employer,"
01:00
and on this slide, you can see that there are two other webinars planned: one for next
01:05
week, and one for the week after that.
01:10
Next slide.
01:13
Some webinar logistics.
01:16
We are using a number of features to make this webinar accessible to everyone.
01:22
We are providing closed captioning.
01:25
The icon is at the bottom of your screen.
01:30
Presenters will be providing visual descriptions of themselves, as I just did, and the slides
01:38
that they will be going over.
01:40
A reminder to the presenters to please announce yourselves before you speak.
01:50
And for the attendees, please make sure your video and microphone are off.
01:59
Open and use the chat function, also located at the bottom of your screen.
02:05
If you have a question for one of the speakers, write the word "question" in capital letters
02:13
before you write your question.
02:16
I also encourage everyone on the webinar to go ahead and answer any question that gets
02:23
posed and/or to offer any resources.
02:29
By Tuesday of next week, you will be able to visit the AAA website for the following
02:35
information pertaining to today's webinar.
02:39
First, you will have the career webinar recording, copy of the power point slide deck, a set
02:49
of resources and references.
02:51
And, finally, answers to all of the chat questions that we receive in the chat.
03:01
Should you have any questions or concerns during the webinar, please notify Nell, who
03:07
is our accessibilities coordinator, and you can do that through the chat.
03:13
She is listed at the top at accessibility.anthro.org.
03:22
And before we begin, a shout-out to Alayne Unterberger, who helped organize and coordinate
03:28
this webinar.
03:30
Thanks also go to members of the AAA staff, who are tirelessly supporting these career
03:36
webinars: Scott Hall, Nell, Gabby Dunkley, Daniel Ginsberg, Shawn Ifill, Jeff Martin,
03:44
and Ed Liebow.
03:47
And so, here we are with "The Art of Persuasion".
03:50
What are the best ways of explaining or demonstrating the value of anthropology to a prospective
03:57
employer?
03:59
Next slide, please.
04:02
This slide shows the webinar outline that you saw displayed on your screens, if you
04:07
joined before the webinar started.
04:11
Each presenter will speak for 8 minutes or less, and during their brief presentations,
04:19
please open and use the chat to ask your questions.
04:22
After our last presenter, we will do our best to answer as many of the chat questions as
04:28
possible.
04:29
For those questions that remain unanswered, we will respond to them and post the responses
04:35
on the AAA website under the September 10th webinar.
04:42
And then a word about this particular webinar.
04:45
When we were in the process of conceptualizing it, two thoughts were going through our heads.
04:51
First, we wanted to invite presenters who have worked in different sectors of the economy:
04:57
private, nonprofit, government, and consulting.
05:01
Second, we wanted to look to the elders among us, those who, those of us who have earned
05:09
our gray hair, practitioners or professional anthropologists who have been active in the
05:14
field for decades, but at the last minute, we decided to mix it up and invited one youngster.
05:22
I should say one younger career professional, Alexandra Jones, to keep the elders in line,
05:29
of course.
05:30
We hope you enjoy today's discussion, and I now turn the webinar over to Robert Morais.
05:36
Next slide.
05:37
>> ROBERT MORAIS: Hi everyone.
05:40
I usually go by Bob Morais, but, uh, Robert J. Morais is the more formal name that I use.
05:46
I'm a late middle-aged white man.
05:48
Now, that "late middle-aged" is a little self-flattering, but I like it.
05:52
I'm wearing glasses.
05:54
I have some hair, most of it's gray, and I'm sitting in my home office.
06:01
My background, uh, is perhaps common for a lot of people who have gotten into business
06:09
anthropology.
06:10
I identify as an anthropologist in business.
06:13
I got my doctorate about 40 years ago.
06:16
Sounds like a long time ago, I know.
06:19
I spent 25 years with advertising agencies, ultimately rising to Chief Strategic Officer,
06:25
so I was involved in research and strategy for part of my career, and, uh, then I spent
06:31
11 years as a Principal and co-owner of a market research firm.
06:36
We did both qualitative research and quantitative research, and within qualitative, everything
06:41
from focus groups, in-depth interviews, and, of course, ethnographies.
06:45
I currently am a lecturer in the marketing division of Columbia Business School, and
06:49
I teach a few different courses there, either combining qualitative and quantitative or
06:55
just focusing on qualitative.
06:57
None of them are called business anthropology, but they all incorporate business anthropology.
07:02
And I've also worked on the academic side from my initial work in the Philippines -- many,
07:09
many years ago, and I noticed there's someone here in this session from the Philippines
07:13
-- [in Filipino] mabuhay -- and, um, and then I've written a number of books on either market
07:18
research or advertising and anthropology and ethics in business anthropology and so on,
07:24
and articles and book chapters as well.
07:29
I have two slides here that are, uh, specific to this session.
07:33
The first is some key advice, if you're interested in working in the private sector, although
07:37
I think this applies generally to applying anthropology, and it's really a three-fold
07:42
process.
07:43
The first is a discovery phase.
07:44
So, you should ask your potential employer what challenges are not being addressed effectively
07:50
by their company or organization and why they think that is so.
07:54
So, try to get inside their heads before you offer a solution or a promise.
08:00
The second phase would be what you can do for them, and that's specifically that you
08:04
should tell them what you do best is bring uncommon methods and insights to meet challenges.
08:11
Now, the only way to make that more specific and meaningful to them is give them a reason
08:16
to believe you, and you can either provide an example that's pertinent to their challenge,
08:21
directly -- in fact, I think that's the best way -- based on work that either you've done,
08:26
or a case that you know about, but whatever you promise them, and whatever you use to
08:31
support it should be demonstrating that you've listened to their challenge.
08:37
Next slide, please.
08:41
And finally, I was thinking of, uh, one of the most common questions that I get and,
08:46
uh, and I've also heard other people ask it in seminars and workshops, and here it is.
08:52
Not many anthropol- not many jobs advertised say they are seeking an anthropologist, but
08:58
they do advertise for the skills that I have.
09:01
Should I only talk about my skills and not mention anthropology?
09:06
So, here's what I think.
09:08
Focus on your relevant skills, those that are relevant to the job, and weave in your
09:13
training in anthropology as a point of distinction from other job candidates.
09:18
In many cases, the other job candidates won't be anthropologists.
09:22
I would not lead with "I am an anthropologist," but I would use it as support for your uncommon
09:27
abilities.
09:28
So, there are a lot of people who work in business, as well as other apply areas, who
09:33
identify not first as anthropologists, but, for example, as user experience experts or
09:39
design experts or, um, marketing researchers, so that's something to keep in mind.
09:47
So, I'm done.
09:52
>> ELIZABETH: Our next speaker is Shirley Fiske.
09:56
>> SHIRLEY FISKE: Hi, everybody.
09:58
I'm Shirley Fiske.
09:59
This is the first slide.
10:01
I'm a tall, white woman with graying hair.
10:05
I've got glasses on that I see give off a great reflection, so, here I am without my
10:10
glasses, but in order to read -- I've got on jeans, and I got a shirt on today.
10:16
I'm broadcasting from, uh, New Mexico in the U.S., where we had snow last night.
10:23
It was 35 degrees this morning.
10:25
I'm at my desk.
10:27
It's a multi-purpose, um, you know, office, and in the background is a window with a work-
10:33
work project desk in front of it and my husband's work tools up there in the window.
10:40
There's also exercise cycle back here, and also a, um, a stair master.
10:44
So, like I say, it's a multi-purpose office.
10:47
I'm going to go to the next slide now.
10:51
Um, this is on anthropology's value in the government sector, and I know that some of
10:57
you are not from the U.S.
10:59
My experience has been primarily in the U.S., and these days, under this administration,
11:05
it is, looks like an abysmal situation in which to find a job, but they, um, the government
11:14
is hiring, and when I talk about the government sector, I'm including state and local, county,
11:22
municipal governments, as well.
11:24
I'm talking about the public sector.
11:26
So, the public sector, my first point is the public sector does have needs.
11:32
They need people with anthropological expertise and view points.
11:37
Um, my uh- ah!
11:40
I think I skipped ahead.
11:43
My background is in environmental anthropology and policy anthropology.
11:47
Most of my career was in Washington, DC, and I worked for the National Oceanographic and
11:54
Atmospheric Administration.
11:56
That's NOAA.
11:57
So, I worked in the executive branch, but I also worked in the legislative branch, which
12:02
is the U.S. Congress.
12:04
I worked for the Senate, for a Senator from Hawaii, and in both cases, the executive branch
12:09
and the legislative branch, I worked on climate change, I worked on environmental justice,
12:16
coastal communities, um, environmental issues, including water quality, and including, um,
12:24
oceans and, um, and, again, uh, atmospheric or climate change issues.
12:32
I'm currently on the Professional Track Faculty as a research professor.
12:37
I'm doing research this- right now for the National Park Service at the University of
12:43
Maryland, and it's in anthropology.
12:44
So, I'm going to the next slide now.
12:49
I have a couple pieces of key advice for looking for jobs in the public sector.
12:56
My first point, I think I made before, is that the public sector does need anthropological
13:01
insights to help improve both services, um, or- and to problem-solve, because things are
13:07
not working the way they should -- the administration not withstanding.
13:11
Political editorial there.
13:14
Um, my first point is that you have to translate anthropological skills into something that
13:21
the public sector officials or hiring people care about and are interested in or that they
13:27
need, and this is somewhat the same way that Bob described, um, a promise, a reason that
13:34
they have to believe you.
13:35
In other words, try- if you can think back on your training, and if you can think about
13:40
ever taking an environmental class, a class on refugees, a class about being a refugee,
13:46
or immigration or healthcare, like with, um, or medical anthropology, try to translate
13:52
this into something that is a health policy or, um, immigration programs or something
14:00
that translates into what public sector officials are hiring for, and that's when the translation
14:05
process sort of begins, is when you take your experience as an anthropologist, and you don't
14:12
label it as an anthropologist, as Bob said, but you say -- you weave it into the other
14:16
types of public sector relevant experiences that you have, and the last point, um, or
14:22
the third point is, on this slide, is to fully do some homework and look into what this organization
14:28
is like.
14:29
I'm presuming it's a public sector organization, but you might be interested in a nonprofit,
14:35
as you'll hear from later, or the private sector, like Bob talked about, but look into
14:39
what the organization needs.
14:41
Ask them, um, about the organization, and in your application, if it's a cold application,
14:49
meaning you don't know the person or the office that you are applying to, be sure to tailor
14:56
your responses to the job description that you see on the paper.
14:59
A lot of anthropologists come out of their, um, graduate education and, um, don't necessarily
15:07
use that to get a job.
15:10
So, tailor your responses, and ask questions, and I'm going to the next slide and the last
15:15
slide.
15:17
From my perspective, having worked for so long in the public sector, and here, my colleagues
15:22
in the National Association of Practice of Anthropology, the AAA -- American Anthropological
15:28
Association, WAPA, and SfAA, those are all anthropological professional organizations,
15:34
my, uh, what I see as the distinctive skills that we can play on and suggest that we have
15:39
is, first is that we see communities.
15:43
We see communities and the value of human -- humans being in communities.
15:48
We study them, and we see them from the ground up.
15:51
We see how people behave, how they relate, and we don't see them as homogeneous groups.
15:57
We see them as heterogeneous groups with differential power ability and access to resources.
16:02
And secondly, the second point is we see the "why," the quote, why, quote quote, of how
16:10
things work or do not.
16:12
This may be because our political ecology background or theory, but we see history.
16:18
We see context.
16:20
We see power vectors.
16:22
We see the hidden things that other people do not see when you write an ethnohistory
16:26
or when you write about a community in today's global economy.
16:31
And lastly, the third point is we see disparities, and this goes very similarly to the idea that
16:39
we see communities as heterogeneous [phone ringing] -- as heterogeneous groups.
16:44
We see social injustice.
16:48
We see health services, infection rates and mortalities and environmental, uh, inequities,
16:54
and two quick examples -- I think I have time -- well, one is we see the disparities, and
17:00
in the COVID situation, I'm in New Mexico now, on the top of my mind is the, um, the
17:05
incredible infection rates on the Navajo reservation among Indigenous, native peoples here in New
17:11
Mexico, and both the Pueblo and the Navajo are suffering terribly.
17:15
And anthropologists are the first ones to recognize that it is, it's structural conditions,
17:20
the lack of electricity and the lack of, uh, water, fresh water, and that's where anthropology,
17:26
with their insights into things people wouldn't ordinarily think of, um, comes in to be really,
17:32
really important for helping and solving problems.
17:35
I think I'll let it go there, but those were the three points, um, the distinctive, analytical,
17:40
and research skills in the last slide here.
17:44
Thank you.
17:48
>> ELIZABETH: Our next speaker is David Fetterman.
17:52
>> DAVID FETTERMAN: Hi.
17:53
I'm David Fetterman.
17:55
I'm a white, slim, Jewish man with white hair and a white beard.
18:01
I wear glasses, I'm wearing a black shirt, kind of a polo shirt and jeans.
18:05
Sitting at my desk with a large bookcase behind me with many books, statues from my travels
18:11
around the world.
18:12
Next slide, please.
18:14
I just want to highlight a few things today.
18:18
Lessons learned, what to do and what not to do, your view of value added or an employer's
18:25
emic, insider view of reality or what's the value, speaking the language of power.
18:33
So, just three points I want to highlight today.
18:36
Next slide, please.
18:39
The first one is, uh, this is a fist I have, I'm highlighting that you shouldn't argue,
18:44
uh, you should demonstrate your value as the point here.
18:48
I have a picture of a fist that highlights an argument I got into about reliability versus
18:53
validity in the first research corporation I worked at.
18:57
I had this guy who hired me -- he wanted an ethnographer to do this project to study drop-outs,
19:05
and he was about six-four, six-five, crew-cut, uh, three-piece suit, and, uh, I was a little
19:12
more casual, but we would argue at the table that you don't have any, uh, he would say
19:18
I don't have any reliability, because I see things, not always the same thing every single
19:22
time, and I said, well, at least I've got validity better than you.
19:27
He was a psychometrician, and we went back and forth and back and forth.
19:31
Probably not the best thing to do to start your, uh, engagement at a research corporation.
19:37
Luckily, over time, we actually got to be very good friends, because he could see a
19:41
lot of face validity to what I was doing, but probably not the best entree to the place.
19:46
A lot of people lined up with him, thinking that I was not going to last very long, but,
19:50
luckily, he was a very reasonable, intelligent person.
19:53
I wouldn't depend on that in terms of these kind of arguments you might want to enter
19:57
when you first start position.
19:59
Now, the other thing is, uh, just -- I have a picture on the right side of the slide that's
20:07
a burnt-down building.
20:08
It highlights how I had to map, make a map of burnt-out buildings to convince my research
20:14
colleagues how extensive this problem was.
20:17
I was working at Bed–Stuy in New York, which is now getting to be gentrified, but it was
20:23
a total mess at the time, and a lot of my colleagues would go, you know, from- I'm from
20:28
California, we'd fly over to New York, they would get into a cab, they'd be busy taking
20:34
their notes, get ready for preparing to look at a classroom, and then they would code what
20:40
was going on in classroom, get back into a cab, and then get to the plane, in the meantime,
20:46
writing up what they saw.
20:48
They really didn't see the neighborhood.
20:50
I spent a week, two weeks, three weeks at a time in the neighborhood, getting to know
20:55
it.
20:56
I saw how many burnt-outn buildings there were.
20:58
I took pictures of it to have face validity, and then I literally took a map with pins
21:03
to show how many there were, to convince them sort of what they weren't seeing.
21:06
They had the best of intentions, they were very busy, but they had blinders on, and from
21:11
an anthropological point of view, it was just obvious to take into account the context to
21:16
meaningfully interpret what was going on.
21:18
So, my point in this slide is simply probably not wise to get into a big methodological
21:23
argument when you first start.
21:25
It can work out, if you're lucky.
21:26
Mine worked out.
21:27
I luckily had an extremely intelligent president of the corporation who tolerated me, and also
21:35
listened to reason about what was- what we were talking about.
21:37
I eventually did explain that if you see patterns of behavior over time, that is reliability,
21:41
so I learned to interpret and translate.
21:45
Next slide, please.
21:50
This highlights, uh, in this case, um, the value, once again, of, in this case, contrasting
21:56
value of anthropological insights, this highlights theory, kinship, versus practice, dropout
22:01
rate.
22:02
What I have is a picture, it's a blackboard, E equals MC squared, and this picture is an
22:08
equation that symbolizes how some colleagues need to emphasize their knowledge of theory,
22:14
including kinship theory over more practical knowledge.
22:18
On the right side of the slide, I have a magnifying glass with the word context.
22:23
It reminds me of how I had to tell a donor, who was going to defund a dropout program
22:29
due to low attendance, to place low attendance in context compared with no attendance earlier.
22:34
So, in other words, I basically got a phone call in the middle of the project, you're
22:39
supposed to wait till the end of the project to see if it's going to continue funding this
22:42
dropout program, they called in the middle, and they said, this is Department of Labor
22:46
and Department of Education.
22:48
They called me in the middle over here in California and said, "David, you know, the
22:54
attendance is really terrible, it's like 60 percent attend this year at this dropout program.
22:57
We're going to just drop it and just defund it.
22:59
Is there anything you have to say or any insight you have before we do that?"
23:03
I said, "Give me an hour."
23:04
So, I went back to my notes, blah-blah-blah, called up again, and said, "You know, I understand,
23:09
attendance could be better, definitely, than 60 percent, but I do want to highlight that,
23:14
contextually, you need to place this in context, and that is that they had a baseline of zero
23:22
as a dropout.
23:23
So, 60 percent is fantastic compared to where they were."
23:26
Not that it couldn't be better, and they still, and they then funded the program to continue,
23:30
but they did want it of course to get refined.
23:33
My point is to highlight what you can do in terms of providing context, meaningfully interpret
23:38
the data, etc., rather than some of our useful, but esoteric knowledge, for example, in kinship.
23:46
I won't say totally esoteric, because we use that to understand the gangs, so we can understand
23:51
how we have to work with the gangs to make sure that our kids that we worked with weren't
23:56
wearing the wrong color shirts or outfits, etc., so I'm not saying it's not useful, but
24:01
I think it's something you might want to think twice about in terms of, uh, how you're going
24:05
to make that more practical.
24:06
Let me go on to the next slide.
24:10
Finally, it's really important to speak the language of power, whatever it may be, if
24:17
you want to be effective.
24:18
I have a picture on the far left of cash, which suggests, sometimes, you have to translate
24:24
findings into dollars saved.
24:27
That one in particular is important, uh, it's also called ROI, return on investment.
24:32
When we were showing, um, some of the legislature in Arkansas, some folks in legislature, um,
24:38
sort of how many kids we were keeping, minority kids away from tobacco, most folks didn't
24:43
care a whole lot, to be honest with you, but when you translated that using CDC data in
24:50
Arkansas, Department of Health data, you could translate that to how many money you were
24:56
saving by keeping the kids away from tobacco, and that was over $83 million, by the way,
25:01
in the first efforts that we were, uh, you know, focused on and working over there.
25:07
That caught their attention, because I speak in front of the legislature a fair amount,
25:11
and, quite frankly, they don't listen to almost anything I say.
25:13
They're busy talking, they've already decided what they're going to do -- Shirley knows
25:15
about how that can operate in politics -- and, you know, you just have to sort of bear with
25:19
it.
25:20
This is one of the first times I can ever remember hearing a pin drop, where they were
25:24
listening to everything I- we said, because they knew it made them look good.
25:28
ROI.
25:29
There's a Black caucus.
25:30
It made them look good to get that -- to have that much money saved in Arkansas in terms
25:36
of excess medical costs, so that they would look good for the rest of the legislature,
25:40
but you don't hear that too often, but if you can translate that into money, that's
25:44
one language of power, that's powerful.
25:47
The middle slide I have is, it's called, it says largest wireless system in the country.
25:52
It's a photo of me teaching at Stanford and video conferencing with Native Americans.
25:58
It's an example of bridging the digital divide.
26:00
This is a $15 million project by Hewlett-Packard, and I have a book on this, if you want to
26:06
look at it in more detail.
26:08
One of the areas we focused on was Native Americans in San Diego, and the whole idea
26:13
was to have them bridge the digital divide, in this case, in communities of color.
26:20
HP loved this photo, which again, this is just another way of speaking language of power.
26:25
Why?
26:26
Because they could see that the Native Americans were bridging the digital divide right there
26:30
in that picture by video conferencing with us at Stanford and outside the reservation.
26:35
Face validity.
26:36
So, my point is money sometimes, is very important as a language of power.
26:40
Sometimes, it's a picture.
26:42
Obviously, with permission, etc., but it can be much more persuasive than tons and tons
26:47
and tons of writing.
26:49
On the far right, there's a picture that shows my co-author.
26:53
He's an MD at a white board, and the cover of the Journal of Academic Medicine.
26:59
In this instance, medicine requires statistical significance to be persuaded of the value
27:04
of anthropological research.
27:06
In a nutshell, we help transform, uh, medical education from, if you're familiar with it,
27:11
a flexnerian model, which is more of, uh, take your biology and science for the first
27:16
three years and then do clinical, touching people, you know, working with patients, etc.,
27:21
after that.
27:22
We made it so it's more integrated, so you're working with folks right off the bat.
27:26
We did that using empowerment evaluation, which is a form of an anthropological approach
27:30
towards evaluation, helping people, uh, assess themselves, and indicates, the bottom line
27:37
is, uh, we actually had to show statistical significance, which I don't normally recommend,
27:42
because there's all sorts of methodological issues, reactivity, things of that nature,
27:46
where you don't have a double-blind, uh, situation, so you can't meet their assumptions.
27:52
But once in awhile, if you treat it right and you do all and meet all the requirements,
27:55
it can be very powerful, and then you can come up with, in this case, statistically
28:00
significant results, even though we were using ultimately anthropological insights and understandings
28:06
and approaches.
28:07
I should end there, but I want to highlight that there are many different kinds of languages,
28:12
when you're speaking the language of power, and I just want to highlight three in this
28:15
short period of time that we have together.
28:17
I hope that's helpful.
28:20
>> ELIZABETH: Thank you, David.
28:22
Our next speaker is Alexandra Jones.
28:26
>> ALEXANDRA JONES: Hello.
28:29
I'm Alexandra Jones.
28:31
I am an African-American woman with eyeglasses, medium black hair.
28:36
My pronouns are she/her/hers.
28:38
I'm in my home office surrounded by white bookshelves and lots of books and a printer
28:46
and some art up in the top.
28:50
Next slide, please.
28:52
So, I am a little bit different.
28:55
I work in the non-profit sector, but I'm different, because I carry multiple hats.
29:02
So, when it comes to thinking about, um, archeology in, or anthropology in work, um, I kind of
29:10
take a different stance.
29:11
So, I am a professor.
29:12
I do currently teach at two universities.
29:15
One, I adjunct at, and one, I teach full-time.
29:19
In addition to that, I am the Executive Director and Founder of Archeology in the Community.
29:25
So, I actually, for many of the issues and things that we're thinking about right now,
29:31
when I came out of graduate school, the world looked different.
29:34
There weren't very many jobs, and I saw a very clear need in my community.
29:40
So, I actually founded a non-profit in which I work today.
29:46
So, my first thing is do not live in the box.
29:50
Your skills that you have come out of your programs with, whether you have a BA, an MA,
29:55
or a Ph.D, are an extreme asset, meaning you were taught how to critically think.
30:02
We all work with communities.
30:04
We work, um, with different stakeholders, with different groups.
30:08
We've learned how to evaluate, look at different situations, figure out which ones work, which
30:16
ones don't, look at the biases.
30:18
We've, many times, through our various research projects, um, a lot of, um, undergraduates
30:25
end up working on classroom programs, because that's become a new thing, CPEs, um, doing
30:32
experimental, doing projects, so you've already worked in problem-solving and negotiating
30:38
between communities.
30:39
Master students, you definitely have had the skill set, because you had to deal with a
30:44
problem and, um, identify solutions through anthro- excuse me -- anthropological skills.
30:54
Great communicators.
30:55
We've been writing our whole entire careers, whether you're an undergraduate or have a
31:01
Ph.D, so you know how to express yourself.
31:03
You know how to communicate.
31:05
You're very thorough in, uh, e-mailing, talking to different stakeholders, talking to different
31:11
people.
31:12
We've all been trained in diversity.
31:14
Um, we all know about social justice issues.
31:17
All of these things pop up, and when you talk about the nonprofit sector, this is an area
31:21
that we're focused on, specifically social justice in various communities.
31:27
Be innovative.
31:29
If COVID has trained us, um, or taught us nothing else in the past, uh, few months,
31:37
it's innovation.
31:38
You now have a skill set which is so marketable, even though it was forced on us, all of you
31:44
know how to participate in Zoom and webinars.
31:47
You know how to create breakout rooms.
31:50
You know how to have these conversations.
31:53
Many classes -- I know for my classes -- I've now mandated that you do PowerPoint presentation.
31:58
You create videos.
32:00
We're all thinking about all these new skills that use those.
32:04
Market those.
32:05
You're phenomenal at social media.
32:07
Period.
32:08
Just by mere fact of your generation.
32:10
That is a skill that all jobs are now starting to require.
32:15
Can I get the next slide please?
32:21
So, you can walk into just about any field with an anthropology degree.
32:27
The problem is is you have to be innovative and creative enough in how you market it.
32:33
So, for education, so, I saw in the group chat, uh, people were talking about if I have
32:38
a BA.
32:39
Um, with a BA, you can go directly into teaching.
32:42
So, um, it requires substitute teachers, or if you go to private schools, private schools
32:47
do not require you to have the teaching certificates that most states require of you, because you're
32:53
in a private school, so you can go right in and start teaching, um, history classes.
32:57
I do know, we have a few, uh, middle schools and high schools that do actually have anthropology
33:03
courses in the DC and Maryland area.
33:06
You can do that as well.
33:07
Business, nonprofits.
33:08
We need you.
33:10
We need people who know how to work with communities, who know how to market, who know how to talk
33:15
to different groups.
33:17
Heritage management, museums need you.
33:20
They have outreach coordinators.
33:22
They have, uh, beginning level curators.
33:25
All of this is stuff that a lot of you, based on the classes that you've taken throughout
33:30
your education, are qualified for, you just have to highlight it and talk about it directly,
33:36
um, when it comes to filling out applications.
33:41
And then be very creative, but also resilient.
33:44
Remake yourself.
33:45
This is something that you have to kind of go back into the lab and re-create yourself,
33:50
so what I would, um, highly say is go online and research resume templates for the jobs
33:58
you want.
33:59
See what skills they're advertising and saying or talking about, and then remake your resume,
34:05
something similar based on skills that you actually have.
34:08
So, if you have a job that is asking for an MA and you already know, okay, well, I have
34:14
a Ph.D, this may be a situation where you leave the Ph.D off.
34:17
It's okay.
34:18
You're not lying.
34:19
You do have a little bit more education, but you can stop at the MA, if you feel like it'll
34:24
get you through the door.
34:26
If you are currently pursuing a Ph.D, you can put on your application "Ph.D-in-progress,"
34:33
and that also gets you in the door sometimes.
34:35
So, being very creative and, uh, resilient and kind of being able to hop back and forth
34:41
in, like, a hopscotch manner in order to, um, make yourself marketable to all of the,
34:47
uh, employers and different jobs that you're pursuing.
34:53
I will go ahead and switch it over.
34:55
>> ELIZABETH: Thank you, and our last speaker is Ken Erickson.
35:01
>> KEN ERICKSON: Hi there.
35:04
I'm Ken Erickson, and on this slide is my visual description.
35:08
I'm an older white guy, but not as old as David Fetterman.
35:13
That's important.
35:14
In saying that, I'm reminded of the fact that many of the people in this session today have
35:19
worked together before, and in hearing what people are saying, I'm reminded just how important
35:24
it is to have friends who can help you through these processes, whatever it is you're working
35:28
on.
35:29
I got short, grayed hair, a small goatee, and the pronouns are usually he and him, unless
35:34
my husband is giving me a hard time or we're playing around and camping it up.
35:38
Right now, I'm at my desk -- next slide -- and behind me are shelves of pottery that I make
35:44
and, uh, a guilt stack of books.
35:47
We all have those, books we need to be reading, but haven't yet.
35:51
Some LGBTQ stuff, some Zen Buddhism stuff, some rural China, and Keith Basso's Wisdom
35:56
Sits In Places.
35:58
I should -- I know, wasn't he awesome?
36:00
Those of you who studied the American Southwest.
36:03
I use him in a business school setting to talk about the importance of silence.
36:09
So nice.
36:10
I should also have a book by George Frison and a book by David Graeber to remember the
36:15
fact that we lost both these amazing scholars in the past week.
36:20
David Graeber, the wonderful writer and activist.
36:21
If you have questions about anything from consumption to power relations, or big theory,
36:27
David Graeber's wonderful.
36:28
You all know that.
36:29
George Frison, you may not know unless you're an archeologist, has a lot to say about climate
36:33
change, a lot to say about Paleo-Indians.
36:36
The only scholar from the University of Wyoming to be elected to the National Academy of Sciences.
36:41
I wanted to -- We are all standing on the shoulders of giants
36:45
here.
36:46
Let's remember that.
36:47
We've got a lot of shoulders to lean on, thank God.
36:49
The light from my window is coming from a South Carolina messy garden with, uh, you
36:54
know, Loblolly pine trees.
36:56
So, I've had to experience a lot of the things that I've seen over here in chat, here on
37:03
Hollywood Squares.
37:04
If you open up the window, there's a lot of great stuff there.
37:07
If you're not in that chat right now, you're missing out on a lot of great info, and I've
37:11
had the benefit of not only listening to my colleagues come up with everything that I
37:16
already wanted to say, but also reading some of the comments from you.
37:20
So, maybe, talking a bit on this slide about where I'm coming from, uh, also will lead
37:26
into some, maybe, pragmatic suggestions.
37:28
So, this slide is about, uh, first of all, where I'm at now.
37:33
I teach in a business school.
37:34
I never wanted to be an academic again.
37:37
I tried it once and ran screaming into the private sector and started a small business
37:43
with some colleagues of mine, some friends who were also students, and I learned a lot
37:47
about that process, about how to do it right, do it wrong and all the mistakes, and that's
37:52
a whole nother seminar.
37:53
But one of the things that we learned early on when we hung out at [indiscernible] was
37:58
that people, at the time, and this is back in the 90s, didn't quite know what ethnography
38:04
was.
38:05
You all have a different challenge, because these days, in the world that I live in, when
38:10
I'm practicing this craft, the world of consumer research, you know, this is a world where
38:16
people know what ethnography is, but their idea won't match yours.
38:21
They're going to have an idea like, "Hey, can you do two or three ethnographies for
38:25
us?" and I'm thinking, "Wow, who has the eight months to do that?"
38:29
They mean an in-home interview, and they may call that an ethnography.
38:33
So, this goes to the point that you've already heard about listening to the realities of
38:37
the potential clients you're dealing with.
38:39
Be the ethnographer of your own possible clients, if you're in that space where you can maybe,
38:43
catch a job in the consumer research world.
38:47
Know that the language locally is going to be different.
38:49
You have to be the ethnographer to dig up what are the terms of art in whatever business
38:54
vertical -- there's a jargon-y word -- that you're in, right?
39:00
So, uh, that's to start with, and the next bullet here on this slide is that ethnographic
39:04
and anthropological theory can actually really matter.
39:08
We often hear that, you know, it's the basic skills of observation or it's our perspective,
39:14
but listen, all those theory courses you had to do, whether you're a masters or a Ph.D
39:18
student, doesn't matter, that stuff can really bring an extra edge to the ways in which you
39:24
ask questions, and what you do with the data at the end.
39:28
I've had clients, in one case, you know, Boeing said, "The one thing we don't want you to
39:34
talk about when you go talk to people about the work you did on understanding the experience
39:40
of, uh, disabled people flying in airplanes around the world."
39:44
I thought, "Oh, gosh, I better ask Boeing before I share what I learned."
39:47
They said you can talk all you want about the interior design stuff and the small details,
39:52
but don't talk about ritual process theory.
39:56
I said, "What?
39:57
You cared about Victor Turner?"
39:59
They don't care about Victor.
40:00
They care about a new perspective, a new way of thinking about that experience in an airplane
40:04
and ideas like liminality and what is it like to be in this space where you're confined
40:10
to the chair and you can't move, just like in the ritual process: special food, special
40:14
ritual, attendance.
40:15
It opened up a whole new world for them, a different way of looking at the thing.
40:20
So, don't discount your theoretical knowledge, but you've got to find a way to translate
40:24
it.
40:25
So, that goes to the third bullet point here, which is recasting client problems and asking
40:29
new questions.
40:30
As you've already heard, everyone's saying it here, you know.
40:34
Bob said it, and, certainly, uh, David said it too, this is a translation process, and
40:42
it's also a process where you have a chance to hear their questions, listen carefully,
40:47
and then step back from them and say, "Are you really asking the right question here?"
40:50
That could be, really, part of your value.
40:53
In the world of consumer research, it's often about coming up with new insights, things
40:56
they hadn't thought of before, maybe to drive a new product or help solve a problem where
41:02
the customers are pissed off at them or basically, you know, uh, they're out to lunch on what
41:07
they should be doing, and maybe, they're asking the wrong questions.
41:10
So, the next slide is just an example of that sort of thing.
41:15
What's on this slide here is a picture of a projector, the kind that you'll see attached
41:20
to the ceiling of a classroom from time to time.
41:24
We had Epson ask us to do some work to understand what customers and consumers thought about
41:30
this product.
41:31
Turned out that Epson didn't understand, uh, their consumers very well.
41:35
They knew their wholesalers, but they didn't know anything about what the customers were
41:39
about, what they cared about.
41:41
Epson thought what mattered were the technical features of this box, this projector.
41:46
They thought that lumens mattered.
41:48
Who knows what is a lumen?
41:50
So, it was all about their, you know, technical features and all of the wonderful things this
41:54
can do.
41:55
Next slide, please.
41:57
Very simple, basic anthropology/ethnography 101 says go out and hang out with the folks
42:02
who know this thing that you're trying to learn.
42:05
It didn't take long for us, after we figured out where to go and find salespeople, which
42:10
actually was in the airport lounge, by the way, there's another added value you bring,
42:15
knowing how to find people to talk to, but it was finding out that what they cared about
42:19
was we wanted to be reliable and not break when we make our sales presentation.
42:24
Just like Zoom.
42:25
We needed the experience to be seamless.
42:27
We don't care about all this other nonsense, about features.
42:30
Maybe, a little, but mostly, they cared about other things.
42:34
Epison was able to take that and change their marketing and take a look carefully, "Are
42:38
we really more reliable?
42:40
If so, let's push that forward."
42:42
So, just an example, and the reason I bring up that specific example is because it's the
42:47
simple stuff that we take for granted as anthropologists, whether MA or Ph.D, that often brings the
42:53
most value to the table, and the only way you can get to that place is to listen to
42:58
see where people are to start with.
43:00
So, all the work that this crew has been doing- done and all the work you all have done in
43:05
graduate school, whether MA or Ph.D, about learning to listen and learning to sort of,
43:10
you know, take seriously what other peoples' lives are about is going to help you as you
43:15
get further into this.
43:17
Next slide, and I'll finish up.
43:21
These are, uh, a slide, who needs business anthropologists, and we've heard all of these
43:25
things and seen many of them in the chat already, so I'm only going to mention a couple, and
43:29
I'll mention a few that are not on this slide.
43:32
Shirley mentioned something really important, and I want to highlight it.
43:35
She said WAPA, and I didn't- I wasn't looking at your slides, Shirley, did you say what
43:40
WAPA was?
43:42
No, she didn't.
43:43
Okay, so, I'll- I'll get to say it.
43:47
Washington Association of Practicing Anthropologists.
43:50
Is that right?
43:51
Or professional.
43:52
WAPA.
43:53
Whether it's professional, you get the idea, and we'll put it in the chat later.
43:59
Someone will probably do that.
44:01
What I want to mention is that there are other exam- go ahead, Shirley.
44:03
>> SHIRLEY: It's "professional anthropology."
44:05
Washington Association of Professional Anthropology.
44:08
Thanks.
44:09
>> KEN: And those are called, u, LPOs, right?
44:11
That's the fancy word?
44:12
>> SHIRLEY: That's right.
44:13
>> KEN: The community of applied anthropologists call those Local Practitioner Organizations.
44:17
If you don't have one, start one.
44:20
You may have one in your neighborhood.
44:22
They're around the country, and we, we're seeing that some are popping up overseas as
44:26
well.
44:27
I know of an informal group like that in Shanghai, China, and they get together, and they have
44:31
coffee, and they eat, and they talk about all of the issues that are being talked about
44:35
in the chat over here.
44:37
I'm in a business school setting right now.
44:39
Talk about culture shock for an anthropologist.
44:41
I have to wear a tie to work sometimes.
44:43
Well, sometimes.
44:45
But, you know, there are opportunities for you to, um, network with other people, and
44:49
some of you have said, "Oh, you guys are all super networkers."
44:52
Yours truly hates networking.
44:54
I want to hide in a corner and read, or go, you know, observe people, or go to the taco
44:57
stand and talk with the Mexicanos who are running the taco store.
44:59
I don't want to network with businesspeople.
45:03
Ew.
45:04
But, you know what?
45:05
You'd be surprised, in the context of doing this work, you'll get -- you'll find that
45:10
you can do more than you think you can do, and do not discount the simple, basic stuff,
45:15
like answering a newspaper ad.
45:18
You'll be surprised.
45:19
That's why on this list, it includes, if not on this list, the next one, you know, checking
45:23
out the American Marketing Association and looking for jobs there.
45:26
Checking out the Product Development and Marketing Association and looking for jobs there.
45:30
I once found a job as a masters person.
45:33
I applied.
45:34
I was rejected, because I didn't use the specific language of skills that were listed in a government
45:41
job.
45:42
This was a state job in the state of Kansas.
45:43
I went back, lobbied a little bit with the people who made the decision.
45:47
They allowed me to reapply after I had seen the actual qualification list for the job,
45:53
which used language I had not used.
45:55
I had done field work.
45:56
I had not kept case notes.
45:58
It was a social services administrator job.
46:00
It didn't require a masters in social work.
46:03
It required an advanced degree.
46:04
I was able to say I had provided direct services, because it's my -- as an ethnographer, I had
46:09
given people, elderly people rides to the hospital as part of a study of stress and
46:14
support among older people, right?
46:16
So, there's that making that translation.
46:18
There's also an example of not having to do a lot of networking, well, someone did tell
46:23
me to look in the newspaper, so, you know, it's always something, but the point is, don't
46:27
discount these other opportunities.
46:29
Last slide, and I'll shut up.
46:31
I think I'm at about 8 minutes.
46:33
Read the business press.
46:34
Yeah, keep up-to-speed.
46:35
Listen.
46:36
Learn all you can about the industry you want to work in.
46:39
Make the link, as we've heard over and over again.
46:41
This slide says between your methods and theory and the business problem, understand what's
46:45
there.
46:46
And last, don't go it alone.
46:47
You've got friends.
46:48
Thanks.
46:49
That's all.
46:50
>> ELIZABETH: Thank you, Ken.
46:51
And now, we're going to move to the chat Q & A. I think that, um, Daniel, uh, maybe,
47:00
Gabby will help us.
47:02
Uh, so -- >> DANIEL GINSBERG: Let me turn off my novelty
47:08
virtual background here.
47:10
Here we go.
47:12
>> ELIZABETH: And we'll only have about 5 minutes for this, and then we have a quick
47:18
summary slide with the key points to summarize everything that people have said, and then
47:26
you'll be able to go back online to see the answers to the chat questions that we didn't
47:30
get to.
47:31
>> DANIEL: Uh, all right.
47:33
So, hi, everyone.
47:35
Thanks for all of the discussion in the chat so far.
47:39
That's been really great, and thanks to everyone who's been participating both, uh, on-screen
47:45
and also, uh, in their words.
47:46
My name's Daniel Ginsberg.
47:48
I'm the Director of Education and Professional Practice at the AAA.
47:51
I'm a, uh, male-presenting white person with a sort of cloud of asymmetric dark hair and
47:59
glasses, sitting in front of a bookshelf, like everyone else, and uh, I, uh, have been
48:04
monitoring the chat and trying to pull out some specific questions that we could focus
48:08
on.
48:09
I want to do this, because it's the kind of thing that you specifically encouraged us
48:12
not to do, but I want to bring some Marxist theory to the way I'm organizing the Q & A.
48:18
The way that people are talking about academic degrees and credentials.
48:22
Um, I'm thinking of it in terms of what is, if you've studied anthropology at whatever
48:27
academic level, and you're trying to parlay that into professional position, what is the
48:31
use value of it, and what is the exchange value of it?
48:34
Which is to say how do you talk about the things that you know how to do because you've
48:38
studied anthropology, and how do you talk about your anthropology degree and you having
48:43
the degree as itself being a qualification.
48:46
This takes different shapes at different levels of education, and if we had time, I'd like
48:50
to drill into each of these at once, but I think in the interest of time, I'll just sort
48:54
of throw it all out there.
48:55
So, for people looking at the undergraduate level, um, what can you do with the undergraduate
49:00
degree in anthropology, um, to build a portfolio, to find internships or jobs before graduate
49:06
school?
49:07
Is it best to go straight into graduate school?
49:09
Um, how do you best prepare to show that you can do something with that, um, especially
49:14
for people, and this occurs at all levels and circumstances where you might not be able
49:18
to go for -- to pay for another degree or to take the time out of other personal responsibilities
49:22
you may have.
49:23
Um, further along in someone's educational trajectory, you might think, how does your
49:28
anthropology degree, does it have to be a masters in anthropology?
49:31
Are there benefits that you might have from having degrees in other fields?
49:33
I happen to have a masters in teaching English as a second language.
49:37
Are there times when a certificate, like a project management professional, would be
49:41
the credential that you need, rather than another academic degree-granting program?
49:46
And then sort of at the end of that trajectory, are there times when a Ph.D is too much?
49:51
I know there's, within this sort of discussion, there's a lot of, uh, let's say reasonable
49:56
people can disagree on whether you should ever leave your Ph.D off your resume, and
49:59
there was some discussion on that in the chat as well.
50:03
If you have been -- got your Ph.D, been working in higher education, are now trying to go
50:08
else where, how do you look like practice jobs are what you really want and that you're
50:13
not, like, the rat fleeing the sinking ship of higher education?
50:16
So, I know that's a lot, but in the interest of time, I just wanted to put it all out there
50:20
and ask the panelists to take on whatever aspect of it speaks to them, and then we'll
50:24
be able to provide more on the website, which, again, is americananthro.org/webinars, um,
50:31
sometime after this is wrapped up.
50:34
>> ALEXANDRA: So, this is Alexandra speaking.
50:38
Um, I'll speak to a few of these things.
50:40
One, um, in the climate that we're in, jobs are few and far between, but the needs are
50:46
not, and speaking from somebody who runs a nonprofit, interns are normally the pool that
50:51
I pull from in order to hire my next employees.
50:55
So, um, don't necessarily count out doing unpaid internships, preferably paid, if they
51:03
do pay, but, uh, keep that as a good benefit.
51:07
The other thing is that's a way to get easy experience for something that you're trying
51:12
to build towards in the future.
51:14
So, especially when it's an internship that may have a time limit of a month or two months,
51:19
um, it's a great quick, uh, skill-builder that you can add to your resume that now makes
51:25
you that much marketable.
51:27
The idea around education, there are a number of, right now, programs where you can go online
51:33
for free and get courses and education in various things.
51:38
So, you definitely can expand your education, um, that way, without worrying about the payment
51:45
of going through schools and other things.
51:47
There are also, thank you for putting that in the chat, that's exactly what I'm talking
51:52
about.
51:53
Um, they, that same company also has the ability for certificates, so if you want social media
51:59
certificates, um, I think it's, like, $100 to obtain, and they actually give you a certificate
52:04
for it.
52:05
So, there are other ways of grabbing continual education.
52:09
The other thing on your, um, resume, when you list your education skills, you can take
52:17
the liberty, especially if you only have a BA, of adding a few bullet points of things
52:21
that you've specialized or researched in or assisted with, and also, thinking very creatively
52:27
about how you list assisting the professors that you have with their various projects
52:33
and your volunteer jobs as well.
52:36
>> SHIRLEY: Um, could I jump in here?
52:41
I don't know who's moderating this, Daniel or --
52:46
>> ELIZABETH: Go right ahead.
52:48
>> SHIRLEY: Um, Alexandra brought up a really good point that I wanted to add to, if you
52:53
are a Ph.D level or masters, even some masters levels, there's, she mentioned internships,
53:02
but I also wanted to mention fellowships.
53:05
This is Shirley, by the way, Shirley Fiske.
53:07
I forgot to announce myself before I started talking.
53:10
I, um, internships, but also fellowships and IPA, intergovernmental personnel acts, which
53:18
is USA secific, allow you to have experience at an organization and in, I'd say a good
53:26
70 percent of the time, they turn into, that's exactly what Alexandra was saying, that they
53:32
become the job applicants or job pool from which the organization draws.
53:38
There are the American Association for Advancement of Sciences fellowships who take many, many
53:43
social scientists, and I know several anthropologists who are serving in a fellowship now at such
53:50
unreal places as the, um, the old Bureau of Standards, or technology -- the old Bureau
53:56
of Technology Standard, and doing work on earthquake standards that, um, are the outreach
54:03
part of it.
54:04
How do they actually reach, how do they get earthquake, um, warnings and information,
54:09
not warnings, because you can't, you know, you can't warn them, but, um, you know, how
54:12
do you get the word out to communities about what to do in an earthquake?
54:16
So, I wanted to -- my point was I wanted to emphasize other transitional tools that I
54:22
hope that you consider, if you can't find a job with a Ph.D, you still would say in
54:27
the academic sector, or you do an internship, like the AAAS, that takes you into a, um,
54:33
an executive branch sector.
54:35
>> ELIZABETH: Thanks, Shirley.
54:36
Bob, you have something to say?
54:39
You're muted.
54:40
>> DAVID: Is Bob going to speak?
54:44
Otherwise, Bob -- >> BOB: I got it.
54:46
I got it.
54:47
I want to pick up on something that, um, Ken and David were talking about, and I touched
54:50
on a little bit, um, having to do with, uh, the skills that you have and, you know, particularly
54:58
when Ken was talking about liminality and being on a plane.
55:02
I think it's really helpful if, um, we, as anthropologists, can think of how the busin-
55:07
and also this speaks to what David said about understanding the language of the people that
55:11
you're working with, so, if businesspeople are speaking about, let's say customer journey
55:16
mapping or decision mapping, um, liminality is a part of that.
55:21
And so, where we can make a difference as anthropologists and bring in a little bit
55:25
of theory is to say we will help you take a deeper dive, which is a very common business
55:30
expression, into the problem at-hand and understand it in a way that you could not have accessed
55:35
it and could not have understood it before.
55:38
And that's a real plus for any one of us, and it's a way of weaving in the training
55:43
you received, whether it's at the bachelors level, masters, or Ph.D level, but it also
55:48
speaks directly to the problem that they have, which is that they're desperate.
55:52
They need to understand, whether it's their customer or their audience or whoever it might
55:57
be.
55:58
>> DAVID: I was just gonna build -- I think that's right on target.
56:02
I think a central thread you're hearing also from a number of us is the emic or insider
56:08
perspective.
56:09
Often, we focus, though, on just the insider from the consumer participant, but as you
56:16
just mentioned, uh, Bob, you mentioned it's also the people you're working for and working
56:21
with, what are their perspectives of reality, so that you can do some translations.
56:26
I think that we have to be very careful, especially when, I think when I started out, of being
56:32
a little arrogant that we only worked with the community and their concerns, and their
56:36
emic perspectives, which is still a priority, but it's not very effective, if you're not
56:41
looking at the, also being respectful of the sponsor or the people providing the funding,
56:46
to see what their perspective of reality is and what they're looking for, if you're going
56:50
to be a mediator, as it were, in that regard.
56:53
One of the side points, there's been some comments on it I'm seeing in the chat, is
56:56
I did want to highlight the Knight Foundation gives a lot of free, uh, this builds on what
57:02
Alexandra was talking about, a lot of opportunities to learn other new tools for free.
57:07
I was in the class -- I'm still a student, even though I'm a professor and all this other
57:10
stuff -- I go to these classes.
57:13
They're free, on data visualization, on investigative journalism.
57:16
They focus on journalism issues, but they're tools that can help us build our existing
57:21
skill set and expand it.
57:23
We have to be continually learning, and I think there are many, uh, assets of, many
57:28
resources out there that are not expensive or, in fact, are free that have phenomenal,
57:33
um, benefit for how are you going to market yourself as you enter, um, this wild world
57:40
of employment.
57:41
So, I just wanted to add those two points quickly.
57:44
>> ELIZABETH: This is Elizabeth, again.
57:46
I'm sorry to interrupt, but we only have a minute or so left.
57:50
So, uh, Gabby, would you please put up the, uh, the second to the last slide, I think
57:57
it is?
57:58
It has all the key points on it.
58:01
Yeah, so, prior to this webinar, we asked all of the presenters to come up with what
58:10
they considered to be their summary points, and you can see them here.
58:17
Um, the first one is to bring uncommon methods and insights to challenges that organizations
58:25
and communities face.
58:28
Second one, to take time to develop an understanding of the mission of the organization and the
58:35
particular job description.
58:38
Third point, apply your skills so that you can produce a return on investment for your
58:45
employer.
58:47
Fourth one, innovative and critical thinking skills are an asset.
58:56
And the fifth one, listen, then talk from experience.
59:01
I know this was Ken's, because he says co-discover y'all's business relevance.
59:07
Next slide, please.
59:11
So, after this webinar is over, all of you will be getting an evaluation e-mailed to
59:20
you.
59:21
Please fill it out.
59:22
We use these.
59:23
We take these evaluations seriously in order to improve the quality of them in the future.
59:31
Secondly, as we noted earlier, see postings on the AAA website related to this webinar.
59:39
They should be available by next Tuesday, and then register for the other two September
59:46
career webinars.
59:48
September 17th, Demystifying the Fear around Job Searches, and September 24th, Deep Hanging
59:56
Out Digitally.
59:59
Thank you all for attending today.
60:03
We look -- we're hoping that this webinar was helpful and useful to you and look forward
60:09
to seeing you at future webinars.