By Joaquim P. Menezes -
Few people haven’t enjoyed (even when they strenuously deny it!) the “Total Makeover” programs...
...watching someone dowdy and non-descript magically transformed, by a smart blend of "beauty" treatments and classy threads, into a glamorous knock-out.
...and the climax, when the curtain is drawn and the “made over” stunner strides onto the stage to gasps of awe from astounded friends, and family (and a co-operative audience).
Today, it seems, the IT industry – or the image of IT – is desperately in need of just such a radical makeover.
The image of IT as boring needs to be shed and replaced by a fresh one that showcases its attractive features.
That, at least, was the message I got from the “Careers in IT” panel discussion recently organized by Cisco Canada as part of an event held to mark the 10th anniversary of the Cisco Networking Academy.
The Academy is an e-learning program launched globally by Cisco to equip students with Internet technology skills required in the job market.
It was interesting, however, that the single former student of the Academy on the panel admitted that she chose not to opt for a career in IT.
“I'm pursuing higher education in another area. I wasn't attracted to the market after I received my education… I didn't feel drawn to pursue it further,” said Kayla Savard, an alumnus of the Academy at West Kildonan Collegiate.
Savard exemplifies the growing number of students in Canadian academic institutes who are less than enthused about a career in IT.
The question is: "Why?" - especially as all the research seems to indicate that the IT market and the demand for skilled IT professionals is red hot today.
Much of the second half of the panel discussion was devoted to answering that question.
And there was a noticeable shift in the entire tenor of the discussion.
While during the initial part of the discussion, panelists focused on macro-level reasons for the IT skills crunch, in the second half they began sharing their own personal experiences, and those of their families.
This, I felt, was the most enlightening part of the discussion.
For instance, Pam Baldaro, a Cisco Networking Academy instructor at West Kildonan Collegiate, Winnipeg, related how her kids – though computer savvy – aren’t really interested in a making a career in computers.
“They've watched me in this business and said: ‘mum all you do is study, look at that computer, and at new technologies, and make those changes.”
She noted how her eldest daughter has opted to study Art and 3D design at Sheridan College. “She's comfortable with using computers for that. But the tech side of things isn't glamorous [to her]. It's not seen as fun.”
Baldaro’s conclusion: “We have to change the image of what we do because they don't see it as exciting. It seems boring.”
She said when students move on to the post secondary level and review all the available courses, IT doesn’t seem like a very compelling option at all. “We really have to find a way to make it interesting," said Baldaro.
Other panelists agreed and added that educators and other IT industry insiders need to do a far better job of marketing the profession.
From an academic standpoint, when talking to students, one selling point that can be emphasized is the ubiquity of IT -- the fact that having a handle on computing technologies would stand you in good stead in whatever profession you eventually opt for.
For instance, Paul Swinwood, president, Information and Communications Technology Council related how his two children are both in non-IT careers, but are using IT in a significant way, in their work.
His daughter has started using it as a tool to build up her real estate business, and his son, within the context of his job as a geo-physicist.
“Today my son is at Points North in Saskatchewan, and spends half his time improving computer systems for the air-borne survey company he works for.”
Perhaps there's a message here for those who design IT curricula for schools, colleges and universities – that “optics” do count for much.
One very tangible way IT departments in academic institutions can help present a more compelling "image" of IT is by designing and building, well equipped, state-of-the-art labs.
But the money to do this will not come from government, whose number one education priority right now, according to one expert, is safe schools.
"If dollars are spent, it's on security cameras and hall monitors," noted Robert Wager, program coordinator for experiential learning, Toronto District School Board. "We don't get funded to put in new computer labs."
The visual appeal of a well-equipped, well furnished IT lab, he said, can't be overstated, and could have a huge impact on students deciding which course to take.
Sadly, the reverse, is also true, Wager noted.
"What our kids also know is that if the paint is falling off the walls, if the tables look chipped and marked, if the equipment doesn't look state-of-the-art – they need to walk to another classroom or environment."
Ergo: If industry is saying: 'there are 89,000 IT vacancies that will need to be filled' - and are clamouring for an increase in IT enrolments in schools, colleges and universities - they also need to provide the funds and resources to make that possible.
As the old saw goes: put your money where your mouth is.