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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

Advertising Agencies' Requirements for Entry Level Employees

C. Kevin Synnott, Ph.D.

Eastern Connecticut State University

Author Note

Correspondence concerning this article should be addressed to C. Kevin Synnott,

Department of Business Administration, Eastern Connecticut State University,
Willimantic, CT 06226.
860 465-4276
E-mail: synnottc@easternct.edu
REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

Abstract
This study addresses the theoretical construct realistic job preview and how it can
benefit college graduates interested in pursuing a career in advertising. A questionnaire
was developed to discern what requirements advertising agencies in New England look
for when hiring entry level personnel. The findings showed the top requirements and the
top valuable skills needed for an entry level position in the advertising field. This
information provides college students with a realistic job preview regarding advertising
jobs. The findings showed students interested in a career in advertising should enroll in
programs, such as business, communication, creativity, computer aid design,
management, advertising, and public relations. They should also take courses related to
developing skills, such as problem solving, critical thinking, drawing and painting, and
time management. Realistic job previews clarify students' expectations regarding jobs in
advertising and help them develop paths to success.

Keywords: advertising, college students, realistic job preview, job requirements

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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

Introduction

Hall and Hall introduced the theory of Realistic Job Preview (RJP) in 1976. They
stated "Students often graduate from college or business schools with unrealistically high
expectations about the amount of challenge and responsibility they will find in their first
job" (17). They also indicated that this results in high turnover. Phillips (1998)
conducted a quantitative meta-analysis of 40 studies of RJP and found that this process
resulted in lower voluntary turnover. Other researchers also found RJP resulted in lower
voluntary quits. For example, Hom, Griffith, Palich, and Bracker (1998) designed an RJP
and implemented it with 82 newly hired nurses during orientation. A traditional approach
was used with 76 other nurses (i.e., the control group). They found that the RJP resulted
in 8.5% of these nurses quitting versus 17.8% of the control group..

The field of advertising is changing at a rapid pace. Employment opportunities and

requirements for employment in this field are also changing with the times.
Organizations and applicants benefit from RJP (Hom et al., 1998; Philips, 1998). The
principles of this theory may be useful to students. An integral component of any job
preview is a clear description of job specifications or requirements and the skills an
individual needs to be considered for employment. Futrell (2001) stated "Job
specifications convert job descriptions into the qualifications (for example, abilities,
behavior, education, skills) the organization feels are necessary for successful
performance on the job" (172). Students preparing to enter the advertising field might
benefit from current information from potential employers regarding realistic job
requirements before the hiring process begins. For example, students may benefit by
having this information when preparing a course of studies in business schools and higher
education.

Students are interested in knowing where employment opportunities in the field of

advertising will be when they graduate. Adweek publishes information regarding
opportunities in the field of advertising in the series "Where the Jobs Are" (2006). This
information is gathered from the publication's help-wanted advertising section.
Percentiles reflecting increases or decreases in advertising, media, and marketing jobs are
reported to show trends for different parts of the country including New England.
Students can use this source when seeking employment in the field of advertising.

Methods and Procedures

The critical research question for the study is as follows: What are the realistic
requirements and characteristics students need to secure employment with New England
advertising agencies?

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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

A survey of New England advertising agencies was conducted to determine the

realistic job requirements for entry level employment with advertising agencies in
Connecticut, Massachusetts, Maine, New Hampshire, Rhode Island, and Vermont.

Participants

All 469 advertising agencies in New England listed in the book Standard
Directory of Advertising Agencies (2005) were selected to participate. Prospective
participants included Connecticut (142), Massachusetts (235), Rhode Island (31), Maine
(21), New Hampshire (26), and Vermont (14). Agency directors from 89 agencies
responded. This represented an 18.8% response rate.

Procedures

Every potential participant was mailed a personal letter and a package of materials.
The letter explained the following: (a) the voluntary nature of participating in the study,
and (b) assurance regarding anonymity if desired by the participant. The package
contained the following: (a) a questionnaire, and (b) a stamped self addressed envelope.
The opportunity to have one dollar donated to the participant's favorite charity when the
survey was returned was offered as an incentive to participate (Solomon, 1996).

The Instrument

A questionnaire was developed specifically for this study to assess the

requirements and characteristics advertising agencies in New England were looking for in
graduating college seniors. (Dr. Branko Cavarkapa Professor of Marketing at Eastern
Connecticut State University assisted in the development of the instrument, mailing, and
analysis.)

Instrument Format

The first section asked respondents to indicate the educational requirements they
deemed necessary for entry level employment with their agencies. These requirements
included the following: (a) the type of degree, (b) the major area of study, (c) the minor
area of study, (d) concentration(s), and (e) the most valuable college courses. Space was
provided for responses.
The third section asked respondents to identify the top three requirements needed for
graduating seniors to be hired by their agencies. These requirements included the
following: (a) grade point average, (b) type of university (i.e., private or public),
(c) motivation, (d) enthusiasm, (e) extra curricular activities, (f) time management,
(g) membership in professional associations, (h) willingness to travel, and (i) other.
Space was provided for responses.
The final section asked respondents to identify the three most valuable skills
required for careers in advertising. These included: (a) computer skills, (b) creative skills

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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

(e.g., fine art, graphic design, etc.), (c) interpersonal skills (e.g., personal sales skills,
sales account management, etc.), and or (d) others. Space was provided for responses.

Results and Discussion

Respondents identified the following degrees as requirements for entry level

positions High School, Bachelor of Arts, Bachelor of Fine Arts, and Associates of Arts.

Responses regarding majors, minors, and concentrations varied greatly. A coding

system was employed to analyze the data. Similar responses were combined from the
coded responses to form separate categories. The categories for majors were as follows:
(a) business, (b) communication, and (c) creativity. The categories for minors were
labeled as follows: (a) business, and (b) communication. The categories for
concentrations were labeled as follows: (a) business, (b) communication, and
(c) creativity (see Appendix A for the codes).

Majors

Respondents identified three majors applicants needed to be considered for entry

level employment with their agencies. These majors included: (a) communication,
(b) business, and (c) creativity. First, respondents indicated that communication was an
important major. For example, the following areas of study related to communication
were identified as being important: (a) English, (b) media studies, and (c) journalism.
Second, respondents indicated that business was an important major. For
example, the following areas of study related to business were identified as being
important: (a) business marketing, (b) advertising, and (c) public relations and marketing.
Finally, respondents stated that creativity was an important major. Respondents
also indicated that fine arts was an important area of study related to creativity.

Minors

Respondents identified two minors applicants needed to be considered for entry

level employment with their agencies. These minors were business and communication.
First, respondents stated that business was an important minor. For example, the
following areas of study related to business were identified as being important:
(a) business (b) management, (c) advertising, and (d) marketing.
Second, communication was identified as an important minor needed by
applicants. For example, the following areas of study related to communication were
identified as being important: (a) English writing, and (b) computer science.

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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

Concentrations

Respondents identified three areas of concentration as being important to be

considered for entry level employment within their agencies These concentrations
included: (a) business, (b) communication, and (c) creativity. First, respondents stated
that business was an important concentration. For example, the following areas of study
related to business were identified as being important: (a) business and or public
relations, (b) marketing, and (c) advertising.
Second, communication was identified as an important concentration needed by
applicants. For example, the following areas of study related to communication were
identified as being important: (a) English and speaking, and (b) writing skills.
Finally, respondents stated that creativity was an important area of concentration.
For example, the following areas of study related to creativity were identified as being
important: (a) computer aided design, and (b) web design.
Responses regarding the top three requirements needed for graduating seniors to
be hired by your agency varied greatly. A coding system was employed to analyze the
data. Similar responses were combined to form separate categories. The categories for
the top three requirements were labeled as follows: (a) experience and extracurricular
activities (b) knowledge, and (c) skills (see Appendix B for the codes).
First, respondents indicated that experience and extracurricular activities were
important requirements. For example, the following were identified as being
requirements related to experience: (a) internships, (b) working on the college
newspapers or radio stations, (c) customer service, (d) field related experience,
(e) participating in sports and club activities, and (f) summer work.
Second, knowledge was identified as an important requirement. For example, the
following were identified as being requirements related to knowledge: (a) an
understanding of business, (b) an understanding of strategy, and (c) completing
professional level courses.
Finally, respondents stated that graduating seniors need certain skills to be
considered for employment. For example, the following were identified as being
requirements related to skills: (a) ability, (b) talent, (c) drawing and painting skills,
(d) leadership, and (e) communication skills.
Responses regarding the three most valuable skills required by your agency for
careers in advertising also varied greatly. A coding system was employed to analyze the
data. Similar responses were combined to form separate categories. Four categories for
the most valuable skills were labeled as follows: (a) communication, (b) creative,
(c) business, and (d) personal, and (see Appendix C for the codes).
First, respondents stated that communication skills were required for a career in
advertising. For example, the following were identified as important skills related to
communication: (a) interpersonal, (b) writing, (c) computer, and (d) speaking.
Second, respondents stated that creative skills were required for a career in
advertising. For example, the following were identified as important skills related to

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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

creativity: (a) problem solving and critical thinking, (b) design sense, and (c) graphic
appreciation.
Third, respondents stated business skills were required for a career in advertising.
For example, the following were identified as being related to business skills: (a) sales,
(b) ability to prioritize, (c) organizational, (d) detailed oriented, (e) marketing knowledge,
(f) time management, (g) business knowledge, and (h) technical.

Finally, respondents stated that personal skills were required for a career in
advertising. For example, the following were identified as important personal attributes:
(a) enthusiasm, (b) getting along with others, (c) attitude, (d) team player, (e) sense of
humor and perspective, (f) self-starter, (g) passion for business, (h) good listener,
and (i) demonstrated drive.

Summary

The results of this study provide graduating seniors interested in a career in

advertising with a realistic job preview. This information can guide students in their
preparation regarding educational programs. For example, advertising agencies in New
England are looking for entry level employees with majors, minors, and concentrations in
the following: (a) communication (e.g., writing and speaking), (b) business, (c) creativity
(e.g., computer aided design and web design), (d) management, (e) advertising, and
(f) public relations.
Respondents indicated that they require potential candidates to have the
following: (a) experience (e.g., internships, working on the college newspapers or radio
stations, and customer service; (b) knowledge (e.g., an understanding of business and an
understanding of strategy; and (c) skills related to ability, talent, drawing and painting,
leadership, and communication.
Finally, students need to know the skills agencies considered the most valuable.
For example, creativity skills including problem solving, critical thinking, and graphic
appreciation were considered valuable by respondents. Business skills considered
valuable including the following: (a) sales, (b) ability to prioritize, (c) organizational, (d)
detailed oriented, (e) marketing knowledge, (f) time management, (g) business
knowledge, and (h) technical. Personal skills were also considered valuable, such as
enthusiasm, getting along with others, being a team player, having a sense of humor,
being a self-starter, and being a good listener.

Limitations of the Study

There are potential limitations to this study. First, this study examined advertising
agencies in New England. Therefore, caution is advised regarding generalizations of the
results of this study beyond the Northeast region of the U.S.
Second, some may argue that the results are biased because a random sample was not
employed. However, all of the advertising agencies in New England had the opportunity
to participate.

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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

Finally, the 18.8% response rate is low. A mail survey was conducted. It is generally
known that mailed surveys have low response rates. However, two procedures were used
to increase the response rate. First, participants were offered an incentive to participate.
Second, the instrument is short limiting the time demands and therefore encouraged a
higher response rate (Meilman, Gaylor, Turco, & Stone, 1990).

Suggestions for Future Research

This study might be replicated on a yearly basis to keep students informed of trends
and current requirements regarding the hiring process in New England advertising
agencies.

Studies from different regions regarding advertising agencies' employment status and
requirements for new hires might be conducted and compared yearly.

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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

References

Babor, T. F., Stephens, R. S., & Marlatt, G. A. (1987). Verbal report methods in clinical
research on alcoholism: Response bias and its minimization. Journal of Studies on
Alcohol, 52(5), 410-424.

Futrell, Charles M. (2001). Sales Management: Teamwork, Leadership, and technology

(6th ed.). United States: South-Western.

Hall, D. T., & Hall, F. S. What's new in career management. Organizational Dynamics,
5(1), 17-33.

Hom, P. W., Griffith, R. W., Palich, L. E., & Bracker, J. S. An exploratory investigation
into theoretical mechanisms underlying realistic job reviews. Personnel Psychology,
51(2), 421-451.

Isaac, S., & Michael, W. B. (1990). Handbook in research and evaluation (2nd ed.). San
Diego, CA: EdITS.

Meilman, P. W., Gaylor, M. S., Turco, J. H., & Stone, J. E. (1990). Drug use among
college undergraduates: Current use and 10-year trends. The International Journal of
the Addictions, 25(9), 1025-1036.

Philips, J. M. (1998). Effects of realistic job previews on multiple organizational

outcomes: A meta analysis. Academy of Management Journal, 41(6), 673-690.

Prentice, D. A., & Miller, D. T. (1993). Pluralistic ignorance and alcohol use on campus:
Some consequences of misperceiving the social norm. Journal of Personality and
Social Psychology, 64(2), 243-256.

Solomon, M. R. (1996). Consumer Behavior (3rd ed.). New Jersey: Prentice Hall.

Standard directory of advertising agencies. (2005). National Register Publishing.

Where the Jobs are. (2006, January 23. Adweek, 47(4), p. 25.

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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

Appendix A
Responses and Codes for Item 1
Educational Requirements Needed for a Career in Advertising

Degree
High School
Bachelor of Arts
Bachelor of Fine Arts,
Associates of Arts, and (e) none
Majors
Responses included the following: (a) English, (b) business marketing,
(c) design, (d) public relations and marketing, (e) fine arts,
(f) communications, (g) media studies, (h) advertising, (i) liberal arts,
(j) journalism, and (k) political Science

Majors were identified using the codes below.

Code 1 Business Code 2 Communication Code 3 Creativity

(b) business marketing, (a) English (e) fine arts

(d) public relations and marketing (f) communications
(h) advertising (g) media studies
(j) journalism
Code 4 Other

(i) liberal arts

(k) political science

Minors
Responses included the following: (a) computer science, (b) business
management, (c) English and writing, (d) accounting, (e) art
history,
(f) advertising, (g) marketing, (h) business, (i) general studies,
(j) psychology, and (k) photography

Minors were identified using the codes below.

Code 1 Business Code 2 Communication Code 3 Other

(b) Business Management (a) Computer Science (e) Art History

(f) Advertising (c) English/Writing (k) photography
(d) Accounting (i) General Studies
(g) Marketing (j) Psychology
(h) Business

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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

Concentrations

Responses included the following: (a) business and or public relations,

(b) computer aided design, (c) marketing, (d) communication, (e) graphic
arts, (f) English, (g) advertising, (h) problem solving, (i) speaking
and writing skills, (j) web design, (k) print, and (l) multimedia

Concentrations were identified using the codes below.

Code 1 Business Code 2 Communication Code 3 Creativity

(a) business and public relations (f) English (b) computer aided
(c) marketing (d) communication design
(g) advertising (i) speaking and writing skills (h) problem solving
(k) print (j) web design,
(l) multimedia
(e) graphic arts

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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

Appendix B
Responses and Codes for Item 2
Top Three Requirements Needed for a Career in Advertising

Responses included the following: (a) summer work, (b) good internship,
(c) internship with agency, (d) college paper, (e) sports business management, (f) works
on school newspaper or radio station, (g) school magazine((s)/editorial, (h) anything
related to Arts or Communications, (i) Marketing Internships, (j) drawing, painting skills,
(k) anything showing initiative and leadership, (l) how to mix a good dry martini,
(m) wide variety, (n) assist on campus events, (o) clubs, (p) sports, (q) something to show
team work, (r) decisive, (s) career path, (t) logical approach, (u) personality,
(v) talent, (w) common sense, (x) passion, (y) willing to learn by asking, (z) field related
experience, (aa) customer service experience, (bb) professional level courses,
(cc) curiosity, (cc) succinct communication skills, (dd) doesn't need to be "spoon-fed,"
(ee) understanding b/n strategy and tactics, (ff) understanding of business and what it
takes to get in, (gg) willing to be self-taught, (hh) portfolio or job related experience, and
(ii) ability.
The top three requirements were identified using the codes below.

Code 1 Experience and Code 2 Knowledge

Extracurricular Activities
(bb) professional level courses
(a) summer work (ff) understanding of business and
(f) works on school newspaper what it takes to get in
or radio station (ee) understanding b/n strategy and
(o) clubs tactics
(aa) customer service experience (e) sports business management
(b) good internship (h) anything related to arts or
(q) something to show team work communications
(z) field related experience (c) internship with agency
(hh) portfolio or job related experience
(i) marketing internships
(g) school magazines and editorial
(d) college paper
(n) assist on campus events
(p) sports

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REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

Code 3 Skills Code 3 Other

(ii) ability (m) wide variety
(v) talent (cc) curiosity
(t) logical approach (dd) doesn't need to be "spoon-fed,"
(j) drawing, painting skills (gg) willing to be self- taught
(k) anything showing initiative (u) personality
and leadership (y) willing to learn by asking
(cc) succinct communication skills (r) decisive
(l) how to mix a good dry martini (s) career path
(w) common sense (x) passion

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 Appendix C

Responses and Codes for Item 3

Three Most Valuable Skills Needed for a career in Advertising

Responses included the following: (a) interpersonal (39, (b) creative (29),
(c) computer (19), (d) writing (11), (e) problem solving, critical thinking (7), (f) sales (7),
(g) speaking ability (6), (h) curiosity/knowledge (5), (i) communication (4), (j) ability to
prioritize (3), (k) organizational (3), (l) detailed oriented (3), (m) marketing knowledge
(3), (n) enthusiasm (2), (o) design sense (2) , (p) graphic appreciation (2), (q) time
management (2), (r), business knowledge (2), (s)getting along with others, (t) attitude,
(u) understanding of marketing process, (v) ability to think on their feet, (w) dedication,
(x) understanding relationships and constituencies, (y) team player, (z) smarts, (aa) open,
agile mind, (bb) good collaborator, (cc) diverse interests, (dd) put "pedal to medal,"
(ee) sense of humor/perspective, (ff) diligent, (gg) self-starter, (hh) passion for business,
(ii) integrity, (jj) general knowledge base, (kk) personable, (ll) math, (mm) accuracy, (nn)
life experience, (oo) any knowledge they are truly interested with, good instinct, and
ability to act on both, (pp) good listener, (qq) phone skills, (rr) work experience,
(ss) demonstrated drive, and (tt) technical.

The three most valuable skills were identified using the codes below.

Code 1 Business Code 2 Communication

(f) sales (7) (a) interpersonal (39)
(j) ability to prioritize (3) (d) writing (11)
(k) organizational (3) (c) computer (19)
(l) detailed oriented (3) (i) communication (4)
(m) marketing knowledge (3) (g) speaking ability (6)
(q) time management (2) (v) ability to think on their feet
(r), business knowledge (2) (mm) accuracy

(u) understanding of marketing (qq) phone skills

process
(jj) general knowledge base
(x) understanding relationships
and constituencies
(tt) technical

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 REQUIREMENTS FOR ENTRY LEVEL EMPLOYEES IN ADVERTISING

Code 3 Creativity Code 4 Personal

b) creative (29) (n) enthusiasm (2)

(e) problem solving, critical thinking (7) (s) getting along with others
(h) curiosity/knowledge (5) (t) attitude
(o) design sense (2) (y) team player
(p) graphic appreciation (2) (aa) open, agile mind
(oo) any knowledge they are truly (ee) sense of humor/perspective
(cc) diverse interests
(ff) diligent
(gg) self-starter
(hh) passion for business
(ii) integrity
(kk) personable
(nn) life experience
(rr) work experience
(pp) good listener
ss) demonstrated drive

Code 5 Other

(z) smarts
(w) dedication
(dd) put "pedal to medal"
(bb) good collaborator
(ll) math

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