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A job is an essential part of life for all but the lucky few who have an income independent of their daily activity. Although it is possible to say that the better the job, the better the money and the associated renumeration, at the same time many people choose jobs that give them satisfaction and a sense of achievement, even though the money’s poorer.
Is it better to have a large salary, company car, mobile phone and valuable pension scheme? Or is it better to have the comfort of knowing that you are helping your fellow members of society while being relatively worse-off financially?
Another aspect is the difference between a job and a career. The first implies an occupation, while the second implies progress and development. Ambition is usually an essential part of having a career, as the achievement you may desire doesn’t just happen — it has to be worked for. Many people in a career, especially in very large organisations, may devote as much or more of their time and energy furthering their career as doing their job. There the inherent competitiveness comes to the fore, where beating your fellow worker to a promotion can give more pleasure than the successful completion of a project.
Jobs themselves obviously vary tremendously. They may be ability-based, knowledge-based or just something that someone else refuses to do. An ability-based job requires a certain aptitude or talent, such as a music teacher, who has to have a suitable level of talent in relation to music. They also have to be able to teach, a gift often lost to many teachers. A knowledge-based job usually requires long preparatory education in order to be, for example, a radio-physicist or a surgeon. The acceptance of a job can also vary in that many people could not imagine cleaning toilets, while many others not imagine cutting open a human body, as a surgeon has to.
Education during the twentieth century has had to alter to reflect changes in society, especially where jobs are concerned. Most Western economies are becoming more and more reliant on service industries than on manufacturing and agriculture. While the latter require «specialists» in terms of knowledge, service industries may need more «generalists» who tackle complex interrelated issues. Here education has to concentrate more on divergent thinking than on convergent thinking.
For example, the most successful stockbrokers today spend as much time reading the news as calculating return-on-investment (mostly done by computers anyway). Moods and trends are the drivers for their work and if they orient their business decisions in the right way they become rich. If not, others beat them and they become out-of-work. Western companies market and sell products probably actually made for them in the East. The processes of selling and marketing rely more on creativity and originality than on technical knowledge.
Very few people in a mobile telephone company, for example, can give any sort of detailed explanations of how the thing itself works, since they concentrate on its commercial aspects. As the Canadian philosopher Marshall McLuhan said in the 1960s, «Invention is the mother of necessity» (to contradict the ancient belief that «necessity is the mother of invention»).
Personal abilities such as ability to communicate successfully, write clearly, analyze often apparently unrelated factors and give a fresh approach to an old problem are often the most highly-prized facet of an employee. The «specialists» who refine the technology for a new or different technical product or those who translate its operating instructions into a different language, for example, will always be needed. But more and more «generalists» will be needed to sell and market such products. The nineteenth-century rules of demarcation of labour are fading away as computerization takes over more and more of the technical tasks within a job (such as calculating a price, matching an item to a req