Edition 48 - Throwing mud and the Rule of Seven

Welcome to another edition of Pondering Careers, where we chat about everything related to career development, jobs, work, and the choices young people make about all of the above.

Over the past few weeks I've had a whole stack of ideas rolling around in my head as we start to do a few things a little differently, and in this week's newsletter I wanted to talk a little bit more about one of the topics that's kept coming up again and again; young people needs multiple opportunities to interact and learn about a career path before they are willing to take any action.

Anthony Mann talks career development as essentially an exercise in 'throwing mud to see what sticks', and this topic is really an extension of that idea. We need to throw lots of mud consistently and in many different ways to give students the best opportunity to find something sticky.

In this context, the 'mud' can really be anything - a career talk organised by Speakers for Schools , a presentation from someone amazing like Tyson Day or Jake Richings , taking a career quiz like Morrisby or Kate McBeath 's Bullseye quiz then looking at the results, participating in a She Maps drone program in school with Paul Mead and Katie Vidal , or even reading one of our Study Work Grow Job Spotlights.

The point is not that any one type of 'mud' is better than any other, but rather that we need all of these opportunities for young people to help them make informed and confident decisions.

And this isn't a new idea - in fact, the concept of needing multiple exposures before making a decision is popular in other fields, and in marketing it's often referred to as the Rule of Seven

The Rule of Seven

This well-known principle suggests that a prospective customer needs to see or hear a marketing message at least seven times before they take action and make a purchase.

The concept is often attributed to Dr Jeffrey Lant , who wrote about it in his 1985 book Money Making Marketing. I've not read it myself, but after seeing this incredible vintage cover I'm tempted to order a copy...

The idea behind this rule is that repetition is crucial for building brand awareness, trust, and ultimately, driving sales.

Here's how it works:

1. Awareness: The first few exposures to a marketing message help a potential customer become aware of a product or service. They may not be ready to buy yet, but they're starting to recognise the brand.
2. Interest: As the potential customer sees the message more times, they begin to develop an interest in the product or service. They may start to pay more attention to the ads or seek out more information.
3. Evaluation: Around the fourth or fifth exposure, the potential customer starts to actively evaluate whether the product or service meets their needs. They may compare it to alternatives or read reviews.
4. Decision: By the sixth or seventh exposure, the potential customer has likely formed a positive opinion of the brand and is ready to make a purchase decision. The repeated exposure has built trust and credibility, making them feel more comfortable with the choice.
5. Action: Finally, after seven or more exposures, the potential customer takes action and makes a purchase.

Obviously this isn't a hard and fast rule, and it varies by both the 'thing' being sold, and the person to whom it is being sold, but the principal is pretty valid - we can't expect people to see something once or twice and then be able to make a decision.

What does this have to do with career development?

Choosing a career pathway isn't exactly the same as buying a jumper, but the process of Awareness >> Interest >> Evaluation >> Decision >> Action is pretty familiar to anyone working in career development.

And we need to keep the Rule of Seven in mind when planning career interventions, because one-offs aren't going to cut it if we want students to actually take action.

As career counsellors, we often focus on providing students with a wide range of information about different career options. We might bring in guest speakers, organise career fairs, or share online resources. But if we're only providing one-off exposures to each career path, we're not really setting our students up for success.

Think about it this way: if a student hears about a particular job for the first time at a career fair, they might think it sounds interesting. But without further exposure to that career path, they're unlikely to take any real action towards pursuing it. They might forget about it entirely, or assume that it's not a realistic option for them.

On the other hand, if we provide that same student with multiple opportunities to learn about and engage with that career path, they're much more likely to take the next step.

These opportunities could include:

• Hearing from multiple professionals in that field through guest speaker events, career stories, or informational interviews
• Participating in hands-on workshops or simulations related to the job
• Researching the educational requirements and job outlook for that career path
• Connecting with mentors or alumni who work in that field
• Reading guides, articles, or websites about working in the field
• Attending industry-specific events or conferences

By providing these repeated exposures, we help students move through the decision-making process more effectively.

They have the opportunity to build their awareness, explore their interest, evaluate the fit with their skills and goals, and ultimately, make an informed decision about whether to pursue that path.

Now, this doesn't mean that we need to provide seven distinct exposures to every single career path out there. That would be nuts... But it does mean that we need to be strategic in our approach to career interventions.

When planning events, workshops, or other career-related activities, we should always be thinking about how we can extend the learning beyond that one-time experience.

This might involve:

• Providing follow-up resources or activities that students can explore on their own time
• Collaborating with teachers to integrate career-related content into the curriculum
• Using posters, booklets, and other 'sticky' items around your school that can be engaged with when students are ready
• Connecting students with relevant extracurricular clubs, organisations, or volunteer opportunities
• Hosting a series of related events or workshops that build on each other over time

By taking this more comprehensive approach, we can help students engage with career ideas in a deeper, more meaningful way.

We're not just providing information; we're facilitating a process of self-discovery and exploration that leads to more confident, informed decision-making.

When students have the opportunity to explore career paths in depth, they're more likely to find a path that truly aligns with their interests, values, and goals. They're more likely to feel excited and motivated about their future, and more prepared to take on the challenges of college and career.

So, as you're planning your career interventions for the coming year, I encourage you to keep the Rule of Seven in mind. Think about how you can provide multiple, varied exposures to different career paths, and how you can extend the learning beyond one-time events.

By doing so, you'll be setting your students up for success not just in their career decision-making, but in all aspects of their lives.