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Account manager and customer service manager job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected account manager and customer service manager job growth rate is -4% from 2018-2028.
About -105,300 new jobs for account manager and customer service managers are projected over the next decade.
Account manager and customer service manager salaries have increased 8% for account manager and customer service managers in the last 5 years.
There are over 32,837 account manager and customer service managers currently employed in the United States.
There are 102,595 active account manager and customer service manager job openings in the US.
The average account manager and customer service manager salary is $34,676.
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 32,837 | 0.01% |
| 2020 | 33,058 | 0.01% |
| 2019 | 34,200 | 0.01% |
| 2018 | 33,752 | 0.01% |
| 2017 | 32,808 | 0.01% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $34,676 | $16.67 | +3.2% |
| 2024 | $33,591 | $16.15 | +1.5% |
| 2023 | $33,110 | $15.92 | +1.4% |
| 2022 | $32,665 | $15.70 | +1.3% |
| 2021 | $32,238 | $15.50 | +3.2% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 327 | 47% |
| 2 | Vermont | 623,657 | 168 | 27% |
| 3 | New Hampshire | 1,342,795 | 353 | 26% |
| 4 | Delaware | 961,939 | 229 | 24% |
| 5 | Rhode Island | 1,059,639 | 241 | 23% |
| 6 | Minnesota | 5,576,606 | 1,201 | 22% |
| 7 | Utah | 3,101,833 | 690 | 22% |
| 8 | North Dakota | 755,393 | 161 | 21% |
| 9 | Virginia | 8,470,020 | 1,691 | 20% |
| 10 | Washington | 7,405,743 | 1,449 | 20% |
| 11 | Arizona | 7,016,270 | 1,388 | 20% |
| 12 | Georgia | 10,429,379 | 2,007 | 19% |
| 13 | Wisconsin | 5,795,483 | 1,130 | 19% |
| 14 | Connecticut | 3,588,184 | 689 | 19% |
| 15 | Iowa | 3,145,711 | 594 | 19% |
| 16 | Maine | 1,335,907 | 259 | 19% |
| 17 | North Carolina | 10,273,419 | 1,815 | 18% |
| 18 | Montana | 1,050,493 | 191 | 18% |
| 19 | Wyoming | 579,315 | 103 | 18% |
| 20 | Maryland | 6,052,177 | 1,029 | 17% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Norristown | 1 | 3% | $38,981 |
The University of West Florida
Christopher Newport University

Andrews University

Valdosta State University

University of Nebraska–Lincoln

Penn State Behrend

Indiana University Southeast

William Paterson University

Minnesota State University Moorhead

University of Minnesota
The University of West Florida
Department of Accounting and Finance
Eric Bostwick Ph.D.: Although the use of office productivity software has been important for a number of years, the importance of fluency with these types of programs has been heightened by our increased virtual interactions. In addition, the use of online collaboration tools has grown and will continue to grow. Thus, candidates will stand out when they demonstrate knowledge/skill (e.g., certification) with respect to basic collaborative productivity tools as well as specific technology commonly used in their career fields.
Christopher Newport University
Department of Communication
Todd Lee Goen: Technical skills are often industry and/or position specific. Applicants should highlight any technical skills related to the position advertisement and those that add value to the position/organization. Most importantly, requirements for technical skills change with time and technological advances. This means employers value workers capable of adapting to change and continually improving and acquiring new technical skills. Thus, it's usually more important to demonstrate you are capable of learning and developing technical skills than it is to have a specific skill set upon hire (although this is not true for some positions/industries).
That said, technical skills related to online presentations, virtual meetings, virtual networking, remote working and the like are hot commodities right now. While most organizations were in the process of adopting many of these technologies and ways of doing business pre-pandemic, the pandemic accelerated the process. Organizations are making it work, but they often don't know best practices or the most efficient means of working in the largely virtual, pandemic environment. Post-pandemic, many of the remote/virtual changes the pandemic brought will stay in some form. Technical skills that support this type of workplace will make applicants stand out to many employers because they need/want to do virtual/remote business better.
Todd Lee Goen: Pandemic or no pandemic, the best job out of college is one that sets you on the path to achieve your ultimate career goal(s). Reflect on where you want to be in five or ten years or even twenty-five years. Then consider positions that will set you on the path to achieve that goal. Very few people land their dream job upon graduation - dream jobs are typically those we're not qualified to do without some additional work experience and training. A good job is one that will help you achieve your goal(s) - just don't frame it that way in the interview.
Good jobs pay a livable salary for the location, offer benefits (health insurance and retirement at minimum), and provide professional development opportunities (these can take a variety of forms). Too often, college grads overlook professional development. If an employer isn't willing to invest in you, there's no guarantee you will succeed in the job. Good employers understand they need qualified employees who continually develop their skills and abilities, and good employers will make sure employees have the resources they need to succeed.
Todd Lee Goen: Technical skills are often industry and/or position specific. Applicants should highlight any technical skills related to the position advertisement and those that add value to the position/organization. Most importantly, requirements for technical skills change with time and technological advances. This means employers value workers capable of adapting to change and continually improving and acquiring new technical skills. Thus, it's usually more important to demonstrate you are capable of learning and developing technical skills than it is to have a specific skill set upon hire (although this is not true for some positions/industries).
That said, technical skills related to online presentations, virtual meetings, virtual networking, remote working and the like are hot commodities right now. While most organizations were in the process of adopting many of these technologies and ways of doing business pre-pandemic, the pandemic accelerated the process. Organizations are making it work, but they often don't know best practices or the most efficient means of working in the largely virtual, pandemic environment. Post-pandemic, many of the remote/virtual changes the pandemic brought will stay in some form. Technical skills that support this type of workplace will make applicants stand out to many employers because they need/want to do virtual/remote business better.

Andrews University
School of Business Administration
Lucile Sabas: Along with the competencies mentioned above related to a restructuration of the labor market, many other competencies would be needed. We can mention some few of them, like, competencies in NTIC, web developers and designer, teleworking software specialists, technician-supports, software developers, drone specialists, cybersecurity specialists, teleworking software specialists. With the pandemic, we saw the intensification of online education. This later has proven to be very efficient in almost all domains. A graduate can take this option to use her gap year acquiring new competencies, if being on campus represents a challenge in the pandemic context. With this said, we assume that as an international business graduate, the student has had an international experience of at least six months (in a foreign country).

Valdosta State University
Department of Curriculum, Leadership, and Technology
Herbert Fiester Ph.D.: Education and certifications complemented with practical experience is what employers like to see. Additionally, demonstrated skills leading, whether it be an implementation process through an entire lifecycle or driving change through innovation, will always impress. A resume should demonstrate a prospective employee's ability to take ownership of the functions of the job and complete those functions competently. Employers want to feel confident that the applicant can perform the job successfully, and any inclusions on the resume to help make that case should be included.

Celeste Spier Ph.D.: If a student opts to take a gap year, recommended skills to gain include the Naceweb sought by employers according to the National Association of Colleges and Employers (NACE), which are critical thinking, communication, teamwork, digital technology, leadership, professionalism/work ethic, and global/intercultural fluency. Technical skills are especially powerful in catching the eye of a recruiter in today's job market. Many free resources like EdX and Coursera exist to boost technical skills at no cost. For students who are taking a gap year because they are uncertain of their future career goals, their gap year should focus on exploration and reflection to ensure they end the year with a better sense of direction and next steps.

Dr. Mark Owens Ph.D.: It is hard to know for sure, but it seems like there will be a trend toward doing more job related tasks remotely. The pandemic forced many employers to adjust to life without in-person contact and many of these changes are going to persist in some form.

Dr. Uric Dufrene: First, I would not recommend a gap year. One of the skills that is critically important, regardless of the time period, is adaptability. Learning how to adapt to the circumstances around you is a skill that is valued in the workplace, regardless of the year. This is a key part of problem solving. Solving problems with the conditions and resources on hand will prepare you for a lifelong success in any field. As a graduate develops a reputation for problem solving, they emerge as a "go to" employee and will be seen by others as a leader, in their department or company.
Dr. Uric Dufrene: Graduates must make a commitment to life-long learning. This does not have to be in a traditional graduate program, for example. Although, graduate school is highly recommended. Outside of a formal degree program, graduates must find ways to continue to invest in their professional development. This includes hard skills within their profession and soft skills, regardless of the occupation.
Find ways to meet people. This includes both within the organization and the industry. Think about face-to-face networking, when available, but also be very sensitive and intentional with respect to your online brand. Use the social media tools as a way of maintaining a very professional image and 24/7 virtual networking. Graduates need to think of their name as a brand. That brand will be influenced by your digital footprint, and how one might communicate, both in writing and in a virtual sense (video technologies). With working in a remote environment, the impression that one might develop of you will be based on writings co-workers receive from you (emails, memos, etc.) and your video presence. Graduates need to invest time in developing and enhancing these important skills.

Giuliana Andreopoulos: I do not think that the pandemic has been and will be able to reverse the importance of certain skills on students` resumes. There is no doubt in my mind that communication, team working, problem solving, leadership, still come at the top of the list for business students. However, the pandemic has added new skills: ability to work remotely, manage crisis, and deal with data. We hope that Business Colleges and Schools will take into consideration these new developments when they plan new courses, programs, or certificates.

Minnesota State University Moorhead
Paseka School of Business
Wooyang Kim Ph.D.: During this unprecedented context, the biggest trends in the marketing job market would be three parts - 1) Hyper-competition in the shrunk size of the job markets, 2) Emerging virtual (or remote) work environment at the home office, and 3) Salary and/or compensation reduction in the workplaces.
First, on average, the unemployment rate has been drastically increased while the job positions were (temporarily) eliminated in 2020 due primarily to the negative effect of the pandemic across industry sectors. Also, the pandemic situation has accelerated the job positions by replacing humans with AI (artificial intelligence) and machines (e.g., automation and/or touchless system), shrinking the total size of the job market. As a result, the given conditions inevitably entail hyper-competitions by creating a new structural environment in the job market for two or three years from now. This situational tendency would accelerate in the manufacturing and service industry sectors. Second, due to safety reasons by following the CDC regulation, many firms have changed the workplace from firms' office to home office, although several labor-intensive sectors had minimized this change (e.g., retailers and restaurants). This replacement of the workplace has increased the virtual or remote oriented work environment. Third, overall costs for maintaining businesses increase while declining profits - tight budget for business sustainability to survive in the current market. This circumstance tends to reduce overall marketing costs as well as the labor force-related costs (salaries, compensations, and benefits).
Nonetheless, the job positions in analyzing consumer behavior and psychology would be sustainable in the marketing-related job market, such as the job areas related to market and marketing analyses, online consumer analyses, and similar fields across the industry sectors.

Geoff Kaufmann: Working remotely and integration of personal and professional lives and in many cases increased productivity of those workers.