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Assistant manager/merchandise job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected assistant manager/merchandise job growth rate is 6% from 2018-2028.
About 189,200 new jobs for assistant managers/merchandise are projected over the next decade.
Assistant manager/merchandise salaries have increased 7% for assistant managers/merchandise in the last 5 years.
There are over 180,632 assistant managers/merchandise currently employed in the United States.
There are 278,664 active assistant manager/merchandise job openings in the US.
The average assistant manager/merchandise salary is $57,278.
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 180,632 | 0.05% |
| 2020 | 167,153 | 0.05% |
| 2019 | 183,902 | 0.06% |
| 2018 | 185,165 | 0.06% |
| 2017 | 187,871 | 0.06% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $57,278 | $27.54 | +3.0% |
| 2024 | $55,583 | $26.72 | +1.8% |
| 2023 | $54,592 | $26.25 | +2.8% |
| 2022 | $53,104 | $25.53 | --1.3% |
| 2021 | $53,779 | $25.86 | +1.9% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | New Hampshire | 1,342,795 | 518 | 39% |
| 2 | Indiana | 6,666,818 | 2,376 | 36% |
| 3 | Wisconsin | 5,795,483 | 2,073 | 36% |
| 4 | Minnesota | 5,576,606 | 1,994 | 36% |
| 5 | Delaware | 961,939 | 347 | 36% |
| 6 | Missouri | 6,113,532 | 2,155 | 35% |
| 7 | North Carolina | 10,273,419 | 3,538 | 34% |
| 8 | Iowa | 3,145,711 | 1,079 | 34% |
| 9 | Montana | 1,050,493 | 359 | 34% |
| 10 | Virginia | 8,470,020 | 2,831 | 33% |
| 11 | Maryland | 6,052,177 | 1,976 | 33% |
| 12 | North Dakota | 755,393 | 253 | 33% |
| 13 | Georgia | 10,429,379 | 3,304 | 32% |
| 14 | Massachusetts | 6,859,819 | 2,209 | 32% |
| 15 | Wyoming | 579,315 | 186 | 32% |
| 16 | South Carolina | 5,024,369 | 1,535 | 31% |
| 17 | Colorado | 5,607,154 | 1,659 | 30% |
| 18 | Arkansas | 3,004,279 | 905 | 30% |
| 19 | Kansas | 2,913,123 | 881 | 30% |
| 20 | District of Columbia | 693,972 | 209 | 30% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Holland | 3 | 9% | $67,283 |
| 2 | Batavia | 2 | 8% | $61,704 |
| 3 | Eldersburg | 2 | 7% | $63,448 |
| 4 | Eastpointe | 2 | 6% | $69,887 |
| 5 | West Des Moines | 3 | 5% | $57,381 |
| 6 | Warren | 5 | 4% | $69,821 |
| 7 | Macomb | 3 | 4% | $69,728 |
| 8 | Maple Grove | 3 | 4% | $62,730 |
| 9 | Shelby | 3 | 4% | $69,655 |
| 10 | Framingham | 2 | 3% | $67,634 |
| 11 | Worcester | 3 | 2% | $68,136 |
| 12 | Flint | 2 | 2% | $68,855 |
| 13 | Detroit | 7 | 1% | $69,832 |
| 14 | Boston | 4 | 1% | $67,242 |
| 15 | Aurora | 2 | 1% | $61,725 |
| 16 | Fort Collins | 2 | 1% | $57,805 |
| 17 | Atlanta | 2 | 0% | $61,436 |
| 18 | Denver | 2 | 0% | $58,171 |
| 19 | Los Angeles | 2 | 0% | $61,593 |
University of Alaska Fairbanks
San Francisco State University
Manhattan College

Sacred Heart University

Dedman College of Hospitality

Indiana University Bloomington

University of Indianapolis
The University of Akron

Goldey-Beacom College

Centenary College of Louisiana

Bucknell University

University of Arkansas at Little Rock
Jaunelle Celaire: Leadership - the world needs more of these; the ability to lead, craft and grow. Digital literacy - this world is definitely turning digital and virtual is the new trend. Emotional intelligence - there is a vast number of personalities in our world today; individuals grow and it is our job to stay emotionally connected, so we can operate more effectively.
Jaunelle Celaire: Never stop learning! This may consist of going back to school, earning new certifications in your field of study, attending conferences and seminars, and making sure that your time management is always at its finest level of excellence.
Jaunelle Celaire: 2. Leadership - the world needs more of these; the ability to lead, craft and grow. Digital literacy - this world is definitely turning digital and virtual is the new trend. Emotional intelligence - there is a vast number of personalities in our world today; individuals grow and it is our job to stay emotionally connected, so we can operate more effectively.
San Francisco State University
Department of International Business
Bruce Heiman Ph.D.: I'm taking my cue on this response from the required Intl Business Courses we offer for a certificate in the Master's programs in business.
-Familiarity with basic international business terms, theories, and vocabulary
-Knowledge of cases and stories from the past
-Multiple language skills beyond English (this sometimes lands people specific jobs)
-Negotiation skills in a multinational/multicultural environment
-Design/creativity skills (e.g., sketching, brainstorming, Idea Mapping, 3D fast prototyping)
-Problem identification/formulation skills/experience
-Experience in a practicum (working on a class project for a real firm on a real problem
Bruce Heiman Ph.D.: -Analytical skills (ability to gather data, clean it, analyze it, write-up results and present on what the meaning of the analysis suggests for action (the last one is most important--"what does it really mean?"
-Some experience and skills with coding in any language (at the moment, Python or C++ are preferred, though Ruby on Rails is also good)
-Deep spreadsheet skills (pivot tables and macros, as examples).
-Relational database skills, including programming (e.g., MySQL)
-Data mining
-AI/Machine Learning experience
Dr. John Leylegian Ph.D.: Any job where you can learn something new is a good job. In an entry-level position, you should be absorbing as much knowledge as you can, while making a good contribution to the company and the projects you work on. This strategy will make you very valuable, because anything you already know doesn't have to be taught to you.

Keith Hassell: A good job can be defined in many ways. Students have a variety of interests, and we are seeing more and more students secure roles immediately after commencement. While a student may have secured a position that is not necessarily his or her ultimate dream job, it is important to realize it is a stepping stone to get a student to he or she's ultimate goals. Experience is necessary to make professional connections and develop background to be marketable for the next role. We encourage students to think of each position as how it fits into their career goals - as opposed to a one-time job - and how this position might align with future aspirations. A good job does not necessarily mean a six-figure salary; it means opportunity for growth, development and experience.
Keith Hassell: Employers are increasingly looking for applied skillsets and additional certifications to set a candidate apart. Sacred Heart University has recently launched a remote work certification, which houses three modules - focusing on the remote worker, the remote team and the remote leader, providing the tools and resources to comfortably leverage and utilize virtual platforms at various organizations. Additional specialized training, certifications and more are great selling tools pending on the specific area of interest. Certifications are common in areas such as project management, sales, IT/network/software, Google application and more. The candidate needs to think, "What can I do that is beyond my coursework to show I am passionate about my field? How do I make myself stand out?" Certifications is an attainable way to do this.
In addition, soft skills continue to be equally important in today's job market. NACE (the National Association of Colleges and Employers) identified seven core competencies that employers seek from entry level candidates which include critical thinking/problem solving, oral/written communication, teamwork/collaboration, digital technology, leadership, professionalism/work ethic, career management and global/intercultural fluency.

Alishia Piotrowski Ed.D.: I think in today's market, students have to think less about the actual job, and think more about the company that they want to work for. I encourage students to look into different companies in their area of hospitality and assess how they feel they would "fit" into that company. What are the company's values? What type of culture has that company created? What are your opportunities for advancement, or for movement? These are the types of questions that a student should be asking. Unfortunately, in today's market, a great student may not get their "dream job" right out of college. But, if they target a company that they see themselves growing with, they should focus on finding any job within that company that would allow them to gain experience and to grow. If they do this, and they work hard, they will be much more likely to get that dream job once the industry has recovered and positions are available.

Kerem Cakirer Ph.D.: This is a great question. The pandemic has changed the working life for good. Usually, a day at work for a graduate starts very early with commuting to the main office of the company they work. However, this is the past now. Graduates may start working from their home office and expected to be online for 8-10 hours a day, sitting in front of their computer, probably fifteen minutes after breakfast. They may not be even required to wear a suit! The living room could be the new graduate's work office too. When the day kicks off, it will definitely include lots of email correspondence, Zoom meetings and Microsoft's team collaboration works. The painted picture here may sound arbitrary; however, the whole way of doing business can create different challenges for a recent graduate. In my opinion, the most difficult challenge will be, what I call as, the no-curtain effect, which is, separating the work life from the personal life. With no hard boundaries, such as business offices or on site working projects, graduates may find very difficult to adopt the business world than ever after the pandemic. Post pandemic era, the graduates could find sustaining a balanced lifestyle more challenging because they would be expected to learn and achieve a lot in their job while they are young and novice in their career. The whole transformation of "a day at work" can even create a new demand for different line of jobs, (a life coach may be?). I am very curious to see how the evolution of "day at work" will be.

University of Indianapolis
Department of Leadership & Educational Studies, School of Education
Dr. Gaoming Zhang: -Instructional technology & tools
-Online/virtual/hybrid experiences (e.g., curriculum design, online/virtual/hybrid teaching experiences, etc.)
-Social-emotional learning. How to support students' social emotional learning in a challenging time? How to build relationships with students when you don't see them on a daily basis?
-Communication and collaboration skills. These non-cognitive skills remain important skills that employers are looking for from resumes.
Dr. Gaoming Zhang: I believe most people choose to stay in their home state and teach. But the teacher shortage tends to be more intensified in larger school districts and in metropolitan areas. So people may choose a state with better job outlooks as well.
The University of Akron
School of Communication
Rhiannon Kallis Ph.D.: While some industries and organizations might be on a hiring freeze due to the impact of Covid-19, other organizations who are surviving and/or thriving during the pandemic will be looking for entry-level graduates. Although there were unavoidable interruptions in entering the workplace recently and challenges to overcome during Covid-19, I don't believe this will be a long-lasting detriment to those qualified graduates looking for employment.

Dr. Nicole Evans: Graduates need to demonstrate that they have soft skills when they enter the workforce. It is imperative that the soft skills fit the job description and are an obvious advantage in that role. Employers seek candidates that are personable, good communicators, clear thinkers, organized, empathetic, confident, and positive-just to name a few.
Dr. Nicole Evans: When reviewing resumes, most employers look for relevant internships or work experience in their new, entry-level hires. Other experiences, such as leadership roles in student activities or sports are also valued by employers. Volunteer work and summer/part-time jobs also stand out on a resume.

Centenary College of Louisiana
Frost School of Business
Dr. Barbara Davis: Graduates will be forever changed by the coronavirus pandemic. This major event during their academic careers is so far reaching and will impact the rest of their lives. This event will forever be remembered and utilized in all future decisions they make.
Dr. Barbara Davis: Analysis - Graduates will need to analyze situations, identify the best choices, and seek solutions with the highest benefit to the organization.
Creativity - Graduates will need to possess critical and creative thinking skills.
Flexibility - Graduates must remain flexible to succeed in a highly changing environment.
Dr. Barbara Davis: Graduates participating in internships related to their areas of interest. Internships spanning more than one semester at the same firm stand out as well.

Bucknell University
Freeman College of Management
Eddy Ng Ph.D.: Most talent recruitment is already happening online (that will be the best place to engage in career explorations). Recruitment and selection will also be conducted differently, and given the highly specialized nature of remote economy jobs, many talent management (headhunters, search firms) will play a greater role in the recruitment process. Campus recruitment will remain an important tool for talent attraction as many required skills will be scarce at first leading to competition for talent. Bear in mind, given a remote economy, the supply of workers will no longer be restricted to the local or national labour market.

Dr. Timothy Edwards: Writing and research skills. Analytical and critical thinking skills. Technical skills such as web design, graphic design, audio and video production skills. Employers are interested in potential employees knowledge, intelligence and skills.