COVER story

   Your career—It's up to you

A CANDIDATE's perspective
   
The new exam system
   
You're studying to be a bird doctor, right? Nope, I'm going to be an actuary

STUDENT matters
   
2005 ASNA convention gives students insight into the world of actuaries

EXAMS
   
Making it through the dreaded Course 3 (Exam M)    
   To be a mentor  

Be An Actuary web site
   
Other Issues of the Future Actuary



Your career—It's up to you

by Kelly Rendek

Career Development? What is it, anyway? Well, I’m not a human resources consultant, nor a recruiter, nor a life skills coach, nor in fact any one of the many different types of professionals involved in the field, so I can’t tell you what the professionals would say. I can tell you about what I’ve learned from my own experience.

Opportunity Knocks
My actuarial career started out as an accident. I wrote the first two exams because my brother told me to (he was worried about my career prospects as a mathematician!). I’m from a smaller-sized city, and the actuarial population at the time was about 15. The actuary proctoring the exams that day was understandably curious as to who I was, and what my qualifications were—in case I turned out to be a possible employment candidate. For my part, I didn’t really know what an actuary was, so I wanted to pump him for information before I committed myself to anything. A few weeks after the exams, I called him up and he invited me down to the office to meet a few people and go out for lunch. It was only near the end of that day that I realized everyone else thought it was a job interview! But I was offered a job as a result, and thus began my actuarial career.

The most important lesson I learned from that experience was that anything can become an opportunity. I went out for lunch thinking I could learn what an actuary did and ended up with a job that turned into a career. I could have thought long and hard about whether or not it was what I really wanted to do—but what was important was to take the opportunity that was offered and see what I could make of it.



In various guises over my career, the same lesson has continued to be applicable. Sometimes you have to do a bit more of the work yourself, in order to turn a chance encounter, or perhaps an otherwise uninspiring incident, into an opportunity that you can take advantage of. But I believe that opportunity lurks around every corner, just waiting to be noticed.


Never Stop Learning
It’s a cliché, but a useful one. If you don’t keep learning and developing as a professional and as a person, your career will go nowhere. The end of actuarial exams is just the beginning of your career. Technical skills are necessary, and initially it can take all of your time and effort to acquire them. However, if you want to advance in your career, you’ll need to do more. Take a class, volunteer for a project, learn a new language, join Toastmasters—it might not be useful right away, or even directly applicable, but can ultimately add value.

One of the things that I started a few years ago was to set myself a goal of learning at least one new thing every year—not necessarily work related. One summer I took rowing lessons. It’s a bit humbling to take instruction from an 18-year-old who knows an awful lot more about the subject at hand than you do, but I spent a number of early mornings on the lake thinking about the teamwork required in rowing and how I could apply those principles at work.

My own opinion is that a traditional actuarial education is focused on specific technical skills, requiring a great deal of discipline and self-study, and consequently it ignores many of the skills needed to work effectively in an organization. To be successful, you’ll need to expand your horizons, a lot.

Take Stock Every Once in a While
Even though my actuarial career started out as an accident, it doesn’t mean I’ve never had to think about it between then and now. In fact, I believe that you need to regularly assess your career—where it’s going, and what you want out of it—even if you don’t make any changes as a result. It’s a little bit like spring cleaning: you find those long misplaced items that you put away just in case you might need them someday and you toss out other items that aren’t useful anymore.

Creating or revising your resume, if you do it properly, is a great way to analyze your career, even if you’re not actually looking for a new job. It’s an exercise that I’ve used several times during my career. There are a lot of tools out there to help you do it—the key is to spend enough time on it and do it thoughtfully.

Think about skills that you might already have that aren’t represented in your resume, and how you might go about using them more in the course of your work. Think about where you want to go, and the skills you might need to acquire in order to get there. Think about the type of environment you like to work in and how well it matches up with your current job and your “ideal” job. For a fresh perspective, consider careers and occupations that are completely different from what you’re doing now—and whether or not any of the skills or aptitudes might be the same. Evaluate the risks you’re willing to take to advance your career—and those that you’re not.

Even if all you do is file your updated resume once you’re done, it’s a valuable exercise. If nothing else, when the next unforeseen opportunity comes along, you’ll be ready for it.

Ask for What You Want
The biggest developments in my own career have come about because I asked for something I wanted. Sometimes it was a small thing—a chance to work on a certain project, or an opportunity to go to a conference or seminar that I was interested in. Other times it was a major request—such as creating a new position in the company for me so that I could do the work that I thought needed to be done. You won’t always get what you want (I certainly don’t!), but if the powers that be don’t know you’re interested, they’re less likely to think of you when opportunities do come around. If you make your interests known, and if you get involved when the chance is there, then more opportunities will come your way.

(And just remember—“you can’t always get what you want, but sometimes you get what you need”!)

The choice is yours
Sometimes you end up feeling like you’re going nowhere, and you don’t know how to fix it. You know you want something more out of your career, but you’re not sure what. Even going through a thoughtful analysis only seems to highlight the problems, without offering solutions. Or, sometimes you know what direction you want to go in, but there are obstacles in the way.

Sometimes all you need to move your career forward is to realize that you do have a choice. The choice might well be to stay where you are, because it meets most of your needs at the moment. The choice might be to stay where you are for now, but go to evening classes and work on developing different career options for the future. Or, it might be that it is time to make a change, but you need to spend some time on research before you can make an informed choice. The first step is to identify that there are options open to you, even if you can’t see them right away.

Early in my career, I was told that I couldn’t apply for a job in another department because the project I was on was too important. I was furious, because I had been waiting for an opening in that area. My response was to fire out resumes in all directions, which netted me a couple of interviews. Ultimately, I ended up getting the job I had originally wanted, but it was a choice between several alternatives, rather than a default option. It was also satisfying in that I had reclaimed the power to determine my own career regardless of what obstacles had been put in my way.

Your career is yours, and no one else’s. You need to create the choices in your own life and then act on them. No one else can, or will, do it for you.

Take Risks
Sometimes you just have to take a risk. If that scares you, practice taking smaller risks that don’t matter so much, and work yourself up to it. Be willing to fail or even just to look silly. Most actuaries are risk averse, whether by nature or by training, and it takes practice to break the habit. But if you want to succeed, you have to be willing to go out on a limb, once in a while. (If necessary, start by standing next to the tree and looking at the limb).

After practicing with smaller risks, I recently decided to go all out: I packed up all of my belongings and moved from Canada to Ireland. In fact, I also switched from life insurance to P&C at the same time. It’s a lot of change in the middle of a career, but hey, why not? Surprisingly, the reaction from most people was that it was something they wished they could do. We get stuck in a rut, and then we get comfortable in it. Even if we want to change, we become afraid to take risks that will move us away from what we know.

You have to be willing to take a risk now and again if you want to move your career forward. It might be as simple as volunteering for a project that takes you out of your comfort zone. Or it might be as dramatic as moving to another country. Whatever it is, be willing to take the risk and make the most of it.

As I said to begin with, I’m not an expert. But I have had a varied and fulfilling career up until now, and I expect it to continue that way. It’s up to you to determine where you want to go, and then figure out how to get yourself there. There are lots of good resources available, but it won’t happen by itself. What you make of your career is up to you.

Kelly Rendek, FSA, FCIA, ASAI, is assistant vice president and actuary at Centre Reinsurance International Company in Dublin, Ireland.

Editor's Note: This article was reprinted from the January 2005 issue of The Stepping Stone, newsletter of the SOA's Management and Personal Development Section.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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The new exam system
by Erik Summers

Over the last half-century, actuarial education designs have come and gone as the SOA has restructured the exam process a handful of times. As with many a change, the advent of a new system brings about a shuffling of feet and a flurry of questions. How will the new system affect me? Will the profession benefit? Why change at all?

Looking out for number one
While I’m as interested as the next guy in the exam redesign, let’s be frank: the only exam that’s really important is the one I'm studying for. What does the new system offer as you tackle exams one through four? Flexibility. The SOA may soon offer and grade exams P, MF, M and C with greater frequency than the current six-month rotation—perhaps even on computer, on demand. Both P and MF were condensed to allow more focused study. For the go-getters, you may even begin work on the eight modules leading to ASA before finishing the first four exams. FSA requirements will also provide greater customization through practice-specific exams.

Why now? Why ever?
As the kaizen philosophy of Japanese manufacturing demonstrates, sustained success requires continuous improvement. To leave good enough alone is to invite failure. Recognizing that actuarial competition no longer refers only to the friendly rivalry between pricing and valuation, the Board of Governors has taken a proactive role in advancing the profession. As the field of risk management has grown in status and significance, many new and unconventional actuarial opportunities have emerged. The analytically articulate will lead the charge as the sources and complexities of risk continue to multiply. The MBAs, CFAs, CRPs and PRMs of the world would be more than happy to become the professionals of choice within such niches. To surpass conventional blends of technical expertise, communicative skill and business acumen, the actuarial education process must continue to evolve.

The cream of the crop
Recruiting some of the best and brightest who seek to blend mathematical aptitude with business insight has sustained the actuarial profession for decades. More frequent exams, versatile modules and customizable capstones will allow the exceptional to accelerate and the middling to ease the pace. Many standardized exams, such as the GMAT, are offered several days a week with preliminary score results available immediately. Though the GMAT, leveraging the economies of scale and generalities of a single vanilla test, differs immensely from an actuarial exam, its process reveals the possibilities. Additional discipline may be required to succeed within a more adaptable exam system, but such a change ultimately benefits the committed student and the profession.

Yin and yang
The ancient Chinese philosophy that there’s a little good (yang) in the bad (yin) and a little bad in the good, applies here. Validation by Educational Experience (VEE) can be the yin within the yang for some people.

Given centuries to administer exams and millennia to grade them, the SOA could test every conceivable aspect of actuarial work—from developing mortality to persuading the marketing department that there's more to life than revenue. In reality, priorities must be set. Whereas both calculus and probability were tested explicitly on four-hour Course 1, only probability remains on three-hour Exam P. Calculus is now a prerequisite. Prerequisites allow a reduction in exam hours and ensure consistency.

VEE will provide flexible options for the completion of its three subject areas. Yet the path of least resistance receives heavy traffic. Who knows what that path will be, but rest assured that university actuarial clubs and insurance company water coolers will soon be buzzing with the quickest fix—leaving students to pick up applied statistics from late nights of Texas Hold ‘Em. VEE may also dissuade talented graduates majoring in disciplines other than actuarial science from beginning a process that demands rigorous exams and additional coursework.

The verdict
If you’re still in school and your university offers all three VEE subjects as classes, you’ve got it all. For the rest, keep your chin up. The new system isn’t perfect, but the benefits of increased professional value, decreased travel time and enhanced customization improve an already engaging and rewarding course of study.

 

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You're studying to be a bird doctor, right? Nope, I'm going to be an actuary
by Justin Panther

Yes, I will be the first to admit it. Not many people know what an actuary is, let alone what one does. When I tell people that I am studying actuarial science, I am most often met with blank stares, closely followed by wild guesses such as “so you’re a bird doctor, right?” Sometimes I can’t help but wonder why I chose a relatively unknown field instead of a more glamorous profession like surgeon, athlete or even (why not?) cowboy. Well, according to the Jobs Rated Almanac actuary is, in reality, a better career choice than the three aforementioned occupations. Not only that, actuary is currently listed as the second-best job in America.

But what’s in a ranking, anyway? In this case, quite a bit. The book’s authors, Les Krantz and Tony Lee, analyzed 250 jobs based on six criteria, pulling information from the U.S. Census Bureau, the U.S. Bureau of Labor Statistics and studies from trade associations and industry groups. After coming up with an individual ranking in the areas of environment, income, employment outlook, physical demands, security and stress, a cumulative ranking was established for each career.

It is clear that this study is unbiased and well thought out, but why does “actuary” have such a high ranking? Well, to begin, the compensation is exceptional. Starting salaries have a wide range, but are generally between $41,000 and $55,000 a year. They also have a growth potential listed at 288 percent. Other nice things about the job are a low unemployment rate and opportunity to earn a promotion. Although those in the process of taking exams might disagree, actuary is one of the least stressful jobs as well, often cited in the top five (it was fourth in the latest rankings). The normal work week for actuaries is about 40 hours, and offices are generally pleasant and comfortable. Physical demands are also very low, as most of an actuary’s time is spent at his or her home office. All in all, this adds up to an excellent career

This ranking is not a one-time deal, either. Six editions of Jobs Rated Almanac have been released, and actuary has never finished below fourth place overall. It has taken two firsts, three seconds and one fourth-place finish. In a job that has the purpose of predicting future occurrences, it seems quite fitting that trends suggest a bright future for the career. So, the next time someone asks you why you chose to pursue actuarial science, you can happily tell that person that your career is one of the best ones out there. And me? I’m happy, too. It seems that I made the right choice after all.

Justin Panther is a member of The Future Actuary editorial board.

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2005 ASNA convention gives students insight into the world of actuaries
by Donna Chiu

On Friday, January 7, 2005, actuarial students from universities across Canada gathered in Calgary for the 16th annual Actuarial Students’ National Association (ASNA) convention. This year’s theme was “From University Student to Career Actuary: What to Expect in the Future” and the host school, University of Calgary, welcomed everybody to the Wild West with straw cowboy hats. Approximately 200 students participated in seminars that focused on current and relevant topics and socialized with employers and students like themselves. Students came with the intention of getting the most up-to-date information on the job market and finding out what the actuarial profession has in store for them. This convention was designed to do just that.

The growing importance of risk management
The convention opened with a presentation by the former SOA president, Harry Panjer, on the future of the actuarial profession. The first and most important subject was the intense growth in the risk management area. He highlighted how the SOA has put together a Risk Management Task Force that focuses on providing more information on the topic and making it a regular part of actuarial practice by increasing professional recognition of actuaries in the risk management field among employers. He touched on the evolution of the chief risk officer in banks and insurance companies and how the skills of an actuary suit this position well. Professor Panjer also updated students on how actuaries are working to meet a broader array of employers’ needs in both traditional and nontraditional areas; the international strategy for supporting exam-writing in countries outside of the Canada and the United States; and the strategic themes the SOA is pursuing.


At the convention, students got to speak with employers about possible job opportunities as well as increase their knowledge of specific job functions of a practice at the career fair. Seminars scheduled throughout the convention were extremely informative and various speakers tackled some key topics:




  • Bob Morand from D.W. Simpson talked about how to successfully prepare, interview and land your first actuarial job. Always an entertaining speaker, he provided useful interviewing tips—we were happy to have him at the convention once again.
  • Mike Schofield from Sun Life Financial outlined how the company evolved with current Canadian asset portfolios worth $50 billion. He also spoke about his own career in portfolio management and other nontraditional actuarial work in credit risk management and fund management.
  • Daniel Morrison from Watson Wyatt spoke about coping with a changing world and how it is important for actuaries to constantly adapt to new technology, responsibilities and employers in addition to new surroundings that accompany a changing personal life. He highlighted his own 20-year career and how to succeed in an uncertain future.
  • Denis Garand, as an independent actuarial and management consultant, spent a part of his career developing micro-insurance programs in Nepal, Pakistan, India, Sri Lanka, Bangladesh, Philippines, Barbados and Benin. He discussed how actuaries can maintain their primary functions as risk analysts while making a difference in the world in nontraditional insurance fields.
  • Bill Premdas of ING Direct Canada discussed the differences between the SOA and CAS in the exam process, the differences between working for a consulting firm and an insurance company, and nontraditional work in the casualty field.
  • Brian FitzGerald presented at the semi-formal dinner with a speech that focused on the changes in the financial world and the impact these changes will have on the actuarial profession. His vast experience made him a unique and interesting speaker for students attending the ASNA convention.

In addition to the educational portion of the convention, there were also opportunities for students to socialize and have fun. A night in Calgary would not be complete without line-dancing at the famous bar, Cowboys. And the five-pin bowling night gave students a chance to mingle and compete with actuarial students from other Canadian universities. It is important to build social activities between actuarial students at an early stage in order to change the traditional stereotype of the actuary. Together, we can help build a stronger reputation of the profession through a variety of student interaction at events such as the annual ASNA conventions.

In line with the current topics presented, ASNA publishes a print magazine that complements the convention. This year, we published an online version of this magazine entitled Journal for Actuarial Students (JAS) that can be found at http://www.anea-asna.ca/jas/

For further information on ASNA, please e-mail info@anea-asna.ca.

Donna Chiu is ASNA representative to The Future Actuary.

 

 

 
 
 
 
 
 
 

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Making it through the dreaded Course 3 (Exam M)
by Peter Jong

Among the preliminary exams in the old system, I find that Course 3, Actuarial Models,
(now known as Exam M) is the most challenging of the four exams. Although I was able to score a “10” on each of my four preliminary exams, I needed a bit of luck to escape with a “10” in Course 3. What can you do to conquer it? In this article, I will share some strategies on Course 3. Many of these strategies are relevant to other courses as well. I hope that this will be of help to students who will be taking the new Exam M, which will be similar to Course 3.

Tip 1: Do as many sample exams as possible under timed conditions
The most important tip is to do as many sample exams as possible under timed conditions as early as possible. This is very different from doing questions at your own pace.

After you have finished a preliminary study of the material, you should immediately try a sample exam under timed conditions in an undisturbed environment, as though it were the real thing. You need time to train yourself to work under pressure. In addition, you need to learn when to let go and move on to the next question if you are stuck, as well as handle your frustration and keep your composure if you are stuck on a question. These skills are best developed by experience.

In fact, as soon as you have finished studying one chapter and have worked through the problems in that section, randomly select a few questions that you have done, or preferably
select some questions from another study manual and give yourself a timed mini-test to see how well you do. Record your scores and your observations and learn what you can do to improve for future reference.
The CBT format will continue in early 2006 and several other times during the year at which time immediate but unofficial scoring will be available to candidates at the testing center.

Tip 2: Be clear on what the notations mean
The course is full of notations that can lead to errors such as choosing a wrong answer with a look-alike notation or calculating something different than asked. Examples include confusing äx with ax, confusing the semi-continuous premium with the fully continuous premium or confusing q[x]+1 with q[x+1]. It helps to keep a notebook of notations that you can stare at. Be aware of the similarities and differences in the notations so that you are sensitized to their differences.

Tip 3: Learn all the different methods of solving a problem
Often, there is more than one way to solve a problem. For example, in calculating benefit reserves, different formulas can be used. In my experience, students often get so comfortable with one formula such as the prospective formula that they try to solve everything using that formula. Keep in mind that there is also the retrospective formula, the premium-difference formula, recursive formulas and others that are extremely useful. Some-times one formula gives a quicker solution than another. Learning to solve problems in different ways can save time during the exam.

Tip 4: Memorize as well as understand
A pitfall, especially with good students, is to walk into the exam with a full understanding of the principles but with only a minimal number of formulas or facts memorized. While everything can be derived from first principles, you don’t have time for that. You need to memorize certain formulas, even if they seem long. For example, for compound- Poisson processes, it helps to memorize the recursive formula for calculating the p.d.f. of the aggregate sum. Though you might be able to calculate it from first principles, it is quite easy to make a mistake by missing a case or two, especially for large values. Going by memorized formulas is much safer during a time-limited exam.

Tip 5: Get a hold of as many study guides as possible
No single author can give a complete picture of the types of questions that may be on the exam. While buying every single manual is expensive, you should consider getting at least a
couple of different ones, or exchange manuals with your friends. These allow you to see the different ways in which a question can be asked. This is important because one of the difficulties with Course 3 is that the questions are usually given in a word problem format that you need to translate into the proper actuarial notations. Seeing the works of different authors will allow you to see the different ways of asking the same question.

Tip 6: Proper mental preparation
With a tough exam, mental preparation becomes much more important. I don’t think anyone can walk into the exam room feeling overconfident, no matter how many times they have written it before and how well they think they know the material.
There are simply too many things that can trap you. You need to walk into the exam with the attitude that you will need to work hard and struggle to pass. On the other hand, it does not mean that you should feel it is so impossible that you have no
chance of passing.

My most important advice is not to get frustrated when you feel, for example, that questions 1 and 2 are not doable. My favorite analogy is a salesperson trying to sell products to meet his/her quota (of course, you don’t know the pass mark, though I
think 24/40 should be okay), there are going to be some “bad” questions out there that you might not get, as there are unreasonable customers. Try not to get uptight over it and start fresh on a new question, as you would for a new customer who has never met you
before. You need to have faith that you know enough to answer enough questions correctly on the exam. Having the proper attitude is the key to success.

Peter Jong, BSc.Phm, M.Sc. (Math) is a freelance tutor for actuarial science students
in the Toronto area. He currently works as a full-time pharmacist.

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To be a mentor
by Melissa Westerberg

To be a mentor establishes character
To be a mentor means time spent
To be a mentor transfers knowledge and understanding
To be a mentor requires effort
To be a mentor means sacrifice
To be a mentor means you step outside of your own world into the worlds of others.

Being a mentor is just one of many ways to volunteer. I’ve read about the success stories of many volunteer programs, and it has been proven time and again that the efforts of volunteering lead to increased good in our communities, our homes and our hearts.

In my experience, the rewards of volunteering greatly outweigh the sacrifices. For example, I spent an hour every week with a 5th grade class as a math mentor through the Actuarial Foundation's Advancing Student Achievement program. We shared our knowledge about math and built relationships with the students as we played math games (typically one mentor per every group of 4-6 kids). It was a reward in itself to see the students' faces light up when they understood something with which they had been struggling.

With volunteering, a decision needs to be made. This decision is a choice to step outside of your comfort zone. For many of you, time is in demand—especially when pursuing Fellowship. I also believe that choosing to volunteer will only enhance your abilities and talents to further develop your future marketability by showing how well-rounded you are.

You will be exposed to networking opportunities. If you volunteer through the Advancing Student Achievement program, you will meet other actuaries and students who have been through the same grueling exam process. Making connections, especially in the actuarial field, is essential.

Leadership development is another benefit of volunteering. Depending on the circumstances, you can learn how to take initiative within a group, coordinate projects, oversee groups of people, make decisive choices to move forward with your goals, etc.

One of the greatest benefits of volunteering becomes apparent over time. With every person you meet, every task you accomplish, every moment you spend of your life for someone else, your outlook on the future becomes clear and the availability for growth and development in your life is captured.

Because I mentored the same class every week, the kids knew me and I knew almost all of them by name. One day I was working with a group when one of the girls from an adjacent group (who had no mentor) began crying. As she left the room a couple other girls were making fun of her—not in a cruel way, but teasing as kids often do. I sprang to action. In a low voice, so as not to embarrass the girls, I explained how we should not make fun of other people. I reasoned with the girls. “If you were the one crying, would you want others to be laughing at you?” They responded well.

I thought the incident was finished until I received a homemade card from one of the students—a friend of the girl who’d been crying. It read, “Dear Melissa, You have been a very great mentor, you care about people’s feelings a lot like the time when [my friend] was crying, you respect her. I’m dreadful sorry that I won’t see you for a long time. Good-Bye.”

Being a mentor establishes character—yours and the character of the lives you touch.

The Actuarial Foundation's Advancing Student Achievement (ASA) program is looking for actuarial mentors in communities all over the United States. For more information or to see if your town needs your help, please visit www.actuarialfoundation.org.

Melissa Westerberg is the expense actuarial analyst at Thrivent Financial for Lutherans.

 

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From The Future Actuary, Vol. 14, No. 1, Spring 2005
Copyright 2005 Society of Actuaries
and Casualty Actuarial Society