注册 登录  
 加关注
   显示下一条  |  关闭
温馨提示!由于新浪微博认证机制调整,您的新浪微博帐号绑定已过期,请重新绑定!立即重新绑定新浪微博》  |  关闭

宁老师留学DIY咨询

MBA及Master申请PS/Essay/简历/推荐信写作咨询人

 
 
 

日志

 
 
关于我

2009年7月份,我给一个老朋友(Simon FT-MBA,2010春季班)为申请MBA而写的Essay提了几点比较关键的修改建议。后来,她成功拿到Simon的Offer。再后来,她建议我做留学DIY咨询方面的工作,并向我介绍了我的第一个客户。最终,我的第一个客户也成功拿到几个TOP16商学院的面试并顺利拿到Duke Fuqua商学院MBA的录取。 本人毕业于上海复旦大学管理学院国际企业管理系,属于商科科班出身并且做过管理工作、有领导经验的人士。

网易考拉推荐
 
 

留学真相:Employers Say Business Students Delusional About Abilities  

2017-01-27 02:33:02|  分类: DIY留学综合信息 |  标签: |举报 |字号 订阅

  下载LOFTER 我的照片书  |

留学真相:Employers Say Business Students Delusional About Abilities

 

 

Study: Employers Say Business Students Delusional About Abilities

 


 BY: JEFF SCHMITT ON JANUARY 25, 2017

 

 

You have to be pretty good to get into a top business school. Their hallways are packed with prodigies who’ve amassed long lists of achievements, posted lofty GMAT scores, and won praises wherever they went. Chances are, their two years were more of the same. So you’d probably wager that these graduates are ready to dive in and make an impact immediately, right?

Not so fast…at least that’s what a new study of employers are saying.

Last week, Jeff Kavanaugh, a managing partner at Infosys and adjunct professor at the University of Texas at Dallas Jindal School of Management, dropped a bombshell on big-headed business students everywhere. In a sweeping survey that covered 10,000 recruiters, 3,000 business students, and 500 B-school career center leaders, Kavanaugh found that all three constituencies had very different perceptions of what’s important and where they stand.

EMPLOYERS VALUE CRITICAL THINKING AND WORK ETHIC THE MOST

How different? Let’s start with student proficiency in eight key skills. On a ten-point scale, with 10 representing the highest score, employers placed greater emphasis in five categories: critical thinking, teamwork and collaboration, oral and written communications, professionalism and work ethic, and IT. Notably, there was a wide gulf between students and recruiters in teamwork and collaboration, professionalism and work ethic, and IT. Overall, employers regarded critical thinking and professionalism and work ethic as the most important skills.

In contrast, students valued leadership, creative thinking, and career management to a higher degree. That’s right: Despite programs like the University of North Carolina and Carnegie Mellon pouring heavy resources into leadership development, recruiters paid little heed to leadership. In fact, it ranked next-to-last in importance above just career management.

Of course, this is nothing really new. Human resource staffers have urged business schools for years to do more in teamwork and collaboration, communications and professionalism–and business schools have done just that, making heavy investments in these areas for at least a quarter of a century. So why is there this persistent belief that these are problematic issues? In part, it’s a result of who gets surveyed. The market for higher-priced MBAs is largely made by no more than 250 companies who can both afford MBAs and know how to put them to good use. These also are the companies that most MBAs want to work for.

Surveying 10,000 recruiters is a sure way to get negative opinion from HR staffers who don’t hire MBAs, can’t afford them, can’t attract them–and don’t know how to get the most out of them when they are hired. Still, some of the criticism may be justified and the disparities in opinions among students, recruiters and career center professionals is often startling.

Do the results mean that schools are on the wrong track obsessing about leadership skills? Not necessarily, says Kavanaugh in an interview with Poets&Quants. Instead, he contends, it is a reflection of business students falling short in meeting other employer needs.

“I don’t think they’re ignoring leadership as much as they’re desperate for the ones they called out like critical thinking and analysis and work ethic,” he claims. “They need people to hit the ground running. They need people to be successful. They can’t make too many mistakes. They don’t have that luxury. I think that’s what they’re highlighting.”

BUSINESS STUDENTS RANK THEIR SKILLS 20% HIGHER THAN EMPLOYERS

In Kavanaugh’s study, employers deliver the most damning message when they rank the skills that business students are missing. Across all eight categories, students gave themselves far higher marks than their prospective employers. How deep was the division? Employers doled out an average score of 7 in just one category — IT (talk about faint praise).

Compare that to students, who gave themselves an average of 8 or above in six categories, reserving their lowest marks for themselves in IT and career management. On average, students rated themselves two points higher than employers in every category. The biggest discrepancy came in — you guessed it — leadership, where the difference was almost three points.

 

“YOU NEED TO GET STUFF DONE”

Based on Kavanaugh’s findings, you could argue that employers are Mars and students are Venus, out of step with each other in both their perceptions and priorities. Does that mean business students are too insulated? Too coddled? Too cocky? Kavanaugh, an employer himself, doesn’t mince words in the answer.

“Here’s the Problem: We like to get warm and fuzzy and sing Kumbaya and all that. If all you do is put post-it pads on the wall or get along and collaborate, you self-actualize. Trouble is, you have to get stuff done. You need that bias for action and work ethic, that practical experience and ability to quickly relate. You can talk about Millennial vs. the older generations. I don’t think it’s that. A lot of these folks are coming out of college paid a lot of money to go there. The college sold them on how great it was and how bulletproof they’d be when they’re done.  There is a bias coming out — maybe overconfidence —but you’ve been shaped by this.

Kavanaugh has encountered this dynamic more times than he cares to remember as a manager. “When you peel it back, it’s not quite as pretty. I’ve had to do a lot of remedial up training, even for a Harvard business grad (that I love), but there was a fair amount of stuff that we had to go through in their first year.”

NOT JUST STUDENTS: RECRUITERS AND SCHOOLS DIFFER ON WHAT NEEDS TO IMPROVE

Recruiters and students aren’t the only ones who are at odds. Take recruiters and career center leaders. When Kavanaugh posed the question of what one area they would choose to improve students’ career readiness, he was blindsided by the biggest surprise of the survey. Across seven categories, the parties were nearly polar opposites. Not surprisingly, nearly 40% of career center respondents chose career management skills for improvement…against roughly 1% of recruiters. However, this was balanced by practical and real world experience, which recruiters favored by a nearly equal ratio. In between, recruiters highlighted critical thinking and work ethic to a greater degree, while career professionals pushed soft skills and technology. Overall, creativity was the one area where the parties found common ground, as each gave it a 3% pittance.

“The biggest difference was the gap between the universities and hiring managers,” Kavanaugh notes. “It was the idea of whether their people were ready to survive and excel. The career center folks said absolutely. The employers said no, they are not ready to excel coming out of college. That was a big surprise for me because I thought the students might have a bias, but there wouldn’t be that big of a gap between employers and the universities.”

The concept of critical thinking, which produced some of the widest divides among students, employers, and career center professionals, was also eye-opening to Kavanaugh. “I hadn’t thought of critical thinking as a phrase. I’ve heard it become so much more part of the vocabulary in the last few years. It seems to have dawned on people that it is a foundational skill that many students have lacked coming out of college. There is an awareness now. Question is, how do you do it? Do you solve it with a $100 million dollar interactive lab? Is it experiential sessions with design thinking, role models and an innovator start up approach? Or is it the hard core Wharton approach? It’s an important question for every college to answer because in a world of open online courses, some schools aren’t going to survive if they don’t have a good way of delivering these things.”

STUDY AUTHOR TEACHES, RECRUITS, AND MANAGES BUSINESS STUDENTS

You could describe Kavanaugh as the business equivalent to a triple threat, with a career that spans work as a consultant, recruiter, and professor. Owner of an MBA from the University of North Texas and a Six Sigma Black Belt, Kavanaugh steeled his prodigious work ethic with early morning wake ups and late evening chores while growing up on an Indiana farm. Over his career, he has worked as a partner at Grant Thornton, a vice president at Inforte (now Business & Decision Group), and a director at PeopleSoft (Oracle). For the past dozen years, he has served as a vice president and senior partner at Infosys, where he has trained hundreds of consultants before being tapped to head campus recruiting.

Over his career, Kavanaugh has met with students and administrators at the major schools, clicking off Harvard, Princeton, Texas, and UCLA among others. Seeing a need and impressed by his work, the Jindal School invited him to design a course to help their students balance their quantitative smarts with the ability to think critically and relate personally. This resulted in Developing Customer Insights, a tour de force course that he describes as a critical and creative thinking “toolkit” for advancing professionally. In particular, the course examines how to frame and present ideas to everyone from senior executives to glue employees working three levels down.

During the course, interacting with students ignited a curiosity about where graduates and recruiters view job readiness differently. As a practitioner who’d guided graduates through consulting’s apprenticeship model, Kavanaugh says the question hit home for him. Even more, he couldn’t find research on the subject while he was writing his book on consulting foundations.  Since his work centered him at the intersection where schools, students, and employers meet, Kavanaugh decided to take the survey on as a passion project outside of Infosys and Jindal. In the process, he chose to eschew anecdotes in favor of a fact-based net promoter model to clearly demarcate where students needed to “future-proof their careers.”

 

SURPRISE: NEITHER STUDENTS NOR RECRUITERS THINK B-SCHOOL PREPARES THEM FOR CAREERS

In the end, his survey attempt to expose the proverbial elephant in the room — the underlying issues that stakeholders sense but either can’t clearly define or fear bringing to the forefront. Admittedly nervous when he released the results, Kavanaugh has received positive responses to his work. He cites an HR hiring manager whom he recently met on a plane, whose light went off when he shared his results with her. He also points to how his students would “fess up” when he would conduct class polls that yielded “unflattering” results.

In fact, Kavanaugh’s own data affirms the unease among all parties. When he asked, “How would you rate the job universities are doing of making business school students career-ready,” just 13.9% of students answered in the net promoter range of 9 or 10. Career center personnel responded nearly identically at 13.3%. Employers? Not surprisingly, just 1.9% of respondents were net promoters for the schools producing career-ready students.

Don’t look at Kavanaugh as an iconoclast arguing that the system is broken, however. Instead, he is searching for where it needs greater attention. “I wasn’t trying to say MBA programs or business school was a waste a money [with the survey],” he asserts. “Far from it. I want people to get more from it. You’re investing lots of time and money. Why not get the most from it?”

SURVEY TITLE AT ODDS WITH SURVEY SAMPLE

That said, the survey comes with some flaws. Notably, Kavanaugh titles his research, “Are MBA Programs Preparing Students for Success?” Just one problem: The survey pool includes undergraduate business majors as well as MBAs. “MBA was more or less the marquee headline,” he admits, “but I extended the question to business schools because I think it is important.”

Indeed, the student sample is an eclectic mix. Aside from full-time MBAs and some undergraduates, it includes executive, and online MBA students, along with students enrolled in business masters programs. The respondents range from students in tier-one programs to smaller state schools. Even more, the data is not broken down into different buckets and respondents could even opt to answer anonymously.

While Kavanaugh argues that focusing exclusively on full-time MBAs would miss key demographics, he concedes that his methodology was a “trifle muddy.” The same would apply to 10,000 recruiters he surveyed, who hailed from both blue chip and niche firms, with the survey sporadically netting two to three decision-makers from the same company. At the same time, Kavanaugh was rather meticulous with career center leadership, hand-picking people he had worked with or held leadership roles (rounding out the rest with respondents who were “employer-facing”).

Kavanaugh grants that he could’ve segmented his data into several surveys. In the end, that would have missed the larger point, he believes. “There are some basic themes coming out that I think are still relevant. I’m not going to pinpoint the top five elite business schools vs. the part time vs. the eLearning. I do think you can infer some things. I’m not trying to demonize any one of them. I have hired people from each of those different categories. There are people who are rock stars from all of them.”

“HUBRIS” AMONG BIGGEST DANGERS FOR MBAs IN THE WORKFORCE

So what can be done to bring employers, students, and schools in closer alignment? Kavanaugh points to the top tier MBA programs, particularly in their efforts to connect their value proposition to employer needs and providing well-rounded, hands-on learning opportunities beyond the internship. Past that, Kavanaugh recommends a greater attention to design thinking in addition to problem-solving.

“[The latter is] taking a problem and figuring it out because it was the right answer; Problem finding is working with mysteries. There is a symptom and there is a diagnosis,” he shares. “[You need to] have Intellectual curiosity, the passion and bias to solve the problem by getting into the details and to show the work in ways that answers the questions that people might have about it.”

For Kavanaugh, this is the ability that differentiates everyday knowledge workers from leaders. “You see people who are otherwise very intelligent, high GPA and good problem solvers hit a mental wall. It’s not a pretty sight because they don’t know how to step back, figure out what they know, do some estimation, apply a framework, and adapt to uncertainty….What also distinguishes [people] is the ability to decide and find problems and structure them before they decide to solve them. To me, that’s the essence of being successful.”

When it comes to doling out advice to MBA graduates, Kavanaugh offers a time-tested nugget that harkens back to the days of Greek tragedy: Don’t get too full of yourself.  “Hubris can creep into your own self-image because you may have been in that cycle in school. It is the ability to know what we don’t know and understand that you’re stepping into a different world when you start a job that would really allow learning. You’re stepping out to a different environment in a job, especially where they have a different set of metrics than your school, grades or internship. People could care less about that MBA when you’re out in the workforce. It’s more about what you can contribute.”

 

 

以上内容摘自:

http://poetsandquants.com/2017/01/25/study-employers-say-business-students-delusional-abilities/

 

 

宁老师(Coach Ning)联系方式:

QQ906866938

微信:可通过qq号加宁老师微信

微信公众号:宁老师DIY留学咨询

SKYPEessay-ningchunlong

LinkedIn账号:http://cn.linkedin.com/pub/chunlong-ning/30/28/409

新浪微博:http://weibo.com/ningchunlong

网易博客:http://ningchunlong.blog.163.com/

腾讯博客:http://user.qzone.qq.com/906866938/2

宁老师(Coach NingDIY留学咨询服务说明与收费标准(2016-2017

http://ningchunlong.blog.163.com/blog/static/1153712692016461220967

http://mp.weixin.qq.com/s?__biz=MzA4MDU3MzYxOA==&mid=504022883&idx=1&sn=bb813d21e4565b2911bb7e6cdbc9a07d#rd

(注:上述两个服务说明的链接,若一个无法打开请点击另一个)

宁老师Coach Ning部分MBA或者Master咨询成功案例介绍

http://ningchunlong.blog.163.com/blog/#m=0&t=1&c=fks_087069080082082074081082086095085087084064083087084069093

 

 

DIY留学申请交流QQ群:

MBA申请DIY群:137254413

Master申请DIY群:162474877

MSF/MFE申请DIY 群:27769133

HRM申请DIY群:122368914

MKT申请DIY群:228695973

MSA/Macc申请DIY群:234137969

法律LL.M申请DIY群:110533381

英国及欧洲申请DIY群:209994593

HK申请DIY群:247226867

Canada申请DIY群:255130861

新加坡香港MSF申请DIY群:82449369

MBAMaster申请差别很大请正确选择要加入的群

  评论这张
 
阅读(9)| 评论(0)
推荐 转载

历史上的今天

评论

<#--最新日志,群博日志--> <#--推荐日志--> <#--引用记录--> <#--博主推荐--> <#--随机阅读--> <#--首页推荐--> <#--历史上的今天--> <#--被推荐日志--> <#--上一篇,下一篇--> <#-- 热度 --> <#-- 网易新闻广告 --> <#--右边模块结构--> <#--评论模块结构--> <#--引用模块结构--> <#--博主发起的投票-->
 
 
 
 
 
 
 
 
 
 
 
 
 
 

页脚

网易公司版权所有 ©1997-2017