First Impressions: There has been a lot written over the past few years debating the value and reputation of the MBA. Two pieces on this topic have made the top ten list of most popular posts on this site (please see the sidebar or, if you are viewing this in a reader or email, click here and here.)
On the one hand, there is substantial criticism of the design and applicability of these programs. On the other, after a period of decline, salaries offered to recent graduates appear to be rising again.
Steven Roesler and Eric Brown have recently offered trenchant discussions of the unfortunate tendency of hiring authorities to focus on superficial indicators of ability. And yesterday, Wally Bock drew attention to research providing disturbing support to concerns over problems with MBA curricula:
The authors analyzed surveys of over 8000 managers in a range of fields, and determined the behaviors that were key to their work. They then assessed the courses required in hundreds of MBA programs and the opinions regarding them of school officials. The research authors found that the coursework fell a long way wide of the mark with respect to preparing graduates for jobs as managers.
Wally makes the interesting conjecture that the MBA grads that are driving the average salary figures up are those going to analyst positions. After all, he argues, “We’ve created an MBA education system that trains students to analyze companies, not to lead them.”
Whether you are a student or manager – especially one with hiring authority – please take a moment to read the posts by Steve, Eric, and Wally. Over-hyped student credentials – such as GPA and school reputation – may indeed be predictive, but probably not, by themselves, of a successful career in management.
Random fact #2: The greater, most valuable, parts of my education, were learned in the real world – not at school.
But academic degrees were still essential to my career in the military and, to some degree subsequently, because there were expectations that I have formal credentials. What a shame. The fact is, I took exactly two specific classes, and a general set of just a few others, that I feel made a meaningful and enduring difference in my professional and intellectual life.
The first two were philosophy courses, one on logic and one on critical thinking, both taken at the very beginning of my college career when I was nineteen or so. The others were a few courses taken at the end of my undergraduate career, over 15 years later, in my ultimate major, International Relations, which gave some useful intellectual infrastructure to some work I did later in the military.
None of them were in management or business administration, where I have two other degrees. What I learned in those areas, I learned in the school of hard knocks.
Like you did, or will.
Today’s tag goes to David Anderson, at Agile Management.
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4 Comments
Jim,
Your random fact fits nicely with the MBA example as well as the recent reference to social engineering.
I share your honest evaluation of where one actually learns things (real life) and the number of classroom experiences that provided applicable skills (for me, 2 classes in high school and a few in grad school).
There is an inverse relationship between learning by experience and social engineering. Social engineers would have us believe that by “scientifically” sanitizing the vagaries of life, behavioral and environmental constraints will create a pain-free existence. Learning will be a matter of intellectual exercise conducted in safe places.
Yet life is a series of experiences–good and bad–from which we draw our learning. This is borne out by solid research and the anecdotal feedback from managers in organizations.
Perhaps what is missing are mature mentors, formal and informal, who guide younger people in all walks of life. Sadly, companies can’t make it happen no matter how hard they try. Pop culture lauds youth and decries the elderly, whose wisdom is scorned at the very time organizations are concerned about losing collective knowledge.
I firmly believe that a movement is needed to enable learning and mature growth. I also believe that it is not through “social engineering” but through a re-visiting and re-examination of that which is true and has stood the test of time.
Theoretical notions of ideal societies governed by emotional and physical communal safety smack more of communism than of legitimate growth and development.
Thanks for the forum
Steve,
I like where you’re taking this. A “movement . . . to enable learning and mature growth.” Now, there’s a management development objective for you.
You are right about the dangers – and futility – of attempting to promote learning in a “safe” environment. Learning under such circumstances is neither legitimate nor genuine.
More should be done with these avenues of thought.
Thank you so much for your thoughtful comment, and your work and writing.
Leadership is an apprentice trade. You learn most of it on the job, by observing and talking to others and by trying things and critiquing your performance.
Training can help. I can teach a new manager specific ways to talk about performance with subordinates that he or she will then try to apply on the job. There are training programs that teach the use of decision making and forecasting and marketing tools, but they all have to be applied on the job to take.
Education and reading can give you the rich soil in which wisdom can grow. That’s where that “learning and mature growth” come from. The best management book I’ve read in the last few years was Doris Kearns Goodwin’s Team of Rivals, about how Lincoln chose and dealt with the members of his cabinet.
Wally,
I’m not sure the core issue can be put better than you have put it. And the experience giving force to your expression is unmistakable – thanks for your comment.
I’ve heard a lot of good things about the book you mention – I may have to break down and read it.
Thanks again for your visit and your formidable insight.
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