EdenteV2, Istex, Corpus, bibRecord, 005B15

The M.B.A. Experience—Young Lions or Toothless Cubs ?

Identifieur interne : 005B15 ( Istex/Corpus ); précédent : 005B14; suivant : 005B16

The M.B.A. Experience—Young Lions or Toothless Cubs ?

Auteurs : Lawrence Ladove ; William Cris Lewis

Source :

Business & society [ 0007-6503 ] ; 1965-03.

RBID : ISTEX:B6EE85FD2F9B7EEA8FB8343D122AF0611A02B29B

English descriptors

KwdEn :
- Academic inquiries, Academic program, Average student, Bachelor level graduate, Brand management, Business administration, Business community, Business experience, Business firms, Business school, Business world, Calendar scheduling, Case decisions, Case method, Case situations, College graduate, Corporate career, Corporate entity, Corporate realism, Different peron spectives, Educational experience, Educational institution, Executive ranks, Final proposal, First position, Full time programs, General consensus, Graduate school, Graduate work years, Great deal, Harvard business review, Immediate superiors, Immediate tasks, Initial assignments, Initial duties, Initial integration, Initial role, Initial tasks, Initial work experience, Intellectual achievement, Ladove works, Large package goods manufacturer, Lawrence ladove, Level executive, Level trating, Lewis works, Lofty self concept, Logical time, Management role, More jobs, Northwestern university, Operational value, Possible advantages, Potential executive, Problem situations, Procedural recommendations, Projects ganization, Proper perspective, Prospective employment alternatives, Psychological problemsthat, Rapid evolvement, Rapid rise, Real experience, Real exposure, Real importance, Realistic view, Recent college graduates, Recent graduate, Recent graduates, Recent graduates desire, Role growvs, Salient decisions, School year, Securities analysis, Several levels, Severe cases, Short duration, Short period, Significant contributions, Sound business experience, Student itory period, Students graduate business training, Subject matter area, Technical positions, Time program, Time summer, Toothless cubs, Troublesome trans, Understandable objections, Unrealistic expectation level, Vacation period, Visible alternatives, William cris lewis, Work experience, Year program, Youthful graduates.
Teeft :
- Academic inquiries, Academic program, Average student, Bachelor level graduate, Brand management, Business administration, Business community, Business experience, Business firms, Business school, Business world, Calendar scheduling, Case decisions, Case method, Case situations, College graduate, Corporate career, Corporate entity, Corporate realism, Different peron spectives, Educational experience, Educational institution, Executive ranks, Final proposal, First position, Full time programs, General consensus, Graduate school, Graduate work years, Great deal, Harvard business review, Immediate superiors, Immediate tasks, Initial assignments, Initial duties, Initial integration, Initial role, Initial tasks, Initial work experience, Intellectual achievement, Ladove works, Large package goods manufacturer, Lawrence ladove, Level executive, Level trating, Lewis works, Lofty self concept, Logical time, Management role, More jobs, Northwestern university, Operational value, Possible advantages, Potential executive, Problem situations, Procedural recommendations, Projects ganization, Proper perspective, Prospective employment alternatives, Psychological problemsthat, Rapid evolvement, Rapid rise, Real experience, Real exposure, Real importance, Realistic view, Recent college graduates, Recent graduate, Recent graduates, Recent graduates desire, Role growvs, Salient decisions, School year, Securities analysis, Several levels, Severe cases, Short duration, Short period, Significant contributions, Sound business experience, Student itory period, Students graduate business training, Subject matter area, Technical positions, Time program, Time summer, Toothless cubs, Troublesome trans, Understandable objections, Unrealistic expectation level, Vacation period, Visible alternatives, William cris lewis, Work experience, Year program, Youthful graduates.

Url:

https://api.istex.fr/document/B6EE85FD2F9B7EEA8FB8343D122AF0611A02B29B/fulltext/pdf

DOI: 10.1177/000765036500500203

Links to Exploration step

ISTEX:B6EE85FD2F9B7EEA8FB8343D122AF0611A02B29B

Le document en format XML

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<journal-title>Business & Society</journal-title>
<issn pub-type="ppub">0007-6503</issn>
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<title-group><article-title>The M.B.A. Experience—Young Lions or Toothless Cubs ?</article-title>
</title-group>
<contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Ladove</surname>
<given-names>Lawrence</given-names>
</name>
<aff>Northwestern University</aff>
</contrib>
<contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Lewis</surname>
<given-names>William Cris</given-names>
</name>
<aff>Northwestern University</aff>
</contrib>
</contrib-group>
<pub-date pub-type="ppub"><month>03</month>
<year>1965</year>
</pub-date>
<volume>5</volume>
<issue>2</issue>
<fpage>17</fpage>
<lpage>19</lpage>
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<meta-value>17
The
M.B.A. Experience—Young Lions or Toothless Cubs ?
SAGE Publications, Inc.1965DOI: 10.1177/000765036500500203
LawrenceLadove
Northwestern University
William CrisLewis
Northwestern University
The
purpose of this discussion is to analyze one of the conflicts that tends to
develop as the new product of a graduate school of business embarks upon his
career with a corporation. The degree to which this conflict develops will,
of course, vary with the individual, the school, and the business, but from
the authors' own experiences and research the problem is relatively general.
This article is not intended as an indictment of either the graduate school
of business or the business community - it is simply designed to explore improvement
of the transition of young men from school to business. We will conclude with
procedural recommendations that should ease if not eliminate the problem.
The ideas developed herein are those of the authors and have been further
developed and refined through discussions with a number of other recently
graduated Masters of Business Administration. Although the opinions as to
the extent and seriousness of the conflict and the efficacy of the conclusions
were not agreed upon by all respondents, there was general consensus. The
conclusions have not been tested empirically, but we feel that they are sound
and of operational value. It should be pointed out that the focus
of
these observations is on the comparatively youthful graduates of full time
M.B.A. programs. The thousands of men who pursue M.B.A. studies in the evening
probably have quite different perspectives. The recent graduate's educational
experience appears to bolster his propensity to see himself becoming a high-level
executive in a relatively short period of time. This lofty self concept stemming
from his educational experience can become a semi-obsession. The recent M.B.A.
graduate often thus has difhculty focusing on his immediate tasks after graduation.
Perhaps it is significant that the several recent graduates consulted as grist
for this article were produced by M.B.A. programs in which the case method
was stressed. Case decisions were called for on the part of the students and
varied according to subject matter area and problem situations within a subject
matter area. One factor, however, did remain relatively constant; most decisions
called for "executive suite" perspective. The Role Growvs on Them Our respondents
reported that they assumed the role of the high-level decision-maker so often
that it grew on them. Initially the process of deciding among alter-
1818
natives
at this level was somewhat frustrating, but as the school year progressed
it became continually easier. There is indication that these experiences tended
to increase the importance that the student attached to himself. By the time
he was ready to graduate, he thought himself capable of assuming a position
of real importance. It is probable that as a result of his training the M.B.A.
steps into his first position with a firmly entrenched notion that he is an
instant high level executive possessing the ability to make salient decisions
for his organization. And it is probably true that for most students graduate
business training has equipped them for making high-level decisions. However,
the M.B.A.'s self-concept can create and did create for several of our respondents
an anticipation of rapid rise at variance with their employer's anticipations.
It was found that graduates who had sound business experience before entering
an M.B.A. program had a much more realistic view of their initial role in
an organization. Recent graduates tended to be enchanted by the "corporate
overview" and found themselves unconcerned with the "fine points" or details
of their initial assignments. As one respondent put it, "After all, isn't
that what a potential executive should do?" Businessmen who hire recent college
graduates should be well aware of the problems this creates for both the organization
and the new employee. The company's view is usually (there were exceptions)
that the graduates needs to undergo a period of maturation wherein he learns
the detail of one or more jobs at several levels within the organization,
and this, of course, tends to preclude a rapid evolve- ment to the executive
ranks. Management may view the neophyte as both overambitious and unrealistic.1
Here there exists a conflict of the perception
of
the role of the newly hired college graduate. While this situation also obtains
for the bachelor level graduate, it is intensified for the holder of the M.B.A.
degree. This is not to say that companies haven't dealt with this phenomenon
effectively - obviously some have. Also, there are some positions where the
M.B.A. is given challenging and meaningful initial assignments; these tend
to be the exception rather than the rule. The most severe cases of "M.B.A.
frus- tration" occur in technical positions where the "broad corporate overview"
is remote from what the immediate superiors of these recent graduates desire.
They, instead, expect the new M.B.A. to be very much concerned with details.
And for most of those interviewed their initial tasks seemed not important
enough to possess any degree of responsibility. Because his initial duties
may be at a lower organizational level and of a "humbling" nature the M.B.A.
tends to feel that these tasks are merely for the purpose of experience and
he hopes for fast exposure. When he takes this approach, the graduate usually
is at odds with the expectations of his superiors. The issue here is not whether
or not the decision-maker point of view is valuable to the new M.B.A. It is
valuable. The issue is one of emphasis. That is, whether the high-level perspective
is overemphasized in an M.B.A. program. From out of our experiences and interviews
has come our conviction that changes in program structuring or in emphasis
within existing programs should be considered by both the educational institution
and the corporate entity. A tempering of the high-level perspective would
be useful. It cannot be denied that an understanding and appreciation of the
process of choosing among visible alternatives is useful no
1919
matter
what position one holds in an organization. However there are certain emotional
and psychological problems- that may develop as a result of simulating the
president for a year or two and; then being substantially reduced in grade.
The academic program might better present to the student a combination of
case situations mixing in a lower-level management role or a technician's
role along with high-level roles. A program such as this may keep the student's
gauge of his abilities and expectations in the proper perspective relative
to his initial work experience. It may iessen the impact of the frustration
the M.B.A. faces by providing him some - corporate realism. Not only would
this approach be helpful to the student, it would also make the corporation's
job much easier. Management should also assume some responsibility for this
troublesome transitory period by adjusting job content accordingly. Assignments
during the initial integration of the student into the organization should
be devoted to projects
that
the recent graduate could complete and implement that would make useful and
significant contributions to the organization. Thus, the educational institution
helps to reduce the unrealistic expectation level of the. student while the
business helps to raise the stature of the recent graduate; both work to narrow
the adjustment gap.
Finally,
from the standpoint of the in- dividual's intellectual achievement while in
business school and development in his corporate career, it would be extremely.
valuable for him to have some real exposure to the business world either prior
to the beginning of graduate work or at some time during the school years.
The summer between the first and second years of a two year program would
be a logical time to acquire this business experience, and some students undoubtedly
are able to do this. However, limited job availability and the short duration
of the vacation period are very limiting factors. Some of the possible advantages
of the above should be obvious. The student would have real experience to
relate to his academic inquiries and discoveries; he would probably be able
to contribute a great deal more to the interchange of information and ideas
in the classroom; prospective employment alternatives could be considered
on a more rational basis; and to the extent that the indi- vidual's preparation
is more complete (via experience) his potential and rate of progress in business
school should be greater. Unfortunately, there are some practical, limitations
to the implementation of this policy such as the restricted amount of time
the average student can devote to his education and the understandable objections
that most business firms have to hiring people for a short period of time.
Without some changes in hiring policies and calendar scheduling of the school
year, it is doubtful that more than a few individuals would be able to reap
- the benefits of this final proposal for work experience. 0 NOTES:
1. Edgar H. Schein, "How
to Break In The Col lege
Graduate," Harvard Business Review, No vember-December, 1964, p. 69.</meta-value>
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<back><notes><p>1. Edgar H. Schein, "How to Break In The Col lege Graduate," <italic>Harvard Business Review,</italic>
 No vember-December, 1964, p. 69.</p>
</notes>
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