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Finding the Value in Wasted Time

December 3rd, 2007 @ 6:57 pm

5 Comments

Categories: Uncategorized

Tags: Professor, MBA, Class, Fact, Jenna Miller

Tonight, I sat in class and listened to my fellow classmates summarize points from a textbook.

Let me repeat that.

Tonight, I, a 31-year-old graduate student, sat in class and listened to other grad students basically read from a college textbook. (Oh, I also kept a running tally of how many times the professor repeated himself for emphasis — or is that obvious?)

It makes you rethink that argument that MBA are valuable, doesn’t it? I know it’s tempting, but resist the urge.

I won’t lie to you: This particular class could be the poster child for the argument against MBAs. It wasn’t the topic of the course, but the professor and the curriculum that made most of my classmates consider the six sessions to be a colossal waste of time.

Case in point: Once we ran out of chapters to summarize tonight, the professor gave us two options for the remaining hour of class. We could either listen to him read a PowerPoint presentation about how to improve how we gave presentations (ah, irony), or we could have a Q&A and ask his advice on whatever we wanted.

Yes, on the surface, the 18 hours of class time required for this class appear to be a massive waste of time. Here’s why it’s not.

Who among us hasn’t run into a difficult, even egotistical, personality? Who hasn’t spent time in a meeting resisting the urge to check the clock for the 20th time while a colleague rambles on and on in a misguided effort to impress the boss?

The fact is, difficult personalities aren’t a rarity — they’re in every industry, in every company, at every level. And they’re not going anywhere.

That’s why it’s important to look beyond the coursework and the exams when debating the value of an MBA. Learning how to deal with difficult personalities and learning how to work with them — be they a professor, a boss, a client, or a colleague — is invaluable. And we only get better at it with experience. And what better place to gain experience than a class with mandatory attendance?

Even more important — and even more challenging — is learning how to find the small nuggets of insight in all the BS. Everyone has some insight to share, but certain personalities require more effort and patience to dig it out.

But when you make the effort to dig through and look beyond the quirks, you’ll often find a unique perspective. And these perspectives can be the very ones we need to make a better decision or draft a better strategy.

So, if nothing else, a seemingly pointless class is an opportunity to work on your listening skills. I’ll be the first one to admit that mine could use some work.

But I’ll also admit that, as many times as I internally rolled my eyes or smirked behind my hand at the bombastic advice coming from the professor, there were also times when he said something that really resonated with me and made me think. It can be a hard thing to accept that someone we dislike has good points to make, but it’s often true. And working on getting past a personal reaction to garner important insight makes those 18 hours of summarization worth it.

Jenna Miller is an MBA student and journalist.
 
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  •  
    1

    shaundubin@...

    01/02/08 | Report as spam

    MBA SheMBA

    I think you need an MBA just to determine if obtaining the degree is worth the money. I am glad I have my MBA degree and am often asked by my non-native English speaking Japanese students if an MBA is worth the money (actually a number of native English speaking Americans have asked me the same thing). The question to the answer is "Why are you pursuing such a degree?"

    Let us first answer the purpose. Is it to learn how to run a business by reading the text books and listening to a professor speak, meet other students whom you can network with after graduation for business purposes or is it just get a piece of paper so that you can interview for a job that requires such a certificate (and commensurately get paid a lot of money)? These purposes are all valid and for me, all are true. I run my own business which include advice web sites like http://my.e-homework.info/blog and use my MBA experience to continue expanding the service I offer. The MBA experience has also helped me to form my own company Superior Design (http://www.superiordesign.jp) in Japan because of the broad base of topics I was able to study with, you guessed it, some of my Japanese classmates. An MBA is worth the value if you know exactly why you are pursuing it.

    Second, is the purpose viable? In other words, assuming you have the brains to get into a grad school, do you have the money? These days, MBA schools are a serious strain on one's pocket book unless you are lucky enough to get your company to pay for it. I would have a difficult time recommending someone to pursue an MBA using their own money. Most people I have met who are thinking of going to graduate school to pursue an MBA think they will graduate to a $100K annual salary and never see the statistics of MBA unemployment. Nor do they realize that an MBA can also hurt their chances of securing a job because of the idea that MBA's demand too much. In this case, it might be better to start your career at a company and hope they will pay for it after you have been there 3 or 4 years. The truth is, the work experience will make the MBA experience more valuable. Also, people don't seem to value a part time MBA as much as a full time MBA program, but the truth again is that a part time MBA can be just as rewarding and you can keep working. So you really have to think about the financially side of pursuing an MBA.

    I think an MBA experience is valuable if you pursue it with good intentions. In other words, know exactly what you want from the program and pursue it vigorously. It has paid off for me, not just in getting a job and a high salary, but helping me make better business decisions.

  •  
    2

    joannesnider@...

    01/02/08 | Report as spam

    RE: Finding the Value in Wasted Time

    This is somewhat "Pollyanna-ish" but in reality when you are stuck, you might as well make the best of it.
    However, one should not conclude that there is ALWAYS a nugget. Sometimes there is none.

  •  
    3

    monger@...

    01/02/08 | Report as spam

    RE: Finding the Value in Wasted Time

    The basic problem in education is that few students or educators understand that the most important element in an education is the student themselves - not the teacher.

    You see no one can actually teach you anything. The best a teacher can do is assist you to learn by creating an effective learning environment.

    The job of a teacher is not to be a great presenter or entertainer but to set out the course concepts and main questions and then perhaps effectively provide an outline and/or source of the concepts and facts you should know about. If they can assist you to learn to research, think and report, all the better. The rest is up to you.

    The truly classic teachers did not tell their students anything but presented them with questions to assist their own learning.

    Student surveys that ask if they thought the teacher was a good teacher are not particularly important. The question should be something like "was I able to learn in this class? And if not what did you do about it?

    Given that the basic objective is for you to pass the course (and I think learn something), then if one method of learning (the teacher and or class) is not effective for you - what will you do?

  •  
    4

    Mazengo

    01/03/08 | Report as spam

    RE: Finding the Value in Wasted Time

    The most boring thing in studies is when one is doingm these courses in scarcity of reference material.

  •  
    5

    tekwrytr@...

    01/08/08 | Report as spam

    Instructor responsibility

    The job of a teacher is not to be a great presenter or entertainer but to set out the course concepts and main questions and then perhaps effectively provide an outline and/or source of the concepts and facts you should know about. If they can assist you to learn to research, think and report, all the better. The rest is up to you.

    The job of a teacher is to teach; anything less is a failure on the part of the teacher, and of the college or university in which that teacher is employed. The notion that all a teacher need do is point the way to knowledge is inappropriate, and little more than an excuse for poor teaching.

    Consider computer-mediated instruction; most attempts by instructors to place course content online fail because the instructors either do not clearly understand the material they attempt to teach, or fail to organize it in a coherent manner that facilitates knowledge transfer and learning.

    A laundry list of topics and "core competencies" in a particular area of study are not particularly useful, and certainly not worth the price I pay for instruction; I can get an outline for free on the internet, and study on my own, unless an instructor actually teaches something that I cannot get elsewhere at substantially lesser expense.

    The reality is that tenured faculty often are allowed (or forced) to teach topics about which they know very little, simply because there are enough warm bodies to fill a class. The dismal failure of many computer science, computer information system, and "technical writing" programs in the US is a great example of how not to run educational institutions. ("Dismal failure" is defined as programs with a high percentage of graduates who are unable to find employment in their fields of study because they lack the skills required for employment in that field.)

    Why would I sit in a classroom with a marginally-competent instructor who is unable to advance my knowledge? If I am the only one responsible for my learning, why do I need the instructor at all? In exchange for the (up to this point in graduate school) $130,000 I have invested in my education, I expect considerably more from an instructor than telling me that I am the only one responsible for my education.

    The bottom line is that education is a product, and if the quality and service that product provides is inadequate, lacking, or deficient, I want either a better product to replace it, or I want my money back.

    Finally, a question; how long do you believe those "point the way to wisdom" faculty members would be employed if their employers did not provide financial aid to students suffering through their boring lectures and bad advice? The proliferation of poor instruction in US colleges and universities is in direct proportion to the financial aid packages offered to students.

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