Why an MBA Is a Waste of Time and Money

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Why an MBA Is a Waste of Time and Money | BNET.

MBA applications always go up during a bad economy. That is because business school generally attracts people who are lost, and more people who feel more lost when the bad job market is lousy.

But let’s be clear: This is not the type of recession where there are no jobs for young people. This is a recession where there are no GOOD jobs. McDonald’s is hiring in management. There is a bank teller shortage and a shortage of actuaries. There is a shortage of insurance agents. It’s just that people don’t grow up dreaming of these jobs. So they don’t take them. Instead, people who are early in their career – in that time when an MBA sounds like it might work – those people are determined to have only a good job. And if they can’t have that, they get an MBA.

The problem is that an MBA makes it worse.

Here are seven reasons why you should take a bad job instead of getting an MBA.

1. Business school won’t help you be a good entrepreneur.

There is no correlation between being a good entrepreneur and going to business school. In fact, according to Saras Sarasvathy, professor at University of Virginia’s Darden Business School, the most important skill for an entrepreneur is that you know your weakness and you can find people to fill in your gaps. So you pay a bundle to go to school to learn what you don’t and how to find people who can do stuff you can’t? Sorry, that doesn’t add up. The ultimate irony: entrepreneur programs are booming at business schools.

2.     You likely don’t need an MBA for what you want to do.

There are some jobs, very few, where you cannot land if you don’t have an MBA. These are mostly high-level officer-type positions in the Fortune 500. Even then, though, you probably don’t need an MBA. In fact, Forbes reports that CEOs without MBAs bring more value to investors than CEOs who went to business school.

3.     MBAs who are not from a top 10 school don’t increase their earning power.

So if you’re not one of the elite, the degree won’t help you earn more. According to the recruiting firm Challenger & Gray, the degree simply does not separate you from other people in any significant way; it’s too easy to get an MBA from a second-tier school. The cost of the degree is so much more than the combined cost of taking two years off of work and paying for the degree that you are better off taking a job you don’t particularly like and getting a night-school MBA after work hours.

4.    It’s pointless after a certain age.

Let’s say you do get into a top-ten school. Don’t go if you are older than 28. You are too far along in your career to leverage the degree enough to increase your earning power enough to make up for the sticker cost of the degree. In fact, it is so important to get the degree early in your career that Wharton and Harvard have started accepting women earlier than men because the biological clock truncates a woman’s ability to leverage the MBA early enough in their career to make it worth the money.

5.     An MBA is too limiting.

You can’t take an entry-level job after you get an MBA, so you had better know what you like to do. And can’t take a job in a low-paying industry because you have to pay back the loans. So not only is an MBA useless for most jobs, but it also makes you unqualified for more jobs that it qualifies you for

6.     An MBA makes you look desperate

Top ten business schools will not accept you unless you have a clear plan for what you will do with the degree after you graduate. You need to have shown that you have a propensity for some sort of business and that you need the degree to get where you want in that business. Unfortunately, most other schools will take you if you don’t have a plan even though it’s been shown that people who go to business school with no plan for their career graduate with no plan for their career. And then you look not just lost, but desperate.

7.     Business school puts off the inevitable.

Look, it’s really hard to be an adult. You go to school for twenty years being told what to learn and what to think and when to show up, and then you get tossed into adult life and there is no one telling you what’s right for you. You have to figure it out, but you didn’t go to school for that. In fact, school is the opposite of that. So it looks fine to be lost in your 20s. This is when everyone is taking time to figure things out. It does not look fine to spend $150,000 to go back to school just to put off the hard knocks of figuring out where you belong in the workforce. Face reality. Join the workforce.

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Strategies for engaging adolescents

gen why

  • Learn about effective communication and engagement and reflect on the relevance of this with respect to young learners.
  • Take part in a Play of Life® 3D simulation technique to fast track personal learning insight into better student engagement.
  • Learn about some of the hidden factors impeding the achievement of young learners and share some practical pointers for effective curriculum delivery.
  • Identify practical steps as to what can be done personally and as a faculty to improve student learning.

In this one-day workshop participants will enjoy an opening session delivered by Psychiatrist and Counsellor, Dr. Carlos A. Raimundo on the neuro-science behind effective communication and engagement.  Participants will have many opportunities to reflect on the relevance of this information with respect to Young Learners. Then, we will guide the group through a Play of Life® 3D Simulation technique to fast track personal insight into better student engagement and to identify the first practical step needed to make it a reality in the classroom.

The technique is fun, elegant and respectful.  We will talk about the neuroplasticity of the brain and the conditions needed for Young Learners to sustain positive change. And then about some of the hidden factors impeding the achievement of young learners and share some practical pointers for effective curriculum delivery.  The group will then engage in another Play of Life® exercise called the Towards and Away From technique.  Participants will identify immediately practical steps as to what can be done personally and as a faculty to improve student learning on campus through better student engagement and a more conscious containment of one another as colleagues.

If you are struggling with Gen “Why” – you need this.

Contact us now for a confidential, no obligation discussion.

Workshop Agenda

8:30-9:00              Registration and coffee

9:00- 11:00          The Neuro Science behind Communication and Engagement- How it works in the brain.

Getting inside the minds of Young Learners- How are their needs different? At what level of thinking do they operate? Why engagement and containment are so essential for learning.

The Relational Model of human interaction compared to Traditional Western thinking. An invitation to change the way we view our students.

11:00- 11:15        BREAK (15 minutes)

11:15-12:45         The Power of the First Step technique – A hands on Personal Transformation Exercise  

What can I do to practically enhance my own engagement and communication with the young learners in my care?  Get ready to enjoy a Play of Life® 3D simulation exercise for fast-tracking personal insight and turning theoretical knowledge about engagement into practical action.

12:45-1:15           LUNCH (30 minutes)

1:15-2:45             Can people really change? What are the conditions necessary for a Young Learner’s change to be sustained? What’s my constructive role in the process? What does that look like in my classroom?

This is an interactive seminar on the Neuroplasticity of the brain and the social and emotional factors and hidden learning disabilities potentially impeding  Young Learners’ vocational outcomes. Some practical tips will also be shared on how to cover the curriculum without sacrificing engagement.

1:45-2:45              The Towards and Away From technique – A hands on Group Transformation Exercise

What are we doing individually and collectively as a faculty towards helping our students optimally achieve desired vocational outcomes. What are we doing that is moving us away from our goals?

2:45- 3:00             BREAK (15 minutes)

3: 00-3:45             Group Discussion and Analysis of discoveries made: What are the common denominators for moving forward to ensure we are providing the conditions necessary for our Young Learners to reach desired outcomes? What practical steps can we implement tomorrow to ensure both we and our students feel contained and supported in the journey towards excellence?

3:45-4:00              Feedback and Evaluations

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Assess and compare simulation – game and case study

Developing managers  using simulations book cover [wpfblike]

This research evaluates the effectiveness of using a management simulation, a management game or case studies within a strategic management training programme. The literature suggests that there is anecdotal evidence that both simulations and games surpass the use of case studies, but there is much criticism of the lack of robust research models used to validate the claims.

Using a quasi-experimental design with a reliable managerial competency assessment instrument, the authors assess the impact of different programme groups, the assessed change in workplace behaviour on a 180° basis and participant learning as demonstrated to their own senior managers.

Most training consultancies and company training is still done in classrooms, using case studies at best and lecture at worst. The big upside of using simulations is the business impact (transfer of learning into the workplace as new behaviours) is vastly better and quicker. So why don’t more people use simulations and games?

by Dr. John Kenworthy

Assess and Compare Simulation – Game and Case Study

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