Consultancy organizations skim the cream because they offer higher salaries, wider experience, and better prospects. As Schein has found, they often are “mired in the code of rationality” and, as a consequence, “undergo a rude shock” on their first jobs. In fact, the tasks that are the most important in getting results usually are left to be here are the findings on the job, where few managers ever master them simply because no one teaches them how. “One myth,” explains Schein, “is that the graduate leaves his first company merely for a higher salary.

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—The EditorsSamuel B. The student is taught to look for simple solutions to complex problems. Ibid. John W.

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A major reason why highly educated and ambitious men do not learn how to develop successful managerial careers is that they lack the “will to manage.
If management education is not making the impact it should, a large part of the reason stems from the failure of organizations to reach out actively in its utilization. , p. ” This statement is subject to an interpretation precisely opposed to that proposed by Jennings—that about half of the men at the top came from the top one third of their classes, or slightly more than might be anticipated if there were no positive relationship between academic success and managerial leadership.

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Belief in the myth of the well-educated manager has caused many employers to have unrealistic performance expectations of university graduates and has led many employees with outstanding scholastic records to overestimate the value of their formal education. Overreliance on scholastic learning ability undoubtedly has caused leading universities and business organizations to reject a high percentage of those who have had the greatest potential for creativity and growth in nonacademic careers. The pertinent question is not how to do things right, but how to find the right things to do, and to concentrate resources and efforts on them. They may excel as individual performers and may even have good records as first-line managers.

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The end result is that turnover among them has been increasing for two decades as more and more of them have been changing employers in search of a job they hope they “can make a career of. ” Note that only one person can click site this. 171. Livingston’s exposé of the “myth of the well-educated manager” provides cause for those of us in the front lines of the business world, as well as those responsible for formal management education, to reevaluate the credentials of those who will be moving into key management positions in the coming years. They expect to gain great satisfaction from the income and prestige associated with executive positions in important enterprises, but they do not expect to gain much satisfaction from the achievements of their subordinates.

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As a footnote, there may be some significance to the fact that Livingston is the head of Sterling Institute, which has several divisions all offering management education in one form or another to business and industry. 155. He first selected the names of 50 graduates of the Harvard class of 1928 who had been nominated for signal honors because of their outstanding accomplishments in their chosen careers. Harry Levinson, Executive Stress (New York, Harper Row, Publishers, 1970), pp. 15. Ward of the Harvard Business School has found that the median salaries of graduates of that institution’s MBA program plateau approximately 15 years after they enter business and, on the average, do not increase significantly thereafter.

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There have been many attempts in numerous fields—notably, in medicine—to show that academic success is unrelated to long-range career achievement. This is another way of saying that, while experience is eventually necessary, it should be preceded by some instruction, theory, or knowledge input so that the learner may benefit more rapidly and with maximum effectiveness from experience. Fast learners in the classroom often, therefore, become slow learners in the executive suite. ” It is possible that these men with graduate degrees have more managerial skill than those who are actually promoted to the top spot. Yet, perhaps frustrated in its efforts to motivate other managers, management has overrelied on grades, degrees, and “management training.

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