傳奇CEO韋爾奇正引領(lǐng)MBA革命
通用電氣傳奇CEO杰克?韋爾奇曾經(jīng)聘請(qǐng)一名獵頭顧問(wèn),為他的在線管理學(xué)院尋找課程主任和教員主任人選。韋爾奇向這名獵頭提出了一些不同尋常的要求。 這名獵頭是Lochlin Partners公司的邁克爾?柯克曼。他后來(lái)回憶道:“杰克不喜歡那種夸夸其談的學(xué)術(shù)型人才。” 盡管韋爾奇給出了嚴(yán)格的限制,柯?tīng)柭€是沒(méi)費(fèi)多大周章就找到了一群高等教育人才。 柯?tīng)柭硎荆骸叭巳硕紝?duì)這份工作很感興趣,尤其是這個(gè)項(xiàng)目還掛著杰克的大名。其中很多人都厭倦了傳統(tǒng)學(xué)術(shù)環(huán)境中的官僚主義和不切實(shí)際的作風(fēng)。” 韋爾奇最終聘請(qǐng)杜克企業(yè)教育學(xué)院前執(zhí)行董事克雷格?克勞森擔(dān)任課程主任,聘請(qǐng)?jiān)瓎讨稳A盛頓大學(xué)教授、曾經(jīng)擔(dān)任美國(guó)海軍陸戰(zhàn)隊(duì)營(yíng)銷(xiāo)總監(jiān)的麥克?澤利夫擔(dān)任教員主任。 這兩項(xiàng)招聘充分反映了一個(gè)事實(shí):成立四年的韋爾奇管理學(xué)院,是目前少數(shù)幾家采取企業(yè)式經(jīng)營(yíng)模式,對(duì)客戶服務(wù)極為關(guān)注的商學(xué)院之一。這所商學(xué)院在管理上緊密結(jié)合針對(duì)學(xué)生的調(diào)查結(jié)果。這些調(diào)查旨在衡量學(xué)院教育的影響,以及學(xué)生將學(xué)院推薦給朋友或同事的可能性。 在韋爾奇管理學(xué)院,每名行政或教職人員都深知,學(xué)生就是學(xué)院的客戶。學(xué)院核心領(lǐng)導(dǎo)團(tuán)隊(duì)的獎(jiǎng)金(最高可達(dá)全年基本工資的25%)就是根據(jù)這些“客戶”的滿意度發(fā)放的。韋爾奇為了監(jiān)測(cè)學(xué)員滿意度而使用的評(píng)價(jià)指標(biāo)“凈推薦值”(Net Promoter Scores)是學(xué)院管理團(tuán)隊(duì)經(jīng)常討論的一個(gè)指標(biāo)。甚至連學(xué)院開(kāi)設(shè)的12門(mén)MBA課程中每一門(mén)課程的凈推薦值得分,都是管理團(tuán)隊(duì)關(guān)注的對(duì)象。 上個(gè)月剛滿80歲的韋爾奇指出:“我們運(yùn)營(yíng)這所學(xué)院的方式就和經(jīng)營(yíng)一家公司一樣。目前,大多數(shù)商學(xué)院都和現(xiàn)實(shí)中的最佳商業(yè)實(shí)踐脫節(jié)了。并非是那些商學(xué)院不教這些東西,而是他們不去親自踐行?!?/p> 在MBA市場(chǎng)總體趨平甚至有所下滑的大背景下,這種教育理念幫助韋爾奇商學(xué)院在線MBA項(xiàng)目的注冊(cè)人數(shù)迅速增長(zhǎng)。成立短短四年來(lái),該學(xué)院的MBA學(xué)員人數(shù)就已經(jīng)超過(guò)了1000名,2016年,其注冊(cè)學(xué)員有望達(dá)到1400名。要知道,2014年,該學(xué)院的注冊(cè)人數(shù)還僅有782人,而今年就已經(jīng)躍升了35%,達(dá)到1057人。 如此快速增長(zhǎng)的趨勢(shì),顯然是受到了一系列因素的共同影響:韋爾奇?zhèn)€人的聲譽(yù)和金字招牌;這是一種基于韋爾奇名言的務(wù)實(shí)教育;相對(duì)較低的價(jià)格(印第安大學(xué)Kelley Direct在線MBA項(xiàng)目的費(fèi)用高達(dá)6.6萬(wàn)美元,北卡羅來(lái)納大學(xué)MBA@UNC項(xiàng)目的價(jià)格更達(dá)到了令人咂舌的9.97萬(wàn)美元);以及較高的學(xué)員滿意度。今年夏天,該學(xué)院的凈推薦值得分達(dá)到了建校以來(lái)最高的77分,好于亞馬遜的69分、捷藍(lán)航空的68分,與全美凈推薦值最高的好市多(79分)已經(jīng)十分接近。 今年10月,杜克大學(xué)富卡商學(xué)院測(cè)評(píng)了其MBA項(xiàng)目的凈推薦值得分,它的得分是67分,已經(jīng)相當(dāng)不錯(cuò)了,但仍比韋爾奇管理學(xué)院低了10分。然而這個(gè)分?jǐn)?shù)已經(jīng)與iPhone持平,僅僅略低于蘋(píng)果公司本身(70分)。而且它已經(jīng)遠(yuǎn)高于哈佛和沃頓商學(xué)院的校報(bào)針對(duì)學(xué)員的測(cè)評(píng)得分——根據(jù)這些不是特別嚴(yán)謹(jǐn)?shù)恼{(diào)查顯示,哈佛的凈推薦值得分僅為41,沃頓比哈佛高出10分,但得分也僅有51分。 那么,韋爾奇管理學(xué)院為何會(huì)獲得如此高的滿意度得分呢?對(duì)此,韋爾奇表示:“我們正在改變?nèi)藗兊纳睿@是一件大事?!?/p> 該學(xué)院今年針對(duì)MBA學(xué)生的調(diào)查顯示,有70%的學(xué)生表示,自從就讀韋爾奇管理學(xué)院在線MBA項(xiàng)目后,他們的薪水增長(zhǎng)了10%以上;98%的學(xué)員認(rèn)為這是一筆有價(jià)值的投資;27%的學(xué)員認(rèn)為這是他們一生中最有價(jià)值的投資;100%的畢業(yè)生表示,讀完該MBA項(xiàng)目后,他們對(duì)自己領(lǐng)導(dǎo)能力的自信程度均有所加強(qiáng)。 韋爾奇管理學(xué)院MBA學(xué)生的平均年齡為38歲,其中最年輕者為30歲,最年長(zhǎng)者為60歲。每個(gè)班級(jí)的規(guī)格都被控制在20人以內(nèi)。要想獲得該項(xiàng)目MBA學(xué)位,即讀完所有課程,完成所有討論和項(xiàng)目,最短只需要18個(gè)月。 韋爾奇表示,韋爾奇管理學(xué)院的學(xué)員接納率約為80%左右。從《美國(guó)新聞與世界報(bào)告》的數(shù)據(jù)來(lái)看,從這個(gè)比率與全美在線MBA項(xiàng)目的“三甲”——印第安那大學(xué)(76%)、天普大學(xué)(72%)和北卡羅萊納大學(xué)(51%)相差不大。 韋爾奇管理學(xué)院CEO迪恩?西佩爾表示:“我們采取的并不是傳統(tǒng)方式,而是真正的英才教育,我們想要最好的人才幫助學(xué)生獲得最大的回報(bào)?!?/p> 韋爾奇率先承認(rèn),他的在線MBA并非適合所有人。 他表示:“我們不能幫你進(jìn)入華爾街,如果那才是你的目標(biāo),你最好去沃頓商學(xué)院。我們的學(xué)生主要是那些想做得更好的小企業(yè)主。他們想學(xué)習(xí)更有效的管理。我們的任務(wù)就是幫助他們實(shí)現(xiàn)這個(gè)目標(biāo)?!?/p> 前杜克企業(yè)教育學(xué)院執(zhí)行董事的克勞森于今年7月加盟韋爾奇管理學(xué)院。他也表示:“我們的目標(biāo)是以一種非常實(shí)用的方式改善人們的生活,我們希望學(xué)員能立竿見(jiàn)影地看到成效?!?/p> 克勞森指出,專心傾聽(tīng)“客戶的聲音”是非常重要的。學(xué)院會(huì)要求學(xué)員就課程、教職工、學(xué)員服務(wù)和學(xué)?;顒?dòng)提出直率的反饋意見(jiàn)。 克勞森還表示:“學(xué)員的反饋非常熱心,簡(jiǎn)直出乎意料,是我在其他任何教育環(huán)境中都不曾見(jiàn)過(guò)的。我們要確保學(xué)生能夠?qū)W會(huì)這些理念,更重要的是要確保他們能夠應(yīng)用這些理念。” 曾經(jīng)有一陣子,金融課程的滿意度得分開(kāi)始有所下降。 教員主任麥克?澤利夫表示:“我們的金融課程肯定不是那種最能令人興奮的課程。因此,我們的教職團(tuán)隊(duì)決心一定要讓會(huì)計(jì)和金融課程變得令人興奮起來(lái)?!?/p> 因此,澤利夫聘請(qǐng)?jiān)趯殱嵐径鄠€(gè)財(cái)務(wù)類(lèi)崗位上效力近24年的財(cái)務(wù)高管約翰?肖,他將金融課程打造成了一門(mén)重實(shí)踐、輕理論的課程,從而使這門(mén)課程的凈推薦值得分由70分左右一躍上升至98分。 韋爾奇管理學(xué)院目前共有45名兼職教師和4名全職教授,這一點(diǎn)和傳統(tǒng)的教育機(jī)構(gòu)也有很大區(qū)別。學(xué)校首先會(huì)對(duì)教職員工進(jìn)行嚴(yán)格篩選,然后會(huì)衡量他們是否有熱情挑戰(zhàn)和激勵(lì)學(xué)員。所有教職員工均擁有相應(yīng)專業(yè)領(lǐng)域的博士學(xué)位或其他最高學(xué)位,并且平均擁有20年的專業(yè)經(jīng)驗(yàn)。 另外,該學(xué)院的教職團(tuán)隊(duì)還制定了一套指導(dǎo)原則和一張價(jià)值與行為列表。排名第一的價(jià)值是:“慷慨:相信你的學(xué)生,專注于學(xué)生的成功,提供訓(xùn)練與指導(dǎo),帶著激情與理解去教學(xué),提供坦率的反饋,為學(xué)生注入信心?!?/p> 另一條指導(dǎo)原則指出,再好的課程內(nèi)容,也架不住差勁的教學(xué)水平?!敖搪殕T工要不斷重視提高教學(xué)水平,促進(jìn)自身進(jìn)步。” 當(dāng)然,在韋爾奇管理學(xué)院,教師是沒(méi)有終身職位的。 韋爾奇嚴(yán)肅地指出:“終身職位是一個(gè)最糟糕的發(fā)明。”韋爾奇在他的商學(xué)院里引入了通用電氣式的績(jī)效文化,學(xué)員打分最低的10%教職工會(huì)被“末位淘汰”。 澤利夫補(bǔ)充道:“我們會(huì)表?yè)P(yáng)最優(yōu)秀的那20%,對(duì)中間的70%進(jìn)行培訓(xùn),嚴(yán)格審視排名末位的10%,然后我們會(huì)問(wèn),這是否是他們的真實(shí)水平。我們每季度都會(huì)搞一次這個(gè)流程,然后會(huì)把所有信息反饋給教師們?!?/p> 每當(dāng)澤利夫招聘新教師時(shí),他都會(huì)要求他們先做一陣子助教,判斷他們是否適合學(xué)校。 澤利夫表示:“他們首先要有很好的研究能力,但我真正需要的素質(zhì),是要投下身子,積極與班級(jí)的學(xué)生進(jìn)行互動(dòng),并且使每一次與學(xué)生的互動(dòng)產(chǎn)生最大的價(jià)值。你必須要有能把教學(xué)內(nèi)容應(yīng)用到現(xiàn)實(shí)生活的實(shí)際經(jīng)驗(yàn),并且要按學(xué)生期待的方式對(duì)他們提供支持。另外,如果你不相信杰克的理念,你就不應(yīng)該到這里來(lái),這是一個(gè)前提條件?!?/p> 韋爾奇本人也為學(xué)院投入了很大的精力,每個(gè)季度他都要與學(xué)生舉行視頻會(huì)議,他還經(jīng)常出現(xiàn)在談?wù)摦?dāng)前商業(yè)事件的視頻中,與學(xué)生通電子郵件,并且密切關(guān)注學(xué)院的所有課程。每個(gè)工作日,韋爾奇都會(huì)收到兩篇關(guān)于學(xué)校信息、申請(qǐng)與注冊(cè)情況以及凈推薦值調(diào)查結(jié)果的報(bào)告。 澤利夫回憶道,在一次向韋爾奇報(bào)告工作的會(huì)議上,由于凈推薦值得分正朝著正確的方向發(fā)展,整個(gè)管理團(tuán)隊(duì)都非常高興。“我們只有18個(gè)差評(píng),我們對(duì)結(jié)果感到非常興奮。但杰克想聽(tīng)聽(tīng)那18個(gè)人都說(shuō)了些什么。我說(shuō):‘那真的不是實(shí)際情況?!芸藚s說(shuō):‘但這18個(gè)人說(shuō)的話,都是一個(gè)讓我們改進(jìn)的機(jī)會(huì)。畢竟我們沒(méi)有達(dá)到他們的預(yù)期?!?/p> 韋爾奇無(wú)法掩飾入學(xué)人數(shù)的增長(zhǎng)給他帶來(lái)的喜悅。他表示,由他擔(dān)任高級(jí)顧問(wèn)的私募基金Clayton Dubilier & Rice,目前已經(jīng)向韋爾奇管理學(xué)院的20名MBA學(xué)生提供了助學(xué)金,第二批助學(xué)金將于明年1月發(fā)放。助學(xué)金獲得者是這只基金投資的15家企業(yè)中具有較高發(fā)展?jié)撃艿闹袑咏?jīng)理。 韋爾奇表示:“這充分驗(yàn)證了一家擁有大量MBA畢業(yè)生的私募基金喜歡我們的教學(xué)成果。事實(shí)證明,他們喜愛(ài)我們的教職團(tuán)隊(duì),總是要個(gè)沒(méi)夠。這簡(jiǎn)直難以置信。”(財(cái)富中文網(wǎng)) 譯者:樸成奎 審校:任文科 |
When legendary General Electric CEO Jack Welch hired a headhunter to search for new deans of curriculum and faculty for his online management institute, he had an unusual requirement. “Jack didn’t like pie-in-the-sky academic types,” says Michael Kirkman, a search consultant with Lochlin Partners. Despite that limitation, Kirkman had little trouble rounding up an impressive portfolio of higher ed candidates. “Everybody was very interested, particularly with Jack’s name attached to it,” Kirkman says. “A lot of them are just tired of the bureaucracy and garbage that goes on in traditional academic environments.” Welch ultimately hired Craig Clawson, former managing director of Duke Corporate Education, as dean of curriculum, and Mike Zeliff, a faculty member at George Washington University and a former marketing director for the U.S. Marine Corps, as the dean of faculty. Both hires go a long way in telegraphing the fact that the four-year-old Jack Welch Management Institute is one of the very few business schools that is run like a business, with a laser-like focus on customer service. The school is closely managed on student surveys that measure the impact of the education as well as the likelihood that a student would recommend the institute to a friend or colleague. At JWMI, every administrator and faculty member understands that students are customers. In fact, the incentive pay of the core leadership team—up to 25% of their annual base salaries—is based on satisfying those customers. Net Promoter Scores (NPS), the metric Welch is using to monitor student satisfaction, are widely discussed among the leadership team, even down to the scores on the 12 courses that make up the MBA curriculum. “We’re running this school the way we would run a company,” insists Welch, who turned 80 last month. “Most business schools are disconnected from best business practices. It’s not that they don’t teach them. They just don’t practice them.” That approach to an online MBA program based on Welch’s leadership beliefs has led to fast growth at a time when the overall MBA market has been flat or in decline. The school has increased its student population to more than 1,000 MBA students in four years and expects to boost enrollment to 1,400 students in 2016. This year MBA enrollment jumped 35% to 1,057 students, from 782 in 2014. It’s clear that the growth is due to a confluence of factors: Welch’s reputation and brand; a pragmatic education based on Welch’s well-known dictums; the relatively low $39,000 price of the program (Indiana University’s Kelley Direct program costs $66,000, while the University of North Carolina’s MBA@UNC is priced at $99,700); and high levels of student satisfaction. The institute’s Net Promoter Score this summer reached a record 77, better than Amazon (69) or JetBlue (68) and nearly as high as America’s NPS leader, Costco (79). When Duke University’s Fuqua School of Business measured the NPS of its MBA program in October, the school found that it hit an impressive 67, 10 points lower than the Welch Institute. Still, a 67 is on par with the iPhone (67) and just below Apple itself (70). It’s also much better than surveys done by the business school student newspapers at both Harvard and Wharton. In those unscientific polls, Harvard Business School had an NPS of 41, while Wharton was 10 points higher at 51. The reason for the high scores? “We are changing lives and that is a big deal,” says Welch. The institute’s survey of this year’s graduates, for example, found that 70% said they had received a promotion or double-digit raise since the start of the program; 98% agreed that the MBA program was a valuable investment; and 27% said it was the best investment they ever made. All 100% of the graduates agreed that their confidence as a leader had grown as a result of the program. The average age of a Welch student is 38, though they range from 30 to 60. Each class size is limited to 20 students. The degree—with all classes, discussions and projects done online—can be completed in a minimum of 18 months. Welch says the acceptance rate for applicants to the program is about 80%—not that much different than the 76% rate at Indiana University, the 72% rate at Temple University, or the 51% rate at UNC, the three top-rated online MBAs by U.S. News & World Report. “We are not wed to an old way,” says Dean Sippel, CEO of the Jack Welch Institute. “It is a true meritocracy. We want the best people who can deliver the best student outcomes.” Welch is the first to admit that his online MBA is not for everyone. “We’re not going to help you on Wall Street,” he concedes. “If you want that, go to Wharton! Our students are primarily owners of small companies who want to do better. They want to learn to manage more effectively. We help them do that.” Clawson, who joined the institute in late July from Duke Corporate Education, where he was managing director, agrees. “We really are driven to improving lives in a very practical way,” he says. “We want people to see results right away.” Clawson says it’s critical to listen intently to “the voice of the customer.” Students are asked for their candid feedback on every aspect of the curriculum, the courses, the faculty, student services and events. “The student feedback piece is just intense and incredible, much more so than I have experienced in other educational environments,” says Clawson. “We make sure people learn the concepts and, more importantly, can apply the concepts.” Consider what happened with the institute’s core course in finance when the satisfaction scores began to lag. “Our finance course was just not the most exciting course you could take,” says Mike Zeliff, dean of faculty. “The faculty would say you are only going to make accounting and finance so exciting.” So Zeliff recruited John Shaw, a finance executive who had spent nearly 24 years with Procter & Gamble in various financial roles. Shaw made the course more applied than theoretical and the NPS scores climbed from the low 70s to a high of 98. Teaching at an institute where there are 45 adjunct teachers and four full-time profs is nothing like traditional academia. Faculty are screened and then measured for their passion to engage, challenge and excite students. They hold a PhD or terminal degree in their field of expertise and have, on average, 20 years of professional experience. It’s telling, perhaps, that the school’s faculty drafted its own guiding principles and a list of values and behaviors. The No. 1 value is “Generosity: Believe in our students. Focus on student success. Coach and mentor. Engage with compassion and understanding. Offer candid feedback. Instill confidence.” And one of the guiding principles notes that great course content will not overcome poor instruction. “Faculty relentlessly focus on superior instruction and continuous improvement,” it says. There is, of course, no tenure. “Tenure is the worst invention,” deadpans Welch, who deploys a GE-like performance culture that weeds out the bottom 10% of the faculty who fail to get the best scores from students. “We celebrate the top 20%,” adds Zeliff. “We coach around the 70% and take a hard look at the bottom 10% and ask whether this is the right spot for them. We do that every quarter. and we send all that information to the professors.” When Zeliff hires in new faculty, he asks them to first spend time as a teaching assistant to judge the fit between them and the school. “They need to be up on the research, but what I really need them to be is engaged and engaging in the classroom and making the most of every interaction with the students,” Zeliff says. “You have to have the practical experience to bring the teaching to life and the willingness to support students the way we expect. And if you don’t believe in Jack, you shouldn’t be here. That is just a given.” Welch is deeply engaged in the enterprise. He hosts quarterly videoconferences with students, pops up in videos about current business events, interacts with students via email, and is all over the program’s curriculum. Every work day, Welch receives two reports on leads, applicants, and enrollments, as well as the NPS survey results. At one briefing with Welch, recalls Zeliff, the NPS numbers were going in the right direction and the team was overjoyed with the results. “We had only 18 detractors, and we were pretty excited by the result,” he says. “Jack wanted to hear about those 18. I said, ‘That’s not really the story,’ and he said, ‘But every one of those stories is an opportunity to get better. We didn’t fulfill their expectations.'” Welch, meantime, cannot conceal his delight at the institute’s acceptance and growth. He notes that Clayton Dubilier & Rice, the private equity firm where he serves as a senior advisor, is now funding 20 students in his MBA program, with a second cohort to start in January. The students are high potential middle managers from 15 companies in CDR’s portfolio. “The test was whether a PE firm with a bunch of MBAs love the result,” says Welch. “Well, they love our faculty, and they can’t get enough of it. It’s unbelievable.” |
-
熱讀文章
-
熱門(mén)視頻