- Grad school alone is not the path to earning that corner office. It takes more than three letters next to your name to stand out as a rising marketing professional.
- It takes mastery of mental processes, beyond the acquiring of knowledge, including critical thinking, problem solving and creativity.
- Furthermore, it takes self-efficacy —your belief in your ability to succeed when confronted with challenging situations, goals or tasks.
Doreen E. Shanahan, a Lecturer of Marketing at Pepperdine University’s Graziadio School of Business and Management
She founded and serves as the director of the business school’s client-based experiential learning program entitled E2B. In this role Professor Shanahan has developed and written over 450 E2B cases with regional, national and international organizations, including Warner Bros., The Walt Disney Company, Volvo and Cisco, as well as small businesses tackling challenging business issues across a range of industries.
A former Vice President with The Coca-Cola Company, her career spans 30 years working in a range of industries including consumer products, publishing, industrial products, healthcare services, and advertising. Professor Shanahan received her BA from Rowan University, MBA from Pepperdine University and is currently a Ph.D. student at Pepperdine University.
Thelma: Hello everyone, thank you so much for joining us today. My name is Thelma Avich, and in behalf of the American Marketing Association I want to welcome you all to our webcast (00:15). This is sponsored by Pepperdine, Pepperdine Graziadio School of Business and Management and it is titled 3 Mental Processes for Building Your Career in Marketing (00:30). So before we get started I just wanted to cover a few important housekeeping items. Now, this session is being recorded and you will be able to access such recording after our presentation. We also encourage everyone to continue (00:45) the conversation on Twitter and you can do so by referencing #AMAPepperdine when tweeting about this webcast. And lastly if you have any technical or any content related questions please feel free to enter them (01:00) in our chat area that’s located on the left hand side of your screen. Okay.
So with that I’m very happy to introduce our speakers for today. We have our esteemed (01:15) professor. We have Doreen Shanahan with us. She’s the Lecturer of Marketing and Program Director for E2B Graziadio School of Business and Management at Pepperdine University. And so I just wanted to tell you (01:30) a little bit about Doreen before I turn you over to her. So she’s founded and served as the director of the Business School Client Based Experiential Learning Program as mentioned, it’s entitled E2B (01:45). And so in this role she has developed and written over 450 E2B cases that includes regional, national and international organizations. Let me just name a couple. We have the Walt Disney Company, (02:00) Volvo Asisco as well as numerous other businesses.
And we also have Julius Ibraheem with us. He’s an Enrolment Advisor and with the Business and Management Online MBA Program (02:15). And I’m very happy to turn it over to Julius to get us started.
Julius: All right. Thank you very much Thelma. Just a brief overview of what we’ll be covering today. Professor Shanahan will be discussing the 3 Mental Processes (02:30) for building your career in marketing and then we’ll go over a brief program overview for the Pepperdine University’s Graziadio School of Business and Management. Afterwards we’ll definitely have a question and answer session (02:45). So throughout the presentation if you have any questions feel free to type them in and we’ll be sure to get to them at the end of the presentation. With that being said I’d like to turn it over to Professor Shanahan to get us started.
Professor Shanahan: Good day and thank you for making (03:00) time to join this webinar. It’s a pleasure to be with you either this morning or this afternoon depending on your time zone. Let’s begin by looking at two trends that are reshaping the personal development for professional marketers today (03:15). First is Marketing Automation and the second is MOOCS. As you see on the slide you find this Massive Open Online Courses. Marketing Automation has been rising at astonishing rates over the past decade (03:30). Horton Sullivan forecast the industry to continue to grow at about 75% year over year, tapping 14 Billion in revenue by 2020. Activities and processes that would have (03:45) taken specialized knowledge in sale and class are now being replaced with intuitive user friendly software. Activities for marketers such as [inaudible], sales automation, content management, cross channel intelligence, (04:00) data management, data mining, casting and optimization, statistical analysis, predictive analysis. Almost certainly knowledge, understanding a familiarity with marketing automation software is necessary (04:15) for contemporary marketers. This can now be acquired directly from the software stores. Software manufacturers are providing open access to training and certification [inaudible] on their part (04:30) because it increases adoption and standardization of their automation solution.
And on the other side you have this rise in MOOCS, its open access online courses. They’re providing access (04:45) to traded learning contents that in the past could only be acquired through higher education curriculum. You just have to learn the courses. This open access to learning content is great news for (05:00) the ambitious, self-directed adult learner. The challenge however is this acquisition of knowledge, a mastery of technical stuff that are put forward in this area alone is not what’s driving (05:15) salary increases an advancement opportunity for marketers. Masteries in these areas is fast becoming simply the price of admission. (05:30)
So what competencies can’t be effectively automated or commoditized? (05:45) In their July 2016 article, in McKinsey Quarterly, Michael Tilley, James Manicoff, Metti Nermadi, concluded that while the potential for (06:00) automation differs dramatically across various industries, sectors and work activities. Two competencies that are least susceptible to automation are one, application (06:15) of experience, the decision making, planning and creative task. And two, managing and developing people. Both of these competencies are critical competencies to get hold of this job. (06:30)
In July of 2014 Adobe surveyed 1,068 US high ranking managers across the range of industry sectors to get insight as to added use and belief about (06:45) the skills required for future success in the work place. The study found that problem solving, critical thinking and creativity will rank among the skills most in demand. And the top of the list of the skills (07:00) that gained the most value in driving salary increases over the 5 years. This doesn’t negate the requirement for technical skills but rather emphasizes the path for sizes (07:15) demand a higher set of competencies. These critical competencies can be referred to (07:30) as higher order thinking skills.
So let’s take a moment to explore the origin of this concept. In 1956, a man named (07:45) Benjamin Blue who was an educational psychologist, working at the University of Chicago developed castonomy of educational learning objective. This was updated in the 1990’s by one of his former students, (08:00) Lauren Anderson and a colleague by the name of David Crowell. They used verbs rather than nouns for each of the categories, rearranging and sequencing an order which you see on your slide (08:15). They identified lower order thinking skills as remembering, one’s ability to recall information, concepts, equations or theory. Understanding, being able to explain those ideas and concepts, and applying, (08:30) using those ideas and concepts in a given situation.
They identified higher order thinking skills as analyzing which is one’s ability to deconstruct information and compare that information (08:45) and explore relationships between the elements of that information. And next, evaluating, being able to develop hypothesis from your analysis, experimenting, repeating or justifying (09:00) a decision or course of action. And finally creating, designing, generating new ideas and inventing, constructing, planning.
This castonomy is used by faculty in defining student learning (09:15) objectives. Higher order thinking skill development is the aim of higher education, increasing one’s ability to advance free mental processes, thinking creatively, thinking critically, (09:30) and solving problems. So let’s take a look at each of these three mental processes in a greater detail.
First, let’s see problem solving. At its core it involves four (09:45) basic steps. First, being able to effectively diagnose the situation and discern the specific problem that needs to be addresses which is often masked in systems (10:00). Second, being able to generate multiple means and solutions by which a problem can be addressed. Third, being able to discern which alternative is fact (10:15) given the complexities of the situation. And lastly, problem solving entails being able to determine the best approach for implementing the solution. Solving problems often necessitate change which may (10:30) be met with organizational and/or market resistance. And as you’re likely discerning, taking a look at this, critical thinking and creativities are imperatives to this task. (10:45)
Critical thinking requires the ability to masterfully analyze the situation, breaking information down to discover its nature and differences, similarities, (11:00) relationships. It requires being able to identify relevant sources of both historical and current information that can be mined to find objective new evidences, facts or knowledge. (11:15) It requires the ability to drop inferences and not lobbied information and predict potential outcomes and consequences. Through this analysis are evaluation, we’re able to transform knowledge (11:30) into other context.
And finally, creative thinking. Several scholars and industry leaders suggests that we have entered into (11:45) an innovation driven economy I suppose. Introduction of new market offerings has accelerated. The [inaudible] in many industries has been cut in half. Conversely product life cycles are shrinking (12:00). It’s been proposed that in today’s hyper global competitive economy, innovation has become a critical business requirement for success. As such, there is an innovation imperative (12:15) in sales organizations which demands creativity. Creativity simply defined is the ability to put something forward that is novel, the approaches by which creative ideas (12:30) or solutions are created there. But the perspective of many scholars, design consultancies and business leaders is that creative thinking terminates from (12:45) discovery and its aim is to address a particular objective or problem through imagination, ideation and experimentation.
(13:00) To summarize, problem solving demands critical thinking, the ability to masterfully analyze a situation. The innovation imperative facing organizations today demands that problems be (13:15) solved with novel ideas. Creative thinking, higher order thinking skills development is the aim of higher education. However, central elements are personal success to self-efficacy (13:30). Self-efficacy is your confidence and your skills and your capability. This is where contextual learning comes in place. (13:45)
Applying knowledge at the point of interaction in a given situation, the concept of Contextual Learning leads to self-efficacy (14:00). In other words the trails of higher order thinking skills are created through the revelation of experience. One must learn by doing the thing, for those who think you know it, (14:15) you have not certainly until you try. Higher education is increasingly recognizing this requirement and embedding means they’re providing such experiences in the learning journey. (14:30)
Client Based Consulting project had been bound to be an effective means for creating a contextual learning safe for fostering development of higher order learning skills. (14:45) In graduate level education this learning model for the contemporary organization problems in real ties in the heart of course work allowing students to gain knowledge, skills and experience as well as confidence in their ability (15:00). And the company they work with benefit from problem solving, creative thinking and critical thinking skills of these students. A well-constructed client based learning is truly a win-win (15:15) situation for all parties.
I’m gonna go and turn it back over to my colleague.
Julius: All right. (15:30) Thank you professor Shanahan. Here at Graziadio School of Business and Management, the online MBA is a high rank program. It’s actually ranked as one of the top 15 best online MBA programs according to the US news and world report (15:45). The program is advised to be completed in 3 years and have [inaudible] present on campus while you’re going through the program, (16:00) therefore concentrations on the program. So aside from marketing, one could focus on General Management, Leadership and Managing Organizational Change and Finance.
(16:15) For those that are interested in going through the program there are a variety of scholarship opportunities that are available, merits scholarships ranging between $12 and $13,000. We also provide matching scholarships by case by case basis (16:30). Referral scholarships, if you know anyone that is currently attending one of our programs in the graduate school or that has graduated from any of the programs in the graduate school. We also offer a scholarship for individuals working for (16:45) a variety of companies that we may have a partnership with. And if you are in the military we are Yellow Ribbon participating school too. And of course there is financial aid that is available for those who qualify. (17:00)
If you are interested in getting more information about the program or if you have (17:15) question, we do provide a variety of different options. Feel free to contact our enrollment advisor. We have 3 terms per year that our program will begin. We can connect you with professors such as Professor Shanahan and our current students (17:30). If you are interested in hearing additional information you can contact our enrollment advisor as well or we can have that set up for you.
And at this time I’d like to turn it back over to Thelma. (17:45) And if you have any questions be sure to type in your question in the box.
Thelma: Yeah. Thank you so much Julius. Yeah, we have tons of questions that had come in but I was just wondering if we can have before we start the Q&A, if we can have (18:00) Professor Shanahan maybe go through and explain the E2B program a little bit more just for our reference and then I’ll go ahead and get started on the Q&A session. (18:15) So please everyone keep sending in your questions and comments. We’d be happy to address them.
Professor Shanahan: Hi Thelma, thank you. Yeah. I’d be happy to explain a little bit more what our E2B program is. E2B is just an acronym for (18:30) Education to Business. Ultimately that’s a program that interfaces with the business community to allow us to connect problems or opportunities that are facing (18:45) the business in real time in the classroom. Ultimately what this does is allow for students, any given class to work on something, a project that is specifically aligned to (19:00) learning objective of the class as example. And the Marketing Innovation class which deals with, which looks demands student’s ability to understand a theories (19:15) and concept for new product development, commercial innovation, diffusion. We might be working with a company on the latch or consideration of a new product. So over the duration of 14 (19:30) weeks in [inaudible] with that organization simple works on aspects of those projects.
We do this in many areas of curriculum. For example it might be in (19:45) information systems and technology management or small cap companies are looking at these innovation efforts realizing that in order to grow effectively they need to scale. And to scale they’re gonna need (20:00) to bring in new technology to help them grow more effectively. And students begin to look at these processes, systems and tools and talk about feasibility analysis and implementation plans that will allow (20:15) these companies to more effectively grow.
Thelma: Okay, wonderful. Thank you so much for that additional information. I think we’ll go ahead and get started with the Q&A right now. And so we have some (20:30) great questions that came in. So I’ll start with the first one. We have an audience member that wants to know a specific example of a MOOC site if you can expand on that for us.
Professor Shanahan: So you could go to (20:45) – a simple way to go ahead and do that is type MOOC into your Google browser bar, another chain of applause for Google. But if you do that you’ll see Cortical and other online (21:00) frame sites that you can register into. Many of these are actually course directionally written by academic of some leading universities around the world. They are self-directed (21:15) courses. You can do statistical courses, core marketing courses, you can do products courses. There are ranges of topical areas (21:30) that you can plug in. you can use them as primers or you can use them as skills enhancements and there are highly included items here and I actually find them quite fun. But know that you’re in (21:45) there with thousands of other learners self-pacing and self-consuming the data. So there isn’t necessarily a double feedback or more feedback for you if you learn. But in so many instances, (22:00) a well curated content.
Thelma: Well thank you so much. Sounds like the intended option. All right, so we have another question and I think this is for Professor Doreen (22:15). So we have an audience member that wants to know how do you determine the companies you utilize for the E2B program. That’s a great question.
Professor Shanahan: Great question. So as MBA (22:30) candidates for – at Pepperdine Graziadio School of Business comes from very diversed business grounds. I mean there are very different critical. So we care for these select companies to ensure diversity, it’s industry (22:45) ranges in size and most importantly engagement of management in the organizations as well as learning applicability of the business challenge. We begin by interviewing companies, executives that have applied (23:00) to be considered for the program. And we assist that organization as faculty in the sense of the class in defining and refining the scope of work around their given problems, statements or project objective. And in that process (23:15) we’re able to determine if it really is a best fit for both the organization and the course learning objective. And the best fit are selected and it stands into our classes. (23:30)
Our classes work in small size. So in typical there’s about 25 students in a classroom and that really allows faculty members to engage and work closely with that, with small teams of students around (23:45) those projects, teaching them the concepts around the series and then helping them through a tremendous process to kind of apply that in work through that in directing those, that learning into the project to advance the body of work (24:00) that’s then put forward by the company. And then the company engages in predetermined class session through web conference platforms and other means to benchmark and to provide feedback (24:15) as well into work.
Thelma: thank you so much for that insight. And next question for you, we have an audience member that wants to know how does the client based (24:30) learning experience benefit me in the work place?
Professor Shanahan: Great question. So one of the challenges that was pointed out in the Connaught draft I would say that was pointed out in (24:45) my three mental processes is their reliance on experience. Right, in order to get really good, develop a strong marketing muscles around problem solving, creative (25:00) thinking and critical thinking we need to have multiple experiences that allow us the ability to do that growing more confident and stronger and confidence in our abilities (25:15) and stronger in our abilities. So what these E2B projects do is allows you that opportunity into a path to learning this concept as higher learning skills, all these theories and concepts at the graduate level. It’s actually gaining (25:30) experience and doing it in parallel path. So you emerge from the graduate program and be a program not just with a basket of new skills and knowledge but with experiences (25:45) and self-efficacy around these experiences to tackle higher challenges in the work force and to position yourself well to assume some of those leadership roles. (26:00)
Thelma: Thank you again. All right, so next question, I’m very interested in relevance so we have a participant that wants to know your opinion. Do you find that companies are having a hard time adjusting (26:15) in this new digital marketing age?
Professor Shanahan: So that’s a great question. McKenzie did some really great research in this area. They’re defining digital America (26:30) as a tail of haves and have not’s. Simply said, digital innovation is happening unevenly across industries and companies within a given industry. And what their studies found is that (26:45) industries like media and [inaudible] are fall within the high digitalization sector. So it’s adopting and evolving in this digital area digital age in a more robust manner than say (27:00) manufacturing or retail trade which is a moderate level of digitalization. And it’s falling in a lower digitalization sector are in the health care and construction industries as example (27:15). So if not, are all companies, some are having a harder time than others but there is constant pressure on all companies to adopt and to evolve. (27:30)
Thelma: Okay. Thank you again. All right, so next question for you and these are great. Thank you so much everyone for submitting these. And we have an audience member that wanted some clarification (27:45). They wanted to know what is the difference between an internship and the E2B program?
Professor Shanahan: Great question. So both of those are what you might fall under client based (28:00) learning or company based learning. Both of those involve gaining experience directly from working with an organization. If you are going to a full time graduate level program, a full time MBA program, (28:15) the transitional summer between your first and your second year, you’re likely to go work in internship with a company that garner firsthand experience, applying what you’ve learned in your first year of graduate studies. (28:30) The primary mentor for the application then becomes the company and typically you’re undertaking a certain series of paths as job responsibilities.
If you’re a fulltime working professional, engaged in a (28:45) part time program, you don’t have the luxury of taking 3 months off from your job to go to an internship. So what the E2B program and what the Client Based project do in a fully employed (29:00) MBA program is allow those students to gain that same level of applied working experience. But you do it in a much more compressed and precise way so that what you’re learning (29:15) in the classroom, in a given subject area is amplified through that direct contextual learning experience.
Thelma: All right. So thank you so much again. (29:30) So next question for you, out of these 3 Mental Processes that you spoke of, is there one that you feel more important than others?
Professor Shanahan: Well that’s kind of a loaded question. (29:45) So in one of my final slides they work in trio, right? So you can’t really have one without the other. (30:00) Effective problem solving really demands our capabilities in critical thinking. We have to be able to master right now all the situation. And this innovation imperative that I spoke to facing organizations (30:15) today really demands that those problems be solved with lots of ideas which beg for creative thinking. So to say that one or ranks more important than the other is not really (30:30) a truism. It would be my assertion that all work in tandem and that they are required together in this area of higher order of learning. (30:45)
Thelma: So an audience member wants to know, enjoy this question as well. What is the difference between a marketer who has the skills and one who doesn’t? (31:00)
Professor Shanahan: So according to Adobe survey, there’s this financial difference between those that have them, have been recognized for them and have achieved advancements for them (31:15). And I would say that that’s more the difference between the technical marketer, the practical marketer or the strategic marketer. These are very important strategic thinking (31:30) components. So the higher order level skills allow us to take on more strategic responsibility within our organizations. And thus the compensation associated with those jobs tends to be higher (31:45) and the title associated with those jobs tends to be higher. So I would put forward the assertion which is backed by Adobe’s study that these skills and acquisition of these skills and self-efficacy (32:00) around these mental processes really do for the marketer, the contemporary marketer, advancement opportunities and increase compensational opportunities. (32:15)
Thelma: Okay, that sounds wonderful. And another question for you, what type of engagement do you have with your students?
Professor Shanahan: So I have the luxury of teaching (31:30) in both the face to face and in our online delivery method. And I will tell you we’ve gone great lines to ensure that we don’t have the have and have not approach between the two. So we really do sister (32:45) up the learning objective, the learning method but it’s done appropriately for the delivering method. And the wonderful thing about teaching in Pepperdine and I’d been honored to teach there for 14 years now (33:00) is that we have small class sizes. And so that affords me the opportunity to work one on one on a weekly basis with students. And on the online forum, that transpires through (33:15) sometimes simple e-mail exchanges, sometimes a quick phone call on Friday afternoon, sometimes a web conference on a Saturday morning around some complicated mathematical equations that might be tripping up the student (33:30) or a business problem that they might have and there’s one thing to kind of robustly began or expand their knowledge in a given area so that they can apply it immediately that following week to work. So that’s where mentorship can happen. (33:45) And this can happen in multiple different types of communications, most that the types of engagement that we are privileged to have as Pepperdine Graziadio School of Business, (34:00) given our small class sizes the types of engagement is very high. And I’m proud to tell you as an educator that’s so important. I’m smiling right now because I’m struggling and then I think all these amazing participant’s names. (34:15) I see Herman and Heidi and Holly and Jamie and Jenny and Jack and Christine and Britney and Andy. I see all of your names up here but I don’t see your faces and I’m not given a chance to know you individually. And I’ve got (34:30) to tell you, that’s where the passion lies in education for the majority of educators. So I hope I will have the opportunity to get to know you online or in the classroom in the future. (34:45)
Thelma: Well, thank you so much for that. Some of the students are lucky to have you, such an engaged educator. And so next question for you, what is the relationship with the student and the clients that they help? If you can give us a little bit more background on that? (35:00)
Professor Shanahan: Yeah, so you know because students work on projects that are seen confidential by those organizations they don’t have a prior relationship with the organization because they have to be able to sign a restricted use agreement (35:15) which says that you know the work that they do will be kept confidential. No different than in appointment situation or any internship situation. But along the journey they develop very strong relationships (35:30). And remember they could interact at very high levels in the organization. In many instances these could be CEO’s of the company or Senior Vice Presidents or Division Leadership in those organizations. And they get a chance to (35:45) reach out to the companies, ask well-constructed questions and engage in discussion with those leaders or in areas that are very domain to those companies because these are companies that put forward (36:00) the problems. They get a chance to feel more comfortable in asking questions and asserting opinions that are fact based and evidence based. (36:15) They get more comfortable to be meeting with Senior Executives around their critical thinking and throw their creative ideas. And along the way we’re so pleased when (36:30) we have students that are you know offered job opportunities as an out for the best or apply for job opportunities within those organizations. Or link in with those executives and meet up with them for continued discussions (36:45) as they advance their career paths.
I’m always amazed you know when 5 or 6 or 7 years later, a student in a classroom that now works for a company that they had an experience for or an executive that referred (37:00) them into a job that they met through the E2B program years later, reconnect and shares their stories. This summer, last summer, one of the students that worked in a project for a large company (37:15) called Matzo Corporation which sells a brand that many of you might be familiar with called Bare paint, a brand that they sell into home depot, was one of the students that was working in that class in the Case Compensation, (37:30) the E2B Case Compensation for that company. And along the way developed very strong self-efficacy and her ability and proved that out to the company, applied for a position that they had in project management and excitingly (37:45) shared with me just a few weeks ago that through the interview process she emerged favorably and was offered the position.
I also shortly after got a wonderful e-mail from the Senior Executive, the Marketing of that firm (38:00) shared with me the same excitement that the student had been offered and accepted a position in the company. So there is some relationship that as a result of this kind of carry on to those even kind of further (38:15) fabrics for the strength of marketing you know around organizations.
Thelma: Thank you again and this question I believe I can turn to (38:30) Julius to assist. So we have an audience member that commented that they are working professionals and they are interested in advancing their career in the E2B program and MBA. (38:45) And they wanted to know is the program flexible enough for those with high level of responsibility in their work setting and just how to balance that responsibility?
Julius: All right, (39:00) that’s a great question. I’ll fire it off Doreen. The program is very flexible. So while as said earlier that it is divided to be completed in 2 years students can have to take one class at a time at any point. (39:15) They have, they know their schedule in advance and they know that there’s going to be a hectic period of time for them. They can also you know take the entire sem off or more but ultimately they have up to 7 years to complete (39:30) the degree. As for when they’re actually in the classroom in any live presentation and discussion that they’re having with their professors, those are always going to be recorded and archived so that they can review them when it’s going to be convenient for them (39:45) and when you’re in the classroom, looking at people that are coming at entry level all the way up to the executive level as well. And regarding the E2B, Doreen I think that would be a great part for you to go into. (40:00)
Professor Shanahan: So can you rephrase the question for me?
Julius: Here’s the question. (Cross talking) All right –
Thelma: (40:15) Go ahead Julius.
Julius: Just in terms of they are working professionals and looking at advancing their career and how when they’re doing the E2B portion of the program, how flexible is it in terms of what they’re learning and what they are able to (40:30) garner from that experience.
Professor Shanahan: So the like any given class and now both for the program level to one of those in a week in the life of a graduate student look like, (40:45) in any given class, the learning objective and the work you need to like to read, review, consume, practice, apply, engage in is all very explicitly defined. (41:00) But the wonderful news is that in the online program it forge tremendous responsibility. Instead of having things done and needing to be done by two PM for class that afternoon, (41:15) in the online program it’s laid out with some deadline and you can choose to do that on a Sunday afternoon, on a Monday evening, on a Wednesday morning in advance and then submit. So it’s not as if (41:30) everything runs in a specific time at a given day. It can be orchestrated in what’s called synchronized or near synchronized or a synchronized means. But in the E2B project because there are (41:45) some specific times where you engage with the client, we work in advance at the start of the term, advance the class with the client to ensure their availability and then we find those time slots within the given class (42:00).
Now, we have students in our online program that hail all from different time zones [inaudible] world. As an example this incoming spring class, I was contacted by one of my online students at the MBA program and she reached out and excitedly (42:15) shared that she’d been given a tremendous career opportunity by her organization that transferred her to Italy for a few months and I was so excited for her. But she was worried because the time zone between Pacific Time and Italy (42:30) is not the same. So 2AM in the morning, relative to a typical 6 PM in the evening interaction doesn’t necessarily [inaudible]. So rarely we can begin to work out (42:45), how to use technologies such as voice threads and prerecording and other things to allow for her to participate and engage her with a team where she can work at near time around that, so that with these recordings, so she doesn’t have to get up at 2 (43:00) in the morning every week to be a participant.
So we are very flexible in understanding that you know the working professional have a lot on their plates. And you’re doing this because you want not only so that you can assume a higher (43:15) level but again to advance your career into an even higher level. So we’re empathetic and we’re very much free to find so that you can plan accordingly. (43:30) It does however demands you know that you have some very good organization and self-discipline around getting work done because you do wanna ensure that you want to keep in pace with the work. (43:45)
Thelma: Great. Thank you both for that explanation. So we have a few more questions left and let’s see. So this one is for you Doreen. We have an audience member that wants to know if you can provide new trends (44:00) for resume templates that would stand out. So if you have any recommendations.
Professor Shanahan: So that’s best accomplished through a visual piece. (44:15) And I would strongly recommend that rather than trying to rewrite your resume to comply to a given template or standard, (44:30) you rather take a step back and think about the job that you’re trying to apply for. If I’m – and I need to think about the skills and competencies aligned in a given job description relative to this skills (44:45) and competencies I have in my given resume and I wanna be able to showcase them through my resume in a way that really attracts the attention of the hiring organization. And that might look (45:00) a little different in terms of how you order things. For example there’s been new piece of your experience is coming from something that you’ve done in an E2B project that have in some of our graduate level students, (45:15) they bring that forward and highlight it in the front part of their resume really calling out the new experiences that they have as a means to demonstrate their fit (45:30) for a given job.
So I would just say what – think about it like a marketer, right? A resume is simply a brochure for brand you. And you wanna make sure (45:45) that that brochure is amplifying the variables and the attributes that are most domains to the audience that you’re speaking with.
Thelma: Thank you again for that insight. (46:00) So Another question for you and a comment and a question and the link they want, so let me know if you need us and read it again but we have an audience member that wants to know how does one from a completely different background (46:15) such as medicine accommodate the learning curve of so many new subjects and terminologies that are business related and they are completely new. So it’s almost like one is trying to fill in the values then master (46:30) the peaks is the comment.
Professor Shanahan: So to the participant that asked that question, great question. You know what’s really interesting is you find when you jump into (46:45) Masters of Business in Administration program is you’re gonna find that your peers hails from a variety of different industries and a variety of different educational background. So as much as this seems like wow I’m (47:00) learning something that’s so foreign from what I’ve done in the past some of the subject areas are gonna be a lot easier and more closely related than you think. But others you’ll feel like a foreign language. (47:15) And that’s really where engaging and developing some of the relationships with your peer learners along the way can be incredibly helpful. And that’s where we have the benefit of small class sizes is that metaphorically we can begin (47:30) to cure things. You know when I’m talking to some who are coming from the construction industry, an engineering background, structural engineering background, and I’m talking about you know positioning and creative messaging (47:45) as a marketing construct they might be scratching their heads and say what is she saying. But if I put it in context to the construction industry they’re more likely to understand it. The same thing happens to the medical industry. (48:00) You know when you’re starting to take the beautiful E2B project, go for a list, go through a website on Pepperdine’s at [inaudible] at E2B and you can begin to take a look at some of the range of industries. (48:15) We’ve done beautiful projects for Foster and Pfizer and I will tell you that students in the graduate programs sometimes sit up and go what is the language they’re putting forward to describe some of these medical practices (48:30) or drugs or processes. And along then way they begin to truly begin to digest these and understand these at a level strong enough to be able to apply the theories to address those problems (48:45). So I wouldn’t be overly intimidated by the language that you don’t know but look for a means to consume that language in context that you know. And that’s really the obligation of or the responsibility or the co-responsibility (49:00) of both the learner and the faculty member, the teacher. I hope that helps.
Julius: Yeah and Doreen I would just like – this is Julius and I’d just like to chime in a little bit of thought. Within the program we have students that are coming from all walks of life (49:15). There are several positions that are actually in the program. There is actually someone that is in medical school and studying for the board and taking two classes currently. People that are coming from various industries, even whether in social – all types of industries, (49:30) but physically regarding the person that they’re in medicine or anybody [inaudible] in this particular area if you’re interested and potentially speaking with someone that is in your field, (49:45) feel free to contact one of us, my name is Julius or any of the enrollment advisors in the program, we can connect you with the current student that you can get and have a one on one conversation, what they know about the program from (50:00) their industry and they’ll answer any questions in the industry that you might have at any point in time.
Thelma: Thank you so much to both of you. (50:15) That is all the time that we have for today. I just want to remind the AMA members that they can view this webcast on demand. You can go to AMA.org/webcast. And thank you again (50:30) to our wonderful speakers today. Thank you so much for taking sometime to share this great insight. And also to our audience, I just wanted to kindly ask you to complete our post webcast survey. Please let us know what you thought of today’s (50:45) webcast and also what topics you want presented on future webcasts. WE would really appreciate your feedback. I want to thank our generous sponsor again. Thank you so much for Pepperdine for sponsoring this webcast (51:00) and also to Ready Talk who provided us with our web conferencing platform for today’s webcast. If you’d like to learn more about Ready Talk and their services, please feel free to visit readytalk.com/AMA. (51:15) And last but not the least I just want to give a sincere thank you to our audience. Thank you for taking sometime and participating with your wonderful questions. So thank you so much for engagement. And that does end our presentation (51:30) for today. Thank you and enjoy the rest of your day.