Please select from the following common MBA question topics:
Note: The below essays were not edited by EssayEdge Editors. They appear as they were initially reviewed by admissions officers.
Why M.B.A.? Questions
Discuss the factors that influenced your career decisions to date. Please describe your professional goals for the future. How will the M.B.A. experience influence your ability to achieve your goals? (Wharton)
Discuss your career progression to date. Why do you want an M.B.A.? How do you envision your career progressing after receiving the M.B.A.? (Tuck)
Specifically address your post-M.B.A. short- and long-term professional goals. How will Darden assist you in attaining these goals?
Briefly assess your career progress to date. Elaborate on your future career plans and your motivation for pursuing a graduate degree at Kellogg.
What are your post-M.B.A. career plans? (Harvard)
This is the most common type of
essay question, asked on virtually every business school application. This
question asks you to present, clearly and coherently, your all too familiar
reasons for wanting an M.B.A. The questions usually consist of a few
distinct parts. Most will ask about your past (How has your career
progressed to date? What has motivated you thus far?), your future (How do
you envision your career progressing? What are your goals for the future?),
or both. All of them expect you to relate the information to your present
desire to attain an M.B.A.
Since this is usually the first
question asked, this essay will be the first one the officers see when they
get your file. Let it create your first impression. It is similar to the
moment in an interview when you shake the interviewer's hand and smile.
Similarly, your first essay needs to be confident, direct, and to the point.
The admissions committee uses this question to ascertain your motivation,
maturity, and focus. While undergraduate application essays are
understandably fuzzy about career choices and goals, graduate essays should,
in contrast, be crystal clear. If you have vague reasons for pursuing an
M.B.A., you need to reconsider your decision to apply. Giving a vague
response to this question is akin to having a weak handshake and not looking
the interviewer in the eye.
You must accomplish a lot in
this essay, so pay special attention to structure. You can tackle the
question by dividing your answer into three separate pieces. The first can
be about your past professional experience. The second can discuss your
future career goals. The third can be about the school's particular
program. At each step, demonstrate why and how these experiences, goals, or
attributes motivate you to get your M.B.A.
Limiting yourself to one career
goal is best, if it is general. If you have a couple of different jobs in
mind, that is all right, too. However, your reasons for them should be
easily inferred or specifically stated. If you are truly unsure of what your
goals are (and we cannot talk you out of applying) always admit so honestly
rather than make up something. At the very least, though, give credible
reasons for your indecision, and explain why you believe that this
school's program will help you overcome your ambivalence.
Even if the question does not
specifically ask for it, articulate why the particular program makes sense
for you given your unique professional and personal goals. To do this well,
you must spend the necessary time in introspection and also research the
school. When you understand the school's program and positioning, use what
you have uncovered only if you can apply it to yourself. Do not write what
you think they want to hear. Admissions officers can spot this kind of
insincerity from a mile away. They also seek a heterogeneous mix of
backgrounds and experiences. Therefore, trying to fashion yourself after
your conception of a typical applicant can hurt you even if you do it well.
The truer you are to your real motivations and desires, the better your
essay will be.
SAMPLE ESSAY:
Discuss the factors that
influenced your career decisions to date. Please describe your professional
goals for the future. How will the M.B.A. experience influence your ability
to achieve your goals? (Wharton)
"Stop foolin" around, old boy. How would an M.B.A. help you? Better get on with your career."
That's what they say. Friends, colleagues, others.
I've heard it all before.
"If I were you, I would not do it. Don't waste your time, get ahead with
your studies as quickly as possible", my professor for experimental
physics told me. That was back in '88, and of course he was not talking
about my M.B.A., but about my intention to go to China: Take a special
scholarship and go-for a year, to study Chinese, and physics, in China. Get
in line, professor. He was just one of many who did not approve of my idea.
But for me, my plan clearly
was: A chance, a challenge, and a choice. A chance to open my intellectual
door to the world Europeans consider the (psychologically) most distant one
from Western culture, and to broaden my view well beyond the usual. A
challenge to learn a language Westerners see as one of the most difficult in
a compressed timeframe and to adapt to a completely unfamiliar
environment-while not letting this impact my overall physics studies
timeline. A choice to diverge from the mainstream path to exclusive
specialization in a single intellectual realm, not just on a spare time
basis-but with serious commitment.
Looking back after seven years,
I could not feel more assured that at that time, I made the right choice. My
unusual combination of experiences sets me worlds apart from my physics-only
ex-fellow students. Working for (Big Consulting Company), (so far)
exclusively on international assignments in high tech industries, is the
kind of job I had envisioned at that time. I could not have come here
without that choice I made back then.
Now I am-on a higher playing
field, though-back to square one: Once again, about to make an academic
detour form the prescribed path. An unnecessary delay for my career
progression.
But stop! Is that at all true?
Getting an M.B.A. makes perfect sense for a consultant-after all, most
consultants are M.B.A.s. Getting an M.B.A. makes even more sense in my
particular case: it is the perfect academic supplement to my physics
background-the one I need to become a leading edge high tech consultant.
Detailed technology understanding plus profound business and group skills,
that is a rare combination which really gets the career rocket roaring. This
is certainly true for me, and I think that this is one of my most important
and convincing reasons for an M.B.A.
Having spent considerable time
and energy studying Chinese and traveling in Asia (and the rest of the
world), an exclusively German career certainly is the opposite of what I am
interested in. No cozy, warm place in an easy, totally predictable
environment. Guaranteed career progression when the guy above me retires.
Getting a dog at 35 and the BMW and house that go with it. No thanks.
So what is it I am interested
in? I want to be where the guerilla wars of business are fought (the
shoestring traveller resurfaces). Where global language and
intercultural/personal skills make the difference. Where intelligence
translates into quantum leaps (courtesy of the physicist). This is where I
can make my best contribution. In short, I want to be where the action and
the challenges are.
For the late 20th and early
21st century, this means, in terms of topic, clearly one industry: High Tech
(just watch the stock market). I am well equipped for this with my physics
background. In terms of region, it clearly means Asia. Through language
study and travel exposure, I have come a long way in getting myself
prepared. In terms of function, it clearly means strategy consulting. If
there is any place better for this than (Big Consulting Company), please let
me know.
Thus the reasons why I want to
go back to university and do a dual degree in business and East Asian
studies are: Get myself a thorough business background to put all the pieces
of case experience I have accumulated during my (Big Consulting Company),
life in their right places and understand their context. Do the same with
all my pieces of Asian studies and travel experiences. Get ready for the
real action I want to be a part and a driver of-and satisfy academic
ambitions lurking beneath the surface of the "hands-on" consultant.
The knowledge I will gain
should help facilitate a career change. After extensive work in European
High Tech industry, I want to transfer to Asia. Completion of my desired
academic program should give me perfect preparation, some initial contacts,
and, through a summer internship in Asia, a clear idea of what to expect
from working there (in contrast to studying and traveling).
Of at least equal importance,
the Lauder/Wharton dual degree program will also give me a clear view on all
the options that I have with my very special combination of skills. While I
currently cannot imagine going anywhere else but to one of the Asian offices
of (Big Consulting Company), after my graduation, I am also realistic enough
to understand that there certainly is a number of other opportunities out
there which I would be attracted to, but just know nothing about at this
time. I am a firm believer in having many options and in exploring quite a
few in detail-whatever position you're in, there may always be one which
is an even better fit with your ambitions and capabilities.
I think it is obvious why I
apply to the Wharton School. Among all the leading business schools,
Lauder/Wharton is one of the very few offering a serious joint-degree
program that makes sense. With its strong international orientation,
Lauder/Wharton offers the type of courses I am looking for. With my diverse
set of unusual ideas, experiences and capabilities, I would make a most
valuable and colorful addition to the student body of Wharton.
So what are my concrete plans
for the time after my graduation? Where in Asia can I be a driver the way
described above? One extremely attractive option for me would be helping to
set up the (Big Consulting Company), office in (Asian Capital). Or one in
(Other Asian Capital). Or in Saigon (Cantonese and Vietnamese are no more
different than Swedish and German). But frankly, these are just a few
options I can pinpoint now-and I am sure that many more will become
apparent during my Wharton experience.
After all, my desire to come to
Wharton is just another manifestation of the characteristics that made me go
to China a couple of years ago: Take the chance to widen your scope. Accept
the challenge that goes with replacing narrow security by broad uncertainty.
Make the choice to put all your effort into fully developing and playing out
your talents.
So I am not going to take my
friends' advice. They have their dogs already, and the BMW is ordered.
Sorry-I am not ready for that.
COMMENTS:
The writer of this essay begins
painting a picture of himself by discussing his trip to China. The fact that
he took the trip instead of heeding all the advice others gave him shows
determination, maturity, and character without him ever having to say the
words. He clearly demonstrates why an M.B.A. makes sense for him generally
(as a consultant) and specifically (to supplement his technical background).
He pointedly bucks the usual stereotype of, "Getting a dog at 35 and the
BMW and house that go with it." Instead, the essayist makes his reasons
personal and unique by relating them directly to his professional goal of
high-tech consulting in Asia. He then spends a paragraph specifically
addressing the Wharton program. To demonstrate the sincerity and focused
nature of his goals further, he lists a few very specific options that will
be available to him once he graduates.
Certainly, his background and
experience make him unusual. However, his style makes him stand out. The
essayist consistently uses questions to transition to each new point without
being distracting. He begins with a question. "Stop foolin" around, old
boy. How would an M.B.A. help you?" Then he carries the theme throughout,
"But stop! Is this all true?" and "So what is it I am interested
in?" Finally, he writes, "So what are my concrete plans for the time
after my graduation? Where in Asia can I be a driver the way described
above?" To every question he asks he gives a succinct and pointed answer.
He concludes by subtly reiterating his main points of chance, challenge, and
choice. His last sentence adds the final stylistic touch by referring back
to the question posed in the first sentence. In doing this, he effectively
nails down the impression we have formed about his character-without him
ever having to espouse his own virtues directly.
Back to Top
Contribution and Diversity Questions
Your background, experiences, and values will enhance and diversify Kellogg. How? (1-2 double-spaced pages)
The Darden School seeks a diverse and unique entering class of future managers. How will your distinctiveness enrich our learning environment and enhance your prospects for success as a manager?
Every essay question on the
admissions application is geared toward the same thing. Committee members
want to find out who you are, what makes you different from everyone else,
and how you will contribute to the school if accepted. This question asks
these things outright. Because it asks so directly what the admissions
committee wants to know, this is one of the most common questions you will
find. The question has a structure similar to the Why M.B.A.? question. It
asks both Why us? and Why you? However, the nature of this question lends
itself to a more personal response. Whereas the Why M.B.A.? question asks
what you have done, what you want to do, and how that relates to the school,
this question asks about who you are and how it relates to the school. The
Why M.B.A.? question asks about your experiences, and this question asks
about your qualities.
Just as you brainstormed about
your experiences, actions, and goals for the first question, brainstorm
about your qualities and characteristics for this one. What sets you apart
from everyone else? What words do friends and family use to describe you?
For some people, the focus of this question will come easily. A minority can
choose to focus on their racial or ethnic differences. A person with an
unusual professional background may use this question to turn this potential
weakness into a strength. Anyone with a particular talent or calling, such
as an athlete or a musician, can use that as a topic. Less obvious
characteristics can work just as well. Are you one of those people who are
forever getting tagged with an identity? Do people say, "You know Chuck,
the funny one," or "There's Jane, the history buff."
If you consider yourself to be
a fairly typical candidate with a broad range of interests, you may feel
nervous about not being able to identify yourself with any one particular
activity or defining trait. You should not be worried. Listing the
combination of qualities that make you unique is perfectly acceptable. None
of your qualities has to be particularly unique by itself-whatever is real
and true will work perfectly. What words do people use to describe you? Are
you a risk taker? An academic? A leader? Unusually goal oriented? Dedicated?
Ethical? A good team player?
The qualities you choose to
describe are not nearly as important as how well you back them up. Because
this answer tends to contain many adjectives, you absolutely must provide
solid examples demonstrating each quality you have listed. You can take
examples from either your work or your personal life. You can even be
creative and take an example from your childhood, if you wish, as long as
whatever you choose effectively proves that you are what you say you are.
Because this question asks
"How will you contribute to our school?" it provides you with a perfect
opportunity to prove that you have researched and targeted yourself to the
particular school. Match your distinctiveness in whatever way is natural to
the distinctiveness of the program. Show the admissions committee that you
are not just perfect for business school in general, you are perfect for
their business school.
SAMPLE ESSAY:
Your background, experiences,
and values will enhance the diversity of Kellogg's student body. How?
During my senior year in
college, my father was diagnosed with terminal skin cancer. Like most cancer
patients, he spent the majority of his time in the hospital; he often spoke
of how nice the staff was, and how much his stay was enriched by the
services offered by the volunteers. I felt a great debt to those people who
helped my father and mother during that difficult time, and I wanted to do
the same for other people in similar situations.
When I moved to New York after
graduation, I decided to volunteer at the Sloan-Kettering Memorial Hospital
until I found a job. Over the next few months, I worked thirty hours a week
helping patients and their families. One of the most rewarding experiences
at the hospital was organizing patient voting for the 1992 Presidential
election. I was responsible for coordinating the procurement and
distribution of absentee ballots with nurses, patients, hospital staff, and
the various voting administrations within the five boroughs of New York
City.
The response was overwhelming.
The patients were overjoyed to be included in the voting process. I knew
from my father that the most demoralizing circumstance of a prolonged
hospital stay was the feeling that the world was passing you by. On that
November day, however, I was able to help those patients feel like part of
society again. I will always be grateful for that.
Once I found a job, I had to
curtail my hours at the hospital, but I did not stop my volunteer work. And
although my job prohibits me from volunteering as much as I'd like, I
still try to find the time. My volunteer work has allowed me to help others
cope with the terrible pain of illness, which I have experienced first-hand
and through my family. The satisfaction that I gain when I help patients and
their families is unlike any other feeling I have ever had in my life.
I've found that my work also
helps me to deal with and accept the loss of my own father. If it were not
for him, I never would have started volunteering. The good work I do is a
constant tribute to his memory.
As an individual, I have
learned the benefits of altruism, and I firmly believe that companies should
also take an active role in philanthropy. I was pleased to see in the
admissions brochure that other Kellogg students feel the same, as
demonstrated by their Business with a Heart program. I know that my unique
perspective and experiences would contribute to this group, and enable me to
enrich the lives of the community as well as those of my fellow students.
COMMENTS:
This essayist is a good example
of someone who chose to focus on one trait rather than several. By choosing
only one quality, her essay is concise, to the point, and easy to read. She
also leaves a strong impression by introducing only one theme. This essay is
particularly strong because the writer does not simply label herself as a
volunteer and leave it at that. She makes the topic personal. First, she
walks us through her motivation, then through the experience itself, and
finally through how it has affected her and made her different. She gives
details to bring each of these steps alive but manages to do so in a very
short amount of space. She even specifically details how this experience
will help her contribute by listing the name of the program she has
targeted.
Back to Top
Accomplishment Questions
Describe the two accomplishments that occurred in the last five years of which you are most proud. (Columbia)
Describe your three most substantial accomplishments, and explain why you view them as such. (Harvard)
Describe your achievements within the last five years that are good indicators of your potential for a successful management career and why you view them as such. (Michigan)
What is your most valued accomplishment? Why? (Kellogg)
Your answer to this question
will say a lot more about you than simply what you have accomplished. It
will show the committee what you value, what makes you proud, and what you
are capable of accomplishing. Applicants make a common mistake when
answering this question-they repeat information found elsewhere in the
application. A good student, for example, will be tempted to fall back on
stressing his or her high G.P.A. or G.M.A.T. score. A person who has won a
number of awards or acknowledgments will try to include all of them and end
up turning their essay into little more than a prose list. Many of the
questions specify that you choose one, two, or three specific
accomplishments as a way of avoiding this kind of response.
If you do choose an
accomplishment that the committee is already aware of-such as your induction
into Phi Beta Kappa or a promotion that appears on your resume-then bring
the experience alive. Demonstrate what it took to get there and how it
affected you personally. Do not be afraid to show committee members that you
are proud. This is not the place for modesty. However, do not fall to the
other extreme either-you can toot your own horn, but do it without being
didactic or preachy. You will not have to worry about either extreme if you
keep your essay short and to the point. Spend the bulk of your essay simply
telling the story.
If you are having trouble
choosing something to focus on, then remember that the best essays are often
about modest accomplishments. What you accomplished does not matter as long
as you found it personally meaningful and can make it come alive. Unless
specified, the accomplishment can be professional, personal, or academic.
Did you get a compliment from a notoriously tight-lipped, hard-driving
manager? Did you lose the race but beat your own best time? As an English
major, did you work around the clock to bring a C in physics up to an A? Do
not think about what they want to hear-think about what has really made you
proud.
SAMPLE ESSAY:
Describe the two accomplishments that occurred in the last five years of which you are most proud. (Columbia)
Strategic Advisory for American Savings Bank
In January 1994, my group was
engaged by Robert Bass' Keystone Partners to evaluate their investment in
California company, the culminating point of a five-year banking
relationship. Keystone Partner however, engaged Goldman Sachs as co-advisor,
thereby infuriating the Lehman team. We swore to keep control of the
valuation process by solely handling the modeling work including complex
simulations and projections, which I was solely responsible for. I quickly
drafted a couple of pages that I distributed to both teams. Overnight, the
Goldman team reproduced them line by line and sent them directly to the
client as their work. It was a great strike against our team. I decided to
design a completely different model, and to draw upon the information that I
could gather from a long and fruitful client relationship with Lehman
Brothers. I convinced the senior vice president, vice president and
associate who had covered the company for years to pass on their knowledge,
persuaded them to be available for 36 hours straight to answer all my
questions, and for four more hours to be trained by me on the model. I
designed a 23 page model, stuffed with information, that we presented to the
42 person working team, gathered at our request. The presentation, led by
myself for technical explanations and the senior vice president for
strategic conclusions, was a great success. The Goldman Senior Partner,
recognizing the "excellency" of our model, proposed that I remain in
charge of "all the numbers".
I value this experience because
I gained respect from the senior executives at all three firms. But most of
all, although one of the most junior banker, I was able to inspire a
cohesive spirit to our team in pursuing our goal to produce a high quality
presentation.
Learning to Surf
My move to Los Angeles in
August 1992 represented not only a great professional challenge-to work with
only two senior bankers and cover all California financial institutions-but
also a personal opportunity, a chance to broaden my horizons. I grew up in
Paris and lived in the capital for 21 years before moving to New York; I
definitely was a city girl! Los Angeles demanded however that I adapted to a
whole different world, where sport rather than opera rhythms the season. I
knew that my first year in the Los Angeles office would be extremely busy
due to the small size of my group. In fact I averaged 90 hours of work per
week that year. To keep my sanity and maintain a good spirit, I resolved to
try and learn a sport that had always fascinated me: surfing. Thus I bought
a brand new wetsuit and longboard and started the experience bright and
early on a sunny Saturday afternoon under the merciless scrutiny of the
local surfers, all males, who did not hide their contempt for my pale skin
and weak arms so typical of investment banking Corporate Analysts. Surfing
seemed at first an impossible mission: my board always mysteriously
rebounded on my head, while the waves would break exactly where I was
paddling. At work, there was an explosion of laughter when I proudly exposed
my (only) personal project: why, a twenty-six year old Parisian, surfing?
This had to be French humor! I resolved however to practice every week-end
before coming into the office. Last summer, I finally stood up on my board
and rode the wave to the beach. It was one of the most exhilarating moments
of my life and although I still surf regularly, nothing matches my first
wave nor the pride that I felt. Because I received little help and
encouragement but prevailed, I cherish this experience which was actually a
tremendous confidence builder.
COMMENTS:
The writer demonstrates a nice
balance between her professional and her personal achievements. Her first
accomplishment shows the essayist to be a savvy business professional and
highlights her good political sense, dedication, and technical skill. The
second accomplishment rounds out the image by painting a picture of a young,
healthy, active woman willing to take risks and learn new skills at the
expense of laughter and embarrassment. The latter may have been a personal
achievement, but these translate into very lucrative professional skills as
well.
Back to Top
Leadership Ability Questions
Describe a situation that tested your leadership skills. How did you manage the situation? (Harvard)
Discuss two situations in the past four years where you have taken an active leadership role. How do these events demonstrate your managerial potential? (Anderson)
This question is similar to the
accomplishment question. You can employ similar tactics to answer it. Choose
situations that are real and meaningful to you, not what you think will
impress the committee the most. Do not limit yourself to using situations
from only your career, especially if the question asks you to give more than
one example.
This question shares common
ground, surprisingly, with the ethical dilemma question because ethical
dilemmas often call on leadership abilities for resolution. Keep this in the
back of your mind so you can strategize if one of your applications asks
both questions. On the other hand, be careful not to bring unnecessary
attention to questionable situations when not absolutely necessary. Ethical
dilemma questions are notoriously difficult, this question does not have to
be.
SAMPLE ESSAY:
Discuss two situations in the
past four years where you have taken an active leadership role. How do these
events demonstrate your managerial potential? (Anderson)
Wellwork Action Team
After working nearly a year as
a production engineer, one morning I experienced a kind of epiphany. I
realized that our profit center had effectively gained manpower and
resources in the form of increased attention from vendors with whom we had
recently formed strategic alliances. By improving communication between
these vendors as well as between our profit center and these companies, I
envisioned a unified approach that could improve and expedite our production
operations. With the encouragement of the operations superintendent, I
arranged a brainstorming session for supervisory level personnel from our
operations staff and our new alliance partner's companies. From that
session, a "Wellwork Action Team" was created with the specific purpose
of improving and streamlining our operations procedures in order to reduce
the cost of increase the quality of our projects in the field.
After being chosen facilitator
for our Wellwork Action Team, I set for myself two personal goals: first, to
maintain enthusiasm among team members and second, to implement the ideas
and concepts brought forth by our team into our everyday procedures. To
ensure continued involvement, I first convinced myself that the potential
benefits that might be gained from having this team merited the time and
energy of its participants. Next, I personally committed myself to the
project and firmly discussed my commitment with each of team members. Third,
I led the team in drafting a mission statement and clearly defining our
goals. We identified measurements by which we could evaluate our progress.
Finally, I promised the team members that we would keep meetings to a
minimum and re-evaluate the usefulness of our team in eight weeks.
From June 1995 to the present,
our Wellwork Action Team has successfully increased efficiency in our oil
pumps, reduced electrical costs by 6 percent, and nearly doubled the
production of three oil wells. As our team continues to evolve, we envision
reducing our wellwork budget from $5.0 million/year in 1995 to $4.6
million/year in 1996 while maintaining oil production and reducing operating
expenses. Our current challenges include overcoming conflicts in the
schedules of our team members and providing for long-term oil recovery as
well as short-term cost reduction.
Applying New Technologies
When most people envision an
oil well, they picture ten-foot-high rod pumping units, the kind common to
Los Angeles and West Texas because of their durability, availability, and
efficiency. With 300 wells on a mere 10 acre island, however, these units
are impractical for our use; a less efficient, higher cost and
lower-profile type of centrifugal pump is employed by our company.
Recently, a small L.A. firm invented a new method of using common rod-type
pumps without the bulky surface equipment. This marriage of new technology
with old rod-style pumping appeared to have significant potential for
reducing costs on our island. Although I do not normally design our
pumping equipment, I assumed active project leadership when deciding to
install the first unit and apply the new technology.
Because our operations
personnel and vendor partners were unaccustomed to handling hundreds of
30-foot long rods and putting them into use, I met with the inventor of
the new subsurface equipment and two related vendors who would supply the
rods. Rather than provide specifications to each vendor for a bid as is
customary, I chose one vendor from the onset and entrusted him with the
project. I assigned him to work with the inventor of the new equipment and
asked them to together devise a low cost, high quality engineering design
for us. In doing so, the possibility existed for them to overdesign and
overprice the equipment, reducing efficiency and thus defeating our
purpose. Nevertheless, a tremendous upside potential existed in allowing
the vendors to harmonize their efforts and experience. I hoped to receive
a superior product born from the sweat equity of their two companies.
My strategy was tested in
November 1994 when two units were installed. They have operated without
failure since installation and have reduced operating costs by 38 percent
on those wells. In this instance, my management challenge was to delegate
non-traditional responsibilities to our vendors. I feel that this
experience has improved our business process and taken us further down the
path towards mutually beneficial business relationships with our vendors.
I will continue to work in this manner, keeping a careful eye out for the
abuse potential created when allowing a vendor to design and price their
own equipment for our applications.
COMMENTS:
These two examples have
several positive qualities. First, they are concise and well structured.
Second, although both situations come from the professional sphere, they
balance well with each other. One focuses more on office policy and
stresses the applicant's ability to see the big picture in management.
The other deals with an in-the-field hands-on engineering solution and
stresses his inventiveness, attention to detail, and technological skills.
Third, these examples stress unique background-not many business school
applicants would understand how to design oil-pumping equipment. They show
that he is not afraid to get his hands dirty. Finally, the essayist gives
very detailed proof of tangible results.
Back to Top
Hobby and Extracurricular Questions
What one nonprofessional activity do you find most inspirational and why? (Wharton)
For fun I . . . (Kellogg)
Outside of work, I most enjoy . . .
What interests do you have outside your job and school? (Tuck)
This question offers a prime
opportunity to differentiate yourself by presenting a vivid description of
your life outside of work. Business schools are interested in balanced,
likable applicants. Your professional life is only part of an interrelated
whole. Business schools expect you to demonstrate the same level of
dedication and passion in outside activities as you do in business. They are
also well aware that many of the best business-related ideas occur when
people are not at work, so what you do out of the office has a measurable
impact on what you can do on the job. Besides, funny, offbeat, interesting
people make work, school, and essays more exciting. Communicate feelings of
passion, commitment, and devotion. Wherever possible, demonstrate the
leadership abilities you have developed in these activities.
SAMPLE ESSAY:
What one nonprofessional activity do you find most inspirational and why? (Wharton)
A little over two years ago I
began tutoring high school students in several types of mathematics,
including preparation for the S.A.T. Test. While I did this initially to
earn money, I have continued to tutor (often pro bono) because I enjoy the
material and the contact with the students.
I have always enjoyed math
tremendously. I can remember riding in a car for long distances as a child
and continuously calculating average speeds and percentages of distances
covered as we traveled. In college I took upper division math classes such
as Real Analysis and Game Theory (and placed near the top of the curve)
though they were not required for my major. All this time spent playing with
math has left me with a deep understanding of the way numbers work and the
many ways in which problems can be solved.
When I first began tutoring I
was stunned to find that most of the kids I worked with, although very
bright, not only lacked the ability to solve complex problems, they were
very uncomfortable with some of the basic principles of math. This
discomfort led to fear and avoidance, and the avoidance led to more
discomfort. A vicious cycle began. Instead of seeing math as a beautiful
system in which arithmetic, algebra and geometry all worked together to
allow one to solve problems, they saw it as a bunch of jumbled rules which
made little sense that they were forced to memorize.
As a tutor, I found that it was
important when starting with a new student to find out where his/her
discomfort with math began. Often, this meant going back several years in
their education to explain important basic concepts. For some students,
fractions and decimals were the point at which math stopped making sense.
For many others, it was the introduction of letters to represent numbers in
algebra. Some students found that identifying their weaknesses was an
embarrassing process. I explained to them that it was not their fault.
Everyone comes to understand new concepts in math in a slightly different
way, and the problem was that no teacher had taken the time to explain their
"problem area" in a way which would make sense to them. Since math was a
system, once they missed out on that one building block, it was not
surprising that the rest of it did not make sense. Our mission together
would be to find the way in which the system worked for them.
Once we had identified the
initial "problem area," I would spend a lot of time getting the student
to play with questions in that area from a lot of different perspectives.
For example, if fractions were the problem, then I would create games to get
the student to think of fractions in terms of division, ratios, decimals or
other equivalent systems. This would often be a fairly unstructured process,
as I wanted to see how the student's mind worked and keep them from
feeling any anxiety. Usually it did not take long for the concepts to start
becoming clear to the student, as he/she played with the numbers in the
absence of the pressure of school. My goal was to not just white wash over a
students weaknesses with a few rules which would be quickly forgotten, but
to help them develop an understanding and an appreciation for the underlying
principles.
I found this process to be very
satisfying for both myself and the young men and women that I taught. It was
a wonderful feeling to have a student laugh out loud with relief as a
principle which had been unclear and causing anxiety for years suddenly made
sense. Once these old "problem areas" were cleared up it was usually
quite simple to make clear the subjects that they were working on at the
time, especially since I already had an understanding of how they were best
able to understand new concepts. Again, I found it important to get the
student to play with the new material and look at it in several ways so as
to develop a true understanding of the material.
I was quite successful as a
tutor. One young man increased his Math S.A.T. by 150 points. Another
student improved so dramatically in geometry, her test scores jumped from
about 55 percent to over 90 percent, that her teacher kept her after class
and asked if she was cheating. Although most of my students did not improve
this dramatically, I walked away from every lesson that I gave feeling that
I had helped someone understand and enjoy math. I hope to be able to
continue teaching, if only for a few hours a week, for the rest of my life.
COMMENTS:
This essay shows that this
applicant is dedicated not just to helping people, but to academics,
learning, and math. His tutoring does not make us believe his sincerity; the
thoughtfulness and detail with which he describes it do. He has put obvious
time into developing an effective method of teaching. The writer shows that
he is result-oriented by measuring his success in terms of real numbers and
percentage increases. Someone who applies such standards of accountability
to his extracurricular life is sure to bring the same standards to school
and business.
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Role Model Questions
Describe the individuals that you look up to as role models in your professional work. (Michigan)
Describe the characteristics of an exceptional manager by examining someone whom you have observed or with whom you have worked. Illustrate how his or her management style has influenced you. (Tuck)
If you could walk in someone else's shoes for a day, whose would you choose and why? (Chicago)
Business schools learn a lot
about your professional development through your description of your
mentors. They can determine not only what you have learned but the types of
people from whom you have learned. However, like the accomplishments
question, this question shows a lot about your values and standards. It is a
little like getting to know a person by the people with whom he or she
chooses to spend time. If you are skeptical, consider the different
impression you would have of the candidate who admires a dynamic, colorful,
public leader compared with someone who looks up to an accomplished but
soft-spoken academic.
Who you chose is more important
than how you portray that person. In other words, do not choose a person
because you think it will impress the committee. Name dropping is not only
obvious, it is ineffective. If your mentor is a public figure, be sure to
demonstrate that you have a real, direct relationship with and that you
learned tangible lessons from the person. Keep your essay short and simple.
Never elevate your mentor at the expense of yourself. Show admiration, not
awe. In other words, choose a mentor, not a hero. A mentor is someone whom
you realistically aspire to emulate, whereas a hero's qualities are beyond
our reach.
If the question calls for more
than one mentor, try comparing two very different people or people from two
unrelated areas of your life. Show how you incorporated the best pieces of
wisdom from both. As always, use concrete examples both when describing
these people and when demonstrating the effect they have had on you. Do more
than list their qualities-tell a story that shows how they have put these
qualities to use.
You can follow these steps to
structure this essay:
- Introduce the person and the context in which you know him or her.
- Describe a few of the mentor's key qualities that you most admire.
- Relate one or two particular scenarios that demonstrate these qualities.
- Describe what you have learned from the person. What do you now do differently as a result of having known your mentor? How have you or your actions changed?
- Be concrete. Cite specific examples of things that you have learned. Describe the situations in which you learned these things. Show how you have used this knowledge to your professional advantage.
A variation on the question is,
"If you could walk in someone else's shoes for a day . . . ." This is
a cross between an ideal career question and a role model question. Whereas
the other role model questions ask for mentors, this question asks for
heroes. You do not need to make your response as realistic-feel free to
loosen up and have fun. However, always consider what committee members will
infer from your choice. Answer this question more concisely than you would
the role model one. Simply state who you would choose and answer why. Did
you choose this person because he or she is similar or dissimilar to you?
Did you do choose your mentor for what you can learn from that person or to
effect a change? Would you ever seriously consider this person's life as a
career, or are you just having fun?
SAMPLE ESSAY:
Describe the characteristics
of an exceptional manager by examining someone whom you have observed or
with whom you have worked. Illustrate how his or her management style has
influenced you. (Tuck)
In management consulting,
strong analytical skills are valued as much as, if not more than, effective
managerial and leadership skills. Unfortunately, for some consultants, these
characteristics, at times, are mutually exclusive. I was fortunate, however,
to work with [name] on my first major project at [consulting firm]. As my
project manager, he demonstrated a superior combination of leadership,
managerial, and communication skills. As a result of our interaction, I
learned several important lessons and tools that I used on subsequent
projects to improve my effectiveness as a team leader.
To begin, [name] is a true
leader who exhibits courage and dedication. A powerful trait rarely found in
the realm of business, courage is unique in its ability to unify and
motivate people. Moreover, his courage is balanced appropriately with
professionalism, strong values, and humility. He is sensitive to others'
feelings and recognizes that different people require different types of
direction and treatment. Although he often works with diverse and difficult
groups, he always seems able to reach consensus and create a shared vision
and purpose. Furthermore, he excels at establishing priorities and
proactively setting direction.
As an effective manager, [name]
also is able to translate his broad direction into discrete, tangible tasks.
Since consultants often use difficult or creative analytical approaches,
clearly articulating tasks and defining outputs is very important. In
addition, he exercises the appropriate level of supervision. Rather than
micro-managing his team members, [name] establishes clear accountabilities
and expectations and pushes work down to the correct level. As a result, he
creates a strong sense of ownership and leverages the skills of his team
members. Furthermore, he excels at creating a supportive environment and,
when necessary, coaching team members to help them develop new skills.
Finally, [name] is a masterful
communicator. He is the only project manager I have had who gave me
consistent and constructive feedback, importantly, both positive and
negative. Such feedback not only provides clear developmental objectives,
but also signals to others that he values their contributions. This type of
balanced and open communication quickly forms the foundation of mutual trust
and respect. Furthermore, [name] excels in the art of negotiation and
debate. He states his points with remarkable precision and is expert at
remaining objective and recognizing all sides of an argument. And,
regardless of the volatility of a situation or the strength of his feelings,
he always listens to all positions patiently and effectively controls his
demonstration of emotion, thereby gaining the respect of others and lending
additional credibility to his positions.
Given my limited experience
managing teams, my exposure to [name] was central to my early success at
[consulting firm]. For example, although I had considered myself a leader in
athletics, I had not learned to translate those skills into the business
arena. [Name] taught me several effective methods to lead teams. Admittedly,
as a highly motivated young analyst with very high work standards, I also
lacked many of the skills required for effective team leadership. However, I
quickly learned the importance of flexibility and became more comfortable
providing feedback and directing the work of others. Furthermore, through
his example, [name] taught me the importance of objectivity and the utility
of several effective communication techniques. For example, I learned to use
my sense of humor as an effective tool to persuade, disarm, or motivate
others.
Early in my career at
[consulting firm], I had several rare opportunities to lead client teams. In
part due to the lessons I learned from [name], these projects were a great
success. As a result, I went on to manage a half dozen diverse and difficult
client teams that ranged in membership. With each project, I further refined
the lessons I learned from [name] and developed new techniques for leading
and managing teams. Due to my rapid development, I was promoted to
[position], a managerial, post-M.B.A. position at [consulting firm],
signifying that I can progress to the partner level. Although I realize my
tool kit is far from complete, these skills will be invaluable both in
business school and beyond.
COMMENTS:
This is another essay that
stands out because of its solid writing and superior organization. It starts
with a bold assertion to catch the reader's attention and then uses the
assertion to introduce the mentor's most outstanding quality. Each of the
next three paragraphs clearly asserts and describes an additional supporting
quality. The essay concludes with examples of how the mentor's influence
has tangibly affected the writer's actions and work performance, resulting
in rapid promotion.
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Failure Questions
To recognize that effective
managers are able to learn from failure, describe a failure that you have
experienced. What did you learn from the experience? (Harvard)
Any applicant who tries to
claim or assert perfection on the application would, at best, be treated as
a joke. No one is perfect, and no admissions committee expects perfection.
Yet, more than any other question, this one strikes fear into the hearts of
applicants. However, answering this question does not need to be difficult.
You must get past the biggest hurdle-your own reticence.
Failure often results from good
intentions and admirable qualities such as initiative, leadership, and risk
taking. Take advantage of the fact that failure will sometimes result from
our best qualities. Any leader who has tried to forge a new path has made a
mistake somewhere along the way. If you are honest and forthright about the
mistake you made, people will remember the intention over the result.
Besides, the committee is not interested in judging you on your mistake,
they simply want to know how you dealt with it. The only real way to flunk
this question is to dodge it. If you choose a trite or irrelevant topic, the
committee will either question your honesty and your maturity or doubt your
ability to lead, take risks, and think outside the box.
If you are having trouble choosing a situation, consider the following guidelines:
- Choose something that has happened recently. Delving too far into your past is an obvious cop-out.
- Do not limit yourself to professional failures, but do not shy away from them either. Admissions committees are aware of the risk inherent in choosing job failures and will give you points for being forthright.
- Do not choose anything overly dramatic or that would call your morals into question. The reader should be able to relate to your failure, not be shocked by it.
If you cannot clearly state
what you learned from the incident or the actions that you took to amend it,
then pick something else. When you are writing, take a simple,
straightforward, objective tone. Do not try to excuse your actions. Let your
story speak for itself. Keep your essay as concise as possible.
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Very Personal Questions
If we had met you five years
ago and then met you again today, how would we say that you have changed?
Include specific examples that characterize your development. (Sloan)
In thirty to forty years,
when you reflect back on your life, what criteria will you use when
judging if you have been successful? What are the main achievements/events
that you hope will have taken place? (Anderson)
Please provide us with a
summary of your personal and family background. Include information about
where you grew up, your parents' occupations, your siblings, and perhaps
a highlight or special memory from your youth. (Anderson)
Each of us has been
influenced by the people, events, and situations occurring in our lives.
How have these influences shaped who you are today? (Stanford)
What seminal influences or
experiences, broadly defined (a book, teacher, friend, relative, sojourn,
hobby, and so forth), have especially contributed to your personal
development? What correlation, if any, does your personal development have
to your professional goals? (Berkeley)
Describe yourself and the
significant events that have shaped you. (Michigan)
All essay questions, as we have
already mentioned, are a way for the admissions committee to learn more
about you personally. The getting personal questions just ask more directly
than others. They give you a direct opportunity to speak for yourself. They
can be tricky, though, because they are often extremely open-ended.
Be selective. You cannot
include every detail about yourself, so you have to pick wisely. Some
applicants want to tell everything, fearful that they will leave out a
crucial detail on which their acceptance, and future, could hinge. Do not
give in to this temptation. Instead, focus on one or two significant
qualities or characteristics that give the admissions committee genuine
insight into you.
Many of the questions in this
category are worded creatively or ask you to use your imagination. This is
intended to get you to loosen up and be yourself. If the question takes you
off guard, let it-it means the committee is looking for an unguarded answer.
This makes many applicants uncomfortable. They try to present themselves
objectively but end up distancing themselves from the subject matter with
overly long words and a dry, academic tone. This is a grave mistake since
the whole point of this essay is to reveal something about yourself.
Therefore, put your heart into this essay.
This category does not have one
standard question-every school asks it in a different way. Although each
school's question will differ from the next, most of the personal
questions still fit into one of three categories: personal development,
personal goals, or personal background and influence.
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Continue to Lesson Two
