Save time and generate better recommendation letters by creating a classification scheme for your recommenders
 
 
My clients save recommenders' time by organizing recommendation letter questions according to common themes.
 
 
 

EIGHT STEPS

  1. Gather all the questions for your target schools 
  2. Group them according to Vince's themes below (or your own version)
  3. Interview your recommenders to gather their ideas and suggestions
  4. Brainstorm, outline, write and revise answers to common questions answered by two or more of your target schools
  5. Brainstorm, outline, write and revise answers to unique questions only asked by a single school
  6. Share your brainstorms, outlines, and drafts with Vince to confirm your strategy
  7. Share ideas with recommenders and ask for more input
  8. Recommenders revise and edit answers to fit each school's word / character counts
 
 

THIRTEEN SCHOOLS

 
Vince organized LoR questions from these 13 Schools 
  1. Columbia Business School (hereafter CBS)
  2. UC Berkeley / Haas MBA (hereafter Berk)
  3. Wharton (hereafter W)
  4. Kellogg School of Management (hereafter K)
  5. MIT Sloan MBA Program (hereafter MIT)
  6. Chicago Booth (hereafter Chi)
  7. Tuck School of Business at Dartmouth (hereafter T)
  8. NYU Stern (hereafter N)
  9. UCLA / Anderson MBA (hereafter LA)
  10. University of Michigan Ross MBA (hereafter M)
  11. Harvard Business School /HBS (hereafter H)
  12. Stanford GSB (hereafter S)
  13. London Business School (hereafter L) 
 
 
 

ELEVEN THEMES

 
Vince assigned each question to one (or more) themes. Some were obvious. Others required more analysis and interpretation. If you disagree, please let Vince know why. It could lead to an interesting conversation that might improve the quality of your recommendations. 
 
  1. Context
  2. Performance / Growth
  3. Strengths
  4. Leadership
  5. Ethics and Integrity
  6. Motivation for MBA
  7. Teamwork
  8. Weaknesses
  9. Constructive Feedback 
  10. Additional
  11. Ratings
 

 

2011-2012 QUESTIONS BY THEME

 
PLEASE NOTE
  • Questions are listed from easy (no word limit, do first) to hard (need to edit longer versions to meet word and/or character requirements).
  • Word/character limits are listed after each question.
  • If no word / character limit is provided, Vince suggests that your answer be longer than 500 words. (As a politeness to busy adcoms, you should never submit a LoR that is longer 4 pages; 2 or 3 pages are preferable.) 
 
 

1. CONTEXT  

  • Berk1. Describe your relationship to the applicant. Are you, or have you been, the applicant’s direct supervisor? If not, what is the nature of your relationship? How long have you known the applicant and how frequent is/was your interaction with them?
  • CBS1. What is your relationship to, and how long have you known the applicant? Is this person still employed by your organization? If not, when did he/she depart?
  • W1. How long have you known the applicant and describe your relationship to the applicant?
  • S1. Please comment on the context of your interaction with the applicant. If applicable, briefly describe the applicant's role in your organization.
  • MIT1. How long and in what capacity have you known the applicant?
  • LA1. What is your relationship to the candidate and how long have you known him or her?
  • M1. Please describe your relationship to the applicant, and describe the circumstances under which you have known the applicant.
  • Chi1. Be sure to include how the applicant ranks comparative to his/her peer group
  • L1. How long have you known the applicant and in what connection? (500 words maximum)
  • T1. How long have you known the applicant and in what context? Have you served as the applicant's supervisor? If so, please provide approximate dates. Please comment upon the frequency and nature of your interactions with the applicant.  300 words or fewer (2,150 character limit)
  • H1. Please comment on the context of your interaction with the applicant. If applicable, briefly describe the applicant's role in your organization. (250 words)
  • N1. How long have you known the applicant and in what capacity? (1,000 characters)
 
 
 

2. PERFORMANCE / GROWTH  

  • Berk2. How does the applicant’s performance compare with that of his or her peers?
  • W4. How has the applicant’s career progressed over the time that you have known him/her? How does this growth compare to his/her peer group? Please describe the peer group that you are comparing this applicant.
  • S2. How does the candidate's performance compare to those of other well-qualified individuals in similar roles?
  • K1. Please comment on the candidate’s career performance and impact on the organization. Cite specific examples (e.g., ranking relative to others in the industry, progression within the organization, evidence of initiative and goal orientation).
  • MIT2. How does the applicant stand out from others in a similar capacity?
  • LA2. How would you compare the candidate to others with similar responsibilities within the organization?
  • LA3. Comment on the candidate’s career progression to date.
  • M4. How do the applicant’s personal or professional characteristics stand out positively or negatively from others who are in a similar capacity?
  • L4. In what developmental areas has the applicant changed most over time? (500 words maximum)
  • H2. How does the candidate's performance compare to other well-qualified individuals in similar roles? (250 words)
 
 
 

3. STRENGTHS  

  • CBS2. Please provide a short list of adjectives describing the applicant’s strengths.
  • Berk4. What are the applicant’s three greatest strengths? Cite specific examples.
  • K5. Please comment on the candidate’s intellectual and problem-solving abilities (e.g., analytical and quantitative skills, creativity, curiosity).
  • M2. What do you consider the applicant’s primary talents or strengths?
  • Chi2. ...Most salient strengths
  • L2. What do you consider to be the applicant’s major talents and strengths? (500 words maximum)
  • T2. What are the applicant's three principal strengths? Please provide an example of each. 300 words or fewer (1,850 character limit)
  • N2. What do you consider the applicant’s strengths? (3,000 characters)
  • H3. Please make additional statements about the applicant's performance, potential, or personal qualities you believe would be helpful to the MBA Admissions Board. (250-word limit)
 
 
 

4. LEADERSHIP  

  • MIT3. Please give an example of the applicant’s impact on a person, group, or organization.
  • Berk6. What significant contribution has the applicant made to your organization?
  • Berk7. Please comment on the applicant’s potential for leading an organization.
  • CBS3. Please compare the applicant’s performance to that of his/her peers. Does the applicant have the potential to become a senior manager?
  • K2. Evaluate the candidate’s demonstrated leadership and potential (e.g., ability to influence others and advocate for his/her ideas, smart risks he/she has taken, ability to deal with ambiguity).
  • LA5. Comment on the candidate’s aptitude for strategic thinking, leadership, and/or management.
  • M5. What one quality of the applicant do you wish all of your staff possessed?
  • Chi4. ...Team skills and leadership ability
  • S2 (peer only). Describe how the candidate has generated support from others for an idea or initiative.
 

5. ETHICS AND INTEGRITY  

  • CBS6. Comment on your observations of the applicant’s ethical behavior.
    • Need help brainstorming your answers? Please check out Vince's links 
 
 
 

6. MOTIVATION FOR MBA  

  • CBS7. What do you think motivates the candidate’s application to Columbia Business School?
  • L5. What will this individual be doing in 10 years? Why? (500 words maximum)
 
 
 

7. TEAMWORK  

  • Berk3. How effective are the applicant’s interpersonal skills?
  • Berk8. In the Berkeley MBA program, we develop leaders who have “confidence without attitude” or “confidence with humility”. Please comment and provide examples of how the applicant reflects this Berkeley-Haas value.
  • K4. What observations do you have about the candidate’s interpersonal skills and ability to collaborate with and support others (e.g., maturity, self-awareness, listening skills, sense of humor, respect for different viewpoints)?
  • CBS4. How effective are the applicant’s interpersonal skills in working with peers, supervisors and subordinates?
  • W3 Please provide an example of a time when the applicant was particularly successful at interacting with others in a team (employees, peers, managers, etc.); how was the applicant successful? How does the applicant compare to his/her peers in this dimension?
  • MIT4. Please give a representative example of how the applicant interacts with other people.
  • LA6. Describe how the candidate deals with challenges.
  • Chi4. ...team skills and leadership ability
  • N4. How would you describe the applicant’s interpersonal skills? (1,000 characters)
 
 

8. WEAKNESSES  

  • CBS8. In what ways could the applicant improve professionally? If you could change one thing about the applicant, what would it be?
  • Berk5. What are the applicant’s three greatest weaknesses or areas in need of improvement? Cite specific examples.
  • K3. What do you perceive as the candidate’s weaknesses?  Provide an example of how the candidate has dealt with constructive feedback and made efforts to address these weaknesses.
  • MIT5. Which of the applicant’s personal or professional characteristics would you change?
  • M3. In what areas does the applicant need improvement or growth? How would you describe the applicant’s insight into these areas?
  • M6. If you could change one thing about the applicant, what would it be?
  • LA4. How would you describe his or her potential for professional growth and development?
  • Chi3. ...areas of development, including efforts the applicant has taken to show improvement
  • L3. What do you consider to be the applicant’s major weaknesses or areas for improvement? (500 words maximum)
  • T3. In which three areas can the applicant improve? Please provide an example of each. How has the applicant worked to address these areas? 300 words or fewer (3,000 character limit)
  • N3. In which areas could the applicant exhibit growth or improvement? (3,000 characters)
    • Need help brainstorming your answers? Please check out Vince's links
 
 
  • CBS5. How does the applicant accept constructive criticism?
  • K3. What do you perceive as the candidate’s weaknesses?  Provide an example of how the candidate has dealt with constructive feedback and made efforts to address these weaknesses.
  • W2. Provide an example of constructive feedback you have provided to the applicant. How did the applicant receive this feedback and what efforts did the applicant make to address the concern?
  • S3. Please describe the most important piece of constructive feedback you have given the applicant. Please detail the circumstances and the applicant's response.
  • T4. How does the applicant respond to constructive criticism? 300 words or fewer (3,000 character limit)
  • H3. Please describe the most important piece of constructive feedback you have given the applicant. Please detail the circumstances and the applicant's response. (250-word limit)
 
 
Gregg Walker, Dept. of Speech Communication, Oregon State University, says: Criticism may occur within conflict situations or can foster conflict.  Criticism, or the generation of "evaluative judgments," is often painful or difficult to "give" or "receive."  If handled appropriately by both the person criticized and the person being criticized, critical feedback can promote constructive growth in individuals and relationships. 
 
Constructive Criticism - Some Assumptions
1.  Criticism arises out of interaction, rather than simply action.  Evaluation is important to improvement, but criticism should follow a "two way street."  Criticism is more valid when all parties involved interact both as the "critic" and the "criticized." 
2.  Those who criticize need to value and invite criticism.  Criticism can be promoted if the critic first invites criticism of his or her own behavior.  By inviting criticism, a person can create a situation in which her or his criticism of another is perceived as appropriate. 
3.  The "Critic" and "Criticized" guidelines that follow are pertinent to all parties involved in "criticism" discussion. 
 
Constructive Criticism - Guidelines for the Critic
1.  Understand why you are offering criticism.  Feel confident that doing so is appropriate to the situation and constructive for the parties involved.  Criticism voiced out of self-interest or competition may be destructive. 
2.  Engage in perspective taking or role reversal.  As you develop a criticism strategy or response, try to understand the perspective of the person being criticized. 
3.  Offer criticism of the person's behavior, not on her or his "person."  Refer to what a person does, not her or his "traits," or "character." 
4.  Even though criticism implies evaluation, emphasize description.  Before offering any judgment, describe behavior you see or have experienced. 
5.  Focus your criticism on a particular situation rather than general or abstract behavior.  "Index" and "date" your criticism, much like a "journalist": deal with who, what, where, and when. 
6.  Direct your criticism to the present ("here and now") rather than the past ("there and then"). 
7.  Emphasize in your criticism your perceptions and feelings.  Indicate what you think and feel about the other's behavior that you have described.  Use "I" statements. 
8.  Invite a collaborative discussion of consequences rather than offering advice.  Form a partnership to deal with problems.  Do not compete with the other party; compete with the other person against the problem. 
9.  Keep judgments tentative.  Maintain an "open door" of dialogue rather than presenting your "analysis" or "explanation" of another's behavior. 
10. Present criticism in ways that allow the other party to make decisions.  Do not force criticism on the other.  Encourage the other to experience "ownership."  People are more likely to comply with solutions that they generate. 
11. Avoid critical overload.  Give the other an amount of critical feedback that she or he can handle or understand at that time. 
12. Focus criticism on behaviors that the other person can change. 
13. Include in your critical feedback a positive "outlet."  Reinforce positive actions and invite the possibility of change. 
14. Invite the other to present criticism of you. 
 
Constructive Criticism - Guidelines for the Criticized
1.  Recognize the value of constructive criticism.  Such criticism can improve relationships and productivity. 
2.  Engage in perspective taking or role reversal.  Try to understand the perspective of the person offering criticism. 
3.  Acknowledge criticism that focuses on your behavior.  Attempt to transform criticism that seems directed at your "person" to specific behavioral issues. 
4.  Listen actively.  Even though criticism may hurt, seek to understand accurately the criticism being presented.
    a.  Paraphrase what the other is saying.
    b.  Ask questions to increase understanding.
    c.  Check out nonverbal displays (check your perceptions). 
5.  Work hard to avoid becoming defensive.  Resist any tendency to want to dismiss criticism or retaliate. 
6.  Welcome criticism; use the criticism appropriate to improve. 
7.  Maintain your interpersonal power and authority to make your own decisions.  Criticism, when directed at one's "person," may weaken one's resolve.  Focus the other's criticism on your actions.  Seek ownership of solutions. 
8.  Seek constructive changes to the behavior that prompted the criticism. 
9.  Insist on valid criticism.  Valid criticism: (a) addresses behaviors, (b) is timely, and (c) is specific. 
10. Communicate clearly how you feel and think about the criticism and receiving criticism.  Use "I" messages.
(found at http://oregonstate.edu/instruct/comm440-540/criticism.htm; accessed 2010/02)
 
 
 

Constructive Criticism Templates

FOR ESSAYS
  1. Situation
  2. Your mistake / incorrect attitude / misplaced motivation
  3. Constructive criticism – where were you? What were you told?
  4. Your initial reaction
  5. Your efforts to understand the deeper meaning of the criticism
  6. Your decision to change
  7. How you changed (actions)
  8. How you recovered
  9. The results of your new actions at that time
  10. A summary of your overall lessons
  11. A more recent project where you have applied your lesson

 

FOR RECOMMENDATIONS
  1. Problem (why did the recommender feel the need to give you constructive feedback?) 
  2. Recommender's feedback (what s/he told you)
  3. Your reaction
  4. Your efforts
  5. Result
 
 
For more hints, please check out these links
 
 
 

10. ADDITIONAL TOPICS  / "ANYTHING ELSE?"  

  • CBS9. Are there any other matters that you feel we should know about the applicant?
  • W5. Provide any additional comments you think would assist the Admissions Committee in making its decision.
  • S4. Please make additional statements about the applicant's performance, potential, or personal qualities you believe would be helpful to the MBA Admissions Office.
  • MIT6. Please tell us anything else you think we should know about this applicant.
  • LA7. Is there anything else that you would like us to know about the candidate?
  • M7. Please feel free to provide any other information you think is relevant to our evaluation.
  • Chi6. ...other matters which you feel we should know about the applicant
  • L6. Please feel free to elaborate on your recommendation. (500 words maximum?)
  • H4. Please make additional statements about the applicant's performance, potential, or personal qualities you believe would be helpful to the MBA Admissions Board. (250 words)
 
 

11. RATING TABLES

  • Tuck 5. Please compare the applicant on the scale below with others in his/her peer group you have known during your professional career. Please give examples in the space below to support any Top 5% or Bottom 20% ratings (3000 character limit)
  • Cornell 7. Please give examples of the applicant's performance for any Top 2% ratings.
 
[VINCE HINTS]
 
APPLICANT: How does AdCom evaluate this table? It seems that the scale of evaluation varies on each environment/recommender. What are do’s and don’ts in rating tables?
 
VINCE: While you may be tempted to mark “Truly Exceptional” for everything, don’t do it. It’s not realistic and adcoms will think your recommenders didn’t consider their choices deeply. In fact, some MBA schools like Tuck and Cornell ask recommenders to provide additional  examples to support any top ratings.
 
Overall, the rankings need to be positive, but at the same time balanced and realistic. If your recommender asked for my input, I would suggest that she rate you in the top three columns for every category if possible.
 
Remember that most LoR asks your recommender to describe your strengths. Therefore, I would encourage your recommender to rate you highest for those qualities that most closely match the characteristics she listed as your strengths for that question.
 
Also keep in mind that almost every LoR asks your recommenders to describe your weaknesses. Those should be coordinated with the table rankings as well. For example, if your recommender writes that your “written communication skills” need improvement, then that would merit an “Average” ranking or “Good” at the very highest.
 
Lastly, if you are having difficulty defining your strengths and weaknesses, the qualities listed in the tables can provide a valuable starting point and insights into what different MBA programs value.
 
 

 

SAMPLE THEMATIC BREAKDOWN

for Berkeley (Berk), Columbia (CBS), Stanford (S), MIT, London (L) and Harvard (H)

 

1. CONTEXT  

  • Berk1. Describe your relationship to the applicant. Are you, or have you been, the applicant’s direct supervisor? If not, what is the nature of your relationship? How long have you known the applicant and how frequent is/was your interaction with them

  • CBS1. What is your relationship to, and how long have you known the applicant? Is this person still employed by your organization? If not, when did he/she depart?

  • S1. Please comment on the context of your interaction with the applicant. If applicable, briefly describe the applicant's role in your organization.

  • MIT1. How long and in what capacity have you known the applicant?

  • L1. How long have you known the applicant and in what connection?

  • H1. Please comment on the context of your interaction with the applicant. If applicable, briefly describe the applicant's role in your organization. (250 words)

 
 

2. PERFORMANCE / GROWTH  

  • Berk2. How does the applicant’s performance compare with that of his or her peers?

  • S2. How does the candidate's performance compare to those of other well-qualified individuals in similar roles?

  • MIT2. How does the applicant stand out from others in a similar capacity?

  • L4. In what developmental areas has the applicant changed most over time?

  • H2. How does the candidate's performance compare to other well-qualified individuals in similar roles? (250 words)

  • CBS3. Please compare the applicant’s performance to that of his/her peers.  Does the applicant have the potential to become a senior manager?


 

3. STRENGTHS  

  • CBS2. Please provide a short list of adjectives describing the applicant’s strengths.

  • Berk4. What are the applicant’s three greatest strengths? Cite specific examples

  • L2. What do you consider to be the applicant’s major talents and strengths?

 
 

4. LEADERSHIP  

  • Berk6. What significant contribution has the applicant made to your organization?

  • Berk7. Please comment on the applicant’s potential for leading an organization.

  • MIT3. Please give an example of the applicant’s impact on a person, group, or organization.

 


 

5. ETHICS AND INTEGRITY  

 


 

6. MOTIVATION FOR MBA  

  • CBS7. What do you think motivates the candidate’s application to the MBA program at Columbia Business School?

  • L5. What will this individual be doing in 10 years?  Why?

 

 

7. TEAMWORK  

  • Berk3. How effective are the applicant’s interpersonal skills?

  • Berk8. In the Berkeley MBA program, we develop leaders who have “confidence without attitude” or “confidence with humility”.   Please comment and provide examples of how the applicant reflects this Berkeley-Haas value.

  • MIT4. Please give a representative example of how the applicant interacts with other people.

  • CBS4. How effective are the applicant’s interpersonal skills in working with peers, supervisors, and subordinates?

 


 

8. WEAKNESSES  

  • Berk5. What are the applicant’s three greatest weaknesses or areas in need of improvement? Cite specific examples.

  • CBS8. In what ways could the applicant improve professionally?

  • CBS9. If you could change one thing about the applicant, what would it be?

  • MIT5. Which of the applicant's personal or professional characteristics would you change?

  • L3. What do you consider to be the applicant’s major weaknesses or areas for improvement?

 


 

9. CONSTRUCTIVE FEEDBACK / CONSTRUCTIVE CRITICISM 

Ideas from the admissions counselor: http://oregonstate.edu/instruct/comm440-540/criticism.htm

  • S3. Please describe the most important piece of constructive feedback you have given the applicant. Please detail the circumstances and the applicant's response.

  • H3. Please describe the most important piece of constructive feedback you have given the applicant. Please detail the circumstances and the applicant's response. (250 words)

  • CBS5. How does the applicant accept constructive criticism?

 


 

10. ADDITIONAL TOPICS  / "ANYTHING ELSE?"  

  • CBS10. Are there any other matters which you feel we should know about the applicant?

  • S4. Please make additional statements about the applicant's performance, potential, or personal qualities you believe would be helpful to the MBA Admissions Office.

  • MIT7. Please tell us anything else you think we should know about this applicant.

  • H4. Please make additional statements about the applicant's performance, potential, or personal qualities you believe would be helpful to the MBA Admissions Board. (250 words)

 

 

-Updated by Vince on 24 Sept 2012

 
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