What to do if your recommender says, “You write it. I'll sign it.”
How to secure powerful, authentic
Letters of Recommendation
What if your recommender says,
“You write it. I will sign it.”
How to convince your MBA letter of recommendation writer (recommender) to work hard on your behalf
If someone says,”You write it, I’ll sign it, you have three options
Write it
Find someone else to write it
Convince this person to write it on your behalf
I suggest option #3
And along the way, you might mention that you might need to find someone else
Some recommenders might feel ashamed of forcing you to go to someone else for an authentic letter
By saying that you need to find someone else, your recommender might offer to write your letter
I encourage you to take this opportunity to practice “managing up”
And be sure to share these AIGAC resources to share with your recommenders
Can you do it?
Maybe it all depends on where you work
And maybe it is unfair of admissions directors to blame / penalize you for choosing to work at a company where “You write it, I’ll sign it” is the dominant culture
Still, what if you could persuade this person to get outside his or her comfort zone, take the process seriously, and by doing so, increase your chances of admission at some of the world’s most selective and competitive graduate management programs?
Find a way to change a cynical, self-defeating practice that robs applicants of honest, critical feedback and deprives organizations of increasing dialogue across generations
In the process, learn what motivates people five to ten years your senior
In short, look at this opportunity to grow as a leader
Part 2
How to use Stanford GSB's
Leadership Behavior Grid
to secure authentic letters of recommendation
for top MBA programs
Have you seen Stanford's well-defined (narrow?) Leadership Behavior Grid?
No other school has taken the time to define the difference between a 1, 2, 3, 4, and 5 rating
Why is this the case?
One word: consultants
From my understanding, Stanford hired a leading strategic consulting firm to assess and overhaul their entire admissions process around 2007
If my understanding is correct, the Leadership Behavior Grid probably represents a significant investment
No wonder they have copyrighted it. So kudos to Derrick and his team for giving recommenders and applicants something concrete to dig their teeth into
Even if you are not applying to Stanford, I encourage you to use Stanford’s Leadership Behavior Grid to organize your recommendation letter process
Step 1 - Assess yourself
Give yourself a 1, 2, 3, 4 or 5 based on the qualified details included in Stanford’s Leadership Behavior Grid
What were your highest ratings?
What were your lowest ratings?
Step 2 - Explain your highest and lowest ratings
Justify your highest and lowest ratings with real examples that your recommender may remember
Step 3 - Start and maintain a dialogue
Ask your recommenders to assess you on some competencies and character traits that contribute to successful leadership
Share your Stanford Leadership Behavior Grid self-assessment, and the supporting examples, with your recommender
Ask him or her to follow the same process before writing his or her references for all schools on your list (better to secure an unused reference now than to bother your supervisor on holiday)
For reference, I have copied Stanford's 2014 Letter of Reference Grid, which you can find here
» www.gsb.stanford.edu/sites/default/files/GSB-mba_LOR13-14_reference.pdf
Stanford Leadership Behavior Grid
(fall 2014 version)
Skill/Quality
Results Orientation
1 Fulfills assigned tasks
2 Overcomes obstacles to achieve goals
3 Exceeds goals and raises effectiveness of organization
4 Introduces incremental improvements to enhance business performance using robust analysis
5 Invents and delivers best-in-class standards and performance
Skill/Quality
Strategic Orientation
1 Understands immediate issues of work or analysis
2 Identifies opportunities for improvement within area of responsibility
3 Develops insights or recommendations that have improved business performance
4 Develops insights or recommendations that have shaped team or department strategy
5 Implements a successful strategy that challenges other parts of the company or other players in the industry
Skill/Quality
Team Leadership
1 Avoids leadership responsibilities; does not provide direction to team
2 Assigns tasks to team members
3 Solicits ideas and perspectives from the team; holds members accountable
4 Actively engages the team to develop plans and resolve issues through collaboration; shows how work fits in with what others are doing
5 Recruits others into duties or roles based on insight into individual abilities; rewards those who exceed expectations
Skill/Quality
Influence and Collaboration
1 Accepts input from others
2 Engages others in problem solving
3 Generates support from others for ideas and initiatives
4 Brings others together across boundaries to achieve results and share best practices
5 Builds enduring partnerships within and outside of organization to improve effectiveness, even at short-term personal cost
Skill/Quality
Communicating
1 Sometimes rambles or is occasionally unfocused
2 Is generally to the point and organized
3 Presents views clearly and in a well-structured manner
4 Presents views clearly and demonstrates understanding of the response of others
5 Presents views clearly; solicits opinions and concerns; discusses them openly
Skill/Quality
Information Seeking
1 Asks direct questions about problem at hand to those individuals immediately available
2 Personally investigates problems by going directly to sources of information
3 Asks a series of probing questions to get at the root of a situation or a problem
4 Does research by making a systematic effort over a limited period of time to obtain needed data or feedback
5 Involves others who would not normally be involved including experts or outside organizations; may get them to seek out information
Skill/Quality
Developing Others
1 Focuses primarily on own abilities
2 Points out mistakes to support the development of others
3 Gives specific positive and negative behavioral feedback to support the development of others
4 Gives specific positive and negative behavioral feedback and provides unfailing support
5 Inspires and motivates others to develop by providing feedback and identifying a new growth opportunities as well as supporting their efforts to change
Skill/Quality
Change Leadership
1 Accepts status quo; does not see the need for change
2 Challenges status quo and identifies what needs to change
3 Defines positive direction for change and persuades others to support it
4 Promotes change and mobilizes individuals to change behavior
5 Builds coalition of supporters and coordinates change across multiple individuals: may create champions who will mobilize others to change
Skill/Quality
Respect for Others
1 Is sometimes self-absorbed or overly self-interested
2 Generally treats others with respect: usually shares praise and credit
3 Is humble and respectful to all
4 Is respectful to all and generous with praise: ensures other opinions are heard
5 Uses understanding of others and self to resolve conflicts and foster mutual respect
Skill/Quality
Trustworthiness
1 Shows occasional lapses in trustworthy behavior
2 Generally acts consistently with stated intentions
3 Acts consistently with stated intentions even in difficult circumstances
4 Is reliable and authentic even at some personal cost: acts as a role model for the values of the organization
5 Is reliable and authentic even at some personal costs: works to ensure all members of the organization operate with integrity
Based on your professional experience, how do you rate this candidate compared to her/his peer group?
Below average
Average
Very good (well above average)
Excellent (top 10%)
Outstanding (top 5%)
The best encountered in my career
© 2013-2014 Stanford University
Just for fun, compare Stanford’s super intense Leadership Behavior Grid with the HBS laissez faire LoR criteria, which only ask your recommenders to simply check a number without needing to parse and apply extensive, qualifying text
HBS recommender criteria
Awareness of Others
Humility
Humor
Imagination, Creativity, and Curiosity
Initiative
Integrity
Interpersonal Skills (with subordinates/colleagues)
Interpersonal Skills (with superiors)
Maturity
Self-awareness
Self-confidence
Teamwork
Skills: Analytical thinking
Skills: Listening
Skills: Quantitative Aptitude
Skills: Verbal Communication
Skills: Writing
Information is subject to change. Please verify all data with the schools.