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突然累了袮快樂o︵我随意﹖ミ篮球*拽拽&&*^_^* 22 mayo 我们80后的员工我们宁愿失业，也不愿容忍自己的价值被忽略.
我们崇尚参与，而不是自外而内的灌输与命令. 我们是80后. 一个2.4亿人的部落. 你可以不理解我们，却不可以视而不见. 你可以不欣赏我们，却不可以回避. 因为我们是新世界的开启者. 08 abril 麦肯锡招聘面试案例分析样题和答案（英文）McKiney On line case study To step through this case example, we will give you some information, ask a question, and then, when you are ready, give you a sample answer. We hope that the exercise will give you a sense of the flow of a case interview. (Please note, you can stop this exercise and pick up where you left off later. Your cookies must be on to use this feature). In this exercise, you will answer a series of questions as the case unfolds. We provide our recommended answers after each question, with which you can compare your own answers. We want to emphasize that most questions in a case study do not have a single right answer. In a live case interview, we are more interested in your explanation of how you arrived at your answer, not just the answer itself. An interviewer can always assess different but equally valid ways of approaching an issue, and then bring you back to the particular line of inquiry that he or she wants to pursue. You should also keep in mind that in a live case, there will be far more interaction with the interviewer than this exercise allows. For example, you will have the opportunity to ask clarifying questions. Finally, a live case interview would typically be completed in 30 - 45 minutes, depending on how the case evolves. In this on-line exercise, there is no time limit. There are eight questions in this on-line case study. This case study is designed to roughly simulate one during your interview, so you will not be able to skip ahead to the next question until you have answered the one you are on. You can refresh your memory of previous answers by clicking the highlighted Q&A links to the left. To print the answer, click on the print icon that appears in the TOP RIGHT corner. At the end, you can print the entire on-line case study at once. The case Question 1 Client Goal: Double the number of recruits while maintaining their quality with minimal increase in resources expended Our client recruits graduating college seniors for entry-level positions in locations around the world. It currently hires and places 500 graduates per year but would like to triple in size over the next ten years while maintaining quality. Assume that the increase must all come from hiring graduating seniors. (In an actual case, you may not be given this and other assumptions unless you ask.) The client's current recruiting budget is $2 million annually, and while it is in a strong financial position, it would like to spend as few additional resources as possible on recruiting. McKinsey is advising the client on what steps it will need to take in order to meet its growth targets, while staying within its budget constraints. Q1: What levers does the organization have at its disposal to achieve its growth goal? A: Some possible levers are given below. It's terrific if you identified several of these and perhaps some others. &S226; Attract more applicants at the same cost &S226; Review the list of campuses targeted (e.g., optimize resource allocation across schools). The review may result in adding certain higher potential campuses and eliminating other ones that appear to have more limited potential. &S226; Review recruiting approach at each campus (e.g., optimize cost-effectiveness of messages and approaches at each school). &S226; Extend offers to a higher percentage of applicants while maintaining quality (e.g., reduce the number of people who are turned down who would have performed equally well in the job) &S226; Improve acceptance rates among offerees (e.g., better communicate the benefits of the job relative to alternatives or improve the attractiveness of the job relative to alternatives) Question 2 For the remainder of the discussion we'd like to focus on the two specific levers involving attracting more applicants at the same cost. &S226; Review the list of campuses targeted (e.g., optimize resource allocation across schools). The review may result in adding certain higher potential campuses and eliminating other ones that appear to have more limited potential. &S226; Review recruiting approach at each campus (e.g., optimize cost-effectiveness of messages and approaches at each school). Please note that if you identified different but equally valid levers, the interviewer would be able to assess them. But for the purpose of this case study, we are going to focus on these two levers. Q2: How would you initially approach determining whether the client can increase hiring by adjusting the list of campuses targeted? What sort of analysis would you want to conduct and why? A: You might take the following approach, where we've outlined two avenues of analysis: &S226; Estimate the hiring potential across schools &S226; Analyze the number of hires by school over the last several years &S226; Develop a comprehensive list of schools that meet our requirements and a minimum set of standards for recruits &S226; Survey seniors at these schools to determine interest in an entry-level position with the client &S226; Consider the size of the graduating class at each school, determine how that class might be segmented (e.g., each class could be segmented by discipline or segmented based on career interests in response to the survey), then calculate the size of each segment &S226; Estimate the optimal cost-per-hire across schools &S226; Compare the current cost-per hire across schools &S226; Identify opportunities to decrease the cost-per-hire at each school Helpful Tip You may have a slightly different list. Whatever your approach, we love to see candidates come at a problem in more than one way, but still address the issue as directly and practically as possible. In giving the answer, it's useful if you are clear about how the results of the analysis would help to answer the original question posed. Question 3 Twenty-five percent of the annual recruiting budget is spent on candidates (i.e., attracting, assessing, and getting them to accept). Twenty percent of hires are categorized as "most expensive" and have an average cost-per-hire of $2,000. Q3: What is the average cost-per-hire of all other candidates? Remember that the client hires 500 students per year and its annual recruiting budget is $2 million (information that we hope you noted earlier). A: The answer is $750 per hire (or less than half the cost-per-hire of the "most expensive" candidates). Amount spent on the less expensive candidates: 25% of $2 million budget = $500,000 spent on candidates 20% of 500 student = 100 students categorized as "most expensive" 100 x $2,000 cost-per-hire = $200,000 spent on "most expensive" hires $500,000 recruiting budget - $200,000 = $300,000 remaining for all other hires The number of less expensive candidates: 500 hires - 100 = 400 "other hires" Cost-per-hire of the less expensive candidates: $300,000/400 =$750 per hire Helpful Tip While you may find that doing a straightforward math problem in the context of an interview is a bit tougher, you can see that it is just a matter of breaking the problem down. We are looking for both your ability to set the analysis up properly and then to do the math in real time. Question4 Q: In order to decide whether to reduce costs at the least efficient schools (i.e., those with an average cost per hire of $2,000), what else would you want to know? A: Some of the possible answers are given below. Basic questions: &S226; What are the components of costs at these schools (why is it so expensive to recruit there)? &S226; What opportunities exist to reduce costs? &S226; How much cost savings would result from implementing each of the opportunities? &S226; What consequences would implementing each of these opportunities have on recruiting at the least efficient schools? Questions demonstrating further insight: &S226; Why is the cost lower at more efficient schools, and are there best practices in resource management that can be applied to the least efficient schools? &S226; If we reduce costs at the least efficient schools, what will we do with the cost savings (i.e., what would be the benefit of spending the money elsewhere vs. where it is currently being spent)? Helpful Tip We would not expect anyone to come up with all of these answers, but we hope some of your answers head in the same direction as ours. Yours may bring some additional insights. In either case, be sure that you can clearly explain how your question will bring you closer to the right decision. Question 5 The McKinsey team conducts some analysis that indicates that increasing spending on blanket advertising (e.g., advertisements/flyers on campus) does not yield any significant increase in hires. Q5: Given that increased blanket advertising spending seems to be relatively ineffective, and the client doesn't want to increase overall costs, what might be some other ideas for increasing the candidate pool on a specific campus? A: We are looking for at least a couple of answers like the ones given below: &S226; Improve/enhance recruiting messages (e.g., understand target candidate group, refocus message on this group, understand competitive dynamic on campus) &S226; Utilize referrals (e.g., faculty, alumni) &S226; Come up with creative ways to target specific departments/clubs of the school &S226; Rethink advertising spending - while increasing blanket ad spending doesn't seem to work, advertising might still be the most efficient and effective way to increase the number of candidates if it is deployed in a more systematic, targeted way Helpful Tip This question is a good one for demonstrating creativity because there's a long list of possible ideas. Additional insights into how a given idea would be approached and how much it would cost are helpful. Question 6 For simplicity's sake, let's say we've conducted market research and found that there are two types of people on each campus, A and B. Historically, our client has also used two types of recruiting messages in its advertising. The first, called "See the World," gets one percent of type A students to apply, but three percent of type B students. The second, called "Pathway to Leadership," gets five percent of Type A students to apply, but only two percent of type B students. The chart below lists the breakdown of types A and B students at some of our major campuses, and the message our client is using on campus. School % of Type A Students % of Type B Students Recruiting Message Used on Campus University 1 80% 20% Pathway to Leadership University 2 48% 52% See the World University 3 70% 30% Pathway to Leadership University 4 60% 40% See the World Q6: Assuming there's no difference between the costs of each message, what can you tell me from this information? School % of Type A Students % of Type B Students Recruiting Message Used on Campus University 1 80% 20% Pathway to Leadership University 2 48% 52% See the World University 3 70% 30% Pathway to Leadership University 4 60% 40% See the World A: According to these numbers, the client should use the "Pathway to Leadership" message across all four universities. The "See the World" message is preferable only if more than 80% of the students at a given university are of type B. Helpful Tip An even more insightful response would mention that the ultimate answer depends on the cost of each message, whether the cost increases depending on the number of students at the campus, and how interested we are in students of Type A vs. Type B (e.g., will one type be more likely than the other to get an offer and to be successful on the job). One could imagine using both messages on some campuses if the additional cost were justified by the resulting increase in hires. Question7 University 4 graduates 1,000 seniors each year. Q7: How many new candidates might be generated by changing the recruiting message at University 4 to Pathway to Leadership? A: The answer is 20 candidates (i.e., an increase of over 100%). Number of each type of student at University 4: 1,000 seniors x 60% = 600 Type A students 1,000 seniors x 40% = 400 Type B students Candidates attracted be See the World message: (1% x 600) + (3% x 400) = 18 candidates Candidates attracted by Pathway to Leadership message: (5% x 600) + (2% x 400) = 38 candidates Increase in candidates resulting from change in message: 38 - 18 = 20 more candidates (an increase of over 100%) Question8 Q8: What sort of next steps should we tell our client we'd like to take based on what we have discussed today? A: The ability to come to a logical, defensible synthesis based on the information available at any point in an engagement is critical to the work we do. Even though we'd consider ourselves to be very early in the overall project at this point in the case, we do want to be able to share our current perspective. The ideal answer would include the following points: FINDINGS &S226; There appears to be an opportunity to significantly increase total applicants of the same quality that we are getting today at the same or reduced cost: &S226; Increasing blanket advertising is ineffective and costly, but changing the advertising message on some campuses could increase applicants significantly without increasing costs. At one of the campuses we've looked at, University 4, the number of applicants would go up more than 100 percent &S226; The cost-per-hire varies dramatically from school to school. This suggests that there may be opportunities to reduce costs in certain places or reallocate resources more efficiently NEXT STEPS &S226; We plan to explore further ideas for increasing quality applications by changing the mix of schools, beginning with a more detailed review of the opportunities to reduce costs at certain schools &S226; After looking at levers to increase total applicants, we will be analyzing opportunities to improve the offer rate (i.e., ensure we're not turning down quality applicants) and to increase the acceptance rate &S226; We will examine additional methods for attracting more applications from our current campuses (e.g., referrals, clubs) in addition to assessing the impact of improved messaging on campus 13 febrero 管理者如何看待企业员工对于企业管理者，对待员工就应该像员工对待顾客一样，员工就是管理者的一类顾客，管理者要通过他们来完成任务。
1、员工依据顾客的满意度和支持率来提升自身的业绩，而管理者则依据员工为企业带来的赢利取得股东的信任，巩固自己的职位。
2、员工要持续追踪顾客的需求，以保证自己的服务符合顾客的要求，只不过有这样才能留住顾客。而管理者同样应该在管理员工时更多的考虑员工的需求，只有这样才能留住高素质人才。因此把员工需求纳入考虑是当今管理者需要重视的一个方面。
3、没有顾客，企业无法生存，也就无所谓有没有员工，那么企业员工面临失业。而没有员工，管理者管理能力和领导能力再强，也没有人为其工作。
综上所述：企业管理者应该改变对于员工的态度，重视员工的需求，强调留住员工，而不只是调配员工。更侧重于培养，更高的员工参与度。并为员工的成长和晋升提供更多的支持，这样既保证的企业的发展也保证的员工自身的成长需要。 05 octubre 逆向思维 纵观所有有成就的人,其思维都不符合常规,他们都是自己的个性和自己固有的思维方式。正是这些思维方式让他们有不凡的成就，但这是我们在别人成功之后再来羡慕别人的成就，然而在别人取的成就之前，做
出与社会规范格格不入的事情的时候，那是的人们只有批判、只有劝告、只有惋惜，却殊不知别人是真真的超前一步或是在实现自身的价值。
丁俊晖，中国斯诺克第一个世界冠军，在他取得成就之前，学校所有的老师、亲戚都叫他放弃打台球走正 途。因为那时候台球在中国就和打麻将差不多。如果他放弃了，中国就少个世界冠军。如果他父亲不是那
么有远见，他也将和我们某些人一样普通。
周家亮他因“退学”出名。他声称自己退学的理由是“看不起学校”。其实，他选择退学，有着多种原因 。然而不论他有何种原因，他的行为被社会所批判，这就是社会规范和固有的行为和思维方式所导致的。
那些做出批判评论的人们想想吧，如果他成功之后，他会不会也象比尔盖茨那样受到别人的赞赏。从他的
个人行为我们应该评论的我们大学教育，而不是某个个人的行为是好还是坏。其实好坏之分在于这个阶段
的社会文化，我们人类其实是非理性的，我们受到道德和社会规范的约束，所做的事情并不是所有都按自
己的意愿的。
还有许多坚持自己梦想的人，不因为其他客观原因放弃自己梦想的人，我确实很羡慕他们，他们拥有自己 的个性、做自己喜欢的事情、实现自己的价值观。曾经的我就梦想象姐姐一样做个MODEL，然而在第一份
平面MODEL合同面前我按父母的意愿选择的高考。不过既然选择了另一段路，就要走下去，要怪只能怪我
那时候没有自己的逆向思维，向所有人一样走进大学。
核心竞争力，不管企业还是个人，要想有成就，就必须具有自己的核心竞争力，简单点说就是个性、独得 、独有的东西，别人难以模仿的能力。我个人认为，再引申下去就是逆向思维，一种不走寻常路的思维方
式。抛开世俗的约束，以自己的价值观实现自己的价值。但抛开世俗的约束并不能理解抛弃社会责任，抛
弃道德观，每个人都必有有他的社会责任，但是做事的方式、个人的追求、以及思维方式是独特的，坚持自己的价值观，少去批判别人的价值观，当你指责别人的时候你会发现另外三只手指是指着自己的。 28 agosto 花今年是38年一次的双七夕,送花者可谓数不甚数,可是我就是不喜欢送花。有三点理由。
其一：花是会枯萎的，我不喜欢。
其二：谁都那时候去送，太无聊。
其三：人一生只能送一次花，那就是结婚时候，而且那个花是要传递给别人，所以不会枯萎，而是延续。
那再来谈谈追求，现在在白领阶层，用花来追求女性是普遍的办法，每天一束，乐此不疲。我想就算追到了，不知道是喜欢花还是喜欢你呢？
而且花能代表什么呢？？个人认为，如果在一次接触就让别人爱上你，那才是最重要的，做再多事情来感动别人换来的不是爱情而是同情。
至今我还没送过一次花，我不喜欢枯萎，讨厌分离。 |
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