At the end of the fall semester, professor Atul Teckchandani wanted to give students from his Organizational Behavior course an opportunity to visualize what they want for their careers after college.
“I’ve been asking the students to do some self-reflection about their futures. They have been doing various exercises thinking about their values, what types of things they enjoy doing, what personality type they are, et cetera,” says Teckchandani.
In order to tie this self-reflection into a lesson that would enhance their goals, the professor had each student come up with their individual dream jobs and create an elevator pitch.
An elevator pitch is a 60- to 90-second pitch that a student can give to a recruiter in order to grab his or her attention.
The students were required to visualize the ideal position in the exact industry they would like to work. From there, they had help from Mihaylo Career Services, which held a session for the class examining why an elevator pitch is important and how to create it.
“An elevator pitch is extremely important to have because it tells a company key information about yourself, why you want to work for them in particular and how your skills would benefit them,” says Hema Paliwal, employer relations associate at Mihaylo Career Services.
After the perfect wording is put together, Paliwal also explains that confidence and strong body language is key in an elevator pitch.
How will the students know how well they did crafting their individual pitches? The answer is PitchScore.com.
Entrepreneur Elympics, a company created by Mihaylo College alumni, has developed a service to help increase crowd engagement by giving the audience the ability to score the participants in an event in real time.
For professor Teckchandani’s class, the company introduced PitchScore.com. The students logged in to their specific class and scrolled down to the presenter’s name. From there, a scorecard directs the audience member to rank the speaker from 1 to 5 based on categories such as delivery, content and overall pitch. Just like that, the speaker can know instantly what areas the audience thought were successful and what areas they can improve upon.
“Creating the elevator pitch to start with was eye opening. I was able to explore different possibilities for my future career,” says Michelle Perez ’14, business management student in professor Teckchendani’s class. “Having the opportunity to see exactly where the audience thinks I can improve my elevator pitch is incredibly helpful and will allow me to be more confident in interviews.”
Teckchandani is pleased with his classroom innovation: “Giving students the opportunity to make themselves successful in the business world is what this exercise is really all about.”