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A lightbulb went on in my head in the last couple of weeks. In May and June I have had the opportunity to work with students in the capstone course for the Healthcare MBA that Baruch sponsors with Mt. Sinai Hospitals. They were required in groups of three to develop and submit a business plan which they would then present to “juries” playing the role of venture capitalists, bank loan officers, or hospital board of directors. It was my job to videotape a dress rehearsal with them, offer my suggestions from the perspective of communication style, and then watch the videotape with them. I have done a very similar version of this with undergraduate senior-level Business Policy students for two years. It has always seemed like a useful process to me, and I have always been convinced that it benefited the students.

However, I think I made connections between my own academic work and the work with MBA students this spring and a few things clicked into place more clearly. I don’t know how long I’ve told students, “writing is a process.” (Imagine you are hearing that mantra from an annoying professor, battered at you in a sing-song-y voice.) But I think it sunk in a little further for me. After watching 11 groups of successful medical professionals present solid Powerpoint presentations, that nonetheless still needed revision, and watching them watch themselves on video, the light went on. Prior to this they had already submitted the paper versions of their business plans, and felt well prepared. But in addition to the videotape making clear the various nervous tics they had while speaking, or that they engaged the slide screen far more than they did the audience, it also helped them see the entire scope of their presentation, how well its various parts fit together, and where they needed to change the emphasis. They could clearly see if their argument needed bolstering with evidence in some areas, or increased clarity in others.

Watching them, I realized that the only way their presentations could make it to the ‘next level’ so to speak, was by going through this final review and revision process. Not only that, for these students especially, I was truly more of a coach and facilitator than anything else. It was a combination of my experience, their experience, the videocamera, and their own critical review of themselves, that really made the process worthwhile. I wouldn’t say they didn’t need me, but it was the process and the assemblage of them, me, the camera, and the review, that was essential.