ERIC Number: ED251013
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
From Student to Banker: Observations from the Chase Bank.
The experience of Chase Manhattan Bank in hiring a diverse group of college graduates and preparing them to be entry-level relationship managers is discussed. The objectives and procedures followed by the bank in recruitment and training of new staff are addressed. Trainees are screened for six mental abilities that correlate with success in this position: memory, learning speed, logical reasoning, divergent thinking, convergent thinking, and affinity for numbers. As of 1981, about one-third of the bank's trainees had majors in the humanities; over two-thirds had majors in liberal arts and sciences disciplines. Success on the job had a negative correlation with collegiate education: sixty percent of the most successful managers held only bachelor of arts degrees, while a similar percentage of the least successful managers had master's of business administration degrees. It is concluded that hiring students with diverse academic backgrounds and then providing specialized training are effective in an organization having a wide variety of jobs and career paths. Focusing on specific mental abilities is critical for recruiting, training, and job success. Some skills are needed by the job applicant at the time of recruitment (logical reasoning ability) while other skills can be developed through training. (Author/SW)
Descriptors: Banking, Cognitive Processes, College Graduates, Employment Practices, Higher Education, Job Skills, Management Development, On the Job Training, Personnel Selection, Recruitment, Staff Development, Success
Office of National Affairs, Association of American Colleges, 1818 R Street, N.W., Washington, DC 20009.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: National Endowment for the Humanities (NFAH), Washington, DC.; Association of American Colleges, Washington, DC.
Identifiers: Chase Manhattan Bank NY
Note: Paper presented at a conference sponsored by the Association of American Colleges and the National Endowment for the Humanities (Princeton, NJ, April 27-29, 1983). For related documents, see HE 017 872-879.