Decision Workshops
Test
In this scenario Confidence Accouting gets adopted by spreading in via the universities and academics. Students having learned about Confidence Accounting spread the word as they join their new firms, and it starts to be taken up.
Dilemmas involved
BUT how many new graduates are able to use methods they learnt at university in their new job and change the way the incumbents have been doing things for years?
Suppose a graduate arrived at a large accountancy firm. What is most important for his promotion is to fit in, to learn the culture of the firm, rather than to get everyone else to change to adopt ways of working that were common in university. Here is the dilemma of the new graduate, who arrives, fresh and egar in his new job.
The graduate wants the firm to adopt Confidence Accounting (given a score of +2) but he also wants the firm to promote him (+4) and to make a good first impression (+3), and probabily the latter more than the former.
However, supposing he had a go and mentions it to his boss. If he tries to get the firm to change too early than he risks antagonising his boss and giving the impression that he is not a team player who is willing to wait until he knows the way the firm does things. As a result he is not looked on favourably by his boss. So perhaps he can try later.....
Later on the graduate finds himself in this situation
Now the graduate becomes part of the firm, the day-to-day busyness of the business, means that his mind concentrates on other things and Confidence Accounting becomes less important. It gets forgotten about. There's always something more pressing to do. His boss approves. No dilemmas, No motivation to change.
Conculsion
Score
Infulencing the universities alone will not assure the adoption of Confidence Accounting, as graduates are not powerful enough to change firms when they arrive.
However this does not mean that contact with the university is pointless. The universities should remain friends and the acedemics used as confidants or sounding boards.
2/10
