Talking with…Tara Naughton

Interviews | Feb 17, 2017 | admin

Every “Talking with…” feature introduces you to a different Gabelli School faculty member, administrator, or staff member. This week, Tara Naughton, assistant director of career advising for undergraduate accounting, tells us more about her role.

What did you do before you came to Fordham?
I spent the bulk of my career in public accounting, with a combination of client service and on-campus recruiting roles with KPMG.

Are there any skills or characteristics needed for accounting and taxation that are valued/desired more now than they were 10 years ago?
Entry-level talent in public accounting is evaluated on core values: communication, teamwork/collaboration, leadership, and time/project-management skills, for example. However, the demand for technical and non-technical data-analytic skills is increasingly more and more important.

What is the most rewarding part of your role?
The best part, hands down, is the opportunity to meet with students for individual advising sessions, working with them in career discernment and coaching them through the recruiting process. It is very much in alignment with my “former life” in campus recruiting. I recently attended a KPMG reception and met quite a few partners whom I had hired as interns many years ago. At Gabelli, I get to see the progression as students transition into different academic years and industry engagement opportunities. It’s a great honor to witness students’ growth.

What are 3 words you would use to describe the Gabelli School students with whom you work?
Intelligent, kind, and well-rounded.

What’s your number one piece of career advice for students?
The process of transitioning from college to career can be overwhelming. There can be a good bit of anxiety in making the “right” decision. I advise students to evaluate their internship and career choices and play the cards in their hands—deciding what is right for them, at that point in time, in terms of industry interest and personal and professional growth. They should avoid anticipating what “cards” they may draw in the future. I compare it to the process they went through in choosing a college. I also encourage them to be open to career progression outside of what they think is their “pre-determined plan.”