You teach, but do they learn?

Q. You once mentioned before the parliament of Sweden that children learn in different ways, but we teach them in just one. How can teachers learn to teach in more than one way?

A. We cannot teach everyone in the same way. Different students have different interests, so we needto reorganise classrooms to deal with the differences. A traditional classroom follows the model of the holy book, where teachers teach the Bible, or another sacred text such as, the Quran. The basic model is that everyone learns one thing in one way. But when it comes to learning, students learn in different ways based on different goals, values and interests. For effective learning, teachers should be trained to work with their students’ varied interests.

Q. How can the faculty prepare for such a change? What can be the top challenges in doing so?

A. There are many challenges. In the traditional model, students – who learn in different ways and for different causes – are taught in one way and those who do not learn well in that system are considered as failures. This model ends up effectively educating only 25 per cent of students. We fail to educate 100 per cent students because we are unable to engage their interests and ways of learning. In such a scenario, teachers and schools can help students find the ways they can learn effectively. These methods can then be adopted by the institution. This new approach calls for teachers to be more dynamic and flexible, so that they can engage multiple students developing along different pathways and teach them to read, write, think scientifically and the basic skills important for success in the 21st century. Teachers need to help each student understand how he or she learns effectively instead of teaching everyone in the same way. Click here to read more..

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Foreign institutes are becoming increasingly popular because of the wide spectrum of courses they offer, as there is a growing demand for those skill sets.

Q. Where do Indian universities stand in terms of academia and curriculum compared with European and American universities?

A. The education provided in India is comparable to some of the best in the world. However, unlike in India, the curriculum development of universities abroad is in sync with the industry needs and global development. At Leeds Metropolitan University, there is a strong emphasis on internationalisation of the curriculum so that the learning of students can be easily transferred across borders. For this we also provide them opportunities outside the classroom, such as volunteering across the world.

Q. How important are infrastructure and teaching tools for training and learning?

A. In my experience, they are one of the most important parameters for the success of a student. In the United Kingdom, we are constantly assessed for the quality of our infrastructure, and have taken great care for the same.

For example, our libraries are open 24x7 and we get 1.5 million visits per year to our libraries. Almost 99 per cent of the material available in the library is also available electronically. Our library has held the government’s Customer Service Excellence standard for over 10 years (awarded in 2001).

Our sports facilities are amongst the best in the United Kingdom, and the Chinese Olympic Committee used Leeds as their first-ever European training base. This has given students great learning opportunities. This is how great facilities can be linked with a great learning experience. Click here to read full interview..

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Developing a new breed of CXO leaders

The current state of flux in the world has resulted in increased expectations from CXOs. The stress of taking business to the next level has surfaced a need within companies to follow the best practices in developing these leaders so that they can learn how to future-proof organisations, create the next level of leaders and effectively leverage the power and authority of the CXO position. From Jack Welch to Steve Jobs and Bill Gates to MS Dhoni, the corporate world struggles to understand the essence of successful leadership. In the context of ambiguity and economic uncertainty, accelerated development of leaders in organisations across India is a key requirement for future growth. C-suite leaders play a crucial role in designing the growth of organisations. The CXO role goes beyond the basics of people management, technical expertise and business knowledge to encompass the mantle of a visionary and strategist. The expectations are not just to lead the business and sustain performance but essentially create leaders and take the organisation to the next level of growth.

How do you develop leaders at the CXO level? What are the experiences and developmental needs that have to be met to future proof them? What are the best practices in organisations, which have a history of grooming great leaders internally? Are there any practices specific to India? In a bid to find the answers, Strategic Human Resources Management (SHRM) in India in collaboration with the Great Place to Work Research Institute® conducted the study on ‘Best Practices and Emerging Trends in CXO Development.’ Click here to read more...

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Turnaround situations can fail if HR management is not taken as a strategic issue to look into.

The second aspect is about the leader’s role. In the Indian context, people look up to leaders as a head of the institution, which sometimes, is considered as a family. He is expected to layout the future path, clear doubts, hear with an open mind and give a thoughtful ear to employee feedback and suggestions.

We, at NCR, have gone through turnaround situations which can be a business transformation, mergers and acquisitions or demergers. We also use this process to implement any new process and systems which require behavioural or cultural change, for example implementing an HR-shared services model.

In every scenario, a core project team is created which is a cross functional team and these teams are responsible for working on all aspects of the change much in advance.

In some cases, if it is a critical aspect where HR needs deeper insights in to issues like benefits or retention, etc, then a sub-team is formed to deep dive and recommend solutions for it.

This cross functional team is not just limited to strategise but also to implement the entire change process. As a standard policy at NCR, every team member needs to sign a non-disclosure agreement till the project is successfully completed or made public.

The author is India HR Head at NCR Corporation with 14 years of experience in different industries-ranging from manufacturing, process industry, and IT services. Before joining NCR, he had worked with IBM India as GM HR, Hyderabad, where he managed the HR function for 8,000 employees and 350 managers. He has been been responsible for providing HR leadership and strategy and taking HR initiatives and processes in addition to having good exposure for a wide range of HR verticals such as staffing, performance management, learning & development etc. At NCR, he is responsible for leading the HR function at country level and is responsible for driving the essential HR transformation and change management functions in the region. He specialises in business partnership, org wide leadership development, HR risk management, HR consulting, OD & change management. Read more..

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