Concentrating takes discipline! Remembering takes practice!
Better Concentration:
Any organized attempt on your part to remember more of what you read involves your ability to concentrate on the material you are reading. Intense concentration increases the time you spend attending to the task, an important element in reading. Students who are impulsive in their actions often find it difficult to concentrate for any length of time. Likewise, students who are passive in their approach to learning - those who are not actively engaged and thinking about what they are reading - often fail to get involved with the material enough to concentrate for long periods of time. Here are some ways to improve your concentration:
Improve your attitude -
Some subjects you will encounter in college may not be of high interest to you. Not only that, some subjects may not seem relevant to your field of study. You must maintain a positive attitude however and realize there is a job to be done! To get your degree, you must pass all these courses, not just the ones you like.
Attend to the task - Concentration is a must for successful reading. Yet many distractions may be encountered which lessen your ability to stick to the task and concentrate for long periods of time. A good idea is to keep a "distraction list" of times you were interrupted from concentrating on your reading.
The list may include items such as: a) type of book being read; b) number of minutes reading before distraction; c) type of distraction; d) amount of time taken by the distraction; and e) a goal to improve. Concentration is improved if you study when you are the most alert, least tired and in good physical condition. During your scheduled breaks, get up from your desk and walk around or do something physical for about 10 minutes.
Establish a purpose -
If you first determine a purpose for reading, you then have a reason for thinking as well as for completing the reading assignment. Purpose helps focus your attention and improve your concentration. Write out some questions that pertain to the subject matter you are about to read. For instance, what specifically do you want to know or need to know about this subject? By pre-selecting questions to answer, you become an active participant in the learning/reading process.
Eliminate emotional stress -
Rid yourself of impulsive and avoidance behavior due to overwhelming daily stress by keeping a "blame list." This is a list of all the people, situations, circumstances, etc., that you blame for your avoidance behavior. Your blame list can be a benefit in getting you to face your problems squarely. Today's world is highly complex, technocratic, and impersonal. It is no wonder you feel emotionally stressed and drained at times. If you find yourself in the middle of a brief depression or emotional upheaval, do something physical or any activity that is not mind taxing.
In summary, remember to maintain a positive attitude, avoid negative people and influences, stay active in the learning process without being hyperactive about it, keep a list of distractions to help eliminate some impulsive behavior, choose carefully your place and time to study, and try physical activity to burn off stress and to maintain an alert mind.
Techniques for Remembering:
A push from short-term to long-term memory - To transfer information from short- term to long- term, permanent memory, the brain has to perform several functions. The brain by nature is a selective organ, committing to permanent memory only those items it deems are absolutely necessary to retain. You must determine what is important and what is just fluff. If the information is important and needs to be stored, you must perform an essential operation to insure transfer into permanent memory.
This process is called recitation or verbalization. You help to transfer the information through the recitation process by repeating the information over and over again, or by summarizing the information in your own words. This process of reciting important information enables the brain to permanently store the information. Recitation is the best way to commit large amounts of information to long-term memory.
Sorting Information -
Sorting large amounts of information into categories can help you remember information more accurately and retrieve information faster. For instance, suppose you had to learn the following concepts for a business class: tools, labor, trees, wildlife, human resources, minerals, machinery, capital resources, factories, tractors, water, power plants, manpower, natural resource, typewriters.
These concepts would be difficult to learn and remember if you were merely trying to memorize the individual terms. If you sort these terms into major categories, you will place a value on the terms and give them meaning. These individual terms could be held in short-term memory long enough for you to push them into long-term memory by using the recitation process.
Natural Resources can be clubbed together as minerals, water, trees and wildlife. Similarly, Human Resources can be clubbed together as labor and man power. And tools, machinery, factories, tractors, and typewriters can be put under the head Capital
If you stop your reading often to review and categorize, it will be easier to verbalize the information at the end of the reading, thereby, improving your long-term memory.
Mnemonic Devices -
Mnemonic aids (from the Greek word meaning 'to bring to mind') are specific memory enhancing techniques which can be useful in learning enormous amounts of seemingly unrelated information. Mnemonic devices are best suited for remembering facts and least helpful in the interpretation of facts or in relating learned material to your life situations.
Some mnemonic examples are:
1. rhymes;
2. acronyms;
3. catch phrases;
4. association by image;
5. peg words
Thursday, December 27, 2007
Wednesday, December 26, 2007
Masters in International Business (MIB) , DSE-DU
Behind the pristine glory of DSE, MIB boasts of an excellent curriculum that is so relevant in the way Business, both International & Domestic, is done today. The course curriculum of MIB is an exhaustive syllabus of International Market and equips the students to become business leaders because of high academic excellence and close tie-ups with the industry. We at MIB are not simple MBA’s, but a nichê product of our own curriculum, our own rigorous standards and suiting our own demands in the International arena.
Masters of International Business is a Two Year Full Time MBA equivalent Degree Programme, offered by the Department of Commerce at the Delhi School of Economics, Delhi University, a premier world famous institute established in 1949 on the lines of the London School of Economics.
The Programme is value added version of Post Graduate Diploma in International Marketing (PGDIM), which was initiated by Department of Commerce, Delhi School of Economics in 1985, upgraded into two years full time MIB degree programme in 1995.
MIB has since then successfully groomed managers specialized at devising globally optimized solutions to problems emanating from multi-vibrant international environment. Department of Commerce has envisaged MIB to be among the premier courses imparted in the field of International Business Management.
Naissance Under The Aegis Of Delhi University
University of Delhi is known for providing quality education and for its endeavor to meet the changing requirements of society by timely introduction of relevant courses and constant up gradation of the existing courses, so that its upshot could be the engine for growth and development of the country.
In 1985, when many countries were deliberating upon the ways to expand the world trade, which resulted in the historical Uruguay round under GATT in 1986, University of Delhi suitably introduced a one year Post Graduate Diploma in International Marketing (PGDIM) in 1985.
Negotiations on trade terms under Uruguay round was concluded in 1994.This paved the path for the setting up of World Trade Organization (WTO). India signed the WTO agreement on 30th December, 1994 WTO came into force from 1st January, 1995
University of Delhi upgraded the PGDIM to two year fulltime degree programme Master of international Business (MIB) in 1995.
International Acclaim
The Ministry of Commerce, the Government of India and the International Trade Center (ITC/UNCTAD/GATT), Geneva identified the Department of Commerce as a suitable institution for running a specialized programme in the field of International Trade and Business.
Shifting The Paradigms
A global manager today must recognize and manage the shifting paradigms. Prove or perish, that is the call of the day. The secret is to have a global perspective, while at the same time be keenly perceptive about local conditions. Our endless efforts are aimed at acquiring this global-local adaptation.
It is a matter of pride, that over the past 11 years, MIB has become a premier education programme in the field of International Business, contributing towards the expansion of knowledge base in its field of endeavor - through research, innovation in management theory and practice and new initiatives.
Admisssion Information
The rigorous selection procedure of MIB ensures that out of thousands of aspiring candidates only those who possess the finest talent, a sound academic record and the aptitude to conquer every challenge put before them, are selected. The MIB programme not only grooms the young managers but also hones their existing skills in addition to providing them with the knowledge and training to excel in their chosen fields of specialization in the corporate world.
Selection Process
The objective and comprehensive selection procedure begins with screening the candidates through CET (Common Entrance Test- a common written test for both the MBA programmes offered by the Department of Commerce, at the Delhi School of Economics)a scientifically designed aptitude and knowledge quotient examination. This year there were approximately 7500 applicants for the MIB programme.
The candidates are then short listed from the result of the examination on the basis of cut-off scores after which the short listed candidates are called to the 'Delhi School of Economics' campus for the subsequent rounds of the selection procedure.
At the campus, the candidates are first put through rigorous group discussion rounds featuring relevant current topics as well as case studies in order to judge them on various parameters such as command over spoken language, group cohesiveness and leadership qualities among other things.
Next the candidates face a round of personal interviews where qualities such as their self confidence, clarity of personal as well as professional goals, knowledge quotient and work experience, etc. are analyzed.
The group discussion and interview selection panel comprises of eminent corporate personalities and academicians as well as our esteemed alumni who narrow down on the final list of candidates who possess the virtues and the potential to become the students of the MIB programme.
Admission Events
A three-layered selection procedure, i.e., written test, the Group Discussion and the Personal Interview is followed for admission to both the programmes. This is done with a view to identify and process the interpersonal skills in addition to overall knowledge of the students.
The written Test: common entrance test is a multiple choice objective type written test of 2 hours duration. 200-250 approximate questions in the test cover areas like English comprehension, general knowledge and general awareness, logical reasoning and quantitative analysis.
Group Discussion and Interview: Only short listed candidates on the basis of the performance of common entrance test are invited for GD and Interview based on the merit in the written test.
Eligibility for Admission
Indian Students
Passed bachelors degree examination of the University of Delhi or an examination recognized as equivalent there to in any discipline 50% marks in aggregate or equivalent there to in the grading system. Candidates appearing for the final year degree examination may also apply provided they are able to produce there mark sheets before a prescribed date, which is usually mid-septwmber in the first year of their programme.
Candidates should be minimum 20 yrs of age as on first October in the year of admission. However, the Vice Chancellor will relax the age limit up to 6 months as an when he deals desirable.
Foreign Students
Foreign students studying in Indian universities are required to appear in the common entrance test.
Foreign students, who have already qualified from Indian universities are required to submit there latest GMAT scores failing which there applications will not be considered.
Those foreign students who do not belong to either of the above categories, i.e. 1 or 2 are required to submit their latest GMAT and TOEFL scores. In addition, they must obtain clearance from the department of education, ministry of human resource development, government of India, for pursuing the above programme at the department of commerce, university of Delhi.
Intake
A total of 40 students are selected for this course.
These include: 15% of the total seats are reserved for Scheduled Cast Candidates.
7.5% of the total seats are reserved for Scheduled Tribe candidates.
5% of the seats are reserved for Children/Widows/Wives of the officer & men of the Armed forces including Para-Military personal killed/disabled in action or those who died/were disabled on duty.
10% of the total seats over and above the sanctioned strengths are reserved for foreign students. (Subject to University approval)
3% of the seats are reserved for candidates with Physical disabilities as per University of Delhi guidelines.
Note: In all the cases the decision of the admission committee shall be final.
Fee and Financial Aid
The approximate annual fee for the course is Rs. 26000 (for General Category) and Rs.13000 (for SC/ST). The fee is subject to revision by the University without prior notice.
Financial Aid is conveniently available through campus from well established Banks.
Important Dates
The admission forms are released by the year-end, in December and the deadline for submitting the same is mid-January. The nationally administered CET is conducted in early February.
How To Apply
The admission forms can either be obtained by visiting the institute personally, or by downloading from the link below. All other instructions, and payment details are enclosed with the admission form.
Apply Now: Online Admission Form
Friday, December 14, 2007
How to Write a SOP (Statement of Purpose ) for B-School Application
A large number of B-Schools have a variety of questions in the application forms that students have to answer. How one answers such questions has a bearing on ones final selection or non-selection into the institute. Some B-Schools even give a certain weightage to the application questions as a part of the selection process.
The answers you give to the questions in the application forms are often used as discussion points in your interview with the B-School and as such these should be filled in with care.
NOTE:
• Please ensure that you get all your answers reviewed by a someone before putting it down in the application blank
• Ensure that you take a photocopy of the filled in application form before posting the same.
How to write ‘good’ answers to the questions that requires you to write ‘a Statement of Purpose (SOP) essay is one area that troubles most applicants.
The following broad guidelines will help you in writing and structuring your essays and also help you in ensuring that you are well-prepared to answer the questions that you may be asked in the Personal Interview relating to your answers to the ‘SOP’ questions:
1. Language: One should always follow the KISS (Keep it Short & Simple) methodology in structuring the answers. The objective is not to impress the reader with your vocabulary but rather to communicate.
The use of simple and commonly used words is recommended – verbosity is a definite no-no. A word of caution: Do not try to use all those high-funda words that you learnt in your Vocab sessions!
2. Structure: Avoid long sentences. Flow is the key property of a good essay. Planning out the flow of the answer is a key step in writing good answers.
3. Consistency: Be consistent when more than one essay has to be written. Show your essays to a friend/parent/teacher for a third party review - if there are inconsistencies (that you may not notice), they will be able to point it out.
4. Clarity: Even when you are not required to write ‘why’ & ‘how’ in response to a question, be prepared with your answers to these. This will also bring a greater clarity to your essay.
5. Length: Please make judicious use of the space provided – at least 80% of the given space should be used up in answering the question. Do not use any additional space unless the form specifically allows it.
6. Honesty: Be honest in answering the questions. Do not invent examples / instances/ qualities that you do not have. The panelists are very experienced and can call a bluff when they see one.
For example, if you do not have any extracurricular activities, do not fill anything under that head.
7. Career Goals / Milestones: Career goals may be likened to the other side of the river which you need to cross to reach it. You can swim, build or hire a boat or look for a bridge if any exists or even build a new one! Some even think of flying across!
Goals may be divided into short, medium or long term goals. All the intermediate steps taken to reach your goals may be considered as milestones.
Admission into the B-school can only be one of the most suitable ‘means’ (and not a "career goal") considered by you keeping your strengths in mind and considering your long term goals / ambition.
Typically, what you would like to achieve towards the latter part of your career (say, when you are 40-50 years of age) can be called long term goals. The next 8-10 years will qualify to be called medium term goals and what you would like to do in the next 3-5 years would be your short term goals.
When you write what your career goals are, you may want to consider various options like corporate career, entrepreneurship, academic career, NGOs, social work, etc.
8. FMS: ‘Why is FMS the most suitable institute for realising your goals’ should be answered in a balanced manner. There is no point in saying – “FMS is the best in the world”. Further, do NOT copy from their prospectus wherein they would have mentioned some of FMS’s unique strengths. Please collect more information about FMS and use it. If nothing is possible, rephrase the words from the website / prospectus. If you can identify a unique strength / offering at FMS and explain how this can help you in achieving your career goals, it would be a more sensible answer.
In any case, career goal can’t be getting into FMS or even an IIM!
9. Ethical Questions: No point in painting yourself as a saint! Equally, no point in proudly mentioning how practical you are and how one has to be flexible & realistic!
You may share the instances when you did something where you ‘overlooked’ some of your ethics, or where you were tempted to ‘compromise’ for some short-term gains. However, you should later realize that it is an inferior / lazier alternative and you would have done better had you walked the straight & narrow path. A good idea could be to describe how you have emerged stronger from this experience. Never ever try and portray an unethical approach as a good one on the grounds of being practical!!
10. Some Specific Questions
A. ‘If I had the freedom, I will change the following in me’: This is a tricky one! If you respond to the meaning on the surface, it may imply that at present, you don’t have the required freedom! On the other hand, can you fully defend that ‘you-are-doing-what-you-want-to-do’ and ‘you-will-do-in-future-what-you-would-like-to-do’ in terms of career or activity.
This question can be answered by discussing the choices that you have considered and the process of arriving at the decision from the options considered by you.
This could sometimes also be used as a check for consistency since this is closely related to a question on strengths & weaknesses. It is very unlikely that you will respond that I am perfect and see no reason to change!
B. Learning Incidents: Be specific, describe it crisply but the focus should be on the learning and ‘how’ it helped you. The incident should not necessarily be used to showcase only the positive aspects of your character but rather one where you had learnt something positive.
C. Principal Interests: Our interests are conscious decisions that we take for we invest time, efforts, energy in nurturing & building the same. These also influence our attitudes & behavior and shape our personality - usually in a positive way.
D. Strengths & Weaknesses and Achievements & Failures: Do not take these lightly. One way to arrive at your strengths & weaknesses is to understand the link between these and achievements & failures.
Your strengths should help in achievements while your weaknesses should have contributed to your failures or lack of achievements!
Simply put, achievements are those moments that make you proud of yourself. On the other hand, failures are not necessarily failing in the exams but these are about failing to meet the targets you set for yourself.
Be prepared for the follow-up questions – if you have identified ‘X’ as your weakness, then what are you doing to improve in that area. How far have you succeeded?
It is advisable to list 3-4 strengths and 2-3 weaknesses. Also take care that the weaknesses that you write are articulated appropriately. You obviously can't say "My weakness is that if somebody does not agree with my point of view, I feel like strangling that person." You can say "I am a little impatient with people who do not agree with my point of view."
E. Examples/ Instances: All examples should be specific and relevant. Make these as crisp as possible.
F. How did you tackle & achieve a difficult target: Focus should be on the reason why you decided to take up the challenge and on ‘how’ you achieved the target despite obstacles.
G. Are you a good team player?: Please ensure that you fully understand what makes an effective team and the example you mention should include you playing a key role in building effective team processes leading to the desired outcome. Please note that this is not the same as leadership.
The answers you give to the questions in the application forms are often used as discussion points in your interview with the B-School and as such these should be filled in with care.
NOTE:
• Please ensure that you get all your answers reviewed by a someone before putting it down in the application blank
• Ensure that you take a photocopy of the filled in application form before posting the same.
How to write ‘good’ answers to the questions that requires you to write ‘a Statement of Purpose (SOP) essay is one area that troubles most applicants.
The following broad guidelines will help you in writing and structuring your essays and also help you in ensuring that you are well-prepared to answer the questions that you may be asked in the Personal Interview relating to your answers to the ‘SOP’ questions:
1. Language: One should always follow the KISS (Keep it Short & Simple) methodology in structuring the answers. The objective is not to impress the reader with your vocabulary but rather to communicate.
The use of simple and commonly used words is recommended – verbosity is a definite no-no. A word of caution: Do not try to use all those high-funda words that you learnt in your Vocab sessions!
2. Structure: Avoid long sentences. Flow is the key property of a good essay. Planning out the flow of the answer is a key step in writing good answers.
3. Consistency: Be consistent when more than one essay has to be written. Show your essays to a friend/parent/teacher for a third party review - if there are inconsistencies (that you may not notice), they will be able to point it out.
4. Clarity: Even when you are not required to write ‘why’ & ‘how’ in response to a question, be prepared with your answers to these. This will also bring a greater clarity to your essay.
5. Length: Please make judicious use of the space provided – at least 80% of the given space should be used up in answering the question. Do not use any additional space unless the form specifically allows it.
6. Honesty: Be honest in answering the questions. Do not invent examples / instances/ qualities that you do not have. The panelists are very experienced and can call a bluff when they see one.
For example, if you do not have any extracurricular activities, do not fill anything under that head.
7. Career Goals / Milestones: Career goals may be likened to the other side of the river which you need to cross to reach it. You can swim, build or hire a boat or look for a bridge if any exists or even build a new one! Some even think of flying across!
Goals may be divided into short, medium or long term goals. All the intermediate steps taken to reach your goals may be considered as milestones.
Admission into the B-school can only be one of the most suitable ‘means’ (and not a "career goal") considered by you keeping your strengths in mind and considering your long term goals / ambition.
Typically, what you would like to achieve towards the latter part of your career (say, when you are 40-50 years of age) can be called long term goals. The next 8-10 years will qualify to be called medium term goals and what you would like to do in the next 3-5 years would be your short term goals.
When you write what your career goals are, you may want to consider various options like corporate career, entrepreneurship, academic career, NGOs, social work, etc.
8. FMS: ‘Why is FMS the most suitable institute for realising your goals’ should be answered in a balanced manner. There is no point in saying – “FMS is the best in the world”. Further, do NOT copy from their prospectus wherein they would have mentioned some of FMS’s unique strengths. Please collect more information about FMS and use it. If nothing is possible, rephrase the words from the website / prospectus. If you can identify a unique strength / offering at FMS and explain how this can help you in achieving your career goals, it would be a more sensible answer.
In any case, career goal can’t be getting into FMS or even an IIM!
9. Ethical Questions: No point in painting yourself as a saint! Equally, no point in proudly mentioning how practical you are and how one has to be flexible & realistic!
You may share the instances when you did something where you ‘overlooked’ some of your ethics, or where you were tempted to ‘compromise’ for some short-term gains. However, you should later realize that it is an inferior / lazier alternative and you would have done better had you walked the straight & narrow path. A good idea could be to describe how you have emerged stronger from this experience. Never ever try and portray an unethical approach as a good one on the grounds of being practical!!
10. Some Specific Questions
A. ‘If I had the freedom, I will change the following in me’: This is a tricky one! If you respond to the meaning on the surface, it may imply that at present, you don’t have the required freedom! On the other hand, can you fully defend that ‘you-are-doing-what-you-want-to-do’ and ‘you-will-do-in-future-what-you-would-like-to-do’ in terms of career or activity.
This question can be answered by discussing the choices that you have considered and the process of arriving at the decision from the options considered by you.
This could sometimes also be used as a check for consistency since this is closely related to a question on strengths & weaknesses. It is very unlikely that you will respond that I am perfect and see no reason to change!
B. Learning Incidents: Be specific, describe it crisply but the focus should be on the learning and ‘how’ it helped you. The incident should not necessarily be used to showcase only the positive aspects of your character but rather one where you had learnt something positive.
C. Principal Interests: Our interests are conscious decisions that we take for we invest time, efforts, energy in nurturing & building the same. These also influence our attitudes & behavior and shape our personality - usually in a positive way.
D. Strengths & Weaknesses and Achievements & Failures: Do not take these lightly. One way to arrive at your strengths & weaknesses is to understand the link between these and achievements & failures.
Your strengths should help in achievements while your weaknesses should have contributed to your failures or lack of achievements!
Simply put, achievements are those moments that make you proud of yourself. On the other hand, failures are not necessarily failing in the exams but these are about failing to meet the targets you set for yourself.
Be prepared for the follow-up questions – if you have identified ‘X’ as your weakness, then what are you doing to improve in that area. How far have you succeeded?
It is advisable to list 3-4 strengths and 2-3 weaknesses. Also take care that the weaknesses that you write are articulated appropriately. You obviously can't say "My weakness is that if somebody does not agree with my point of view, I feel like strangling that person." You can say "I am a little impatient with people who do not agree with my point of view."
E. Examples/ Instances: All examples should be specific and relevant. Make these as crisp as possible.
F. How did you tackle & achieve a difficult target: Focus should be on the reason why you decided to take up the challenge and on ‘how’ you achieved the target despite obstacles.
G. Are you a good team player?: Please ensure that you fully understand what makes an effective team and the example you mention should include you playing a key role in building effective team processes leading to the desired outcome. Please note that this is not the same as leadership.
Hot careers in e-learning
By Syed Amir Ali Hashmi
Companies and educational institutes have realised the need for constant upgradation of knowledge, and e-learning is the easiest way to achieve it. E-learning not only saves time and energy, but also helps to upgrade knowledge 24x7. In the process, e-learning has opened up a barrage of job opportunities for the skilled.
A couple of years ago, careers in technology-based training were, perhaps, interesting to those in the business, but essentially limited to the esoteric few. After all training, just like education, suffered from a credibility and prestige problem. But in spite of the odds, e-learning picked up and career opportunities grew.
E-learning enables learning from material provided through the internet, intranet and CDs. The trend has picked up in recent years. Experts and CEOs soon began to realise that success in the new economy came from heightened knowledge and employee skills.
After years of rhetoric, reality was home to roost: The successful companies are those that lend their employees and the organisation opportunities to continually learn and improve. Among the new critical success factors are ability to innovate, speed of response, time of competence and adaptability. Learning plays an essential role in all of these factors.
Concurrent with the recognition of the importance of skilled employees was the advent of Internet. Here, it may be pertinent to distinguish the worth of Web technologies from the failure of dot-coms. Many dot-coms attempted to redefine the basic principles of business, but they discovered that customers, revenues and profits are still pretty important. Most of their efforts were misguided.
Internet technologies themselves, however, have opened up a whole new way to communicate, disseminate, and transact business. Dot-coms were only a blip compared to the transforming value of the Internet. And, as the Web has been used and further understood, many successful models of e-business have been developed.
It is logical, then, to apply the e-model to this vital 'newly respected' area of learning and training. "Using Internet technologies to disseminate information to people where they worked or lived, 24x7 makes sense.
At the very least, travel costs, which account for 40 per cent of training expenditures, can be reduced. With this juncture of learning and technology starting to form, a whole new level of attention arrived," says Jayant Kulkarni, executive director, Harbinger Knowledge Products.
Wall Street regularly follows e-learning companies. Successful business people such as Paul Allen, John Chambers, and Larry Ellison are lending their support.
And publishers, consulting firms, computer hardware companies, and major universities have established e-learning subsidiaries.
The latest financial estimates from IDC project a 50 per cent annual growth rate with the market segment reaching a value of $18 billion dollars in 2005. Even if this projection is overly optimistic, the growth prospects for e-Learning initiatives are very strong despite the softening economy.
In terms of skill requirements, e-learning projects require specialised expertise that is neither easy to obtain nor widely available. The scarcity of supply creates a strong market demand.
"The e-learning field also continues to change and respond to market needs. It takes work and commitment to keep up with the new technologies, players, and techniques," says Kulkarni.
So what does it take to be successful in this new, burgeoning field?
There are four broad skill sets or clusters that are required for most e-learning jobs. Depending on the position, the weighting of these skill sets will be different, but generally all four are present.
These broad skill clusters are instructional design, technology, consulting, and business. Job requirement:
Instructional design relates to the learning in e-learning. These are skills related to instructional models, use of questions and activities, compelling presentations, best use of media and methods, effective feedback, and the instructional design process itself.
As learning materials are conveyed through technology, the technology skill cluster becomes important. For some jobs, the required technology is specific and in-depth, such as developing a Flash tutorial, a Visual Basic simulation engine, or a Cold Fusion test database. For other jobs, an appreciation and understanding of Internet technologies (the e in e-Learning) and their best instructional use is sufficient.
In the past, many trainers and educators have resisted or been uncomfortable with technology. Now, technology is central and actually embedded in the e-learning name.
The consulting and business skill clusters are often overlooked. These clusters not only include skills but also a mindset or approach to issues.
Consulting is significant because it emphasises the total solution and not just a catalog of courses or a particular tool. All too often, we get infatuated with a technology before understanding its role and purpose. "The consultant mindset asks questions such as: What role does a learning initiative play in adding value, strengthening customer relationships, and enhancing competitive positioning? e-Learning consulting skills uncover business problems, stay involved throughout the process, and provide the context or bigger picture for training programs," says Kulkarni.
The business skill cluster brings a professional, hard-nosed approach to running a business or even a project team. It includes establishing benchmarks and metrics for success, and managing the training organisation or company professionally, leanly, and accountably.Typically, training professionals have lacked the business skills to be taken seriously. E-Learning requires a new level of managerial and business competency. These four skill clusters require further definition and expansion in order to define jobs and potential career paths.
E-Learning Job Model
The job model is divided into three categories: Executive and Consulting Roles; Design, Development and Production Team Roles; and Learning Software, Tools and Application Roles.
It is not intended that these roles be exclusive; in fact, a particular job may include several if not many of these roles and skills. But the intent of the job model is to describe 80 to 90 per cent of the most important activities in the field of e-Learning.
Because of these four skill clusters, professionals are now entering the e-learning field from a much wider array of previous vocations. The influx of talent into e-Learning can, therefore, be described in terms of the following major sources:
From the education sector
University degree programs are the primary source for e-Learning professionals with strong instructional design and educational technology skill sets.The flow of professionals into e-Learning can also come directly through teachers or university professors from any discipline. Certainly, these people have important experience in effective education and classroom learning.
But the issue with teachers and professors coming directly into e-Learning is that their experience in the classroom may not provide enough specific skills in instructional design, educational technology, or self-paced instruction to meet the demands of different e-Learning jobs.
From Software and Media Companies
The software, media, and graphics industries have provided a rich source of talent for the e-Learning sector. E-Learning, after all, is an application just like CRM or HRIS or a video game.
It is certainly possible to further distinguish the software and technical skills from the media and graphic skills, but here they are all grouped together. This influx of technical talent is probably the greatest of the four sources and certainly is markedly different than for previous "training" careers.
From Consulting and Human Capital Firms
The consulting mindset stresses the value of "end to end solutions", not an isolated e-Learning product or tool. There is the growing realisation that this comprehensive solutions approach is necessary for, at least, enterprise e-Learning initiatives to be successful. Successful consultants have been able to crack the "e-Learning code", and generate respectable revenue for their firms.
Executives from Services and Software Companies
The good news is that e Learning is moving from the back room to the boardroom. The bad news is e-Learning now has to deserve its "C" level (CEO, CIO, CLO) status.To address this situation, a whole new level of executives are now entering the field. These are seasoned veterans usually from the software or services sector who have sat in the boardroom before.
They are attracted to e Learning because of the glitz, growth, and glory, and they want to make their mark. To date, the track record of these "external executives" has been mixed. Some have found that it is harder to learn the e-Learning and training business than they anticipated.
This vibrant source of different perspectives and talents is enriching e-Learning. It also opens up career paths and creates many more possibilities than the traditional training career field of five to ten years ago. There are ways for people to grow within, for example, the technology skill cluster or for them to take a consulting or executive track. Because so many e-Learning projects are collaborative, it is interesting to observe the sharing and cross-fertilisation of varied skill sets.
There are numerous opportunities for people to continue to enhance and expand their skill sets within this rich and often exciting environment. e-Learning is now a viable and meaningful career.
How to get started
So, how does one get started in this exciting career? Here are three quick pieces of advice:
• Specific skill sets are the key. Focus initially on the instructional design and technology skills, get your hands 'dirty', and develop expertise.
• Educate yourself on the changing world of e-Learning. Keep abreast of trends, issues, and key events.
• Be aware of the composition of the job landscape. Who's hiring? What are the hot market skills? How can you portray your own skills and competencies to be "market ready"?
• Jobs can be searched in the companies that have their in-house e-Learning facilities such as NIIT or the knowledge product providers.
It is gratifying that e-Learning and Internet technologies are now bringing attention and prestige to a profession that has always deserved it.
For job opportunities you may visit: http://www.elearningcareers.com/
Courtesy: www.sify.com and http://dailypioneer.com/
Companies and educational institutes have realised the need for constant upgradation of knowledge, and e-learning is the easiest way to achieve it. E-learning not only saves time and energy, but also helps to upgrade knowledge 24x7. In the process, e-learning has opened up a barrage of job opportunities for the skilled.
A couple of years ago, careers in technology-based training were, perhaps, interesting to those in the business, but essentially limited to the esoteric few. After all training, just like education, suffered from a credibility and prestige problem. But in spite of the odds, e-learning picked up and career opportunities grew.
E-learning enables learning from material provided through the internet, intranet and CDs. The trend has picked up in recent years. Experts and CEOs soon began to realise that success in the new economy came from heightened knowledge and employee skills.
After years of rhetoric, reality was home to roost: The successful companies are those that lend their employees and the organisation opportunities to continually learn and improve. Among the new critical success factors are ability to innovate, speed of response, time of competence and adaptability. Learning plays an essential role in all of these factors.
Concurrent with the recognition of the importance of skilled employees was the advent of Internet. Here, it may be pertinent to distinguish the worth of Web technologies from the failure of dot-coms. Many dot-coms attempted to redefine the basic principles of business, but they discovered that customers, revenues and profits are still pretty important. Most of their efforts were misguided.
Internet technologies themselves, however, have opened up a whole new way to communicate, disseminate, and transact business. Dot-coms were only a blip compared to the transforming value of the Internet. And, as the Web has been used and further understood, many successful models of e-business have been developed.
It is logical, then, to apply the e-model to this vital 'newly respected' area of learning and training. "Using Internet technologies to disseminate information to people where they worked or lived, 24x7 makes sense.
At the very least, travel costs, which account for 40 per cent of training expenditures, can be reduced. With this juncture of learning and technology starting to form, a whole new level of attention arrived," says Jayant Kulkarni, executive director, Harbinger Knowledge Products.
Wall Street regularly follows e-learning companies. Successful business people such as Paul Allen, John Chambers, and Larry Ellison are lending their support.
And publishers, consulting firms, computer hardware companies, and major universities have established e-learning subsidiaries.
The latest financial estimates from IDC project a 50 per cent annual growth rate with the market segment reaching a value of $18 billion dollars in 2005. Even if this projection is overly optimistic, the growth prospects for e-Learning initiatives are very strong despite the softening economy.
In terms of skill requirements, e-learning projects require specialised expertise that is neither easy to obtain nor widely available. The scarcity of supply creates a strong market demand.
"The e-learning field also continues to change and respond to market needs. It takes work and commitment to keep up with the new technologies, players, and techniques," says Kulkarni.
So what does it take to be successful in this new, burgeoning field?
There are four broad skill sets or clusters that are required for most e-learning jobs. Depending on the position, the weighting of these skill sets will be different, but generally all four are present.
These broad skill clusters are instructional design, technology, consulting, and business. Job requirement:
Instructional design relates to the learning in e-learning. These are skills related to instructional models, use of questions and activities, compelling presentations, best use of media and methods, effective feedback, and the instructional design process itself.
As learning materials are conveyed through technology, the technology skill cluster becomes important. For some jobs, the required technology is specific and in-depth, such as developing a Flash tutorial, a Visual Basic simulation engine, or a Cold Fusion test database. For other jobs, an appreciation and understanding of Internet technologies (the e in e-Learning) and their best instructional use is sufficient.
In the past, many trainers and educators have resisted or been uncomfortable with technology. Now, technology is central and actually embedded in the e-learning name.
The consulting and business skill clusters are often overlooked. These clusters not only include skills but also a mindset or approach to issues.
Consulting is significant because it emphasises the total solution and not just a catalog of courses or a particular tool. All too often, we get infatuated with a technology before understanding its role and purpose. "The consultant mindset asks questions such as: What role does a learning initiative play in adding value, strengthening customer relationships, and enhancing competitive positioning? e-Learning consulting skills uncover business problems, stay involved throughout the process, and provide the context or bigger picture for training programs," says Kulkarni.
The business skill cluster brings a professional, hard-nosed approach to running a business or even a project team. It includes establishing benchmarks and metrics for success, and managing the training organisation or company professionally, leanly, and accountably.Typically, training professionals have lacked the business skills to be taken seriously. E-Learning requires a new level of managerial and business competency. These four skill clusters require further definition and expansion in order to define jobs and potential career paths.
E-Learning Job Model
The job model is divided into three categories: Executive and Consulting Roles; Design, Development and Production Team Roles; and Learning Software, Tools and Application Roles.
It is not intended that these roles be exclusive; in fact, a particular job may include several if not many of these roles and skills. But the intent of the job model is to describe 80 to 90 per cent of the most important activities in the field of e-Learning.
Because of these four skill clusters, professionals are now entering the e-learning field from a much wider array of previous vocations. The influx of talent into e-Learning can, therefore, be described in terms of the following major sources:
From the education sector
University degree programs are the primary source for e-Learning professionals with strong instructional design and educational technology skill sets.The flow of professionals into e-Learning can also come directly through teachers or university professors from any discipline. Certainly, these people have important experience in effective education and classroom learning.
But the issue with teachers and professors coming directly into e-Learning is that their experience in the classroom may not provide enough specific skills in instructional design, educational technology, or self-paced instruction to meet the demands of different e-Learning jobs.
From Software and Media Companies
The software, media, and graphics industries have provided a rich source of talent for the e-Learning sector. E-Learning, after all, is an application just like CRM or HRIS or a video game.
It is certainly possible to further distinguish the software and technical skills from the media and graphic skills, but here they are all grouped together. This influx of technical talent is probably the greatest of the four sources and certainly is markedly different than for previous "training" careers.
From Consulting and Human Capital Firms
The consulting mindset stresses the value of "end to end solutions", not an isolated e-Learning product or tool. There is the growing realisation that this comprehensive solutions approach is necessary for, at least, enterprise e-Learning initiatives to be successful. Successful consultants have been able to crack the "e-Learning code", and generate respectable revenue for their firms.
Executives from Services and Software Companies
The good news is that e Learning is moving from the back room to the boardroom. The bad news is e-Learning now has to deserve its "C" level (CEO, CIO, CLO) status.To address this situation, a whole new level of executives are now entering the field. These are seasoned veterans usually from the software or services sector who have sat in the boardroom before.
They are attracted to e Learning because of the glitz, growth, and glory, and they want to make their mark. To date, the track record of these "external executives" has been mixed. Some have found that it is harder to learn the e-Learning and training business than they anticipated.
This vibrant source of different perspectives and talents is enriching e-Learning. It also opens up career paths and creates many more possibilities than the traditional training career field of five to ten years ago. There are ways for people to grow within, for example, the technology skill cluster or for them to take a consulting or executive track. Because so many e-Learning projects are collaborative, it is interesting to observe the sharing and cross-fertilisation of varied skill sets.
There are numerous opportunities for people to continue to enhance and expand their skill sets within this rich and often exciting environment. e-Learning is now a viable and meaningful career.
How to get started
So, how does one get started in this exciting career? Here are three quick pieces of advice:
• Specific skill sets are the key. Focus initially on the instructional design and technology skills, get your hands 'dirty', and develop expertise.
• Educate yourself on the changing world of e-Learning. Keep abreast of trends, issues, and key events.
• Be aware of the composition of the job landscape. Who's hiring? What are the hot market skills? How can you portray your own skills and competencies to be "market ready"?
• Jobs can be searched in the companies that have their in-house e-Learning facilities such as NIIT or the knowledge product providers.
It is gratifying that e-Learning and Internet technologies are now bringing attention and prestige to a profession that has always deserved it.
For job opportunities you may visit: http://www.elearningcareers.com/
Courtesy: www.sify.com and http://dailypioneer.com/
CAREER DESK - HELP ZONE
Welcome to CAREER DESK - HELP ZONE. If you have any queries or suggestions regarding your education or career (Academic or Job-related), send them to Post a Comment
Thursday, December 13, 2007
Tips to ace Group Discussions
What is a Group Discussion?
As the term itself suggests, a GD is a discussion, but most students misconstrue it to be a debate. They akin it to a wrestling match and try to score points over the other participants. Consequently, you find a 'fish market' situation in most GDs. What is actually expected in a GD is participation in a systematic way on a particular topic.
The prospect of a GD tends to leave most students petrified. You can get rid of that feeling of fear by remembering you have experienced group discussions right from childhood. Remember those heated discussions you had across the dinner table with family members, friends and relatives? Consciously or unconsciously, they have helped you learn a thing or two about discussing in a group.
Your parents may have come across as the most heard and respected as they were much better well informed. Besides, instead of forcing their point of view on you, they heard you out and presented their points in a logical and methodical manner because they had the strength of content and courage of conviction.
As a result, you would have often felt the desire to prove that you were right and they were wrong. A bundle of angst would build within you.
Discard that feeling now. Remember, a GD is a discussion -- and not a debate -- between the members of a group.
Discussion versus debate
Human beings love debates because we like to win and see others lose. A debate is a perfect situation for expressing intense emotions. A GD, however, calls for a lot more maturity and logic.
The purpose of a GD, though conducted in a competitive mode, is not to establish you as a winner and others as losers. Its purpose, as far as you are concerned, is to help you come across as a person with sound, logical reasoning and the ability to respect another's viewpoint.
A critical difference between a GD and a debate is that, while a debate begins with two groups' bids to outwit each other, a discussion is evolutionary; this essentially means participants have the opportunity to refine their views in the course of the discussion. Thus, every member needs to contribute substantially and add to the existing knowledge base instead of pulling each other down.
The difference, thus, lies not just in style, but also in the mindset that is required to tackle either challenge.
Why institutes conduct a GD?
How often have you called a friend in office to be told that he is in a meeting? Institutes conduct a GD because, as a manager, you will be required to attend and conduct innumerable meetings. A GD is a simulation of what you can expect in a meeting at your workplace.
Depending on the kind of profile you have and the company you work for, you will be part of meetings ranging from brand launches and employee performance appraisals to company financials, etc. For instance, if you have a meeting where senior employees are working out a strategy to launch a new soap in the market, this is what is expected of you before and during the meeting.
~ You will go well prepared for the meeting; this means you need to have sufficient information on the likely points of discussion.
~ During the meeting, you will let everyone have his say. When your turn comes, you will present your views forcefully and logically.
~ Whenever you disagree with somebody, you will present your points logically and makes sure everybody understands what you have to say.
~ You will always attack points and not people.
~ You will carefully listen to other people's points and try to refine your own by using other people's inputs on the subject.
Project the same qualities during B-School admissions, where the purpose of the GD is to find out whether you possess the critical qualities needed to become an effective manager. While the written exam tests your comprehension and analytical skills, a GD tests you in the following:
- Body language
- Communication skills
- Self confidence
- Team skills
- Listening ability
- Ability to present your views logically
- Time management
A GD is a wonderful challenge because you have a maximum of 20 minutes to show if you have it in you to become an effective manager.
How to gear up for a GD
The CAT was only the first hurdle. The action now moves to another stage, another day.
~ The most important thing from now on till the time of the 20-minute GD challenge is to build your knowledge base. You must have done your daily dose of reading -- newspapers, magazines, etc -- even as you were preparing for CAT. Continue with your reading; add to it if necessary. Analyse issues from various angles.
~ Maintain a positive attitude. Stay motivated and excited about the upcoming challenge.
The Group Discussion and Personal Interview stage is also the most decisive one; a bad performance here can undo all the good work you put in CAT. So, continue to stay focused and competitive.
~ One of the most critical challenges of coming across as a good participant in a discussion is to have the ability to see things from the other person's viewpoint and respect it even if you strongly disagree.
Practice makes perfect
~ As part of your preparation, you must participate in a few mock GDs. Run through these performances later, identify your areas of strength and areas for improvement and work on them consciously.
~ Success in a GD also depends on outgrowing old habits like indulging in small talk with a group of friends. Whenever you have a gathering of sorts, try not to indulge in loose talk. Focus on discussing a topic of current relevance. Thus, an informal gathering of friends can be converted into a GD practice session.
~ Whenever you come across fellow MBA aspirants, don't look upon them as competitors. Treat them as contributors to your success. You can share each other's strengths and thus iron out your own deficiencies. It makes a lot of sense for fellow MBA aspirants to get together and conduct mock GDs on various topics. This run-up to the actual GD should be a symbiotic effort rather than a parasitic one.
After each discussion, you must, as a group, analyse one another individually and suggest areas for improvement. This way, you will also get exposed to your fellow aspirants' perspectives and broaden your thought process.
The skills you develop to ace your GD will prove to be an asset even after you begin your professional career.
S Hariharan is a corporate trainer and stress management specialist. He used to be associated with IMS Learning Resources.
As the term itself suggests, a GD is a discussion, but most students misconstrue it to be a debate. They akin it to a wrestling match and try to score points over the other participants. Consequently, you find a 'fish market' situation in most GDs. What is actually expected in a GD is participation in a systematic way on a particular topic.
The prospect of a GD tends to leave most students petrified. You can get rid of that feeling of fear by remembering you have experienced group discussions right from childhood. Remember those heated discussions you had across the dinner table with family members, friends and relatives? Consciously or unconsciously, they have helped you learn a thing or two about discussing in a group.
Your parents may have come across as the most heard and respected as they were much better well informed. Besides, instead of forcing their point of view on you, they heard you out and presented their points in a logical and methodical manner because they had the strength of content and courage of conviction.
As a result, you would have often felt the desire to prove that you were right and they were wrong. A bundle of angst would build within you.
Discard that feeling now. Remember, a GD is a discussion -- and not a debate -- between the members of a group.
Discussion versus debate
Human beings love debates because we like to win and see others lose. A debate is a perfect situation for expressing intense emotions. A GD, however, calls for a lot more maturity and logic.
The purpose of a GD, though conducted in a competitive mode, is not to establish you as a winner and others as losers. Its purpose, as far as you are concerned, is to help you come across as a person with sound, logical reasoning and the ability to respect another's viewpoint.
A critical difference between a GD and a debate is that, while a debate begins with two groups' bids to outwit each other, a discussion is evolutionary; this essentially means participants have the opportunity to refine their views in the course of the discussion. Thus, every member needs to contribute substantially and add to the existing knowledge base instead of pulling each other down.
The difference, thus, lies not just in style, but also in the mindset that is required to tackle either challenge.
Why institutes conduct a GD?
How often have you called a friend in office to be told that he is in a meeting? Institutes conduct a GD because, as a manager, you will be required to attend and conduct innumerable meetings. A GD is a simulation of what you can expect in a meeting at your workplace.
Depending on the kind of profile you have and the company you work for, you will be part of meetings ranging from brand launches and employee performance appraisals to company financials, etc. For instance, if you have a meeting where senior employees are working out a strategy to launch a new soap in the market, this is what is expected of you before and during the meeting.
~ You will go well prepared for the meeting; this means you need to have sufficient information on the likely points of discussion.
~ During the meeting, you will let everyone have his say. When your turn comes, you will present your views forcefully and logically.
~ Whenever you disagree with somebody, you will present your points logically and makes sure everybody understands what you have to say.
~ You will always attack points and not people.
~ You will carefully listen to other people's points and try to refine your own by using other people's inputs on the subject.
Project the same qualities during B-School admissions, where the purpose of the GD is to find out whether you possess the critical qualities needed to become an effective manager. While the written exam tests your comprehension and analytical skills, a GD tests you in the following:
- Body language
- Communication skills
- Self confidence
- Team skills
- Listening ability
- Ability to present your views logically
- Time management
A GD is a wonderful challenge because you have a maximum of 20 minutes to show if you have it in you to become an effective manager.
How to gear up for a GD
The CAT was only the first hurdle. The action now moves to another stage, another day.
~ The most important thing from now on till the time of the 20-minute GD challenge is to build your knowledge base. You must have done your daily dose of reading -- newspapers, magazines, etc -- even as you were preparing for CAT. Continue with your reading; add to it if necessary. Analyse issues from various angles.
~ Maintain a positive attitude. Stay motivated and excited about the upcoming challenge.
The Group Discussion and Personal Interview stage is also the most decisive one; a bad performance here can undo all the good work you put in CAT. So, continue to stay focused and competitive.
~ One of the most critical challenges of coming across as a good participant in a discussion is to have the ability to see things from the other person's viewpoint and respect it even if you strongly disagree.
Practice makes perfect
~ As part of your preparation, you must participate in a few mock GDs. Run through these performances later, identify your areas of strength and areas for improvement and work on them consciously.
~ Success in a GD also depends on outgrowing old habits like indulging in small talk with a group of friends. Whenever you have a gathering of sorts, try not to indulge in loose talk. Focus on discussing a topic of current relevance. Thus, an informal gathering of friends can be converted into a GD practice session.
~ Whenever you come across fellow MBA aspirants, don't look upon them as competitors. Treat them as contributors to your success. You can share each other's strengths and thus iron out your own deficiencies. It makes a lot of sense for fellow MBA aspirants to get together and conduct mock GDs on various topics. This run-up to the actual GD should be a symbiotic effort rather than a parasitic one.
After each discussion, you must, as a group, analyse one another individually and suggest areas for improvement. This way, you will also get exposed to your fellow aspirants' perspectives and broaden your thought process.
The skills you develop to ace your GD will prove to be an asset even after you begin your professional career.
S Hariharan is a corporate trainer and stress management specialist. He used to be associated with IMS Learning Resources.
Friday, December 7, 2007
Thinking Cape 071207
People are definitely a company’s greatest asset. It doesn't make any difference whether the product is cars or cosmetics. A company is only as good as the people it keeps.
Mary Kay Ash
Mary Kay Ash
Monday, December 3, 2007
Can you suggest some of the B category B schools in and around Delhi?
Some of the 'OK' B-Schools in-and-around Delhi are-
NDIM, Asia pacific Institute of Management, Amity Business School, Greater Noida, EMPI IMS Ghaziabad.
MFC course offered by DU is also pretty OK for those who are interested in finance. Although GBO offered by DU does not show much hope.
NDIM, Asia pacific Institute of Management, Amity Business School, Greater Noida, EMPI IMS Ghaziabad.
MFC course offered by DU is also pretty OK for those who are interested in finance. Although GBO offered by DU does not show much hope.
Subscribe to:
Comments (Atom)