In DigitalIndia; Student will get All CBSE Books online without any charge

There is a big news for the more than 14 lacs students of class 10th and 12th lakh, as they are going to get their books without any charge. Some of the books are already available and now with the #DigitalIndia mission all books will now be available in coming days.

As per theAccording to Human Resource Development (HRD) minister Smriti Irani, NCERT has already made some of its books available online through its mobile app and e-books, and will look to add CBSE books, videos and other learning material. and All CBSE textbooks and other learning material will be made available online by the NCERT.

“We made NCERT books available online for free through e-books and mobile applications a month-and-a-half ago. We are similarly going to make CBSE books available online along with additional learning material and videos as part of our good governance efforts,” Irani said at the inauguration of a new building of the school in Khichripur.

This is a really big decision as digitalizations in the education field is really important as this may impact large number of people In rural India.

Government is also taking more people online with the partnership of state owned BSNL with Facebook to offer free WiFi

How you can get these Books ?

The National Council of Educational Research and Training (NCERT) currently offers copyrighted textbooks online for classes I to XII in Hindi, English and Urdu.

• The online textbooks can be accessed from here
• After that you need to select Class and Subject
• The Title list is populated after selection of class and subject
• When Title is selected the respective books is made available.

Digital India For Education

There are many updates in the field of education. These includes

• HRD ministry has set up National Institutional Ranking Framework all educational institutes and universities will get rankings by April 2016
• Government launches GIAN a government project to boost the higher education in India
• In the month of November, Smriti Irani had announced  ‘e-Pathshala’ program. Besides desktop, these books would be now available on mobile based apps as well.
• Khan Academy has also launched their India-centric website in Hindi, and made the content available in Hindi.

Source | http://www.bumblebeehub.com/2015/12/in-digitalindia-student-will-get-all-cbse-books-online-without-any-charge/

Is Your Company Encouraging Employees to Share What They Know?

Many of the things we need to know to be successful – to innovate, collaborate, solve problems, and identify new opportunities – aren’t learned simply through schooling, training, or personal experience. Especially for today’s knowledge-based work, much of what we need to know we learn from others’ experiences, through what’s called vicarious learning.

Organizations know this learning is important, which is why they invest significant resources in handbooks, protocols, formal mentoring programs, and knowledge management systems to share employees’ experiences. Yet analyst estimates suggest that the companies in the Fortune 500 still lose a combined$31.5 billion per year from employees failing to share knowledge effectively. By trying to recreate the wheel, repeating others’ mistakes, or wasting time searching for specialized information or expertise, employees incurproductivity costs and opportunity costs for the organization. Because while formal systems might help communicate established best practices (the what), they often don’t explain how an individual should apply them to their own work. As a manager for Bain & Co. summarized in Nancy Dixon’s book Common Knowledge, this approach to knowledge management offers only “a picture of a cake without giving out the recipe.”

As a result, employees rely on informal learning practices, such as shadowing or observing senior colleagues to “watch and learn” what they need to know. For instance, in a study of mobile phone manufacturing lines in China, Harvard Business School’s Ethan Bernstein discovered that line workers often showed“tips and tricks” that others could copy in order to assemble phones more effectively than could be done using the official methods. (They were especially more likely to share these informal lessons when they weren’t worried about over-scrutiny from managers.)

While this informal (and intuitive) approach can be effective, it is no longer reasonable to expect employees to simply “watch and learn” in many workplaces. Organizations across a variety of industries are moving away from work that is easily observed and replicated to work that is more nuanced, specialized, and adaptive. More and more of today’s work is knowledge-based and done by people who are geographically dispersed. And success in this work requires being able to adapt knowledge to complex, changing environments. Yet our approach to vicarious learning has not kept pace; our ways of learning from others often assume that work is still watchable and that unobtrusively imitating others is enough.

Coactive vicarious learning

My research has explored an alternative to this “watch and learn” approach. Rather than one person shouldering the burden of absorbing knowledge by passively observing others, I posit that people can more effectively learn through collaborative, two-way interactions with others at work. Throughcoactive vicarious learning, the person learning and the person sharing knowledge work together to construct an understanding of an experience, which better equips the learner to apply it in their own work.

Instead of simply relying on visible results, interactive conversation and questioning allows the learner to understand the underlying reasons behind someone else’s actions, making it easier to adapt what’s learned to a new situation or task. For example, one study found that pharmaceutical development teams were better able to translate and learn from another team’s past experience when they invited members of the other team — the “sharers” of knowledge — to actively participate in their discussion and problem-solving (vs. a “learner” team simply identifying the “sharer” team’s knowledge and then trying to replicate it on their own).

Coactive vicarious learning breaks down the one-way nature of observational learning, so both parties — not just the observer — can benefit. The learner’s questions and reactions can lead the sharer to rethink an assumption or understand an experience in a new way. It can even prompt a role reversal, where the learner contributes unique experience or knowledge that might help the sharer learn. In studies of MBA consulting project teams, I’ve found that when individuals engage in this more reciprocal vicarious learning, sharing past experiences and expertise with each other in turn (vs. only an expert sharing with a novice), they consistently receive higher client ratings on their performance.

Putting it into practice

While many teams probably engage in some degree of interactive learning already, there are several key steps leaders can take to help institutionalize coactive vicarious learning at work, so that people don’t fall back solely on formal learning methods.

Leaders tend to place a disproportionate emphasis on tools like training materials or knowledge portals partly because they are easier to manage and control. It is less clear how to manage amorphous, interactive learning processes; you can’t simply force coworkers to interact and share experiences. However, more often than not, leaders simply need to remove obstacles that discourage people from seeking or sharing knowledge and learning vicariously. They can create a structure that allows these interactions to take place organically by focusing on three steps:

Create a designated space for vicarious learning. Our environments directly affect how we interact. So it’s important to consider how physical space (or virtual space for geographically dispersed teams) can facilitate vicarious learning. For instance, it might be more difficult to have a reciprocal, two-way sharing of experience in stuffy offices where one person is seated behind a big desk in the “more powerful” chair. Creating a common space that individuals recognize as the gathering place for sharing ideas and experiences lays the foundation for these interactions to unfold.

For example, members of air medical transport teams have to learn from each other’s experiences to know how to transport a wide range of critically ill patients. In researching how they learn, I found that a disproportionate number of informal learning interactions took place in one physical space: near the helipad door. Despite having plenty of office space, this 10×15 ft. area became the unofficial, mutually-agreed-upon space for members to share and ask about prior experiences. (This space was a frequent stop during every shift, since it was near the supply room for restocking the aircraft.) Since everyone recognized this space was “in bounds” for these conversations, team members showed they were willing to either share or learn something simply by choosing to stand there.

Similarly, in pursuit of this type of designated space, when Google was designing its new corporate campus, it set out to encourage these learning conversations by planning for lots of small kitchen spaces, because they had discovered that people liked to mingle in these areas and share ideas.

License and endorse vicarious learning. Leaders should be encouraging employees to seek and share experiences often. This gives individuals license to seek out what they need to learn, without fear that they’re being intrusive or bothersome — or that it will make them look bad. People often hesitate to ask others for help or advice because it requires admitting they don’t know something important. So instead they work in isolation, redoing something that their colleagues may have already done or making similar mistakes.

Leaders can license vicarious learning by acknowledging and rewarding instances when people engage in interactive learning and recycle (rather than reinvent) a “wheel.” For instance, managers at Siemens implemented a systemof “points” for sharing knowledge and learning vicariously, similar to an airline mileage reward program. Managers can also encourage an open-door environment that welcomes employees to seek or share information — and helps dispel the notion that such behavior is bothersome.

Plant starter seeds of vicarious learning. Beyond creating the space and license for vicarious learning, leaders can encourage greater learning by jump-starting the process. This means leading by example: proactively sharing experiences with team members and setting aside time at the beginning of meetings for people to discuss challenges and problem solve together. Even one-off efforts, such as a team breakfast or “happy hour,” can plant the seed for vicarious learning that can then grow into a more consistent practice.

Vicarious learning interactions are not a panacea for an organization’s learning challenges. But it is an effective piece of the workplace learning portfolio, alongside formal efforts like training programs, feedback sessions, and knowledge management systems, and informal practices like mentoring and “trial-and-error” exercises. All of these approaches reinforce each other and promote greater learning. In fact, sequencing vicarious learning and experiential learning strategies together has been shown to improve performance compared to experiential learning alone, across a range of different tasks.

Whatever the sequence or strategy, this type of learning is critical for many organizations, and leaders play an important role in making it more systematic, frequent, and easier to deploy. Companies are sitting on far more knowledge and expertise than they realize. Creating the conditions that enable coactive vicarious learning is a central way to bring out the best a team or organization has to offer. As Lew Platt, the former chief executive of Hewlett-Packard (HP) famously lamented, “if only HP knew what HP knows, we would be three times more productive.”

Source | https://hbr.org/2015/

The six systems of organizational effectiveness

The Leadership System is the central organizing system that must deliver on all functions owned by the Top Team or C-Suite

When the Leadership System functions effectively, performance improves. The Leadership System is the central organizing system that must deliver on all functions owned by the Top Team or C-Suite.

These functions include and require that leadership become cohesive, define the future (vision), set direction, create and execute strategy, ensure alignment, communicate clarity, engage stakeholders, develop talent, manage performance, build accountability, ensure succession, allocate resources, craft the culture, and deliver results.

The Leadership System is the organization’s DNA, its genetic code or distinctive brand. It sets the context that produces all outcomes, gives everything its meaning, and indicates what we are predisposed to doing and being. The effectiveness of the Leadership System determines the performance of the business.

Does your Leadership System predispose you to quality, agility, speed, stakeholder engagement, profitable growth, fulfilment, competitive advantage and strong financial performance? How can we improve business performance by establishing a healthy Leadership System?

We use our proven Whole Systems Approach to advance the Six Systems of organizational effectiveness. This approach to developing the organization, with leadership at the core, balances the development of competence and capability with consciousness and character, and transforms any enterprise into a profitable and purposeful organization. Every essential system is integrated and aligned, and every stakeholder is involved.

The Six Systems are broader in scope than functional departments and must be understood independently and interdependently as part of an integrated whole. These Six Systems set up the conditions and components necessary to create a healthy, high-performing organization.

1. Leadership: To achieve high performance or sustain results, leaders must define and refine key processes and execute them with daily discipline. They must translate vision and values into strategy and objectives, processes and practices, actions and accountabilities, execution and performance. Leaders address three questions:

1) Vision/Value. What unique value do we bring to our customers to gain competitive advantage? What do we do, for whom? Why?
2) Strategy/Approach. In what distinctive manner do we fulfil the unique needs of our customers and stakeholders? What strategy supports the vision for achieving competitive advantage?
3) Structure/Alignment. What is the designed alignment of structure and strategy, technology and people, practices and processes, leadership and culture, measurement and control? Are these elements designed and aligned to create optimal conditions for achieving the vision?

2. Communication: Everything happens in or because of a conversation, and every exchange is a potential moment of truth—a point of failure or critical link in the success chain. Strategic communication ensures that the impact of your message is consistent with your intentions, and results in understanding. What you say, the way you say it, where, when and under what circumstances it is said shape the performance culture.

When leaders maximize their contribution to daily conversations, they engage and align people around a common cause, reduce uncertainty, keep people focused, equip people for moments of truth that create an on-the-table culture, prevent excuses, learn from experience, treat mistakes as intellectual capital, and leverage the power of leadership decisions to shape beliefs and behaviours.

3. Accountability: Leaders translate vision and strategic direction into goals and objectives, actions and accountabilities. Performance accountability systems clarify what is expected of people and align consequences or rewards with actual performance. Leaders need to build discipline into their leadership process and management cycle to achieve accountability, predictability, learning, renewal and sustainability.

4. Delivery: The best organizations develop simple processes that are internally efficient, locally responsive and globally adaptable. Complexity is removed from the customer experience to enable them to engage you in ways that are both elegant and satisfying. Establishing and optimizing operational performance is an ongoing journey.

Operations need to be focused on the priority work, using the most effective techniques—aligning initiatives and operations with strategy; continuously improving operations; pursuing performance breakthroughs in key areas; using advanced change techniques in support of major initiatives; establishing a pattern of executive sponsorship for all initiatives; and building future capability and capacity.

5. Performance: The Human Performance System is designed to attract, develop and retain the most talented people. The idea is to hire the best people and help them develop their skills, talents and knowledge over time. Of course, it becomes more critical as they add abilities and know-how, that we reward them properly so they feel good about their work and choose to remain with the organization as loyal employees.

6. Measurement: A system of metrics, reviews and course corrections keeps the business on track. Organizations need concrete measures that facilitate quality control, consistent behaviours, and predictable productivity and results. Within these parameters, control is instrumental to viability and profitability. Every activity has a set of daily rituals and measures.

Leaders establish and maintain the measurement system to ensure disciplined processes. They track progress against strategy and planning; review status on operational results through clear key metrics; update the strategy regularly; and ensure action is driven by insight based on relevant, current information that is focused on achieving the vision.

This Six Systems frame helps people see how everything is integrated. Again, until the Leadership System operates effectively, all other systems are degraded. We work with leaders to ensure their Leadership System is highly effective, and we have dozens of cases that demonstrate the power of using a Whole Systems Approach.

Throughout our careers, we have partnered with CEOs and their teams across dozens of organizations and can say with confidence that successful transformation efforts were those in which the Extended Leadership Team did its work of mastering leadership and improving their individual and collective effectiveness while tending to the health of the Leadership System. These transformation efforts were not only successful, but more importantly, the success was sustained over time.

Sadly, we also witnessed transformation efforts that were less than successful and in some cases failed. These failures could be linked directly to a failure of leadership to consciously transform individually and collectively. Without a mature, highly evolved and fully functioning Leadership System, transformation efforts will not succeed.

Source | Excerpted from Mastering Leadership: An Integrated Framework for Breakthrough Performance and Extraordinary Business Results, by Robert J. Anderson and William A. Adams (Wiley, 2015).