netrashetty
Netra Shetty
Magnavox (Latin for "great voice") is an US electronics company founded by Edwin Pridham and Peter L. Jensen. They invented a moving-coil loudspeaker in 1915 at their lab in Napa, California and they named their brainchild "Magnavox". The company was formed in 1917 under the same name to market the invention.
Center effectiveness can be enhanced by informal as well as formal organizational structures. The
increasing importance to Centers, and the CGIAR System as a whole, of knowledge management as a
key source of competitive advantage has focused attention on the (usually informal) organizational
structures that facilitate knowledge capture and dissemination as well as the technology to support this.
These can include:
•
The development of communities of practice within the Center or across the CGIAR system, which
aims to help develop knowledge. These are not shaped by formal organizational structures but by the
common interests of the participants, and
•
The role of intermediaries between those engaged in creating and developing knowledge and those
using that knowledge.
These should be combined with nonstructural incentives such as inclusion of knowledge management
factors in recognition and reward systems, performance management systems, and management metrics.
The “boundaryless organization” is a paradigm shift which underlies such concepts as the “virtual
organization”, the “empowered organization”, and high-performance work teams. It recognizes the
limitations, for organizational effectiveness, of vertical boundaries (between levels and ranks of people),
horizontal boundaries (between functions and disciplines), external boundaries (between the
organization and its suppliers, customers and regulators, and geographic boundaries. The focus is howCenter effectiveness can be enhanced by informal as well as formal organizational structures. The
increasing importance to Centers, and the CGIAR System as a whole, of knowledge management as a
key source of competitive advantage has focused attention on the (usually informal) organizational
structures that facilitate knowledge capture and dissemination as well as the technology to support this.
These can include:
•
The development of communities of practice within the Center or across the CGIAR system, which
aims to help develop knowledge. These are not shaped by formal organizational structures but by the
common interests of the participants, and
•
The role of intermediaries between those engaged in creating and developing knowledge and those
using that knowledge.
These should be combined with nonstructural incentives such as inclusion of knowledge management
factors in recognition and reward systems, performance management systems, and management metrics.
The “boundaryless organization” is a paradigm shift which underlies such concepts as the “virtual
organization”, the “empowered organization”, and high-performance work teams. It recognizes the
limitations, for organizational effectiveness, of vertical boundaries (between levels and ranks of people),
horizontal boundaries (between functions and disciplines), external boundaries (between the
organization and its suppliers, customers and regulators, and geographic boundaries. The focus is how
Change management is a significant subdiscipline. That this note does not intended to address all its
aspects. However, some well-recognized critical success factors of change initiatives, which should be
incorporated in planned change projects, are
•
•
•
•
staff preparation or training (communications, retooling)
change management leadership (commitment)
monitoring and adjustment mechanisms during the change effort
sequence management (e.g., information systems or system upgrades needed to support change are
implemented at the right time)
•
managing the change burden on staff (so staff are not overwhelmed with multiple changes)
Though some unemployment and underemployment of graduates may be due to imperfections in labour market but high levels of the same coexisting with shortage of skills suggests problems with higher education and training system. Though quality and to some extent numbers may be an issue, but major problem concerning poor labour outcomes of graduates relate to relevance. Mismatch is the primary concern. To address this concern, there has to be focus on enhancing employability and aligning higher education with labour markets. New institutional arrangements may be required to enlarge the pipeline of quality graduates in the country.
Aligning higher education and labour market
In a changing economic environment with a dynamic labour market, it is necessary to enlarge adaptive capacity and flexibility of higher education system so that higher education continues to be aligned to the labour market. This is not only desirable to ensure that higher education institutions continue to be relevant, but essential step so that they continue enjoy greater autonomy within a framework of greater self-responsibility. Adaptability in higher education has to be nurtured both at the systemic level and the institutional level. While at the systemic level, policies for structural adaptation have to be pursued; at the institutional level it involves creating conditions so that curriculum and content are continuously updated as per changing needs.
Promoting Entrepreneurship Education
With limitation of the organized sector providing employment in large numbers, hope for creating jobs for a country like India lie in promotion of small firms and in self-employment. In this context, education system is not only faced with the problem of disseminating knowledge and technical skills, but even more with the problem of developing attitudes and patterns of behavior, particularly those that encourage self-confidence and spirit of initiative and help people to work independently. A special focus on promotion of entrepreneurship in mainstream education is, therefore, necessary.
Promoting Life Skills
Surveys of skills required in workforce across nations consistently show that the core characteristics employers are looking for, and not finding, include motivation and flexibility, willingness to work and learn, confidence, appearance and good manners. In contrast, written communication, literacy skills and using numbers, although important, come much lower in priority. Education system is overly concerned with structures, with insufficient attention given to extra-curricular activities, sports and project work – the activities that help to develop interpersonal skills and emotional intelligence. Aligning curricula to take care of these needs is, therefore, necessary.
Center effectiveness can be enhanced by informal as well as formal organizational structures. The
increasing importance to Centers, and the CGIAR System as a whole, of knowledge management as a
key source of competitive advantage has focused attention on the (usually informal) organizational
structures that facilitate knowledge capture and dissemination as well as the technology to support this.
These can include:
•
The development of communities of practice within the Center or across the CGIAR system, which
aims to help develop knowledge. These are not shaped by formal organizational structures but by the
common interests of the participants, and
•
The role of intermediaries between those engaged in creating and developing knowledge and those
using that knowledge.
These should be combined with nonstructural incentives such as inclusion of knowledge management
factors in recognition and reward systems, performance management systems, and management metrics.
The “boundaryless organization” is a paradigm shift which underlies such concepts as the “virtual
organization”, the “empowered organization”, and high-performance work teams. It recognizes the
limitations, for organizational effectiveness, of vertical boundaries (between levels and ranks of people),
horizontal boundaries (between functions and disciplines), external boundaries (between the
organization and its suppliers, customers and regulators, and geographic boundaries. The focus is howCenter effectiveness can be enhanced by informal as well as formal organizational structures. The
increasing importance to Centers, and the CGIAR System as a whole, of knowledge management as a
key source of competitive advantage has focused attention on the (usually informal) organizational
structures that facilitate knowledge capture and dissemination as well as the technology to support this.
These can include:
•
The development of communities of practice within the Center or across the CGIAR system, which
aims to help develop knowledge. These are not shaped by formal organizational structures but by the
common interests of the participants, and
•
The role of intermediaries between those engaged in creating and developing knowledge and those
using that knowledge.
These should be combined with nonstructural incentives such as inclusion of knowledge management
factors in recognition and reward systems, performance management systems, and management metrics.
The “boundaryless organization” is a paradigm shift which underlies such concepts as the “virtual
organization”, the “empowered organization”, and high-performance work teams. It recognizes the
limitations, for organizational effectiveness, of vertical boundaries (between levels and ranks of people),
horizontal boundaries (between functions and disciplines), external boundaries (between the
organization and its suppliers, customers and regulators, and geographic boundaries. The focus is how
Change management is a significant subdiscipline. That this note does not intended to address all its
aspects. However, some well-recognized critical success factors of change initiatives, which should be
incorporated in planned change projects, are
•
•
•
•
staff preparation or training (communications, retooling)
change management leadership (commitment)
monitoring and adjustment mechanisms during the change effort
sequence management (e.g., information systems or system upgrades needed to support change are
implemented at the right time)
•
managing the change burden on staff (so staff are not overwhelmed with multiple changes)
Though some unemployment and underemployment of graduates may be due to imperfections in labour market but high levels of the same coexisting with shortage of skills suggests problems with higher education and training system. Though quality and to some extent numbers may be an issue, but major problem concerning poor labour outcomes of graduates relate to relevance. Mismatch is the primary concern. To address this concern, there has to be focus on enhancing employability and aligning higher education with labour markets. New institutional arrangements may be required to enlarge the pipeline of quality graduates in the country.
Aligning higher education and labour market
In a changing economic environment with a dynamic labour market, it is necessary to enlarge adaptive capacity and flexibility of higher education system so that higher education continues to be aligned to the labour market. This is not only desirable to ensure that higher education institutions continue to be relevant, but essential step so that they continue enjoy greater autonomy within a framework of greater self-responsibility. Adaptability in higher education has to be nurtured both at the systemic level and the institutional level. While at the systemic level, policies for structural adaptation have to be pursued; at the institutional level it involves creating conditions so that curriculum and content are continuously updated as per changing needs.
Promoting Entrepreneurship Education
With limitation of the organized sector providing employment in large numbers, hope for creating jobs for a country like India lie in promotion of small firms and in self-employment. In this context, education system is not only faced with the problem of disseminating knowledge and technical skills, but even more with the problem of developing attitudes and patterns of behavior, particularly those that encourage self-confidence and spirit of initiative and help people to work independently. A special focus on promotion of entrepreneurship in mainstream education is, therefore, necessary.
Promoting Life Skills
Surveys of skills required in workforce across nations consistently show that the core characteristics employers are looking for, and not finding, include motivation and flexibility, willingness to work and learn, confidence, appearance and good manners. In contrast, written communication, literacy skills and using numbers, although important, come much lower in priority. Education system is overly concerned with structures, with insufficient attention given to extra-curricular activities, sports and project work – the activities that help to develop interpersonal skills and emotional intelligence. Aligning curricula to take care of these needs is, therefore, necessary.
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