netrashetty
Netra Shetty
Marantz is a company that develops and sells upper-mid range to high-end audio products.[1]
The first Marantz audio product was designed and built by Saul B. Marantz in his home in Kew Gardens, New York.[2] The company had a major influence in the development of high fidelity audio systems, and reached the high point of their success in the mid to late 1970s.
During the 1980s, while owned by Philips,[3][4] a pioneer in compact disc technology, Marantz built some very well-received CD players, but other products in the line were not as successful as in the past. As of the early 1990s, Marantz has focused on higher end components. In 2001, Marantz Japan acquired the brand from Philips and owned all overseas sales subsidiaries.
Riches notes that any large-scale change requires the large issue of culture to be confronted, and that this
can be a daunting task–even identifying culture, that invisible and often complex system of beliefs and
practices that determines how people act in organizations, is fraught with difficulty. Her organization
change and leadership development website reproduces 10 cultural components that one writer (Timothy
Galpin HR Magazine March 1996) says must be considered when implementing change:
1. Rules and policies - eliminate rules and policies that hinder the change and create new ones that
reinforce the desired way of operating. Develop and document new Standard operating
procedures.
2. Goals and measurement - develop goals and measurements that reinforce the desired changes.
3. Customs and norms - replace old ways of doing things that reinforce the old ways with new
customs and norms e.g., replace written reports with face-to-face meetings.
4. Training - again replace training that reinforces the old way of doing things with new training.
Develop experiential training that provides real time and hands-on experiences with new
processes and procedures.
5. Ceremonies and events - put in place ceremonies and events that reinforce the new ways.
Recognize individual and team contributions to making the changes work.
6. Management behaviors - publicly recognize and reward managers who change by linking
promotion and pay to the desired behaviors. Do not promote or pay increases to managers who
do not come on board.
7. Rewards and recognition - make rewards specific to the change goals that have been set. Ensure
that the performance management system recognizes and rewards the desired ways of operating
and does not simply reinforce the old ways. For example, a performance management system
that measures only individual behavior will undermine any attempts to inculcate a culture of
teamwork.
8. Communications - deliver communications in new ways to show commitment to change. Use
multiple channels to deliver consistent messages at all stages during the transition, before, during
and after the change.
9. Physical environment - make sure that the physical environment reflects the change. If
knowledge and information sharing is the goal, get people out of offices and into open, shared
areas. If you want them to talk to their customers, create ‘virtual’ offices so that people are
encouraged to work outside the office with customers.
10. Organizational structure - make sure that the structure reinforces the operational changes.
Combine overlapping divisions; reorganize around customers as opposed to functions.
DIVERSITY MANAGEMENT
To retain their reputations for excellence, Centers need to create work environments that support the
productivity, career development, and job satisfaction of women and men of diverse backgrounds. The
fundamental proposition for diversity in the CGIAR, as articulated by the CGIAR Gender & Diversity
(G&D) Program, is that expanding the pool of skills, talents, perspectives and ideas within the
organization will strengthen the performance of the Centers. A diverse workforce is seen as enabling
the Centers to better develop effective partnerships and to respond rapidly and successfully to challenges
in the external environment. Research on R&D teams at CSIRO and Stanford University found that
diversity-rich teams outperform homogenous ones, especially for innovation (Wilde and Shields, 2002).
Centers that fail to effectively exploit the opportunities presented by developing and maintaining a
diverse workforce run the risk of losing in the competition for the “best and brightest” in key disciplines,
failing to match the quality expectations of investors, and ultimately suffering financial downturn.
In its most recent summary of systemwide human resources data, the G&D Program reported that “by
most criteria relating to diversity of origin, the CGIAR appears to be in a healthy state. The situation
relating to gender balance is, in contrast, disappointing” (Jayasinghe and Moore, 2003).
The G&D Program works with individual Centers to establish model policies and programs that support
gender and diversity balance. The Program reports that progress has been mixed-some Centers are
missing critical policies, others have exemplary policies in some areas but outdated policy in others.
The G&D Program recommends that BoTs should request a managerial review of HR policies and
procedures in order to identify which policies and procedures support diversity (Allen and Wilde 2003).
It recommends that each Center should have the following policies and procedures in place:
•
•
•
•
•
•
Statement of commitment to diversity
Diversity-related employment policies
Anti-harassment policy and procedures
General family-related policies and procedures
Spouse/partner employment-related policies and procedures
Family work/balance policies, procedures, and facilities
National Mission for Skills Development
The issue of skills development cuts across allocation of work of many line ministries at the centre. While some ministries are responsible for education and training, for others need adequate numbers of skilled people for growth. The states are major stakeholders in terms provision as well as financing. At the same time, it is important that skilled manpower is available within the state for development. Therefore issue of skilled manpower is critical to large number of stakeholders. Despite its importance, efforts towards skills development lack focus, coordination and suffer from many implementation bottlenecks. Often public investment in schemes for skills development is either not monitored or is monitored only in terms of expenditure or disbursement with little focus on its end use and outcomes.
Summary and conclusion
Growth of higher education and developments in labour market for the qualified people in India has been tracked in this paper. It calls for the intervention by the state to make the connection between higher education and the jobs more efficient as a means for reducing unemployment and underemployment of graduates on one hand and addressing the problem of skill shortages on the other.
Employment structure in Indian economy has been impervious to economic growth and changing structure of Indian economy. Despite sharp decline of agriculture in terms of its share in GDP, the share of agriculture in employment dropped only marginally. Agriculture had continued to employ over sixty percent of the workforce for many decades.
The organized sector with the dominating presence of the government and the public sector has a limited potential to provide employment. With the opening of the Indian economy fueled by entrepreneurial spirit, there are large and varied private initiatives across different sectors in economy. Beginning with late 1990s, the employment pattern has however begun to change. Many non-agricultural sectors have grown rapidly. Apart from IT / ITES services, there is growth in trade and transport services, financial services, construction and health and education services. In recent years, there has been a feeling that the country’s growth may come to a grinding halt unless it handles the problem of skill shortages.
Evidence of large and growing overall unemployment and underemployment and particularly amongst the youth and the educated people seem to suggest that such perceptions could be wrong and unnecessary alarmist. However a detailed examination of the skill shortages based on the existing education and skill profile of the workforce taking into consideration the actual growth sector-by-sector and projecting the growth until 2010 shows that the skill shortages is real. While, there may not an acute problem of graduates in terms of absolute numbers, yet because of uneven quality of a large majority of graduates, as the industry goes on to recruit a larger proportion of graduates, there is a sharp fall in quality. By the year 2010, 77 percent of the people with graduate and above qualifications will have to be in the workforce against 62 percent in the year 2001. The skill shortages are also to be viewed in terms of the increased appetite of the industry. Higher education system that produces a much larger number of graduates than before cannot be blamed for it. It needs to be realized that education systems have momentum of their own. A very quick response is not easy to achieve particularly in a system with large public sector having permanent employment. Analysis of growth pattern shows that from the 1980s higher education and training sector in India saw a surge in private provision. Private providers are now dominant providers for programs with occupational focus. Overall the country now has a good mix of public and private, formal and non-formal system of higher education and training. There is a need to further increase higher education capacity through diversified expansion.
However issue of enrolment expansion should be seen from point of view of the occupational structure of the Indian economy. More than enrolment expansion, the issue of skill shortages in India is an issue of quality and mismatch. Since the enrolment growth over the last two decades has been primarily in institutions set up through private initiatives. The growth has been slow but it was able to meet actual unmet demand.
In all, there is a need to enlarge the adaptive capacity of the higher education system so that it is more responsive to the changing world of work and meets the diversified needs of economy – both domestic and global. For that purpose diversification of the Indian higher education and training system has to be pursued as a goal. This can be achieved by having a proper mix of public and private, formal and non-formal institutions. Special initiatives are required to enhance employability. Curriculum and content has to be continually renewed through Teaching and Learning Support Networks and specific skill development network may be set up. Collection of data on job market trends, its analysis and dissemination is important.
More than setting up a few institutions that may produce a few hundred at best few thousand quality graduates at huge costs, interventions are required at the systemic level to alter the nature and quality of regulation for the private institutions and more investment in public institutions with an increased accountability mechanism. There is a case for increasing public funding for higher education. However considering the limitations in this regard, it is important that public funds are strategically deployed to address equity issues and leverage change in public funded institutions. Country’s recent success in the global knowledge economy has been object of envy of not only the developing countries but even advanced countries. A fair amount of credit for this and rightly so is being given to the country’s large pool of qualified manpower and as a corollary to its higher education system. The country’s higher education system suffers from several problems that need to be addressed. Though efforts should be made to fix these problems, but focus has to be on not doing anything wrong that may compromise country’s competitiveness in this sector.
The first Marantz audio product was designed and built by Saul B. Marantz in his home in Kew Gardens, New York.[2] The company had a major influence in the development of high fidelity audio systems, and reached the high point of their success in the mid to late 1970s.
During the 1980s, while owned by Philips,[3][4] a pioneer in compact disc technology, Marantz built some very well-received CD players, but other products in the line were not as successful as in the past. As of the early 1990s, Marantz has focused on higher end components. In 2001, Marantz Japan acquired the brand from Philips and owned all overseas sales subsidiaries.
Riches notes that any large-scale change requires the large issue of culture to be confronted, and that this
can be a daunting task–even identifying culture, that invisible and often complex system of beliefs and
practices that determines how people act in organizations, is fraught with difficulty. Her organization
change and leadership development website reproduces 10 cultural components that one writer (Timothy
Galpin HR Magazine March 1996) says must be considered when implementing change:
1. Rules and policies - eliminate rules and policies that hinder the change and create new ones that
reinforce the desired way of operating. Develop and document new Standard operating
procedures.
2. Goals and measurement - develop goals and measurements that reinforce the desired changes.
3. Customs and norms - replace old ways of doing things that reinforce the old ways with new
customs and norms e.g., replace written reports with face-to-face meetings.
4. Training - again replace training that reinforces the old way of doing things with new training.
Develop experiential training that provides real time and hands-on experiences with new
processes and procedures.
5. Ceremonies and events - put in place ceremonies and events that reinforce the new ways.
Recognize individual and team contributions to making the changes work.
6. Management behaviors - publicly recognize and reward managers who change by linking
promotion and pay to the desired behaviors. Do not promote or pay increases to managers who
do not come on board.
7. Rewards and recognition - make rewards specific to the change goals that have been set. Ensure
that the performance management system recognizes and rewards the desired ways of operating
and does not simply reinforce the old ways. For example, a performance management system
that measures only individual behavior will undermine any attempts to inculcate a culture of
teamwork.
8. Communications - deliver communications in new ways to show commitment to change. Use
multiple channels to deliver consistent messages at all stages during the transition, before, during
and after the change.
9. Physical environment - make sure that the physical environment reflects the change. If
knowledge and information sharing is the goal, get people out of offices and into open, shared
areas. If you want them to talk to their customers, create ‘virtual’ offices so that people are
encouraged to work outside the office with customers.
10. Organizational structure - make sure that the structure reinforces the operational changes.
Combine overlapping divisions; reorganize around customers as opposed to functions.
DIVERSITY MANAGEMENT
To retain their reputations for excellence, Centers need to create work environments that support the
productivity, career development, and job satisfaction of women and men of diverse backgrounds. The
fundamental proposition for diversity in the CGIAR, as articulated by the CGIAR Gender & Diversity
(G&D) Program, is that expanding the pool of skills, talents, perspectives and ideas within the
organization will strengthen the performance of the Centers. A diverse workforce is seen as enabling
the Centers to better develop effective partnerships and to respond rapidly and successfully to challenges
in the external environment. Research on R&D teams at CSIRO and Stanford University found that
diversity-rich teams outperform homogenous ones, especially for innovation (Wilde and Shields, 2002).
Centers that fail to effectively exploit the opportunities presented by developing and maintaining a
diverse workforce run the risk of losing in the competition for the “best and brightest” in key disciplines,
failing to match the quality expectations of investors, and ultimately suffering financial downturn.
In its most recent summary of systemwide human resources data, the G&D Program reported that “by
most criteria relating to diversity of origin, the CGIAR appears to be in a healthy state. The situation
relating to gender balance is, in contrast, disappointing” (Jayasinghe and Moore, 2003).
The G&D Program works with individual Centers to establish model policies and programs that support
gender and diversity balance. The Program reports that progress has been mixed-some Centers are
missing critical policies, others have exemplary policies in some areas but outdated policy in others.
The G&D Program recommends that BoTs should request a managerial review of HR policies and
procedures in order to identify which policies and procedures support diversity (Allen and Wilde 2003).
It recommends that each Center should have the following policies and procedures in place:
•
•
•
•
•
•
Statement of commitment to diversity
Diversity-related employment policies
Anti-harassment policy and procedures
General family-related policies and procedures
Spouse/partner employment-related policies and procedures
Family work/balance policies, procedures, and facilities
National Mission for Skills Development
The issue of skills development cuts across allocation of work of many line ministries at the centre. While some ministries are responsible for education and training, for others need adequate numbers of skilled people for growth. The states are major stakeholders in terms provision as well as financing. At the same time, it is important that skilled manpower is available within the state for development. Therefore issue of skilled manpower is critical to large number of stakeholders. Despite its importance, efforts towards skills development lack focus, coordination and suffer from many implementation bottlenecks. Often public investment in schemes for skills development is either not monitored or is monitored only in terms of expenditure or disbursement with little focus on its end use and outcomes.
Summary and conclusion
Growth of higher education and developments in labour market for the qualified people in India has been tracked in this paper. It calls for the intervention by the state to make the connection between higher education and the jobs more efficient as a means for reducing unemployment and underemployment of graduates on one hand and addressing the problem of skill shortages on the other.
Employment structure in Indian economy has been impervious to economic growth and changing structure of Indian economy. Despite sharp decline of agriculture in terms of its share in GDP, the share of agriculture in employment dropped only marginally. Agriculture had continued to employ over sixty percent of the workforce for many decades.
The organized sector with the dominating presence of the government and the public sector has a limited potential to provide employment. With the opening of the Indian economy fueled by entrepreneurial spirit, there are large and varied private initiatives across different sectors in economy. Beginning with late 1990s, the employment pattern has however begun to change. Many non-agricultural sectors have grown rapidly. Apart from IT / ITES services, there is growth in trade and transport services, financial services, construction and health and education services. In recent years, there has been a feeling that the country’s growth may come to a grinding halt unless it handles the problem of skill shortages.
Evidence of large and growing overall unemployment and underemployment and particularly amongst the youth and the educated people seem to suggest that such perceptions could be wrong and unnecessary alarmist. However a detailed examination of the skill shortages based on the existing education and skill profile of the workforce taking into consideration the actual growth sector-by-sector and projecting the growth until 2010 shows that the skill shortages is real. While, there may not an acute problem of graduates in terms of absolute numbers, yet because of uneven quality of a large majority of graduates, as the industry goes on to recruit a larger proportion of graduates, there is a sharp fall in quality. By the year 2010, 77 percent of the people with graduate and above qualifications will have to be in the workforce against 62 percent in the year 2001. The skill shortages are also to be viewed in terms of the increased appetite of the industry. Higher education system that produces a much larger number of graduates than before cannot be blamed for it. It needs to be realized that education systems have momentum of their own. A very quick response is not easy to achieve particularly in a system with large public sector having permanent employment. Analysis of growth pattern shows that from the 1980s higher education and training sector in India saw a surge in private provision. Private providers are now dominant providers for programs with occupational focus. Overall the country now has a good mix of public and private, formal and non-formal system of higher education and training. There is a need to further increase higher education capacity through diversified expansion.
However issue of enrolment expansion should be seen from point of view of the occupational structure of the Indian economy. More than enrolment expansion, the issue of skill shortages in India is an issue of quality and mismatch. Since the enrolment growth over the last two decades has been primarily in institutions set up through private initiatives. The growth has been slow but it was able to meet actual unmet demand.
In all, there is a need to enlarge the adaptive capacity of the higher education system so that it is more responsive to the changing world of work and meets the diversified needs of economy – both domestic and global. For that purpose diversification of the Indian higher education and training system has to be pursued as a goal. This can be achieved by having a proper mix of public and private, formal and non-formal institutions. Special initiatives are required to enhance employability. Curriculum and content has to be continually renewed through Teaching and Learning Support Networks and specific skill development network may be set up. Collection of data on job market trends, its analysis and dissemination is important.
More than setting up a few institutions that may produce a few hundred at best few thousand quality graduates at huge costs, interventions are required at the systemic level to alter the nature and quality of regulation for the private institutions and more investment in public institutions with an increased accountability mechanism. There is a case for increasing public funding for higher education. However considering the limitations in this regard, it is important that public funds are strategically deployed to address equity issues and leverage change in public funded institutions. Country’s recent success in the global knowledge economy has been object of envy of not only the developing countries but even advanced countries. A fair amount of credit for this and rightly so is being given to the country’s large pool of qualified manpower and as a corollary to its higher education system. The country’s higher education system suffers from several problems that need to be addressed. Though efforts should be made to fix these problems, but focus has to be on not doing anything wrong that may compromise country’s competitiveness in this sector.
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