HUMAN CAPITAL MANAGEMENT, a backbone to effective Technology Management

An Abstract of my PAPER published in "National Conference on Technology Management" (TECHMA 2015) held @ Institute of Technology Management , DRDO, Mussoorie, UKD, India
               
Best Practises for Managing Technological Challenges in R&D Projects 

'Human Capital' is a measure of the economic value of an employee's skill set. This measure builds on the basic production input of labor measure where all labor is thought to be equal. But the concept of human capital recognizes that not all labor is equal and that the quality of employees can be improved by investing in them. The education, experience and abilities of an employee have an economic value for employers and for the economy as a whole. The term human capital was first used by a number of economists in the late 1950’s and early 1960’s. The Concept is that individuals generate, retain and use knowledge and skill (human capital) and create intellectual capital. Their knowledge is enhanced by the interactions between them (social capital) and generates the institutionalized knowledge possessed by an organization (organizational capital).

In India, rate of human capital formation has consistently increased after Independence due to qualitative improvement in each generation. At this time, until we develop artificial intelligence we pretty much need human capital to accomplish anything in the world. In fact, it takes human capital to create some other forms of capital. While a machine may eliminate the need to have hundreds of production workers make stuff, it still took human capital to design and build the machine. And as we move deeper and deeper into a knowledge-based economy that depends on information, knowledge and high-level skills, human capital is becoming increasingly important. 

Thus we see that Technology and Human Capital Management (HCM) have a broad range of influences upon each other, and Human Resource (HR) professionals should be able to reengineer the HR function, to meet present day technological demands and be able to support a proper managerial climate for innovative and knowledge based organization. 

Hence one of the most important parts of any organization is the human resource team. They are the backbone of an organization’s sustainability. Those leaders willing to make and stand by an investment in a modern culture, either government or private whether during hiring decisions or handling times of transition, will enjoy returns through better talent, stronger employee relationships, resilient employees, and sustained revenue. 

So we can safely infer that successful HR practice within an organization is the key ingredient to effective technology management. Thus investment on Human Capital can provide an organization with the backbone for a modern, intellectual and healthy work culture.

  

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BALANCED LEADERSHIP: THE ROLE OF EMOTIONAL INTELLIGENCE

Effects of Emotional Intelligence on R&D Leadership

                    Defense, terrain, roses & beyond….

       

Those were days when the pre-eminence of IQ as the standard of excellence in life was unquestioned; a debate raged over whether it was set in our genes or due to experience. But here, suddenly, was a new way of thinking about the ingredients of life success. Goleman was electrified by the notion and made the title of this book in 1995. Emotional Intelligence - why it can matter more than IQ.

Goleman put together what had been separate strands of research – such as the first fruits of the nascent field of affective neuroscience, which explores how emotions are regulated in the brain.

Goleman found that while the qualities traditionally associated with leadership- such intelligence, toughness, determination and vision- are required for success, they are insufficient. Truly effective leaders are also distinguished by a high degree of emotional intelligence, which includes self-awareness, self-regulation, motivation, empathy and social skill.

Every business person or even the ‘brainiac’ knows a story about a highly intelligent, highly skilled executive or a scientist who was promoted into a leadership position only to cut a sorry figure and stagnating in their jobs later to be positioned in a non-technical area to get themselves trained, as for example the HR department, feels like a degraded posting for a Scientist.

On the other hand, we also know a story about someone with solid—but not extraordinary—intellectual abilities and technical skills who was promoted into a similar position and then soared high. In this case, many with a scientific bend may say, ‘he isn’t so competent technically, how is he soaring high’!

When Goleman analyzed all this data, he found dramatic results. When he calculated the ratio of technical skills, IQ, and emotional intelligence as ingredients of excellent performance, emotional intelligence proved to be twice as important as the others for jobs at all levels.

In other words, the higher the rank of a person, he is considered to be a star performer, the more emotional intelligence capabilities showed up as the reason for his or her effectiveness.

The Harvard Business Review has hailed emotional intelligence as “a ground-breaking, paradigm-shattering idea,” one of the most influential business ideas of the decade.

( A case study taken from ONGC...)

While there is much information regarding leadership in a general sense, there remains great opportunity to better define leadership in an R&D capacity. R&D Leaders need to be able to think strategically to understand the organization’s overall strategic direction as well as to help chart it. The goal of balancing science and business is not to simply fit decisions into the larger picture, but to actually help paint that picture. This is often a new terrain for those whose day-to-day activities tend to revolve around science.

Not every R&D leader has a natural propensity or inclination to be a leader. Some prefer to remain pure researchers. Senior leaders should take a hard look at the organizational culture. This includes breaking down the traditional silos that have kept R&D so isolated from other functions. Emotional Intelligence can be learned and is enhanced with experience maturing.

( A case study taken from DRDO.. )

To succeed as an R&D leader, gain-and maintain-credibility by delivering more than you promise, with the help of and through the actions of others is where we see the effects of Emotional Intelligence at work place in research labs.

Now we find the role of R&D leaders changing dramatically over the past 40 years. In the 1950s and 1960s, the research director hired good people, built beautiful laboratories on a hill or in woods remote from headquarters or manufacturing, and produced wonderful information that might or might not be used by the organization. In the 1970s and 1980s, the research director was named vice president of R&D and assumed responsibility for relating the work of R&D to the short-term or longer-range strategic needs of the organization, but usually with a more immediate time horizon. In the late 1980s and into the 1990s, the vice president of R&D has in many cases become the chief technology officer, or CTO. Some CTOs are recognized as, or even have the title of, chief innovation officer. Though such titles are not very common but I think quite relevant to their job profile.

A remarkable researcher sometimes finds the management side boring or distasteful because it is more of an art than a science. Thus, the best researchers don't always make the best R&D managers.

For ages, people have debated whether leaders are born or made. So too goes the debate about emotional intelligence. Are people born with certain levels of empathy, or do they acquire empathy as a result of life’s experiences? The answer is both. Scientific inquiry strongly suggests that there is a genetic component to emotional intelligence. Psychological and developmental research indicates that nurture plays a role as well.

                               

Finding that intellect is based solely on the workings of the neo-cortex (the rational braining) the more recently evolved layers at the top of the brain. Emotional centers – lower in the Brain, closer to the brain-stem, in the more ancient sub-cortex or limbic system (emotional brain).These two different parts of the Brain learn differently. Emotional centers result in skills grounded in our evolutionary heritage for survival and adaptation.

             

Emotional intelligence is born largely in the neurotransmitters of the brain’s limbic system, which governs feelings, impulses, and drives. Research indicates that the limbic system learns best through motivation, extended practice, and feedback. Compare this with the kind of learning that goes on in the neocortex, which governs analytical and technical ability. The neocortex grasps concepts and logic. It is the part of the brain that figures out how to use a computer or mapping using GIS techniques reading a book.

Now let us try discussing Self Awareness, one of the components of EI

Self-awareness is the first component of emotional intelligence—which makes sense when one considers that the Delphic oracle gave the advice to “know thyself” thousands of years ago.

Self-awareness means having a deep understanding of one’s emotions, strengths, weaknesses, needs, and drives. People with strong self-awareness are neither overly critical nor unrealistically hopeful. Rather, they are honest—with themselves and with others.

People who have a high degree of self-awareness recognize how their feelings affect them, other people, and their job performance. For example, if a person is able to be firm in turning down a job offer that is tempting financially but does not fit with his principles or long-term goals.

A person who lacks self-awareness would say  “The money looked good so I signed on, “but the work means so little to me that I’m constantly bored.”

Recognizing self-awareness

First and foremost, it shows itself as candor (sincerity, out spoken) and an ability to assess oneself realistically. People with high self-awareness are able to speak accurately and openly. Self-aware persons will be frank in admitting to failure—and will often tell their tales with a smile, has the capability to laugh at oneself & ones mistakes. They are comfortable talking about—their limitations and strengths, and they often demonstrate a thirst for constructive criticism. 

By contrast, people with low self-awareness interpret the ‘message’ that they need to improve, as a threat or a sign of failure.

Self-aware people can also be recognized by their self-confidence. They know, too, when to ask for help. And the risks they take on the job are calculated. They won’t ask for a challenge that they know they can’t handle alone. They’ll play to their strengths.

Consider the actions of a young new comer who was invited to sit in on a strategy meeting with her organization, the top government executives. Although she was the most junior person in the room, she did not sit there quietly, listening in awestruck or fearful silence. She knew she had a head for clear logic and the skill to present ideas persuasively, and she offered cogent suggestions about the government’s strategy. At the same time, her self-awareness stopped her from wandering into territory where she knew she was weak.

(A case study - LSE student from UK now in Rwanda)

Despite the value of having self-aware people in the workplace, my research indicates that senior executives don’t often give self-awareness the credit it deserves when they look for potential leaders. Many executives mistake candor or sincerity about feelings for “wimpiness” and fail to give due respect to employees who openly acknowledge their shortcomings. Such people are too readily dismissed as “not tough enough” to lead others. But in reality, the opposite is true. In the first place, people generally admire and respect outspokenness.

I would conclude by saying, leaders are constantly required to make judgment calls that require a candid assessment of capabilities—their OWN and those of others. People who assess themselves honestly—that is, self-aware people—are well suited to do the same for the organizations they run.

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Teacher leadership & Professionalism

Teacher the role model - Leadership & Professionalism  

The concept of teacher leadership is not new, but recently it has been revamped. In the past, teacher leadership roles had a narrow scope and customized at the prerogative of the Institution administrators. Teachers have long served as team leaders, department chairs, association leaders and curriculum developers. In these roles teachers have often served as "representatives" rather than "leaders" who enact change (Livingston, 1992). In addition, leadership roles for teachers have traditionally lacked flexibility and required a lengthy, ongoing commitment of time and energy. Often the decision to take on leadership tasks has been accompanied by a decision to get out of teaching and into administration.

Studies have shown that leadership positions can yield significant personal benefits to those involved. Intellectual and professional growth and decreased isolation are personal gains teachers reported in their new leadership roles.

Recently, reports on the status of teacher education have issued strong and compelling pleas for dramatically different roles for teachers and increased professional development (Carnegie, 1986; Holmes 1986). While recognizing the essentiality of teaching, the reports emphasize the need for teachers to extend their sphere of influence beyond the classroom and into school wide leadership activities acting as role models for the young minds.

Advocacy for teacher professionalism and expanded leadership roles is based on the understanding that teachers, because they have daily contacts with learners, are in the best position to make critical decisions about curriculum and instruction. Moreover, they are better able to implement changes in a comprehensive and continuous manner (Howey, 1988; Livingston, 1992). The movement to spread out teacher roles is also provoked by an ongoing need to attract and retain competent teachers.

Teachers typically define career satisfaction in terms of their ability to be of service to others and make a difference in the lives of their students (McLaughlin & Lee, 1988). Similarly, the leadership considerations of teachers are stuck in their desire to improve the quality of teaching and learning for all students.

Studies have shown that teachers do not subscribe to traditional definitions of leadership as "higher" or "superior" positions within the organizational hierarchy (Devaney, 1987). Instead, teachers view leadership as a collaborative effort, a "banding together" with other teachers to promote professional development and growth and the improvement of educational services (Troen & Boles, 1992).

Today, leadership roles have begun to emerge and promise real opportunities for teachers to impact educational change-without necessarily leaving the classroom. Teachers are now serving as research colleagues, working as advisor-mentors to new teachers, and facilitating professional development activities as master teachers. Teachers also act as members of school-based leadership teams, instructional support teams and leaders of change efforts (Livingston, 1992). In addition, teachers are forging a number of new and unique leadership roles through their own initiative by developing and implementing programs they personally believe will result in positive change (Troen & Boles, 1992).

Teachers report that their knowledge and skills in teaching increased dramatically as a result of their involvement in leadership positions (Porter, 1987; Lieberman et al., 1988; Troen & Boles, 1992). New skills and knowledge also lead to increased confidence among lead teachers and a stronger commitment to teaching. Professional growth was more often the result of collaboration with peers than activities separated from the normal school routine. Growth occurred as lead teachers observed and assisted other teachers, worked with administrators, and were exposed to new concepts and ideas. Intellectual and professional growth and decreased isolation are personal gains teachers reported in their new leadership roles.

Studies suggest that problems often result when teacher leadership roles are not well defined (Hart, 1990; Hatfield, et al., 1987; Wasley, 1989). When responsibilities involved with leadership are not well delineated confusion results and tensions mount, not only for lead teachers but also for those who work with them (i.e., administrators, classroom teachers). At the same time, however, researchers point to the need for lead teachers to participate in the definition and creation of their new roles.

For the past few years, the Leadership for Change projects has been conducting case studies of Educational leaders and their efforts to implement Institutional Improvement.

A variety of conditions are necessary to support and sustain teachers in leadership positions. According to Lieberman (1992), vision, structure, time and skills are all essential to the success of new teacher roles and responsibilities. It is important that teacher leadership roles be part of an overall vision and set of values that accepts and expects teachers to participate in leadership. When new roles are unrelated to a broad vision of teacher participation, leadership positions do not receive the systemic support necessary for success and change.

There are skills and abilities, which can be labeled and learned, that make leadership more effective. Teachers need access to information and training. The following set of leadership skills in the role as teacher leader:

• Promoting a clear vision
• Taking initiative
• Persevering in the face of obstacles
• Analyzing and making program adjustments/improvements
• Building support with community
• Building a team spirit among the faculty
• Providing support and encouragement for other teachers
• Facilitating communication and reflection among the faculty
• Celebrating and recognizing program successes
• Using alternative strategies such as a summer program to build skills
• Exercising patience

Encouraging teachers to assume leadership roles actually work wonders. Teachers are teaching differently. They are demonstrating a greater respect for each other and for students. They are working across the curriculum and coordinating their efforts. By following this sort of exercise in institutions, educators get excited about teaching again.

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Harness Leadership through Spirituality

Negotiate the World better with a Success Mantra....

Imagine waking up one morning and realizing that we had quiescent phenomenal power waiting to be unleashed and once these abilities are kindled we could manifest anything we mortals desire - a meaningful and worthy life, dare to dream, realize our dreams, be in command of our body and be a socially healthy being, in other words bridge the gap and establish a link with our inner self. We are talking of expansion and connection with our life-force - ‘Our Spirits’.

In this point in time it seems more important than ever to experience our own spirituality right in the middle of the world we live in. Spirituality is no longer something only to be experienced by a dedicated few who are willing to abandon family and society in order to find spiritual enlightenment away from humanity. On the contrary it is within reach of one who desires to embark upon this path anytime anywhere. In fact a large number sincerely have begun to inculcate this as their life sentinel.

In this day and era, spirituality and the physical material world are finding a new balance. No longer coexisting at a distance, but more and more flowing together, merging and weaving a new and different fabric of society. Picture a situation where we could actually change our blueprint of life, our DNA chromosomes to enable us to expand our creative potential, provide access to our subconscious mind and become intuitive, being able to connect to our purpose in life - that is augmentation of our latent power leading to ‘Spiritual Growth’.

In our daily lives the basic understanding of the word ‘Spiritual’ has so often been misconstrued as connecting with some divine power in a highly religious manner. Hence to common man Spirituality and religion are still confusing entity. In realism ‘Spirituality’ is a broader concept and refers to non-material matters that concern the spirit which is our soul which lies deep within us. Spirituality does not require a divine authority whereas religion usually deals with the existence of a divine power and some accompanying system of beliefs, faith leading to devotion. We are asked to believe this divine power as an explanation for what we otherwise cannot understand. Not going into much controversy, it still remains popular even today among a few who hold the Marxist belief that "religion is the opium of the people"! That does seem true for some sects of the more strident variety, who bump all spiritual and religious systems together without closer examination. This does neither appeal nor strike as a truly bright idea. By taking this critical attitude, I think that such school of thought seem to throw out the baby along with the bath-water.

Something that has changed throughout time. In the days bygone a person in search of spirituality or “Nirvana” (a paradise), moved away from day-to-day life, from society, in search of spiritual reawakening. Nowadays, most spiritual people are productive members of society and have busy families and social lives. For many, Spirituality has become the buzz word - a mantra (sacred utterance) for self growth, to grow and change into an enhanced human class.

Spirituality as a ‘tool’ can help increase awareness, compassion, gathering acumen, sharing knowledge in an unbiased manner and the conscious realization that the act of giving can be as fulfilling as the act of receiving. Through spiritual experiences we raise our awareness of ourselves and what we have to offer to the world and also our awareness of the world around us. We understand the concept of sowing the right seed, so that we have a confident harvest.

As we become more aware of what is around us, we become better prepared to act upon things that are happening in our environment. And the more we view the world we live in from a compassionate perspective, the easier it is to see that a balance between giving and receiving, between altruism and materialism is actually feasible. Learning to empower our tomorrow with the right values and education other than life’s savings, which to some in our society appear as an act of empowerment which in reality is a shame. It’s instinctive and born out of low self esteem and a feeling of insecurity.

Consider Human existence as a house with four rooms. Room number one is the body; room number 2 is the mind; room number 3 is the emotions and room number 4 is the spirituality. Which room would you bestow your favor upon? Spiritual growth is a part and parcel of building a strong personality. To grow in mind, body and personality (consisting of emotions and spirituality), into a complete human being! Spirituality thus, is connecting with your inner Self, arousing, caressing and feeling the presence of your own power, your own soul and spirit. It has been with you forever, laying latent waiting for you to unfurl. It is so easy to perceive its presence and even easier not to.

On introspection, honestly are we well equipped guardians to convey the essence of this easy expression to the torch bearers of tomorrow – our children, youth of our nation? The day to day management jargon: Personality Development - which in reality comprises of 20% IQ + 80% EQ along with spiritual awakening has become a pre-requite for present day professionals to get themselves hired with an uninterrupted climb up the ladder. The understanding of right from wrong, the know-how: how to handle everyday life situations, inter-human communication, learning the art of visualization without jumping into a conclusion, uninterrupted and smooth business communication, the art of working in a team; non-judgmental and so on and so forth. In a lay mans lingo we may say the art of getting things done using a number of skills such as knowledge, faith, courage, compassion, integrity, justice, tact and wisdom. This uncomplicated personal enhancement is in reality, Spiritual growth or Spiritual awakening, which shapes the personality of an individual.

If we rewind and look into the days bygone, we can see that an Indian ideally has always been living life 100%, enjoying both material as well as spiritual planes. And it is a fact that till two centuries ago, India was the richest country in the world. The same Indians in the present era are soon losing their identity unable to release their safety valves. The irony thus is lost on me.

Spirituality is an important or even can be summed up as foundational aspect of human existence. The Sanskrit dictum says svarat samrat bhavati. It means one who can rule and govern oneself can also lead others. That is a model where the art of practicing self leadership on oneself is encouraged. This entails bringing forth the hidden spirit in the forefront of his personality thus empowering the leader to lead from the front. Indian civilization is based on such ground work laid by such leaders called Rajarshi’s which literally means a king and a sage. In today’s model the schism and secular vanishes (the king is the secular aspect while the Rishi is the sacred aspect). Rajarshi leadership from Indian history such as emperor Ashoka (220 -300BC ), Jamshedji Tata ( 19^th Century), Mahatma Gandhi (20^th century)are a few exemplar.

Gandhi's life is a lesson that one person can change a whole country, at least temporarily. An individual whose beliefs are spiritually rooted can bring about welcome change within the organization's work culture. The bookstores have a whole range of materials from Jesus Christ being viewed as CEO to lessons on management from the Bhagavad Gita. Prof. Chakraborty of Indian Institute of Manangement(IIM), Calcutta has developed a series of concepts and programs to inculcate Indian ethos into organizations based on principles derived from traditional Indian literature. He says-“If spirituality in management is seen more broadly as a way of inculcating meaning into one. At a personal level, it is also important for us to understand what kind of work we enjoy, and what our values are and how we can engage in work that is meaningful to us”.

Prof. Ramnath Narayanaswamy, IIM-e says it is often taken for granted that business and spirituality have little to do with each other. He says, in reality, however, there is a strong link between managing business, ethical and personal issues. As a Professor of Economics and Social Sciences at the Institute, he has been directing young minds onto a path of spiritualism, self-development and self-discovery, so that they may `develop life skills and negotiate the world better.' His elective called `Spirituality and Self Development for the Global Manager' has gained considerable popularity.

Spirituality - the success mantra, can thus be said as the core value system or the wisdom acquired by an individual which in today’s IT language be best interpreted as the hardware, while the knowledge and the procurement of professional skills as the software. Spirituality the hardware, deals with the core human values including faith, courage, compassion, integrity, justice and wisdom. While the technical knowledge and the professional know how is in reality the software!

Spirituality is the backbone of a culture. And just like each man, each nation has its own characteristics. And needless to say, the characteristic of a nation is manifested through the youth of the Nation. As responsible citizens of this universe, on this day, let us take a vow to arm ourselves with this invaluable ‘MANTRA’! Be the facilitators and lead from the front?

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