Gen Y For Dummies
Had a good time attending the NASSCOM (Pune) session on Gen Y management.
Uniqueness of Religious Regions of Maharashtra
Religious Geography of Maharashtra – now that’s one scary academic sounding topic!
My talk on some of the quotes by an eminent computer scientist Edsgar Dijkstra.
Turning Around Universities
My notes of a talk by Prof. Deepak Phatak on how MOOC can dramatically change the role of a traditional University.
Tale of Two Relocations
My experience of two relocations – first in the year 1993 to the USA and then in 2001 to India.
दोन स्थलांतरांची गोष्ट
“तुम्ही भारतात परत का आलात?”
Can we ever read History with an open mind?
As an 11 year old in the 9th grade, untouched by any “ism” and totally oblivious of the label p-secular …
The Loss of Innocence – The IIT, Then and Now
A typical IIT student was intelligent, unassuming, self made, studious and rooted well in the “local” ethos.
Mathematics for justice!
Can we divide something between people such that everyone is guaranteed to be satisfied?
Let’s Talk Dirty!
That’s right. I do want to talk about things dirty.
बोलाचे साहित्य बोलाचेच विश्व, रंकाचे धन आणि रावांचे कवित्व ॥
विश्व मराठी साहित्य संमेलन!
What do I do when I see an accident?
आता तुम्हीच काळजी घ्यायला हवी…
A poem by Shankar Vaidya.
Wages of Inequality – P. Sainath’s lecture in Pune
Will we ever stop wearing our ideologies on our sleeves and instead focus on the human side of the story?
One year of JM – FC road one way plan
Serious issues needing urgent corrective measures. (August 20, 2010)
When a senior person goes “When I was your age …“, what do you think a Gen Y really wishes to say? “You know what – you were never my age!“. When Ganesh Natarajan (Zensar CEO) told this story – it reminded me of the school counselor who told us parents – “You know what – you were never teenagers!”
Ganesh went on to claim that the single biggest obstacle in having a harmonious relationship between Gen Y and Gen X is the inability of the Gen X to “let go“.
The Gen X is often left wondering why the Gen Y isn’t excited by the great stuff offered to them. The catch, according to Prakash Iyer (Kimberley Clark Lever) is – what is “great” in the eyes of Gen X is hardly so for the Gen Y.
And then there was Mohit Gundecha (Jombay), a Gen Y himself, who put forth the best advice.
When talking to Gen Y just be 100% transparent. Give them the advice that is best for them, not for you or the company. They are just too smart to not understand if you are anything but transparent. One can’t afford to be reactive with them – you have to be predictive. Don’t go by what they did in college – it will most probably be (at least in India) not by (their) choice. So let them do what they want to do.
And then came the killer, that could only be believed because it came from a Gen Y himself.
Don’t think that “command and control” strategy is irrelevant for Gen Y! The old-fashioned managerial behavior is okay, nay even necessary, if the context is right.
Anshoo Gaur (Amdocs) declared that Gen X and Gen Y are not different. He set out to explain, in engineering-speak, that we ought to compare Gen X and Gen Y along two orthogonal axes, viz. “what” and “how“. On the “what” axis, they are the same, and differ only on “how“. So, his advice was, identify the invariants (i.e. “what“) – e.g. values, performance – and work on them. Don’t fret over the “how“.
The tail-piece was a story narrated by Ganesh about his conversation with the management Guru (late) C K Pralhad about education in India. On a Delhi Mumbai flight Ganesh rued about the Indian education system (rote learning et al) and Pralhad shot back – “As a thought leader, never ever think of persuading the Government to change our education system. If they do that, they would ruin the India story!” To oversimplify – Pralhad’s rationale was that it doesn’t make sense to be liberal with the youngsters. The Indian system, that stuffs student’s head with rote learning, is okay – as the students get ample time to ruminate over it later to make sense of it! Now that’s a kind of shocker, right?
Thank you NASSCOM for a thought provoking, and entertaining, evening!
Disclaimer: This note is my interpretation of what I heard which may or may not be what the concerned speakers meant!
Religious Geography of Maharashtra – now that’s one scary academic sounding topic! But after I skimmed through a delightful note by Prof Anne Feldhaus, I decided to attend the talk and boy was it wonderful! Here are my notes. Disclaimer: I have paraphrased what I heard and I am no academician myself.
As Prof. Suhas Palshikar spoke in Marathi about late Prof. Rajendra Vora, in whose memory the talk was organized, the sari clad elderly Caucasian American lady with snow white hair was seen nodding appreciatively. A small disappointment then when Prof. Palshikar announced that Ms. Feldhaus would be speaking in English.
Ms. Feldhaus talked about six patterns that have created regions bound by common threads of faith. These patterns were stories, body images, goddess sisters, numbered sets, biography of saints and pilgrimage.
She narrated the story of the birth of river Karha. Arjun and Nakula in search of water, toppled the kamandalu of a sage and thus was born the river Karha. They ran for their life with the sage in hot pursuit. Whenever the sage would get close, they would throw a rice grain behind them. The grain would turn in to a shiva-linga and the sage would stop in his tracks to worship it! That explains the Shiva temples along the bank of Karha. The villages around Karha, in a sense, signify a region defined by this story.
The Purush Sukta in Rigved uses the metaphor of human body to describe rivers. Interestingly, eight locations of the river Godavari have been likened to eight angas – body parts – of a woman; from head to toe.
Then she talked about seven goddesses, the Malai sisters, who once in a year visit their maher, i.e. home of their parents, from seven different locations. This religious event binds the eight locations.
Then there are these numbered locations – the ashta-vinayak, the 11 Maruti, the three and a half shakti-peeths and so on. These sets too define a region.
The holy places of he Mahanubhav panth are all about the activities of their founder, Chakradhar Swami, and his guru. The place where he slept, where he delivered his message – even where he went to the bathroom – are enshrined as holy places!
And the last, and the most significant, pattern that creates religious regions is the pilgrimage. The wari of Pandharpur being the most significant example.
At this point, she came up with two key observations.
Some of the regions overlap geographically, but, interestingly, they don’t meet! She cited Jejuri as an example. It happens to be near Karha, the annual palakhi of Janai originates from there, the Morgao of ashta-vinayak is not too far, one of the Malai sisters belongs to this place and the Pandharpur pilgrimage passes through Jejuri. However, folks who are passionately involved in one of the regions are often found to be completely oblivious to the other regions which exist there!
Her second observations was that, with one notable exception, none of these religious regions has metamorphosed into any administrative or political entity. The glorious exception being the wari of Pandharpur which united the Marathi speaking folks not withstanding the cast and class differences. She credited the wari with the creation of the state of Maharashtra.
Personally, it was a very different perspective for me, coming from an American scholar who has almost adopted Marathi as her language. To know more about Anne, do read this immensely entertaining note she wrote for her colleagues at the Arizona State University.
A few days ago I was asked to inaugurate the Jigyasa Techfest at IMCC and I chose that occasion to revisit some of the quotes by an eminent computer scientist Edsgar Dijkstra. I decided to take help of another eminent person, but from the arena of probability and randomness, Nassim Nicholas Taleb (NNT), to highlight one of the quotes by Dijkstra. I decided to begin the presentation with a poll based on a thought experiment by NNT.
Say, you are a cancer specialist. You have the the investigation report which shows no trace of cancer. Now, is it evidence of absence of cancer or is it absence of evidence of cancer? The show of hands in the auditorium indicated that the opinion was evenly divided.
The answer is: it is the absence of evidence of cancer. As there is always a finite probability that the investigation report may miss something, it just can’t be evidence of absence. All we can say is there is absence of evidence.
“Program testing can be used to show the presence of bugs, but never to show their absence”
Get it? When you find bugs, that’s obvious. But if you don’t find bugs, it means exactly that and nothing more – you did not find bugs – period. You can’t vouch that the program is bug free just because you didn’t find any bugs.
Edsgar Dijkstra has some pretty entertaining quotes to his credit – more about those later in this blog. Right now let’s see some that relate to computer science, design and learning.
“Computer science is no more about computers than astronomy is about telescopes”
Will you call surgery “knife science”? No! Isn’t the term Computer Science a misnomer then? Think.
“Simplicity is prerequisite for reliability”
How does one craft a good design? After asking this question, I stunned the audience with the answer: KISS! As you know, it’s an acronym for Keep It Simple, Stupid! So, when in doubt, always choose simple over complex. The problems we face are surely complex, but it is a well accepted principle that you can’t fight complexity with complexity. Simplicity is the right weapon.
“Perfecting oneself is as much unlearning as it is learning”
My programming mother tongue was FORTRAN. Later,the teacher who taught us Pascal warned us that unless we unlearn our FORTRAN ways, we won’t be able to exploit Pascal fully. Otherwise, he said, we would join the tribe of programmers who code in FORTRAN in any language! With so many new languages and programming techniques coming our way, it is absolutely critical that we develop the ability of unlearning old ways to meaningfully embrace the new new things.
As promised, let me quote three of the more famous, and entertaining, utterances of Dijkstra that amuse me no end.
“It is practically impossible to teach good programming to students that have had a prior exposure to BASIC: as potential programmers they are mentally mutilated beyond hope of regeneration.”
“The use of COBOL cripples the mind; its teaching should, therefore, be regarded as a criminal offense.”
“The use of anthropomorphic terminology when dealing with computing systems is a symptom of professional immaturity”
Hmm. Think hard about the last one.
Postscript: I found another gem, that generated a great dialog when I posted it on Facebook.
“Besides a mathematical inclination, an exceptionally good mastery of one’s native tongue is the most vital asset of a competent programmer.”
Read this paper if you want to know how do we tell truths that might hurt.
I recently heard Prof. Deepak Phatak (IIT Mumbai). He envisages a scenario where MOOC becomes the backbone, dramatically changing the role of a traditional University. Here are my notes from the talk he gave at the recently concluded TechForSeva conference held in Pune in September 2013.
A lot is talked about the access to knowledge. Prof. Phatak emphasized that access is not the problem. It’s about assimilation.
In this new world, role of the teacher is set to change – or has already changed – dramatically. The teacher’s job is not about teaching anymore. They have to be the facilitators. They need to help students apply the knowledge, explore the knowledge and use the knowledge.
No matter how advanced the technology or how easy the access – the human intervention is still critical.
Integration of MOOC (Massively Online Open Courses) and teacher interaction is the key. At IIT, they now use the “Flip Classroom” model. In olden days one attended the lectures in the college and did homework at the hostel or at home. Now, with MOOC, you listen to the lectures at home, hostel or anywhere you choose and solve problems in the class. The class is where you would have the facilitator teacher in person to work with.
Today teachers spend up to 90% of their time in preparation, delivery, setting question papers and evaluation. In the new model, all that time could be saved! With MOOC, the best of the best lectures would be available instantly and the teacher will no more be required to prepare and deliver in the first place. Even the setting of question papers and evaluation is part of MOOC. All the teacher’s energy can now be spent on solving the problems and applying the knowledge in the real world.
With this model, some questions that are worrying teachers can be answered easily. Will MOOC make the professors redundant? No. Will that lead to the loss of self-esteem of regular University professors? No. Earlier, the good teacher was supposed to prepare and deliver. Now they will need to mentor, guide and discuss. Note that the new responsibilities will have a far more impact. The new role is far more challenging too.
Our Universities will have to adapt to this new model. In fact Prof. Phatak envisages a scenario where a typical University STOPS creating curriculum and even conducting examinations. They can use the MOOC of world’s leading colleges – and use the physical space of the local University to collaborate, discuss and solve problems.
In the course of his address, Prof. Phatak quoted Sougat Mitra. When asked if the current education system is broke, Sougat Mitra replied, “no it’s solid. Actually it’s so solid and unyielding that we can’t even break it. So – it is better to bypass it”.
More about Prof. Deepak Phatak
Prof. Phatak narrated an encounter as he opened his talk.
He was once invited to a tribal area near Thane to deliver a talk to the school students in that area. When he landed there, he was told to talk on “Information Technology” – in Marathi! “माहिती तंत्रज्ञान”. That was the first time he spoke in Marathi on that topic. He was pleasantly surprised by the intelligent questions asked by the young students.
After the talk he was surrounded by children – jostling for his autograph! That was a first again. He saw a boy standing a little away.
Do you want my autograph?
No sir, I want to talk to you.
OK, I will be with you in a few minutes.
And then a few volunteers came to Professor and told him that the local politician (MLA) was waiting for him at the snacks table. As Prof. Phatak was about to leave with them, the boy grabbed him by his sleeves.
Sir, you promised to talk to me.
Yes – but the MLA saheb is waiting for me.
Sir, I have walked 10 kilometers to listen to you.
What? Don’t you have any public transport – bus or tempo here?
We do have. Not affordable though. I walk 6 Km everyday to my school.
By this time Professor had lost his interest in the politician.
Sir, I am in 8th grade. I always stand first in my class. What would it take for me to become an expert in IT?
Professor gave him the usual spiel on the entrance exams, engineering colleges and all that. And then asked.
Why do you want to become an IT expert?
Your Nandan Nilekani founded Infosys, right? I want to found a company like that.
Here Professor Phatak shared that it was such incidents that made him make “access to education” his life mission.
Thou shalt never visit the land of plenty
Home then appears still more sordid and old
It just isn’t every Sudama’s destiny
That a boon will turn everything to gold
(Reference: Sudama, the childhood friend of Lord Krishna, on his visit to his friend, is dazzled by the opulence of Krishna’s capital. He returns to find his humble home turned in to palace thanks to a miracle wrought by Krishna.)
Here, I take the meaning of “sordid” as moral sordidness – and not the material poverty. And by moral sordidness I mean our bankrupt public life.
When in India, I had got so accustomed to seeing and reading about the terrible poverty and corruption, that my mind had become desensitized. I remember having read about a statement made by a foreigner traveling in India. He says – “People ask me if I am not shocked by the terrible poverty, lack of cleanliness, neglect of basic necessities and corruption in this county. Of course, I did feel shocked – but not by these things. I was shocked by the indifference of the well-to-do Indians to these realities of India.” I think this is a very precise observation. My state of mind, when I returned to India, was the same as that of this foreign traveler.
My long stay in America had lowered my immunity, both at the level of body and the mind. I realized that the things which others could take as ‘normal’ troubled me no end. In a way it was the proverbial ‘loss of innocence.’
I realized that many of those caught in this mess decide to go back in a fit of frustration. It did not happen to me though. One cannot bring about a change in one’s environment if one refuses to even look at it. I was sure that I could make a difference – however miniscule – in my surrounding. I was also convinced that my best chance at it was by living in India.
By the way, I also must put on record that neither me nor my family were inconvenienced in anyway as we settled in India.
Born Again Citizen (Concluding part 5. Unpublished).