Thursday, August 29, 2013

How to identify a liar and avoid becoming part of the rumor chain - Socrates and Islamic view


In ancient Greece (469 - 399 BC), Socrates was widely lauded for his wisdom.

One day an acquaintance ran up to him excitedly and said, "Socrates, do you know what I just heard about Diogenes?"

"Wait a moment," Socrates replied, "Before you tell me I'd like you to pass a little test. It's called the Triple Filter Test."
'Triple filter?" asked the acquaintance.

"That's right," Socrates continued, "Before you talk to me about Diogenes let's take a moment to filter what you're going to say.. The first filter is Truth. Have you made absolutely sure that what you are about to tell me is true?"

"No," the man said, "Actually I just heard about it."

"All right," said Socrates, "So you don't really know if it's true or not. Now let's try the second filter, the filter of Goodness. Is what you are about to tell me about Diogenes something good?"

"No, on the contrary..."

"So," Socrates continued, "You want to tell me something about Diogenes that may be bad, even though you're not certain it's true?"

The man shrugged, a little embarrassed. Socrates continued, "You may still pass the test though, because there is a third filter, the filter of Usefulness. Is what you want to tell me about Diogenes going to be useful to me?"

"No, not really."

"Well," concluded Socrates, "If what you want to tell me is neither True nor Good nor even useful, why tell it to me or anyone at all?"

The man was bewildered and ashamed. This is an example of why Socrates was a great philosopher and held in such high esteem.

It also explains why Socrates never found out that Diogenes was shagging his wife.
[Received in an Email. Quoted on several websites]

Note:

We do not need Socrates for teaching us the above. 

  سورة الحجرات  , Al-Hujraat, Chapter #49, Verse #6:

O you who believe! If a Fasiq (liar - evil person) comes to you with any news, verify it, lest you should harm people in ignorance, and afterwards you become regretful for what you have done. 


The Messenger of Allaah (Sal Allaahu Alaiyhi wa Sallam) said:
It is enough for a man to be (considered as) a liar, if he transmits forward everything that he hears. (Muslim)

Saturday, August 24, 2013

Sad Ending of Abdullah Yousuf Ali - the Translator of Quran

Sad Ending of Abdullah Yousuf Ali - the Translator of Quran

The Late Obituary of Abdullah Yousuf Ali, the author of the popular translation and commentary of Holy Quran, begins:
"Sixty years ago, on Dec 10, 1953, few in the Muslim world noticed a minor tragedy unfolding in London. The previous day, a sick man was found sitting on the steps of a house in London in a bitterly cold British winter day, and was taken to hospital by police.
On this day, a man whose name was already known around the Muslim world, died a pauper's death, without even a companion by his side. British authorities contacted the Pakistani High Commission in London to arrange his funeral and burial.
Ask any English-speaking Muslim what translation and commentary of the Quran they originally studied, and the chances are that it was the one by Abdullah Yusuf Ali. First published in 1934, it remains to this day the most widely read and quoted English translation of the Quran. "  Late Obituary: Sad Ending of the Translator of Quran .... (read on) [As the link seems not to be working I have copied the material below at the end of my post]

Monday, August 5, 2013

Education as Tazkia: Is a child like a clean slate?

Education as Tazkia: Is a child like a clean slate?

In the academic circles, one often hears the view of a child as "clean slate", meaning there is nothing written on the slate, and unless we make sure that we write something "good", as quickly as possible, others may spoil it by writing on it something which is "not good". There are several renowned scholars in the Muslim world who have adopted the  "clean slate" view of the child from the West without the necessary critical evaluation. 

This "clean slate" assumption about the child seems in serious contradiction to (i) the assertion in Quran "luqad khalaqnal insaan a fi ahsun i taqveem" [Sura Teen], (ii) the concept of tazkia in Islam, implying that the child comes to this world in a pristine and the best of the form and the dunya spoils it, and (iii) at the time of creation “He taught Adam all the names of everything.” (Quran 2:31) lest they can not claim during akhirah that knowledge did not come to them. 

Please note that this "clean slate" assumption of the child as it is understood today has origins from the West [See for example Problems with Bloom's Taxonomy] and has some far reaching consequences on the resulting educational system as explained below. 

The goal of education is the success here and in the hereafter. However, success requires purification of the soul. "In Islam, the ultimate objective of religion and shariah (Islamic law) and the real purpose of raising prophets from among mankind was performing and teaching tazkiah.[2]". "The goal of tazkiya is to return to one’s beginning i.e. as a new-born child, pure and innocent, free from malice, self-conceit and pride. The dunya, however, makes a person’s heart hard and ‘rusty’ and the purpose of tazkiya is to polish the heart and return it to its original state." [3]



The view of a child as a "clean slate" is like considering a child as an "empty glass". This view creates the following imperatives for the educational system:
  1. Unless the slate is written upon, it will remain clean. There is a danger that someone else will come and write on it something that is not desired. Unless the glass is filled, it will remain empty. There is a danger that someoneelse may come and fill it with some undesired fluid which may be poison or acid.
  2. It is the duty of the "state authorities" to write on the clean slate (or to fill the glass). Left alone, the child will become a threat to the law and order.
  3. A child is passive like a clean slate and not an active agency. There is no potential in the child to observe the signs, reflect and seek out the truth and discover the meaning of life. The child has no purpose, has no inherent impulse and drive towards growth and discovery of his relationship with nature. 
  4. The material of this clean slate is inert and its quality (read intelligence) is randomly distributed in a bell-curve i.e. people with very high intelligence and very low intelligence are few, while people with moderate intelligence are in majority. Please see bell-curve assumption about the distribution of intelligence of students
  5.  A child is a resouce, a "human resource" just like land, capital and machinery that needs to be put to the service of the global capitalist machinery. Therefore, schools have the responsibility to make the child malleable enough for becoming a cog in the machinery. School's success is measured in terms of its ability to prepare the "workers" of this machinery. See for instance the criteria for world ranking of educational institutions. An institution's rating goes down if its graduates are not employed and are not drawing higher salaries. 
The educational system formed on the basis of the "clean slate" assumption robs the man from his "human-ness" and gives him the attributes of the "resource-ness". These are dangerous byproducts of the "clean-slate" assumption. 

The concept of "luqad khalaqnal insaan a fi ahsun i taqveem" and the concept of tazkia in Islam guide us towards human being as an active agent responsible for his deeds and actions. The pre-programming for righteousness was built-in to man at the time of creation. The process of education is that of cleansing the adulteration from outside and reverting the soul to its pristine and clean origins. 

A better analogy than the "clean-slate" may be that of a seed. Whereas a slate is life-less, the seed represents life and an active agency. A seed has the potential to become a tree and then that tree has the potential to become a forest. The potential is pre-programmed. The responsibility of the environment is to provide nourishment and nurture it. Similarly, the responsibilty of the education is to provide an enviornment suitable for the growth of a seed. The environment necessary for the growth of a grape seed is different from that of a mango seed which is different from any other seed. One-size-fits-all standardized environment is not suitable for the diversity and growth of different potentials inherent in different types of seeds. 

Unlike a seed, however, a child's potential may or may not be visible even to experts. Each child as he grows has to find his own unique way of realizing the potential and fulfilling the responsibility for which he was sent to the world. Hence the difficulty and the problems inherent in designing a standardized system that is one-size-fits-all system that wants everyone to be exactly like the other. 

See also:
Also check this news item what babies know might freak you out

[1] This blog was triggered by the keynote speech of Mr. Zaid Scheik of www.matrix.com.pk and wisdomhouseschool.net/  at the Robotics for Beginners Workshop at L2L Academy on July 21, 2013.
[2] Amin Ahsan Islahi, Tadabbur-r-Qur'an: Tafsir of Surah Al-Fatiha and Surah Al-Baqara
[3] Shaykh Abu Yusuf Riyadh ul Haq as quoted in a blog.

Sunday, August 4, 2013

Mocking Craftsmen and Business People

Mocking Craftsmen and Business People

[This post was published in Daily Dawn in my letter to the editor Mocking Craftsmen 2013-08-13]

I WOULD like to highlight the psychology and social history of the satirical comments doing the rounds in the media and on cellphones about President-elect Mamnoon Hussain’s links to the cloth and food business community of Burnes Road, Karachi.These satirical comments emerged in the minds of the government servant class and take us back to the 1857 War of Independence when the British Raj eliminated land entitlements of the aristocracy.

Saturday, July 27, 2013

What Inspires Me: Leadership Against All Odds

Jacqueline Novogratz

CEO at Acumen Fund

What Inspires Me: Leadership Against All Odds


I may have to write several posts to answer this question. What inspires me? I think of beauty, generosity, a star-filled night to remind me of how connected we are in a vast universe – all of it inspires me. But let me start with the leadership qualities of people I am lucky to have met.
I am inspired by individuals who constantly renew, retaining a childlike curiosity that enables them to seek knowledge and understanding, who commit to something bigger than themselves and who give more to the world than they take. I think of John Gardner, my mentor, who would remind me constantly to “Focus on Being Interested, not Interesting”, and who created organizations, wrote books and mentored young people into his nineties, until the day he died. His legacy lives in countless young leaders across the world and this way, his spirit will be forever alive.
I am inspired by leaders who dare to dream and have the grit, resilience and determination to see those dreams through, regardless of the many times they fall down along the way. Dr. Venkataswamy, another teacher, founded the amazing Aravind Eye Hospital when he was 58 years old, a successful eye surgeon despite being crippled from rheumatoid arthritis, a former physician in the Indian Army. His mission was audacious: to eradicate unnecessary blindness. His start was humble: a tiny “hospital” with just eleven beds. Nearly 40 years later, Aravind has treated more than 32 million people performing more than 4 million surgeries. Called Dr. V by most, he would say, “Intelligence and capability are not enough. There must be the joy of doing something beautiful.” You cannot help but feel the spirituality expressed by the best of the human heart and mind in the halls of this most extraordinary dream, made real simple by starting and then doing.
I am inspired by individuals who see a problem and focus on solving it, not yielding to facile excuses and roadblocks. My friend Alex Sunguti (top photo) works with Acumen and lives in one of Nairobi’s slums. He recently saw his neighbor lose her baby during childbirth because the family could not afford the $24 needed for a taxi to take her to the hospital. Though his own means are limited, Alex brought together local taxi drivers to negotiate a lower “emergency rate” and is working on raising a sort of insurance fund from community residents and friends. As our world becomes more interconnected, I dream of more Kickstarter-like mechanisms to enable larger circles from which to crowdfund and then track these small but critical local efforts that remind me that trust is the most precious currency we have.
I am inspired by the toughness, courage and hard-edged hope of people who persevere against the odds for they remind me of all that is possible. While traveling last week, I met a Rwandan-Congolese woman in Pretoria who lost both parents and three of her siblings to the genocide in Rwanda and war in Congo and somehow made her way to South Africa. She is now building a life as a professional and dreams of creating an orphanage back in Congo. As I was passing through immigration at JFK, I walked behind a Haitian-American walking steadily and proudly on two prosthetic legs, a large backpack strapped across his muscular back. Simply by walking through the world, he inspired me to try to fly.
The kind of leadership we need in a world becoming more interconnected by the day is a leadership with the qualities I see in the people I meet through my work across the world, regardless of class, race, ethnicity, gender or creed. So many times I am reminded that there are times in every life when just getting out of bed can require an act of courage. And yet, I see people who have so little give everything they can to make the world just a little better. And sometimes, a lot better.
Photos: top, Alex Sunguti; bottom: Jacqueline Novogratz and Dr V. Acumen Fund.

Wednesday, July 17, 2013

Entrepreneurial Leadership for 21st Century

Entrepreneurial Leadership for 21st Century


21st century represents the information age and offers different challenges from the 20th century which represented the industrial age. The transition to the information age from the industrial age heralds specific challenges in the area of education and learning: 

Mass Production Assembly Lines are Out

Need for assembly lines for the mass production of standardized supervisors, managers, engineers or technologists (also calledschools) will diminish. Information age requires people who are nimble enough and who can quickly learn new technologies and new ways of doing things. There will never be time enough go in to expensive training institutes and universities. People will have to learn quickly on their own. Therefore, self learning is a very important part of their skill set.


  • Information age economy will have most people working from their homes through internet on a per project basis for different companies. They would be paid not because they have a CV containing a list of large number of degrees or diplomas, but they would be paid on the basis of their portfolio of past projects and their ability to complete the projects on time and within resource constraints. Even in Pakistan, there are already several organizations that allow their employees to work from their homes. This trend is going to explode exponentially. Very soon all services would be outsourced to off-site people or organizations (See Business Process Outsourcing). 
  • Work in the industrial age was typically in jobs whose major attraction was that they were career oriented, they started in a large company after graduation and typically lasted till the retirement. However, in the information age, jobs are typically not going to last a life time spanning the entire career in a single company. Job security is out. There would be frequent job and company switches. People would have to be enterprising enough to find out opportunities whereever they exist after every few years or even months. 
  • Work in the information age is often short term, contractual, assignment oriented and project based. People are required to be experts in handling projects of all sizes. They need to have crucial interpersonal skills and intra-personal skills necessary for completing the projects on time.
  • Organization in the information age are not mega organizations employing tens of thousands of full-time people. Organizations are smaller, entrepreneurial and virtual. They often shift their focus from one domain to another. Such entrepreneurial organizations require people who are enterprising and who can look at the big picture and have the ability to solve real life problems and can quickly shift from one domain to another. Real life problems never map to any subject text book boundary nor do they come in a one-size-fits-all curriculum! 
  • Regimented Schools are Out

    Analysis of the emerging realities indicates that the need for regimented schools that prepare with a fixed syllabus,  broken down in to neat subject boundaries, where every thing that a student has to learn is laid out in advance is going to diminish.

    Information age requires students to be enterprising, self motivated, intellectually independent, committed to the completion of work for as long as it takes.

  • An information age company often has to recast its business into new areas quickly (see Intel's CEO and founder Andy Grove's book "Only the Paranoid Survive"). Rapid changes in technology and means of communications would not let most companies to settle down in one particular area. Companies would require people who like to work on their own developing crucial new skills and new understandings to enable them to take advantage of the shifting scenarios. 
  • More work would revolve around entrepreneurial initiatives rather than settled jobs. This means that instead of waiting for someone to tell a person what to do, people would have to be enterprising enough to seek out new opportunities, explore new worlds, and to scan for new ways of doing things. What is required is the intellectual independence to think on one's own. 
  • Strive for intrinsic motivation, self learning, and self-direction are the essential functions of long term visions and ability to take risks and not be discouraged by failures and adversity are the hallmarks of an entrepreneur who is forever on the lookout for new worlds. 
  • To make sense of the rapid changes driving our life, we need long term visions than can provide us with anchor. To make world a safe place from exploitation, deterioration, climate change and global monopolistic control requires social and environmental leadership/entrepreneurship.
                    Apni dunya aap paida kar agar zindoan may hay
                    Sirr-e-Adam hay zameer-e-kun fakan hay zindagi!

Related Posts:




Monday, July 1, 2013

Why Job Security?

Why Job Security?

Why we Search for Job Security. Why Not Risk Taking?

Why are we so afraid of taking risks?
Why our primary focus is on jobs that provide security?
Why people go after a pensionable, secure, career job?
Why people think that becoming a government "servant" is their ultimate goal?
Why "sarkar ki naukri" has so much premium?

An analysis of these questions takes us to the time of the early 19th century and after the 1857 war of independence when the British Raj eliminated the land entitlements of the aristocracy. The landed aristocracy of subcontinent especially the Muslims found themselves literally penniless as they lost their entitlements, and their regular earnings from their land holdings disappeared. They found themselves with no marketable skills or knowledge. Their Persian language skills became worthless overnight as the official business started getting transacted in English (recall the famous saying "Farsi seekho, tael baicho").

Monday, June 17, 2013

Four Legacies of a Leader: Which one would you leave behind?

Four Legacies of a Leader: Which one would you leave behind?

There is a yearning in us to leave behind a legacy. Many focus on accumulating wealth and leaving behind property and bank balance. Others focus on their children and try to make them better than themselves. Leaders often think beyond themselves or their children. They think about a legacy that is memorable and whose reach would extend beyond their time.

Legacy of a leader can be of four types: Legacy of buildings, legacy of systems and processes, legacy of people, and legacy of ethical values [1]. 

Monday, June 10, 2013

Values Based Leadership

How do you become a great leader? Through successes and mistakes, and by staying true to your "four cornerstones" i.e. Values

[Source: Received in an email. Not known]

John Quincy Adams once said, “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”

His quote, along with tens of thousands of other great quotes on leadership, inspired me to find out more about what defines great leaders and to answer the age-old question of whether they are born or made. I have come to believe that the only innate elements of great leadership are passion and energy. Everything else can be taught. 
Great leadership doesn’t happen overnight. There’s no 6-week course that will suddenly turn you into George Washington or Jack Welch. Great leadership is built brick by brick over many years with each decision and every mistake you make. Done correctly, great leadership stands on a rock solid foundation. 
Within that foundation are four cornerstones. These are the four words that best describe the type of leader you are today. They also represent the type of person and leader you aspire to become. Some cornerstone examples include: Integrity, Gratitude, Decency, Vision and Character. The words are the core of what you stand for as a person and a leader. 

My Four Cornerstones

To give you a better sense of how to select your leadership cornerstones, here are the four I chose for myself over 30 years ago when I was a teenager. I had parents who were also great mentors and showed me the importance of having these stones in place during the formidable years of my life. My four cornerstones are:
  • Character. The mental and moral qualities distinctive to an individual. When you hear someone described as a “person of character,” you get a positive, leadership image.
  • Credibility. The capability of being trusted. As a small-business owner, credibility is a critical element to success. You will lead your company through sometimes murky waters while dealing with larger companies who may hesitate in doing business with a small company whose leader doesn’t possess the utmost credibility. Remember these words: “I can’t do business with you if I can’t trust you.”
  • Integrity. Having strong moral principles. This goes hand in hand with credibility and character. There are times in our business lives when we’ve been offered opportunities that were less than honest. The result may be a leg up on the competition or an easier path. In essence, it’s nothing more than a cornerstone test. We’ve all seen the disgraced leaders in newspapers and on television who failed the cornerstone test. Remember their faces, tears and shame. It’s all a result of a poorly built foundation.
  • Vision. Seeing what others cannot see. I’ve always aspired to be a person who challenges himself to see what others cannot see. This cornerstone is critical in times of crisis when there is no clear path.

Filling in the Foundation

Once you’ve established your four cornerstones, it’s time to fill in the foundation. Select 15 to 20 more words that describe your personal and leadership skills (e.g., excellence, respect, humility and responsibility). Lay these words across your foundation, let them settle in and stay committed to them. 
Just as important as selecting the positive words that represent you as a person and leader are selecting the words you want to avoid, such as: dishonest, conceited, insincere and dictatorial. These words are red flags when they come up in discussion. You not only want to avoid them yourself, but you want to steer clear of other people who embody these words. They will quickly drag you down and keep you from achieving your objectives.

Testing Your Words 

If you want to become a great leader, it’s imperative to gauge how others view you. This is not a popularity contest, but rather a litmus test to see if you are being true to the words you’ve chosen for yourself. What do others say when describing you as a leader? Do their words match your cornerstone words? What about your foundation words? 
Ask your family, friends, colleagues and employees to select three to four words to describe you: a) as a person, and b) as a leader. Which were the most common words used to describe you? Were there any surprises? Are the differences big enough to make you change how you live and lead? 

Wednesday, June 5, 2013

Changing Role of CIO

Changing Role of CIO

Presented at the CIO Summit, May 21-22, 2013, DHA Golf Club Convention Center, Karachi. (Presentation pdf)

We know that we have transited from the industrial age in to the information age. We can put the date of this transition formally to the start of internet revolution in the mid 1990s. What is the impact on workforce when one moves from one age in to another age? To study this impact of change we should look back to the time when we transited from the agriculture age to the industrial age.

One useful parameter is the nature of employment of people. In agriculture age, significant majority was that of farm workers. In the industrial age the significant majority was that of industrial workers.  In early 1900s, in USA, about 70% of the population was farm workers and only 3% were working in the industry. The situation has totally reversed by 1980s when only 3% of population of USA was working in the farms and about 70% of the people were working in the industry. We are now in the midst of the information age. Employees working with information are often called knowledge workers. The shift of the population from the industry workers to knowledge workers is already significant. In information age, only a very small percentage of people around 5% would be industry workers, and 70% and even much more would be knowledge workers.

We can already see the shift. Over the last fifteen years, nature of work in organizations has already changed. Most employees are adept at the use of computers and information technology.  Kids starting from a very early age are born knowledge workers __  Much more proficient and comfortable with mobile phones and computers than their predecessors. It is a common sight to see even a two year old playing with mobile phones. This generation is fundamentally different from its predecessor in the ease with which it lives with the technology and works with it. Gone are the days when the IT department had to convince the higher management about the need for the adoption of the information technology. There is now enough of the pressure from the youth that even die-hard opposers of technology are now forced to change.

There is now widespread use of technologies and platform. Organizations have now fundamentally changed from whatever they were doing to becoming knowledge organizations. Their task has now become to manipulate, process and present data. Their existence has become virtual.  Any organization that fails to see itself and its mission as manipulation, processing and presenting of data in a unique format is destined for oblivion.  It is a matter of life and death for every organization that wants to survive in the information age. The industry is now littered with examples upon examples of organization that failed to see themselves as knowledge processors and were forced to either redefine themselves or to become relics of history.  

Once upon time, we used to consider postal industry to be different from the movie industry, movie industry to be different from the telephone industry, telephone industry to be different from the TV industry, TV industry to be different from the camera industry, camera industry to be different from the computer industry, and computer industry to be different from the telecommunication industry. The boundaries between these industries were dismantled by the information age some fifteen years ago. Only those companies managed to survive who were quick to see themselves as part of the wider knowledge processing industry. The classic distinction of industries and sectors is now obsolete and irrelevant to the economic analysis.
If you don’t see yourself as a knowledge processing industry you are gone. A mobile phone today is a computer, telephone, camera, movie maker, communicator, bank branch, retail outlet, and much more. Anything that you want it to be, even your friendships and family life is now there.

Once upon time there used to be big giant of a bookseller Barnes and Noble. I think it is still there trying to define itself in terms of internet and identity. They did not know from where they were hit. They were sitting smug, not realizing that a virtual competitor called amazon.com came from nowhere and took the central stage in the book selling business. Not content to selling of only the books, amazon had redefined itself as a general retailer as well and is now redefining itself as IT solutions and infrastructure provider.

Microsoft today is not being challenged by a computer company but a search engine on the internet.

In 1997 Encyclopedia Britannica with its over 200 years history was sitting smug. Some diehard crazy individuals thought they could create an Encyclopedia with volunteers and unpaid knowledge workers.  We can give some license to Britannica they were in a different field. But what about Microsoft and its Encarta Encyclopedia. That also got started in 1997. Even they could not foresee the trend. In 2012 officially Encarta division of Microsoft was shutdown. Britannica after its illustrious reign of several centuries starting in 1776 stopped its print business and was forced to simply exist only as an online business. Both a computer giant Microsoft and the print encyclopedia giant Britannic were forced out by a collaborative encyclopedia site that was free and developed by unpaid volunteers, Wikipedia. Newsweek, the big name in the weekly publications established in 1933 was forced to shut down  in 2012. Many other big names in the newspaper industry are already gone. Unable to survive the challenge from the online news.

We have the example of Nokia whose emergence, reaching the status of giant and whose decline has been so rapid. Similar is the case of blackberry now trying its best to survive from the challenge from a company that never classified itself in the mobile business, google.

I am giving these examples to show that if you do not envision yourself as a knowledge processor in the IT domain your existence is threatened. You are doomed.

Let me now give you the example. There are these monster enterprises over the world established over the last few centuries that think they control the generation and production of knowledge. They are known as universities. They think that their biggest assets are their buildings and their campuses. Even the most progressive of government organizations such as the HEC in its latest criteria thinks that the quality of a university is its campus and its physical facilities. They are now sadly out of sync with what has been now labeled as the “avalanche” which is hurtling down the mountain and which is going to shatter all the long held beliefs about the universities and their quality criteria about how to create and disseminate knowledge. How can this not be!

When the majority of the population is a knowledge worker, when all their day they are working with knowledge, creating knowledge, manipulating knowledge, presenting knowledge, then the role of a secluded physical space where the same would be done and would be considered value addition is questionable. Let me pronounce today.

University as we see it today is doomed. Let me tell you how. It is very simple. Whom do you think would take on the role of a university? The primary role of the university is to certify that such and such knowledge processing task i.e. subject has been passed by the student.  I think this kind of certification could easily be done by a company like LinkedIn.  An individual can already endorse the project work of a person on the net. An organization or its authorized representative can then do this endorsement.  Supposing a student does 40 projects for reputable companies like IBM, Engro, Lever , TPS, etc and has to its credit on his linkedin account endorsement from such companies. Each project may correspond in its nature to a relevant course required for a degree. Would you consider this endorsement of practical project much more valuable than an endorsement by a university teacher?

I will give you another example, supposing a student has done 40 courses through MOOCs conducted by the faculty of Stanford, MIT and Berkley. Would you consider their endorsement as more powerful than an endorsement of a university with its ordinary teachers. Same is true by the generation of knowledge. Previously it used to be the domain of specialized labs. Today these labs data is available on line to volunteers and online analysts to study and churn out results. There is democratization of knowledge creation all around. There are now more wonderful and exciting learning environments available on line than with any other teacher. For universities to survive they need to redefine their expertise and leverage the internet to be one step ahead of the technology. Their inability to do this would render themselves to be obsolete and irrelevant to the fast pace of change. 4 years is a terribly long time in the information age to gain any expertise where a technology from its introduction to its zenith and its obsolescence covers the entire product life cycle in a few years.

I have been giving these example to show that the role of CIO is now different. The other day I called the CIO of the university where I work and gave him a number of papers on this avalanche which is about to hit the existence of universities. I told him to develop a business strategy for the institute and assume the role of a leader who can guide the higher management about the trends and the followings in different areas. He fortunately had already done a MOOC from a Stanford Professor and was knowledgeable about what was happening. However, my challenge was to tell him that his role is much more than to oversee the implementation of PeopleSoft and ensuring that the organization moves towards a campus management system and an ERP.

The role of CIO is now that of a person who monitors the changing trends in the industry and not just in a particular industry but all around. The next challenge to your organization may be from a very different player that you may not have thought about. Who would have thought that Telenor with EasyPaisa would be a threat to the Western Union and a Commercial inter-bank transfer.

The other challenge is to understand that the employees may be more expert in the technology than even the IT workers. Their knowledge and expertise in particular areas may surpass that of the expertise in the IT department. They would probably be more interested in selecting for themselves  the particular application and features. A role that was previously with the CIO. This power will now go the consumer departments. There is more democratization of the power. Functional features and their ownership and requirements would now be the domain of the consumer departments.

The other is that CIO may be the person looking at the big picture involving non-functional features such as integration, scalability, reliability, maintainability, security, extensibility, performance etc.

As you can see from the topics of the sessions in this summit the issues now involve organization wide data and its long term use. The existence of the organization in the virtual domain, very well termed now as the cloud. We will now all be living in the cloud. The days of living on the earth where our feets are firmly planted on the ground are over. Our existence and our future is now up in the clouds.


The bargaining power of the CIO now has to change. He must be able to articulate the non-functional requirements of the various “ity”-s in the form of business strategy and business terminology. These non-functional “ity”-requirements include reliability, extensibility, maintainability, modularity, testability, availability, etc.  He needs to be the owner of the virtual existence of the company. The designer of the virtual existence of the organization in the cloud and owners of the expertise and knowledge of the organization in the form of big data.

See Also:

Sunday, May 26, 2013

How Parental Judgments can Shatter a Child: Self Fulfilled Prophecies

How Parental Judgments can Shatter a Child: Self Fulfilled Prophecies 

It is often said when you are dealing with children:

"Treat them as you want them to be, not how they are!"

Basically the driving force while the child is growing and learning is the "Future Potential" of the child and not his "Current State". Focusing on how the child is doing right now, i.e. his current state, ignores the tremendous store of future potential that every child has at any

given time. The potential is yearning to come out and wants to manifest itself. However, the child may not have discovered yet the niche where this potential would manifest itself. Our inability to focus on future and proclivity to brood over the current weaknesses destroys the self confidence of the child and closes the avenues through which the child would explore and eventually land into a niche where he can shine.There can be many reasons why the child may not have discovered his niche:

The child's exposure of the spectrum of fields where one can excel may have been limited. Parents, family or even school may not be aware of the unveiling importance of many fields. They may not be aware of all the work that is happening around the world in different fields.

The family environment may not be sympathetic to a child who is trying to experiment with unconventional ideas. I clearly remember that when I did my intermediate, there were just two options in front of us. Either become a doctor or an engineer. It is only in the 1990s that computer science and business administration started appearing on the radar screen of the parents. Families in Pakistan have a very powerful role in determining the directions that kids may take. But, the recipe that worked for us or for some children may not work for others.

An environment that allows children to experiment with their thought processes is a great source of encouragement. Learning actually happens when one tries and fails. Failure should not be considered a crime, but actually a sign of maturity. You can't become a world class footballer or a world class cricketer or a world class sportsman unless you have learned to lose and take each loss as a challenge to be overcome. However, our educational system and our families make failing a crime. They want to see everyone doing the same thing at the same time with the same competency. These expectations are highly debilitating for someone born with a different bent of mind, and yearning to make his mark in uncharted territories.

When we compare our child with others and expect from him to do the same thing as others and when he fails to meet our expectations, the school labels him as a failure. The parent sees the child and compares him with other siblings and feeling pressure from the school and the family concludes similalry. Parents start believing that there is some thing wrong with the child, may be some kind of learning deficiency or slow learning or hyper activity or some such pseudo deficiency.

Once the parents start seeing their child in a negative light, the last support of the child falls. His expectations of an unconditional love are shattered, his self confidence suffers, he becomes unsure of himself, and he loses his "khudi". The more a parent worries about the deficiency, the more the child behaves in a similar manner. Feeling the spotlight on him, sensing that each act of his is under a microscope, his ability to make mistakes and learn from the mistakes suffers. The cost of failure appears to him too great. It will lose him his mother's affection, the failure will disappoint his father, the cousins will make fun of him, the uncles and aunts will point the finger towards the mother or the father and when both, feeling the spotlight on themselves, turn the light back on the child in a vicious circle whose only outcome becomes predictably what was being expected. A self-fulfilled prophecy. A child with some learning problem.

There are parents who have lost faith in their child and consequently the child has lost faith in himself and his ability to learn. The barrier to self confidence becomes so great that the child gives up. The parent finally finds a refuge from the peer pressure of his or her family members and in turn starts having conviction (to resolve coginitive dissonance) that something is indeed wrong with the child, otherwise, the blame would have fallen on the parents themselves.

The poor child and the people around him playing a vicious game of self fulfilling prophecies!

Which Field with Great Scope Should My Child Choose: There is always a room at the top

Which Field with Great Scope Should My Child Choose: There is always room at the top

I often see parents coming to me for guidance about the field that their son/daughter should choose that would have scope in the future. They want to know the field which would be in great demand so that when their child graduates he/she would be able to easily get a good job and make a career out of it. The scenario used to be simple some thirty/forty years ago. At that time the conventional wisdom was that the only field for a good student is either medicine or engineering. If a student can't get into either of the two than he is a failure and would for ever be labeled as such. The situation changed a bit about 20 years ago when two other fields got added to the list: IT/Computer Science and Business Administration. 
There is always room at the top! Daniel Webster

Learning Problems: Top 9 Questions to Answer Before You Run for Help

Learning Problems: Top 9 Questions to Answer Before You Run for Help

If you think your child has a problem or the child's teacher/school has told you that you need help for some learning deficiency that they have noticed in your child, then before you rush for any remedial action go through the following checklist. Do read the reason for building this checklist at the end.
  1. How do you know that the child's behavior is actually a problem? 
  2. Is your source of information based on some movie? 
    • How many documentaries on the subject have you seen?
    • How many of such documentaries were made for commercial gains or sponsored by pharmaceutical industries?
  3. Were you influenced by the opinions of your family members, cousins, in-laws?
    • Was your conclusion based on comparison with the child's siblings?
    • Was your conclusion based on comparison with the child's cousins?
  4. If you were also told about the problem in child by the school teacher, then 
    • Did you find out what the teacher's or school's expertise about the subject is?
    • How many books of educational/learning experts have the teacher read specifically ?
    • Is the teacher knowledgeable about the different and opposing views on the subject?
    • How many research papers and articles has the teacher researched? 
    • Did you ask for a list of papers and books on the subject that she has read?
    • Does the school has a recommended list of books and papers on learning, growth and motivation that administration must have read before they can counsel the parents?
  5. Was your view about the child's problem diagnosed by a psychologist/psychiatrist?
    • How is the family life of the psychologist/psychiatrist and how many children does he/she have?
    • Ask for a list of books, research articles specifically related to children's learning and growth that the psychologist/psychiatrist recommends others to read.
    • How much time has the psychologist/psychiatrist spent in school environment guiding the learning of healthy students and of what age?
  6. Is that behavior actually a problem: What is the basis of your conclusion?
    • How many books of educational/learning experts have you consulted?
    • How many research papers and articles on the Internet have you researched.?
    • Are you aware of the views of different schools of thoughts on that issue?
  7. Are your observations about the child constrained by the time pressure?
    • Are you pressed for time due to family/work or household pressures?
    • Do you feel pressed for time because you need to give special time and attention to your younger children?
    • Are you pressed for time because of the health issues in your family and near ones?
    • Are you pressed for time because of some external pressures?
  8. Have you studied the Islamic view about the human nature?
    • What are the learning requirements for the success in life here and in the hereafter ?
    • How does Islam define success in the life here?
    • What are the minimum requirements to be successful in the eyes of the creator?
  9. What are the achievements of people who were diagnosed in their school times with such problems?
    • How many such examples have you seen and studied?
    • What made these high achievers overcome their initial problems?

Objective of the above Checklist

  • The checklist is intended to highlight the role of different people involved in labeling a child. 
  • Beware of people masquerading as an expert who have studied for passing the exams and never did a passionate study of the nature of a child and the growth and learning dynamics. 
  • Please have faith in the ability of your child.
  • Before you start suspecting a problem in your child do a little research. Seek guidance from several sources. 
  • Beware of the pharmaceutical companies bribing the doctors/psychologists to recommend medications for problems that do not exist or are not severe enough to require immediate medication. They are routinely bribing the doctors and psychiatrists with foreign trips and gadgets, funding various psychology institutes and other businesses. 
  • Note that psychologists and psychiatrists typically are trained for abnormal people. They go through text books that are based on the experience and study of abnormal people. They often have not done an extensive study of the normal children having difficulties in learning. 
  • The study of learning issues of healthy children is the domain of educationists and not psychologists or psychiatrists. You must consult a very well read educationist who is up to date on the literature and research in education (not someone in school whose entire life is spent teaching or controlling or administering children).
See Also:
  1. Do you think your child has some learning deficiency?Top 9 Questions to Answer Before You Start Worrying
  2. My child does not sit still and concentrate!
  3. How Parental Judgements can Shatter a Child - Self Fulfilled Prophecies 
  4. Are you really concerned about your child's education
  5. Bell Curve Evaluation of Students and Islamic Conception

Saturday, May 25, 2013

Why are there no IT companies with more than 10,000 employees

Why are there no IT companies with more than 10,000 employees

In a speech made by Dr. Ishrat Husain, Dean IBA at the CIO Summit on May 21, 2013, he asked the question why is it that we do not have in Pakistan any IT company similar to WIPRO or InfoSys of India. We do not even have an IT company with more than 10,000 employees. He raised this question following an impressive talk by Dr. Ata ur Rahman outlining the great and wonderful work he had done as Minister of S&T and as Chairman HEC in jump starting the telecommunication revolution and development of policies that have improved R&D.

Charter of Children's Recognition


A Charter of Children's Recognition
By Salman Asif Siddiqui 
Founder and director of Educational Resource Development Centre. director@erdconline.org


Children learn best when they are respected, and this respect is every child’s right. If we take a look at the quality of experience that children undergo during their education,  we will arrive at the conclusion that it is filled with feelings of fear, insecurity, rejection, embarrassment, humiliation and guilt.

I often ask teachers if education without insults is possible and a lot of them wonder at my question. I
have asked many students, who have been top performers in their schools, if they have ever experienced a fear of disapproval and most of them say ‘yes’. Quality education cannot just be referred to the conceptual coverage of curriculum. Quality education needs to be redefined as making learning meaningful and enjoyable with making children feel unconditionally respected and recognised.

Recognising children is to accept and acknowledge them for what they are. Children should not be recognised conditionally on the basis of their test scores, mastery of a foreign language or show of obedience. They must be recognised wholly because they are human beings.

Children’s self-respect is something that remains at risk throughout their childhood. There is an acute need to have a national consensus on the protection of this basic children’s right. I would like to propose a Charter of Children’s Recognition for this purpose that is based on three fundamental principles. As per the dictionary definition, ‘charter’ is a document describing the rights that a particular group of people should have. It can serve as a practical guideline for teachers and parents to work with children and should be based on the following principles.

Listen and acknowledge 
How do you feel when you are not heard or acknowledged? You feel unimportant. Sometimes you feel disgraced. Listening can be a very powerful tool to make children feel important. Children bear tons of things to share ranging from interesting and weird questions, to realistic and hypothetical ideas, to a variety of sentiments and feelings.

Encourage children to express in whatever language they feel comfortable speaking in and listen to them without being impatient, judgmental or losing your temper. When you allow them say whatever they want to say in their preferred language, you will find a world that was hidden before. After having listened to children it is appropriate to acknowledge them by simply rephrasing what you have heard.
Acknowledging a child’s point of view does not mean agreeing with him or her. The act of acknowledging makes children feel understood and respected.

Recognise individuality without comparing 

How would you feel if you are compared with your colleagues all the time? Every child is creative in a different way. Expecting all children to be alike is unjust. They can be similar in some ways but actually they are all unique and therefore different from each other. Comparison between children communicates that you are not accepting children as what they are, rather demanding of them to be like their peers. It shatters their self confidence and they view themselves as incompetent. When we believe that every child is uniquely intelligent and creative, only then will we understand that it’s perfectly fine if they learn differently. Expecting all children to learn in the same way at
the same pace and respond invariably is absolutely inappropriate and ridiculous. Children show phenomenal development when they are accepted along with their individual learning styles and pace. Children must be recognised for what they do instead of what they have not done.

Unconditional respect and trust 

How children are treated when they are young has a huge effect on the type of people they will grow up to be. Children are born pure and innocent with delicate self-esteem. Their sense of self worth grows through approval from outside. What children need most are respect and trust, and not costly toys.
Respect is their basic need which comes prior to education. Quality education is to understand and treat children respectfully irrespective of their academic performance or behavioural state. One more reason for which children should be respected is that respect in itself is reciprocal. Children who are treated respectfully learn to be respectful and treat others respectfully, too. Respecting is natural when children do something which is desirable and socially acceptable. Respecting becomes challenging for many when children do something undesirable. We must remember that even in the latter case, we should disapprove the wrong doing but not disapprove of the child. This is to treat children respectfully and reject bad behaviour, if there is any.

Dr Allama Mohammad Iqbal in his magnum opus work Javidnama introduced a clear vision for educators. He says, “The purpose of knowledge is nothing but to show you the splendors of yourself”. Education that compels children to understand the curriculum and does not understand and recognise the child cannot serve the child. The education process must not be impersonal because it dehumanises and demoralises learners through which the purpose of existence is adversely affected.

The writer is founder and director of Educational Resource Development Centre.