Thursday, May 10, 2012
T.V. Rao Blogs: Behind the Scenes: Building of National HRD Network
http://www.linkedin.com/groups?home=&gid=1708817&trk=anet_ug_hmT.V. Rao Blogs: Behind the Scenes: Building of National HRD Network
Thursday, July 17, 2008
TKM appoints Shekar Viswanathan as Whole-time Director
Toyota Kirloskar Motor Limited (TKM) announced the appointment of Mr. Shekar Viswanathan as Whole-time Director, TKM.
Mr. Viswanathan joins TKM from Toyota Kirloskar Auto Parts Pvt. Ltd. (TKAP), where he was a Member of the Board of Directors and responsible for the finance, human resources and legal functions. Mr. Viswanathan has been associated with the automobile project of Toyota in India since its inception in 1999.
Mr Viswanathan’s experience spans the financial services and project finance sector in a career spanning over 29 years.
Monday, July 14, 2008
TOYOTA TO APPOINT SANDEEP SINGH AS DMD
Toyota Motor on Monday announced it would appoint Sandeep Singh as Deputy Managing Director of the company for India operations.
"Singh's appointment will be formalised at the next Board of Directors meeting scheduled to be held on July 28, 2008," Toyota Kirloskar Motor (TKM) said in a statement.
Earlier in May, TKM's longstanding Deputy Managing Director KK Swamy left the company and joined luxury carmaker Volkswagen.
"Singh brings with him over 25 years of experience in a range of Sales, Marketing, Customer Support and General Management functions across the automotive, tractor and construction equipment industries," TKM said.
Sandeep Singh had already worked with TKM in the initial years of its start up apart from having worked with DCM Toyota earlier, it added.
Sunday, July 13, 2008
CAN YOU MAKE YOURSELF HAPPIER, OR ARE YOU STUCK WITH WHAT YOU ARE?
The debate over this question is intensifying. With each new week, a novel angle on the exploding field of positive psychology, the science of happiness, makes news.
How solid is the new science? If happiness turns out to be serious business, it's much too relevant to real life to leave in the hands of academics. Let's take a peek at this new field and talk about the implications for our system of education and, yes, our own happiness.In the 1960s, Abraham Maslow challenged his fellow psychologists with a Copernican shift in perspective. Instead of pondering what makes sad people sad, he suggested we think about what makes happy people happy.Since the 1980s, numerous studies by "positive psychologists" such as Ed Diener and Martin Seligman have tried to place the study of human well-being on a scientific foundation. Many of these studies have homed in on small groups of "very happy people" and analyzed their lifestyles and personalities through multiple questionnaires and interviews.They found that, to a certain extent, the happiness that people can intentionally generate through their thoughts and actions can "psych out" genetic gloominess.Seligman's bottom line is that happiness has three dimensions that can be cultivated: "The pleasant life" is realized if we learn to savor and appreciate such basic pleasures as companionship, the natural environment and our bodily needs. We can remain pleasantly stuck at this stage or we can go on to experience "the good life," which is achieved by discovering our unique virtues and strengths and employing them creatively to enhance our lives. The final stage is "the meaningful life," in which we find a deep sense of fulfillment by mobilizing our unique strengths for a purpose much greater than ourselves. The genius of Seligman's theory is that it reconciles two conflicting views of human happiness - the individualistic approach, which emphasizes that we should take care of ourselves and nurture our own strengths, and the altruistic approach, which tends to downplay individuality and emphasizes self-sacrifice.
Granted, the debate between the positive psychologists and their critics is far from over. Yet it is time to think about integrating the study of human well-being into our school curriculums. After all, as the Declaration of Independence suggests, the pursuit of happiness qualifies as a national goal. If our children have the right to pursue happiness, shouldn't they be educated about how to do it? Millions of parents are taking drugs to escape from misery; why aren't we teaching their offspring about the habits and virtues conducive to peace of mind? Many secondary school educators express deep frustration over the so-called "values vacuum" in the curriculum. Yet they feel powerless to do much about it in a multicultural society. Who is to say what is good or bad?The positive psychologists provide a growing body of data indicating that certain virtues and personal strengths are fairly universal. What is more, these virtues are not necessarily good or bad. They are simply conducive to deep feelings of satisfaction and self-worth.Because the quest for happiness is a universal one, studies of human well-being can promote a genuinely global education. It is worth bearing in mind that the psychology of happiness is not a monopoly of Western academia. It began in China, India and Greece nearly 2,500 years ago with Confucius, Buddha and Aristotle. In a world rent at its ethnic seams by mutual ignorance and suspicion, we need affective as well as intellectual education. We need to know the facts about our neighbours in the global village, but as much as we can, we need to put ourselves in their shoes. The best way we can share their dreams and aspirations is by learning more about the values that they treasure, particularly on personal growth and happiness, as well as their economic and political histories. If we do, we may discover that the intuitions of the great thinkers resonate in surprising ways with the discoveries of Positive Psychology. And if they conflict on some issues, so much the better. In the West, the debate between the claims of positive psychology and its skeptics is far from over. But that's okay. These contrasting perspectives on the pursuit of happiness between East and West, and between positive and traditional psychology, provide great opportunities for critical and comparative thinking. Those differences can awaken that magical power young people seem to have to absorb diverse perspectives and autonomously recreate their own views.
The urgent task is to design lively, readable materials that can catalyze such critical thinking. The next step is to integrate these into high school and university curriculums.In a society that spends more than $25 billion a year on psycho-pharmaceuticals (that's $85 per person) and untold billions dealing with family dysfunction, education on human well-being should take priority.
(Inputs from - Persuit to Happiness)
How solid is the new science? If happiness turns out to be serious business, it's much too relevant to real life to leave in the hands of academics. Let's take a peek at this new field and talk about the implications for our system of education and, yes, our own happiness.In the 1960s, Abraham Maslow challenged his fellow psychologists with a Copernican shift in perspective. Instead of pondering what makes sad people sad, he suggested we think about what makes happy people happy.Since the 1980s, numerous studies by "positive psychologists" such as Ed Diener and Martin Seligman have tried to place the study of human well-being on a scientific foundation. Many of these studies have homed in on small groups of "very happy people" and analyzed their lifestyles and personalities through multiple questionnaires and interviews.They found that, to a certain extent, the happiness that people can intentionally generate through their thoughts and actions can "psych out" genetic gloominess.Seligman's bottom line is that happiness has three dimensions that can be cultivated: "The pleasant life" is realized if we learn to savor and appreciate such basic pleasures as companionship, the natural environment and our bodily needs. We can remain pleasantly stuck at this stage or we can go on to experience "the good life," which is achieved by discovering our unique virtues and strengths and employing them creatively to enhance our lives. The final stage is "the meaningful life," in which we find a deep sense of fulfillment by mobilizing our unique strengths for a purpose much greater than ourselves. The genius of Seligman's theory is that it reconciles two conflicting views of human happiness - the individualistic approach, which emphasizes that we should take care of ourselves and nurture our own strengths, and the altruistic approach, which tends to downplay individuality and emphasizes self-sacrifice.
Granted, the debate between the positive psychologists and their critics is far from over. Yet it is time to think about integrating the study of human well-being into our school curriculums. After all, as the Declaration of Independence suggests, the pursuit of happiness qualifies as a national goal. If our children have the right to pursue happiness, shouldn't they be educated about how to do it? Millions of parents are taking drugs to escape from misery; why aren't we teaching their offspring about the habits and virtues conducive to peace of mind? Many secondary school educators express deep frustration over the so-called "values vacuum" in the curriculum. Yet they feel powerless to do much about it in a multicultural society. Who is to say what is good or bad?The positive psychologists provide a growing body of data indicating that certain virtues and personal strengths are fairly universal. What is more, these virtues are not necessarily good or bad. They are simply conducive to deep feelings of satisfaction and self-worth.Because the quest for happiness is a universal one, studies of human well-being can promote a genuinely global education. It is worth bearing in mind that the psychology of happiness is not a monopoly of Western academia. It began in China, India and Greece nearly 2,500 years ago with Confucius, Buddha and Aristotle. In a world rent at its ethnic seams by mutual ignorance and suspicion, we need affective as well as intellectual education. We need to know the facts about our neighbours in the global village, but as much as we can, we need to put ourselves in their shoes. The best way we can share their dreams and aspirations is by learning more about the values that they treasure, particularly on personal growth and happiness, as well as their economic and political histories. If we do, we may discover that the intuitions of the great thinkers resonate in surprising ways with the discoveries of Positive Psychology. And if they conflict on some issues, so much the better. In the West, the debate between the claims of positive psychology and its skeptics is far from over. But that's okay. These contrasting perspectives on the pursuit of happiness between East and West, and between positive and traditional psychology, provide great opportunities for critical and comparative thinking. Those differences can awaken that magical power young people seem to have to absorb diverse perspectives and autonomously recreate their own views.
The urgent task is to design lively, readable materials that can catalyze such critical thinking. The next step is to integrate these into high school and university curriculums.In a society that spends more than $25 billion a year on psycho-pharmaceuticals (that's $85 per person) and untold billions dealing with family dysfunction, education on human well-being should take priority.
(Inputs from - Persuit to Happiness)
Monday, April 28, 2008
MANAGING TEAM
You can't see motivation. Motivation is inside another person's head and heart. You can't touch it. You can't measure it. And, therefore you can't manage it. Think about managing the things you can see and measure. Start concentrating on behavior and performance.The things people say and do are behavior. The results of their efforts are performance. Use the things you say and do to influence the behavior and performance of the people who work for you. Talk your talk. Walk your walk. Your people will pay attention to what you say and do and try to do what you want them to do.
Set clear targets. If your people don't know what you want them to do, they'll guess. And you may not get the behavior or performance you want. Learn to give good directions. Constantly check for understanding. Tell people how they're doing. Give frequent and usable feedback. If you're the boss, your job is to help your people succeed and take away any excuses for failing. Make sure that behavior and performance have consequences. Consequences are the result of behavior and performance. If you touch a hot stove, the pain you feel is a consequence of your behavior. If you make a great sports play or cook a great meal, the joy you feel is a consequence
of your performance.
Good things should happen when behavior and performance are good. We call those good things positive consequences. Positive consequences include praise, a better assignment, time off and cash. Positive consequences are things people want. They get people to continue what they're doing or try something new. Reward good behavior and performance. Catch people doing
things right. Bad things should happen when behavior and performance are bad. We call
those bad things negative consequences. Negative consequences include discipline, more work, embarrassment, and penalties. They get people to stop what they're doing. Make bad behavior and performance something that has a consequence every time. And remember that lots of small corrections are better than fewer, bigger corrections.
Set clear targets. If your people don't know what you want them to do, they'll guess. And you may not get the behavior or performance you want. Learn to give good directions. Constantly check for understanding. Tell people how they're doing. Give frequent and usable feedback. If you're the boss, your job is to help your people succeed and take away any excuses for failing. Make sure that behavior and performance have consequences. Consequences are the result of behavior and performance. If you touch a hot stove, the pain you feel is a consequence of your behavior. If you make a great sports play or cook a great meal, the joy you feel is a consequence
of your performance.
Good things should happen when behavior and performance are good. We call those good things positive consequences. Positive consequences include praise, a better assignment, time off and cash. Positive consequences are things people want. They get people to continue what they're doing or try something new. Reward good behavior and performance. Catch people doing
things right. Bad things should happen when behavior and performance are bad. We call
those bad things negative consequences. Negative consequences include discipline, more work, embarrassment, and penalties. They get people to stop what they're doing. Make bad behavior and performance something that has a consequence every time. And remember that lots of small corrections are better than fewer, bigger corrections.
Wednesday, April 9, 2008
WELCOME TO TOYOTA GROUP
I am very glad in true sense to receive so many requests to be member of this group.
Main motive to start this group was to have as many as possible members, who are related to TKM in one way or the other. I again would like to thank all the members to take interest and joining this group.
This was first step.
Now....we should use this common platform and the power of Networking for betterment of ourselves, family, society, organization and the world.
This can be done in many ways.
Lets start exploring..........
Kishore
Main motive to start this group was to have as many as possible members, who are related to TKM in one way or the other. I again would like to thank all the members to take interest and joining this group.
This was first step.
Now....we should use this common platform and the power of Networking for betterment of ourselves, family, society, organization and the world.
This can be done in many ways.
Lets start exploring..........
Kishore
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