Tag Archives: Career Effectiveness

This article is a long one, and has been broken into four parts.

Part 1 described the formation of the expectations and the attitude with which I start my graduate and post graduate academic journey. This is important as it sets the tone of expectation management that is necessary later on.

Part 2 described  my shock at the mismatch between expectation and reality and its psychological impact.

Part 3 talked about how I react and try to deal with the shock – trying to overcome it or succumb to it.

Part 4 (this blog) suggests various realistic measures that I can take in order to resolve the situation. It may be tempting to go directly to this section, but it is important to understand and identify with the other sections. By doing this, I create detachment, and I see myself as a third person undergoing trauma, and with this detachment the solutions make sense to me.

Part 4: what can I do

I am a smart person and I know that I can fix this problem. What I need is to examine all the options and determine the right one. For this I need to do the following:

1. Understand that I am not alone. Ask for emotional support.

There is no shame in asking for help. I cannot do it alone. Especially when I am in the middle of trauma and my emotions have taken over my brain. There is no way that I an capable of rational decision making.   

Many of us have similar problems. If not in one subject, then in another. All of us are traumatised but afraid to ask for help due to shame, ego, guilt and fear.

There are two types of help that I need:

• help me handle my emotions
• help me handle the actual problem in academics

There are a large number of persons who are willing to help. Let me examine who can help.

Parents are the last person I am willing to ask for help. This is because we believe that they do not understand what we are going through. We think that we will bring down their hopes and aspirations if we do not put up a brave and confident front. We also think that they treat us like children and give us the same advice which we have heard so many times and even tried to do. If we tell them what we have done to fix the situation, they will ask us to try harder. Anyway, they do not understand the subject, and therefore they are useless.

Having said that, mothers are better than fathers in terms of understanding and giving emotional support. Fathers tend to give generic solutions, mothers tend to understand the education. However, both tend to fix the problem by offering platitudes. To be fair to them, they have not been trained to be counsellors, and they too are learning to deal with my emotional ups and downs.

Peers will give us emotional support by saying the following things:

• Don’t worry, this is not necessary for placement
• It is not my fault
• The teacher is a horrible one, and he has taken something personally
• Students have cheated, and I was morally correct not to cheat
• Let us distract ourselves by movies / sports / books / internet etc.

All the above help us alleviate our current emotional turmoil but do nothing to help with the future. There are other well-meaning peers who will tell me what to do by describing what they do in such situations. But I am not the same as them and this may not work.

I can form a group of like minded people who are bad in certain subjects and we can help each other. However, the spectre of relative grading comes up and such groups disband pretty quickly, specially if one seems to be doing better than others.

It is better to ask for professional help. Professionals are trained to help me handle my emotions and they are pledged to secrecy, unless I am a danger to myself or others. As I said before, there is no stigma attached to asking for help. Most educational institutes have counselling centres and guarantee anonymity. If they do not have such facilities, I can go to the internet and look for emotional counselling. Much of this counselling is free and it helps me  by having someone not connected to me look at my thoughts and challenge them. The fact that I have to respond to these challenges helps in dealing with the emotions.

Such professionals have also dealt with similar situations and therefore can empathise as well as offer me various alternatives that others have taken. Good professionals do not offer alternatives on problems that they do not know much about, but they can help me go through the process of finding alternatives.

In India, people think that if I am going for counselling, I am incapable or mad. That is not correct. I am unable to deal with a situation and am asking a professional (not an amateur) for help. I call a plumber to fix my taps, not a friend who has never done this before. Nor do I try to deal with it myself. I do not put my head under the pillows and hope the problem will go away.

If I am not comfortable with a counsellor, I can always ask for another reference. Most good counsellors understand that if a rapport has not been built, solutions will not be forthcoming. Therefore they will gladly refer me to someone else, without taking umbrage. If they get upset, all the more reason for me to get another person.

2. Run the numbers

When I am doing badly and am emotional, I tend to over-exaggerate my academic failure. When I do badly in one subject, I assume that I will do badly in all subjects. If I do badly in one exam or one assignment of a subject, I assume that I will do bad in all exams and assignments of that subject.

Sometimes I can be overly optimistic in the first term. I may believe that the first term is a hiccup, an aberration and that I can get very good grades in the second term. Maybe so. Sometimes we are late starters, sometimes we take time to adjust to the academic level, the language, the food etc. But if after the second term, I have not got good grades, then it is time to be realistic and realise that maybe the competition is such that I cannot get good grades, specially in relative grading. I need to do risk mitigation.

In order to mitigate risk, I need to look at my subjects and analyse them. I need to know that some subjects have more credit than others and therefore impact grades more. If I make a spreadsheet of all the subjects, expected grades and then look at my CGPA, I may realise that by focussing on improving my grades on some subjects by one point, I can actually get a decent result. If I am in the second semester, and there are 6 more semesters to go, I can deal with each future semester at a time, and focus on those subjects / electives that can bump up my grade.

Within a subject, I need to see the relative weight of assignments, class participation, exams and group assignments. I also need to ask the right seniors (who did well in that subject) what is required to get a good grade in that subject. Armed with that information, I can figure out where I can do better and where I cannot control my result.

A relative grading means I need to to figure out who are worse that me, and ensure that I am better than a certain percentage of people. So instead of focussing on being the best, I have to start with being in the middle and slowly work my way to the top.

3. Focus on my strengths: academic or social

What are my strengths? That is determined by what my goals are. For certain goals like higher studies, good CGPA is a strength, for other goals it is not. For example, if I plan to go for civil services, or an MBA which is based on an entrance exam, the focus is on getting a good score in that entrance exam, not the CGPA.

The purpose of graduation determines how I look at academic results. If I plan to go abroad for higher studies, I have to know which colleges to target and the basis of getting admissions / scholarships. If the basis is purely academics, I focus accordingly. if it is work experience, then I get as much experience I can, while studying.    If the basis is an entrance exam, I focus from day 1 on scoring well in that exam. If the basis is recommendations, I focus on that. I need to be goal centric.

If I plan to get a job, I see that there are 2 types.

One is the cerebral type, which requires brainwork. These are jobs like programming or research. By the way, programming has been made into a factory and therefore may not require brains, as algorithmic creativity may not be important. It depends on the company I join.

The other type of jobs require social interaction. If I want to become a manager, it is not my technical expertise, but my ability to get things done that is important. For such jobs, evidence of leadership and project management are more important.

CGPA is not a goal. CGPA is the means to a goal. There are many paths to a goal.

If I make CGPA as a goal, it achieves nothing except ego satisfaction in the short term.

Note that I talked about strengths. Enhancing strengths take less effort that getting rid of weaknesses. If I know what is my weakness, I can work around it, or surround it with strengths. By getting rid of weaknesses, I may simply be opening the door for other weaknesses. Better to have familiar enemies around us and focus on increasing our friends.

4. Manage expectations of stakeholders

There are many persons who are interested in my success or my failure. They can actively help or prevent us from being successful. Sometimes they may be passive and do not give help when needed. They all want something. When we do not give them what they want, they become angry at us. I myself want a lot of things from myself. When I do not get it, I get angry with myself. Since so many entities are wanting different types of results from me, I need to juggle all these expectations.

It is important to list down all the stakeholders who want something from me and determine if they will help us or stop us. For example, a peer may help or stop us getting the grade I want.

For each stakeholder, I need to list down what they need from me. Parents may want us to study for many reasons. They may want to feel good in front of their peers. They may want you to get a good job. They may want to get a good life partner for me. I have to understand what they want and why they want from me. I also need to determine whether they will help me get what I want, or they can prevent me from getting what I want.

Based on this, I can make a list of the top 3 or 4 stakeholders who are important to me. With each of them, I need to understand and negotiate what they want and what I want from them.

If I know what they want, I can determine if CGPA is the only way to achieve that goal. If not, then evidently there other other ways to achieve the same goal.

I need to also remember that an agreement done today does not mean it is written in stone. All of us are subject to influence and all agreements can be changed, sometime without our knowing it. Therefore confirmation from the stakeholders is needed at various times.

5. Find choices

The goal is the most important thing. Once I know what the goal is, I have choices. For each goal to be achieved, some sub-goals have to be achieved. For each of these sub-goals, other sub-goals are needed. Once I have the list of sub-goals, I can determine many ways to achieve a sub-goal. When I have choices, I am not depressed, because I have action items.

For example, to get a scholarship, I think a good CGPA is important. So a good CGPA is a goal. In order to achieve a good CGPA, what do I need?

I need to determine:

• what defines a good CGPA (now the stakeholder here is no longer my parents, but the college I am applying for. So parents reaction is no longer relevant)
• a list of all of the courses, their credits entered into a spreadsheet
• a list of all the electives, their credits and how easy it is to crack that subject
• the possible minimum target scores that is required to  get the target CGPA
• List of those seniors who cracked the course
• List of professors and their grading methodology (are they hard or soft, what weight on assignments, mid term, end term etc, what expectations in terms of answers)
• Past papers by the professors on those subjects

This is only a partial list, but even by doing this, I suddenly have a lot of choices as to how to approach my studies. have a better strategy to focus my studies, rather than randomly reading lots of books and notes). My chances of improving my grades become higher.

6. Connect the dots

The above topic is also a url to the definition of connect the dots. I cannot determine the future as a certainty. Whenever we do an action and it impacts people, they react in unpredictable ways – sometimes to help, sometimes to prevent. Therefore, any action done to reach a goal creates a series of reactions, and we have no idea how that helps or impedes in reaching a goal.

Steve Jobs said in the 2005 Stanford commencement address,

“You can’t connect the dots looking forward you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. You have to trust in something: your gut, destiny, life, karma, whatever. Because believing that the dots will connect down the road will give you the confidence to follow your heart, even when it leads you off the well worn path.”

If I look at my past,I realise that everything that I have done ultimately brought me to this point. Therefore, everything that I do today will impact the future, somehow.  The question is, what should I do. And two answers  comes to my mind.

a. “Maximum benefit to maximum stakeholders”. This means that if good CGPA leads to something that will give maximum benefit to maximum number of stakeholders, I should focus on CGPA.

b. break down the goals to sub goals and connect the dots. If I want a good CGPA, I need to connect the dots so that whatever I do will lead to a good CGPA. So I need to look at all the actions I did as a reaction to a bad CGPA, and figure out if these actions helped in getting a good CGPA. If not, these dots do not connect.

7. Meditate

The benefits of meditation are numerous. Meditation is not connected to religion, but to becoming aware, at all time, of what is going on inside me and outside me. The more I know what is going on, the less will be my knee-jerk reaction. Meditation also improves focus. The benefits of meditation can be found in this article.

Conclusion

I have moved from short term solutions focussing seeking help to long term solutions of meditation to formulate a strategy for dealing with academic angst. I hope this set of articles has been useful. Please give me feedback as to what has been your experience in dealing with academic angst.

This article is a long one, and has been broken into four parts.

Part 1 describes the formation of the expectations and the attitude with which I start my graduate and post graduate academic journey. This is important as it sets the tone of expectation management that is necessary later on.

Part 2 describes  my shock at the mismatch between expectation and reality and its psychological impact.

Part 3 (this blog) talks about how I react and try to deal with the shock – trying to overcome it or succumb to it.

Part 4 suggests various realistic measures that I can take in order to resolve the situation. It may be tempting to go directly to this section, but it is important to understand and identify with the other sections. By doing this, I create detachment, and I see myself as a third person undergoing trauma, and with this detachment the solutions make sense to me.

Part 3: My reaction to the bad results

I start to deny that there is anything wrong. I assume that this is a fluke and I can fix this problem. I feel guilty about the parents who are funding my education. I put in additional effort in studies, sacrificing sleep, all social interactions, games and sports, etc. and give my 100 per cent to studies. But the results do not come up to expectations. I copy other successful students behaviours and mannerisms, study like them, make notes like them, look at their assignments, and try all means to do well academically.

I negotiate with everyone including myself. With friends to teach me and to give me support. With faculty to give me some hints on how to crack the course. With God to provide divine intervention and give easy questions in exams. I butter everyone, threaten who I can and try to use the stick and carrot approach on others and myself to motivate everyone to make me better.

I see others copying, doing illegal things and wonder if it is worth doing it. If I am afraid, I do not do it and hold them in contempt. If I accept the risk, I do it. Sometimes I get away with it, sometimes I do not.

I withdraw more and more from the support circle of well meaning but judging peers and parents, as I do not trust them to give good advice or support. They always seem to be judging me or making my life harder. I turn towards and seek the support of those who are similar to me, or worse off than me, or who do not judge me and who accept me as who I am, and use them as a standard to support my self esteem. I imbibe their attitudes and standards and deteriorate further.

Being alone brings negative thoughts in my mind, so I distract myself with friends and activities. I depend on these to stimulate me and keep me occupied.  If they are not there, I have the internet, the movies and the social media. Along with these, I do substance abuse, (cigarettes, alcohol, glue, soft drugs, hard drugs) which either make me feel powerful and socially accepted or make me forget my worries and grind my thoughts into oblivion.

I sometimes make an effort to pull myself together, because I feel guilty and I cannot see myself as a failure, but I do not know how to prioritise, as so many things have to be done and all of them seem equally important in my mind. So I try a few things,  without much effort or motivation, therefore fail and move into the same negative spiral. Ultimately, I give up and live life from day to day, doing the bare minimum to survive.

I feel ashamed of myself. Apart from parents, teachers and peers beating me up, I, too, beat myself up. I have conversations with myself about all my faults. I tell myself that I am no good, an imposter, a liar, incompetent etc.

I  become paranoid, and believe the whole ecosystem is conspiring to thwart my intentions and I withdraw from others as well as myself, and try to sink into oblivion or distraction. I extrapolate my academic failures, predict bad future scores and start fearing the bleak future I have created for myself.

I hide my scores from my friends and family and lie about them. I give reasons for the bad scores and promise that I will do better.

I focus only on those things that I can do well, be it academic subjects or extra curricular activities, in order to keep myself busy and to recover some semblance of self esteem. I justify the inordinate amount of time spent by saying that these activities make me a well-rounded individual. Gradually, I lose all focus on academics. I also use arguments like “Most entrepreneurs did not do well in school or college” citing examples of people like Bill Gates and Steve Jobs.

I look for support and answers on the internet, looking at sites that promise to make me smarter, that justify my failures, give me excuses, asking me to accept myself. I look at self help sites that promise to improve my memory, teach me time management and those that give me summaries of subjects. I look for instant solutions, since I have wasted so much time. Hypnotism, Visualisation, Meditation – all these promise great results. I try them for a time, but since they do not give me the results as promised, I ditch them all. I move from one experiment to another, and none of them work. I read motivational books, watch motivational movies (specially the Hollywood ones where one brainwave makes a difference to everyone’s life in 2 hours). Sometimes these give us some motivation, but for a short time.

I do not ask for support or help from real people near us. This is considered an admittance of failure, that I am not capable of dealing with my problems. It also brings to the notice of the administration that I have a problem or can be a problem. There is a social stigma attached to asking for help, either with the peer group or with a professional.

I reach out to anonymous people on the internet, asking them for solutions, and reading their answers, looking for something that will dramatically change my life overnight. Most of the answers seem like platitudes and none of them give the answer we seek. I have heard them all and read them all.

Nothing works. I swing between frustration and anger, anxiety and fear and depression, sometimes all these emotions at the same time.

Part 4 suggests various realistic measures that I can take in order to resolve the situation. 

This article is a long one, and has been broken into four parts.

Part 1 describes the formation of the expectations and the attitude with which I start my graduate and post graduate academic journey. This is important as it sets the tone of expectation management that is necessary later on.

Part 2 (this blog) describes  my shock at the mismatch between expectation and reality and its psychological impact.

Part 3 talks about how I react and try to deal with the shock – trying to overcome it or succumb to it.

Part 4 suggests various realistic measures that I can take in order to resolve the situation. It may be tempting to go directly to this section, but it is important to understand and identify with the other sections. By doing this, I create detachment, and I see myself as a third person undergoing trauma, and with this detachment the solutions make sense to me.

Part 2: The Shock

When I come to the new institute, the following things happen:

• The teachers are teaching a bigger crowd. Their focus is not just on teaching, but promoting themselves in the academic field. They are focussed on writing papers, doing research, completing their doctoral / post doctoral thesis, getting projects and being part of committees. I am not saying this is wrong. This is needed, as the professors have an academic career in front of them, and they need to do all the above to progress in their professional life. The teachers have neither time, nor the inclination to personally look after my needs. They do not behave like my school teachers (now I miss my school teachers!).
• The subjects are all new, and the standard suddenly goes up by a notch or two. The method and speed of teaching changes. There is an expectation that I have to study a lot on my own. The number of courses go up, the type of assignments and exams are no longer mug-and-vomit and require a higher level of thinking and reasoning.
• Instead of a subject being taught in one or two years, there is a semester or a trimester system, and each subject is taught in its entirety in this short period. Furthermore, each of these subjects become a building block for subsequent subjects. So incompetence in a subject may lead to incompetence in subsequent subjects.
• The same subject, depending on our capability and the teacher’s capability, can become boring or tough. Either way, there is a tendency to avoid the subject and focus on others which are interesting or easier.
• I am an young adult and do not stay at home. So there is no monitoring. There is complete freedom and I overdo the freedom. I spend time with friends, pursuing whatever catches my fancy. My habits change, I eat differently (read junk food), sleep later and less and get side tracked with other diversions. There is no one to motivate me by “Saam” (explaining), “Daam” (bribing and cajoling), “Dand” (punishing) or “Bhed” (comparing with others). Since I can escape all these methods, I gleefully run away from all methods of motivation. When things do not go as per expectations, I live in denial or in hope for a rosy future.
• Parents are also not there to support and help in structuring my productivity. I am becoming an young adult, and I mostly refuse their support as I want to find my own path, and I believe that I can handle my own problems. Furthermore, parents treat me like a school child and use the same methods of motivating me. I can see through their strategy and do not like their attitude.
• In school, a board exam means comparison with hundreds of thousands of aspirants. There may not be relative grading. So, in school, I do not have a tendency to compare or worry about my academic ranking. In college, I am compared with at most 150 other competitors and I know where I stand. If there is relative grading, there is an automatic comparison and hierarchy. Be it professors or parents or peers, everyone judges me  in terms of my academic ranking.
• If the class is smaller, because of my specialisation or electives, then the comparison becomes more apparent. If the bottom rankers are automatically failed, I may get a “Failed” score, and I will be judged on this result by the entire universe, including the recruiters coming to campus. I will have to explain to everyone, why I am dumb.
• I was a “frog in a well” in my home town. I compared only with my peers in school and I did not realise that there were people in the world who are smarter, who have been taught better, what have better strategies of studying, who are better motivated. Suddenly, I am not good enough. My home town thinks I am  brilliant, but here I am nothing.
• A lot of changes are happening to me and to the environment and I am overwhelmed. I am going through adolescence, with hormones changing the body, and the emotions. The opposite gender has its attractions. Friendship change. Peers pull you down. Support comes from unexpected places.  Respect of the peers is very important to me, and I change my habits and my thinking to be accepted by them. I may get “bad” habits.
• My time is not my own. At home, once I am home, my time is controlled. Here, peers can come to my room any time, distract me any time and force me to change my habits. They do things behind my back, and disturb me and distract me and make me do things I do not want to do.
• I joined the graduate / post graduate course in the hope that this course will help me get a job or determine my future. I find that I am not doing well academically, socially, emotionally and therefore I doubt my capability to determine my future. I hear horror stories from my seniors about placement and the job scene. The professors and the parents add to the clamour by painting a bleak future if we do not study. My parents have a lot of expectations from me, they are paying for my education and they expect some decent returns on their investment.

In short,

1. I have doubts about my capability
2. The environment is more competitive and no longer conducive
3. My attitude towards academics, peers the teachers and the future is not positive.

Part 3 talks about how I react and try to deal with the shock – trying to overcome it or succumb to it.

Having said earlier why you should not quit, there are certain times when you need to change your job.

They are as follows:

1. You cannot adjust with your boss and vice versa. Both of you have tried and failed
2. You are suffering from stress – headaches, sleeplessness, anger, anxiety and depression. You have undergone counselling and realised that this problem is not about you
3. The culture is chaotic, verbally abusive, hostile, disrespectful and demeaning and you cannot handle it
4. Your work is constantly criticised or ignored and no one is willing to give feedback or mentor you
5. You have been layered – some one else has been brought in between you and your boss
6. You have been overlooked for important meetings, task forces and initiatives
7. Your company is about to be acquired or merged or your company is in trouble
8. Your boss has been fired and you are known to be closed associated with your boss
9. A new CEO has been hired and he has started bringing his own team and the effect is percolating downwards
10. You do not feel like coming to office on Monday AND you look forward to the weekend

It is very important that you seek counselling before you act precipitately. Sometimes, the problem is you, but your defence mechanisms do not allow you to accept it. If the problem is you, then you will face the same problems elsewhere. If you have been changing jobs too often, you may want to examine your own beliefs and whether you blame others – boss, family, organisation, society, even God for your problems.

Remember that your CV does not invoke trust if you have not stayed in any organisation for more than 3 years.

In my coaching sessions, I ask executives to behave as if they are the CEO of their lives. As a CEO you need to:

1.     Develop yourself as a product or service that people desire

You are multiple products to multiple markets depending on the role you play. When you act as a subordinate, you need to convince your boss that you are an ideal product and he should keep you. When you act as a boss, you need to convince your subordinates that you are the best boss. Being the best means being the best product or delivering the best service.

2.     Market yourself to all customers, internal and external to the organisation

3.     Run your finances i.e. reduce costs and increase revenue to more than costs

4.     Create your own motivation and recruit people to help you (network)

5.     Use technology to make their processes more efficient

You need to improve all the above processes by using the right technology – be it blogs, a rudimentary CRM system, a list of birthdays in your calendar and your to-do list.

I typically do not differentiate between personal and professional life.

This article by Gibson talks about the same thing with reference to empowering employees to act as CEOs.

To quote Gibson, “Giving everyone the responsibility to set their own agenda, prioritize resources, and pull in the right people has also made our office more efficient.”

I had mentioned some time ago about the distaste with which people regard sales.
I wish to reiterate the reasons why Sales is necessary in a career

1. During the placement process, I have observed a direct correlation between the ability to sell and the impress to impress the recruiters.
2. These are uncertain times. All companies are looking to retain market share and revenues. Sales is king.
3. We need to face our fears. Else, the fear remains in our mind and we somehow create the very situation we wish to avoid. It would, therefore, make sense to not to fear sales.
4. You’ll learn to negotiate.
5. You’ll learn to close.
6. You’ll learn persistence.
7. You’ll learn self-discipline.
8. You’ll gain self-confidence.

The last five has been mentioned in the following article by Jeff Haden.

The story of the Great Indian Crab Syndrome is well known. In essence, Indian Crabs do not need to be locked up as one crab will prevent others from escaping.

But let us be fair. This happens everywhere. I have worked in the far East and the Far West, fairly North (but not south of the equator). Trust me, at least in the northern hemisphere, it exists everywhere.

I consider it a natural process. Consider this.

1. Commoditisation
   This is a process of making one product indistinguishable from another product. In other words, the opposite of product differentiation. So where a crab pulls another crab down, it is not trying to make the other crab indistinguishable, so that it does not become a ‘run-away’ success?
2. A Survival tactic?
   After all, differentiation prevents unity. Commoditised products create cartels so that they can collectively bargain. When one product thinks it is different and can command a different market share, the unity is broken.
3. Conformity
   This is important for the sanctity of a group or an organisation. When we join the corporate world, we go through the induction programme, where we are taught conformity (read culture). We are given a conflicting message – employees are our greatest assets, we value innovation and creativity, but when we try to exercise this value, we are asked to conform.
4. Low self-esteem?
   If I am jealous of someone who is better than me, I would bring him down to my level. Any person who I perceive to be better than me can differentiate and command a better price!
5. Stop striving for excellence
   Differentiating  is taught as a lesson in marketing, and all the books about corporate heroes tom-tom doing something different (even illegal), treading the road less travelled, ignoring the barbs and the taunts of the other crabs.
   We all start off by with stars in our eyes, working hard. We gradually succumb to bare minimum work and rationalisation.Why do we look at each other, and if we see others not working, we too stop working?
   We do not let others work, and we ourselves do not work.

So, who is the Indian Crab? Not the other people – but our own mind. 

I am invariably asked this question from my mentees, “Should I change my job?”

Reasons for Quitting

When I probe deeper, I find that the reasons are broadly:

1. An expectation mismatch between the manager and  the mentee. The mentee typically blames the organisation, the management, the boss, the super-boss, the colleagues, the politics, the salary, the travel time, the office hours…this list is endless.
2. Perception that life has been unfair. The perceived unfairness has another perspective, “I did all the work that was allotted to me, I fulfilled my targets, I did better than others…how come I did not get what I deserved?”

Promotions

I have said this earlier and will re-iterate. If everyone fulfils their targets, everyone cannot be promoted, unless it is a bureaucratic / government job and even there, after a certain level, only some persons can get promoted. We cannot all become CEOs in the same organisation at the same time.

So what determines who will be promoted?

The answer is simple – ‘Whoever the promotion committee feels should be promoted.” Why should the committee feel that you should be promoted?

1. The boss must be promoted, so that a space is created for you
2. Out of all prospects, your boss will recommend you if:

• He trusts you to do his bidding
• You make him look good

None of the above have anything to do with your work. Your work is a necessary, but not a sufficient condition for your promotion or increment.

Managing the Power Play

You need to know the following:

1. Power equations in the office (who determines promotions)
2. What they want
3. How you will benefit them (give them what they want).

If what they want is unacceptable, then you need to determine why is it unacceptable.

It may be that you would not want to compromise your beliefs. But the beliefs of the bosses matter, not yours. So you have the following choices:

1. Change your beliefs
2. Change your job
3. Change the beliefs of your bosses
4. Determine that you love your job and you do not want the promotion / increment
5. Wait until a boss comes whose beliefs are the same as you.

Most of us believe that theory is a waste of time.

Take the adage, “Give a man a fish and he is not hungry for a day; teach a man to fish and he will not be hungry ever!” what we want is the fish, not the theory behind catching fish.

When I ask some one for help in a particular situation, and he gives me theoretical answers and asks me to figure it out, I feel impatient and betrayed. I want a quick pill that will help alleviate the symptoms.

Theoretically, once the symptoms are gone, I can do a root cause analysis to prevent recurrence. But this rarely happens. We do not revisit the doctor if the symptoms are gone.

Let us take the doctor analogy further, should we go to:

• A doctor knows the theory of medicine?
• A person who has not attended medical school but has assisted a doctor in his rounds, say, a nurse?
• Other persons who have some past experience in similar symptoms?

The answer is logically obvious:

• no assistant or non-professional would have come across all the cases and variations and therefore
• cannot guess or set up the right tests to understand the root cause of the problem.

But emotionally, we do it the reverse way –

1. Other persons first, then
2. some one who has had similar symptoms, then
3. a quack and finally
4. a doctor.

Even in corporate life, we try the old tested ways based on the experience of the employees. Sometimes we hire consultants because like doctors, they are detached from the problem and they have learnt more theory.

Only a doctor trained in root cause analysis would ask the right questions and recommend the tests to find the cause of the fever. A good doctor has the following characteristics:

1. He has learnt the theory of analysis and possible method to derive the root causes
2. He knows how to apply the theory – this requires creativity
3. He has the experience of some of the applications

A quack, on the other hand, know only point 3 above: some experience and a smattering of bookish knowledge form the most convenient layman book available.

So, why read theory?

1. It is the distillation of the thoughts and experiences of other persons and their perspective.
2. Healthy scepticism is necessary. It is not gospel truth, it is simply a theory and a perspective.
3. If we do not understand the author’s perspective and then, more importantly, do not argue in which situation it will work and in which it will not, we are believing that the theory is a law of nature. That is incorrect. It is the argument about the theory that creates experience in our mind.
4. We need to apply the theory to our life to see the situations where it worked or not. We need to analyse why it worked or did not work.
5. It creates a discipline of collecting and managing knowledge and sorting it in our mind for quick access – during exams or in real life. It is a misconception that due to the advent of the internet, we can get any theory whenever we want.

Students sometimes decide that they would rather have practical experience and case analysis, because

• they do not understand the theory,
• cannot apply it,
• dislike the book,
• dislike the professor.

A case or a practical experience is only a subset of the topic, not the whole topic. Cases and practicals are a partial application of the theory, not a replacement.

I see a lot of my proteges / mentees having a lack-lustre linkedin profile and I am saddened by it.  Let me put it this way. To paraphrase an author I read some time ago (frankly I do not remember, but this is not my idea…) in your self-branding exercise, Facebook is like a pub where we meet a lot of people, have connections, but over a drink and then we all go home. Twitter is like a cocktail partywhere we speak a small sentence and then move on to the next person. Youtube is like MG Road on New Year’s Eve, everybody trying to get in front of the camera and vying for attention. Linkedin is like a trade show where we meet like-minded people.

Join the groups that talk about what we are interested in. Even if we are bystanders, we will learn a lot of what the world thinks. It is a faster way to get people’s opinions and trends that reading some boring author. I know, I am one such author.

Check the news. This news can be customised to give us articles across the globe on the topics of your choice. It is obviously a better way than perusing gadzillions of newpaper pages (online or offline)

Under the “More” section, there is “Answers” and “Skills”. We should use these more often. “Skills” creates the keywords necessary for a job search. “Answers” allow you to brand yourself as an authority as more of your answers get selected as “best” answers.

I am increasingly seeing a trend where recruiters are looking at our linkedin profiles. Apart from the ability to have an on-line rolodex for networking, it allows us to help others get jobs, and it allows us to meet people with the same interests and connect with them professionally.