The document summarizes the National Leadership Development Seminar (NLDS) 2009 hosted by AIESEC India. [NLDS 2009] connected over 500 members from 7 countries to discuss important issues like climate change, entrepreneurship, and education. Participants engaged in group discussions and panels with representatives from organizations like Coca-Cola and IIM Ahmedabad. The goal was to educate members using an innovative open forum learning approach. Burning questions were also collected to continue the discussions virtually.
The document summarizes discussions from the 2009 National Leadership Development Seminar (NLDS) hosted by AIESEC India. Over 500 members from 7 countries participated, including 450 new AIESEC India recruits. The seminar addressed important issues like climate change, entrepreneurship, and education. For education, panels discussed modernizing curriculum, increasing practical and vocational training, and encouraging students to follow their passions. Representatives from organizations like Coke and IIM Ahmedabad participated. An open forum format was used, with small group and larger panel discussions, to educate participants in an innovative way. Burning questions on each topic were also identified for further virtual discussion.
IEC Group is a leading education institution founded in 1981 with the goal of making India a leader in information technology. It now has several campuses across India offering a wide range of courses. The group has ambitious expansion plans over the next few years, with the goal of constructing over 1 million square feet of new educational and social infrastructure. This will allow it to significantly increase its student enrollment from around 30,000 currently to over 35,000 by 2022.
North India Leading Education Group with Hi-Tech Modern Facilities...
Admission Open ( B.tech, MBA,B-pharma,M-pharma, M.tech. MCA, BHMCT )
Join IEC Group of Institutions
The document discusses the role of excellent teachers in the era of globalization, challenges, and strategies to address changes. It notes that globalization has made the world smaller through improved communication technology. While technology has accelerated global flows, it is driven by few multinational corporations and may harm the environment. The document also discusses challenges Malaysian teachers face in preparing students for 21st century skills and the need to develop teachers' instructional leadership skills.
The document discusses how an initiative in India called the Barefoot College is training poor and illiterate women to become solar engineers. This provides them with a new vocational opportunity as well as a source of income by having them repair and maintain solar equipment that is powering villages. The College uses practical, hands-on training methods tailored for non-literate students. Trainees then return to their villages to work as solar technicians for 5 years, bringing economic and social benefits to their communities.
Copy of proceedings of the stars forum 7th annual conference 2016STARS Forum
This document provides a summary of the proceedings from the 7th Annual National Conference of Skills Training For Advancement in Rural Societies (STARS) Forum. The conference was held from December 10-12, 2016 in Dharamshala, Himachal Pradesh, India and had 21 speakers and 91 participants from 44 organizations across 15 Indian states. The objective of the conference was to create and enhance livelihood opportunities for vulnerable populations by sharing experiences. Key topics included challenges in forming enterprises, skills development innovations, traditional and emerging occupations, farm and renewable energy opportunities, and leveraging technology for skills development at scale. The conference facilitated networking and exploring collaboration between organizations conducting livelihood training and promotion activities across India.
Proceedings of the stars forum 8th conference held on 09 dec-2017STARS Forum
STARS Forum organised a Confluence of Leaders session attended by leaders and senior executives from various NGOs working on livelihoods, skills training, and vocation education and entrepreneurship promotion. The event was held at the J.P.Naik Center for Education and Development, Kothrud, Pune.
Copy of proceedings of stars forum 10th annual national conferenceSTARS Forum
The document summarizes key discussions from the 10th Annual National Conference of the STARS Forum, which focused on reimagining rural skills development in India. Some of the main points discussed included:
1) The need to rethink current rural skills training approaches to focus on livelihoods and emerging sectors like sustainable agriculture rather than just employment.
2) Engaging rural youth is challenging due to weak education, a lack of soft/business skills training, and the need for localized, accessible programs.
3) Fueling rural entrepreneurship requires addressing high failure rates through improved training, packaging, marketing support and decentralizing industries.
The document summarizes discussions from the 2009 National Leadership Development Seminar (NLDS) hosted by AIESEC India. Over 500 members from 7 countries participated, including 450 new AIESEC India recruits. The seminar addressed important issues like climate change, entrepreneurship, and education. For education, panels discussed modernizing curriculum, increasing practical and vocational training, and encouraging students to follow their passions. Representatives from organizations like Coke and IIM Ahmedabad participated. An open forum format was used, with small group and larger panel discussions, to educate participants in an innovative way. Burning questions on each topic were also identified for further virtual discussion.
IEC Group is a leading education institution founded in 1981 with the goal of making India a leader in information technology. It now has several campuses across India offering a wide range of courses. The group has ambitious expansion plans over the next few years, with the goal of constructing over 1 million square feet of new educational and social infrastructure. This will allow it to significantly increase its student enrollment from around 30,000 currently to over 35,000 by 2022.
North India Leading Education Group with Hi-Tech Modern Facilities...
Admission Open ( B.tech, MBA,B-pharma,M-pharma, M.tech. MCA, BHMCT )
Join IEC Group of Institutions
The document discusses the role of excellent teachers in the era of globalization, challenges, and strategies to address changes. It notes that globalization has made the world smaller through improved communication technology. While technology has accelerated global flows, it is driven by few multinational corporations and may harm the environment. The document also discusses challenges Malaysian teachers face in preparing students for 21st century skills and the need to develop teachers' instructional leadership skills.
The document discusses how an initiative in India called the Barefoot College is training poor and illiterate women to become solar engineers. This provides them with a new vocational opportunity as well as a source of income by having them repair and maintain solar equipment that is powering villages. The College uses practical, hands-on training methods tailored for non-literate students. Trainees then return to their villages to work as solar technicians for 5 years, bringing economic and social benefits to their communities.
Copy of proceedings of the stars forum 7th annual conference 2016STARS Forum
This document provides a summary of the proceedings from the 7th Annual National Conference of Skills Training For Advancement in Rural Societies (STARS) Forum. The conference was held from December 10-12, 2016 in Dharamshala, Himachal Pradesh, India and had 21 speakers and 91 participants from 44 organizations across 15 Indian states. The objective of the conference was to create and enhance livelihood opportunities for vulnerable populations by sharing experiences. Key topics included challenges in forming enterprises, skills development innovations, traditional and emerging occupations, farm and renewable energy opportunities, and leveraging technology for skills development at scale. The conference facilitated networking and exploring collaboration between organizations conducting livelihood training and promotion activities across India.
Proceedings of the stars forum 8th conference held on 09 dec-2017STARS Forum
STARS Forum organised a Confluence of Leaders session attended by leaders and senior executives from various NGOs working on livelihoods, skills training, and vocation education and entrepreneurship promotion. The event was held at the J.P.Naik Center for Education and Development, Kothrud, Pune.
Copy of proceedings of stars forum 10th annual national conferenceSTARS Forum
The document summarizes key discussions from the 10th Annual National Conference of the STARS Forum, which focused on reimagining rural skills development in India. Some of the main points discussed included:
1) The need to rethink current rural skills training approaches to focus on livelihoods and emerging sectors like sustainable agriculture rather than just employment.
2) Engaging rural youth is challenging due to weak education, a lack of soft/business skills training, and the need for localized, accessible programs.
3) Fueling rural entrepreneurship requires addressing high failure rates through improved training, packaging, marketing support and decentralizing industries.
The document discusses AIESEC, a global nonprofit focused on empowering youth. It provides an overview of AIESEC's history since 1948 and its mission of promoting global cultural understanding among youth. Participants are guided through a three step process of discovery called "The AIESEC Way" to learn about AIESEC, reflect on their goals and values, and commit to taking the organization's mission forward.
The Florence Prescription, Ohio State University College of Nursing, 8-20-15Joe Tye
Slides used by Values Coach CEO Joe Tye for keynote presentation for Leadership Transformation Day at The Ohio State University College of Nursing, August 20, 2015.
This document provides tips and information about using social media and online platforms for marketing purposes. It discusses how social media is about building relationships not sales. It also provides tips for using Facebook, Twitter, and TripAdvisor to market a business and track engagement. The document emphasizes using relevant, concise content and keywords to influence discussions online and measuring signals of intent to understand what audiences are interested in.
The Physics of Cultural Transformation, Joe Tye Webinar for AHA Health Forum,...Joe Tye
The document summarizes 12 key lessons learned from cultural transformation work with rural hospitals in Nebraska. Some of the main points include: launching a cultural movement is harder than a program but more impactful; critical mass requires around 30% population commitment; senior leadership must be truly committed to the vision; middle management must champion changes; personal stories resonate more than lectures; embrace skeptics but marginalize cynics; balance urgency and patience. The document emphasizes that sustainable cultural change must be built on a solid foundation of shared organizational values.
Creating a Cultural Blueprint for the Invisible Architecture of a Community C...Joe Tye
This document provides an overview of Joe Tye's presentation to the Iowa Association of Community College Trustees on crafting an "invisible architecture" of values, culture, and attitude for an organization. It discusses the importance of establishing a strong organizational culture over strategy, and moving from mere accountability to a culture of ownership among employees. It also shares results of a culture assessment survey given to faculty and staff at three Iowa community colleges which identified opportunities to strengthen aspects of their organizational culture such as positive attitudes, respect, and embracing change.
This document summarizes the achievements and impact of AIESEC India since its founding in 1981. It highlights that AIESEC India has inspired excellence through change, growth, and impact. It notes that AIESEC India now has 2000 members, 2000 exchanges, and provides over 500 leadership experiences annually. The document encourages the reader, who is among the top young talent in India, to make a difference through participating in AIESEC India's programs and conferences.
The document discusses key drivers that are shaping the future of education, including demographic shifts, economic shifts, new patterns of work, and technological disruption. It argues that the future will include more lifelong learning, competency-based assessments, artificial intelligence-enabled learning systems, simulations, collaborative learning, challenge-based learning, immersive learning, MOOCs leading to degrees, and new providers of learning. The future of education is emerging through modular, stackable learning; anytime, anywhere assessment for skills; and work-based learning for credit.
Curricula challenges of technical and management education institutionsIAEME Publication
The document discusses challenges facing technical and management education institutions in India. It notes that curriculum must be improved to increase quality and access while reducing costs. Institutions must modularize education and change faculty roles and develop e-learning competencies. They must also become more adaptable and flexible with leadership styles. Offering multi-perspective curricula, integrating technology according to good practice principles, and creating collaborative learning opportunities can help address these challenges.
Curricula challenges of technical and management educationIAEME Publication
The document discusses the challenges facing technical and management education institutions in India. It outlines 3 main challenges: 1) adapting curricula to meet market forces and global trends, 2) managing diverse student and faculty populations, and 3) developing leadership competencies like strategic vision. It also discusses factors influencing educational performance like digitalization and access to technology. Overall, the document argues that curriculum reform and integrating new technologies are needed to equip students with the skills to navigate a changing world and workforce.
Curricula challenges of technical and management educationIAEME Publication
The document discusses challenges facing technical and management education institutions in India. It notes that curriculum must be improved to increase quality and access while reducing costs. Institutions must modularize education and change faculty roles and develop e-learning competencies. They must also become more adaptable and flexible with leadership styles. Offering multi-perspective curricula, integrating technology according to good practice principles, and creating collaborative learning opportunities can help address these challenges.
Curricula challenges of technical and management educationIAEME Publication
The document discusses challenges facing technical and management education institutions in India. It notes that curriculum must be improved to increase quality and access while reducing costs. Institutions must modularize education and change faculty roles and develop e-learning competencies. They must also become more adaptable and flexible with leadership styles. Offering multi-perspective curricula, integrating technology according to good practice principles, and creating collaborative learning opportunities can help address these challenges.
Curricula challenges of technical and management educationIAEME Publication
The document discusses the challenges facing technical and management education institutions in India. It outlines 3 main challenges: 1) adapting curricula to meet market forces and global trends, 2) managing diverse student and faculty populations, and 3) developing leadership competencies like strategic vision. It also discusses factors influencing educational performance like digitalization and access to technology. Overall, the document argues that curriculum reform and integrating new technologies are needed to equip students with skills for a changing world.
Innovation Leadership in Education Tacloban 11-13Mar2016Timothy Wooi
Innovation Leadership in Education- A technique that combines different leadership styles to influence to produce creative ideas, innovative products and servicesUnlike most educational policy, the focus is not focus on improving existing educational systems but on changing them altogether. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing interdependent world.
Wipro has several corporate social responsibility initiatives focused on education and the environment. For education, it operates Wipro Cares projects providing primary healthcare and education, Wipro Applying Thought in Schools partnering with organizations to improve education quality, and Mission 10X to enhance engineering graduates' employability. For the environment, it has the Earthian sustainability program for schools and Eco Eye initiative making Wipro carbon neutral and water positive.
Wipro has several corporate social responsibility initiatives focused on education and the environment. For education, it operates Wipro Cares projects providing primary healthcare and education, Wipro Applying Thought in Schools partnering with organizations to improve education quality, and Mission 10X to enhance engineering graduates' employability. For the environment, it has the Earthian sustainability program for schools and Eco Eye initiative making Wipro carbon neutral and water positive.
The document contains the graduation day address by Dr. M. Palaninatharaja, the Registrar of Thiagarajar College of Engineering in Madurai. In his address, he congratulates the graduating students and emphasizes the importance of applying knowledge, developing competencies, teamwork, lifelong learning, and contributing to society. He encourages the graduates to pursue their careers and dreams with passion, innovation, and a focus on sustainable development.
Beyond Virtualisation: What's next for IT sustainability?Samuel Mann
Samuel Mann presentation to 26th NZ IT managers conference. Explores computing and sustainability imperative. Looks at our own footprint, and what we could be doing that is "good, not just less bad".
The Green and Sustainable Technologies Society (GSTS) is a student-run initiative at the Nanyang Technological University (NTU) that aims to promote green technologies. It brings together students from different disciplines to encourage and accelerate green technology and industry. GSTS hopes to fill the gap of integrating technology, business, and environmental sustainability. Its activities include presentations from research and consultation departments, sourcing projects from industry partners, and organizing conferences on topics like green job opportunities and integrating green technology into business. GSTS's future plans include registering as an official society, engaging external organizations, and becoming a leading group in educating youth on green technologies and business practices.
Establishing a Skills Ecosystem for Sustained SuccessGary Wood
The document discusses skills ecosystems, providing definitions and examples. It defines a skills ecosystem as stakeholders in a region or industry sector working to mutually share and develop skills and knowledge for their own benefit and that of others. It then discusses why skills ecosystems are a useful concept after a project like PATHWAY, outlining characteristics of successful skills ecosystems. The document also provides guidance on establishing skills ecosystems, including the role of universities, and discusses future skills needs. Case studies of skills ecosystem initiatives in Sheffield and at NMITE are also summarized.
(484387875) learing for-life-soft-skills-sgd-29 june (1)Sanjeev Deshmukh
This document discusses the need to improve technical education in India to better prepare students for employment. It notes that the current system focuses too much on theoretical knowledge and lacks real-world problem solving skills. Both teachers and students are reluctant to acknowledge changes needed to make education more relevant to today's technology-focused world. It emphasizes developing strong soft skills, experiential learning opportunities, and finding ways to assess soft skills as being key to improving employability.
The document discusses AIESEC, a global nonprofit focused on empowering youth. It provides an overview of AIESEC's history since 1948 and its mission of promoting global cultural understanding among youth. Participants are guided through a three step process of discovery called "The AIESEC Way" to learn about AIESEC, reflect on their goals and values, and commit to taking the organization's mission forward.
The Florence Prescription, Ohio State University College of Nursing, 8-20-15Joe Tye
Slides used by Values Coach CEO Joe Tye for keynote presentation for Leadership Transformation Day at The Ohio State University College of Nursing, August 20, 2015.
This document provides tips and information about using social media and online platforms for marketing purposes. It discusses how social media is about building relationships not sales. It also provides tips for using Facebook, Twitter, and TripAdvisor to market a business and track engagement. The document emphasizes using relevant, concise content and keywords to influence discussions online and measuring signals of intent to understand what audiences are interested in.
The Physics of Cultural Transformation, Joe Tye Webinar for AHA Health Forum,...Joe Tye
The document summarizes 12 key lessons learned from cultural transformation work with rural hospitals in Nebraska. Some of the main points include: launching a cultural movement is harder than a program but more impactful; critical mass requires around 30% population commitment; senior leadership must be truly committed to the vision; middle management must champion changes; personal stories resonate more than lectures; embrace skeptics but marginalize cynics; balance urgency and patience. The document emphasizes that sustainable cultural change must be built on a solid foundation of shared organizational values.
Creating a Cultural Blueprint for the Invisible Architecture of a Community C...Joe Tye
This document provides an overview of Joe Tye's presentation to the Iowa Association of Community College Trustees on crafting an "invisible architecture" of values, culture, and attitude for an organization. It discusses the importance of establishing a strong organizational culture over strategy, and moving from mere accountability to a culture of ownership among employees. It also shares results of a culture assessment survey given to faculty and staff at three Iowa community colleges which identified opportunities to strengthen aspects of their organizational culture such as positive attitudes, respect, and embracing change.
This document summarizes the achievements and impact of AIESEC India since its founding in 1981. It highlights that AIESEC India has inspired excellence through change, growth, and impact. It notes that AIESEC India now has 2000 members, 2000 exchanges, and provides over 500 leadership experiences annually. The document encourages the reader, who is among the top young talent in India, to make a difference through participating in AIESEC India's programs and conferences.
The document discusses key drivers that are shaping the future of education, including demographic shifts, economic shifts, new patterns of work, and technological disruption. It argues that the future will include more lifelong learning, competency-based assessments, artificial intelligence-enabled learning systems, simulations, collaborative learning, challenge-based learning, immersive learning, MOOCs leading to degrees, and new providers of learning. The future of education is emerging through modular, stackable learning; anytime, anywhere assessment for skills; and work-based learning for credit.
Curricula challenges of technical and management education institutionsIAEME Publication
The document discusses challenges facing technical and management education institutions in India. It notes that curriculum must be improved to increase quality and access while reducing costs. Institutions must modularize education and change faculty roles and develop e-learning competencies. They must also become more adaptable and flexible with leadership styles. Offering multi-perspective curricula, integrating technology according to good practice principles, and creating collaborative learning opportunities can help address these challenges.
Curricula challenges of technical and management educationIAEME Publication
The document discusses the challenges facing technical and management education institutions in India. It outlines 3 main challenges: 1) adapting curricula to meet market forces and global trends, 2) managing diverse student and faculty populations, and 3) developing leadership competencies like strategic vision. It also discusses factors influencing educational performance like digitalization and access to technology. Overall, the document argues that curriculum reform and integrating new technologies are needed to equip students with the skills to navigate a changing world and workforce.
Curricula challenges of technical and management educationIAEME Publication
The document discusses challenges facing technical and management education institutions in India. It notes that curriculum must be improved to increase quality and access while reducing costs. Institutions must modularize education and change faculty roles and develop e-learning competencies. They must also become more adaptable and flexible with leadership styles. Offering multi-perspective curricula, integrating technology according to good practice principles, and creating collaborative learning opportunities can help address these challenges.
Curricula challenges of technical and management educationIAEME Publication
The document discusses challenges facing technical and management education institutions in India. It notes that curriculum must be improved to increase quality and access while reducing costs. Institutions must modularize education and change faculty roles and develop e-learning competencies. They must also become more adaptable and flexible with leadership styles. Offering multi-perspective curricula, integrating technology according to good practice principles, and creating collaborative learning opportunities can help address these challenges.
Curricula challenges of technical and management educationIAEME Publication
The document discusses the challenges facing technical and management education institutions in India. It outlines 3 main challenges: 1) adapting curricula to meet market forces and global trends, 2) managing diverse student and faculty populations, and 3) developing leadership competencies like strategic vision. It also discusses factors influencing educational performance like digitalization and access to technology. Overall, the document argues that curriculum reform and integrating new technologies are needed to equip students with skills for a changing world.
Innovation Leadership in Education Tacloban 11-13Mar2016Timothy Wooi
Innovation Leadership in Education- A technique that combines different leadership styles to influence to produce creative ideas, innovative products and servicesUnlike most educational policy, the focus is not focus on improving existing educational systems but on changing them altogether. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing interdependent world.
Wipro has several corporate social responsibility initiatives focused on education and the environment. For education, it operates Wipro Cares projects providing primary healthcare and education, Wipro Applying Thought in Schools partnering with organizations to improve education quality, and Mission 10X to enhance engineering graduates' employability. For the environment, it has the Earthian sustainability program for schools and Eco Eye initiative making Wipro carbon neutral and water positive.
Wipro has several corporate social responsibility initiatives focused on education and the environment. For education, it operates Wipro Cares projects providing primary healthcare and education, Wipro Applying Thought in Schools partnering with organizations to improve education quality, and Mission 10X to enhance engineering graduates' employability. For the environment, it has the Earthian sustainability program for schools and Eco Eye initiative making Wipro carbon neutral and water positive.
The document contains the graduation day address by Dr. M. Palaninatharaja, the Registrar of Thiagarajar College of Engineering in Madurai. In his address, he congratulates the graduating students and emphasizes the importance of applying knowledge, developing competencies, teamwork, lifelong learning, and contributing to society. He encourages the graduates to pursue their careers and dreams with passion, innovation, and a focus on sustainable development.
Beyond Virtualisation: What's next for IT sustainability?Samuel Mann
Samuel Mann presentation to 26th NZ IT managers conference. Explores computing and sustainability imperative. Looks at our own footprint, and what we could be doing that is "good, not just less bad".
The Green and Sustainable Technologies Society (GSTS) is a student-run initiative at the Nanyang Technological University (NTU) that aims to promote green technologies. It brings together students from different disciplines to encourage and accelerate green technology and industry. GSTS hopes to fill the gap of integrating technology, business, and environmental sustainability. Its activities include presentations from research and consultation departments, sourcing projects from industry partners, and organizing conferences on topics like green job opportunities and integrating green technology into business. GSTS's future plans include registering as an official society, engaging external organizations, and becoming a leading group in educating youth on green technologies and business practices.
Establishing a Skills Ecosystem for Sustained SuccessGary Wood
The document discusses skills ecosystems, providing definitions and examples. It defines a skills ecosystem as stakeholders in a region or industry sector working to mutually share and develop skills and knowledge for their own benefit and that of others. It then discusses why skills ecosystems are a useful concept after a project like PATHWAY, outlining characteristics of successful skills ecosystems. The document also provides guidance on establishing skills ecosystems, including the role of universities, and discusses future skills needs. Case studies of skills ecosystem initiatives in Sheffield and at NMITE are also summarized.
(484387875) learing for-life-soft-skills-sgd-29 june (1)Sanjeev Deshmukh
This document discusses the need to improve technical education in India to better prepare students for employment. It notes that the current system focuses too much on theoretical knowledge and lacks real-world problem solving skills. Both teachers and students are reluctant to acknowledge changes needed to make education more relevant to today's technology-focused world. It emphasizes developing strong soft skills, experiential learning opportunities, and finding ways to assess soft skills as being key to improving employability.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for embracing technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff support, development and accountability, 5) embracing 21st century initiatives, and 6) answering questions. It emphasizes the importance of clearly articulating needs, developing technology leadership, and differentiating staff training to create sustainable change.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for embracing technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff support, development and accountability, 5) embracing 21st century initiatives, and 6) answering questions. It emphasizes the importance of clearly articulating needs, developing technology leadership, and differentiating staff training to create sustainable change.
Effective Implementation of SUSTAINABLE 21st century initiatives.Robert Franchino
This content was presented as the keynote address by Dr. Robert Franchino at the HP Digital Learning Environments conference in Minneapolis on May 5, 2010.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff development and accountability, 5) embracing 21st century initiatives, and 6) a question and answer session. The goal is to provide tools and ideas to help schools successfully adopt technology initiatives through establishing clear expectations, leadership teams, differentiated staff training, and embracing technological change.
The document discusses implementing sustainable 21st century initiatives in schools. It outlines 6 topics to be covered: 1) creating a foundation and culture for technology, 2) distinguishing needs from initiatives, 3) sustainable student and teacher laptop programs, 4) staff development and accountability, 5) embracing 21st century initiatives, and 6) a question and answer session. The goal is to provide tools and ideas to help schools successfully adopt technology initiatives through establishing clear expectations, leadership teams, differentiated staff training, and embracing technological change.
To pursue extensive work in connecting the human potential to performance, growth and impact of an organization. Helping individuals realize their area of passion and interest, connecting them to the right job/job profile/organization and developing leadership skills to empower them for life.
This document discusses knowledge management and transition within an organization. It provides objectives for a transition laboratory, including designing transition processes at different levels and dividing responsibilities. Knowledge management is defined as capturing critical knowledge and making it available to those who need it. The document outlines benefits of knowledge management like increased efficiency and savings. Transition is described as the period when knowledge and experience are transferred to new leaders. Effective transition requires preparation, delivery, and coaching from outgoing and incoming leaders to ensure a smooth transfer of responsibilities.
This document provides a template for an individual transition plan consisting of 7 sections: 1) an introduction with an overview of responsibilities and priorities, 2) knowledge management, 3) the purpose of the transition process, 4) a timeline, 5) a personal checklist, 6) envisioning a successful transition, and 7) indicators of success. The template is intended to help an individual efficiently build confidence and fit into a new role by providing documentation and guidance to effectively transition responsibilities.
This document outlines the principles, standards, and process for transitioning leadership from an outgoing executive board to a new executive board. It discusses establishing fundamentals like open communication and respect to guide team interactions. Standards for an effective transition include ongoing planning, proper documentation, and balancing work with social aspects. The transition process involves four joint meetings between the boards to cover topics like culture, current realities, strategies, and people management. One-on-one meetings allow for more detailed discussions. The outgoing board remains responsible for an effective transition.
The document outlines the objectives and process for transitioning a new executive body at an AIESEC local committee. The four main objectives are to ensure the new team has a shared vision, a strategic plan, the necessary skills, and facilitates integration into their new roles. The transition process involves skills training, reviewing past performance, developing a long-term vision and annual plan through a planning weekend. It aims to equip the new team to effectively lead the local committee through areas like exchange management, talent management and financial management.
This document provides guidance on transition processes at the local committee level for AIESEC India. Transition involves transferring knowledge from outgoing to incoming leadership to ensure continuity and sustainability. The document aims to support local committees in building effective transition plans through establishing frameworks, processes, and discussing key topics. It emphasizes that transition is important for both outgoing and incoming teams to evaluate work, feel a sense of completion, and ensure the new leadership is prepared to build upon past successes and learn from mistakes. The transition guide is meant as a starting point for local committees to develop their own customized transition agendas and planning processes.
This document provides guidance on transition processes at the local committee level for AIESEC India. It defines transition as the process of transferring strategic direction, knowledge, and experience from current leaders to incoming leaders. Effective transition is important for organizational continuity and preventing past issues. The document recommends transition processes begin months before the leadership change and involve both current and incoming teams. It provides suggestions for topics to cover and questions to consider when planning transition meetings and materials. The goal is to equip incoming leaders with the information, skills, and resources needed to achieve goals and lead the local committee successfully.
This document discusses the importance of transition within AIESEC, which refers to passing strategic knowledge from outgoing to incoming leaders. It provides definitions of transition, outlines the objectives to ensure continuity, and describes the key steps of preparation, delivery, coaching, and evaluation. Tips are given to base transition in facts, treat it with importance, and keep the process simple and effective. The overall message is that transition guarantees AIESEC's continued progress by preventing repeated mistakes and allowing new leaders to quickly understand their roles.
This document outlines the agenda for an LC Transition 0910 event. The agenda includes individual transition time, team activities and planning time, social activities, and meetings with alumni and externals. It also provides details on the flow of the agenda from reflection on where participants are now to making action plans and being ready to take over. The social agenda and expectations for the transition are also mentioned, including asking questions, learning from others' experience, sharing ideas, and taking responsibility.
This document discusses knowledge management and transition within an organization. It addresses:
1) The objectives of knowledge management and ensuring a smooth transition at all levels of the organization.
2) Key aspects of an effective transition process, including preparation, delivery, and coaching for both outgoing and incoming teams.
3) The roles and responsibilities of outgoing and incoming leaders to work together to plan and implement the transition.
The document discusses an Indian city known for its urban planning, greenery, and vibrant Punjabi culture. It also mentions the city's great appetite for fun activities and its famous butter chicken dish. The document refers to recruiting 68 new members from Chandigarh and Lovely Professional University to work for AIESEC Chandigarh, bringing their Punjabi passion and courage to represent the organization.
This document appears to chronicle the history and achievements of an organization called AIESEC from 1995 to 2010, noting milestones such as starting their journey in 1995, an era of evolution from 2000 to 2004, and receiving awards for being the best in 2004, 2005, 2006, and 2008. It highlights their membership numbers growing to 110 members and 220 exchanges, and encourages support for the next generation to continue their success.
The document discusses AIESEC, a global nonprofit focused on empowering youth. It provides an overview of AIESEC's history since 1948 and its mission of promoting global cultural understanding among youth. Participants are guided through a three step process of discovery called "The AIESEC Way" to learn about AIESEC, reflect on their personal goals and vision for the future, and commit to taking the organization's mission forward.
AIESEC started in 1945 to develop student leaders in Europe after World War 2 and rebuild connections between countries. It grew from a small student exchange program to the largest student organization in the world, facilitating thousands of international internships annually across every continent. Today, AIESEC continues its mission of providing leadership development and cultural understanding to students globally despite changes in the world and remains as relevant as ever to its goal of training tomorrow's leaders.
This document provides an overview of personal branding and outlines an 8-step process for branding yourself. It begins with defining what branding is and how major companies like Nike, McDonald's and Apple have branded themselves. It then discusses how branding yourself helps define who you are and what you stand for. The 8 steps outlined to brand yourself are: 1) self-reflection, 2) listing achievements and gaps, 3) uniqueness, 4) mission statement, 5) vision statement, 6) making yourself attractive, and 7) creating a dream resume. Tips for personal branding dos and don'ts are also provided.
This document discusses the choices and opportunities that people have to make a positive impact on the world. It notes that within each person is the power to choose thoughts, words, and actions that can help others. The document then provides examples of global problems like poverty, hunger, and conflict to suggest that the world's challenges are complex and interconnected, but that solutions can also come through global cooperation and individuals choosing to create change.
The document discusses AIESEC, a global nonprofit focused on empowering youth. It provides an overview of AIESEC's history since 1948 and its mission of promoting global cultural understanding among youth. Participants are guided through a three step process of discovery called "The AIESEC Way" to learn about AIESEC, reflect on their personal goals and vision for the future, and commit to taking the organization's mission forward.
The document discusses AIESEC 2010, an international conference. It was held on unspecified dates and locations. The conference included sessions and moments to discuss AIESEC's goals of enabling young people to create positive change through international internships and leadership experiences. AIESEC aims to realize 8000 exchanges, have 9600 members complete leadership experiences, provide 5000 exchanges with leadership training, engage 40000 total members, and operate across 110 countries and territories by 2010.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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2. Introduction
Impact is an initiative of AIESEC India to connect our members to the external stakeholders like companies,
NGOs and Institutions to connect to the external world and gain a perspective to identify opportunities to
IMPACT. National forums like national conferences and virtual forums are used to connect the members,
alumni and external stakeholders to share ideas and explore opportunities to make a relevant impact at
all levels.
NLDS 2009 was a pioneering forum which was used to connect the new generation of AIESEC India members
to some of our supporters and discuss some of the most relevant issues that are affecting us today like
climate change, entrepreneurship and education. During the 3rd block of the conference, there was
participation from some of our national partners like Coke and IIIM Ahmedabad.
Coke has been a constant supporter of AIESEC India in the last 5 years and have constantly supported us to
develop leaders and also educate us in terms of “Corporate Responsibility”.
IIM Ahmedabad is of the best MBA institutions in India and at the global level. NLDS 2009 saw an active
participation from them for the first time in our national conference. AIESEC India members were
enlightened in fields of entrepreneurship and role of youth in today‟s society for impact.
3. Learning Style
NLDS 2009 witnessed the participation from more than 500 members from 7 countries. About 450 were new recruits
from AIESEC India, who now form the new generation of AIESEC India members. The objective during this block was
to use a learning methodology which will do justice to the topics under discussions and also educate the delegates
in an innovative manner. The concept of open forum was used.
First brainstorming discussion – In small groups of 10-15 (Mock Departments – MDs) members
Second brainstorming discussion – At the FLC (Fictitious Local Committee) level comprising of 2 MDs and 30-35
delegates
Issue Based Panel Discussion – 5 FLCs come together and participate in an interactive panel discussion based on the
issue allocated to them. The panel comprised of LCPs. 125-150 delegates participated in this.
Panel Discussion with Externals – 15 FLCs come together for a common panel discussion on all 3 issues. The panel
comprised of representatives from IIM Ahmedabad, Coke and AIESEC. All delegates participated in this including the EPs.
Q&A – A question and answer forum where the delegates ask questions from the panel. At the end brainstorming
questions were collected from all FLCs, which will now be discussed virtually over aiesec.net forums
7. Output –
Causes
Irresponsible use of
natural resources Deforestation
Unchecked
industrialization Nuclear waste
Pollution from cars and Excess emission of
industries carbon dioxide
8. Negative Effects
Melting polar caps – danger to coastal areas – effect on wildlife
and aquatic animals
Depletion of the ozone layer
Global warming
Negative change in climate cycle
Acid rains – harming agriculture and human life
Reduction of forests
Natural disasters like floods and draughts
Health and Political issues
9. Sustainability
Meaning – Making changes and developing the present without
creating any hindrance for the future
Some Solutions – Reforestation, Forestation, using renewable
resources like wind, tides, geo-thermal, solar power, atomic
Possible individual efforts – car pooling, using electric cars, avoiding
unnecessary wastage of paper, water and electricity, banning use of
plastic bags, using user-friendly fuel like CNG, using cycle and
public transport, reducing size of toilet flush tanks, more usage of
buckets than shower
Some Global Efforts – Earth hour, carbon credits, use of nuclear
energy
11. Output –
My Impact
Understanding Responsibility
Opportunity and Scope
Role Models
Question Impact
Approach and Idea
Emerge India
12. Entrepreneurship –
Meaning
It is a practice of realizing a responsible,
growing and sustainable organization based
on progressive ideas, innovation and initiatives
taken by an individual or a group of people
directed towards meeting a demand and to
create an impact.
13. Growing India - Opportunities
Indians Indian Govt Infrastructure
• Competitive • Supportive • Growing
• Inspired and • Enterprising • Sustainable
Motivated environment
14. Success stories and Legends
Some Indian Govt Infrastructure
Legends
• LN Mittal, • Supportive • Growing
Ratan Tata, • Enterprising • Sustainable
Dhirubhai environment
Ambani
15. Entrepreneurship and India
• India is opportunity.
• India is growing.
• Entrepreneurship has direct impact on growth and this growth is
opportunity for entrepreneurship.
• We have the right success stories and legends to learn from, we
have the right environment, we have the right need.
• Let all be entrepreneurs and grow India! This is both
responsibility and opportunity as young minds.
17. Output – Future of Education
Education has been one of the most widely discussed topics in India in the recent years and unfortunately for
very microscopic and not so progressive reasons. Reservations for the backward classes and the school fees
have occupied most of the news headlines around education. Though several new initiatives have been
taken and new institutions have come up, there are still basic flaws in the Indian education system, which is
preventing it to flourish.
Discussions around improving the current theory-burdened academic curriculum, innovating the learning
modules and establishing a strong learning environment are still very limited and not dynamic enough. The
change process has begun bit it is extremely slow due to hierarchy and bureaucracy at all levels. Some
private players have now entered the scene but they are very limited in terms of impact.
Most students in India are still burdened by the parents and teachers to take up conventional academic and
career options like medical, engineering and management and other creative fields are ignored. Due to
the excessive stress on academics, the overall growth and development of students are very restricted. The
government has initiated new IITs and IIMs but the teacher-student ratio, infrastructure and quality of
teachers still have a long way to go. Despite all steps taken, the current status does not look so bright yet!
18. What exists?
Current Status
A solid theoretical Lack of practical
foundation learning modules and
vocational training
Lack of motivation and Most teachers not so inspired
to provide a strong learning to
incentives for teachers the students
Most students are under a huge
influence from their parents to Large gap in rural and
take up conventional academic urban education quality
and career options. High ratio of
student drop-outs across. and infrastructure
19. What is desired?
Ideal Future
Updating and innovating the Including internships and
current theory resources vocational training across all
academic courses
Progressive incentives, Lower teacher-student ratio and
focus on overall growth and
motivation and teacher development of every individual
training programs and not just academic
Students should be inspired and
encouraged by parents and teachers Using technology and capital to
to identify and follow their passions. improve educational infrastructure
Foundation of an impactful learning in rural and urban India
environment at home and in school
21. Climate change and Sustainability
• Considering that the damage for the sources of energy?
next 50 years has already been done,
what all measures can be taken to • What are the measures individuals can
contain the extreme effects of global take to curb climate change
warming and climate change?
• What is carbon credit policy?
• Instead of imposing excessive duties,
why doesn‟t the government promote • Does testing of nuclear weapons
the use of hybrid and other such eco- causes global warming? How serious
friendly cars? can the repercussions be?
• Why don‟t the developed countries
compulsorily make use of renewable
22. Entrepreneurship in Growing India
• How should one estimate the take more steps to improve the
feasibility of a business before growth of entrepreneurs in India?
establishing a firm?
• How is entrepreneurship related to
• To what extent is education crucial the growing economy?
for entrepreneurship?
• How can we know what is the right
• Doe entrepreneurship reduce the time to start entrepreneurship?
gap between the rich and the How can young people gain more
poor? knowledge on this?
• In what ways can the government
23. Future of Education
• Is providing free education a solution • The Indian system of education has
for removing reservations for the become very mechanic in nature. Most
economic backward classes? teachers do not take much interest in
teaching, this is probably because of
• Shouldn‟t the reservations made by the lack of incentives, low salary, and the
government be at the primary level temporary nature of their contracts.
and not at the higher level? What steps can be taken to change
this?
• How efficient be the abolition of 10th
board examinations? • What measures should the government
take to increase the literacy level?
• Does our education system encourage
entrepreneurship and how?
24. Future of Education
• How do we increase the value of the quality of education in the rural and
teaching profession in India? urban areas?
• What solution do you think is feasible • What steps can be taken to ensure
for students who cannot seem to make that every child goes to school?
up their mind or are under excessive
parental influence? • Why is the government opening more
IIMs and IIT if they are currently facing
• Is the education system in India good a shortage of high quality teachers?
for students to provide them the best
education required?
• How can we bridge the gap in the
25. Next Steps
There are 3 separate forums created to take forward the
discussions during „IMPACT‟ in NLDS. You can use the burning
questions mentioned before and initiate discussions on the topics
of your interest. You could also start discussions based on new
questions but please restrict to the 3 topics.
As and when discussions will move ahead, we will harvest the output
on the wiki! So best of luck and hope you have impactful
discussions.
26. “The longer I live, the more I realize the impact of attitude on life. Attitude,
to me, is more important than facts. It is more important than the past, the
education, the money, than circumstances, than failure, than successes,
than what other people think or say or do. It is more important than
appearance, giftedness or skill. It will make or break a company... a
church... a home. The remarkable thing is we have a choice everyday
regarding the attitude we will embrace for that day. We cannot change our
past... we cannot change the fact that people will act in a certain way. We
cannot change the inevitable. The only thing we can do is play on the one
string we have, and that is our attitude. I am convinced that life is 10%
what happens to me and 90% of how I react to it. And so it is with you...
we are in charge of our Attitudes.”
- Charles R. Swindoll