Books; People; Ideas : These are few of my favourite things. As I live between day-to-day compromises and change-the-world aspirations, this is the chronicle of my journey, full of moments of occasional despair and opportune discoveries, of connections and creations, and, most of all, my quest of knowledge as conversations.
Idea Review: 'To Sell is Human'
When I picked up this book from the Library shelf, it was Dan Pink's name, whose books on Future Work and Motivation I have read before, that made me do it. I was expecting to read a book on sales: Not that I wanted to, but I must admit that I was intrigued by the literary interest in sales (Philip Delves Broughton's Life's A Pitch appeared around the time this book was published), just as the profession seemed to be dying (see some data here).
What the book turned out to be is more than I bargained for: This turned out to be a book about persuasion, starting out with a proposition that as sales is dying, we are now all in sales. 'Non-sales Sales', Mr Pink uses the term, is all about the job of persuasion that sits at the heart of almost all the jobs that we are doing now. He cites three main trends - entrepreneurship (that we are all business owners now, either running small businesses, or being self employed), elasticity (that almost all jobs today need persuasion, either of 'internal' or 'external' customers) and Ed-Med (which is about the expansion and robustness of Health and Educational professions). So, as the 'Fuller Brush' man is disappearing, sales is becoming ubiquitous, embedded and different.
Mr Pink's argument about the emergence of a different sales hinges on the proposition of 'information symmetry', a situation where more aware customers are operating with vast amounts of information, taking away the 'upper hand' traditionally salespersons used to have. In this transparent world where 'attention' is the scarce commodity, Mr Pink sets out to challenge some of the old rules and conventional wisdom about selling.
For example, he turns on its head the old 'golden rule' of sales, ABC - Always Be Closing, which has, in a way, created the impression of salespeople as a pushy sort. The alternative ABC that Mr Pink offers is Attunement, Buoyancy and Clarity. Attunement, which is the ability to understand and to be understood; buoyancy, which is about maintaining a positive yet realistic approach amid the 'ocean of rejection' that one must face in sales (and it must be added, in life); and clarity, the ability to project one's message persistently and clearly.
In establishing this new ABC, indeed, many of the conventional wisdom of sales, still pedalled around by various sales gurus, had to be challenged. For example, a sales person must be an Extrovert. Instead, Mr Pink cites research to show that in fact the 'Ambiverts', those who sit right in the middle of extroversion and introversion, usually do the best in sales. (He offers a free tool to assess what kind one is) He is also challenging the notion that declarative self-talk - 'I am the best and I can do this' - is usually bested by, hold your breath, Bob-the-Builder type 'interrogative' self talk, 'can we fix it?' The book is full of insights from social science research, presented in the context of sales and persuasion, and Mr Pink has already established a 'Gladwellesque' reputation in this.
This book ends with very practical advice on how-to: How to Pitch, how to improvise and how to serve. All this establishes sales as a very human activity, finally resurrected from its industrial age awkwardness, in its full 'post-modern' splendour. This is what, for me, established a greater significance for this book than just a quick, attractive manual of new sales. In a way, this presented for me a very usable guidebook for designing an education for learners today, in any discipline, about a very important ability, to sell, and also a discussion of what's really important. In a very enjoyable section of the book, Mr Pink details, using psychological and social research, how 'Problem Finding' is trumping 'Problem Solving'. A lesson that I shall now carry, he cites a survey by Conference Board:
"(A) few years ago, the Conference Board, the well-regarded US business group, gave 155 public school superintendents and eighty-nine private employers a list of cognitive capacities and asked their respondents to rate these capacities according to which are most important for today's workforce. The superintendents ranked 'problem solving' as number one. But the employers ranked it number eight. Their top-ranked ability: 'problem identification'." (See 'Ready to Innovate' here)
Interesting snippets like this go beyond the immediate context of sales and clarify some of the issues about the future work and the models of education that we should be thinking about. This has been my key takeaway from this book.
Watch Dan Pink speak about 'To Sell is Human'
A friend has recently forwarded me a quote from Lord Macaulay's speech in the British Parliament on 2nd February 1835. I reproduce the quote below: "I have traveled across the length and breadth of India and I have not seen one person who is a beggar, who is a thief. Such wealth I have seen in this country, such high moral values, people of such calibre, that I do not think we would ever conquer this country, unless we break the very backbone of this nation, which is her spiritual and cultural heritage, and, therefore, I propose that we replace her old and ancient education system, her culture, for if the Indians think that all that is foreign and English is good and greater than their own, they will lose their self-esteem, their native self-culture and they will become what we want them, a truly dominated nation." The email requested me to forward me to every indian I know. I was tempted, but there were two oddities about this quote. First, the language, which
Introduction : The Business of Gift Giving Business gift giving has always been common and contentious at the same time. Business gifts are usually seen as an ‘advertising, sales promotion and marketing communication medium’ (Cooper et al , 1991). Arunthanes et al (1994) points out that such gifting is practised usually for three reasons: (a) in appreciation for past client relationships, placing a new order, referrals to other clients, etc.; (b) in the hopes of creating a positive, first impression which might help to establish an initial business relationship; and (c) giving may be perceived as a quid Pro quo (i.e. returning a favour or expecting a favour in return for something). The practitioners of gift-giving generally argue that doing business is often an aggregation of personal interactions and relationships, and gift-giving should be seen as a natural way of maintaining and enhancing these relationships. ‘Business gifts, especially one given in the course of the festive s
Today, Helen Goddard, 26, a highly popular music teacher of a City School for Girls, has been sentenced to 15 months in prison. Her crime was to carry out a year long lesbian affair with one of her pupils, who appeared in the court and admitted that the affair was consensual and it was she who pressured Helen into the affair. For Helen, a bright musician and a devout Chistian, this is an extraordinary lapse of judgement. Also, she was teaching in the £13,000 private girls only school in London. She was surely aware what the consequences of her action will be. The fact that she still could not stop herself tells us that lovers do not always act rationally, something we always knew. There is more in this affair than personal tragedies. For a start, this has all the dramatic elements: a bright, beautiful teacher more in Julia Roberts mould [as in Mona Lisa Smile], a stiff upper lip school [not unlike Wellesley] and a story like Notes On A Scandal with an added twist. Indeed, Helen
Buzzwords have disadvantages. Right now, experiential learning is one, and that means we put the label on everything and it stops to mean anything. Also, this means reasonable conversation about experiential learning becomes difficult - at times such as this, either you preach experiential learning or you are traditional, antiquarian and hopelessly out of touch. But, overlooking the limitations of experiential learning can cause big problems. Experiential Learning does many things - putting practice at the heart of learning is an important paradigm shift - but not everything, and it is important to be aware what it does not do. Usually, we equate the terms Project-based Learning (the method) with Experiential Learning (the idea) and Learning from Experience (the ideal), treating them as one and the same and using the terms interchangeably. Any talk about distinctive meaning of these terms is usually seen as pedantic, but really represent very different ideas about education.
Nations are ideas. We try to fashion them as territories. But how can a river, a mountain ridge or sometimes an imaginary line in the middle of a field can explain the wide division in the lives, thoughts and futures of the people who live on different sides? Nations are not the people too. Indeed, people build nations and become its body. But the soul of the nation is an idea: People come together on an idea to build a nation. While that's what a modern nation is - an idea - and that way exceptionalism is not an American exception, very few nations are as completely defined by an idea as Pakistan. There was hardly any political, geographic or military rationale of Pakistan other than the idea of an Islamic homeland in South Asia. [In that way, the ideological brother of Pakistan in the family of nations is Israel] This, abated by the short term political calculations of some backroom colonialists, created a modern state which must be solely sustained on that singular idea. Reli
In most societies today, making profits are accepted as moral, if not especially praiseworthy. This was not as obvious as it appears today – people used to be embarrassed about making a profit not so long ago. Crazy as it seems today, it is worth thinking why it was so. Profits, as economists will put it, is the reward for risk-taking, for putting a business enterprise together in the pursuit of an objective. In this definition, remember, profits are not what it is commonly understood to be – the gross middle-line towards the bottom – but a figure net of entrepreneur’s earning [wages for his labour], dividends and interests on borrowed capital, and provisions for building and other physical assets [a sort of rent, offsetting what these assets could have earned if leased out]. This pure profit – surplus – accrues to a business as a reward to its organisation, for the act of entrepreneurship itself. Economists were divided on how this surplus comes about. The conventional wisdom was,
Introduction: Hastings in the history of Indian Education Whether or not one includes Warren Hastings in the history of Education in India is a matter of perspective. If writing the history of education means writing the history of schools, the impact of Hastings' administration would be quite limited. If anything, the rapid implosion of local rulers in Eastern, Southern and Northern India during Hastings' tenure had meant a bleak period for the indigenous education system, as patronage and funds would have dwindled away for many of them. The Company administration really concerned itself with the schooling of the natives only after 1813, as Nurullah and Naik rightly pointed out ( see my earlier post ) and one can legitimately start the story at this point. However, if history of Education in India is to encompass the transformation of Indian Scholarship, on which foundation the new, colonial, system of Education would be built, the story must start with Warren Hast
There is no other city like Kolkata for me: It is Home. The only city where I don't have to find a reason to go to, or to love. It is one city hardwired into my identity, and despite being away for a decade, that refuses to go away. People stay away from their homeland for a variety of reasons. But, as I have come to feel, no one can be completely happy to be away. One may find fame or fortune, love and learning, in another land, but they always live an incomplete life. They bring home broken bits of their homeland into their awkward daily existence, a cushion somewhere, a broken conversation in mother tongue some other time, always rediscovering the land they left behind for that brief moment of wanting to be themselves. The cruelest punishment, therefore, for a man who lives abroad is when his love for his land is denied. It is indeed often denied, because the pursuit of work, knowledge or love seemed to have gotten priority over the attraction of the land. This is particularly
As India's democracy reaches a critical juncture, with a very real danger of a authoritarian take-over, Rabindranath Tagore's birth anniversary is a perfect occasion to revisit the founding idea of India once again. There are many things in his politics that we may need to dust up and reconsider: Tagore's political ideas, because of his inherent aversion of popular nationalism and enthusiasm about Pan-Asianism and universalism, were outside the mainstream of the Indian National Movement, seen as impractical and effectively shunned. He was seen mostly as the Poet and the mystic, someone whose politics remains in the domain of the ideas rather than action. Tagore himself, after a brief passionate involvement in politics during the division of Bengal by Lord Curzon in 1905, withdrew from political action: He never belonged to the political class, despite his iconic status and itinerant interventions, such as returning the Knighthood after the massacre of Amritsar in 1919.
The story of British influence on Indian Education, to which Macaulay's Minutes of 1835 belong, has been told in six distinct phases. Syed Nurullah and J P Naik's very popular and influential History of Indian Education calls these 'six acts' of the drama: From the beginning of Eighteenth Century to 1813 The British East India Company received its charter in 1600 but its activities did not include any Educational engagement till the Charter Act of 1698, which required the Company to maintain priests and schools, for its own staff and their children. And, so it was until the renewal of its charter in 1813, when the evangelical influence led to insistence of expansion of educational activities and allowing priests back into company territory. From 1813 to Wood's Education Despatch of 1854 The renewal of Charter in 1813 re-opened the debate, which seemed to have been settled in the early years of the company administration, between the Orientalis