My Experiences of Human Values in Corporate Learning

Between 2006 and 2009 I was senior vice president in-charge of learning at Satyam*. I had the responsibility to get people capability up so that they could be placed in billable roles with the minimum delay and minimum expenditure. My direct responsibility was for 97% of Satyam people globally, i.e. all but 3% of the top leaders. In 2008, that was about 48,000 people.

We had to contend with low employability of the intake pool. That was about 25% employability in our source pool of Indian engineering graduates and 35% employability in our source pool of Malaysian engineering graduates, according to the then current McKenzie reports. So we ended up investing 4-11 months of corporate learning in every fresher (new entry-level employee). A large percentage of this investment would walk out of the door at the end of the 2-year bond period – attrition at this level was as high as 50%. Even though overall attrition was at 10-13%, what mattered was the attrition amongst the most profitable billable people (freshers) and the most productive billable people (5-8 year experienced people). So at the 5-8 year experience level also we had to contend with talent and company knowledge walking out.

Even though we could hire experienced people, we had to ensure continuity of customer interface, project know-how, technical knowledge and company culture, and keep the payroll from becoming overly inflated. The key numbers we were looking for included:

1. Customer satisfaction
2. Days to billability for fresh graduates or bench days on account of lack of skills for experienced people
3. Attrition

We asked ourselves: Do employees have any allegiance to the company and vice versa? So what keeps people in the company? What propels some to excel and the rest to mediocrity? What makes some people „good‟ and others to „do what it takes‟? What keeps some people fresh & smiling while most others whither into routine & cynicism with the years?

Prevailing wisdom was that “people join good companies, and leave bad managers”; that “20% people do 80% of the work”; that “people want plum positions with minimal direct responsibility”; that “pay depends on the market”; that “people bring their morality from home”… and so on.

This was not a sudden or external change – I was becoming aware that „it‟ was happening to me too! I had no deep answers myself and I did not know where to turn for help.

All this said & done, the questions for me were “Can anything be done”? and “What can I do”?

We had explored several training approaches over the years, mostly for mid-level leaders. These included (in no particular order):

• Prof. Samba Murthy‟s Human Growth Lab (5 days)
• ISABS (5 days)
• ISISD (5 days)
• Robin Sharma‟s Grow the Leader workshop (5 days)
• Steven Covey‟s 7 Habits workshop (2 days)
• XLRI‟s Emotional Intelligence workshop (5 days)
• Gallup‟s Strengths Based Leadership program (5 days)
• Art of Living workshop (5 days)
• Oneness Breakthrough (3 days)
• Landmark (5 days)
• Swami Sukhbodhananda‟s Personal Effectiveness Program PEP (2 days)

As head of learning at Satyam, I was nominated member IIIT-Hyderabad‟s academic council and through that I met Rajeev Sangal, director of IIIT-Hyderabad. His simplicity, conceptual clarity, depth of knowledge and sincerity was immediately obvious. We became good family friends in due course. Since 2005 he had been inviting me for this 7-day workshop on Human Values. I did agree to attend to „check it out‟ in June 2006. The comprehensive view of reality did not leave any doubts. The method of self-verification encouraged me to take personal responsibility, and to conclude. I found the discussions to be most enriching and starting to end years of confusion.

The first workshop in 2006 was an eye opener. I did not absorb much in the first workshop – I was just sure that this was deep thought about everything that is and it is where I could find all the answers. I have attended many workshops after the first one. The Adhyayan workshop in 2008 in Kanpur was a turning point for me. I became quite aware of my current state and started making effort to understand further, to develop my competence, to be a better person at home and work.

One key thing I got was that everything that exists, is in order. It is not a chaos. Everything in Existence is related to everything else in a mutually fulfilling manner. If we recognize it as such, the fulfillment of the relationship leads to mutual happiness & mutual enrichment. If we are ignorant of this, we assume the relationship to be a zero sum game, and we compete – this leads to continuation of unhappiness and deprivation. With a very clear description of existence, one can place the events for what they are and make effort to harmonize, to be happy and prosperous.

Instead of sharing my workshop experiences, I tried to 'teach' my family what I had heard at the workshop. It was not taken the way I intended – and we are still trying to get over that! Now I understand that the solution is to focus on my own 'abhyas' till the others are assured by my actions and are then willing to discuss. My efforts in my family can be discussed separately.

Since there was a bit less „history‟ to deal with at work and there was this pre-existing positional authority, I feel there was some impact at the workplace. Here I‟d like to share 3 key experiences.

Experience #1: It is a matter of understanding (particularly about relationship) and feelings in relationship – it is not just about training.

Relationship is lasting; memory of physical facilities fades in due course of time When I was appointed head of learning in 2003, I inherited team of about 160 professionals. At that time a substantial portion of company profit was shared as incentive once or twice every year. It was distributed amongst permanent employees who were a certain level and above. We chose to be egalitarian and distributed the incentive to all employees and contractors, regardless of level. We could disburse the ASOP to employees only, so we compensated the contractors in cash. While this was appreciated by some at the time, it seems that there is no memory of this today – this is almost never a topic of discussion.

In 2008, we could develop a 1-day workshop we called 'Introduction to Excellence'. We did this in two forms – one as an essential part of the curriculum for long programs and two as a public program, open to employees and their families. We reached about 800 employees and families in the first 8 months of its introduction. The results were positive:

1. People work better together (we could observe this in the learning team)
2. People are keen to know – this discussion is needed
3. Some of the people have attended the full workshop after attending the 1-day workshop

Since 2006 I had started sending our master trainers (mostly behavioral) for the full workshop. The idea was to further develop our delivery capability. With the change of hands, change of leadership in learning, the 1-day workshop was dropped from the curriculum. Perhaps it was mostly on account of deeply held assumptions, which may take time and effort to deal with. Some people have continued with their adhyayan are still associated with the effort. I feel the work will start once the conditions are conducive, and the people are ready.

In all this, the most significant part was the discussions with the learning team, globally. I spent at least one day with each member of the team discussing the propositions.

After 2 years of leaving the company, people connect back and not just for references. They discuss their learning, they want advice or just share what they are doing. This has been most important and satisfying for me.

I understood that learning and progress is more a matter of relationship rather than that of skills. People value right understanding and feelings in relationship more than physical facilities, even in a corporate setting.

Experience #2: Management by relationship is effective & lasting; management primarily on the basis of positional authority is tiring

My style of management used to be quite conventional – to divide the work, assign it out and to review or evaluate progress. When things went well, we would generally over-evaluate the work, and when things went the other way, we used statements of condemnation – mostly because reviews were usually late into the timeline to take significant corrective action.

This change happened assiduously, I feel. I reduced the meetings to talk about what the others need to do and increased discussions where we would outline collective (mine and their) goals as well as the process steps – we started working as a bigger team, discussing more and more often and in more minute detail.

One example of this was the Faculty Development Program (FDP) we ran for faculty of colleges we hired from. The FDP had been running for several years as such. When we had an opportunity to run one for Malaysian colleges, I discussed the goals and process in detail with Brig. Daleep George, who was in-charge of our Campus Program. The result was a complete revamp of the FDP focused on purpose from the point of view of the faculty, their colleges and collectively for a larger goal “to improve student employability”. Inspite of having to rework several iterations, and to the nth level of detail, we could collective do a great job only because working in this way (in relationship and for a clear purpose) was not so tiring at all.

Another example is the work we did on developing integrated content and pedagogy for our entry level program. The idea was to integrate technical & behavioral content and its evaluation; and to deliver it on a large scale in a consistent and effective manner – we had planned for an intake of 12,000 entry level employees in 16-weeks a-piece, across 6 countries. This was a big project involving at least 20 key people; Dr. Prakash Goteti being one of the key leaders in this endeavor. The command and control mode had been tried out since 2002, but it just did not yield the results. In 2007, we could re-start this and reach somewhere we can call success. My success measure is people who call and reflect on its future; and the impact we could generate in terms of day-1 project-ready people.

There are several other examples. The most significant outcome from this entire set of experiences was that other departments asked our department to lead or co-lead inter-departmental projects. While we don‟t know how to measure trust, we could feel we were trusted.

As a result of all the efforts up until 2007 “through SLW, we have made a definitive statement towards our commitment to efficient learning and performance activities globally. And the world has noticed this. Early 2007, Satyam became the first company in Asia to be ranked 15th in the prestigious Training Top 125, a global ranking of best training organizations. In October 2007, Satyam was awarded the number 1 ranking in the American Society for Training and Development‟s (ASTD) BEST Awards 2007. This recognition also makes Satyam the first non-US organization and the first in Asia to make it to the number one slot at ASTD BEST” [Visit http://www.mahindrasatyam.com/careers/learning_satyam.asp to read about the impact. Since then the company was called Satyam and learning arm was called Satyam Learning World (SLW), I have taken the liberty to mention it as such].

Although I was free to, I chose not travel to the US to be at the ASTD awards ceremony in 2007. I was happy to be in Hyderabad with most of my team – I still remember, we were live at the Planet Satyam studio with all India, Malaysia and China locations online…

I understood that people do appreciate meaningful work and the value-add from a “bhagidar”. For me that feeling of meaningful value-add was more satisfying than anything obtained primarily on the basis of positional authority or any external accolade.

Experience #3: Decisions Post Satyam

On 7th January 2009, the company was rocked by an enormous scandal – Rs 7,000 crores of shareholder wealth had been misappropriated by few in power, allegedly led by the then chairman. The stock fell dramatically that day and over the next several days. From a high of Rs 544 in 2008, it fell to Rs 11.50 on 10th January 2009. The government of India stepped in with both a CBI inquiry as well as a relief package. Some social commentators see this saga more as a part of a broader problem relating to India's caste-based, family-owned corporate environment... I could see this as yet another example of exclusive focus on physical facilities; lack of right understanding and lack of fulfillment in relationship. I now wonder “would this have happened the way it did, had we started HV at Satyam several years ago”?

I left Satyam on 18th June 2009. For the next few months, I relaxed, explored and reflected.

Now what is the next step for me? Another job? Consult independently? Do something that would make a difference, make things better? I had no means to make a difference except a smattering of what I had understood from HV – what could I contribute? Upon reflection 4 important conclusions emerged:

1. That I want to do something meaningful, and to repair the damage done in the past
2. Sharmila‟s** support was definite and in the form of taking care of the home front, to start with
3. We had simple needs, even though not concretely articulated or estimated
4. We had enough confidence in our future earning potential and in savings to meet our needs

This was not a feeling of prosperity (samriddhi), but maybe just a glimpse. It was definitely enough for making my future commitment – I decided that rather than „yet another job‟, I would spend my time in understanding and in helping to promote human values.

Epilogue

I reached Kanpur at 3:00AM on 24th January 2010.

I am quite sure now that these experiences would not have taken place had it not been for this knowledge. And had it not been for Ganesh-ji and Didi. I also know that I have a lot more to understand, to learn and apply; and to repair the damage done in ignorance.

Collectively and individually, corporations are a dominant global force today – Of the 100 largest economies, over 51% are corporations, not governments. It is corporate agenda (profit) that is predominant.

I have understood that opposing a problem does not lead to a solution. Acceptance of the people and taking responsibility for a joint solution along with a vision of the whole can lead to a solution – facilitating small steps toward transformation.

Corporate Universities can play a significant role in shaping the agenda and culture of the corporation; and influencing individual behaviour. When corporations start working on values, the change can be swift – starting with establishment of trust in relationship, people can transform management models, corporate processes and corporate agenda.

I feel it is a part of my responsibility to do my bit to facilitate this transformation in education and in corporations; perhaps in small but definite steps.

*Satyam Computer Services Limited, now called Mahindra Satyam (OTC: SAYCY), a leading information, communications and technology (ICT) company providing top-class business consulting, information technology and communication services (see http://www.mahindrasatyam.com/corporate/about_us.asp)

**Sharmila, my wife, is a practicing paediatrician at Apollo, Secunderabad

Human Values Workshop: Bhutan, Himachal & UP

Run under the aegis of GBTU in collaboration with IIT Kanpur, and conducted by Ganesh-ji, the 12th Teacher Orientation Program on Human Values & Professional Ethics concluded on 24th Jan at IIT Kanpur.

There were 70 participants. In addition to teachers from GBTU and MTU, there were 21 participants from Royal University of Bhutan, including 6 senior deans and 2 senior participants from Himachal Pradesh Technical University, including the dean of studies.

The Royal University of Bhutan is planning to introduce this foundation course as a part of their Education for Gross National Happiness (GNH) module. Attached is their group feedback. The VC, Dasho Pema Thinley-ji, has committed to personally attending Ganesh-ji's next workshop on Human Values. The Education Minister may also participate. So they are taking this very sincerely. All national systems have been gearing up for this comprehensive goal, including planning commission and education. In July 2011, the General Assembly of the United Nations added Bhutan's model of GNH on its agenda to see whether it can be used as a development indicator.

Himachal Pradesh Technical University had already decided to introduce this foundation course. After the workshop, Dr. Pradeep Kumar, Dean of Studies, said that they have understood the significance of this effort more clearly during the course of the workshop. They plan to send the chairperson/director/principal of every college for this workshop as a preparation for introducing the foundation course, as a first step toward Value Based Education.

Consolidated feedback of the 21 Participants from Royal University of Bhutan

The workshop on Human Values and Professional Ethics has been fulfilling in many ways:

1. It has opened up new path to pursue the goal of GNH (and, over time, to facilitate GWH – Gross World Happiness).

2. It has made us realize the need to relook at the goals of our education and prepare for a paradigm shift to an education that empowers every student with the competence to live with definite human conduct.

3. The workshop has stimulated our thinking; it has made us realize and appreciate the values we already have. We have a renewed feeling of gratitude towards our family elders, teachers and all those who have instilled these values in us.

4. It has given us the direction for discovering the self on our own right – through a process of self exploration.

5. The workshop is so well designed that one can easily grasp its contents and relate to each one’s situation.

RECOMMEDATION TO RUB

1. This workshop is relevant for the policy makers and key decision makers. We recommend that VC and Minister of Education should attend this workshop.

2. Invite Prof. Bagaria and his team to Bhutan to conduct this workshop at a national level where most of our faculties could attend.

3. This course should be adopted as such, as a foundation course in the GNH module. It follows all the relevant guidelines for value education, i.e. it is applicable to all human beings, rational or amenable to reasoning, natural and verifiable. The content is all encompassing and its understanding can lead to human conduct, and thereby ensuring happiness and prosperity, which is the goal of GNH education.

4. RUB should adopt this program in the curriculum of teacher education.

5. This program is relevant for all, and it should also be introduced in school education.

6. We should, at an appropriate time, translate this into our language.

RECOMMENDATION TO COLLEGES

1. Identify a core group of faculties and develop their competencies to deliver the content

2. Organize workshop for the faculties

Procure the book written on this course for the library and make it available to all, including teachers and students

Ideas From 11^th March 2009 HOLI

Objectives: We did set some specific objectives –

1. All should have an experience of having been to a beauty parlor; skin should feel soft and smooth (rather than the usual dry and rough); there should be no need for scrubbing with chemicals to get the colour off. The colours should be vibrant (not dull), so everyone can see the colours and say ‘these are even better than the chemical colours’ à Use natural colours

2. Everyone should feel light and energetic (rather than heavy, lethargic and remorseful for having eaten heavy food, mithai and drinks). The people preparing the food should not be overburdened, should have the opportunity to participate (rather than being stuck in the kitchen) à Simple, light, tasty food

3. Everyone should feel involved and everyone should feel included à Family / Group activity even the day before

We used Natural colours: We had more than enough colours. People who brought chemical colours were requested not to use them – they readily agreed and most did not even take their colours home. They made a commitment to try natural colours in future

1. Bought from organic shops. Very few shops carry such colours but we did find them. They were more expensive than regular colours. There were 5 colours in one box, very well presented

2. Colours made at home. This was one fun family activity the day before. Some recipes were published in Dimdima

a. Beetroot juice, puree, concentrate – RED, CRIMSON

b. Besan – WHITE, LIGHT YELLOW

c. Besan with haldi – YELLOW

d. Atta with kumkum – PINK, RED

3. Useful investment was in a 5’ pool for water

We had simple food:

1. We minimized on sweets. For 50 people we got only 3 kg sweets

2. We maximized home-made food. Sharmila made pulao, raita and daal. Madhu got custard

3. We got samosas from EME Center wet canteen. They were great

Commitment and Involvement:

1. We had to take the day off, as it was not an official day off. Everyone we invited came

2. Most families brought something simple to share

Key points:

1. Someone had to take a decision, and initiative to communicate

2. The communication and collaboration can be better

Next year: We want to try

1. Making sweets at home, together

2. Making more elaborate colours with tessu, palak etc.

Natural Wet Colours:

The base is clean water.

Red = Beetroot juice

Blue = Neel (Indigo)

Natural Dry Colours:

The base can be

a) rice powder (it is light & sticky)

b) maida (it is slightly heavier and sticy)

c) atta

d) besan

Red = Beetroot Powder / Kumkum / Haldi + Lemon Juice + Alum + Beligara

Yellow = Haldi (same as uptan if base is besan)

Blue = Neel (Indigo)

Green = Mehndi (Henna) + Glyricidia + Nirgudi + Palak + Hibiscus + Tulsi + Neel

One shop we found is called Daram at SD Road, Begumpet (Tel 040 2776 5503). They sell Rang Dular colours from a company in Pune (ecoexist@gmail.com, www.e-coexist.com)

Our professional education has become primarily skill-based. The value aspect is taken for granted. This has driven students to work for profit-centric objectives leading to exploitation of human beings and the rest of nature. As a result, at an overall global level, one can observe increasing strife in family and society; destruction of nature leading to significant and potentially irreversible climate change.

The greatest achievements of science and industry have become the biggest threats to human existence. There is a growing realization in the world today that the path being followed currently needs to be re-evaluated; that fundamental and lasting change can only come from right education, therefore we need to change our education system.

The overall purpose of education is to enable a human being to live a fulfilling life, in harmony with family, society as well as nature. It hence becomes the purpose and goal of education to resolve these issues, so that human society can meet its target, which is sustained happiness and prosperity. As technology becomes the core content of education today, it is to be realized that while the effort to achieve better standards of technology and technologically advanced gadgets is an important human activity, it is only a means to achieve what is considered ‘valuable’ for a human being in an effective and efficient manner. It is not within the scope of technology itself to decide what is valuable to a human being.

It is important to find out what is that subject or thought that decides on "what is valuable?". Without this decision, the technology is aimless, directionless and it can be put to any use, constructive or destructive. Particularly, the student who is trained in this kind of technology without giving him exposure to the subject or thought that helps him to decide on "what is valuable?" leaves him aimless, directionless and he can be used or misused by those employing him. He lacks self confidence, he has no clear commitment as he has no clarity about what he really wants to achieve as an individual, family, society and nature.

One can investigate within oneself to see that values that are naturally acceptable and verifiable in living. This can form the basis of living with fulfillment, which is value-based living. Since our current living is not leading to sustained human happiness and prosperity, we need to urgently and clearly find out what is of value, or what is valuable to all human beings and develop our living accordingly.

The subject that deals with what is of value, or what is valuable to a human being is called value education. This subject focuses on what a human being is, what is purposeful and meaningful for him- what is the aim of human being and his life and how he can meet this aim, this purpose. This elaborates on what role he has to play as responsible human being at the level of individual, family, society and nature. With this clarity, he is able to see the meaning in life, purpose in life and is committed to fulfill that meaning, that purpose. This clarity and the satisfaction obtained out of the fulfillment of this purpose, gives him a feeling of self confidence. This instills confidence in their inner strengths. The students need to have this confidence in order to be able to proactively set their own goals. If the goal is set proactively (and not by default 'peer' pressure) the motivation comes from within and the rest follows- in terms of his commitment, untiring effort leading to success in achieving his aim, and his purpose of life.

Values thus provide the basis for all our actions and activities. Apart from skill development, education needs to focus on value-education. This needs to be introduced in our school education as well as higher education. Such value-based education can prepare students to live in harmony with other human beings and nature – this can provide a way out of the current morass that the world is in.

Dr. Abdul Kalam spoke about this topic in his address to the nation on the eve of the independence day (15th August) 2006:

“… being practiced by Prof Ganesh Bagaria, … Prof Rajeev Sangal… and their teams … [it] is a ‘teachable human value based skill’… This process of imparting self-knowledge would promote a learning atmosphere, where this whole movement of inquiry into knowledge, into oneself, into the possibility of something beyond knowledge would bring about naturally a psychological revolution.. From this comes inevitably a totally different order in human relationship and therefore society as a whole. The intelligent understanding of this process itself can bring about a profound change in the consciousness of mankind…”

Full text of Dr Kalam’s speech is at http://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htm

At the root is holistic, and all encompassing detailed view of reality at every level of existence, from Individual to Family, Society and Nature/Existence – that the existence is innately co-existence (harmony, order) and not a chaos or disorder; and Man just needs to understand this co-existence and align with the innate order in the existence. With such a holistic viewpoint, one can rightly place existing assumptions and inputs. This knowledge is inherently self liberating, empowering and can lead to Human Conduct, Education, Constitution and Order (Manaviya Acharan, Shiksha, Samvidhan and Vyawastha) in the society.

In this context, a course on Human Values and Professional Ethics was introduced in UPTU in June 2009. This was done after following the rigorous and due academic process. It was introduced as an essential audit course in all professional colleges affiliated to UPTU.

This is unique effort by a university anywhere in the world. It shows keen understanding of the situation, a vision for the future and commitment to follow through with responsibility. From this a totally different human order is possible – one which leads to continuity of happiness and prosperity for all.

The HVPE effort is guided by Ganesh Bagaria, Faculty HBTI, who is also the coordinator of the Value Education Cell, UPTU. This step was taken under the leadership of the then VC, Prof. Prem Vrat and registrar, Shri US Tomer.
This visionary step has been further strengthened and has developed significant momentum under the leadership of the current VC, Prof. Kripa Shanker and registrar, Shri US Tomer.

While it was suggested that this course could be taught in any of the semesters before students complete their degree. Over 100 colleges started the course during the first semester itself and over 22,000 students completed this course. Results of the first semester exams were over 90%.

While a detailed feedback study has not been done as yet for the first year. The early response from colleges has been quite warming where the teachers are properly prepared and the college administration has supported the introduction of this course with a long term vision. This feedback has been collected by the VE Cell UPTU. Some of the feedback is in recorded writing and some on video.

• Students indicate that they find the discussion related to their everyday lives – “it gives us a sense of purpose and right direction for our life … we are now more responsible toward studies… we have developed good relationship with each other, with our family and with teachers…”.

• Students want to continue their association with each other, with their HVPE teacher as well as the subject throughout the period of education in college. They also want to do socially relevant projects and contribute to developing society. This is quite a remarkable change in their attitude in such a short time.

• Faculty who has attended the FDP and has taught the course for at least one semester has shared four significant points. “One, this course necessary for me – it is relevant for my own living; Two, my interaction with my own family has become significantly better – it is relevant for my family; I find it enriching to teach this subject and I find it easy to teach other subjects too, as now the envoronment in my class is much more relaxed and conducive to teaching; and fourth that I can see the impact on my students - it is extremely positive”.

• The teaching method of using “the self as the reference” is most natural – management and teachers see this as a first step toward developing a more humanistic education system – from Value Education to Value Based Education.

• Administration also notice that students who complete the course have become more self-disciplined and therefore they have fewer disciplinary issues to deal with.

• There are requests from management of several colleges to conduct the FDP locally for all their teachers, ie. teachers of all subjects. This is a strong validation of the impact of the programme on the teaching environment.

• While only early feedback has been recorded, teachers have shared significant impact in their family – toward living in relationship from being in opposition. This is the basis for Value Based living.

During the year, there has been progress in the preparedness:
• The prescribed teaching material is complete and comprehensive. It is readily available. While it is in good shape, it is being continuously enhanced, particularly with case studies
• Teachers’ training program through the 8-day Faculty Development Program (FDP) has been going on regularly. Two FDPs are being held every semester
• 30 one-day workshops have been conducted in every major city in UP. About 3,000 participants (mostly teachers, members of management and administration) from over 200 colleges have attended these workshops. They have been quite effective in creating awareness

It is estimated that 200 colleges would offer this course and over 40,000 students would complete this course during the current semseter.

This model for Value Education is eminently replicable on a large scale.

More About Value Education & Various Experiences in Implementation
1. What is Value-Education?
1.1 What is the purpose of value-education?
1.2 Can values be taught?
1.3 How is a course in value-education conducted?
1.4 What value-education IS and what it is NOT

1.1 What is the purpose of value-education?
Education system today concentrates on providing to its students the skills to do things. In other words, it concentrates on providing “How to do” rather than “What to do” or “Why to do?” The present education system does not prepare students well for dealing with life. Primarily, it prepares them for profession or jobs.

A result of this is that the students are neither aware of their surroundings nor of their own self, and face life with difficulty. They have to learn by themselves to deal with life, which includes examining ones goals, identifying and sorting out conflicts, dealing with relationships in family and friends, understanding society, and leading a mutually enriching relationship with nature. This requires ability to think critically about everyday matters of life. Present education does not address these issues.

Value-education tries to achieve two goals. First to develop a critical ability to distinguish between essence and form or between what is of value and what is superficial, in life. Second, to develop commitment and courage to act on one’s beliefs in real life situations.

What makes it difficult is the fact that the ability is to be developed not for a narrow area or field of study, but for everyday situations in life. It covers the widest possible canvas.

1.2 Can values be taught?
Frequently people assume that a course in value-education teaches values. This is not correct. The course does not teach values but encourages students to discover what is valuable for them. Accordingly, they should be able to discriminate between valuable and the superficial in real situations in their life.

One of the foci is on observations which are mainly on the self, the other humans and relationships. Such observations and their analysis are shared and discussed. Teacher’s role is in pointing to essential elements to help in sorting them out from the surface elements (in pointing to the basic principles under which incidents take place, so that different incidents can be understood and explained). Hopefully, this leads to development of “commitment” for behaving and working based on one’s values.

1.3 How is a course in value-education conducted?
A course or classes in value-education are conducted by pretty much the normal method of lectures, explanations, discussions, home assignment and practical exercises. The course does not preach, and does not talk about do’s and don’ts.

One tries to connect the students to their self during lectures and discussions, and cause them to think on one’s goals, relationships, and living in family, society and nature.

Home assignments ask them to reflect on concepts and their applications. Laboratory is important in learning. Here, the difference is that the laboratory is everyday life, and practicals are how one behaves and works in it.

The group discussions would also provide support to a student in performing actions commensurate to his / her preferences born out of his/ her understanding.

1.4 What value-education IS and what it is NOT
• It is not a course in moral science. It does not tell you DOs and DONTs. It does not tell you what you should become, or what you should do
• It does not talk about rewards and punishments in an afterworld. The goal is happiness here and now. It puts forward the proposition that the basic human values are inherent and intact in all of us, what is needed is to be aware of them
• It does not say physical facilities are unimportant. It rather talks of prosperity in every family. It says that there is place for facilities in life and encourages people to fix their place in their own life
• It is not an organization or society. It does not insist on any specific faith or any specific belief
It only proposes and asks its listeners to investigate and explore into their own inner self and connect to what is innate and intact in all of them as something which is universal, natural and all-fulfilling for them as well as others. One can do this irrespective of his/her own religion or faith or beliefs

2. What are the results of Value-Education?
2.1 What changes are visible in students and teachers?
2.2 What changes are visible in the atmosphere of institution?
2.3 How does it relate to world problems (Its potential for the world)?


2.1 What changes are visible in students and teachers?
Changes are visible among students and teachers soon after the implementation of value-education. However, for this to happen, the implementation has to be right. It should not be through do’s and don’ts but taking students through a process of sensitivity development and self-reflection.

2.2 What changes are visible in the atmosphere of institution?
The atmosphere of the institution becomes more harmonious and many of the small conflicts dissolve away. It takes time for any big conflicts to be resolved, but usually their intensity gets reduced relatively soon.

There is also a discernible change for the better in the environment of sincerity and studiousness.

2.3 How does it relate to world problems (Its potential for the world)?
Value-education has the potential to bring about world wide changes, if it is implemented in education system throughout the world. There is greater strife today in the family and society, and the world is full of violent conflicts locally and globally. At the level of the individual even though there is greater wealth, there is also a lack of fulfillment. Climate change has come as a specter in a world gone terribly wrong, where the greatest achievements of science and industry have become the biggest threats to the very human existence.

Value-education begins a process in the human being. This process though inside the human being, helps in engaging him or her with family, society and nature. It does not encourage withdrawal or renunciation from the world.

Once practiced in the world, over a period of time, it would bring about a change to a more equitable world with less conflict, and promote living with harmony in nature.

3. What is required in implementing Value-Education?
3.1 What are the elements in implementation of value-education?
3.2 What special care is required in implementation and in scaling up?

3.1 What are the elements in implementation of value-education?
Having worked out the purpose and the approach of value-education, its implementation has several elements. First, one has to determine in which classes it should be implemented with how much time. Second, it requires development of books and other learning materials such as teacher’s manual, video lectures, home assignments, practical exercises, a course web-site, etc. Third, there needs to be a well-defined and clear program for teacher training.

3.2 What special care is required in implementation and in scaling up?
Special care is required in implementing the value-education program in the school system. There are two main reasons why it differs from other programs. First value-education directly addresses larger questions of life and relates to day to day living. As a result, the teacher has to be much better prepared to initiate a discussion in the class and to deal with question of the student. Second, the program aims at developing sensitivity in the student. Therefore, it requires a heightened sense in the teacher, the school, the school board, and so on.

This also indicates that this program requires a greater degree of understanding and sensitivity on the part of leadership implementing the program. Besides monitoring the progress towards physical targets, the sensitivity part has to be carefully nurtured and ensured.

4. What support is available from society and government for Value-Education?
4.1 What support is available from political, social and other societal groups?
4.2 What is the support from parents, teachers and government Department of Education?

4.1 What support is available from political, social and other societal groups?
Value-education program usually receives support form all the sections of society – whether political, social, industrial religious or other. The reason for this support is that it appeals at the basic human level. Who would not want trust and respect in relationships? Who would not want prosperity for all citizens – even though it might seem infeasible? Who would want to destroy nature – even when current lifestyle seems the opposite?

Value-education makes an impact on all people irrespective of their race, religion, caste, gender or profession.

4.2 What is the support from parents, teachers and government Department of Education?
Once the people associated with education gain an understanding of value-education, they give it an enthusiastic support. It includes teachers, principals, government officials, parents and ultimately the students.

After value-education training, which usually brings about a major attitude change, teachers see a holistic role for themselves in education. Their role is not limited to teaching of a subject for the sake of wages, but a life mission. Teachers, government officials and principals realize the importance of relating education to the inner self which can provide a practical guide to living.

Some of the initiatives in Value Education:
1. UP Technical University (UPTU) introduced this as an essential audit course in Human Values and Professional Ethics (HVPE) in all its professional colleges in June 2009. There are over 600 colleges, 1000 HVPE teachers and an intake of 1,00,000 students per year.

2. IIT-Delhi set up the National Resource Center for Value Education in Engineering in 1999. The Centre organized a National Convention on Value Education with the support of IIT Kanpur, IIIT Hyderabad and IIT Delhi where all the colleges under AICTE were invited. The panel discussions during the conventions were able to evoke the opinions of the faculty and heads of institutions on the urgent need to include courses in value education among all the colleges under AICTE.

3. At IIT Kanpur, workshops are being organized every semester for the faculty, students and staff since 2006. It was by virtue of the foundational work done at IITK that the students started volunteering towards initiation of such activities across the country. With the formation of a committed team here, the bold initiative at UPTU could be envisaged. Along with giving better performance in academics since they attended the workshops, an increasing number of students at IIT are volunteering to work for the all-round development of themselves and the society around through a collective effort. Some of these students were on academic probation, on the verge of termination or sluggish in studies (according to them) before they started coming to the workshops. Now they are not only performing well academically, but have become assets to the society at large. The faculty who attended the workshops is also showing consistent interest to participate in the workshops and associated activities. A regular course is being planned to be floated for the students of IITK very soon.

4. Chhattisgarh Government has started implementing this in all its schools for class 1-12 since 2008. There are 30,000 schools, 1,00,000 teachers and 58,00,000 students/year. The Chhattisgarh initiative has received wide support form teachers and government officials in SCERT and Department of Education. So far 30 schools have started teaching this in classes 1-5. All these elements have been put in place in Chhattisgarh involving SCERT, school board, the schools and, most importantly, the teachers. The text books are ready. All the officials are fully involved at all the steps. A massive program of teacher training is going on using EduSat which connects 100 centres followed by face to face in-depth week-long workshops. In the Chhattisgarh initiative, in place besides the physical targets, sensitivity and self-awareness aspects are being given great attention by the leadership. Role of the Secretary, Education, Mr. Nand Kumar has been vital to the success of the program. This initiative at Chhattisgarh is receiving the support of the government and both major political parties – BJP and Congress. Education fraternity is of course behind it. Even media which is usually quite critical of government programs has been speaking positively about it. It enjoys a large tacit support from different sections of society because it is seen to be a positive step with fresh air in an otherwise difficult education scenario.

5. NIT-Raipur took this initiative in the year 2003, and the overwhelming response from all corners helped the introduction of this course in all the thirteen colleges of Swami Vivekanand Technical University in Chhattisgarh within two years.

6. People from different walks of urban life. Many people realize the lack of time they give to their family in their relentless pursuit of wealth, and even more importantly, the way they behave with their children, spouse or old parents. Many such people are affected profoundly and come back to Human Values workshops with their family members, again and again.

7. Criminals in jail. Human Values touches criminals in jail most directly. Those who are seething with revenge, slowly start realizing that in fact their enemies are not bad. They are to be pitied and not hated. In turn, they themselves get depressurized and relaxed. This eventually gets reflected in their day to day behaviour with other jail inmates and with jail authorities. Bilaspur jail experience shows that some of the most violent criminals with also the worst behaviour inside the jail, got totally transformed.

8. Social workers from NGOs. People working for upliftment of downtrodden in rural and urban areas are greatly affected by Human Values. It dawns on them that along with work on employment generation, agriculture, irrigation, health, sanitation, scientific temper, it is also important to work on understanding of the self and on relationship, without which their work and successes are short lived.

9. Farmers and rural folk. Rural folk today are in a state of demoralization. The present political structure and market has led to a breakdown of the community living. They do not realize what they possess clean air, clean water, and a stronger possibility of a wholesome life with fulfilling relationship in family and community. Experience of rural people who attend Human Values workshop has been that they feel a sense of empowerment regarding themselves and what they can do at their own place. Rather than treating farming as an unworthy activity, they see value in what they are doing. The importance and necessity of physical labour for all, comes out as a corollary. Established business men who have done Human Values have taken up sustainable or zero-input farming where all the required resources for farming is generated from farm land itself. Several experiments in renewable energy are also in full swing. They are deriving happiness out of farming and physical labor.

10. People with spiritual background. People with spiritual background usually take time to come to terms that one can talk about human values without bringing in after-life or after-world. Many are elated at this discovery. People from different faiths Hinduism, Buddhism, Sikhism, Islam, Christianity have started getting deep into a process of self-exploration after doing Human Values, and are able to see that the human values can be derived through this process of self exploration by each one of us and are the same as professed by their respective faiths.