The SHOR Paradigm
By
VIKRAM KARVE
“The man who insists upon seeing with perfect clearness before he decides, never decides” …Frederic Amiel
Decision-making is so pervasive that everyone, professionally or personally, is involved with making a variety of decisions.
In today’s fast-moving world, the timing of a decision is of paramount importance in many decision-making situations. In real life even the “perfect” decision may not be optimal if it is made too late.
Information is a vital resource in decision-making. One of the most important characteristics of successful managers is the ability to make the correct decision when confronted with imperfect or insufficient information (i.e.) Decision-making under conditions of uncertainty.
In the context of decision-processing, two realms or domains of uncertainty are:
1. Information Input Uncertainty which creates the need for hypothesis generation and evaluation;
2. Consequence-of-Action Uncertainty which creates the need for option generation and evaluation.
THE SHOR PARADIGM
A decision taxonomy: The Stimulus – Hypothesis – Options – Response (SHOR) paradigm, formulated by Wohl, is useful in such decision situations. The SHOR paradigm represents a qualitative, descriptive, model as distinct from a quantitative, predictive model, and comprises three primary decision-making task elements:
S: Stimulus Input Data Processing
H: Hypothesis Generation, Hypothesis Evaluation, Information Processing [What is?]
O: Option Generation, Option Evaluation, Decision-Making [What if?]
R: Response Output Action
The SHOR paradigm is basically an extension of the classical Stimulus – Response (SR) Paradigm of behaviourist psychology. The SHOR paradigm provides explicitly for the necessity to deal with information input uncertainty and consequence-of-action uncertainty, and helps us understand some of the peculiar human factors that affect the quality of the decision-making and answering questions such as:
What makes some decision-makers perform better than others, especially in placing high-value assets at risk, in business?
What are the sources and dimensions of “poor” performance?
HUMAN ERRORS IN DECISION-MAKING
Based on the SHOR Model, human errors in decision-making appear to lie in four domains:
(S) Stimulus: “I didn’t know…”
(H) Hypothesis: “I didn’t understand…”
(O) Options: “I didn’t consider…”
(R) Response: “I didn’t act…”
Stimulus based errors of the type “I didn’t know…” result from lack or inadequacy of information, the true inability to obtain information.
“I didn’t understand…” is the fundamental result of information input uncertainty, while “I didn’t consider…” is the product of consequence-of-action uncertainty.
It is possible to have accessed all significant information, to have developed the correct hypothesis and to have selected the best option and yet fail to take appropriate action. The two possible reasons for the “I didn’t act…” type of response error are:
1. Paralysis: This is a complete failure to act, the pathological ‘observation of an inevitable course’ without intervention. It is caused by an over-riding emotional struggle in which some internal factor is being placed in conflict with the course of action selected by the decision-maker. The final scene in the evergreen classic film The Bridge on the River Kwai (1957) exemplifies such a situation.
2. Misjudgement: The decision-maker correctly decides what to do but errs in either or both of the two dimensions – how [the specifics of the action] or when [the timing of the action].
Prediction of the critical consequences of inaction may be of some help in dealing with paralysis whilst the ability to perform sensitivity analyses may assist in alleviating misjudgement.
Any Decision-Maker [and designers of decision aids] must address the four cardinal types of errors epitomized by the SHOR paradigm: “I didn’t know…”, “I didn’t understand…”, “I didn’t consider…” and “I didn’t act…”
DECISION-MAKING IN UNCERTAINTY
In the context of decision-making in uncertainty, the conflict theory paradigm developed by Janis and Mann may be apt. This paradigm postulates five patterns of coping behaviour which tends to occur in such situations:
1. Unconflicted Adherence in which the uncertain, or risk, information is ignored and the decision-maker complacently decides to continue whatever he has been doing.
2. Unconflicted Change to a new course of action, where the decision-maker uncritically adopts whichever new course of action is most salient, obvious or strongly recommended.
3. Defensive Avoidance in which the decision-maker evades conflict by procrastinating, shifting responsibility to someone else, or constructing wishful rationalisations and remaining selectively inattentive to corrective information.
4. Hypervigilance wherein the decision-maker searches frantically for a way out of the dilemma and impulsively seizes upon a hastily contrived solution that seems to promise immediate relief, overlooking the full range of consequences of his choice because of emotional excitement, repetitive thinking and cognitive constriction. In its most extreme form hypervigilance is referred to as “panic”.
5. Concerned Vigilance in which the decision-maker optimally processes pertinent information, generates and evaluates hypotheses and options before selecting a response as characterised by the SHOR paradigm.
In many real-life situations a decision-maker cannot always keep waiting until the entire information-input and consequence-of-action conditions are known a priori with certainty. In most cases there is no such thing as “perfect” certainty.
If a single most important characteristic is crucial to a decision-maker in any field, it is the ability to make optimal decisions in conditions of uncertainty. Qualitative descriptive models like the SHOR paradigm may prove useful in such situations.
To quote Frederic Amiel once again: “The man who insists upon seeing with perfect clearness before he decides, never decides”.
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
vikramkarve@sify.com
vikramkarve@hotmail.com
http://www.linkedin.com/in/karve
http://vikramkarve.sulekha.com/
http://www.ryze.com/go/karve
A Gallimaufry of my academic and creative writing - fiction, short stories, articles, musings, book reviews, technology, management, philosophy, self help, food, travel, health, inspirational and academic writing
Friday, January 30, 2009
Wednesday, January 28, 2009
Happiness
Be Happy
By
VIKRAM KARVE
The primary aim of philosophy and spirituality is to help ordinary people live a life of happiness, fulfilment, inner peace and tranquillity.
Every day you ask yourself - How do I live a happy life?
Is it simple to be happy? What is the art of happiness?
Let us see what the Taoist philosopher Mingliaotse has to say: “The art of attaining happiness consists in keeping your pleasures mild."
You know that whenever pleasure is present you are happy - this is a fact that cannot be denied - for a pleasure is an enjoyable event or delightful emotion which is bound to make you happy, at least for that moment.
Highfalutin philosophers and spiritual gurus may prescribe various impracticable esoteric paths of renunciation, asceticism or sectarian precepts eschewing enjoyment and pleasure as the sine qua non of happiness, but the fact of the matter is that to the ordinary person happiness and pleasure are inextricably intertwined.
Discovering simple enduring pleasures which you can easily and regularly achieve, realize and enjoy in your day-to-day life will produce contentment, fulfilment and happiness.
Pleasure is certainly not a bad thing in itself, but wanton pursuit of pleasures is counterproductive as it leads to over-indulgence and excesses which bring with them disturbances which are detrimental to our happiness and well-being.
In your search for happiness you tend to indulge in extravagant parties, unrestrained extravagance, conspicuous consumption, compulsive shopping, thoughtless profligacy, limitless spending, expensive entertainments and try to enjoy everything at once, instant gratification by over-indulgence in wining, dining and dancing, stretching yourself to the maximum limits possible.
At first you enjoy yourself and feel happy but when you come to the point of satiety you begin to feel a sense of repulsion, and if you overdo yourself, next morning wake up sick and feeling miserable with a sense of sadness and depression rather than happiness.
Grandiose, complicated, ostentatious, lavish, unrestrained and intemperate indulgences which you think will ostensibly make you happy, in actual fact, render you stressed-out, unhappy and cause you harm and misery in the long run.
There is no need to overdo things in order to be happy.
Just keep your pleasures mild.
Enjoying a simple, tasty and healthy meal with your loved one's and friends, or just sitting quietly and leisurely reading a good book, taking a walk enjoying melodious music, enjoying your work, leisure, hobbies are some mild pleasures which will make you happy and keep you healthy too.
It is simple to be happy.
The first thing you must do is to introspect and list your most pleasurable activities - things that give you true joy, happiness and satisfaction - in all aspects of your life.
Make your “happiness list” as exhaustive as possible and from this list select those “mild pleasures” that you can enjoy every day or very frequently, often. Then incorporate these pleasures in your routine and fit them into your daily life.
See what happens. Some “pleasures” that you thought would make you happy actually do the opposite, don’t they?
Delete those "pleasures" that you thought would give you happiness but actually made you stressed-out - things you think would be satisfying but turn out to be unrewarding.
Experiment, make changes, be watchful, dynamic. Do not hesitate to add new items to your list - you can always remove them if they fail to produce the desired results.
Fine tune and religiously put into practice your list and experience happiness every day.
This prescription of keeping your pleasures mild will enable you to structure your life in way where your happiness will be in your control and you will find greater joy in your life.
It will be feasible and within your control to ensure that you enjoy these mild pleasures daily or at least fairly regularly and, with only so many hours during the day, these enjoyable events will begin to crowd out the neutral, unpleasant, and irrelevant activities in your daily life and make you feel fulfilled and happy.
Dear reader, start today and discover the true art of happiness, the art of living.
Discover your mild pleasures that make you truly happy and joyful. And do let me know your experience – did this simple philosophy of keeping your pleasures mild make you happier?
It is simple to be happy, isn't it?
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
mailto:vikramkarve@sify.com
http://www.linkedin.com/in/karve
By
VIKRAM KARVE
The primary aim of philosophy and spirituality is to help ordinary people live a life of happiness, fulfilment, inner peace and tranquillity.
Every day you ask yourself - How do I live a happy life?
Is it simple to be happy? What is the art of happiness?
Let us see what the Taoist philosopher Mingliaotse has to say: “The art of attaining happiness consists in keeping your pleasures mild."
You know that whenever pleasure is present you are happy - this is a fact that cannot be denied - for a pleasure is an enjoyable event or delightful emotion which is bound to make you happy, at least for that moment.
Highfalutin philosophers and spiritual gurus may prescribe various impracticable esoteric paths of renunciation, asceticism or sectarian precepts eschewing enjoyment and pleasure as the sine qua non of happiness, but the fact of the matter is that to the ordinary person happiness and pleasure are inextricably intertwined.
Discovering simple enduring pleasures which you can easily and regularly achieve, realize and enjoy in your day-to-day life will produce contentment, fulfilment and happiness.
Pleasure is certainly not a bad thing in itself, but wanton pursuit of pleasures is counterproductive as it leads to over-indulgence and excesses which bring with them disturbances which are detrimental to our happiness and well-being.
In your search for happiness you tend to indulge in extravagant parties, unrestrained extravagance, conspicuous consumption, compulsive shopping, thoughtless profligacy, limitless spending, expensive entertainments and try to enjoy everything at once, instant gratification by over-indulgence in wining, dining and dancing, stretching yourself to the maximum limits possible.
At first you enjoy yourself and feel happy but when you come to the point of satiety you begin to feel a sense of repulsion, and if you overdo yourself, next morning wake up sick and feeling miserable with a sense of sadness and depression rather than happiness.
Grandiose, complicated, ostentatious, lavish, unrestrained and intemperate indulgences which you think will ostensibly make you happy, in actual fact, render you stressed-out, unhappy and cause you harm and misery in the long run.
There is no need to overdo things in order to be happy.
Just keep your pleasures mild.
Enjoying a simple, tasty and healthy meal with your loved one's and friends, or just sitting quietly and leisurely reading a good book, taking a walk enjoying melodious music, enjoying your work, leisure, hobbies are some mild pleasures which will make you happy and keep you healthy too.
It is simple to be happy.
The first thing you must do is to introspect and list your most pleasurable activities - things that give you true joy, happiness and satisfaction - in all aspects of your life.
Make your “happiness list” as exhaustive as possible and from this list select those “mild pleasures” that you can enjoy every day or very frequently, often. Then incorporate these pleasures in your routine and fit them into your daily life.
See what happens. Some “pleasures” that you thought would make you happy actually do the opposite, don’t they?
Delete those "pleasures" that you thought would give you happiness but actually made you stressed-out - things you think would be satisfying but turn out to be unrewarding.
Experiment, make changes, be watchful, dynamic. Do not hesitate to add new items to your list - you can always remove them if they fail to produce the desired results.
Fine tune and religiously put into practice your list and experience happiness every day.
This prescription of keeping your pleasures mild will enable you to structure your life in way where your happiness will be in your control and you will find greater joy in your life.
It will be feasible and within your control to ensure that you enjoy these mild pleasures daily or at least fairly regularly and, with only so many hours during the day, these enjoyable events will begin to crowd out the neutral, unpleasant, and irrelevant activities in your daily life and make you feel fulfilled and happy.
Dear reader, start today and discover the true art of happiness, the art of living.
Discover your mild pleasures that make you truly happy and joyful. And do let me know your experience – did this simple philosophy of keeping your pleasures mild make you happier?
It is simple to be happy, isn't it?
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
mailto:vikramkarve@sify.com
http://www.linkedin.com/in/karve
Wednesday, January 21, 2009
Reference Citations - Art of Dissertation
ART OF DISSERTATION
Reference Citations
[ Citations, Footnotes, Endnotes, References, Bibliography ]
By
VIKRAM KARVE
Art of Dissertation – Part 2 – Citations
Whenever you use any words, ideas or information from any source in your dissertation, you must cite and reference those sources to acknowledge the contributions of others in your dissertation work.
Citations
Reference Citations may be included in the following forms:
Footnote Referencing in the text at the foot or bottom of the page.
Endnote Referencing or Citation-Sequence System collated and listed chronologically at the end of the text.
Bibliography
Citations serve inter alia the following purposes:
Establish credibility of the research.
Enable assessment of the quality and timeliness of the research.
Acknowledge the contributions of others and sources of information in your dissertation work.
Provide identification of material used in your research or quoted in your dissertation report.
Facilitate inclusion of material of supplemental value.
Intellectual Honesty.
Referencing [Footnotes and Endnotes]
In your dissertation you can do referencing using either Footnotes or Endnotes.
A Footnote is a bottom-of-the-page citation, whereas Endnotes are collected at the either at the end of the dissertation or at the end of each chapter.
Footnotes and Endnotes serve the same purpose. However, they are two different systems, so be consistent and use one of the two methods throughout your dissertation.
The advantage of footnoting is that readers can simply cast their eyes down the page to discover the source of a reference which interests them, but now-a-days Endnotes [References] at the end of the dissertation seem to be preferred.
References are to be sequentially numbered throughout your dissertation starting with 1, indicating the relevant number [note identifier] at the end of the pertinent sentence in the text, superscripted, or in brackets, and amplified by the citation either at the bottom of the page [footnote] or at the end of the dissertation [endnote]. The citation should provide the following bibliographic information:
1. Author(s) surname(s), first name(s) or initials
2. Name of the article, book or journal
3. Editors (if applicable)
4. Publishers Name and Location
5. Volume and Issue Number or month of publication (in case of a journal)
6. Year published
7. ISBN (if applicable)
8. The exact page numbers if your reference is a direct quotation, a paraphrase, an idea, or is otherwise directly drawn from the source. [p – page, pp – pages]
Titles of publications should be italicised, article titles should be enclosed between single quotation marks, and commas must be used to separate each item of the citation and end with a full stop.
Examples:
Book
1. Wilson B, ‘Systems, Concepts, Methodologies and Applications’, John Wiley and Sons, USA, 1984, p 29
Journal [article]
2. Steiner CJ, ‘Educating for Innovation and Management’, IEEE Transactions on Education, Vol 41, No. 1, Feb 1998, pp 1-7
Conference Proceedings [paper]
3. Sriram S and Karve VW, ‘Systems Cybernetic Re-engineering for Empowering Human Performance: A Soft Systems Dynamics Approach’, Proceedings of the International Conference on Cognitive Systems, Dec 1998, pp 723 – 739.
Internet Citations must include:
1. Name(s) of Author (s) / Editor (s)
2. "Title of Article, Web page or site" in quotation marks.
3. Name of sponsor of site or Title of Journal
4. Date of article, of Web page or site creation and latest update.
5. Access date (the date you accessed the Web page or site).
6. Complete Uniform Resource Locator (URL) in angle brackets.
Example:
Karve VW, ‘Ethics, Values and Technology’, in Cognitive Systems Review, July 2008, viewed on 21 August 2008
Some Abbreviations in Referencing
ibid is used in consecutive references that refer to the same work, whether to the same or different pages.
Example: [the digits 1,2,3 are the footnote or reference numbers]
1. Karve V, ‘Appetite For A Stroll’, Cinnamon Teal, India, 2008, ISBN 9788190690096, p 15.
2. ibid [Please note that this refers only to page 15 of the above book and not to any other page of that book]
3. ibid, pp 29-34. [This still refers to Karve, but to pages 29-34]
op. cit. is used with non-consecutive references that refer to the same work but to different pages.
loc. cit is used with non-consecutive references that refer to the same work and to the same page or pages of that work.
Examples: [the digits 4, 5, 6, 7, 8, 9 are footnote or reference numbers]
4. Senge P, ‘The Fifth Discipline’, Currency Doubleday, USA, pp 75-76.
5. Twiss BC, ‘Managing Technological Innovation’, Longman, UK, 1974, p 33
6. Senge, op. cit., pp 101-110 [Note that the footnote reference numbers to Senge are not consecutive and that different pages in his work are being cited].
7. Karve V, op. cit., pp 117-120. [Different pages of Karve (reference at serial 1 above) are being cited]
8. ibid [This refers to Karve, pp 117-120]
9. Twiss, loc.cit. [The reference is to Twiss page 33. Citation of any other page or pages would have entailed the use of op. cit, followed by the page number(s)]
When references are made to two or more books or papers of the same author, the abbreviations op.cit. and loc. cit. are not used in subsequent citations, in order to obviate confusion.
In referring to material contained in other pages of your own dissertation you may use the following abbreviations followed by the appropriate page number:
cf (confer) – compare
cf,ante (confer ante) – compare above
cf, post (confer post) – compare below
supra (above) – cross-reference to preceding matter
infra (below) – cross-reference to succeeding matter
et passim (and here and there) – matter referred is scattered in the dissertation
Bibliography
A bibliography should generally contain all the sources cited in the dissertation and any other important references [books, journals and internet websites] that you have consulted during your research or used in preparing your dissertation.
Systematically list the various sources of information consulted or used in your dissertation [books, journals, internet websites, previous research work / dissertations] separately in alphabetical order of authors’ surnames in the same style as references.
The distinction between references and bibliography is that whereas references [footnotes and endnotes] cite authority for specific statements, the bibliography gives descriptions of entire works.
If a reader wants to consult a work referred to in a footnote, he turns to the bibliography for a full description of that work.
[to be continued]
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com/
vikramkarve@hotmail.com
vikramkarve@sify.com
Reference Citations
[ Citations, Footnotes, Endnotes, References, Bibliography ]
By
VIKRAM KARVE
Art of Dissertation – Part 2 – Citations
Whenever you use any words, ideas or information from any source in your dissertation, you must cite and reference those sources to acknowledge the contributions of others in your dissertation work.
Citations
Reference Citations may be included in the following forms:
Footnote Referencing in the text at the foot or bottom of the page.
Endnote Referencing or Citation-Sequence System collated and listed chronologically at the end of the text.
Bibliography
Citations serve inter alia the following purposes:
Establish credibility of the research.
Enable assessment of the quality and timeliness of the research.
Acknowledge the contributions of others and sources of information in your dissertation work.
Provide identification of material used in your research or quoted in your dissertation report.
Facilitate inclusion of material of supplemental value.
Intellectual Honesty.
Referencing [Footnotes and Endnotes]
In your dissertation you can do referencing using either Footnotes or Endnotes.
A Footnote is a bottom-of-the-page citation, whereas Endnotes are collected at the either at the end of the dissertation or at the end of each chapter.
Footnotes and Endnotes serve the same purpose. However, they are two different systems, so be consistent and use one of the two methods throughout your dissertation.
The advantage of footnoting is that readers can simply cast their eyes down the page to discover the source of a reference which interests them, but now-a-days Endnotes [References] at the end of the dissertation seem to be preferred.
References are to be sequentially numbered throughout your dissertation starting with 1, indicating the relevant number [note identifier] at the end of the pertinent sentence in the text, superscripted, or in brackets, and amplified by the citation either at the bottom of the page [footnote] or at the end of the dissertation [endnote]. The citation should provide the following bibliographic information:
1. Author(s) surname(s), first name(s) or initials
2. Name of the article, book or journal
3. Editors (if applicable)
4. Publishers Name and Location
5. Volume and Issue Number or month of publication (in case of a journal)
6. Year published
7. ISBN (if applicable)
8. The exact page numbers if your reference is a direct quotation, a paraphrase, an idea, or is otherwise directly drawn from the source. [p – page, pp – pages]
Titles of publications should be italicised, article titles should be enclosed between single quotation marks, and commas must be used to separate each item of the citation and end with a full stop.
Examples:
Book
1. Wilson B, ‘Systems, Concepts, Methodologies and Applications’, John Wiley and Sons, USA, 1984, p 29
Journal [article]
2. Steiner CJ, ‘Educating for Innovation and Management’, IEEE Transactions on Education, Vol 41, No. 1, Feb 1998, pp 1-7
Conference Proceedings [paper]
3. Sriram S and Karve VW, ‘Systems Cybernetic Re-engineering for Empowering Human Performance: A Soft Systems Dynamics Approach’, Proceedings of the International Conference on Cognitive Systems, Dec 1998, pp 723 – 739.
Internet Citations must include:
1. Name(s) of Author (s) / Editor (s)
2. "Title of Article, Web page or site" in quotation marks.
3. Name of sponsor of site or Title of Journal
4. Date of article, of Web page or site creation and latest update.
5. Access date (the date you accessed the Web page or site).
6. Complete Uniform Resource Locator (URL) in angle brackets.
Example:
Karve VW, ‘Ethics, Values and Technology’, in Cognitive Systems Review, July 2008, viewed on 21 August 2008
Some Abbreviations in Referencing
ibid is used in consecutive references that refer to the same work, whether to the same or different pages.
Example: [the digits 1,2,3 are the footnote or reference numbers]
1. Karve V, ‘Appetite For A Stroll’, Cinnamon Teal, India, 2008, ISBN 9788190690096, p 15.
2. ibid [Please note that this refers only to page 15 of the above book and not to any other page of that book]
3. ibid, pp 29-34. [This still refers to Karve, but to pages 29-34]
op. cit. is used with non-consecutive references that refer to the same work but to different pages.
loc. cit is used with non-consecutive references that refer to the same work and to the same page or pages of that work.
Examples: [the digits 4, 5, 6, 7, 8, 9 are footnote or reference numbers]
4. Senge P, ‘The Fifth Discipline’, Currency Doubleday, USA, pp 75-76.
5. Twiss BC, ‘Managing Technological Innovation’, Longman, UK, 1974, p 33
6. Senge, op. cit., pp 101-110 [Note that the footnote reference numbers to Senge are not consecutive and that different pages in his work are being cited].
7. Karve V, op. cit., pp 117-120. [Different pages of Karve (reference at serial 1 above) are being cited]
8. ibid [This refers to Karve, pp 117-120]
9. Twiss, loc.cit. [The reference is to Twiss page 33. Citation of any other page or pages would have entailed the use of op. cit, followed by the page number(s)]
When references are made to two or more books or papers of the same author, the abbreviations op.cit. and loc. cit. are not used in subsequent citations, in order to obviate confusion.
In referring to material contained in other pages of your own dissertation you may use the following abbreviations followed by the appropriate page number:
cf (confer) – compare
cf,ante (confer ante) – compare above
cf, post (confer post) – compare below
supra (above) – cross-reference to preceding matter
infra (below) – cross-reference to succeeding matter
et passim (and here and there) – matter referred is scattered in the dissertation
Bibliography
A bibliography should generally contain all the sources cited in the dissertation and any other important references [books, journals and internet websites] that you have consulted during your research or used in preparing your dissertation.
Systematically list the various sources of information consulted or used in your dissertation [books, journals, internet websites, previous research work / dissertations] separately in alphabetical order of authors’ surnames in the same style as references.
The distinction between references and bibliography is that whereas references [footnotes and endnotes] cite authority for specific statements, the bibliography gives descriptions of entire works.
If a reader wants to consult a work referred to in a footnote, he turns to the bibliography for a full description of that work.
[to be continued]
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com/
vikramkarve@hotmail.com
vikramkarve@sify.com
Thesis Statement - Art of Dissertation
ART OF DISSERTATION
By
VIKRAM KARVE
Part 1 – Thesis Statement
I wrote a dissertation to earn my Masters Degree in Technology [M.Tech.] from IIT Delhi in 1983, and one more for my Post Graduation in Management in 1985.
Since then I have supervised and guided dissertations, more than 40, maybe 50, chiefly for Masters Degrees in Engineering and Technology [ME / M. Tech.].
Some students of mine thought it apt than I pen down a few tips on the art of dissertation, so here are I am, writing a few lines, on The Art of Dissertation.
In a nutshell, the Art of Dissertation comprises the following simple steps:
1. Select a dissertation topic in a subject that you are knowledgeable about.
2. Compose a thesis statement that only asks a single question.
3. Employ a research methodology process that is compatible with your dissertation study.
4. Present your data evaluation, analysis and interpretation in an accurate, succinct, logical, well-reasoned and lucid manner and write your dissertation report in a simple, coherent manner conforming to the prescribed style.
5. Conclude your dissertation by answering the thesis statement and, if pertinent, mention corollaries and consequences and possibilities and scope for future research work on the subject.
6. Impart the finishing touches to your dissertation report – definitions, references, bibliography, abstract, summary, acknowledgement, certificate, contents and title pages.
WHAT IS A DISSERTATION?
A thesis is a hypothesis or conjecture. The word "thesis" is coined from the Greek derivative of the word meaning "position", and refers to an intellectual proposition. A thesis may be an unproved statement, a hypothetical proposition, put forward as a premise.
A dissertation is a lengthy, formal document that argues in defence of a particular thesis. The term "Dissertation" is derived from the Latin word dissertātiō, meaning "discourse" and is a document that presents the author's research and findings and, in most cases, is submitted in support of candidature for a degree or professional qualification. The research performed to support a thesis must be original and substantial. The dissertation must illustrate this aspect and highlight original contributions.
Your dissertation is your research which demonstrates your understanding of the subject in a clear manner. Therefore, it is imperative you find a topic that gives a clear picture of what you should write. Always ignore ambiguous and vague ideas. And, most importantly, choose an apt title – in fact, the title of your dissertation must fascinate you and entice your audience.
CHOOSE THE TYPE OF YOUR DISSERTATION
Dissertations are of two types - Empirical and Analytical.
Empirical dissertations make propositions resulting from experiments, involving laboratory or field research.
Analytical dissertations reflect propositions resulting from meticulous, pioneering and innovative analysis of previously published work.
WRITING YOUR DISSERTATION REPORT
A dissertation report may comprise the following main chapters:
1. Introduction- An overview of the problem; why it is important; a summary of extant work and, most important, the thesis statement.
2. Literature Review-the chapter that summarizes another work related to your topic.
3. Methodology-the part of the paper that introduces the procedures utilized for the research study and the conceptual model.
4. Data Presentation, Evaluation, Analysis and Interpretation -the chapter involves the presentation of computation values using statistical tools to support the claim.
5. Conclusion-the complete summary of the research findings.
Of course, you must include suitable pages for definitions, illustrations and graphs, footnotes and references, bibliography, abstract, summary, acknowledgement, certificates, contents and title pages.
Introduction
Dissertation writing chiefly involves the introduction, literature review, methodology and analysis chapters, and the others mentioned above. Having selected your dissertation topic, before you begin your dissertation you need to establish your thesis statement first.
A thesis statement is simply a single sentence that provides the main intention of the research. The thesis statement will epitomize the scope of your study, give you an idea of what you want to prove and will pilot your research.
A good thesis statement must satisfy the following four criteria:
1. The thesis statement must state your position.
2. The thesis statement must be able to support a discussion.
3. The thesis statement must be specific about its position.
4. The thesis statement should only have one single idea of discussion.
You must ponder over the following points while writing the introduction to your dissertation:
Is there any need to this dissertation study?
Why do it now? Why here? Why me?
Is the dissertation topic in my “comfort zone” and am I thirsty for knowledge and passionate about it?
Is there a problem? What is it? Why does it need to be solved? Should I approach it empirically or analytically?
What is my hypothesis? Is it original, novel, new, innovative?
Who will benefit from my dissertation work? In what sense will they benefit?
How will my contribution add to “commons”?
What is going to be my methodology? [modalities of data collection, evaluation, analysis, interpretation]
Are there any constraints or limitations in conduct of my proposed dissertation studies and research?
Dear Reader, I am feeling tired now, and will end this first part of my article here, but before I sign off, here is an interesting quote I read somewhere:
“The average Ph.D. thesis is nothing but the transference of bones from one graveyard to another.” – Frank J. Dobie.
VIKRAM KARVE
Copyright © Vikram Karve 2008
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com/
vikramkarve@hotmail.com
vikramkarve@sify.com
By
VIKRAM KARVE
Part 1 – Thesis Statement
I wrote a dissertation to earn my Masters Degree in Technology [M.Tech.] from IIT Delhi in 1983, and one more for my Post Graduation in Management in 1985.
Since then I have supervised and guided dissertations, more than 40, maybe 50, chiefly for Masters Degrees in Engineering and Technology [ME / M. Tech.].
Some students of mine thought it apt than I pen down a few tips on the art of dissertation, so here are I am, writing a few lines, on The Art of Dissertation.
In a nutshell, the Art of Dissertation comprises the following simple steps:
1. Select a dissertation topic in a subject that you are knowledgeable about.
2. Compose a thesis statement that only asks a single question.
3. Employ a research methodology process that is compatible with your dissertation study.
4. Present your data evaluation, analysis and interpretation in an accurate, succinct, logical, well-reasoned and lucid manner and write your dissertation report in a simple, coherent manner conforming to the prescribed style.
5. Conclude your dissertation by answering the thesis statement and, if pertinent, mention corollaries and consequences and possibilities and scope for future research work on the subject.
6. Impart the finishing touches to your dissertation report – definitions, references, bibliography, abstract, summary, acknowledgement, certificate, contents and title pages.
WHAT IS A DISSERTATION?
A thesis is a hypothesis or conjecture. The word "thesis" is coined from the Greek derivative of the word meaning "position", and refers to an intellectual proposition. A thesis may be an unproved statement, a hypothetical proposition, put forward as a premise.
A dissertation is a lengthy, formal document that argues in defence of a particular thesis. The term "Dissertation" is derived from the Latin word dissertātiō, meaning "discourse" and is a document that presents the author's research and findings and, in most cases, is submitted in support of candidature for a degree or professional qualification. The research performed to support a thesis must be original and substantial. The dissertation must illustrate this aspect and highlight original contributions.
Your dissertation is your research which demonstrates your understanding of the subject in a clear manner. Therefore, it is imperative you find a topic that gives a clear picture of what you should write. Always ignore ambiguous and vague ideas. And, most importantly, choose an apt title – in fact, the title of your dissertation must fascinate you and entice your audience.
CHOOSE THE TYPE OF YOUR DISSERTATION
Dissertations are of two types - Empirical and Analytical.
Empirical dissertations make propositions resulting from experiments, involving laboratory or field research.
Analytical dissertations reflect propositions resulting from meticulous, pioneering and innovative analysis of previously published work.
WRITING YOUR DISSERTATION REPORT
A dissertation report may comprise the following main chapters:
1. Introduction- An overview of the problem; why it is important; a summary of extant work and, most important, the thesis statement.
2. Literature Review-the chapter that summarizes another work related to your topic.
3. Methodology-the part of the paper that introduces the procedures utilized for the research study and the conceptual model.
4. Data Presentation, Evaluation, Analysis and Interpretation -the chapter involves the presentation of computation values using statistical tools to support the claim.
5. Conclusion-the complete summary of the research findings.
Of course, you must include suitable pages for definitions, illustrations and graphs, footnotes and references, bibliography, abstract, summary, acknowledgement, certificates, contents and title pages.
Introduction
Dissertation writing chiefly involves the introduction, literature review, methodology and analysis chapters, and the others mentioned above. Having selected your dissertation topic, before you begin your dissertation you need to establish your thesis statement first.
A thesis statement is simply a single sentence that provides the main intention of the research. The thesis statement will epitomize the scope of your study, give you an idea of what you want to prove and will pilot your research.
A good thesis statement must satisfy the following four criteria:
1. The thesis statement must state your position.
2. The thesis statement must be able to support a discussion.
3. The thesis statement must be specific about its position.
4. The thesis statement should only have one single idea of discussion.
You must ponder over the following points while writing the introduction to your dissertation:
Is there any need to this dissertation study?
Why do it now? Why here? Why me?
Is the dissertation topic in my “comfort zone” and am I thirsty for knowledge and passionate about it?
Is there a problem? What is it? Why does it need to be solved? Should I approach it empirically or analytically?
What is my hypothesis? Is it original, novel, new, innovative?
Who will benefit from my dissertation work? In what sense will they benefit?
How will my contribution add to “commons”?
What is going to be my methodology? [modalities of data collection, evaluation, analysis, interpretation]
Are there any constraints or limitations in conduct of my proposed dissertation studies and research?
Dear Reader, I am feeling tired now, and will end this first part of my article here, but before I sign off, here is an interesting quote I read somewhere:
“The average Ph.D. thesis is nothing but the transference of bones from one graveyard to another.” – Frank J. Dobie.
VIKRAM KARVE
Copyright © Vikram Karve 2008
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com/
vikramkarve@hotmail.com
vikramkarve@sify.com
Tuesday, January 20, 2009
EMI EMC PAPER DISSERTATION
EXPERT SYSTEM USING ELECTROMAGNETIC INTERFERENCE AND ELECTROMAGNETIC COMPATIBILITY BASED CRITERIA FOR SHIP DESIGN, WEAPON SELECTION AND EVALUATION
BY
MANOJ TAYAL and VIKRAM WAMAN KARVE
Proceedings of the International Conference on Electromagnetic lnterference and Compatibility 1997 [3-5 Dec. 1997] Page(s): 87 - 92
Please click the link below to read the paper:
http://www.ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=669772&isnumber=14770
The paper is based on ME [University of Pune] Dissertation [1997] titled:
Three dimensional cube model for ship design, weapon selection, evaluation and installation
By Tayal, M.
Karve, V.W. Guide
Full Dissertation available in DIAT Deemed University Library, Pune.
BY
MANOJ TAYAL and VIKRAM WAMAN KARVE
Proceedings of the International Conference on Electromagnetic lnterference and Compatibility 1997 [3-5 Dec. 1997] Page(s): 87 - 92
Please click the link below to read the paper:
http://www.ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=669772&isnumber=14770
The paper is based on ME [University of Pune] Dissertation [1997] titled:
Three dimensional cube model for ship design, weapon selection, evaluation and installation
By Tayal, M.
Karve, V.W. Guide
Full Dissertation available in DIAT Deemed University Library, Pune.
Thursday, January 8, 2009
TRUST YOUR SENSE OF VALUES
HOW TO LIVE IN HARMONY WITH YOURSELF
TRUST YOUR SENSE OF VALUES
[Art of Living]
By
VIKRAM KARVE
Values are core beliefs which guide and motivate attitudes and behaviour. When you value something you want it (or want it to happen).
Values are relatively permanent desires. Values are answers to the “why” question.
You keep on asking “why” questions until you reach a point where you no longer want something for the sake of something else. At this point you have arrived at a value.
Let’s take an example – I was once teaching a Post Graduate Professional Programme at a premier university, a centre of excellence, and I asked a student, “Why are you doing this academic course?”
“To gain qualifications,” he answered.
“Why do you want to gain qualifications?”
“To succeed in my career.”
“Why do you want to succeed in your career?”
“To reach the top.”
“Why do you want to reach the top?”
“To get power.”
“Why do want do you want power?”
“To control people,” he answered.
“Why do you want to control people?”
“I want to control people.”
“Why?”
“I like to control people.”
“Why?”
“Just for the sake of it – I like controlling people,” he said and further why’s elicited similar responses related to control. [Control for the sake of control – that’s when you discover your value!]
I realized that control was one of his values and maybe he was a future megalomaniac in the making!
The same line of questioning of persons undergoing higher education may reveal values like knowledge, money, status, standard of living, ambition, achievement, growth, reputation, excellence, fame.
Values are our subjective reactions to the world around us.
They guide and mould our options and behaviour. Values are developed early in life and are very resistant to change.
Values develop out of our direct experiences with people who are important to us, particularly our parents.
Values evolve within us not out of what people tell us, but as a result how people behave toward us and others. Remember, there cannot be any “partial” values; for example: you cannot be 50% honest (half-honest) – either you are honest or you are not honest!
Are you doing you MBA?
Keep asking yourself why you are doing it, and you will ultimately arrive at your value.
“Why are you doing your MBA?”
“To learn the art of management.”
“Why do you want to learn management?”
“To get a good job in a top firm as a manager.”
“Why?”
“To make more money.”
“Why?”
“To have a high standard of living.”
The person I was talking to re-iterated here, again and again, since standard of living was his value but you can go on and on till you find your true core values. In one case I was surprised to find conformance as a prime value in a student of MBA – she was doing MBA because everyone else, especially most of her friends, were doing MBA!
With the rise and predominance of the utility value of education, the most important criterion for ranking B-Schools is the pay-packet their students get and not other factors like the quality of faculty and infrastructure, academic achievements and ambience etc.
That’s why there is a rush towards IT and Computer Science as compared to other more interesting and challenging branches of Engineering and Technology – money seems to be the cardinal value amongst students these days!
Some do prefer the civil services even after completing their Engineering from premier institutions as, for these individuals, things like status, service, power, and maybe, patriotism may be important values.
Is a high salary important to you?
Is it important for your work to involve interacting with people?
Is it important for your work to make a contribution to society?
Is having a prestigious job important for you?
It is most important for you to find out your own values (by the “why” method) to avoid value mismatch.
Value mismatch is at the root cause of dilemmas in your life.
Even when you plan to marry or have a relationship you must look out for value mismatch. A conflict between your personal and organizational values may result in ethical dilemmas at the workplace, while value mismatch between two persons may sow discord and cause stress and turbulence in a relationship.
Your values are possibly the most important thing to consider when you're choosing an occupation or workplace.
If you do not take your values into account when planning your career, there's a good chance you'll dislike your work and therefore not enjoy it.
For example, someone who needs to have autonomy in his work would not be happy in a job where every action is decided by someone else.
It is important to distinguish between values, interests, personality, and skills:
Values: the things that are important to you, like achievement, status, and autonomy.
Interests: what you enjoy doing, like reading, taking long walks, eating good food, hanging out with friends.
Personality: a person's individual traits, motivational drives, needs, and attitudes.
Skills: the activities you are good at, such as writing, computer programming, and teaching.
Of these, interests, skills and personality can be developed, but values are intrinsic core beliefs inherent within you. You have to look inwards, analyse, introspect, reflect and endeavour to discover your own true values.
Whether it is your work or relationships, value congruence is of paramount importance – your values must be in harmony for the relationship to tick.
Value Dissonance due to mismatch between individual values and organizational values can cause great strain and trauma at the workplace.
Even within yourself, in order to avoid inner conflict there must be no confusion about your true values.
Remember the saying of Mahatma Gandhi: “Happiness is when what you think, what you say, and what you do are in harmony”.
Dear Reader, please sit down in a quiet place all by yourself, introspect, ask yourself the “why” question and find out your own values.
First know yourself. Then know others.
Try to ascertain your and their values (personal values and organizational values too!).
Avoid value-mismatch and value-dissonance to the extent feasible.
The extent of mutual harmony in your values should determine your choice of work, activities, relationships, friends and partner.
Is freedom an important value for you? Is the career or job you are considering (or the person you want to marry or have a close relationship or friendship with) going to give you enough freedom?
Do you value leisure?
Oh, yes! Leisure is not only an important value but also a determinant of character – If you want to know about a man find out how he spends his leisure! It’s true in your case too – If you had a day off what will you do?Would you read a book, write a story, go hiking outdoors, play your favourite sport, adventure sports, chat with friends, picnic, see a movie, eat your favourite cuisine in a restaurant, or cook it yourself, socialize in your club, spend the day at home with your family, study, play with your pet dog, or see TV at home, or just spend the day in glorious solitude enjoying quality time with yourself?
Or would you rather not “waste” your leisure time and spend the day doing something “useful” connected with your work, career or advancement towards “achieving” your “goals”?
How you spend your leisure reveals vital clues about your values too!
Do you value humour, fun, pleasure, food, enjoyment, sex, family life, quality of life, status, money, success, fame, power, prestige, security, nature, loyalty, love, affection, independence, privacy, togetherness, tranquillity, adventure, leadership, followership, competition, contentment, creativity – look within, reflect, find out for yourself, and the values of others too who you want to relate with – match and harmonize your values, and be happy and fulfilled in your work and your relationships.
Remember, at any important milestone in your life, when you have to make a vital decision, whether you are on the verge of selecting a career, a job, a house, or a marriage partner – trust your sense of values!
In conclusion here is a quote from the German Philosopher Friedrich Hegel:
“A man who has work that suits him, and a wife whom he loves, has squared his accounts with life”
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com/
vikramkarve@sify.com
vikramkarve@hotmail.com
TRUST YOUR SENSE OF VALUES
[Art of Living]
By
VIKRAM KARVE
Values are core beliefs which guide and motivate attitudes and behaviour. When you value something you want it (or want it to happen).
Values are relatively permanent desires. Values are answers to the “why” question.
You keep on asking “why” questions until you reach a point where you no longer want something for the sake of something else. At this point you have arrived at a value.
Let’s take an example – I was once teaching a Post Graduate Professional Programme at a premier university, a centre of excellence, and I asked a student, “Why are you doing this academic course?”
“To gain qualifications,” he answered.
“Why do you want to gain qualifications?”
“To succeed in my career.”
“Why do you want to succeed in your career?”
“To reach the top.”
“Why do you want to reach the top?”
“To get power.”
“Why do want do you want power?”
“To control people,” he answered.
“Why do you want to control people?”
“I want to control people.”
“Why?”
“I like to control people.”
“Why?”
“Just for the sake of it – I like controlling people,” he said and further why’s elicited similar responses related to control. [Control for the sake of control – that’s when you discover your value!]
I realized that control was one of his values and maybe he was a future megalomaniac in the making!
The same line of questioning of persons undergoing higher education may reveal values like knowledge, money, status, standard of living, ambition, achievement, growth, reputation, excellence, fame.
Values are our subjective reactions to the world around us.
They guide and mould our options and behaviour. Values are developed early in life and are very resistant to change.
Values develop out of our direct experiences with people who are important to us, particularly our parents.
Values evolve within us not out of what people tell us, but as a result how people behave toward us and others. Remember, there cannot be any “partial” values; for example: you cannot be 50% honest (half-honest) – either you are honest or you are not honest!
Are you doing you MBA?
Keep asking yourself why you are doing it, and you will ultimately arrive at your value.
“Why are you doing your MBA?”
“To learn the art of management.”
“Why do you want to learn management?”
“To get a good job in a top firm as a manager.”
“Why?”
“To make more money.”
“Why?”
“To have a high standard of living.”
The person I was talking to re-iterated here, again and again, since standard of living was his value but you can go on and on till you find your true core values. In one case I was surprised to find conformance as a prime value in a student of MBA – she was doing MBA because everyone else, especially most of her friends, were doing MBA!
With the rise and predominance of the utility value of education, the most important criterion for ranking B-Schools is the pay-packet their students get and not other factors like the quality of faculty and infrastructure, academic achievements and ambience etc.
That’s why there is a rush towards IT and Computer Science as compared to other more interesting and challenging branches of Engineering and Technology – money seems to be the cardinal value amongst students these days!
Some do prefer the civil services even after completing their Engineering from premier institutions as, for these individuals, things like status, service, power, and maybe, patriotism may be important values.
Is a high salary important to you?
Is it important for your work to involve interacting with people?
Is it important for your work to make a contribution to society?
Is having a prestigious job important for you?
It is most important for you to find out your own values (by the “why” method) to avoid value mismatch.
Value mismatch is at the root cause of dilemmas in your life.
Even when you plan to marry or have a relationship you must look out for value mismatch. A conflict between your personal and organizational values may result in ethical dilemmas at the workplace, while value mismatch between two persons may sow discord and cause stress and turbulence in a relationship.
Your values are possibly the most important thing to consider when you're choosing an occupation or workplace.
If you do not take your values into account when planning your career, there's a good chance you'll dislike your work and therefore not enjoy it.
For example, someone who needs to have autonomy in his work would not be happy in a job where every action is decided by someone else.
It is important to distinguish between values, interests, personality, and skills:
Values: the things that are important to you, like achievement, status, and autonomy.
Interests: what you enjoy doing, like reading, taking long walks, eating good food, hanging out with friends.
Personality: a person's individual traits, motivational drives, needs, and attitudes.
Skills: the activities you are good at, such as writing, computer programming, and teaching.
Of these, interests, skills and personality can be developed, but values are intrinsic core beliefs inherent within you. You have to look inwards, analyse, introspect, reflect and endeavour to discover your own true values.
Whether it is your work or relationships, value congruence is of paramount importance – your values must be in harmony for the relationship to tick.
Value Dissonance due to mismatch between individual values and organizational values can cause great strain and trauma at the workplace.
Even within yourself, in order to avoid inner conflict there must be no confusion about your true values.
Remember the saying of Mahatma Gandhi: “Happiness is when what you think, what you say, and what you do are in harmony”.
Dear Reader, please sit down in a quiet place all by yourself, introspect, ask yourself the “why” question and find out your own values.
First know yourself. Then know others.
Try to ascertain your and their values (personal values and organizational values too!).
Avoid value-mismatch and value-dissonance to the extent feasible.
The extent of mutual harmony in your values should determine your choice of work, activities, relationships, friends and partner.
Is freedom an important value for you? Is the career or job you are considering (or the person you want to marry or have a close relationship or friendship with) going to give you enough freedom?
Do you value leisure?
Oh, yes! Leisure is not only an important value but also a determinant of character – If you want to know about a man find out how he spends his leisure! It’s true in your case too – If you had a day off what will you do?Would you read a book, write a story, go hiking outdoors, play your favourite sport, adventure sports, chat with friends, picnic, see a movie, eat your favourite cuisine in a restaurant, or cook it yourself, socialize in your club, spend the day at home with your family, study, play with your pet dog, or see TV at home, or just spend the day in glorious solitude enjoying quality time with yourself?
Or would you rather not “waste” your leisure time and spend the day doing something “useful” connected with your work, career or advancement towards “achieving” your “goals”?
How you spend your leisure reveals vital clues about your values too!
Do you value humour, fun, pleasure, food, enjoyment, sex, family life, quality of life, status, money, success, fame, power, prestige, security, nature, loyalty, love, affection, independence, privacy, togetherness, tranquillity, adventure, leadership, followership, competition, contentment, creativity – look within, reflect, find out for yourself, and the values of others too who you want to relate with – match and harmonize your values, and be happy and fulfilled in your work and your relationships.
Remember, at any important milestone in your life, when you have to make a vital decision, whether you are on the verge of selecting a career, a job, a house, or a marriage partner – trust your sense of values!
In conclusion here is a quote from the German Philosopher Friedrich Hegel:
“A man who has work that suits him, and a wife whom he loves, has squared his accounts with life”
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com/
vikramkarve@sify.com
vikramkarve@hotmail.com
CORPORATE ETHICS
ETHICS
By
VIKRAM KARVE
Can Ethics and Business co-exist? Or are the two mutually exclusive?
Is Ethics relevant in Business Management in today’s world? Or is "Business Ethics" an oxymoron, not relevant in today's business and corporate environment?
Is there such a thing as Ethical Fitness?
When recruiting new people, or promoting/appointing persons to senior / sensitive positions, a number of attributes ( Hard Skills and Soft Skills) like Professional Competence, Managerial Proficiency, Domain-specific or Technical skills, and pertinent soft skills comprising leadership, communication, behavioural and emotional aspects, and even physical and medical fitness are assessed, evaluated and given due consideration.
But does anyone evaluate a candidate’s Ethical Fitness before recruitment or appointment?
No, I am not talking about the routine verification of antecedents or background integrity checks. I am talking of assessing Ethical Fitness.
Ethical fitness refers to ensuring that people are in proper moral shape to recognize and address ethical dilemmas. Ensuring Ethical fitness in a proactive manner will result in preventive, rather than corrective, Ethical Management.
Before launching any inquiry pertaining to the concept of Ethical Fitness, it is necessary to explore the moral dimension. Moral development is a prerequisite to ethical behaviour; in fact, a sine qua non for ethical fitness. Kohlberg offers a handy framework for delineating the stage each of us has reached with respect to personal moral development.
Stage 1. Physical consequences determine moral behaviour.
At this stage of personal moral development, the individual’s ethical behaviour is driven by the decision to avoid punishment or by deference to power. Punishment is an automatic response of physical retaliation. The immediate physical consequences of an action determine its goodness or badness. Such moral behaviour is seen in boarding schools, military training academies etc. where physical punishment techniques are prevalent with a view to inculcate the attributes of obedience and deference to power. The individual behaves in a manner akin to the Pavlovian dog.
Stage 2. Individual needs dictate moral behaviour.
At this stage, a person’s needs are the person’s primary ethical concern. The right action consists of what instrumentally satisfies your own needs. People are valued in terms of their utility. Example: “I will help him because he may help me in return – you scratch my back, I will scratch yours.”
Stage 3. Approval of others determines moral behaviour.
This stage is characterized by decision where the approval of others determines the person’s behaviour. Good behaviour is that which pleases or helps others within the group. The good person satisfies family, friends and associates. “Everybody is doing it, so it must be okay.” One earns approval by being conventionally “respectable” and “nice.” Sin is a breach of the expectations of the social order – “log kya kahenge?” is the leitmotif, and conformance with prevailing ‘stereotypes’ the order of the day.
Stage 4. Compliance with authority and upholding social order are a person’s primary ethical concerns.
“Doing one’s duty” is the primary ethical concern. Consistency and precedence must be maintained. Example: “I comply with my superior’s instructions because it is wrong to disobey my senior”. Authority is seldom questioned. “Even if I feel that something may be unethical, I will unquestioningly obey all orders and comply with everything my boss says because I believe that the boss is always right.”
Stage 5. Tolerance for rational dissent and acceptance of rule by the majority becomes the primary ethical concern.
Example: “ Although I disagree with her views. I will uphold her right to have them.” The right action tends to be defined in terms of general individual rights, and in terms of standards that have been critically examined and agreed upon by the whole society. (eg) The Constitution. The freedom of the individual should be limited by society only when it infringes upon someone else’s freedom.
Stage 6. What is right is viewed as a matter of individual conscience, free choice and personal responsibility for the consequences.
Example: “There is no external threat that can force me to make a decision that I consider morally wrong.” An individual who reaches this stage acts out of universal ethical principles.
Moral development is in no way correlated with intellectual development or your position in the hierarchy or factors like rank, seniority, status, success or earnings, salary, material wealth. In the words of Alexander Orlov, an ex-KGB Chief, “Honesty and Loyalty may be often more deeply ingrained in the make-up of simple and humble people than in men of high position. A man who was taking bribes when he was a constable does not turn honest when he becomes the Chief of Police. The only thing that changes in the size of the bribe. Weakness of character and inability to withstand temptation remains with the man no matter how high he climbs.” Ethical traits accompany a man to the highest rungs of his career.
In a nutshell the governing factors pertaining to six stages of Moral Development which determine Ethical Fitness may be summarized as:
FEAR – Stage 1
NEEDS – Stage 2
CONFORMANCE – Stage 3
COMPLIANCE – Stage4
CONSENSUS – Stage 5
CONSCIENCE & FREE WILL – Stage 6
Before we try to delve into exploring how to evaluate Ethical Fitness, let us briefly ponder on the concepts of Ethical Susceptibility and Ethical Vulnerability.
Ethical Susceptibility is your inability to avoid ethical dilemmas. Ethical Susceptibility is environment dependent (on external factors) like, for example, your job, your boss, colleagues and subordinates, or the persons around you, or even the ‘prevalent organizational culture’.
Ethical Vulnerability is your inability to withstand succumbing in the given ethical dilemmas /situations. It is dependent on your internal stage of moral development in the given ethical situation.
Whereas being in an ethical dilemma is not in your control, to act in an ethical manner in the prevailing situation is certainly in your control.
Ethical vulnerability is a measure of the ease with which a man be ethically compromised, especially in an ethically poor climate. In situations where the ethical susceptibility is high, morally strong people (ethically non-vulnerable) should be appointed and conversely, only in jobs/situations where ethical susceptibility is low should ethically vulnerable persons be permitted.
If the environment is not ethically conducive, a person can intellectually inwardly reach stage 6 but deliberately outwardly masquerade and remain morally at stage 4 as he may find that he has to sacrifice too much to reach stage 6. This can be particularly seen in most hierarchical organizations where most “smart” employees make an outward preference of being at stage 3 or 4 (Conformance and Compliance) in order to avoid jeopardizing their careers, even if internally they have achieved higher ethical states. This Dr. Jekyll and Mr. Hyde schizophrenic moral approach is at the heart of many ethical dilemmas people encounter in their professional lives and may result in internal stress due to ethical confusion.
Whenever two individuals at different stages of moral development interact with each other, both of them try to force or manoeuvre the other into their own appreciation of the ethical situation, thus leading to conflict.
In a formal hierarchical setup, the players in the chain may not be at similar stages of moral development thereby leading to ethical dissonance in the system. Where the ethical susceptibility is high, morally strong people (less vulnerable) should be appointed and conversely, in only such jobs where ethical susceptibility is low should ethically weak persons be permitted.
What is your stage of personal moral development?
Be honest with yourself and recall the decisions you made in recent ethical situations.
The six stages of moral development are valuable landmarks as they tell you approximately where you are and what changes you will have to make in yourself to move to a higher level of moral development. The ultimate goal is to engage in ethical decision making at stage 6.
However, the level of moral development you do reach will depend on your ethical commitment, your ethical consciousness and your ethical competence.
Food for Thought
What do you do if your boss is at a lower stage of moral development than you?
Do you masquerade and make pretence of being at the “appropriate” stage of what moral development and practice situational ethics to reap maximum benefits?
This Dr Jekyll and Mr. Hyde schizophrenic ‘situational ethics’ approach may cause your outer masquerade to turn into inner reality.
Do you want that to happen? Think about it!
Is there a need to assess Ethical Fitness in business and managerial situations?
Or is "Business Ethics" an oxymoron, not relevant in today's business environment?
Most importantly, can Ethics and Business co-exist? Or are the two mutually exclusive?
Dear Reader, what do you think? Please comment.
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work
mailto:vikramkarve@sify.com
mailto:vikramkarve@hotmail.com
http://vikramkarve.sulekha.com/
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
By
VIKRAM KARVE
Can Ethics and Business co-exist? Or are the two mutually exclusive?
Is Ethics relevant in Business Management in today’s world? Or is "Business Ethics" an oxymoron, not relevant in today's business and corporate environment?
Is there such a thing as Ethical Fitness?
When recruiting new people, or promoting/appointing persons to senior / sensitive positions, a number of attributes ( Hard Skills and Soft Skills) like Professional Competence, Managerial Proficiency, Domain-specific or Technical skills, and pertinent soft skills comprising leadership, communication, behavioural and emotional aspects, and even physical and medical fitness are assessed, evaluated and given due consideration.
But does anyone evaluate a candidate’s Ethical Fitness before recruitment or appointment?
No, I am not talking about the routine verification of antecedents or background integrity checks. I am talking of assessing Ethical Fitness.
Ethical fitness refers to ensuring that people are in proper moral shape to recognize and address ethical dilemmas. Ensuring Ethical fitness in a proactive manner will result in preventive, rather than corrective, Ethical Management.
Before launching any inquiry pertaining to the concept of Ethical Fitness, it is necessary to explore the moral dimension. Moral development is a prerequisite to ethical behaviour; in fact, a sine qua non for ethical fitness. Kohlberg offers a handy framework for delineating the stage each of us has reached with respect to personal moral development.
Stage 1. Physical consequences determine moral behaviour.
At this stage of personal moral development, the individual’s ethical behaviour is driven by the decision to avoid punishment or by deference to power. Punishment is an automatic response of physical retaliation. The immediate physical consequences of an action determine its goodness or badness. Such moral behaviour is seen in boarding schools, military training academies etc. where physical punishment techniques are prevalent with a view to inculcate the attributes of obedience and deference to power. The individual behaves in a manner akin to the Pavlovian dog.
Stage 2. Individual needs dictate moral behaviour.
At this stage, a person’s needs are the person’s primary ethical concern. The right action consists of what instrumentally satisfies your own needs. People are valued in terms of their utility. Example: “I will help him because he may help me in return – you scratch my back, I will scratch yours.”
Stage 3. Approval of others determines moral behaviour.
This stage is characterized by decision where the approval of others determines the person’s behaviour. Good behaviour is that which pleases or helps others within the group. The good person satisfies family, friends and associates. “Everybody is doing it, so it must be okay.” One earns approval by being conventionally “respectable” and “nice.” Sin is a breach of the expectations of the social order – “log kya kahenge?” is the leitmotif, and conformance with prevailing ‘stereotypes’ the order of the day.
Stage 4. Compliance with authority and upholding social order are a person’s primary ethical concerns.
“Doing one’s duty” is the primary ethical concern. Consistency and precedence must be maintained. Example: “I comply with my superior’s instructions because it is wrong to disobey my senior”. Authority is seldom questioned. “Even if I feel that something may be unethical, I will unquestioningly obey all orders and comply with everything my boss says because I believe that the boss is always right.”
Stage 5. Tolerance for rational dissent and acceptance of rule by the majority becomes the primary ethical concern.
Example: “ Although I disagree with her views. I will uphold her right to have them.” The right action tends to be defined in terms of general individual rights, and in terms of standards that have been critically examined and agreed upon by the whole society. (eg) The Constitution. The freedom of the individual should be limited by society only when it infringes upon someone else’s freedom.
Stage 6. What is right is viewed as a matter of individual conscience, free choice and personal responsibility for the consequences.
Example: “There is no external threat that can force me to make a decision that I consider morally wrong.” An individual who reaches this stage acts out of universal ethical principles.
Moral development is in no way correlated with intellectual development or your position in the hierarchy or factors like rank, seniority, status, success or earnings, salary, material wealth. In the words of Alexander Orlov, an ex-KGB Chief, “Honesty and Loyalty may be often more deeply ingrained in the make-up of simple and humble people than in men of high position. A man who was taking bribes when he was a constable does not turn honest when he becomes the Chief of Police. The only thing that changes in the size of the bribe. Weakness of character and inability to withstand temptation remains with the man no matter how high he climbs.” Ethical traits accompany a man to the highest rungs of his career.
In a nutshell the governing factors pertaining to six stages of Moral Development which determine Ethical Fitness may be summarized as:
FEAR – Stage 1
NEEDS – Stage 2
CONFORMANCE – Stage 3
COMPLIANCE – Stage4
CONSENSUS – Stage 5
CONSCIENCE & FREE WILL – Stage 6
Before we try to delve into exploring how to evaluate Ethical Fitness, let us briefly ponder on the concepts of Ethical Susceptibility and Ethical Vulnerability.
Ethical Susceptibility is your inability to avoid ethical dilemmas. Ethical Susceptibility is environment dependent (on external factors) like, for example, your job, your boss, colleagues and subordinates, or the persons around you, or even the ‘prevalent organizational culture’.
Ethical Vulnerability is your inability to withstand succumbing in the given ethical dilemmas /situations. It is dependent on your internal stage of moral development in the given ethical situation.
Whereas being in an ethical dilemma is not in your control, to act in an ethical manner in the prevailing situation is certainly in your control.
Ethical vulnerability is a measure of the ease with which a man be ethically compromised, especially in an ethically poor climate. In situations where the ethical susceptibility is high, morally strong people (ethically non-vulnerable) should be appointed and conversely, only in jobs/situations where ethical susceptibility is low should ethically vulnerable persons be permitted.
If the environment is not ethically conducive, a person can intellectually inwardly reach stage 6 but deliberately outwardly masquerade and remain morally at stage 4 as he may find that he has to sacrifice too much to reach stage 6. This can be particularly seen in most hierarchical organizations where most “smart” employees make an outward preference of being at stage 3 or 4 (Conformance and Compliance) in order to avoid jeopardizing their careers, even if internally they have achieved higher ethical states. This Dr. Jekyll and Mr. Hyde schizophrenic moral approach is at the heart of many ethical dilemmas people encounter in their professional lives and may result in internal stress due to ethical confusion.
Whenever two individuals at different stages of moral development interact with each other, both of them try to force or manoeuvre the other into their own appreciation of the ethical situation, thus leading to conflict.
In a formal hierarchical setup, the players in the chain may not be at similar stages of moral development thereby leading to ethical dissonance in the system. Where the ethical susceptibility is high, morally strong people (less vulnerable) should be appointed and conversely, in only such jobs where ethical susceptibility is low should ethically weak persons be permitted.
What is your stage of personal moral development?
Be honest with yourself and recall the decisions you made in recent ethical situations.
The six stages of moral development are valuable landmarks as they tell you approximately where you are and what changes you will have to make in yourself to move to a higher level of moral development. The ultimate goal is to engage in ethical decision making at stage 6.
However, the level of moral development you do reach will depend on your ethical commitment, your ethical consciousness and your ethical competence.
Food for Thought
What do you do if your boss is at a lower stage of moral development than you?
Do you masquerade and make pretence of being at the “appropriate” stage of what moral development and practice situational ethics to reap maximum benefits?
This Dr Jekyll and Mr. Hyde schizophrenic ‘situational ethics’ approach may cause your outer masquerade to turn into inner reality.
Do you want that to happen? Think about it!
Is there a need to assess Ethical Fitness in business and managerial situations?
Or is "Business Ethics" an oxymoron, not relevant in today's business environment?
Most importantly, can Ethics and Business co-exist? Or are the two mutually exclusive?
Dear Reader, what do you think? Please comment.
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work
mailto:vikramkarve@sify.com
mailto:vikramkarve@hotmail.com
http://vikramkarve.sulekha.com/
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
Monday, January 5, 2009
DECISION MAKING MODEL - SHOR PARADIGM
HOW TO MAKE GOOD DECISIONS
[A DECISION MAKING MODEL - The SHOR Paradigm]
By
VIKRAM KARVE
“The man who insists upon seeing with perfect clearness before he decides, never decides” …Frederic Amiel
Decision-making is so pervasive that everyone, professionally or personally, is involved with making a variety of decisions.
In today’s fast-moving world, the timing of a decision is of paramount importance in many decision-making situations. In real life even the “perfect” decision may not be optimal if it is made too late.
Information is a vital resource in decision-making. One of the most important characteristics of successful managers is the ability to make the correct decision when confronted with imperfect or insufficient information (i.e.) Decision-making under conditions of uncertainty.
In the context of decision-processing, two realms or domains of uncertainty are:
1. Information-Input Uncertainty which creates the need for hypothesis generation and evaluation;
2. Consequence-of-Action Uncertainty which creates the need for option generation and evaluation.
THE SHOR PARADIGM
A Decision Taxonomy: The Stimulus – Hypothesis – Options – Response (SHOR) paradigm, formulated by Wohl, is useful in such decision situations. The SHOR paradigm represents a qualitative, descriptive, model as distinct from a quantitative, predictive model, and comprises three primary decision-making task elements:
S: Stimulus Input Data Processing
H: Hypothesis Generation, Hypothesis Evaluation, Information Processing [What is?]
O: Option Generation, Option Evaluation, Decision-Making [What if?]
R: Response Output Action
The SHOR paradigm is basically an extension of the classical Stimulus – Response (SR) Paradigm of behaviourist psychology. The SHOR paradigm provides explicitly for the necessity to deal with information input uncertainty and consequence-of-action uncertainty, and helps us understand some of the peculiar human factors that affect the quality of the decision-making and answering questions such as:
What makes some decision-makers perform better than others, especially in placing high-value assets at risk, in business?
What are the sources and dimensions of “poor” performance?
HUMAN ERRORS IN DECISION-MAKING
Based on the SHOR Model, human errors in decision-making appear to lie in four domains:
(S) Stimulus: “I didn’t know…”
(H) Hypothesis: “I didn’t understand…”
(O) Options: “I didn’t consider…”
(R) Response: “I didn’t act…”
Stimulus based errors of the type “I didn’t know…” result from lack or inadequacy of information, the true inability to obtain information.
“I didn’t understand…” is the fundamental result of information input uncertainty, while “I didn’t consider…” is the product of consequence-of-action uncertainty.
It is possible to have accessed all significant information, to have developed the correct hypothesis and to have selected the best option and yet fail to take appropriate action. The two possible reasons for the “I didn’t act…” type of response error are:
1. Paralysis: This is a complete failure to act, the pathological “observation of an inevitable course” without intervention. It is caused by an over-riding emotional struggle in which some internal factor is being placed in conflict with the course of action selected by the decision-maker. The final scene in the evergreen classic film The Bridge on the River Kwai (1957) exemplifies such a situation.
2. Misjudgement: The decision-maker correctly decides what to do but errs in either or both of the two dimensions – how [the specifics of the action] or when [the timing of the action].
Prediction of the critical consequences of inaction may be of some help in dealing with paralysis whilst the ability to perform sensitivity analyses may assist in alleviating misjudgement.
Any Decision-Maker [and designers of decision aids] must address the four cardinal errors in decision-making epitomized by the SHOR paradigm:
“I didn’t know…”
“I didn’t understand…”
“I didn’t consider…”
“I didn’t act…”
DECISION-MAKING IN UNCERTAINTY
In the context of decision-making in uncertainty, the conflict theory paradigm developed by Janis and Mann may be apt. This paradigm postulates five patterns of coping behaviour which tends to occur in such situations:
1. Unconflicted Adherence in which the uncertain, or risk, information is ignored and the decision-maker complacently decides to continue whatever he has been doing.
2. Unconflicted Change to a new course of action, where the decision-maker uncritically adopts whichever new course of action is most salient, obvious or strongly recommended.
3. Defensive Avoidance in which the decision-maker evades conflict by procrastinating, shifting responsibility to someone else, or constructing wishful rationalisations and remaining selectively inattentive to corrective information.
4. Hypervigilance wherein the decision-maker searches frantically for a way out of the dilemma and impulsively seizes upon a hastily contrived solution that seems to promise immediate relief, overlooking the full range of consequences of his choice because of emotional excitement, repetitive thinking and cognitive constriction. In its most extreme form hypervigilance is referred to as “panic”.
5. Concerned Vigilance in which the decision-maker optimally processes pertinent information and generates and evaluates hypotheses and options before selecting a response as characterised by the SHOR paradigm.
In many real-life situations a decision-maker cannot always keep waiting until the entire information-input and consequence-of-action conditions are known a priori with certainty. In most cases there is no such thing as “perfect” certainty.
If a single most important characteristic is crucial to a decision-maker in any field, it is the ability to make optimal decisions in conditions of uncertainty. Qualitative descriptive models like the SHOR paradigm may prove useful in such situations.
To quote Frederic Amiel once again: “The man who insists upon seeing with perfect clearness before he decides, never decides”.
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
vikramkarve@sify.com
vikramkarve@hotmail.com
http://www.linkedin.com/in/karve
http://vikramkarve.sulekha.com/
http://www.ryze.com/go/karve
[A DECISION MAKING MODEL - The SHOR Paradigm]
By
VIKRAM KARVE
“The man who insists upon seeing with perfect clearness before he decides, never decides” …Frederic Amiel
Decision-making is so pervasive that everyone, professionally or personally, is involved with making a variety of decisions.
In today’s fast-moving world, the timing of a decision is of paramount importance in many decision-making situations. In real life even the “perfect” decision may not be optimal if it is made too late.
Information is a vital resource in decision-making. One of the most important characteristics of successful managers is the ability to make the correct decision when confronted with imperfect or insufficient information (i.e.) Decision-making under conditions of uncertainty.
In the context of decision-processing, two realms or domains of uncertainty are:
1. Information-Input Uncertainty which creates the need for hypothesis generation and evaluation;
2. Consequence-of-Action Uncertainty which creates the need for option generation and evaluation.
THE SHOR PARADIGM
A Decision Taxonomy: The Stimulus – Hypothesis – Options – Response (SHOR) paradigm, formulated by Wohl, is useful in such decision situations. The SHOR paradigm represents a qualitative, descriptive, model as distinct from a quantitative, predictive model, and comprises three primary decision-making task elements:
S: Stimulus Input Data Processing
H: Hypothesis Generation, Hypothesis Evaluation, Information Processing [What is?]
O: Option Generation, Option Evaluation, Decision-Making [What if?]
R: Response Output Action
The SHOR paradigm is basically an extension of the classical Stimulus – Response (SR) Paradigm of behaviourist psychology. The SHOR paradigm provides explicitly for the necessity to deal with information input uncertainty and consequence-of-action uncertainty, and helps us understand some of the peculiar human factors that affect the quality of the decision-making and answering questions such as:
What makes some decision-makers perform better than others, especially in placing high-value assets at risk, in business?
What are the sources and dimensions of “poor” performance?
HUMAN ERRORS IN DECISION-MAKING
Based on the SHOR Model, human errors in decision-making appear to lie in four domains:
(S) Stimulus: “I didn’t know…”
(H) Hypothesis: “I didn’t understand…”
(O) Options: “I didn’t consider…”
(R) Response: “I didn’t act…”
Stimulus based errors of the type “I didn’t know…” result from lack or inadequacy of information, the true inability to obtain information.
“I didn’t understand…” is the fundamental result of information input uncertainty, while “I didn’t consider…” is the product of consequence-of-action uncertainty.
It is possible to have accessed all significant information, to have developed the correct hypothesis and to have selected the best option and yet fail to take appropriate action. The two possible reasons for the “I didn’t act…” type of response error are:
1. Paralysis: This is a complete failure to act, the pathological “observation of an inevitable course” without intervention. It is caused by an over-riding emotional struggle in which some internal factor is being placed in conflict with the course of action selected by the decision-maker. The final scene in the evergreen classic film The Bridge on the River Kwai (1957) exemplifies such a situation.
2. Misjudgement: The decision-maker correctly decides what to do but errs in either or both of the two dimensions – how [the specifics of the action] or when [the timing of the action].
Prediction of the critical consequences of inaction may be of some help in dealing with paralysis whilst the ability to perform sensitivity analyses may assist in alleviating misjudgement.
Any Decision-Maker [and designers of decision aids] must address the four cardinal errors in decision-making epitomized by the SHOR paradigm:
“I didn’t know…”
“I didn’t understand…”
“I didn’t consider…”
“I didn’t act…”
DECISION-MAKING IN UNCERTAINTY
In the context of decision-making in uncertainty, the conflict theory paradigm developed by Janis and Mann may be apt. This paradigm postulates five patterns of coping behaviour which tends to occur in such situations:
1. Unconflicted Adherence in which the uncertain, or risk, information is ignored and the decision-maker complacently decides to continue whatever he has been doing.
2. Unconflicted Change to a new course of action, where the decision-maker uncritically adopts whichever new course of action is most salient, obvious or strongly recommended.
3. Defensive Avoidance in which the decision-maker evades conflict by procrastinating, shifting responsibility to someone else, or constructing wishful rationalisations and remaining selectively inattentive to corrective information.
4. Hypervigilance wherein the decision-maker searches frantically for a way out of the dilemma and impulsively seizes upon a hastily contrived solution that seems to promise immediate relief, overlooking the full range of consequences of his choice because of emotional excitement, repetitive thinking and cognitive constriction. In its most extreme form hypervigilance is referred to as “panic”.
5. Concerned Vigilance in which the decision-maker optimally processes pertinent information and generates and evaluates hypotheses and options before selecting a response as characterised by the SHOR paradigm.
In many real-life situations a decision-maker cannot always keep waiting until the entire information-input and consequence-of-action conditions are known a priori with certainty. In most cases there is no such thing as “perfect” certainty.
If a single most important characteristic is crucial to a decision-maker in any field, it is the ability to make optimal decisions in conditions of uncertainty. Qualitative descriptive models like the SHOR paradigm may prove useful in such situations.
To quote Frederic Amiel once again: “The man who insists upon seeing with perfect clearness before he decides, never decides”.
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
vikramkarve@sify.com
vikramkarve@hotmail.com
http://www.linkedin.com/in/karve
http://vikramkarve.sulekha.com/
http://www.ryze.com/go/karve
Thursday, January 1, 2009
Get Rid of Stress
NEW YEAR RESOLUTION
AVOID STRESS, BE HEALTHY AND HAPPY
by
VIKRAM KARVE
In my opinion the term “Stress Management” is an oxymoron.
First you create stress within yourself, and then try to “manage” it.
Funny, isn’t it?
Why not prevent stress in the first place? Focus on “stress prevention” rather than “stress management”.
Let’s try one way how to do this.
Long back, sometime in the 1960’s, when I was a small boy, my father took me to visit Belur Math, and there I acquired a tiny pocket book called “Thus Spake Vivekananda”.
Whenever the chips were down, or I felt dejected, I referred to the inspiring gems of wisdom, distilled from the complete works of Swami Vivekanada, for instant motivation and strength.
Here’s one of those gems of wisdom [a phrase from the sayings of Swami Vivekananda]:
Anything that makes you weak physically, intellectually, and spiritually, reject as poison.
I feel that the word “weak” is all encompassing and embraces anything that creates in you a stressful situation like all negative emotions and feelings including anger, irritation, infuriation, frustration, despondency, depression, demoralization, unhappiness – anything that disturbs your inner tranquility and equanimity, drains you emotionally and intellectually, besides literal physical weakness. Oh yes, Stress is weakness, Stress is Poison!
Now sit down in a quiet tranquil place, close your eyes, introspect, and try to think of all the things that make you feel negative – all your stress-creators and stressful situations. These can be anything – toxic or incompatible persons, who irritate, annoy and hassle you, foods and beverages which don’t suit you and are physically detrimental, activities, which may appear pleasurable, but actually drain you out, technology and gadgets, like your cell-phone, which disturb your peace of mind, and strained relationships, which are a source of stress. Make an exhaustive list of all the things that make you “weak” and try to reject them as “poison”.
At first you may be a bit skeptical about this approach, but when you start implementing, you’ll be surprised how much it is in your own control to prevent stress.While you reject the things that make you weak, you must also reinforce the things that make you feel "strong" and positive.
So simultaneously, reflect and contemplate, and make a list of things which give you strength and joy, make you happy and productive – all the things and people that create positive feelings in you – and try to devote as much time and energy to these positive things that give you strength and make you feel good.
This technique of stress prevention works for me, and I’m sure it’ll work for you too, and is so effective, probably because it is so breathtaking in its simplicity.
So pracise this technique this New Year and get rid of stress forever.
Happy New Year.
VIKRAM KARVE
mailto:vikramkarve@sify.com
http://vikramkarve.sulekha.com/
http://www.linkedin.com/in/karve
AVOID STRESS, BE HEALTHY AND HAPPY
by
VIKRAM KARVE
In my opinion the term “Stress Management” is an oxymoron.
First you create stress within yourself, and then try to “manage” it.
Funny, isn’t it?
Why not prevent stress in the first place? Focus on “stress prevention” rather than “stress management”.
Let’s try one way how to do this.
Long back, sometime in the 1960’s, when I was a small boy, my father took me to visit Belur Math, and there I acquired a tiny pocket book called “Thus Spake Vivekananda”.
Whenever the chips were down, or I felt dejected, I referred to the inspiring gems of wisdom, distilled from the complete works of Swami Vivekanada, for instant motivation and strength.
Here’s one of those gems of wisdom [a phrase from the sayings of Swami Vivekananda]:
Anything that makes you weak physically, intellectually, and spiritually, reject as poison.
I feel that the word “weak” is all encompassing and embraces anything that creates in you a stressful situation like all negative emotions and feelings including anger, irritation, infuriation, frustration, despondency, depression, demoralization, unhappiness – anything that disturbs your inner tranquility and equanimity, drains you emotionally and intellectually, besides literal physical weakness. Oh yes, Stress is weakness, Stress is Poison!
Now sit down in a quiet tranquil place, close your eyes, introspect, and try to think of all the things that make you feel negative – all your stress-creators and stressful situations. These can be anything – toxic or incompatible persons, who irritate, annoy and hassle you, foods and beverages which don’t suit you and are physically detrimental, activities, which may appear pleasurable, but actually drain you out, technology and gadgets, like your cell-phone, which disturb your peace of mind, and strained relationships, which are a source of stress. Make an exhaustive list of all the things that make you “weak” and try to reject them as “poison”.
At first you may be a bit skeptical about this approach, but when you start implementing, you’ll be surprised how much it is in your own control to prevent stress.While you reject the things that make you weak, you must also reinforce the things that make you feel "strong" and positive.
So simultaneously, reflect and contemplate, and make a list of things which give you strength and joy, make you happy and productive – all the things and people that create positive feelings in you – and try to devote as much time and energy to these positive things that give you strength and make you feel good.
This technique of stress prevention works for me, and I’m sure it’ll work for you too, and is so effective, probably because it is so breathtaking in its simplicity.
So pracise this technique this New Year and get rid of stress forever.
Happy New Year.
VIKRAM KARVE
mailto:vikramkarve@sify.com
http://vikramkarve.sulekha.com/
http://www.linkedin.com/in/karve